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| committer | Roger Frank <rfrank@pglaf.org> | 2025-10-15 02:38:36 -0700 |
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diff --git a/28490-h/28490-h.htm b/28490-h/28490-h.htm new file mode 100644 index 0000000..5c166fb --- /dev/null +++ b/28490-h/28490-h.htm @@ -0,0 +1,24779 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> + +<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> + <head> + <meta http-equiv="Content-Type" content="text/html;charset=iso-8859-1" /> + <meta http-equiv="Content-Style-Type" content="text/css" /> + <title> + The Project Gutenberg eBook of Scouting for Girls, edited by Josephine Daskam Bacon. + </title> + <style type="text/css"> + + p {margin-top: .75em; + text-align: justify; + text-indent: 1.25em; + margin-bottom: .75em; + } + img {border: 0;} + .tnote {border: dashed 1px; margin-left: 10%; margin-right: 10%; padding-bottom: .5em; padding-top: .5em; + padding-left: .5em; padding-right: .5em;} + ins {text-decoration:none; border-bottom: thin dotted gray;} + h1,h2,h3,h4,h5,h6 { + text-align: center; /* all headings centered */ + clear: both; + } + hr { width: 33%; + margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; + } + + table {margin-left: auto; margin-right: auto;} + + body{margin-left: 10%; + margin-right: 10%; + } + + .pagenum { /* uncomment the next line for invisible page numbers */ + /* visibility: hidden; */ + position: absolute; + left: 92%; + font-size: smaller; + text-align: right; + } /* page numbers */ + .copyright {text-align: center; font-size: 70%;} + .blockquot{margin-left: 5%; margin-right: 10%; text-align: justify;} + + .bbox {border: solid 2px; margin-left: 10%; margin-right: 10%; padding-bottom: .5em; padding-top: .5em; + padding-left: .5em; padding-right: .5em;} + + .center {text-align: center;} + .smcap {font-variant: small-caps;} + + .caption {font-weight: bold; font-size: 70%;} + + .figcenter {margin: auto; text-align: center;} + + .figleft {float: left; clear: left; margin-left: 0; margin-bottom: 1em; margin-top: + 1em; margin-right: 1em; padding: 0; text-align: center;} + + .figright {float: right; clear: right; margin-left: 1em; margin-bottom: 1em; + margin-top: 1em; margin-right: 0; padding: 0; text-align: center;} + + .unindent {margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + } + .right {text-align: right;} + .poem {margin-left: 30%; margin-right: 10%; text-align: left;} + .poem2 {margin-left: 15%; margin-right: 10%; text-align: left;} + .poem3 {margin-left: 10%; text-align: left;} + + .sig {margin-right: 10%; text-align: right;} + .u {text-decoration: underline;} + .linenum {position: absolute; top: auto; left: 4%;} /* poetry number */ + .sidenote {width: 20%; padding-bottom: .5em; padding-top: .5em; + padding-left: .5em; padding-right: .5em; margin-left: 1em; + float: right; clear: right; margin-top: 1em; + font-size: smaller; color: black; background: #eeeeee; border: dashed 1px;} + + .footnotes {border: dashed 1px;} + .footnote {margin-left: 10%; margin-right: 10%; font-size: 0.9em;} + .fnanchor {vertical-align:baseline; + position: relative; + bottom: 0.33em; + font-size: .8em; + text-decoration: none;} + .hang1 {text-indent: -1.5em; margin-left: 7em; text-align: justify;} + .hang2 {text-indent: -1.5em; margin-left: 2em; text-align: justify;} + .cap:first-letter {float: left; clear: left; margin: -0.2em 0.1em 0; margin-top: 0%; + padding: 0; line-height: .75em; font-size: 300%; text-align: justify;} + .cap {text-align: justify;} + + </style> + </head> +<body> + + +<pre> + +The Project Gutenberg EBook of Scouting For Girls, Official Handbook of +the Girl Scouts, by Girl Scouts + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Scouting For Girls, Official Handbook of the Girl Scouts + +Author: Girl Scouts + +Editor: Josephine Daskam Bacon + +Release Date: April 4, 2009 [EBook #28490] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK OFFICIAL HANDBOOK OF GIRL SCOUTS *** + + + + +Produced by David Edwards, Emmy and the Online Distributed +Proofreading Team at https://www.pgdp.net (This file was +produced from images generously made available by The +Internet Archive)Music by Linda Cantoni. + + + + + + +</pre> + + +<div class='tnote'><b>Transcriber's Note:</b> Some images have been linked to larger +copies to easier enable reading of the fine print. Clicking on the image will +display this larger image.</div> +<p> <br /></p> + +<div class="figcenter" style="width: 409px;"> +<img src="images/cover.jpg" width="409" height="600" alt="Cover" title="" /> +</div> + + +<h1>SCOUTING<br /> +for<br /> +GIRLS</h1> + + +<div class="figcenter" style="width: 144px;"> +<img src="images/i002.jpg" width="144" height="138" alt="Emblem" title="Emblem" /> +</div> +<hr style="width: 65%;" /> + +<h3>THIS BOOK BELONGS TO</h3> + +<div class='center'>___________________________________________________________</div> + + +<h3>MEMBER OF</h3> + +<div class='center'>_____________________________________________________ Troop</div> + + +<h3>MY SCOUT RECORD</h3> + +<p>Registration Date and Place ____________________________________</p> + +<p>Passed Tenderfoot Test _______________________________________</p> + +<p>Passed Second Class Test _____________________________________</p> + +<p>Passed ____________________________________________________</p> + + + +<hr style="width: 65%;" /> +<h2>SCOUTING <i>for</i> GIRLS</h2> + + +<div class="figcenter" style="width: 144px;"> +<img src="images/i002.jpg" width="144" height="138" alt="Emblem" title="Emblem" /> +</div> +<hr style="width: 65%;" /> +<div class="figcenter" style="width: 318px;"> +<img src="images/i003.jpg" width="318" height="500" alt="MAGDELAINE DE VERCHÈRES The First Girl Scout in the New World. From Statue erected by Lord Grey, near the site of Fort Verchères on the St. Lawrence." title="" /> +<span class="caption">MAGDELAINE DE VERCHÈRES<br /> + +The First Girl Scout in the New World. From Statue erected by Lord Grey, +near the site of Fort Verchères on the St. Lawrence.</span> +</div> + + + +<hr style="width: 65%;" /> +<h1>SCOUTING <i>for</i> GIRLS</h1> + + +<h2><i>OFFICIAL HANDBOOK</i></h2> + +<h4>OF THE</h4> + +<h2>GIRL SCOUTS<br /><br /></h2> + +<div class="figcenter" style="width: 150px;"> +<img src="images/i004.png" width="150" height="146" alt="" title="" /> +</div> + +<div class='center'><small>SIXTH REPRINT</small><br /> +<small>1925</small><br /><br /><br /><br /> + + +<br /><br /><br /><br /> +PUBLISHED BY THE GIRL SCOUTS, <span class='smcap'>Inc.</span><br /> +NATIONAL HEADQUARTERS<br /> +670 LEXINGTON AVENUE, NEW YORK, N.Y.<br /> +</div> + +<hr style="width: 65%;" /> +<div class='copyright'> +<i>Copyright 1920 by Girl Scouts, Inc.</i><br /> +<i>All Rights Reserved.</i><br /> +<br /><br /><br /> + +PRINTED IN NEW YORK CITY</div> + + + +<hr style="width: 65%;" /> +<h3><i>To</i></h3> + +<h2><span class="smcap">Juliette Low</span></h2> + +<div class='center'>THEIR FOUNDER<br /> + +<br /> +<br /> +<span class="u">in grateful acknowledgment of all that</span><br /> +<span class="u">she has done for them, the American</span><br /> +<span class="u">Girl Scouts dedicate this Handbook</span><br /> +</div> + + + +<hr style="width: 65%;" /><p><a name="foreword" id="foreword"></a></p> +<div class='bbox'> +<h2>FOREWORD</h2> + +<h3><i>How Scouting Began</i></h3> + + +<p><i>"How did Scouting come to be used by girls?" That is what +I have been asked. Well, it was this way. In the beginning +I had used Scouting—that is, wood craft, handiness, and cheery +helpfulness—as a means for training young soldiers when +they first joined the army, to help them become handy, capable +men and able to hold their own with anyone instead of being +mere drilled machines.</i></p> + +<p><i>You have read about the Wars in your country against +the Red Indians, of the gallantry of your soldiers against +the cunning of the Red Man, and what is more, of the pluck +of your women on those dangerous frontiers.</i></p> + +<p><i>Well, we have had much the same sort of thing in South +Africa. Over and over again I have seen there the wonderful +bravery and resourcefulness of the women when the tribes of +Zulu or Matabeles have been out on the war path against the +white settlers.</i></p> + +<p><i>In the Boer war a number of women volunteered to help +my forces as nurses or otherwise; they were full of pluck +and energy, but unfortunately they had never been trained +to do anything, and so with all the good-will in the world they +were of no use. I could not help feeling how splendid it +would be if one could only train them in peace time in the +same way one trained the young soldiers—that is, through +Scoutcraft.</i></p> + +<p><i>I afterwards took to training boys in that way, but I had +not been long at it before the girls came along, and offered +to do the very thing I had hoped for, they wanted to take up +Scouting also.</i></p> + +<p><i>They did not merely want to be imitators of the boys; +they wanted a line of their own.</i></p> + +<p><i>So I gave them a smart blue uniform and the names of +"Guides" and my sister wrote an outline of the scheme. The +name Guide appealed to the British girls because the pick of +our frontier forces in India is the Corps of Guides. The term +cavalry or infantry hardly describes it since it is composed +of all-round handy men ready to take on any job in the +campaigning line and do it well.</i></p> + +<p><i>Then too, a woman who can be a good and helpful comrade +to her brother or husband or son along the path of life is +really a guide to him.</i></p> + +<p><i>The name Guide therefore just describes the members of +our sisterhood who besides being handy and ready for any +kind of duty are also a jolly happy family and likely to be +good, cheery comrades to their mankind.</i></p> + +<p><i>The coming of the Great War gave the Girl Guides their +opportunity, and they quickly showed the value of their +training by undertaking a variety of duties which made them +valuable to their country in her time of need.</i></p> + +<p><i>My wife, Lady Baden-Powell, was elected by the members +to be the Chief Guide, and under her the movement has gone +ahead at an amazing pace, spreading to most foreign countries.</i></p> + +<p><i>It is thanks to Mrs. Juliette Low, of Savannah, that the +movement was successfully started in America, and though +the name Girl Scouts has there been used it is all part of the +same sisterhood, working to the same ends and living up to +the same Laws and Promise.</i></p> + +<p><i>If all the branches continue to work together and become +better acquainted with each other as they continue to become +bigger it will mean not only a grand step for the sisterhood, +but what is more important it will be a real help toward +making the new League of Nations a living force.</i></p> + +<p><i>How can that be? In this way:</i></p> + +<p><i>If the women of the different nations are to a large extent +members of the same society and therefore in close touch and +sympathy with each other, although belonging to different +countries, they will make the League a real bond not merely +between the Governments, but between the Peoples themselves +and they will see to it that it means Peace and that we have +no more of War.</i></p> + +<div class='sig'> +<i>Robert Baden Powell.</i> +</div><div class='unindent'> +<i>May, 1919</i><br /> +</div></div> + + + +<hr style="width: 65%;" /><p><a name="preface" id="preface"></a></p> +<h2>PREFACE</h2> + +<p>The present edition of "Scouting for Girls" is the result +of collaboration on the part of practical workers in +the organization from every part of the country. The +endeavor on the part of its compilers has been to combine +the minimum of standardization necessary for dignified +and efficient procedure, with the maximum of freedom +for every local branch in its interpretation and practice +of the Girl Scout aims and principles.</p> + +<p>Grateful acknowledgments are due to the following:</p> +<div class='blockquot'> +<p>Miss Sarah Louise Arnold, Dean, and Miss Ula M. Dow, +A.M., and Dr. Alice Blood, of Simmons College for the +Part of Section XI entitled "Home Economics"; Sir Robert +Baden-Powell for frequent references and excerpts +from "Girl Guiding"; Dr. Samuel Lambert for the Part +on First Aid, Section XI, and Dr. W. H. Rockwell for +reading and criticizing this; Miss Marie Johnson with the +assistance of Miss Isabel Stewart of Teachers College, +for the Part entitled "Home Nursing" in Section XI; Dr. +Herman M. Biggs for reading and criticizing the Parts +dealing with Public Health and Child Care; Mr. Ernest +Thompson Seton and The Woodcraft League, and Doubleday, +Page & Co. for Section XIII and plates on "Woodcraft"; +Mr. Joseph Parsons, Mr. James Wilder, Mrs. +Eloise Roorbach, and Mr. Horace Kephart and the +Macmillan Company for the material in Section XIV +"Camping for Girl Scouts"; Mr. George H. Sherwood, +Curator, and Dr. G. Clyde Fisher, Associate Curator, of +the Department of Public Education of the American +Museum of Natural History for the specially prepared +Section XV and illustrations on "Nature Study," and for +all proficiency tests in this subject; Mr. David Hunter +for Section XVI "The Girl Scout's Own Garden," and +Mrs. Ellen Shipman for the part on a perennial border +with the specially prepared drawing, in the Section on the +Garden; Mr. Sereno Stetson for material in Section XVII +"Measurements, Map Making and Knots"; Mr. Austin +Strong for pictures of knots; Mrs. Raymond Brown for +the test for Citizen; Miss Edith L. Nichols, Supervisor of +Drawing in the New York Public Schools, for the test on +Craftsman; Mr. John Grolle of the Settlement Music +School, Philadelphia, for assistance in the Music test; +Miss Eckhart for help in the Farmer test; The Camera +Club and the Eastman Kodak Company for the test for +Photographer; Mrs. Frances Hunter Elwyn of the New +York School of Fine and Applied Arts, for devising and +drawing certain of the designs for Proficiency Badges +and the plates for Signalling; Miss L. S. Power, Miss +Mary Davis and Miss Mabel Williams of the New York +Public Library, for assistance in the preparation of reference +reading for Proficiency Tests, and general reading +for Girl Scouts.</p> + +<p>It is evident that only a profound conviction of the +high aims of the Girl Scout movement and the practical +capacity of the organization for realizing them could +have induced so many distinguished persons to give so +generously of their time and talent to this Handbook.</p> + +<p>The National Executive Board, under whose auspices +it has been compiled, appreciate this and the kindred +courtesy of the various organizations of similar interests, +most deeply. We feel that such hearty and friendly cooperation +on the part of the community at large is the +greatest proof of the vitality and real worth of this and +allied movements, based on intelligent study of the young +people of our country.</p> +</div> +<div class='sig'> +<span style="margin-right: 4em;"><span class="smcap">Josephine Daskam Bacon</span>,</span><br /> +<i>Chairman of Publications.</i><br /> +</div> + +<div class='unindent'><i>March 1, 1920.</i></div> + + + +<hr style="width: 65%;" /> +<h2>CONTENTS</h2> + + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Table of Contents"> +<tr><td align='left' colspan='3'><a href="#foreword">Foreword by Sir Robert Baden-Powell.</a></td></tr> +<tr><td align='left' colspan='3'><a href="#preface">Preface by Josephine Daskam Bacon, <i>Editor</i>.</a></td></tr> +<tr><td align='center' colspan='3'><span class="smcap">Section</span>:</td></tr> +<tr><td align='right'>I.</td><td align='left'><span class="smcap">History of the Girl Scouts</span></td><td align='right'><a href="#Page_1">1</a></td></tr> +<tr><td align='right'>II.</td><td align='left'><span class="smcap">Principles of the Girl Scouts</span></td><td align='right'><a href="#Page_3">3</a></td></tr> +<tr><td align='right'>III.</td><td align='left'><span class="smcap">Organization of the Girl Scouts</span></td><td align='right'><a href="#Page_13">13</a></td></tr> +<tr><td align='right'>IV.</td><td align='left'><span class="smcap">Who Are the Scouts?</span></td><td align='right'><a href="#Page_17">17</a></td></tr> +<tr><td align='right'>V.</td><td align='left'><span class="smcap">The Out of Door Scout</span></td><td align='right'><a href="#Page_35">35</a></td></tr> +<tr><td align='right'>VI.</td><td align='left'><span class="smcap">Forms for Girl Scout Ceremonies</span></td><td align='right'><a href="#Page_44">44</a></td></tr> +<tr><td align='right'>VII.</td><td align='left'><span class="smcap">Girl Scout Class Requirements</span></td><td align='right'><a href="#Page_60">60</a></td></tr> +<tr><td align='right'>VIII.</td><td align='left'><span class="smcap">What a Girl Scout Should Know About the Flag</span></td><td align='right'><a href="#Page_67">67</a></td></tr> +<tr><td align='right'>IX.</td><td align='left'><span class="smcap">Girl Scout Drill</span></td><td align='right'><a href="#Page_84">84</a></td></tr> +<tr><td align='right'>X.</td><td align='left'><span class="smcap">Signalling for Girl Scouts</span></td><td align='right'><a href="#Page_97">97</a></td></tr> +<tr><td align='right'>XI.</td><td align='left'><span class="smcap">The Scout Aide</span></td><td align='right'><a href="#Page_105">105</a></td></tr> +<tr><td align='right'> </td><td align='left'>Part 1. The Home Maker</td><td align='right'><a href="#Page_106">106</a></td></tr> +<tr><td align='right'> </td><td align='left'>Part 2. The Child Nurse</td><td align='right'><a href="#Page_157">157</a></td></tr> +<tr><td align='right'> </td><td align='left'>Part 3. The First Aide</td><td align='right'><a href="#Page_164">164</a></td></tr> +<tr><td align='right'> </td><td align='left'>Part 4. The Home Nurse</td><td align='right'><a href="#Page_217">217</a></td></tr> +<tr><td align='right'> </td><td align='left'>Part 5. The Health Guardian</td><td align='right'><a href="#Page_254">254</a></td></tr> +<tr><td align='right'> </td><td align='left'>Part 6. The Health Winner</td><td align='right'><a href="#Page_257">257</a></td></tr> +<tr><td align='right'>XII.</td><td align='left'><span class="smcap">Setting-up Exercises</span></td><td align='right'><a href="#Page_273">273</a></td></tr> +<tr><td align='right'>XIII.</td><td align='left'><span class="smcap">Woodcraft</span></td><td align='right'><a href="#Page_280">280</a></td></tr> +<tr><td align='right'>XIV.</td><td align='left'><span class="smcap">Camping for Girl Scouts</span></td><td align='right'><a href="#Page_313">313</a></td></tr> +<tr><td align='right'>XV.</td><td align='left'><span class="smcap">Nature Study for Girl Scouts</span></td><td align='right'><a href="#Page_373">373</a></td></tr> +<tr><td align='right'>XVI.</td><td align='left'><span class="smcap">The Girl Scouts' Own Garden</span></td><td align='right'><a href="#Page_456">456</a></td></tr> +<tr><td align='right'>XVII.</td><td align='left'><span class="smcap">Measurements, Map-Making and Knots</span></td><td align='right'><a href="#Page_466">466</a></td></tr> +<tr><td align='right'>XVIII.</td><td align='left'><span class="smcap">Proficiency Tests and Special Medals</span></td><td align='right'><a href="#Page_497">497</a></td></tr> +<tr><td align='right'>XIX.</td><td align='left'><span class="smcap">Reference Reading for Girl Scouts</span></td><td align='right'><a href="#Page_540">540</a></td></tr> +<tr><td align='right'> </td><td align='left'><span class="smcap">Index</span></td><td align='right'><a href="#Page_548">548</a></td></tr> +</table></div> + + +<hr style="width: 65%;" /><div class='bbox'> +<h2>GIRL SCOUTS</h2> + + +<h2>Motto—"Be Prepared"<br /> + +Slogan—"Do a Good Turn Daily"</h2> + +<div class='center'>SYMBOL</div> +<div class="figcenter" style="width: 144px;"> +<img src="images/i002.jpg" width="144" height="138" alt="TREFOIL: TO INDICATE THREEFOLD PROMISE" title="" /> +</div> +<div class='center'>TREFOIL: TO INDICATE THREEFOLD PROMISE</div> + + +<h3>PROMISE</h3> + + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Promise"> +<tr><td align='center'>On My Honor, I will Try:</td></tr> +<tr><td align='left'>To do my duty to God and my Country.</td></tr> +<tr><td align='left'>To help other people at all times.</td></tr> +<tr><td align='left'>To obey the Scout Laws.</td></tr> +</table></div> + + + +<h3>LAWS</h3> + + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary=""> +<tr><td align='right'>I</td><td align='left'>A Girl Scout's Honor is to be Trusted</td></tr> +<tr><td align='right'>II</td><td align='left'>A Girl Scout is Loyal</td></tr> +<tr><td align='right'>III</td><td align='left'>A Girl Scout's Duty is to be Useful and to Help Others</td></tr> +<tr><td align='right'>IV</td><td align='left'>A Girl Scout is a Friend to All and a Sister to every other Girl Scout</td></tr> +<tr><td align='right'>V</td><td align='left'>A Girl Scout is Courteous</td></tr> +<tr><td align='right'>VI</td><td align='left'>A Girl Scout is a Friend to Animals</td></tr> +<tr><td align='right'>VII</td><td align='left'>A Girl Scout obeys Orders</td></tr> +<tr><td align='right'>VIII</td><td align='left'>A Girl Scout is Cheerful</td></tr> +<tr><td align='right'>IX</td><td align='left'>A Girl Scout is Thrifty</td></tr> +<tr><td align='right'>X</td><td align='left'>A Girl Scout is Clean in Thought, Word and Deed</td></tr> +</table></div> +</div> + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_1" id="Page_1">[1]</a></span></p> + +<h2>SECTION I</h2> + +<h3>HISTORY OF THE AMERICAN GIRL SCOUTS</h3> + +<p>When Sir Robert Baden-Powell founded the Boy +Scout movement in England, it proved too attractive and +too well adapted to youth to make it possible to limit its +great opportunities to boys alone. The sister organization, +known in England as the Girl Guides, quickly followed +and won an equal success.</p> + +<p>Mrs. Juliette Low, an American visitor in England, +and a personal friend of the Father of Scouting, realized +the tremendous future of the movement for her own +country, and with the active and friendly co-operation of +the Baden-Powells, she founded the Girl Guides in +America, enrolling the first patrols in Savannah, Georgia, +in March 1912. In 1915 National Headquarters were +established in Washington, D. C., and the name was +changed to Girl Scouts.</p> + +<p>In 1916 National Headquarters were moved to New +York and the methods and standards of what was plainly +to be a nation-wide organization became established on +a broad, practical basis.</p> + +<p>The first National Convention was held in 1915, and +each succeeding year has shown a larger and more enthusiastic +body of delegates and a public more and more +interested in this steadily growing army of girls and +young women who are learning in the happiest way how +to combine patriotism, outdoor activities of every kind, +skill in every branch of domestic science and high standards +of community service.<span class='pagenum'><a name="Page_2" id="Page_2">[2]</a></span></p> + +<p>Every side of the girl's nature is brought out and developed +by enthusiastic Captains, who direct their games +and various forms of training, and encourage team-work +and fair play. For the instruction of the Captains national +camps and training schools are being established +all over the country; and schools and churches everywhere +are cooperating eagerly with this great recreational +movement, which, they realize, adds something to the +life of the growing girl that they have not been able to +supply.</p> + +<p>Colleges are offering training in scouting as a serious +course for prospective officers, and prominent citizens in +every part of the country are identifying themselves +with the Local Councils, in an advisory and helpful +capacity.</p> + +<p>At the present writing nearly 107,000 girls and more +than 8,000 Officers represent the original little troop +in Savannah—surely a satisfying sight for our Founder +and First President, when she realizes what a healthy +sprig she has transplanted from the Mother Country!</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_3" id="Page_3">[3]</a></span></p> +<h2>SECTION II</h2> + +<h3>PRINCIPLES OF THE GIRL SCOUTS</h3> + + +<div class='center'><br />The Motto:<br /> + +<b>Be Prepared</b></div> + +<p>A Girl Scout learns to swim, not only as an athletic +accomplishment, but so that she can save life. She passes +her simple tests in child care and home nursing and +household efficiency in order to be ready for the big +duties when they come. She learns the important facts +about her body, so as to keep it the fine machine it was +meant to be. And she makes a special point of woodcraft +and camp lore, not only for the fun and satisfaction +they bring, in themselves, but because they are the +best emergency course we have today. A Girl Scout +who has passed her First Class test is as ready to help +herself, her home and her Country as any girl of her +age should be expected to prove.</p> + + +<div class='center'><br />The Slogan:<br /> + +<b>"Do a Good Turn Daily"</b></div> + +<p>This simple recipe for making a very little girl perform +every day some slight act of kindness for somebody +else is the <i>seed</i> from which grows the larger <i>plant</i> of +helping the world along—the steady attitude of the older +Scout. And this grows later into the great tree of organized, +practical community service for the grown Scout—the +ideal of every American woman today.</p> + + +<div class='center'><br />The Pledge:</div> + +<div class="blockquot"><p><b>"I pledge allegiance to my flag, and to the +Republic for which it stands; one nation indivisible, +with liberty and justice for all."</b></p></div> + +<p>This pledge, though not original with the Girl Scouts, +expresses in every phrase their principles and practice.<span class='pagenum'><a name="Page_4" id="Page_4">[4]</a></span> +Practical patriotism, in war and peace, is the cornerstone +of the organization. A Girl Scout not only knows +how to make her flag, and how to fly it; she knows how +to respect it and is taught how to spread its great lesson +of democracy. Many races, many religions, many classes +of society have tested the Girl Scout plan and found +that it has something fascinating and helpful in it for +every type of young girl.</p> + +<p>This broad democracy is American in every sense of +the word; and the Patrol System, which is the keynote +of the organization, by which eight girls of about the +same age and interests elect their Patrol Leader and +practice local self-government in every meeting, carries +out American ideals in practical detail.</p> + + +<div class='center'><br />The Promise:</div> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Promise"> +<tr><td align='center'><b>On My Honor I will try:</b></td></tr> +<tr><td align='left'>To do my duty to God and my country.</td></tr> +<tr><td align='left'>To help other people at all times.</td></tr> +<tr><td align='left'>To obey the Scout Laws.</td></tr> +</table></div> + + +<p>This binds the Scouts together as nothing else could +do. It is a promise each girl <i>voluntarily</i> makes; it is not +a rule of her home nor a command from her school nor +a custom of her church. She is not forced to make it—she +deliberately chooses to do so. And like all such +promises, it means a great deal to her. Experience has +shown that she hesitates to break it.</p> + + +<h3><br />THE LAWS OF THE GIRL SCOUTS</h3> + +<div class='center'><b>I. A Girl Scout's Honor Is To Be Trusted</b></div> + +<p>This means that a Girl Scout's standards of honor +are so high and sure that no one would dream of doubting<span class='pagenum'><a name="Page_5" id="Page_5">[5]</a></span> +her simple statement of a fact when she says: "This +is so, on my honor as a Girl Scout."</p> + +<p>She is not satisfied, either, with keeping the letter of +the law, when she really breaks it in spirit. When she +answers you, <i>she</i> means what <i>you</i> mean.</p> + +<p>Nor does she take pains to do all this only when she is +watched, or when somebody stands ready to report on +her conduct. This may do for some people, but not for +the Scouts. You can go away and leave her by herself +at any time; she does not require any guard but her own +sense of honor, which is always to be trusted.</p> + + +<div class='center'><br /><b>II. A Girl Scout Is Loyal</b></div> + +<p>This means that she is true to her Country, to the +city or village where she is a citizen, to her family, her +church, her school, and to those for whom she may work, +or who may work for her. She is bound to believe the +best of them and to defend them if they are slandered or +threatened. Her belief in them may be the very thing +they need most, and they must feel that whoever may +fail them, a Girl Scout never will.</p> + +<p>This does not mean that she thinks her friends and +family and school are perfect; far from it. But there +is a way of standing up for what is dear to you, even +though you admit that it has its faults. And if you insist +on what is best in people, behind their backs, they +will be more likely to take your criticism kindly, when +you make it to their faces.</p> + + +<div class='center'><br /><b>III. A Girl Scout's Duty Is To Be Useful and to Help Others</b></div> + +<p>This means that if it is a question of being a help to +the rest of the world, or a burden on it, a Girl Scout is<span class='pagenum'><a name="Page_6" id="Page_6">[6]</a></span> +always to be found among the helpers. The simplest +way of saying this, for very young Scouts, is to tell them +to do a GOOD TURN to someone every day they live; +that is, to be a <i>giver</i> and not a <i>taker</i>. Some beginners +in Scouting, and many strangers, seem to think that any +simple act of courtesy, such as we all owe to one another, +counts as a good turn, or that one's mere duty to +one's parents is worthy of Scout notice. But a good +Scout laughs at this idea, for she knows that these things +are expected of all decent people. She wants to give +the world every day, for good measure, something over +and above what it asks of her. And the more she does, +the more she sees to do.</p> + +<p>This is the spirit that makes the older Scout into a +fine, useful, dependable woman, who does so much good +in her community that she becomes naturally one of its +leading citizens, on whom everyone relies, and of whom +everyone is proud. It may end in the saving of a life, or +in some great heroic deed for one's country. <i>But these +things are only bigger expressions of the same feeling +that makes the smallest Tenderfoot try to do at least one +good turn a day.</i></p> + + +<div class='center'><br /><b>IV. A Girl Scout Is a Friend to All, and a Sister to Every Other Girl Scout</b></div> + +<p>This means that she has a feeling of good will to all +the world, and is never offish and suspicious nor inclined +to distrust other people's motives. A Girl Scout should +never bear a grudge, nor keep up a quarrel from pride, +but look for the best in everybody, in which case she +will undoubtedly find it. Women are said to be inclined +to cliques and snobbishness, and the world looks to great +organizations like the Girl Scouts to break down their<span class='pagenum'><a name="Page_7" id="Page_7">[7]</a></span> +petty barriers of race and class and make our sex a great +power for democracy in the days to come.</p> + +<p>The Girl Scout finds a special comrade in every other +Girl Scout, it goes without saying, and knows how to +make her feel that she need never be without a friend, +or a meal, or a helping hand, as long as there is another +Girl Scout in the world.</p> + +<p>She feels, too, a special responsibility toward the very +old, who represent what she may be, some day; toward +the little children, who remind her of what she used to be; +toward the very poor and the unfortunate, either of +which she may be any day. The sick and helpless she +has been, as a Scout, especially trained to help, and she is +proud of her handiness and knowledge in this way.</p> + + +<div class='center'><br /><b>V. A Girl Scout Is Courteous</b></div> + +<p>This means that it is not enough for women to be helpful +in this world; they must do it pleasantly. The greatest +service is received more gratefully if it is rendered +graciously. The reason for this is that true courtesy is +not an affected mannerism, but a sign of real consideration +of the rights of others, a very simple proof that +you are anxious to "do as you would be done by." It +is society's way of playing fair and giving everybody +a chance. In the same way, a gentle voice and manner +are very fair proofs of a gentle nature; the quiet, self-controlled +person is not only mistress of herself, but in +the end, of all the others who cannot control themselves.</p> + +<p>And just as our great statesman, Benjamin Franklin +proved that "honesty is the best policy," so many a successful +woman has proved that a pleasant, tactful manner +is one of the most valuable assets a girl can possess,<span class='pagenum'><a name="Page_8" id="Page_8">[8]</a></span> +and should be practised steadily. At home, at school, +in the office and in the world in general, the girl with the +courteous manner and pleasant voice rises quickly in +popularity and power above other girls of equal talent +but less politeness. Girl Scouts lay great stress on this, +because, though no girl can make herself beautiful, and +no girl can learn to be clever, <i>any girl can learn to be +polite</i>.</p> + + +<div class='center'><br /><b>VI. A Girl Scout Is a Friend to Animals</b></div> + +<p>All Girl Scouts take particular care of our dumb +friends, the animals, and are always eager to protect +them from stupid neglect or hard usage. This often leads +to a special interest in their ways and habits, so that a +Girl Scout is likely to know more about these little +brothers of the human race than an ordinary girl.</p> + + +<div class='center'><br /><b>VII. A Girl Scout Obeys Orders</b></div> + +<p>This means that you should obey those to whom obedience +is due, through thick and thin. If this were not an +unbreakable rule, no army could endure for a day. It +makes no difference whether you are cleverer, or +older, or larger, or richer than the person who may be +elected or appointed for the moment to give you orders; +once they are given, it is your duty to obey them. And +the curious thing about it is that the quicker and better +you obey these orders, the more quickly and certainly +you will show yourself fitted to give them when your +time comes. The girl or woman who cannot obey can +never govern. The reason you obey the orders of your +Patrol Leader, for instance, in Scout Drill, is not that +she is better than you, but because she happens to be<span class='pagenum'><a name="Page_9" id="Page_9">[9]</a></span> +your Patrol Leader, and gives her orders as she would +obey yours were you in her place.</p> + +<p>A small well trained army can always conquer and +rule a big, undisciplined mob, and the reason for this is +simply because the army has been taught to obey and to +act in units, while the mob is only a crowd of separate +persons, each doing as he thinks best. The soldier obeys +by instinct, in a great crisis, only because he has had +long practice in obeying when it was a question of unimportant +matters. So the army makes a great point of +having everything ordered in military drill, carried out +with snap and accuracy; and the habit of this, once fixed, +may save thousands of lives when the great crisis comes, +and turn defeat into victory.</p> + +<p>A good Scout must obey instantly, just as a good +soldier must obey his officer, or a good citizen must +obey the law, with no question and no grumbling. If +she considers any order unjust or unreasonable, let her +make complaint through the proper channels, and she +may be sure that if she goes about it properly she will +receive attention. <i>But she must remember to obey first +and complain afterward.</i></p> + + +<div class='center'><br /><b>VIII. A Girl Scout Is Cheerful</b></div> + +<p>This means that no matter how courteous or obedient +or helpful you try to be, if you are sad or depressed +about it nobody will thank you very much for your +effort. A laughing face is usually a loved face, and +nobody likes to work with a gloomy person. Cheerful +music, cheerful plays and cheerful books have always +been the world's favorites; and a jolly, good-natured +girl will find more friends and more openings in the +world than a sulky beauty or a gloomy genius.<span class='pagenum'><a name="Page_10" id="Page_10">[10]</a></span></p> + +<p>It has been scientifically proved that if you deliberately +<i>make</i> your voice and face cheerful and bright you immediately +begin to feel that way; and as cheerfulness is +one of the most certain signs of good health, a Scout +who appears cheerful is far more likely to keep well +than one who lets herself get "down in the mouth." +There is so much real, unavoidable suffering and sorrow +in the world that nobody has any right to add to them +unnecessarily, and "as cheerful as a Girl Scout" ought +to become a proverb.</p> + + +<div class='center'><br /><b>IX. A Girl Scout Is Thrifty</b></div> + +<p>This means that a Girl Scout is a girl who is wise +enough to know the value of things and to put them to +the best use. The most valuable thing we have in this +life is time, and girls are apt to be stupid about getting +the most out of it. A Girl Scout may be known by the +fact that she is either working, playing or resting. All +are necessary and one is just as important as the other.</p> + +<p>Health is probably a woman's greatest capital, and a +Girl Scout looks after it and saves it, and doesn't waste +it by poor diet and lack of exercise and fresh air, so that +she goes bankrupt before she is thirty.</p> + +<p>Money is a very useful thing to have, and the Girl +Scout decides how much she can afford to save and +does it, so as to have it in an emergency. A girl who +saves more than she spends may be niggardly; a girl +who spends more than she saves may go in debt. A Girl +Scout saves, as she spends, on some system.</p> + +<p>Did you ever stop to think that no matter how much +money a man may earn, the women of the family generally +have the spending of most of it? And if they +have not learned to manage their own money sensibly,<span class='pagenum'><a name="Page_11" id="Page_11">[11]</a></span> +how can they expect to manage other people's? If every +Girl Scout in America realized that she might make all +the difference, some day, between a bankrupt family and +a family with a comfortable margin laid aside for a rainy +day, she would give a great deal of attention to this Scout +law.</p> + +<p>In every great war all nations have been accustomed +to pay the costs of the war from loans; that is, money +raised by the savings of the people. Vast sums were +raised in our own country during the great war by such +small units as Thrift Stamps. If the Girl Scouts could +save such wonderful sums as we know they did in war, +why can they not keep this up in peace? For one is as +much to their Country's credit as the other.</p> + +<div class="figcenter" style="width: 250px;"> +<img src="images/i005.jpg" width="250" height="227" alt="SALUTING THE FLAG IN A GIRL SCOUT CAMP" title="" /> +<span class="caption">SALUTING THE FLAG IN A GIRL SCOUT CAMP</span> +</div><p><span class='pagenum'><a name="Page_12" id="Page_12">[12]</a></span></p> + + +<div class='center'><br /><b>X. A Girl Scout Is Clean in Thought, Word and Deed</b></div> + +<p>This means that just as she stands for a clean, healthy +community and a clean, healthy home, so every Girl +Scout knows the deep and vital need for clean and +healthy bodies in the mothers of the next generation. +This not only means keeping her skin fresh and sweet +and her system free from every impurity, but it goes +far deeper than this, and requires every Girl Scout to +respect her body and mind so much that she forces +everyone else to respect them and keep them free from +the slightest familiarity or doubtful stain.</p> + +<p>A good housekeeper cannot endure dust and dirt; a +well cared for body cannot endure grime or soil; a pure +mind cannot endure doubtful thoughts that cannot be +freely aired and ventilated. It is a pretty safe rule for +a Girl Scout not to read things nor discuss things nor do +things that could not be read nor discussed nor done +by a Patrol all together. If you will think about this, you +will see that it does not cut out anything that is really +necessary, interesting or amusing. Nor does it mean +that Scouts <i>should</i> never do anything except in Patrols; +that would be ridiculous. But if they find they <i>could</i> +not do so, they had better ask themselves why. When +there is any doubt about this higher kind of cleanliness +Captains and Councillors may always be asked for advice +and explanation.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_13" id="Page_13">[13]</a></span></p> +<h2>SECTION III</h2> + +<h2>ORGANIZATION OF THE GIRL SCOUTS</h2> + + +<h3>Lone Scout</h3> + +<p>The basis of the Girl Scout organization is the individual +girl. Any one girl anywhere who wishes to enroll +under our simple pledge of loyalty to God and Country, +helpfulness to other people and obedience to the Scout +Laws, and is unable to attach herself to any local group, +is privileged to become a Lone Scout. The National +Organization will do its best for her and she is eligible +for all Merit Badges which do not depend upon group +work.</p> + + +<h3><br />Patrol</h3> + +<p>But the ideal unit and the keystone of the organization +is the Patrol, consisting of eight girls who would +naturally be associated as friends, neighbors, school fellows +or playmates. They are a self selected and, under +the regulations and customs of the organization, a self +governing little body, who learn, through practical experiment, +how to translate into democratic team-play, +their recreation, patriotic or community work, camp +life and athletics. Definite mastery of the various subjects +they select to study is made more interesting by +healthy competition and mutual observation.</p> + + +<h3><br />Patrol Leader</h3> + +<p>Each Patrol elects from its members a Patrol Leader, +who represents them and is to a certain extent responsible +for the discipline and dignity of the Patrol.</p> + + +<h3><br />Corporal</h3> + +<p>The Patrol Leader is assisted by her Corporal, who may +be either elected or appointed; and she is subject to re-election<span class='pagenum'><a name="Page_14" id="Page_14">[14]</a></span> +at regular intervals, the office is a practical symbol +of the democratic basis of our American government +and a constant demonstration of it.</p> + + +<h3><br />Troop</h3> + +<p>From one to four of these Patrols constitute a Troop, +the administrative unit of the organization. Girl Scouts +are registered and chartered by troops, and the Troop +meeting is their official gathering. The Troop has the +privilege of owning a flag and choosing from a list of +flowers, trees, birds, and so forth, its own personal crest +and title.</p> + + +<h3><br />Captain</h3> + +<p>The leader is called a Captain. She must be twenty-one +or over, and officially accepted by the National Headquarters, +from whom she receives the ratification of her +appointment and to whom she is responsible. She may +be chosen by the girls themselves, suggested by local +authorities, or be herself the founder of the Troop. She +represents the guiding, friendly spirit of comradely leadership, +the responsibility and discretion, the maturer +judgment and the definite training which shapes the policy +of the organization.</p> + + +<h3><br />Lieutenants</h3> + +<p>She may, in a small troop, and should, in a large one, +be assisted by a Lieutenant, who must be eighteen or over, +and who must, like herself, be commissioned from National +Headquarters; and if desired, by a Second Lieutenant, +who must be at least sixteen.</p> + + +<h3><br />Council</h3> + +<p>The work of the Girl Scouts in any community is made +many times more effective and stimulating by the cooperation<span class='pagenum'><a name="Page_15" id="Page_15">[15]</a></span> +of the Council, a group of interested, public +spirited citizens who are willing to stand behind the girls +and lend the advantages of their sound judgment, broad +point of view, social prestige and financial advice. They +are not expected to be responsible for any teaching, training +or administrative work; they are simply the organized +Friends of the Scouts and form the link between the +Scouts and the community. The Council is at its best +when it is made up of representatives of the church, +school, club and civic interests of the <ins title="Transcriber's Note: original reads 'nieghborhood'">neighborhood</ins>, +and can be of inestimable value in suggesting and affording +means of co-operation with all other organizations, +patronizing and advertising Scout entertainments, and so +forth. One of its chief duties is that of finding interested +and capable judges for the various Merit Badges, and +arranging for the suitable conferring of such badges. +The Council, or a committee selected from its members, +is known for this purpose as the Court of Awards.</p> + +<p>A Captain who feels that she has such a body behind +her can go far with her Troop; and citizens who are +particularly interested in constructive work with young +people who find endless possibilities in an organized Girl +Scout Council. The National Headquarters issues +charters to such Councils and cooperates with them in +every way.</p> + + +<h3><br />National Organization</h3> + +<p>The central and final governing body is the National +Council. This is made up of delegates elected from all +local groups throughout the country, and works by representation, +indirectly through large State and District +sub-divisions, through the National Executive Board +which maintains its Headquarters in New York.<span class='pagenum'><a name="Page_16" id="Page_16">[16]</a></span></p> + + +<h3><br />National Director</h3> + +<p>The National Director is in charge of these Headquarters +and directs the administrative work under the +general heading of Field, Business, Publication and +Education.</p> + + +<h3><br />Policy</h3> + +<p>From the youngest Lone Scout up to the National +Director, the organization is democratic, self-governing +and flexible, adjusting itself everywhere and always to +local circumstances and the habits and preferences of +the different groups. It is not only non-sectarian, but +is open to all creeds and has the enthusiastic support of +all of them. It offers no new system of education, but +co-operates with the schools and extends to them a much +appreciated recreational plan. It affords the churches a +most practical outlet for their ideals for their young +people. Its encouragement of the intelligent domestic +interests is shown by the stress laid on every aspect of +home and social life and by the great variety of Merit +Badges offered along these lines. The growing interest +in the forming of Girl Scout Troops by schools, churches +and parents proves as nothing else could, how naturally +and helpfully this simple organization fits in with the +three factors of the girl's life; her home, her church, her +school. And the rapid and never ceasing growth of the +Girl Scouts means that we are able to offer, every year, +larger and larger numbers of healthy and efficient young +citizens to their country.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_17" id="Page_17">[17]</a></span></p> +<h2>SECTION IV</h2> + +<h3>WHO ARE THE SCOUTS?</h3> + +<p>In the early days of this great country of ours, before +telephones and telegrams, railroads and automobiles made +communications of all sorts so easy, and help of all kinds +so quickly secured, men and women—yes, and boys and +girls, too!—had to depend very much on themselves and +be very handy and resourceful, if they expected to keep +safe and well, and even alive.</p> + +<p>Our pioneer grandmothers might have been frightened +by the sight of one of our big touring cars, for instance, +or puzzled as to how to send a telegram, but they knew +an immense number of practical things that have been +entirely left out of our town-bred lives, and for pluck and +resourcefulness in a tight place it is to be doubted if we +could equal them today.</p> + +<p>"<i>You press a button and we do the rest</i>" is the slogan +of a famous camera firm, and really it seems as if this +might almost be called the slogan of modern times; we +have only to press a button nowadays, and someone will +do the rest.</p> + +<p>But in those early pioneer days there was no button to +press, as we all know, and nobody to "do the rest": everybody +had to know a little about everything <i>and be able to +do that little pretty quickly</i>, as safety and even life might +depend upon it.</p> + +<p>The men who stood for all this kind of thing in the +highest degree were probably the old "Scouts," of whom +Natty Bumpo, in Cooper's famous old Indian tales is the +great example. They were explorers, hunters, campers,<span class='pagenum'><a name="Page_18" id="Page_18">[18]</a></span> +builders, fighters, settlers, and in an emergency, nurses +and doctors combined. They could cook, they could sew, +they could make and sail a canoe, they could support +themselves indefinitely in the trackless woods, they knew +all the animals and the plants for miles around, they could +guide themselves by the sun, and stars, and finally, they +were husky and hard as nails and always in the best of +health and condition. Their adventurous life, always on +the edge of danger and new, unsuspected things, made +them as quick as lightning and very clever at reading +character and adapting themselves to people.</p> + +<p>In a way, too, they had to act as rough and ready +police (for there were no men in brass buttons in the +woods!) and be ready to support the right, and deal out +justice, just as our "cow-boys" of later ranch days had +to prevent horse-stealing.</p> + +<p>Now, the tales of their exploits have gone all over the +world, and healthy, active people, and especially young +people, have always delighted in just this sort of life and +character. So, when you add the fact that the word +"scout" has always been used, too, to describe the men +sent out ahead of an army to gain information in the +quickest, cleverest way, it is no wonder that the great +organizations of Boy and Girl Scouts which are spreading +all over the world today should have chosen the name we +are so proud of, to describe the kind of thing they want +to stand for.</p> + +<p>Our British Scout-sisters call themselves "Girl Guides," +and here is the thrilling reason for this title given by the +Chief Scout and Founder of the whole big band that is +spreading round the world today, as so many of Old +England's great ideas have spread.<span class='pagenum'><a name="Page_19" id="Page_19">[19]</a></span></p> + + +<h3><br />WHY "GUIDES"?</h3> + +<div class="blockquot"><p>On the North-West Frontier of India there is a famous Corps +of soldiers known as the Guides, and their duty is to be always +ready to turn out at any moment to repel raids by the hostile tribes +across the Border, and to prevent them from coming down into +the peaceful plains of India. This body of men must be prepared +for every kind of fighting. Sometimes on foot, sometimes on horseback, +sometimes in the mountains, often with pioneer work wading +through rivers and making bridges, and so on. But they have to +be a skilful lot of men, brave and enduring, ready to turn out at +any time, winter or summer, or to sacrifice themselves if necessary +in order that peace may reign throughout India while they keep +down any hostile raids against it. So they are true handymen in +every sense of the word, and true patriots.</p> + +<p>When people speak of Guides in Europe one naturally thinks +of those men who are mountaineers in Switzerland and other mountainous +places, who can guide people over the most difficult parts +by their own bravery and skill in tackling obstacles, by helpfulness +to those with them, and by their bodily strength of wind and limb. +They are splendid fellows those guides, and yet if they were told +to go across the same amount of miles on an open flat plain it would +be nothing to them, it would not be interesting, and they would +not be able to display those grand qualities which they show directly +the country is a bit broken up into mountains. It is no fun to them +to walk by easy paths, the whole excitement of life is facing difficulties +and dangers and apparent impossibilities, and in the end getting +a chance of attaining the summit of the mountain they have wanted +to reach.</p> + +<p>Well, I think it is the case with most girls nowadays. They do +not want to sit down and lead an idle life, not to have everything +done for them, nor to have a very easy time. They don't want +merely to walk across the plain, they would much rather show +themselves handy people, able to help others and ready, if necessary +to sacrifice themselves for others just like the Guides on the North-West +frontier. And they also want to tackle difficult jobs themselves +in their life, to face mountains and difficulties and dangers and to +go at them having prepared themselves to be skilful and brave; +and also they would like to help other people meet their difficulties +also. When they attain success after facing difficulties, then they +feel really happy and triumphant. It is a big satisfaction to them +to have succeeded and to have made other people succeed also. +That is what the Girl Guides want to do, just as the mountaineer +guides do among the mountains.</p> + +<p>Then, too, a woman who can do things is looked up to by others, +both men and women, and they are always ready to follow her +advice and example, so there she becomes a Guide too. And later +on if she has children of her own, or if she becomes a teacher of +children, she can be a really good Guide to them.<span class='pagenum'><a name="Page_20" id="Page_20">[20]</a></span></p> + +<p>By means of games and activities which the Guides practise they +are able to learn the different things which will help them to get +on in life, and show the way to others to go on also. Thus camping +and signalling, first aid work, camp cooking, and all these things +that the Guides practise are all going to be helpful to them afterwards +in making them strong, resourceful women, skilful and helpful to +others, and strong in body as well as in mind, and what is more it +makes them a jolly lot of comrades also.</p> + +<p>The motto of the Guides on which they work is "Be Prepared," +that is, be ready for any kind of duty that may be thrust upon +them, and what is more, to know what to do by having practised +it beforehand in the case of any kind of accident or any kind of +work that they may be asked to take up.</p></div> + + +<div class='center'>MAGDELAINE DE VERCHÈRES<br /><br /> + +"THE FIRST GIRL SCOUT"</div> + +<p>It is a great piece of luck for us American Scouts that +we can claim the very first Girl Scout for our own great +continent, if not quite for our own United States. A +great Englishman calls her "the first Girl Scout," and +every Scout must feel proud to the core of her heart when +she thinks that this statue which we have selected for +the honor of our frontispiece, standing as it does on British +soil, on the American continent, commemorating a +French girl, the daughter of our Sister Republic, joins +the three great countries closely together, through the +Girl Scouts! Magdelaine de Verchères lived in the French +colonies around Quebec late in the seventeenth century. +The colonies were constantly being attacked by the Iroquois +Indians. One of these attacks occurred while Magdelaine's +father, the Seigneur, was away. Magdelaine +rallied her younger brothers about her and succeeded in +holding the fort for eight days, until help arrived from +Montreal.</p> + +<p>The documents relating this bit of history have been +in the Archives for many years, but when they were<span class='pagenum'><a name="Page_21" id="Page_21">[21]</a></span> +shown to Lord Grey about twelve years ago he decided +to erect a monument to Magdelaine de Verchères on the +St. Lawrence. It was Lord Grey who called Magdelaine +"The First Girl Scout," and as such she will be known.</p> + +<p>The following is taken from "A Daughter of New +France," by Arthur G. Doughty who wrote the book for +the Red Cross work of the Magdelaine de Verchères +Chapter of the Daughters of the Empire, and dedicated +it to Princess Patricia, whose name was given to the +famous "Princess Pat" regiment.</p> + +<p>"On Verchères Point, near the site of the Fort, stands a +statue in bronze of the girl who adorned the age in which +she lived and whose memory is dear to posterity. For +she had learned so to live that her hands were clean and +her paths were straight.... To all future visitors to +Canada by way of the St. Lawrence, this silent figure of +the First Girl Scout in the New World conveys a message +of loyalty, of courage and of devotion."</p> + +<p>Our own early history is sprinkled thickly with brave, +handy girls, who were certainly Scouts, if ever there were +any, though they never belonged to a patrol, nor recited +the Scout Laws. But they lived the Laws, those strong +young pioneers, and we can stretch out our hands to them +across the long years, and give them the hearty Scout +grip of fellowship, when we read of them.</p> + + +<h3><br />THE EXPLORER</h3> + +<p>If we should ever hold an election for honorary membership +in the Girl Scouts, open to all the girls who ought to +have belonged to us, but who lived too long ago, we should +surely nominate for first place one of the most remarkable +young Indian girls who ever found her way through the +pathless forests,—Sacajawea, "The Bird Woman."<span class='pagenum'><a name="Page_22" id="Page_22">[22]</a></span></p> + +<p>In 1806 she was brought to Lewis and Clark on +their expedition into the great Northwest, to act as +interpreter between them and the various Indian tribes +they had to encounter. From the very beginning, when +she induced the hostile Shoshones to act as guides, to the +end of her daring journey, during which, with her papoose +on her back, she led this band of men through hitherto +impassable mountain ranges, till she brought them to +the Pacific Coast, this sixteen-year-old girl never faltered. +No dangers of hunger, thirst, cold or darkness +were too much for her. From the Jefferson to the Yellowstone +River she was the only guide they had; on her +instinct for the right way, her reading of the sun, the +stars and the trees, depended the lives of all of them. +When they fell sick she nursed them; when they lost +heart at the wildness of their venture, she cheered them. +Their party grew smaller and smaller, for Lewis and +Clark had separated early in the expedition, and a part +of Clark's own party fell off when they discovered a +natural route over the Continental Divide where wagons +could not travel. Later, most of those who remained, decided +to go down the Jefferson River in canoes; but Clark +still guided by the plucky Indian girl, persisted in fighting +his way on pony back overland, and after a week of this +journeying, crowded full of discomforts and dangers, she +brought him out in triumph at the Yellowstone, where the +river bursts out from the lower canon,—and the Great +Northwest was opened up for all time!</p> + +<hr style="width: 45%;" /> + +<p>The women of Oregon have raised a statue to this +young explorer, and there she stands in Portland, facing +the Coast, pointing to the Columbia River where it reaches +the sea.<span class='pagenum'><a name="Page_23" id="Page_23">[23]</a></span></p> + +<p>These great virtues of daring and endurance never die +out of the race; though the conditions of our life today, +when most of the exploring has been done, do not demand +them of us in just the form the "Bird Woman" +needed, still, if they die out of the nation, and especially +out of the women of the nation, something has been lost +that no amount of book education can ever replace. Sacajawea, +had no maps to study—she <i>made</i> maps, and roads +have been built over her footsteps. And so we Scouts, +not to lose this great spirit, study the stars and the sun +and the trees and try to learn a few of the wood secrets +she knew so well. This out-of-door wisdom and self-reliance +was the first great principle of Scouting.</p> + + +<h3><br />THE HOMEMAKER</h3> + +<p>But of course, a country full of "Bird Women" could +not be said to have advanced very far in civilization. +Though we should take great pleasure in conferring her +well-earned merit badges on Sacajawea, we should hardly +have grown into the great organization we are today if +we had not badges for quite another class of achievements.</p> + +<p>In 1832, not so many years after the famous Lewis and +Clark expedition, there was born a little New England +girl who would very early in life have become a First +Class Scout if she had had the opportunity. Her name +was Louisa Alcott, and she made that name famous all +the world over by the book by which the world's girls +know her—"Little Women." Her father, though a brilliant +man, was a very impractical one, and from her first +little story to her last popular book, all her work was +done for the purpose of keeping her mother and sisters, +in comfort. While she was waiting for the money from +her stories she turned carpets, trimmed hats, papered the<span class='pagenum'><a name="Page_24" id="Page_24">[24]</a></span> +rooms, made party dresses for her sisters, nursed anyone +who was sick (at which she was particularly good)—all +the homely, helpful things that neighbors and families did +for each other in New England towns.</p> + +<p>In those days little mothers of families could not telephone +specialists to help them out in emergencies; there +were neither telephones nor specialists! But there were +always emergencies, and the Alcott girls had to know +what to put on a black-and-blue spot, and why the jelly +failed to "jell," and how to hang a skirt, and bake a cake, +and iron a table-cloth. Louisa had to entertain family +guests and darn the family stockings. Her home had not +every comfort and convenience, even as people counted +those things then, and without a brisk, clever woman, full +of what the New Englanders called "faculty," her family +would have been a very unhappy one. With all our +modern inventions nobody has yet invented a substitute +for a good, all-round woman in a family, and until somebody +can invent one, we must continue to take off our +hats to girls like Louisa Alcott. Imagine what her feelings +would have been if someone had told her that she +had earned half a dozen merit badges by her knowledge +of home economics and her clever writing!</p> + +<p>And let every Scout who finds housework dull, and +feels that she is capable of bigger things, remember this: +the woman whose books for girls are more widely known +than any such books ever written in America, had to +drop the pen, often and often, for the needle, the dish-cloth +and the broom.</p> + +<p>To direct her household has always been a woman's job +in every century, and girls were learning to do it before +Columbus ever discovered Sacajawea's great country. To<span class='pagenum'><a name="Page_25" id="Page_25">[25]</a></span> +be sure, they had no such jolly way of working at it together, +as the Scouts have, nor did they have the opportunity +the girl of today has to learn all about these +things in a scientific, business-like way, in order to get it +all done with the quickest, most efficient methods, just as +any clever business man manages his business.</p> + +<p>We no longer believe that housekeeping should take up +all a woman's time; and many an older woman envies the +little badges on a Scout's sleeve that show the world she +has learned how to manage her cleaning and cooking and +household routine so that she has plenty of time to spend +on other things that interest her.</p> + + +<h3><br />THE PIONEER</h3> + +<p>But there was a time in the history of our country when +men and women went out into the wilderness with no +nearer neighbors than the Indians, yet with all the ideals +of the New England they left behind them; girls who +had to have all the endurance of the young "Bird Woman" +and yet keep up the traditions and the habits of +the fine old home life of Louisa Alcott.</p> + +<p>One of these pioneer girls, who certainly would have +been patrol leader of her troop and marched them to victory +with her, was Anna Shaw. In 1859, a twelve-year +old girl, with her mother and four other children she traveled +in a rough cart full of bedding and provisions, into +the Michigan woods where they took up a claim, settling +down into a log cabin whose only furniture was a fireplace +of wood and stones.</p> + +<p>She and her brothers floored this cabin with lumber +from a mill, and actually made partitions, an attic door +and windows. They planted potatoes and corn by chopping +up the sod, putting seed under it and leaving it to<span class='pagenum'><a name="Page_26" id="Page_26">[26]</a></span> +Nature—who rewarded them by giving them the best +corn and potatoes Dr. Shaw ever ate, she says in her +autobiography.</p> + +<p>For she became a preacher and a physician, a lecturer +and organizer, this sturdy little Scout, even though she +had to educate herself, mostly. They papered the cabin +walls with the old magazines, after they had read them +once, and went all over them, in this fashion, later. So +eagerly did she devour the few books sent them from the +East, that when she entered college, years later, she +passed her examinations on what she remembered of +them!</p> + +<p>They lived on what they raised from the land; the pigs +they brought in the wagon with them, fish, caught +with wires out of an old hoop skirt, and corn meal brought +from the nearest mill, twenty miles away. Ox teams were +the only means of getting about.</p> + +<p>Anna and her brothers made what furniture they used—bunks, +tables, stools and a settle. She learned to cut +trees and "heart" logs like a man. After a trying season +of carrying all the water used in the household from a +distant creek, which froze in the winter so that they had +to melt the ice, they finally dug a well. First they went +as far as they could with spades, then handed buckets of +earth to each other, standing on a ledge half-way down; +then, when it was deep enough, they lined it with slabs +of wood. It was so well made that the family used it +for twelve years.</p> + +<p>Wild beasts prowled around them, Indians terrified +them by sudden visits, the climate was rigorous, amusements +and leisure scanty. But this brave, handy girl met +every job that came to her with a good heart and a smile;<span class='pagenum'><a name="Page_27" id="Page_27">[27]</a></span> +she learned by doing. The tests and sports for mastering +which we earn badges were life's ordinary problems to her, +and very practical ones. She never knew it, but surely +she was a real Girl Scout!</p> + +<p>It is not surprising to learn that she grew up to be +one of the women who earned the American girl her +right to vote. A pioneer in more ways than one, this +little carpenter and farmer and well-digger worked for +the cause of woman's political equality as she had worked +in the Michigan wilderness, and helped on as much as +any one woman, the great revolution in people's ideas +which makes it possible for women today to express their +wishes directly as to how their country shall be governed. +This seems very simple to the girls of today, and will +seem even simpler as the years go on, but, like the Yellowstone +River, it needed its pioneers!</p> + +<p>In the Great War through which we have just passed, +the Scouts of all countries gave a magnificent account of +themselves, and honestly earned the "War Service" +badges that will be handed down to future generations, +we may be sure, as the proudest possessions of thousands +of grandchildren whose grandmothers (think of a Scout +grandmother!) were among the first to answer their +Country's call.</p> + +<p>Let us hear what our British sisters accomplished, and +we must remember that at the time of the war there were +many Girl Guides well over Scout age and in their twenties, +who had had the advantage, as their book points out, +of years of training.</p> + +<div class="blockquot"><p>This is what they have done during the Great War.</p> + +<p>In the towns they have helped at the Military Hospitals.</p> + +<p>In the country they have collected eggs for the sick, and on the +moors have gathered sphagnum moss for the hospitals.</p> + +<p>Over in France a great Recreation and Rest Hut for the soldiers<span class='pagenum'><a name="Page_28" id="Page_28">[28]</a></span> +has been supplied by the Guides with funds earned through their +work. It is managed by Guide officers, or ex-Guides. Among the +older Guides there are many who have done noble work as assistants +to the ward-maids, cooks, and laundry women. In the Government +offices, such as the War Office, the Admiralty, and other great +departments of the State, they have acted as orderlies and messengers. +They have taken up work in factories, or as motor-drivers +or on farms, in order to release men to go to the front.</p> + +<p>At home and in their club-rooms they have made bandages for +the wounded, and warm clothing for the men at the Front and in +the Fleet.</p> + +<p>At home in many of the great cities the Guides have turned their +Headquarters' Club-Rooms into "Hostels." That is, they have +made them into small hospitals ready for taking in people injured +in air-raids by the <ins title="Transcriber's Note: original reads 'emeny'">enemy</ins>.</p> + +<p>So altogether the Guides have shown themselves to be a pretty +useful lot in many different kinds of work during the war, and, +mind you, they are only girls between the ages of 11 and 18. But +they have done their bit in the Great War as far as they were able, +and have done it well.</p> + +<p>There are 100,000 of them, and they are very smart, and ready +for any job that may be demanded of them.</p> + +<p>They were not raised for this special work during the war for +they began some years before it, but their motto is "Be Prepared," +and it was their business to train themselves to be ready for anything +that might happen, even the most unlikely thing.</p> + +<p>So even when war came they were "all there" and ready for it.</p> + +<p>It is not only in Great Britain that they have been doing this, +but all over our great Empire—in Canada and Australia, West, +East and South Africa, New Zealand, the Falkland Islands, West +Indies, and India. The Guides are a vast sisterhood of girls, ready +to do anything they can for their country and Empire.</p> + +<p>Long before there was any idea of the war the Guides had been +taught to think out and to practise what they should do supposing +such a thing as war happened in their own country, or that people +should get injured by bombs or by accidents in their <ins title="Transcriber's Note: original reads 'neigborhood'">neighborhood</ins>. +Thousands of women have done splendid work in this war, but +thousands more would have been able to do good work also had +they only Been Prepared for it beforehand by learning a few +things that are useful to them outside their mere school work or +work in their own home. And that is what the Guides are learning +in all their games and camp work: they mean to be useful in other +ways besides what they are taught in school.</p> + + +<h3><br />WHAT THE GUIDES DO</h3> + +<p>As a Guide your first duty is to be helpful to other people, both +in small everyday matters and also under the worst of circumstances. +You have to imagine to yourself what sort of things might possibly +happen, and how you should deal with them when they occur. +Then you will know what to do.<span class='pagenum'><a name="Page_29" id="Page_29">[29]</a></span></p> + +<p>I was present when a German aeroplane dropped a bomb on to +a railway station in London. There was the usual busy scene of +people seeing to their luggage, saying good-bye and going off by +train, when with a sudden bang a whole carriage was blown to bits, +and the adjoining ones were in a blaze; seven or eight of those +active in getting into the train were flung down—mangled and +dead; while some thirty more were smashed, broken, and bleeding, +but still alive. The suddenness of it made it all the more horrifying. +But one of the first people I noticed as keeping her head was a +smartly dressed young lady kneeling by an injured working-man; +his thigh was smashed and bleeding terribly; she had ripped up his +trousers with her knife, and with strips of it had bound a pad to +the wound; she found a cup somehow and filled it with water for +him from the overhead hose for filling engines. Instead of being +hysterical and useless, she was as cool and ready to do the right +thing as if she had been in bomb-raids every day of her life. Well, +that is what any girl can do if she only prepares herself for it.</p> + +<p>These are things which have to be learnt in peace-time, and +because they were learnt by the Guides beforehand, these girls +were able to do their bit so well when war came.</p> + + +<h3><br />FIRST AID.</h3> + +<p>When you see an accident in the street or people injured in an +air raid, the sight of the torn limbs, the blood, the broken bones, and +the sound of the groans and sobbing all make you feel sick and +horrified and anxious to get away from it—if you're not a Girl +Guide. But that is cowardice: your business as a Guide is to steel +yourself to face it and to help the poor victim. As a matter of fact, +after a trial or two you really get to like such jobs, because with +coolheadedness and knowledge of what to do you feel you give the +much-needed help.</p> + +<p><i>The Value of Nursing.</i>—In this war hundreds and hundreds of +women have gone to act as nurses in the hospitals for the wounded +and have done splendid work. They will no doubt be thankful +all their lives that while they were yet girls they learnt how to +nurse and how to do hospital work, so that they were useful when +the call came for them. But there are thousands and thousands +of others who wanted to do the work when the time came, but they +had not like Guides, Been Prepared, and they had never learnt how +to nurse, and so they were perfectly useless and their services were +not required in the different hospitals. So carry out your motto +and Be Prepared and learn all you can about hospital and child +nursing, sick nursing, and every kind, while you are yet a Guide +and have people ready to instruct you and to help you in learning.</p></div> + +<p>In countries not so settled and protected as England +and America, where the women and girls are taught to +count upon their men to protect them in the field, the<span class='pagenum'><a name="Page_30" id="Page_30">[30]</a></span> +Girl <ins title="Transcriber's Note: original reads 'Souts'">Scouts</ins> have sometimes had to display a courage like +that of the early settlers. A Roumanian Scout, Ecaterina +Teodorroiu actually fought in the war and was taken +prisoner. She escaped, traced her way back to her company, +and brought valuable information as to the enemy's +movements. For these services she was decorated "as a +reward for devotion and conspicuous bravery" with the +Order of Merit and a special gold medal of the Scouts, +only given for services during the war. At the same +time she was promoted to the rank of Honorary +Second Lieutenant.</p> + +<p>Can we wonder that she is known as the Joan of Arc +of Roumania?</p> + +<p>During the Russian Revolution the Girl Scouts were +used by the Government in many practical ways, as may +be seen from the following letter from one of them:</p> + +<div class="blockquot"><p>"The Scouts assisted from the beginning, from seven +in the morning until twelve at night, carrying messages, +sometimes containing state secrets, letters, etc., from +the Duma to the different branches of it called commissariats, +and back again. They also fed the soldiers +that were on guard. The Scout uniform was our protection, +and everywhere that uniform commanded the +respect of the soldiers, peasants and workingmen.</p> + +<p>"As great numbers of soldiers came from the front, +food had to be given them. It was contributed by private +people, but the Scouts had lots of work distributing +it. All the little taverns were turned into +eating houses for the soldiers, and there we helped to +prepare the food and feed them. As there were not +enough Boy Scouts, the Girl Scouts helped in the same +way as the boys.<span class='pagenum'><a name="Page_31" id="Page_31">[31]</a></span></p> + +<p>"The Scouts also did much First Aid work. In one +instance I saw an officer whose finger had been shot +off. I ran up to him and bandaged it up for him. (All +of us Scouts had First Aid kits hanging from our +belts.)</p> + +<p>"It was something of a proud day for us Scouts +when the Premier after a parade, called us all before +the Duma and publicly thanked us for our aid."</p></div> + +<p>Indeed it was and we heartily congratulate our Sister +Scouts! But if we do our duty by our Patrol and the +Patrols all do their duty by their Troop, that proud moment +is going to come to every single Scout of us, when +the town <ins title="Transcriber's Note: original reads 'wherewe'">where we</ins> live tells us by its smiles and applause, +when we go by in uniform, what it thinks of us.</p> + +<p>We Scouts shall be more and more interested, as the +years go on, to remember that in the great hours of one +of the world's greatest crises we helped to make its +history. Instances like these are very exceptional; +they could not occur to one in ten thousand of us; but +we stay-at-homes can always remind ourselves that it was +the obedience, the quickness, and the skill learned in quiet, +every-day Scouting that made these few rise to their +opportunity when it came.</p> + +<p>War and revolution do not make Scouts either brave +or useful; they only bring out the bravery and the usefulness +that have been learned, as we are all learning them, +every day!</p> + +<p>All we have to do is to fix Scout habits in our hearts +and hands, and then when our Country calls us, we shall +be as ready as these little Russian Scouts were.</p> + +<p>In France the Scouts, known as the Eclaireuses, have +agreed with us that the "land Army" is the best army +for women. Rain or shine, in heat and cold, they have<span class='pagenum'><a name="Page_32" id="Page_32">[32]</a></span> +dug and ploughed and planted, and learned the lesson +American girls learned long ago—that team work is what +counts!</p> + +<p>A bit of one of their reports is translated here:</p> + +<div class="blockquot"><p>"The crops were fine—potatoes, radishes, greens and +beans were raised. The crop of potatoes, especially, +was so good that the Eclaireuses were able to supply +their families with them at a price defying competition, +and they always had enough besides for their +own use on excursions. (Our hikes.)</p> + +<p>"Such has been the reward of the care, given so +perseveringly and intelligently to the gardening.</p> + +<p>"And what an admirable lesson! Not a minute was +lost in this out-of-door work; chests and muscles filled +out; and at the same time the girls learned to recognize +weather signs; rain or sun were the factors which +determined the success or non-success of the planting. +And each day, there grew in them also love and gratitude +for the earth and its elements, without the assistance +of which we could harvest nothing.</p> + +<p>"Is this not the best method of preparing our youth +to return to the land, to the healthy and safe life of +the beautiful countryside of France; by showing them +the interest and usefulness that lie in agricultural +labor?</p> + +<p>"So the Eclaireuse becomes a model of the new +women, used to sport, possessing her First Aid +Diploma, able to cook good simple meals, marching +under orders, knowing how to obey, ready to accept +her responsibility, good-natured and lively in rain or +sun, in public or in her home.... They continue +their courses in sewing, hygiene and gymnastics and +assist eagerly at conferences arranged for them to discuss<span class='pagenum'><a name="Page_33" id="Page_33">[33]</a></span> +the duties of the Eclaireuses and what it is necessary +to do to become a good Captain.</p> + +<p>"To make themselves useful—that is the ideal of +the Eclaireuses. They know that in order to do this +it is becoming more and more necessary to acquire a +broad and complete knowledge."</p></div> + +<p>It is quite a feather in the cap of this great Scout +Family of ours that we are teaching the French girl, +who has not been accustomed to leave her home or to +work in clubs or troops, what a jolly, wonder-working +thing a crowd of girls, all forging ahead together, can +be.</p> + +<p>In our own country we were protected from the worst +sides of the great war, but we had a wonderful opportunity +to show how we could Be Prepared ourselves by +seeing that our brave soldiers were prepared.</p> + +<p>Our War Records show an immense amount of Red +Cross supplies, knitting, comfort kits, food grown and +conserved in every way, money raised for Liberty Loans +and Thrift Stamps, war orphans adopted, home replacement +work undertaken and carried through; all these +to so great an amount that the country recognized +our existence and services as never before in our history, +the Government, indeed, employing sixty uniformed +Scouts as messengers in the Surgeon General's Department.</p> + +<p>Perhaps it is only the truth to say that the war showed +our country what we could Be Prepared to do for her! +And it showed us, too.</p> + +<p>It has been said that women can never be the same +after the great events of the last few years, and we must +never forget that the Girl Scouts of today are the women +of tomorrow.<span class='pagenum'><a name="Page_34" id="Page_34">[34]</a></span></p> + +<div class="figcenter" style="width: 319px;"> +<img src="images/i006.jpg" width="319" height="500" alt="FLAG RAISING AT DAWN" title="" /> +<span class="caption">FLAG RAISING AT DAWN</span> +</div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_35" id="Page_35">[35]</a></span></p> +<h2>SECTION V</h2> + +<h3>THE OUT-OF-DOOR SCOUT</h3> + +<p>Busy as the Girl Scout may be with learning to do in +a clever, up-to-date way all the things to improve her +home and town that the old pioneer girls knew how to +do, she never forgets that the original Scouts were out-of-door +people. So long as there are bandages to make +or babies to bathe or meals to get or clothes to make, +she does them all, quickly and cheerfully, and is very +rightly proud of the badges she gets for having learned +to do them all, and the sense of independence that comes +from all this skill with her hands. It gives her a real +glow of pleasure to feel that because of her First Aid +practice she may be able to save a life some day, and +that the hours of study she put in at her home nursing +and invalid cooking may make her a valuable asset to the +community in case of any great disaster or epidemic; +but the real fun of scouting lies in the great life of out-of-doors, +and the call of the woods is answered quicker +by the Scout than by anybody, because the Scout learns +just how to get the most out of all this wild, free life and +how to enjoy it with the least trouble and the most fun.</p> + +<p>One of our most experienced and best loved Captains +says that "a camp is as much a necessity for the Girl +Scouts as an office headquarters," and more and more +girls are learning to agree with her every year.</p> + +<p>Our British <ins title="Transcriber's Note: original reads 'counsins'">cousins</ins> are the greatest lovers of out-of-door +life in the world, and it is only natural that we +should look to our Chief Scout to hear what he has to +say to his Girl Guides on this subject so dear to his heart +that he founded Scouting, that all boys and girls might +share his enthusiastic pleasure in going back to Nature +to study and to love her and to gain happiness and health +from her woods and fields.<span class='pagenum'><a name="Page_36" id="Page_36">[36]</a></span></p> + + +<h3><br />HOW CAMPING TEACHES THE GUIDE LAW</h3> + +<div class="blockquot"><p>Last year a man went out into the woods in America to try and +see if he could live like the prehistoric men used to do; that is to +say, he took nothing with him in the way of food or equipment or +even clothing—he went just as he was, and started out to make +his own living as best he could. Of course the first thing he had to +do was to make some sort of tool or weapon by which he could +kill some animals, cut his wood and make his fire and so on. So +he made a stone axe, and with that was able to cut out branches +of trees so that he could make a trap in which he eventually caught +a bear and killed it. He then cut up the bear and used the skin +for blankets and the flesh for food. He also cut sticks and made a +little instrument by which he was able to ignite bits of wood and so +start his fire. He also searched out various roots and berries and +leaves, which he was able to cook and make into good food, and he +even went so far as to make charcoal and to cut slips of bark from +the trees and draw pictures of the scenery and animals around him. +In this way he lived for over a month in the wild, and came out in +the end very much better in health and spirits and with a great +experience of life. For he had learned to shift entirely for himself +and to be independent of the different things we get in civilization +to keep us going in comfort.</p> + +<p>That is why we go into camp a good deal in the Boy Scout and +in the Girl Guide movement, because in camp life we learn to do +without so many things which while we are in houses we think are +necessary, and find that we can do for ourselves many things where +we used to think ourselves helpless. And before going into camp +it is just as well to learn some of the things that will be most useful +to you when you get there. And that is what we teach in the Headquarters +of the Girl Guide Companies before they go out and take +the field. For instance, you must know how to light your own fire; +how to collect dry enough wood to make it burn; because you will +not find gas stoves out in the wild. Then you have to learn how to +find your own water, and good water that will not make you ill. +You have not a whole cooking range or a kitchen full of cooking +pots, and so you have to learn to cook your food in the simplest +way with the means at your hand, such as a simple cooking pot or +a roasting stick or an oven made with your own hands out of an +old tin box or something of that kind.</p></div> + + +<h3><br />NATURE STUDY</h3> + +<div class="blockquot"><p>It is only while in camp that one can really learn to study Nature +in the proper way and not as you merely do it inside the school; +because here you are face to face with Nature at all hours of the +day and night. For the first time you live under the stars and can +watch them by the hour and see what they really look like, and +realize what an enormous expanse of almost endless space they cover.<span class='pagenum'><a name="Page_37" id="Page_37">[37]</a></span> +You know from your lessons at school that our sun warms and lights +up a large number of different worlds like ours, all circling round it +in the Heavens. And when you hold up a shilling at arm's length +and look at the sky, the shilling covers no less than two hundred of +those suns, each with their different little worlds circling around +them. And you then begin to realize what an enormous endless +space the Heavens comprise. You realize perhaps for the first +time the enormous work of God.</p> + +<p>Then also in camp you are living among plants of every kind, +and you can study them in their natural state, how they grow and +what they look like, instead of merely seeing pictures of them in +books or dried specimens of them in collections.</p> + +<p>All round you, too, are the birds and animals and insects, and +the more you know of them the more you begin to like them and to +take an interest in them; and once you take an interest in them you +do not want to hurt them in any way. You would not rob a bird's +nest; you would not bully an animal; you would not kill an insect—once +you have realized what its life and habits are. In this way, +therefore, you fulfill the Guide Law of becoming a friend to animals.</p> + +<p>By living in camp you begin to find that though there are many +discomforts and difficulties to be got over, they can be got over with +a little trouble and especially if you smile at them and tackle them.</p> + +<p>Then living among other comrades in camp you have to be helpful +and do good turns at almost every minute, and you have to exercise +a great deal of give and take and good temper, otherwise the camp +would become unbearable.</p> + +<p>So you carry out the different laws of courteousness, of helpfulness, +and friendliness to others that come in the Guide Law. Also +you pick up the idea of how necessary it is to keep everything in +its place, and to keep your kit and tent and ground as clean as +possible; otherwise you get into a horrible state of dirt, and dirt +brings flies and other inconveniences.</p> + +<p>You save every particle of food and in this way you learn not +only cleanliness, but thrift and economy. And you very soon realize +how cheaply you can live in camp, and how very much enjoyment +you can get for very little money. And as you live in the fresh, +pure air of God you find that your own thoughts are clean and pure +as the air around you. There is hardly one of the Guide Laws that +is not better carried out after you have been living and practising +it in camp.</p> + +<p><i>Habits of Animals.</i>—If you live in the country it is of course +quite easy to observe and watch the habits of all sorts of animals +great and small. But if you are in a town there are many difficulties +to be met with. But at the same time if you can keep pets of any +kind, rabbits, rats, mice, dogs or ponies you can observe and watch +their habits and learn to understand them well; but generally for +Guides it is more easy to watch birds, because you see them both<span class='pagenum'><a name="Page_38" id="Page_38">[38]</a></span> +in town and country; and especially when you go into camp or on +walking tours you can observe and watch their habits, especially in +the springtime.</p> + +<p>Then it is that you see the old birds making their nests, hatching +out their eggs and bringing up their young; and that is of course +the most interesting time for watching them. A good observant +guide will get to know the different kinds of birds by their cry, by +their appearance, and by their way of flying. She will also get to +know where their nests are to be found, what sort of nests they are, +what are the colors of the eggs and so on. And also how the +young appear. Some of them come out fluffy, others covered with +feathers, others with very little on at all. The young pigeon, for +instance, has no feathers at all, whereas a young moorhen can swim +about as soon as it comes out of the egg; while chickens run about +and hunt flies within a few minutes; and yet a sparrow is quite +useless for some days and is blind, and has to be fed and coddled by +his parents.</p> + +<p>Then it is an interesting sight to see the old birds training their +young ones to fly, by getting up above them and flapping their wings +a few times until all the young ones imitate them. Then they hop +from one twig to another, still flapping their wings, and the young +ones follow suit and begin to find that their wings help them to +balance; and finally they jump from one branch to another for some +distance so that the wings support them in their effort. The young +ones very soon find that they are able to use their wings for flying, +but it is all done by degrees and by careful instruction.</p> + +<p>Then a large number of our birds do not live all the year round +in England, but they go off to Southern climes such as Africa when +the winter comes on; but they generally turn up here at the end of +March and make their nest during the spring. Nightingales arrive +early in April; wagtails, turtle doves, and cuckoos come late in +April; woodcock come in the autumn, and redpoles and fieldfares +also come here for the winter. In September you will see the migrating +birds collecting to go away, the starlings in their crowds and +the swallows for the South, and so do the warblers, the flycatchers, +and the swifts. And yet about the same time the larks are arriving +here from the Eastward, so there is a good deal of traveling among +the birds in the air at all times of the year.</p></div> + +<p>How many of our American Scouts are able to supply +from their observation all of our native birds to take +the places of these mentioned in this lovely paragraph? +Everyone should be able to.</p> + +<div class="blockquot"><p><i>Nature in the City.</i>—This noticing of small things, especially in +animal life, not only gives you great interest, but it also gives you +great fun and enjoyment in life. Even if you live in a city you<span class='pagenum'><a name="Page_39" id="Page_39">[39]</a></span> +can do a certain amount of observation of birds and animals. You +would think there is not much fun to be got out of it in a murky +town like London or Sheffield, and yet if you begin to notice and +know all about the sparrows you begin to find there is a great deal +of character and amusement to be got out of them, by watching +their ways and habits, their nesting, and their way of teaching their +young ones to fly.</p></div> + + +<h3><br />OBSERVATION.</h3> + +<div class="blockquot"><p>"<i>Stalking.</i>—A Guide has to be sharp at seeing things if she is +going to be any good as a Guide. She has to notice every little +track and every little sign, and it is this studying of tracks and +following them out and finding out their meaning which we include +under the name of stalking. For instance, if you want to find a +bird's-nest you have to stalk. That is to say, you watch a bird +flying into a bush and guess where its nest is, and follow it up and +find the nest. With some birds it is a most difficult thing to find +their nests; take, for instance, the skylark or the snipe. But those +who know the birds, especially the snipe, will recognize their call. +The snipe when she is alarmed gives quite a different call from when +she is happy and flying about. She has a particular call when she +has young ones about. So that those who have watched and listened +and know her call when they hear it know pretty well where the +young ones are or where the nest is and so on.</p> + +<p>"<i>How to Hide Yourself.</i>—When you want to observe wild animals +you have to stalk them, that is, creep up to them without their +seeing or smelling you.</p> + +<p>"A hunter when he is stalking wild animals keeps himself entirely +hidden, so does the war scout when watching or looking for the +enemy; a policemen does not catch pickpockets by standing about +in uniform watching for them; he dresses like one of the crowd, and +as often as not gazes into a shop window and sees all that goes on +behind him reflected as if in a looking-glass.</p> + +<p>"If a guilty person finds himself being watched, it puts him on +his guard, while an innocent person becomes annoyed. So, when +you are observing people, don't do so by openly staring at them, +but notice the details you want to at one glance or two, and if you +want to study them more, walk behind them; you can learn just +as much from a back view, in fact more than you can from a front +view, and, unless they are scouts and look around frequently, they +do not know that you are observing them.</p> + +<p>"War scouts and hunters stalking game always carry out two +important things when they don't want to be seen."</p> + +<p>One is <i>Background</i>.—They <i>take care that the ground behind them, +or trees, or buildings, etc., are of the same colour as their clothes</i>.<span class='pagenum'><a name="Page_40" id="Page_40">[40]</a></span></p> + +<p>And the other is "<i>Freezing</i>".—If an enemy or a deer is seen looking for +them, <i>they remain perfectly still without moving so long as he is there</i>.</p> + +<p><i>Tracking.</i>—The native hunters in most wild countries follow their +game by watching for tracks on the ground, and they become so +expert at seeing the slightest sign of a footmark on the ground that +they can follow up their prey when an ordinary civilized man can +see no sign whatever. But the great reason for looking for signs +and tracks is that from these you can read a meaning. It is exactly +like reading a book. You will see the different letters, each letter +combining to make a word, and the words then make sense; and there +are also commas and full-stops and colons; all of these alter the +meaning of the sense. These are all little signs, which one who is +practised and has learnt reading, makes into sense at once, whereas +a savage who has never learned could make no sense of it at all. +And so it is with tracking.</p></div> + + +<h3><br />TRACKING.</h3> + +<div class="blockquot"><p>"Sign" is the word used by Guides to mean any little details, +such as footprints, broken twigs, trampled grass, scraps of food, +old matches, etc.</p> + +<p>Some native Indian trackers were following up the footprints of +a panther that had killed and carried off a young kid. He had +crossed a wide bare slab which, of rock, of course, gave no mark +of his soft feet. The tracker went at once to the far side of the +rock where it came to a sharp edge; he wetted his finger, and just +passed it along the edge till he found a few kid's hairs sticking to +it. This showed him where the panther had passed down off the +rock, dragging the kid with him. Those few hairs were what Guides +call "signs."</p> + +<p>This tracker also found bears by noticing small "signs." On one +occasion he noticed a fresh scratch in the bark of a tree, evidently +made by a bear's claw, and on the other he found a single black hair +sticking to the bark of a tree, which told him that a bear had rubbed +against it.</p> + +<p><i>Details in the Country.</i>—If you are in the country, you should +notice landmarks—that is, objects which help you to find your way +to prevent your getting lost—such as distant hills and church towers; +and nearer objects, such as peculiar buildings, trees, gates, rocks, etc.</p> + +<p>And remember in noticing such landmarks that you may want +to use your knowledge of them some day for telling some one else +how to find his way, so you must notice them pretty closely so as +to be able to describe them unmistakably and in their proper order. +You must notice and remember every by-road and foot-path.</p> + +<p>Remembrance of these things will help you to find your way by +night or in fog when other people are losing themselves.</p></div><p><span class='pagenum'><a name="Page_41" id="Page_41">[41]</a></span></p> + + +<h3><br />HORSES' TRACKS</h3> + +<div class="figcenter" style="width: 345px;"> +<img src="images/i007a.png" width="345" height="35" alt="Walking." title="" /> +<span class="caption">Walking.</span> +</div> + +<div class="figcenter" style="width: 299px;"> +<img src="images/i007b.png" width="299" height="31" alt="Trotting." title="" /> +<span class="caption">Trotting.</span> +</div> + +<div class="figcenter" style="width: 317px;"> +<img src="images/i007c.png" width="317" height="44" alt="Canter." title="" /> +<span class="caption">Canter.</span> +</div> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i007d.png" width="400" height="52" alt="O.H. = Off Hind, etc. + +Galloping." title="" /> +<span class="caption">O.H. = Off Hind, etc. + +Galloping.</span> +</div> + +<div class="figcenter" style="width: 330px;"> +<img src="images/i007e.png" width="330" height="31" alt="Lame Horse Walking: Which leg is he lame in? + +N.B.—The long feet are the hind feet." title="" /> +<span class="caption">Lame Horse Walking: Which leg is he lame in? + +N.B.—The long feet are the hind feet.</span> +</div> +<div class="figcenter" style="width: 400px;"> +<img src="images/i007f.png" width="400" height="150" alt="Bird tracks" title="" /> +</div> +<p>These are the tracks of two birds on the ground. One that +lives generally on the ground, the other in bushes and +trees. Which track belongs to which bird?<span class='pagenum'><a name="Page_42" id="Page_42">[42]</a></span></p> + +<div class="blockquot"><p><i>Using your Eyes.</i>—Let nothing be too small for your notice—a +button, a match, a hair, a cigar ash, a feather, or a leaf might +be of great importance, even a fingerprint which is almost invisible +to the naked eye has often been the means of detecting a crime.</p> + +<p>With a little practice in observation you can tell pretty accurately +a man's character from his dress.</p> + +<p>How would you recognize that a gentleman was fond of fishing. +If you see his left cuff with little tufts of cloth sticking up, you may +be sure he fishes. When he takes his flies off the line he will either +stick them into his cap to dry, or hook them into his sleeve. When +dry he pulls them out, which often tears a thread or two of the +cloth.</p> + +<p>Remember how "Sherlock Holmes" met a stranger, and noticed +that he was looking fairly well-to-do, in new clothes with a mourning +band on his sleeve, with a soldiery bearing and a sailor's way of +walking, sunburns, with tattoo marks on his hands, and he was +carrying some children's toys in his hands. What would you have +supposed that man to be. Well, Sherlock Holmes guessed correctly +that he had lately retired from the Royal Marines as a sergeant, +that his wife had died, and that he had some small children at home.</p> + +<p><span class="smcap">Practice in Observation.</span>—<i>Instructor can take the fingermarks +of each girl. Lightly rub the thumb on blacklead or on paper that +is blacked with pencil, then press the thumb on paper and examine +with magnifying glass. Show that no two persons' prints are alike.</i></p> + +<p><span class="smcap">In Town.</span>—<i>Practice your girls first in walking down a street to +notice the different kinds of shops as they pass, and to remember them +in their proper sequence at the end.</i><br /> + + <i>Then to notice and remember the names on the shops.</i><br /> + + <i>Then to notice and remember the contents of a shop window after +two minutes' gaze. Finally, to notice the contents of several shop +windows in succession with half a minute at each. Give marks for the +fullest list.</i><br /> + + <i>The Guides must also notice prominent buildings as landmarks, and +the number of turnings off the street they are using.</i></p> + +<p><span class="smcap">In the Country.</span>—<i>Take the patrol out for a walk and teach the +girls to notice distant prominent features, such as hills, church steeples, +and so on; and as nearer landmarks such things as peculiar buildings, +trees, rocks, gates, by-roads or paths, nature of fences, crops different +kinds of trees, birds, animals, tracks, people, vehicles, etc. Also any +peculiar smells of plants, animals, manure, etc.; whether gates or doors +were open or shut, whether any smoke from chimneys, etc.</i></p> + +<p><i>Send Guides out in pairs.</i></p> + +<p><i>It adds to the value of the practice if the instructor makes a certain +number of small marks in the ground beforehand, or leaves buttons or</i><span class='pagenum'><a name="Page_43" id="Page_43">[43]</a></span> +<i>matches, etc., for the girls to notice or to pick up and bring in as a means +of making them examine the ground close to them as well as distant +objects.</i></p> + +<p><span class="smcap">Practices in Natural History.</span>—<i>Take out Guides to get specimens +of leaves, fruit, or blossoms of various trees, shrubs, etc., and observe +the shape and nature of the tree both in summer and in winter.</i></p> + +<p><i>Collect leaves of different trees; let Guides make tracings of them and +write the name of the tree on each.</i></p> + +<p><i>In the country make Guides examine crops in all stages of their +growth, so that they know pretty well by sight what kind of crop is coming +up.</i></p> + +<p><i>Start gardens if possible, either a patrol garden or individual Guides' +gardens. Let them grow flowers and vegetables for profit to pay for +their equipment, etc. Show all the wild plants which may be made use +of for food. Find yew trees; report if any good branches to make archers' +bows of.</i></p> + +<p><i>Encourage the keeping of live pets, whether birds, animals, reptiles, +insects. Show how to keep illustrated diary-records of plants, insects, +birds, etc., giving dates when seen for comparison following year and +showing their peculiar markings, etc.</i></p> + +<p><i>If in a town take your Guides to the Zoological Gardens, menagerie +or Natural History Museum, and show them particular animals on +which you are prepared to lecture. Not more than half a dozen for +one visit.</i></p> + +<p><i>If in the country get farmers or shepherd to help with information +on the habits of farm animals, e. g., how a cow lies down and when. +How to milk, stalk rabbits, water voles, trout, birds, etc., and watch +their habits.</i></p></div> + + + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_44" id="Page_44">[44]</a></span></p> +<h2>SECTION VI</h2> + +<h2>FORMS FOR SCOUT CEREMONIES</h2> + + +<h3><br />1. ENROLLMENT</h3> + +<p>Before a girl may become enrolled as a regular Girl +Scout she must be at least ten years old, and must have +attended the meetings of a Troop for at least a month, +during which time she must have passed her Tenderfoot +Test. The Captain must have prepared the candidate +for enrollment by explaining the meaning of the Promise +and the Laws and making sure that she fully understands +the meaning of the oath she is about to make, and +that she also comprehends the meaning of "honor." The +following is a convenient form for enrollments.</p> + +<div class="hang1">(1) The Scouts stand in the form of a horseshoe with the +officer who is to enroll at the open side, facing Scouts.</div> + +<div class='hang1'>(2) Officer addresses troops on the subject of what it +means to be a Scout.</div> + +<div class='hang1'>(3) Patrol Leader brings candidate to officer and salutes +and returns to place.</div> + +<div class='hang1'>(4) Officer addresses candidate in low tone: "What +does your honor mean?"<br /> + +Candidate answers.<br /> + +Officer: "Will you on your honor, try: To do your +duty to God and to your Country; to help other +people at all times; to obey the Scout Laws?"<br /> + +Candidate and officer both salute as candidate repeats +Promise. Officer: "I trust you on your +honor to keep this Promise."</div> + +<div class='hang1'>(5) Officer pins Tenderfoot Badge on the new scout, +explaining what it stands for, that it symbolizes +her Scout life, and so forth.</div> + +<div class='hang1'>(6) Scout and officer salute each other. Scout turns +and troop salutes her, scout returning salute, and +then goes alone to her place.<span class='pagenum'><a name="Page_45" id="Page_45">[45]</a></span></div> + +<div class='hang1'>(7) All Scouts present repeat Promise and Laws. Troop +then breaks ranks to take up some Scout activity.</div> + +<p>When many scouts are to be enrolled, four at a time +may be presented to the officer, but each should singly +be asked and should answer the question: "What does +your honor mean?" All four repeat the Promise together +and the officer addresses all together in saying: "I trust +you on your honor to keep this Promise," but speaks +to each separately as she puts on the pin.</p> + +<p>A Captain may perform this ceremony or she may ask +some higher Scout officer to do so.</p> + + +<div class='center'><br />2. <i>Presentation of Other Badges</i></div> + +<p>The following form of ceremony was devised for +special use in the presentation of the highest honor attainable +by a Girl Scout, the Golden Eaglet, but the same +outline may be followed for giving Merit Badges, and First +and Second Class Badges, or any other medals or honors.</p> + +<p><i>Presentation of Golden Eaglet.</i>—As the presentation of +the Golden Eaglet is an important occasion in the life of +a Scout and her Troop, it should take place at a public +Scout function, such as a District or Community Rally, +a reception to a distinguished guest of the Scouts, or possibly +at the time of a civic celebration.</p> + +<p>The Court of Awards is responsible for all details of +the meeting, and it is suggested that it invite parents, +friends and other persons interested in the Scout movement +to be present. The medal may be presented by the +Chairman of the Court of Awards, some other member of +that Committee or by a higher Scout officer.</p> + +<p>Arrangements for the ceremony should be planned so +that during the presentation of guests, the Court of +Awards, the Eaglet's troop and the Color Guard form a +hollow square, with the Captain at her post three paces<span class='pagenum'><a name="Page_46" id="Page_46">[46]</a></span> +in front of the Troop, the Lieutenant at her post "center +and rear" of the Troop. The ceremony should be rehearsed +wherever possible, so that all action and form +shall be as smart as possible.</p> + +<p>1. The Court of Awards enters and takes its place +at right angles to the assembled guests.</p> + +<p>2. The Captain enters, takes post, and gives all commands.</p> + +<p>3. The Color Guard (bearer of the American flag, +bearer of the Troop flag, and two guards) followed by +Troop to which the Eaglet belongs, enter and march two +paces in front of the Court of Awards. The lieutenant is +at the left of the leading file. The Troop marches in +single file, by twos or in Squad formation according to +the number, and the space available.</p> + +<p>When the Troop is very large, or the space restricted, +the Eaglet's Patrol may take the place of the Troop. As +the Colors pass, the Court of Awards should rise, stand +at attention, and if Scouts, salute.</p> + +<p>4. When the Color Guard at the head of the column +has passed the Court of Awards, the command "Column +left, MARCH!" is given. When the last file has completed +the movement, the following commands are given:</p> + +<div class='hang1'>(1) "Scouts, HALT!"</div> + +<div class='hang1'>(2) "Left, FACE," or<br /> + +"Squads, left, MARCH, Squads, HALT," according +to the formation of the column.</div> + +<div class='hang1'>(3) "Right, DRESS, FRONT!"</div> + +<p>5. At the command "Left, FACE," or "Squads, left, +MARCH, Squads HALT," the Color Guard makes a left +turn, marches forward until on a line with the Court of +Awards, again makes a left turn, immediately halts and +grounds flags.<span class='pagenum'><a name="Page_47" id="Page_47">[47]</a></span></p> + +<p>6. When the Troop and Color Guard are in position, +the Captain gives the command "Patrol Leader and +Eaglet, forward, MARCH!" The Patrol Leader escorts +the Eaglet to the Captain, salutes the Captain and returns +to her position in line.</p> + +<p>7. The Chairman of the Court of Awards comes forward, +the Captain faces her, salutes, and presents the +Eaglet to her.</p> + +<p>8. The Chairman after reading the list of Merit +Badges which the Scout has earned in order to receive +the Golden Eaglet, pins the medal on to the Eaglet's blouse, +over the middle of the right pocket. The Eaglet salutes.</p> + +<p>If desired this is the opportunity for the Official presenting +the badge to say a few words.</p> + +<p>9. After the presentation, the Eaglet turns, and facing +her Captain and Troop, stands at attention as the +Colors are raised, the Scout flag dipped, and the Troop +salutes. The Eaglet returns the salute and then marches +to her position in line.</p> + +<p>10. The Captain gives the command "Color Guard +forward, MARCH." The Color Guard marches in front +of the Captain and Troop who salute as the Colors pass, +make a right turn two paces in front of the Court of +Honor and march out.</p> + +<p>11. After the Colors have left the "square" the Lieutenant +takes her position at the left of the leading file.</p> + +<p>The Captain gives the commands:</p> + +<div class="blockquot">"Right, FACE, MARCH!" or "Squads right, +MARCH!"<br /> + +"Column left, MARCH!"</div> + +<div class='unindent'>and the Troop marches out. The Captain turns, salutes +the Court of Awards and passes out.</div><p><span class='pagenum'><a name="Page_48" id="Page_48">[48]</a></span></p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Diagram of court of awards"> +<tr><td align='left'> </td><td align='center' colspan='2'>O—LIEUT.</td></tr> +<tr><td align='left'> </td><td align='left'>0000</td><td align='left'>0000</td></tr> +<tr><td align='left' colspan='2'>Troop—</td></tr> +<tr><td align='left'> </td><td align='left'>0000</td><td align='left'>0000</td></tr> +<tr><td align='left'> </td><td align='center' colspan='2'>O—Capt.</td></tr> +<tr><td align='left'> </td><td align='left'> c</td><td align='right'>xx </td></tr> +<tr><td align='left'>Color</td><td align='left'> c</td><td align='right'>xx </td><td align='left'>Court of</td></tr> +<tr><td align='left'>Guard</td><td align='left'> c</td><td align='right'>xx </td><td align='left'>Awards</td></tr> +<tr><td align='left'> </td><td align='left'> c</td><td align='right'>xx </td></tr> +<tr><td align='left'> </td><td align='center' colspan='2'>————</td></tr> +<tr><td align='left'> </td><td align='center' colspan='2'>————</td></tr> +<tr><td align='left'> </td><td align='center' colspan='2'>————</td></tr> +<tr><td align='left'> </td><td align='center' colspan='2'>Guests</td></tr> +</table></div> + +<p>Where there is no Local Council or Court of Awards, +Captains are asked to communicate with the National +Headquarters concerning the ceremony of presentation +of the Golden Eaglet.</p> + + +<h3><br />ALTERNATE FORMS FOR SCOUT +CEREMONIES</h3> + +<p>In the case of troops for which this formal procedure +is not practical, and for the better assistance of Captains +and Councils who feel the need of a more definite formulation +of the Scout principles on these occasions, the following +ceremonies are suggested. They are designed +to meet the necessity for expressing at each stage of the +Scout's progress, recognition of her achievement up to +that point and appreciation of her future responsibilities.</p> + + +<div class='center'><br /><b>1. Tenderfoot Enrollment</b></div> + +<p>1. The Troop being assembled in any desired formation, +the Captain calls forward those who have passed +the test.</p> + +<p><span class='pagenum'><a name="Page_49" id="Page_49">[49]</a></span></p> + +<div class="hang1">Captain: "Scout ——, do you think you know what +it means to be loyal to God and your Country, to +help other people at all times, and to obey the +Scout Laws?"</div> + +<div class='hang1'>Scout: "I think I do, and I will try my best not +to fail in any of them."</div> + +<div class='hang1'><i>This is repeated to each Tenderfoot.</i></div> + +<div class='hang1'>Captain: "Are you ready to make your Promise +with your Troop?"</div> + +<div class='hang1'>New Scouts (<i>together</i>): "Yes."</div> + +<div class='hang1'>Captain: "Scouts of Troop ——, repeat your +promise."</div> + +<div class='hang1'><i>All salute and repeat the Promise.</i></div> + +<div class='hang1'>Captain: "I trust you on your honor to keep this +Promise."<br /> + +(<i>Here, when practicable, investiture of hat, neckerchief, +etc., takes place.</i>)<br /> + +<i>Captain then pins on Tenderfoot pin While +attaching it, she says:</i></div> + +<div class='hang1'>Captain: "This pin makes you a Girl Scout. It +is yours, so long as you are worthy of it."<br /> + +<i>Captain dismisses recently enrolled Scouts to their +Troop position.</i><br /> + +(<i>Here the Captain may add, if she wishes, anything +in her judgment applicable to the Troop as +a whole, or to the new Scouts individually.</i>)</div> + + +<div class='center'><br /><b>2. Conferring Second Class Badges</b></div> + +<p>The Troop being assembled in any desired formation, +the Captain calls forward those who have passed the test.</p> + +<div class="hang1">Captain: "Scout ——, you have learned what is +necessary for a Second Class Scout to know. +Do you think you can apply your knowledge, if +the occasion should arise?"</div> + +<div class='hang1'>Scout: "I think so, and I will always try to <b>Be +Prepared</b>."<span class='pagenum'><a name="Page_50" id="Page_50">[50]</a></span></div> + +<div class='hang1'>Captain: "Scouts (<i>reciting the candidates' names +in order</i>), do you think that the discipline and +training you have gone through have made you +more capable of doing your duty to God and to +your Country, of helping other people at all times +and of obeying the Scout Laws, than you were as +a Tenderfoot?"</div> + +<div class='hang1'>Scouts (<i>together</i>): "Yes."</div> + +<div class='hang1'>Captain (<i>pinning on each badge, and speaking to +each Scout as she does so</i>): "You are now a +Second Class Scout, which means that though you +have learned much, you have still much to learn."<br /> + +<i>Captain dismisses Second Class Scouts to their +Troop position.</i><br /> + +(<i>Here the Captain may address the Troop at her +discretion.</i>)</div> + + +<div class='center'><br /><b>3. Conferring First Class Badge</b></div> + +<p><i>The Troop being assembled in any desired formation, +the Captain calls forward those who have passed the test +and presents them to the presiding Official.</i></p> + +<div class="hang1">Captain: "Commissioner ——, these Scouts of +—— Troop have passed their First Class Tests. +I recommend them to you for First Class badges."</div> + +<div class='hang1'>Official (<i>to each Scout separately, the Captain giving +her the name</i>): "Scout ——, you have passed +the final Scout test. You should thoroughly understand +by now the meaning of duty to God and +Country, the privilege of helpfulness to others, +and the seriousness of the Scout Laws. Are you +sure that you do."</div> + +<div class='hang1'>Scout: "I am. And I realize that I must help +other Scouts to see these things as I see them."<span class='pagenum'><a name="Page_51" id="Page_51">[51]</a></span></div> + +<div class='hang1'>Official: "Scouts —— (<i>reading the candidates' +names in order</i>), it has taken a great deal of +thought and time and energy on the part of a +great many people to enable you to wear this +badge. Are you prepared to pay this back in +generous service, when and where you can?"</div> + +<div class='hang1'>Scouts (<i>together</i>): "Yes."</div> + +<div class='hang1'>Official (<i>pinning on each badge and speaking to each +Scout as she does so</i>): "You are now a First +Class Scout. Remember that the world will judge +us by you."</div> + +<div class='hang1'>Official (to Captain): "I congratulate you, Captain +——, Troop ——, and the members of +the Council, on these First Class Scouts, and I +trust that the Town of —— will have every +reason to be proud of them and to feel that it can +depend upon them as especially good citizens and +loyal Americans."<br /> + +<i>Captain acknowledges this in suitable manner and +dismisses First Class Scouts to Troop position.</i><br /> + +(<i>Here the Official may address the audience at discretion.</i>)</div> + + +<div class='center'><br /><b>4. Conferring Merit Badges</b></div> + +<p>The Troop being assembled in any desired formation, +the Captain calls forward those who have passed the test +and presents them to the presiding Official. (Note—The +Merit Badges may be conferred by a member or members +of the Council, if desired.)</p> + +<div class="hang1">Captain: "Members of the Girl Scout Council of +——, these Scouts have passed the various +tests for their Merit Badges, and I recommend +them to you for decoration accordingly."</div> + +<div class='hang1'>Official: "Scouts (<i>reading the list</i>), you have fairly +won the right to wear these badges we are about<span class='pagenum'><a name="Page_52" id="Page_52">[52]</a></span> +to present to you, and we are glad to do so. We +take this <ins title="Transcriber's Note: original reads 'oportunity'">opportunity</ins> of reminding you, however, +that all good Scouts understand that they are far +from having completely mastered the subjects represented +by these badges. The symbols which +you wear on your sleeve mean that you have an +intelligent interest in the subjects you have chosen, +understand the principles of them, and can give +reasonable, practical proof of this. Do you realize +that the Girl Scout Organization credits you with +a good foundation and trusts to you to continue +to build upon it intelligently?"</div> + +<div class='hang1'>Scouts (<i>together</i>): "Yes."</div> + +<div class='hang1'>Official (<i>pinning on badges and speaking to each +girl separately</i>): "We congratulate you on your +perseverance and wish you all success in your +work."<br /> + +(<i>Note—When more than one badge is to be presented +to a Scout, they may be attached, for the +ceremony, to a piece of ribbon and put on with +one motion.</i>)</div> + +<div class='hang1'><i>Captain dismisses Scouts to Troop position.</i><br /> + +(<i>Here the official may address the audience at discretion.</i>)<br /> + +<i>This ceremony being distinctly less formal and +intimate than the regular class awards, Scout +songs and cheers are in order.</i></div> + + +<div class='center'><br /><b>5. Golden Eaglet Ceremony</b></div> + +<p>The Troop being assembled in any desired formation, +the Captain presents the Golden Eaglet to the Official who +is to make the award.</p> + +<div class="hang1">Captain: "Commissioner ——, Scout ——, of +Troop ——, of ——, has not only passed the +twenty-one Merit Badge Tests required for the<span class='pagenum'><a name="Page_53" id="Page_53">[53]</a></span> +honor of the Golden Eaglet, but is, in the judgment +of her Troop, fully worthy of it. We therefore +recommend her to you for the decoration."</div> + +<div class='hang1'>Official: "What badges does Scout —— offer?"</div> + +<div class='hang1'><i>Captain reads the list Badges earned by the Candidate.</i></div> + +<div class='hang1'>Official: "Troop ——, do you agree that Scout —— has +fairly won this decoration and that +you are willing to have her represent you to your +National Organization as your Golden Eaglet?"</div> + +<div class='hang1'>Troop (<i>together</i>): "Yes."</div> + +<div class='hang1'>Official: "Members of the Council, do you agree +that Scout —— has fairly won this decoration +and that you are willing to have her represent you +to your community as your Golden Eaglet?"</div> + +<div class='hang1'>Council (<i>rising if seated</i>): "Yes."</div> + +<div class='hang1'>Official: "Scout ——, you have won the highest +honor in the gift of the Girl Scouts."<br /> + + "If the Scout life meant nothing more to you +than a reasonable understanding of certain subjects, +there would now be nothing more for the +Girl Scouts to teach you; but I am sure that your +training has not failed in this respect, and that +you understand now, even better than the average +Girl Scout, that your great principles of duty to +God and Country, helpfulness to others, and obedience +to the Scout Laws, are lessons that no Scout +can fully learn as long as she lives. Do you agree +to this?"</div> + +<div class='hang1'>Golden Eaglet: "I agree to it thoroughly."</div> + +<div class='hang1'>Official (<i>pinning on badge</i>): "I have the honor of +naming you a Golden Eaglet, and in the name of +the Girl Scouts I congratulate you heartily on +your fine achievement."<span class='pagenum'><a name="Page_54" id="Page_54">[54]</a></span><br /> + +<i>Scout salutes or shakes the hand of the Official, as +desired, and returns to her troop position.</i><br /> + +<i>(Here the Official may address the audience at discretion).</i></div> + +<p>The accompanying diagram of suggested relative positions +in Scout ceremonies lends itself equally to a small +room, theatre, hall or open field. Whether the Scouts +form a troop or even one patrol; whether they make use +of strict military formation or informal grouping; whether +the visiting Scout dignitaries are many or limited to one +member of the local Council, the Scout bodies face each +other, and the guest or guests of honor, equally with the +general audience, can observe the Troop and the candidates +easily from the side.</p> + +<p>All Troops who are familiar with military drill can take +their usual positions in their usual manner and observe +all details of color guard, salutes, etc., to any desired extent. +Troops and Captains not familiar with such procedure, +by accustoming themselves to this general grouping, +will always be able to present a dignified appearance.</p> + +<p>Note: These suggestions for the various ceremonials +assume that the regular opening of the Scout meetings has +already taken place; therefore nothing is given but the +actual matter of the presentations, etc. In the case of +the Tenderfoot, Second Class and First Class awards, the +ceremonies constitute the special business of the meeting, +and opening and closing should proceed as usual. They +are distinctly Scout business and are not, in general, offered +to the public.</p> + +<p>The awarding of Merit Badges might with advantage +be connected with any local civic ceremony where interest +in young people may be created; and in the case of the +Golden Eaglet award it is distinctly desirable thus to connect +it. Any visiting dignitary, national or state, may with<span class='pagenum'><a name="Page_55" id="Page_55">[55]</a></span> +propriety be asked to officiate; and where different organizations +are taking their various parts in a public function, +it will not always be possible to claim the time nor +the space for the regular Scout opening ceremonies, nor +would this necessarily be advisable. It is, therefore, well +to be provided with a form like the preceding, where a +small delegation from the Troop, the Captain and a Councillor +could, if necessary, represent the essential units of<br /> +<span style="margin-left: 0.5em;">the organization among a number of other societies; and</span><br /> +the words of the ceremony would explain the occasion +sufficiently without much concerted action, and may be +inserted at the proper place, preceded and followed by any +Troop or local customs preferred.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i009.png" width="400" height="384" alt="PLAN OF ASSEMBLY FOR GIRL SCOUT CEREMONIES" title="" /> +<span class="caption">PLAN OF ASSEMBLY FOR GIRL SCOUT CEREMONIES</span> +</div><p><span class='pagenum'><a name="Page_56" id="Page_56">[56]</a></span></p> + + +<div class='center'><br /><b>6. How to Conduct a Scout Meeting</b></div> + +<div class="blockquot"><p>1. One long whistle blast: Silence, listen for orders.</p> + +<p>2. Three short whistle blasts: "Fall In," or "Assemble," three +paces in front of Captain, Squad formation.</p> + + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Squad formation"> +<tr><td align='left'> </td><td align='left'>5</td><td align='left'>6</td><td align='left'>7</td><td align='left'> 8</td><td align='left'> 5</td><td align='left'> 6</td><td align='left'>7</td><td align='left'>8</td></tr> +<tr><td align='left'> </td><td align='left'>*</td><td align='left'>*</td><td align='left'>*</td><td align='left'> *</td><td align='left'> *</td><td align='left'> *</td><td align='left'>*</td><td align='left'>*</td></tr> +<tr><td align='left'> </td><td align='left'>*</td><td align='left'>*</td><td align='left'>*</td><td align='left'> *</td><td align='left'> *</td><td align='left'> *</td><td align='left'>*</td><td align='left'>*</td></tr> +<tr><td align='left'> </td><td align='left'>1</td><td align='left'>2</td><td align='left'>3</td><td align='left'> 4</td><td align='left'> 1</td><td align='left'> 2</td><td align='left'>3</td><td align='left'>4</td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'>*</td><td align='left' colspan='4'>Captain</td></tr> +<tr><td align='right' colspan='3'>Lieutenant</td><td align='left'>*</td></tr> +</table></div> + +<p>3. "Right Dress," "Front."</p> + +<p>4. Inspection. Captain inspects for posture, and for personal +appearance which should be neat and clean in every +particular, and uniform, which should be correct as to style, +length, placing of insignia, etc. All necessary corrections +should be made in a low tone of voice to the individual Scout.</p> + +<p>5. "Color Bearer, Forward—Center" "March." The Color +Bearer, appointed to carry flag, upon receiving order to +"March", takes one step backward, executes "Right Face," +marches out of rank, executes "Left Face," marches to point +on line with flag, executes "Right Face," marches to within +two steps of flag and comes to "Halt." She salutes flag, takes +staff in both hands, wheels right, and marches to position +three paces in front of, and facing troop. The captain and +Lieutenant have moved to position at right angles to, and at +right of troop. If a color Guard is used instead of Color +Bearer, two Scouts act as guards, their position being on +either side of bearer. They leave ranks together, form in +line at right of troop, march shoulder to shoulder and always +wheel to the right, the Color Bearer being the pivot and +giving all orders to Guard. After Bearer has taken flag and +turns, the Guards salute, take one step forward, about-face, +and all march to position in front of troop. The Color +Guard never takes part in the repeating of the Promise, Laws, +Pledge of Allegiance or singing of Star Spangled Banner.</p> + +<p>6. "Scouts, the flag of your country, Pledge Allegiance." +The Pledge of Allegiance should be followed by one verse of +the Star Spangled Banner.</p> + +<p>7. "The Scout Promise," "Salute."</p> + +<p>8. "The Scout Laws, Repeat."</p> + +<p>9. "Color Bearer, Post-March." The Color Bearer, turning +always to right, returns flag to its post, places it in position, +salutes, and returns to place, entering ranks from rear of +line. The Color Guard, wheels right, marches to post, Guards +stand at attention while the Bearer places flag, salutes, and +about-faces. The Guards step forward, about-face, and the +Color Guard wheels and returns to ranks.</p> + +<p>10. "Fall Out."</p> + +<p>11. Business Meeting.</p> + +<p>12. Scout activities, including work for tests and badges, +singing games and discussion of Scout principles.</p> + +<p>13. Closing Exercises.</p></div><p><span class='pagenum'><a name="Page_57" id="Page_57">[57]</a></span></p> + + +<div class='center'><br /><b>Closing Exercises</b></div> + +<p>1. "Fall In."</p> + +<p>2. America, or Battle Hymn of the Republic.</p> + +<p>3. "Dismissed." Scouts salute Captain.</p> + +<p>The form for opening and closing exercises suggested +above takes only 20 minutes and is a practical method of +ensuring uniformity when groups from different troops +come together. Troops may use more elaborate forms, +depending upon the amount of time which the girls wish +to spend upon this type of work. For instance:</p> + +<p>(a) In a troop composed of many patrols each Corporal +forms her patrol and reports to the Lieutenant, who +in turn reports to the Captain, "The company is formed," +etc.</p> + +<p>(b) In dismissing, troops with a bugler may play +"Taps" or may sing the same to words locally composed.</p> + +<p>(c) In some troops Corporals give commands. This is +good because it emphasizes the patrol system.</p> + +<p>But the form outlined is given as the minimum requirement, +and troops using it need never feel at a loss in large +rallies, for every ceremony necessary to express the Scout +spirit with dignity is there.</p> + +<p>No additions made locally should change the essential +order of these exercises, all additions which are made +being merely amplifications of it in detail, which may not +be possible nor desirable in every community.</p> + + +<div class='center'><br /><b>Business Meeting</b></div> + +<p>The meeting opens with the Chairman, Secretary and +Treasurer in place, with the Secretary at the right and the +Treasurer at the left of the Chairman. The idea is to +have every Scout in the troop learn to be the Chairman so<span class='pagenum'><a name="Page_58" id="Page_58">[58]</a></span> +that any and all could act in the capacity of a Business +Chairman at any kind of meeting.</p> + +<p>The meeting is called to order by the Chairman. "Will +the meeting please come to order?"</p> + +<p>The Chairman asks the Secretary to call the roll. "Will +the Secretary call the roll? And will the Treasurer collect +the dues?"</p> + +<p>The Chairman calls for the Secretary's report. "Will +the Secretary read the minutes of the last meeting?"</p> + +<p>The Chairman calls for corrections of the minutes. "Are +there any corrections?"</p> + +<p>If there are none she says: "If not, the minutes stand +approved."</p> + +<p>If there are corrections the Chairman calls for further +corrections, "Are there further corrections, etc. If not, +the minutes stand approved as corrected."</p> + +<p>Form of Secretary's report: "The regular meeting of +Pansy Troop No. 5, held at the club house, on April 4th, +was called to order at 3 o'clock. In the absence of the +Chairman, Scout —— took the chair. The minutes +of the previous meeting were read and approved, dues +collected amounted to ——. After —— was discussed +and voted upon, the meeting adjourned."</p> + +<p>The Chairman calls for the Treasurer's report. "Will +the Treasurer give her report?"</p> + +<p>Form of Treasurer's report:</p> + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Treasurer's report"> +<tr><td align='left' colspan='2'>Balance on hand Jan. 1, 1919 </td><td align='right'> $2.50</td></tr> +<tr><td align='left'>Members' dues</td><td align='right'>$1.00</td></tr> +<tr><td align='left'>Fines</td><td align='right'>.30</td><td align='right'><span class='u'>1.30</span></td></tr> +<tr><td align='left' colspan='2'>Total</td><td align='right'>$3.80</td></tr> +<tr><td align='left'><span style="margin-left: 1em;">Disbursements—</span></td></tr> +<tr><td align='left'>Janitor</td><td align='right'>$1.00</td><td align='right'> $1.00</td></tr> +<tr><td align='left' colspan='2'>Balance on hand</td><td align='right'><span class='u'>2.80</span></td></tr> +<tr><td align='left' colspan='2'>Total</td><td align='right'>$3.80</td></tr> +</table></div> + +<p><span class='pagenum'><a name="Page_59" id="Page_59">[59]</a></span></p> + +<p>The Chairman calls for corrections as before.</p> + +<p>Then the Chairman calls for a discussion of old business, +that is, anything discussed at previous meetings, +that has been left undone or left to be decided at a later +date. Any member of the meeting may bring up this old +business, or the Chairman may start the discussion. "The +business before the meeting is ——. What is your +pleasure in regard to this," or "Will anyone make a motion?"</p> + +<p>The member who wishes to make the motion says: +"Madam Chairman, I move that—"</p> + +<p>Another member who agrees to this says: "I second +the motion."</p> + +<p>If the motion is not seconded at once, the Chairman +says: "Will anyone second the motion?"</p> + +<p>After the motion has been moved and seconded the +Chairman immediately states the question as, "It has been +moved and seconded that the troop have a Rally on May +2. Are you ready for the question?" or "The question +is now open for discussion." If no one rises, the Chairman +proceeds to put the question. "All those in favor +say aye, opposed no."</p> + +<p>Then the Chairman says, "The motion is carried," or +"The motion is not carried," as the case may be.</p> + +<p>After the old business has been attended to, the Chairman +calls for new business, saying, "Is there any new +business to be discussed?"</p> + +<p>The Chairman then dismisses the meeting by calling +for a motion for adjournment.</p> + +<p>Adjournment: "Will some one move that the meeting +be adjourned?"</p> + +<p>If this is moved and seconded it is not necessary to put +it to a vote.</p> + +<p>The Chairman says: "The meeting is adjourned.<span class='pagenum'><a name="Page_60" id="Page_60">[60]</a></span>"</p> + + + +<hr style="width: 65%;" /> +<h2>SECTION VII</h2> + +<h3>GIRL SCOUT CLASS TESTS</h3> + + +<div class='center'><br /><b>1. Tenderfoot Test</b></div> + +<p>Before enrolling as a Tenderfoot a girl must be ten +years old and have attended at least four meetings, covering +at least one month in time. In addition to the material +covered by the test, the Captain must have thoroughly +explained to her the meaning of the Pledge of Allegiance +to the Flag, the Scout Promise and the Scout Laws, and +be sure of her general understanding of them as well as +of her ability to respect them. This test is given by the +Troop Captain.</p> + + +<div class="center"><br /><b>Tenderfoot Test</b></div> + +<div class='hang1'>1. What are the Scout Promise and the Scout Laws?</div> + + +<div class='center'><br /><b>Head</b></div> + +<div class='hang1'> Give them as printed in Handbook.</div> + +<div class='hang1'>2. Demonstrate the Scout Salute. When do Scouts +use the Salute?</div> + +<div class='hang1'>3. What are the Scout Slogan and the Scout Motto?</div> + +<div class='hang1'>4. How is the respect due the American Flag expressed? +Give the Pledge of Allegiance.</div> + +<div class='hang1'>5. What are the words of the first and last stanza of +The Star-Spangled Banner?</div> + +<div class='hang1'>6. What is the full name of the President of the +United States?<br /> + +What is the full name of the Governor of your +State?<br /> + +What is the full name of the highest city, town or +village official where you live?</div> + + +<div class='center'><br /><b>Hands</b></div> + +<div class='hang1'>7. Make or draw an American Flag, using correct +proportions.<span class='pagenum'><a name="Page_61" id="Page_61">[61]</a></span></div> + +<div class='hang1'>8. Tie the Reef, Bowline, Clove-hitch and Sheep-shank +knots according to instructions given in Handbook, +and tell use of each.<br /> + +Whip the end of a piece of rope. Indicate and +define the three parts of a rope.</div> + + +<div class='center'><br /><b>Helpfulness</b></div> + +<div class='hang1'>9. Present record that you have saved or earned +enough money to buy some part of the Scout uniform +or insignia.</div> + +<p>Recommended: Practice Setting-up Exercises, Scout +positions and Tenderfoot Drill as shown in Handbook.</p> + + +<div class='center'><br /><b>II. Second Class Test</b></div> + +<p>While it is not necessary to devote any specified length +of time to the training for this test, it is well to remember +that if too long a time is taken, either because of lack of +interest on the part of the Troop, or too inflexible standards +on the part of the Captain, the possibility of winning +Merit Badges is delayed and the feeling of steady progress +is likely to be lost. The girls should be urged to keep together +as a body, and reminded that regular attendance +and team-work will be fairer to all. Quick learners can +spend their extra time on private or group preparation +for their Merit Badges, for which they become eligible +as soon as they have passed the test, but not before.</p> + +<p>This test may be given by the Troop Captain, or at her +request by another Captain or competent authority, such +as a registered nurse for bedmaking, health officer for +First Aid, fire chief for fire prevention, and so forth.</p> + + +<div class='center'><br /><b>Second Class Scout Test</b></div> + + +<div class='center'><br /><b>Head</b></div> + +<div class='hang1'>1. What is the history of the American Flag, and for +what does it stand?<span class='pagenum'><a name="Page_62" id="Page_62">[62]</a></span></div> + +<div class='hang1'>2. Describe six animals, six birds, six trees and six +flowers.</div> + +<div class='hang1'>3. What are the sixteen points of the compass? Show +how to use a compass.</div> + +<div class='hang1'>4. How may fire be prevented, and what should a +Scout do in case of fire?</div> + +<div class='hang1'>5. Send and receive the alphabet of the General Service +or Semaphore Code.</div> + +<div class='hang1'>6. Demonstrate ability to observe quickly and accurately +by describing the contents of a room or a shop +window, <i>or</i> a table with a number of objects upon +it, after looking a short time, (not more than ten +seconds); <i>or</i> describe a passer-by so that another +person could identify him; <i>or</i> prove ability to make +a quick rough report on the appearance and landmarks +of a stretch of country, not to exceed one-quarter +of a mile and to be covered in not more than +five minutes. Report should include such things as +ground surface, buildings in sight, trees, animals, +etc.<br /> + +(Note: This territory must have been gone over by +person administering the test. The test is not to +be confused with the First Class requirement for +map making. It may be made the object of a hike, +and tested in groups or singly. Artificial hazards +may be arranged.)</div> + + +<div class='center'><br /><b>Hands</b></div> + +<div class='hang1'>7. Lay and light a fire in a stove, using not more than +two matches, or light a gas range, top burner, oven +and boiler, without having the gas blow or smoke. +Lay and light a fire in the open, using no artificial +tinder, such as paper or excelsior, and not more +than two matches.</div> + +<div class='hang1'>8. Cook so that it may be eaten, seasoning properly,<span class='pagenum'><a name="Page_63" id="Page_63">[63]</a></span> +one simple dish, such as cereal, vegetables, meat, +fish or eggs in any other form than boiled.</div> + +<div class='hang1'>9. Set a table correctly for a meal of two courses.</div> + +<div class='hang1'>10. Make ordinary and hospital bed, and show how to +air them.</div> + +<div class='hang1'>11. Present samples of seaming, hemming, darning, and +either knitting or crocheting, and press out a Scout +uniform, as sample of ironing.</div> + + +<div class='center'><br /><b>Health</b></div> + +<div class='hang1'>12. Demonstrate the way to stop bleeding, remove speck +from eye, treat ivy poisoning, bandage a sprained +ankle, remove a splinter.</div> + +<div class='hang1'>13. What do you consider the main points to remember +about Health?</div> + +<div class='hang1'>(Note: This is based on a knowledge of the section in +the Handbook on Personal Health. It is suggested +that a good way to demonstrate practically a knowledge +of the main points is to keep for a month the +Daily Health Record. This will incidentally complete +one-third of the requirement for Health Winner's +Badge.)</div> + +<div class='hang1'>14. What are your height and weight, and how do they +compare with the standard?</div> + + +<div class='center'><br /><b>Helpfulness</b></div> + +<div class='hang1'>15. Present to Captain or Council the proof of satisfactory +service to Troop, Church or Community.</div> + +<div class='hang1'>16. Earn or save enough money for some part of personal +or troop equipment.</div> + +<p>Recommended: Practice Setting-up Exercises and +Second Class Drill.</p> + + +<div class='center'><br /><b>III. First Class Test</b></div> + +<p>Work on this test should not be hurried. It is purposely +made more thorough and more difficult, because it is<span class='pagenum'><a name="Page_64" id="Page_64">[64]</a></span> +designed for the older and longer trained Scout. The +work for the Merit Badges, which all Scouts enjoy, should +not be considered as interfering with this period, as such +work is also the preparation for a possible Golden Eaglet +degree. As a general rule, girls under fifteen are not +likely to make thoroughly trained First Class Scouts, nor +is the community likely to take their technical ability in +the important subjects very seriously. The First Class +Scout is the ideal Scout, of whom the organization has +every right to feel proud; and ability to grasp a subject +quickly and memorize details is not so important as practical +efficiency, reliability and demonstrated usefulness to +the Troop and the community. While the standard must +not be set so high as to discourage the average girl, impatience +to get through in any given time should not be +encouraged, as this is not important.</p> + + +<div class='center'><br /><b>First Class Scout Test</b></div> + + +<div class='center'><br /><b>Head</b></div> + +<div class='hang1'>1. Draw a simple map of territory seen on hike or +about camping place, according to directions in +Handbook, using at least ten conventional map +signs. Area covered must equal a quarter square +mile, and if territory along road is used it should +be at least 2 miles long.</div> + +<div class='hang1'>2. Demonstrate ability to judge correctly height, +weight, number and distance, according to directions +in Handbook.</div> + +<div class='hang1'>3. Demonstrate ability to find any of the four cardinal +points of the compass, using the sun or stars as +guide.</div> + +<div class='hang1'>4. Send and receive messages in the General Service +or the Semaphore Code at the rate of sixteen and +thirty letters a minute respectively.</div> + +<div class='hang1'>5. Present the following Badges:</div> + +<div> +<span style="margin-left: 12em;">Home Nurse</span><br /> +<span class='pagenum'><a name="Page_65" id="Page_65">[65]</a></span><span style="margin-left: 12em;">First Aide</span><br /> +<span style="margin-left: 12em;">Homemaker</span><br /></div> + + +<div><span style="margin-left: 6.5em;">and any two of the following:</span></div> + +<div> +<span style="margin-left: 12em;">Child Nurse</span><br /> +<span style="margin-left: 12em;">Health Winner</span><br /> +<span style="margin-left: 12em;">Laundress</span><br /> +<span style="margin-left: 12em;">Cook</span><br /> +<span style="margin-left: 12em;">Needlewoman</span><br /> +<span style="margin-left: 12em;">Gardener</span><br /> +</div> + + +<div class='center'><br /><b>Health</b></div> + +<div class='hang1'>6. Take an overnight hike carrying all necessary equipment +and rations; <i>or</i><br /> + +Take a group of younger girls on a day time hike, +planning the whole trip, including where and how +to get the food, assigning to each girl her part in +responsibility, directing transportation and occupation, +and so forth; <i>or</i><br /> + +Be one of four to construct a practical lean-to; <i>or</i><br /> + +Demonstrate skating backwards, the outer edge, +and stopping suddenly; <i>or</i><br /> + +Run on <ins title="Transcriber's Note: original reads 'skiis'">skis</ins>; <i>or</i><br /> + +Show your acquaintance from personal observation +of the habits of four animals or four birds.</div> + +<div class='hang1'>7. Be able to swim fifty yards, <i>or</i> in case of inaccessibility +to water, be able to shin up ten feet of rope, +or in case of physical disability, earn any merit +badge selected that involves out-of-door activity.</div> + + +<div class='center'><br /><b>Helpfulness</b></div> + +<div class='hang1'>8. Present a Tenderfoot trained by candidate.</div> + +<div class='hang1'>9. Present to Captain or Council some definite proof +of service to the community.</div> + +<div class='hang1'>10. Earn or save one dollar and start a savings account +in bank or Postal Savings, or buy Thrift Stamps.</div> + +<p>Recommended: Practice Setting-up Exercises. Practice +First Class Drill.<span class='pagenum'><a name="Page_66" id="Page_66">[66]</a></span></p> + +<div class="figcenter" style="width: 600px;"> +<img src="images/america.png" width="600" height="923" alt="AMERICA THE BEAUTIFUL" title="" /> +</div> +<div class="center"><small>[<i>Transcriber's Note: You can play this music (MIDI file) by clicking</i> <a href="music/america.mid">here</a>.]</small></div> + +<div class='center'><br /><big>AMERICA THE BEAUTIFUL</big></div> +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Words and music by"> +<tr><td align='center'><a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a>Words by</td><td align='center'>Music by</td></tr> +<tr><td align='center'><span class="smcap">Katharine Lee Bates</span> </td><td align='center'><span class="smcap"> Will C. <ins title="Transcriber's Note: original reads 'Macfarlane'">MacFarlane</ins>,</span></td></tr> +<tr><td align='center'> </td><td align='center'>Municipal Organist, Portland, Maine</td></tr> +</table></div> + + +<div class='poem'><br /> + +1. O beautiful for spacious skies,<br /> +<span style="margin-left: 1.5em;">For amber waves of grain,</span><br /> +<span style="margin-left: 1.5em;">For purple mountain majesties</span><br /> +<span style="margin-left: 1.5em;">Above the fruited plain!</span><br /> +<span style="margin-left: 1.5em;">America! America!</span><br /> +<span style="margin-left: 1.5em;">God shed His grace on thee.</span><br /> +<span style="margin-left: 1.5em;">And crown thy good with brotherhood.</span><br /> +<span style="margin-left: 1.5em;">From sea to shining sea!</span><br /> +<span style="margin-left: 1.5em;">America! America!</span><br /> +<span style="margin-left: 1.5em;">God shed His grace on thee!</span><br /> +<br /> +2. O beautiful for pilgrim feet,<br /> +<span style="margin-left: 1.5em;">Whose stern, impassion'd stress</span><br /> +<span style="margin-left: 1.5em;">A thoroughfare for freedom beat</span><br /> +<span style="margin-left: 1.5em;">Across the wilderness!</span><br /> +<span style="margin-left: 1.5em;">America! America!</span><br /> +<span style="margin-left: 1.5em;">God mend thine ev'ry flaw.</span><br /> +<span style="margin-left: 1.5em;">Confirm thy soul in self-control,</span><br /> +<span style="margin-left: 1.5em;">Thy liberty in law!</span><br /> +<span style="margin-left: 1.5em;">America! America!</span><br /> +<span style="margin-left: 1.5em;">God shed His grace on thee!</span><br /> +<br /> +3. O beautiful for heroes proved,<br /> +<span style="margin-left: 1.5em;">In liberating strife.</span><br /> +<span style="margin-left: 1.5em;">Who more than self their country loved.</span><br /> +<span style="margin-left: 1.5em;">And mercy more than life!</span><br /> +<span style="margin-left: 1.5em;">America! America!</span><br /> +<span style="margin-left: 1.5em;">May God thy gold refine,</span><br /> +<span style="margin-left: 1.5em;">Till all success be nobleness,</span><br /> +<span style="margin-left: 1.5em;">And ev'ry gain divine!</span><br /> +<span style="margin-left: 1.5em;">America! America!</span><br /> +<span style="margin-left: 1.5em;">God shed His grace on thee!</span><br /> +<br /> +4. O beautiful for patriot dream<br /> +<span style="margin-left: 1.5em;">That sees beyond the years</span><br /> +<span style="margin-left: 1.5em;">Thine alabaster cities gleam</span><br /> +<span style="margin-left: 1.5em;">Undimm'd by human tears!</span><br /> +<span style="margin-left: 1.5em;">America! America!</span><br /> +<span style="margin-left: 1.5em;">God shed His grace on thee.</span><br /> +<span style="margin-left: 1.5em;">And crown thy good with brotherhood.</span><br /> +<span style="margin-left: 1.5em;">From sea to shining sea!</span><br /> +<span style="margin-left: 1.5em;">America! America!</span><br /> +<span style="margin-left: 1.5em;">God shed His grace on thee!</span><br /> +</div> + +<div class='center'><br />Copyright, 1913, by <span class="smcap">Will C.<ins title="Transcriber's Note: original reads 'Macfarlane'">MacFarlane</ins></span></div> + +<hr style="width: 65%;" /> +<h2>SECTION VIII</h2><p><span class='pagenum'><a name="Page_67" id="Page_67">[67]</a></span></p> + + +<h3>WHAT A GIRL SCOUT SHOULD KNOW +ABOUT THE FLAG</h3> + + +<div class="blockquot"><p><i>We take the star from Heaven, the red from our mother +country, separating it by white stripes, thus showing we have +separated from her, and the white stripes shall go down to posterity +representing liberty.</i>—<i>George Washington.</i></p></div> + +<p>The American flag is the symbol of the one-ness of the +nation: when a Girl Scout salutes the flag, therefore, she +salutes the whole country. The American Flag is known +as "Old Glory," "Stars and Stripes," "Star-Spangled Banner," +and "The Red, White and Blue."</p> + +<p>The American flag today consists of red and white +stripes, with the blue field, sometimes known as the Union +in the upper left-hand corner, with forty-eight white stars. +The thirteen stripes stand for the thirteen original States—New +Hampshire, Massachusetts, Rhode Island, Connecticut, +New York, New Jersey, <ins title="Transcriber's Note: original reads 'Pennyslvania'">Pennsylvania</ins>, Delaware, +Maryland, Virginia, North Carolina, South Carolina and +Georgia. The stars stand for the States now in the +Union.</p> + +<p>The colors of the flag are red, representing valor; white, +representing hope, purity and truth; blue, representing +loyalty, sincerity and justice. The five-pointed star, +which is used, tradition says, at Betsy Ross' suggestion, +is the sign of infinity.</p> + + +<div class='center'><br /><b>History of the American Flag</b></div> + +<p>We think of ourselves as a young country, but we +have one of the oldest written Constitutions under which +a Nation operates, and our flag is one of the oldest in +existence.</p> + +<p>When our forefathers came from Europe to settle in<span class='pagenum'><a name="Page_68" id="Page_68">[68]</a></span> +this country, which is now the United States, they brought +with them the flags of their home countries, and planted +them on the new territory in symbol of taking possession +of it in the name of their liege kings and lands. Gradually +the colonies came to belong to England, and the Union +Jack became the flag of all, with the thirteen colonies represented +by thirteen stripes and the Union Jack in the +corner. This flag was known as the Grand Union or +Cambridge Flag, and was displayed when Washington +first took command of the army at Cambridge. It was +raised on December 3, 1775, on the <i>Alfred</i>, flagship of the +new little American Navy, by the senior Lieutenant of the +ship, John Paul Jones, who later defended it gallantly +in many battles at sea.</p> + +<p>On July 4, 1776, the Declaration of Independence +was signed in Philadelphia and the United Colonies dissolved +all ties that bound them to England and became +an independent nation—the United States. It was immediately +necessary to adopt a new flag, as the new nation +would not use the Union Jack. Tradition says that in the +latter part of May, 1776, George Washington, Robert +Morris and Colonel Ross called on Betsy Ross in Philadelphia +to make the first flag, which they designed. They +kept the thirteen stripes of the Colonial flag, but replaced +the Union Jack by a blue field bearing thirteen stars, arranged +in a circle.</p> + +<p>The birthday of the flag was June 14, 1777, when +Congress passed this resolution: Resolved: That the +flag of the thirteen United States be thirteen stripes; alternate +red and white; that the union be thirteen stars, +white on a blue field, representing a constellation.</p> + +<p>The first American unfurling the Stars and Stripes over +a warship was John Paul Jones when he took command +of the <i>Ranger</i> in June, 1777. Tradition says that this<span class='pagenum'><a name="Page_69" id="Page_69">[69]</a></span> +flag was made for John Paul Jones by the young ladies +of Portsmouth Harbor, and that it was made for him from +their own and their mothers' gowns. It was this flag, in +February, 1778, that had the honor of receiving from +France the first official salute accorded by a foreign nation +to the Stars and Stripes.</p> + +<p>It was first carried into battle at the Battle of Brandywine +in September, 1777, when Lafayette fought with the +Colonists and was wounded. This was the famous flag +made out of a soldier's white shirt, a woman's red petticoat, +and an officer's blue cloak. A famous flag now in the +National Museum in Washington is the Flag of fifteen +stars and stripes, which floated over Fort McHenry—near +Baltimore—in the War of 1812, and which Francis +Scott Key (imprisoned on a British ship) saw "by the +dawn's early light" after watching through the night "the +rocket's red glare, the bombs bursting in air" as proof +that the fort had not fallen to the enemy. The next day +he wrote "The Star-Spangled Banner."</p> + +<p>It is said that peace has its victories as well as war, +and Scouts will want to know that our flag flew from the +first vessel ever propelled by steam—Robert Fulton's +<i>Clermont</i>.</p> + +<p>It was carried by Wilbur Wright on his first successful +airplane flight in France.</p> + +<p>It was the flag planted at the North Pole by Robert +Peary.</p> + +<p>It was the National emblem painted upon the first +airplane to make the transatlantic flight, May, 1919.</p> + +<p>At first, when states came into the Union, a new stripe +and a new star were added to the flag, but it was soon evident +that the added stripes would make it very unwieldly. +So on April 4, 1818, Congress passed this act to establish +the flag of the United States:<span class='pagenum'><a name="Page_70" id="Page_70">[70]</a></span></p> + +<p>"Sec. 1. Be it enacted ... That from and after +the 4th of July next, the flag of the United States be +thirteen horizontal stripes, alternate red and white; that +the union have twenty stars, white on a blue field.</p> + +<p>"Sec. 2. Be it further enacted, that, on admission of +every new State into the Union, one star be added to the +union of the flag; and that such addition shall take effect +on the 4th day of July succeeding such admission."</p> + +<p>In 1917 after the United States entered the World +War, the Stars and Stripes were placed with the flags +of the Allies in the great English Cathedral of St. Paul's +in London, and on April 20, 1917, the flag was hoisted +beside the English flag over the House of Parliament as +a symbol that the two great English-speaking nations of +the world had joined hands in the cause of human brotherhood.</p> + + +<h3><br />RESPECT DUE THE FLAG</h3> + +<p>1. The flag should be raised at sunrise and lowered +at sunset. It should not be displayed on stormy days +or left out over night, except during war. Although +there is no authoritative ruling which compels civilians to +lower the flag at sundown, good taste should impel them +to follow the traditions of the Army and Navy in this sundown +ceremonial. Primarily, the flag is raised to be seen +and secondarily, the flag is something to be guarded, +treasured, and so tradition holds it shall not be menaced by +the darkness. To leave the flag out at night, unattended, +is proof of shiftlessness, or at least carelessness.</p> + +<p>2. At retreat, sunset, civilian spectators should stand +at attention. Girl Scouts, if in uniform, may give their +salute.</p> + +<p>When the national colors are passing on parade or in<span class='pagenum'><a name="Page_71" id="Page_71">[71]</a></span> +review, Scouts should, if walking, halt, and if sitting, rise +and stand at attention. When the flag is stationary it is +not saluted.</p> + +<p>An old, torn, or soiled flag should not be thrown away, +but should be destroyed, preferably by burning.</p> + +<p>The law specifically forbids the use of and the representation +of the flag in any manner or in any connection +with merchandise for sale.</p> + +<p>When the "Star-Spangled Banner" is played or sung, +stand and remain standing in silence until it is finished.</p> + +<p>The flag should, on being retired, never be allowed to +touch the ground.</p> + + +<div class='center'><br /><b>Regulations for Flying the Flag</b></div> + +<p>1. The flag should not be raised before sunrise, nor +be allowed to remain up after sunset.</p> + +<p>2. In placing the flag at half mast, it should be raised +first to full mast, and then lowered to the half mast position, +from which it should again be raised to full mast +before lowering.</p> + +<p>3. The flag should never be draped.</p> + +<p>4. When the flag is hung against a wall, the blue field +should be in the upper left corner if the stripes are horizontal; +in the upper right corners if the stripes are vertical.</p> + +<p>5. In the case of flags hung across the street it is necessary +to hang them by the points of the compass instead +of right or left, because the right or left naturally varies +according to whether the spectator is going up or down +the street. When the flag is hung across a north and +south street, the blue fields should be toward the east, +the rising sun, when across an east and west street, the +field should be toward the north.</p> + +<p>6. The flags of two or more nations displayed together +should always be hung at the same level, and should be on +separate staffs or halyards.<span class='pagenum'><a name="Page_72" id="Page_72">[72]</a></span></p> + +<p>7. In the United States, when the American flag is +carried with one other flag, it should be at the right. When +it is carried with two other flags, it should be in the middle.</p> + +<p>8. When the American flag is hung against a wall with +other flags, it is placed at the spectator's right, if it is +one of two; and in the middle, if it is one of three.</p> + +<p>9. The flag at half mast is a sign of mourning.</p> + +<p>10. The flag flown upside down is a signal of distress.</p> + +<p>11. On Memorial Day, May 30, the flag is flown at +half mast during the morning, and is raised at noon to full +mast for the rest of the day.</p> + + +<div class='center'><br /><b>Patriotic Songs for Girl Scouts</b></div> + + +<div class='center'><br /><b>"The Star-Spangled Banner"</b></div> + +<div class='poem2'> +Oh, say, can you see, by the dawn's early light,<br /> +<span style="margin-left: 1em;">What so proudly we hailed at the twilight's last gleaming,</span><br /> +Whose broad stripes and bright stars, through the perilous fight,<br /> +<span style="margin-left: 1em;">O'er the ramparts we watched were so gallantly streaming!</span><br /> +And the rocket's red glare, the bombs bursting in air,<br /> +<span style="margin-left: 1em;">Gave proof through the night that our flag was still there;</span><br /> +Oh! say, does that star-spangled banner yet wave,<br /> +<span style="margin-left: 1em;">O'er the land of the free, and the home of the brave?</span><br /> +<br /> +On that shore dimly seen through the mists of the deep,<br /> +<span class='pagenum'><a name="Page_73" id="Page_73">[73]</a></span><span style="margin-left: 1em;">Where the foe's haughty host in dread silence reposes.</span><br /> +What is that which the breeze, o'er the towering steep,<br /> +<span style="margin-left: 1em;">As it fitfully blows, now conceals, now discloses?</span><br /> +Now it catches the gleam of the morning's first beam,<br /> +<span style="margin-left: 1em;">In full glory reflected now shines on the stream;</span><br /> +'Tis the star-spangled banner; Oh, long may it wave,<br /> +<span style="margin-left: 1em;">O'er the land of the free and the home of the brave!</span><br /> +<br /> +O! thus be it ever, when freemen shall stand<br /> +<span style="margin-left: 1em;">Between their loved homes and the war's desolation</span><br /> +Blessed with victory and peace, may the heav'n-rescued land<br /> +<span style="margin-left: 1em;">Praise the power that hath made and preserved us a nation.</span><br /> +Then conquer we must, when our cause it is just,<br /> +<span style="margin-left: 1em;">And this be our motto—"In God is our trust";</span><br /> +And the star-spangled banner in triumph shall wave<br /> +<span style="margin-left: 1em;">O'er the land of the free and the home of the brave.</span><br /> +</div> + +<div class='sig'> +—<i>Francis Scott Key</i>, 1814.<br /> +</div> + +<p><i>The Star Spangled Banner</i> was written in 1814 by +Francis Scott Key at the time of the bombardment of +Fort McHenry, near Baltimore, by the British. Key +had been sent to the British squadron to negotiate the +release of an American prisoner-of-war, and was detained +there by the British during the engagement for +fear he might reveal their plans. The bombardment +lasted all through the night. In his joy the following<span class='pagenum'><a name="Page_74" id="Page_74">[74]</a></span> +morning at seeing the American flag still flying over +Fort McHenry, Key wrote the first stanza of the <i>Star +Spangled Banner</i> on the back of an old letter, which he +drew from his pocket. He finished the poem later in +the day after he had been allowed to land. The poem +was first printed as a handbill enclosed in a fancy border; +but one of Key's friends, Judge Nicholson, of Baltimore, +saw that the tune of <i>Anacreon in Heaven</i>, an old English +drinking song, fitted the words, and the two were quickly +united with astonishing success. The old flag which +prompted the poem is still in existence; it was made by +Mrs. Mary Pickersgill.</p> + + +<div class='center'><br /><b>"America"</b></div> + +<div class='poem'> +My country, 'tis of thee,<br /> +Sweet land of liberty,<br /> +<span style="margin-left: 2em;">Of thee I sing;</span><br /> +Land where my fathers died,<br /> +Land of the Pilgrims' pride,<br /> +From every mountain side<br /> +<span style="margin-left: 2em;">Let freedom ring.</span><br /> +<br /> +My native country, thee,<br /> +Land of the noble free,<br /> +<span style="margin-left: 2em;">Thy name I love;</span><br /> +I love thy rocks and rills,<br /> +Thy woods and templed hills;<br /> +My heart with rapture thrills<br /> +<span style="margin-left: 2em;">Like that above.</span><br /> +<br /> +Let music swell the breeze,<br /> +And ring from all the trees<br /> +<span style="margin-left: 2em;">Sweet freedom's song;</span><br /> +Let mortal tongues awake,<br /> +Let all that breathe partake,<br /> +Let rocks their silence break,<br /> +<span class='pagenum'><a name="Page_75" id="Page_75">[75]</a></span><span style="margin-left: 2em;">The sound prolong!</span><br /> +<br /> +Our father's God, to Thee,<br /> +Author of liberty,<br /> +<span style="margin-left: 2em;">To Thee we sing:</span><br /> +Long may our land be bright<br /> +With freedom's holy light;<br /> +Protect us by Thy might,<br /> +<span style="margin-left: 2em;">Great God, our King.</span><br /> +</div> + +<div class='sig'> +—Samuel F. Smith, 1832.<br /> +</div> + +<p>"America" was written in 1832 by Samuel Francis +Smith, a graduate of Harvard, at that time studying for +the ministry at Andover, Mass. The circumstances attending +the writing of this hymn are told by the author in +the following letter:</p> + +<div class="blockquot"> +<div class='right'> + +Newton Centre, Mass., June 5, 1887.<br /> +</div> + +Mr. J. H. Johnson:<br /> + +<p>Dear Sir: The hymn "America" was not written with +reference to any special occasion. A friend (Mr. Lowell +Mason) put into my hands a quantity of music books in +the German language early in the year 1832—because, as +he said, I could read them and he couldn't—with the +request that I would translate any of the hymns and +songs which struck my fancy, or, neglecting the German +words, with hymns or songs of my own, adapted to the +tunes, so that he could use the music. On a dismal day +in February, turning over the leaves of one of these +music books, I fell in with the tune, which pleased me—and +observing at a glance that the words were patriotic, +without attempting to imitate them, or even read them +throughout, I was moved at once to write a song adapted +to the music—and "America" is the result. I had no +thought of writing a national hymn, and was surprised +when it came to be widely used. I gave it to Mr. Mason +soon after it was written, and have since learned that +he greatly admired it. It was first publicly used at a<span class='pagenum'><a name="Page_76" id="Page_76">[76]</a></span> +Sabbath school celebration of Independence in Park Street +Church, Boston, on the 4th of July, 1832.</p> + +<div class='sig'> +<span style="margin-right: 3em;">Respectfully,</span><br /> +<span class="smcap">S. F. Smith.</span><br /> +</div> +</div> + +<p>The tune of "America," which Samuel Smith took +from a German song book, was originally a French air. +This French air was borrowed in 1739 by an Englishman, +Henry Carey, who recast it for the British national +anthem, "God Save the King." Switzerland, Prussia and +other German States, and the United States have used +the music for their national hymns.</p> + +<div class='right'><i>Letter and facts from The Encyclopedia Americana.</i></div> + + +<div class='center'><br /><b>"Battle Hymn of the Republic"</b></div> + +<div class='poem2'> +Mine eyes have seen the glory of the coming of the Lord:<br /> +He is trampling out the vintage where the grapes of wrath are stored;<br /> +He hath loosed the fateful lightning of His terrible swift sword;<br /> +<span style="margin-left: 7em;">His truth is marching on.</span><br /> +<br /> +I have seen Him in the watch-fires of a hundred circling camps;<br /> +They have builded Him an altar in the evening dews and damps;<br /> +I can read his righteous sentence by the dim and flaring lamps:<br /> +<span style="margin-left: 7em;">His day is marching on.</span><br /> +<br /> +I have read a fiery gospel writ in burnish'd rows of steel:<br /> +"As you deal with my contemners, so with you my grace shall deal;<br /> +Let the Hero, born of woman, crush the serpent with his heel,<br /> +<span class='pagenum'><a name="Page_77" id="Page_77">[77]</a></span><span style="margin-left: 7em;">Since God is marching on."</span><br /> +<br /> +He has sounded forth the trumpet that shall never call retreat;<br /> +He is sifting out the hearts of men before His judgment-seat:<br /> +Oh, be swift my soul, to answer Him, be jubilant my feet!<br /> +<span style="margin-left: 7em;">Our God is marching on.</span><br /> +<br /> +In the beauty of the lilies Christ was born across the sea,<br /> +With a glory in His bosom that transfigures you and me;<br /> +As He died to make men holy, let us die to make them free,<br /> +<span style="margin-left: 7em;">While God is marching on.</span><br /> +</div> + +<div class='sig'> +—Julia Ward Howe.<br /> +</div> + + +<div class='center'><br /><b>How to Make an American Flag</b></div> + +<p>The exact proportions of the American Flag have been +fixed by executive order; that is to say, by order of the +President, as have other features, such as the arrangement +and position of the stars. The exact size of the +flag is variable, though the army has several regulation +sizes. The cut given below shows the dimensions of +one of the regulation army flags. The proportions fixed +by executive order on May 26, 1916, are as follows:</p> + +<p>If the width of the flag be taken as the basis and +called 1, then</p> + +<p>The length will be 1.9,</p> + +<p>Each stripe will be 1/13 of 1,</p> + +<p>The blue field will be .76 long and 7/13 of 1 wide.</p> + +<p>Other features of the officially designed flag are as +follows: The top and bottom stripes are red. Each State +is represented by a five-pointed star, one of whose points +shall be directed toward the top of the flag.</p> + +<p>Beginning with the upper left-hand corner and reading +from left to right the stars indicate the States in order<span class='pagenum'><a name="Page_78" id="Page_78">[78]</a></span> +of their ratification of the Constitution and their admission +to the Union. Find your State's star in the following +list, and remember its number and line.</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="States Stripes"> +<tr><td align='center' colspan='2'><br /><i>First Row</i></td></tr> +<tr><td align='left'>1—Delaware</td><td align='left'>5—Connecticut</td></tr> +<tr><td align='left'>2—Pennsylvania</td><td align='left'>6—Massachusetts</td></tr> +<tr><td align='left'>3—New Jersey</td><td align='left'>7—Maryland</td></tr> +<tr><td align='left'>4—Georgia</td><td align='left'>8—South Carolina</td></tr> +<tr><td align='center' colspan='2'><br /><i>Second Row</i></td></tr> +<tr><td align='left'>9—New Hampshire </td><td align='left'>13—Rhode Island</td></tr> +<tr><td align='left'>10—Virginia</td><td align='left'>14—Vermont</td></tr> +<tr><td align='left'>11—New York</td><td align='left'>15—Kentucky</td></tr> +<tr><td align='left'>12—North Carolina</td><td align='left'>16—Tennessee</td></tr> +<tr><td align='center' colspan='2'><br /><i>Third Row</i></td></tr> +<tr><td align='left'>17—Ohio</td><td align='left'>21—Illinois</td></tr> +<tr><td align='left'>18—Louisiana</td><td align='left'>22—Alabama</td></tr> +<tr><td align='left'>19—Indiana</td><td align='left'>23—Maine</td></tr> +<tr><td align='left'>20—Mississippi</td><td align='left'>24—Missouri</td></tr> +<tr><td align='center' colspan='2'><br /><i>Fourth Row</i></td></tr> +<tr><td align='left'>25—Arkansas</td><td align='left'>29—Iowa</td></tr> +<tr><td align='left'>26—Michigan</td><td align='left'>30—Wisconsin</td></tr> +<tr><td align='left'>27—Florida</td><td align='left'>31—California</td></tr> +<tr><td align='left'>28—Texas</td><td align='left'>32—Minnesota</td></tr> +<tr><td align='center' colspan='2'><br /><i>Fifth Row</i></td></tr> +<tr><td align='left'>33—Oregon</td><td align='left'>37—Nebraska</td></tr> +<tr><td align='left'>34—Kansas</td><td align='left'>38—Colorado</td></tr> +<tr><td align='left'>35—West Virginia</td><td align='left'>39—North Dakota</td></tr> +<tr><td align='left'>36—Nevada</td><td align='left'>40—South Dakota</td></tr> +<tr><td align='center' colspan='2'><br /><i>Sixth Row</i></td></tr> +<tr><td align='left'>41—Montana</td><td align='left'>45—Utah</td></tr> +<tr><td align='left'>42—Washington</td><td align='left'>46—Oklahoma</td></tr> +<tr><td align='left'>43—Idaho</td><td align='left'>47—New Mexico</td></tr> +<tr><td align='left'>44—Wyoming</td><td align='left'>48—Arizona</td></tr> +</table></div> + + + +<p><span class='pagenum'><a name="Page_79" id="Page_79">[79]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i012.png" width="400" height="219" alt="AN EASY WAY TO DRAW THE FLAG" title="" /> +<span class="caption">AN EASY WAY TO DRAW THE FLAG</span> +</div> + + + + +<div class="blockquot"><p>The sketch shows the steps in getting a flag drawn according to +national requirements.</p> + +<p>1. Draw the outline of your flag, making for convenience, the +width equal an even 10 units (such as eighths or quarters or half, +etc.) so that the length can be made 19 units.</p> + +<p>2. Get the 13 stripes outlined as follows: a) Take your ruler and +find a place marking 13 units, such as 3-1/4 inches, or 6-1/2 or even +9-3/4 inches. b) Then draw the 2 lines A B and A' B'; marking off +the 13 points on each. It does not matter where the lines are drawn +so long as they extend between the top and bottom of the rectangle. +c) Through these points draw lightly, the lines for the stripes, +covering the <i>whole</i> flag.</p> + +<p>3. Before making the final lines, block in the union in the upper +left hand corner, making its length equal to 7.6 of the original units +used for the whole flag. The width of the union is <i>seven</i> stripes.</p> + +<p>4. Place the stars as follows: The lines marking the stripes +may be used to mark the 6 lines of stars. The eight stars to a line +may be determined by dividing the length of the union into nine +parts and dropping eight perpendiculars through the six lines already +there. In the sketch the line, D F and D´ F´ are guide lines to make +the new parallel lines. These are made just as in the case of A B +and A´ B´ only containing nine units and extending between the +two sides of the union.</p> + +<p>5. The stars are made at the intersection of the lines. It is not +necessary to put in more than one or two, to show the shape and +direction of points.</p> + +<p>6. The stripes may be colored, or if indicated by cross hatching, +make the cross hatches vertical (I I I I I) which is the symbol for red.</p></div><p><span class='pagenum'><a name="Page_80" id="Page_80">[80]</a></span></p> + +<div class="figcenter" style="width: 459px;"> +<img src="images/i013.png" width="459" height="700" alt="(1) SIMPLE PARADE FORMATION" title="" /> +<span class="caption">(1) SIMPLE PARADE FORMATION</span> +</div><p><span class='pagenum'><a name="Page_81" id="Page_81">[81]</a></span></p> + +<div class="figcenter" style="width: 487px;"> +<img src="images/i013a.png" width="487" height="700" alt="(2) SIMPLE PARADE FORMATION" title="" /> +<span class="caption">(2) SIMPLE PARADE FORMATION</span> +</div><p><span class='pagenum'><a name="Page_82" id="Page_82">[82]</a></span></p> + + +<h3>PARADE FORMATION FOR GIRL SCOUTS</h3> + +<p>The accompanying Cut 1 indicates a suggested formation +for patriotic, Civic or Girl Scout parades when Scout officials +take part in the parade. It should be noted that the Scouts +are represented by a column of four ranks, the Color Guard +marching in the center of the column. Should a larger number +of Scouts participate in the parade, the Color Guard must +be changed to a position in the center of the longer column.</p> + +<p>Cut 2 indicates a more simple form of parade which has +been found of service and effectiveness. In this formation +the Color Guard follows the band or Scout buglers. The +local director or her representative marches directly behind +the Color Guard and is followed by the Scouts in column +formation, each double rank commanded by a captain, who +marches three paces in front of the front rank, and a lieutenant, +who marches at the extreme left of the double rank +one step ahead of the front rank. Front and rear ranks +march forty inches apart.</p> + +<p>It is not usually possible, nor is it necessarily advisable, to +use one <ins title="Transcriber's Note: original reads 'troup'">troop</ins> in forming a double rank. The important +thing is to have in each line the number of Scouts designated +by the person in charge of the parade. This number, determined +by the width of the street and the number marching, +will be either four, eight, twelve or sixteen. If girls of +the same height march together, the shorter preceding the +taller, the appearance of the column will be more uniform and +pleasing.</p> + +<p>When Scout troop flags are used, they are carried in the +column at the extreme right.<span class='pagenum'><a name="Page_83" id="Page_83">[83]</a></span></p> + +<div class="figcenter" style="width: 153px;"> +<img src="images/i014.jpg" width="153" height="400" alt="GIRL SCOUT UNIFORM—TWO PIECE" title="" /> +<span class="caption">GIRL SCOUT UNIFORM—TWO PIECE</span> +</div> + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_84" id="Page_84">[84]</a></span></p> + + +<h2>SECTION IX</h2> + +<h3>GIRL SCOUT DRILL</h3> + +<p>Although the simple exercises in opening and closing +a meeting are the only formal work necessary for Scouts, +the Scout Drill outlined in this Handbook is added for +Captains as a suggestion for handling one or more +Patrols in the club room, or on the street, in an orderly +dignified manner.</p> + +<p>Where the Troop and Captain are interested in this +form of activity, it adds a great variety to the Scout meetings, +and its value in giving an erect carriage, alert habit +of obedience, and ability to think and act quickly are undoubted.</p> + +<p>In case of rallies and parades it is practically the only +way of handling large bodies of Scouts from different +localities.</p> + +<p>Every order and formation here recommended is taken +from the United States Infantry Drill Regulations, and +it is now possible for Captains in all localities to secure +the assistance of some returned soldier glad to give a +half hour occasionally to drilling the Scouts.</p> + +<p>The simple formations selected have been divided into +Tenderfoot, Second Class and First Class groups entirely +for the convenience of the Captain; none of the work is +too difficult for a Second Class Scout and there is nothing +to prevent a Tenderfoot from taking all of it, if the troop +should be particularly interested in drilling.</p> + +<div class='hang1'>Commands are divided into two classes:<br /> + +(a) The preparatory, to tell the Scout <i>what</i> to do, and<br /> + +(b) The command of execution, to tell <i>how</i> to do it.</div> + + +<div class='center'><br /><b>Tenderfoot Drill Schedule</b></div> + +<div class='center'><br /><b>"FALL IN"</b></div> + +<p>At this command each Scout immediately takes her<span class='pagenum'><a name="Page_85" id="Page_85">[85]</a></span> +position in the Patrol to which she belongs (the captain +having already assigned to each Scout her exact place), +and without further order assumes the position of "<i>Attention</i>" +three paces in front of Captain.</p> + +<p>The position of <i>Attention</i> is: body and head erect, +head, shoulders and pelvis in same plane, eyes front, arms +hanging easily at the sides, feet parallel and about four +inches apart; perfect silence to be maintained.</p> + +<p>Patrol formation, two ranks (rows) of four Scouts +each, forty inches between front and rear ranks. The +patrol corresponds to the military unit of the squad.</p> + +<p>Other patrols will fall in on the left of patrol No. 1 +and on a line with it, in their numerical order. When +assembled a troop of four patrols will be in the position +indicated by the following diagram, and facing the captain.</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Patrol diagram"> +<tr><td align='left'>5678 </td><td align='left'>5678</td><td align='left'>5678 </td><td align='left'>5678</td></tr> +<tr><td align='left'>1234</td><td align='left'>1234</td><td align='left'>1234</td><td align='left'>1234</td></tr> +<tr><td align='left'> </td><td align='left'>Lieut. </td><td align='left'>Capt.</td></tr> +</table></div> + +<p>If the Captain prefers, and where there are only a few +Scouts to be handled, they may be drawn up in a single +rank facing the Captain. In either position they are now +ready for the preliminaries of military drill.</p> + +<div class='unindent'>1. <i>Right</i> (or left) <i>Dress</i>. 2. <i>Front.</i></div> + +<p>At the command <i>"Dress"</i> whether to right or left, all +Scouts place the left hand on the hip. Each Scout, except +the base file, Scout on right or left end from whom +the other take their alignment, when on or near the new +line, executes "<i>Eyes Right!</i>" and taking steps of two or +three inches, places herself so that her right arm rests +lightly against the arm of the Scout on her right, and so +that her eyes and shoulders are in line with those of the +Scout on her right; the rear rank Scouts cover in file. +The instructor verifies the alignment of both ranks from +the right flank and orders up or back such Scouts as may<span class='pagenum'><a name="Page_86" id="Page_86">[86]</a></span> +be in rear or in advance of the line: only the Scouts +designated move.<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a></p> + +<p>At the command "<i>Front,</i>" given when the ranks are +aligned, each Scout turns her head and eyes to the front +and drops the hand at her side.</p> + +<p>To march the patrol or troop in column of twos, the +preliminary commands would be as just given: 1. <i>Fall in.</i> +2. <i>Right Dress.</i> 3. <i>Front.</i></p> + +<p>The troop is then drawn up facing the Captain in two +ranks as described. The Captain then commands:</p> + +<p>1. <i>Right</i> (or left) <i>Face</i> (According to the direction in +which the column is to proceed.)</p> + +<p>2. <i>Forward.</i> 3. <i>March.</i></p> + +<p>At the command "<i>March</i>," each Scout steps off smartly +with the <i>left</i> foot.</p> + + +<div class='center'><br /><b>Facings</b></div> + +<div class='unindent'>To the flank: "<i>Right</i> (or left) <i>Face</i>."</div> + +<p>Raise slightly the left heel and the right toe; face to +the right, turning on the right heel, assisted by a slight +pressure on the ball of the left foot; place the left foot +by the side of the right. "Left Face" is executed on the +left heel in the corresponding manner. Right (or left) +Half Face is executed similarly, facing forty-five degrees.</p> + +<div class='unindent'>To the rear: <i>About Face.</i></div> + +<p>Carry the toe of the right foot about half a foot length +to the rear and slightly to the left of the left heel without +changing the position of the left foot; face to the rear, +turning to the right on the left heel and right toe; place +the right heel by the side of the left.</p> + + +<div class='center'><br /><b>Eyes Right or Left</b></div> + +<div class='unindent'>1. <i>Eyes Right</i> (or left). <ins title="Transcriber's Note: original reads '3'">2</ins>. <i>Front.</i></div> + +<p>At the command "Right," turn the head to the right +oblique, eyes fixed on the line of Scouts in, or supposed +to be in, the same rank. At the command "<i>Front</i>" turn +the head and eyes to the front.</p> +<p><span class='pagenum'><a name="Page_87" id="Page_87">[87]</a></span></p> + +<div class='center'><br /><b>The Rests</b></div> + +<p>Being at halt, the commands for the different rests are +as follows:</p> + +<p><span class="smcap">Fall Out</span>, <span class="smcap">Rest</span>, <span class="smcap">At Ease</span> and <span class="smcap">1 Parade, 2 Rest</span>.</p> + +<p>At the command <i>Fall Out</i>, the Scouts may leave the +ranks, but are required to remain in the immediate vicinity. +They resume their former places, at attention at +the command "<i>Fall In</i>."</p> + +<p>At the command "<i>Rest</i>" each Scout keeps one foot in +place, but is not required to keep silence or immobility.</p> + +<p>At the command <i>"At Ease"</i> each Scout keeps one foot +in place and is required to keep silence but not immobility.</p> + + +<div class='unindent'><i>1 Parade, 2 Rest.</i></div> + +<p>Carry the right foot six inches straight to the rear, +left knee slightly bent; clasp the hands, without constraint, +in front of the center of the body, fingers joined, +right hand uppermost, left thumb clasped by the thumb +and forefinger of the right hand; preserve silence and +steadiness of position.</p> + +<p>To resume the attention: <i>1 Squad (or Company) 2 +Attention.</i></p> + + +<div class='center'><br /><b>Steps and Marchings</b></div> + +<p>All steps and marchings executed from the halt, except +right step, begin with the left foot.</p> + +<p>The length of the full step in "<i>Quick Time</i>" for a +Scout is twenty inches, measured from heel to heel, and +the cadence is at the rate of one hundred twenty steps +per minute.</p> + +<p>The length of the full step in "<i>Double Time</i>," for a +Scout, is about twenty-four inches; the cadence is at the +rate of one hundred eighty steps per minute.</p> + +<p>The instructor, when necessary, indicates the cadence +of the step by calling "One, Two, Three, Four," or "Left,<span class='pagenum'><a name="Page_88" id="Page_88">[88]</a></span> +Right, Left, Right," the instant the left and right foot, +respectively, should be planted.</p> + +<p>All steps and marchings and movements involving march +are executed in "Quick Time" unless the squad (or +company) be marching in "Double Time."</p> + +<div class='center'><br /><b>Quick Time</b></div> + +<p>Being at a halt, to march forward in quick time: 1 <i>Forward</i>, +2 <i>March</i>.</p> + +<p>At the command "<i>Forward</i>," shift the weight of the +body to the right leg, left knee straight.</p> + +<p>At the command "<i>March</i>" move the left foot smartly +straight forward twenty inches from the right, sole near +the ground, and plant it without shock; next, in like manner, +advance the right foot and plant it as above; continue +the march. The arms swing naturally.</p> + +<p>Being at a halt, or in march in quick time, to march in +double time; 1 <i>Double time</i>, 2 <i>March</i>.</p> + +<p>If at a halt, at the first command shift the weight of +the body to the right leg. At the command "<i>March</i>" raise +the forearms, fingers closed to a horizontal position along +the waist line; take up an easy run with the step and +cadence of double time, allowing a natural swinging motion +to the arms.</p> + +<p>If marching in quick time, at the command "<i>March</i>," +given as either foot strikes the ground, take one step in +quick time, and then step off in double time.</p> + +<p>To resume the quick time: 1 <i>Quick Time</i>, 2 <i>March</i>.</p> + +<p>At the command <i>March</i>, given as either foot strikes +the ground, advance and plant the other foot in double +time; resume the quick time, dropping the hands by the +sides.</p> + + +<div class='center'><br /><b>To Mark Time</b></div> + +<p>Being in march: 1 <i>Mark Time</i>, 2 <i>March</i>.</p> + +<p>At the command <i>March</i>, given as either foot strikes the<span class='pagenum'><a name="Page_89" id="Page_89">[89]</a></span> +ground, advance and plant the other foot; bring up the +foot in rear and continue the cadence by alternately raising +each foot about two inches and planting it on line with +the other.</p> + +<p>Being at a halt, at the command <i>March</i>, raise and plant +the feet as described above.</p> + + +<div class='center'><br /><b>The Half Step</b></div> + +<div class='unindent'>1 <i>Half Step</i>, 2 <i>March</i>.</div> + +<p>Take steps of ten inches in quicktime, twelve inches +in double time. <i>Forward</i>, <i>Half Step</i>, <i>Halt</i> and <i>Mark +Time</i> may be executed one from the other in quick or +double time.</p> + +<p>To resume the full step from half step or mark time: +<i>Forward March.</i></p> + + +<div class='center'><br /><b>Side Step</b></div> + +<p>Being at halt or mark time: 1 <i>Right (or left) Step</i>, +2 <i>March</i>. Carry and plant the right foot twelve inches +to the right; bring the left foot beside it and continue the +movement in the cadence of quick time.</p> + +<p>The side step is used for short distances only and is +not executed in double time.</p> + + +<div class='center'><br /><b>Back Step</b></div> + +<p>Being at a halt or mark time: 1 <i>Backward</i>, 2 <i>March</i>. +Take steps of twelve inches straight to the rear. The +back step is used for short distances only and is not +executed in double time.</p> + + +<div class='center'><br /><b>To Halt</b></div> + +<p>To arrest the march in quick or double time: 1 <i>Squad</i> +(or if the full troop is drilling <i>Company</i>), 2 <i>Halt</i>.</p> + +<p>At the command <i>Halt</i>, given as either foot strikes the +ground, plant the other foot as in marching; raise and +place the first foot by the side of the other. If in double +time, drop the hands by the sides.<span class='pagenum'><a name="Page_90" id="Page_90">[90]</a></span></p> + + +<div class='center'><br /><b>To March by the Flank</b></div> + +<p>Being in march: 1 <i>By the Right (or left) Flank</i>, 2 +<i>March</i>.</p> + +<p>At the command <i>March</i>, given as the right foot strikes +the ground, advance and plant the left foot, then face to +the right in marching and step off in the new direction +with the right foot.</p> + + +<div class='center'><br /><b>To March to the Rear</b></div> + +<p>Being in march: 1 <i>To the Rear</i>, 2 <i>March</i>.</p> + +<p>At the command <i>March</i>, given as the right foot strikes +the ground, advance and plant the left foot; turn to the +right about on the balls of both feet and immediately step +off with the left foot.</p> + +<p>If marching in double time, turn to the right about, +taking four steps in place, keeping the cadence, and then +step off with the left foot.</p> + + +<div class='center'><br /><b>Change Step</b></div> + +<p>Being in march: 1 <i>Change Step</i>, 2 <i>March</i>.</p> + +<p>At the command <i>March</i>, given as the right foot strikes +the ground, advance and plant the left foot; plant the +toe of the right foot near the heel of the left and step off +with the left foot.</p> + +<p>The change on the right foot is similarly executed, the +command <i>March</i> being given as the left foot strikes the +ground.</p> + + +<div class='center'><br /><b>SECOND CLASS DRILL</b></div> + +<p><i>Fall In.</i> (<i>Described in Tenderfoot Drill.</i>)</p> + +<p><i>Count Off.</i></p> + +<p>At this command all except the right file execute <i>Eyes +Right</i>, and beginning on the right, the Scouts in each rank +count <i>One</i>, <i>Two</i>, <i>Three</i>, <i>Four</i>; each turns her head and +eyes to the front as she counts.<span class='pagenum'><a name="Page_91" id="Page_91">[91]</a></span></p> + +<div class="figcenter" style="width: 149px;"> +<img src="images/i015.jpg" width="149" height="400" alt="GIRL SCOUT UNIFORM—ONE PIECE" title="" /> +<span class="caption">GIRL SCOUT UNIFORM—ONE PIECE</span> +</div><p><span class='pagenum'><a name="Page_92" id="Page_92">[92]</a></span></p> + + +<div class='center'><br /><b>Alignments</b></div> + +<p>1 <i>Right (or Left) Dress</i>, 2 <i>Front</i>. (Described in Tenderfoot +Drill.)</p> + +<p>To preserve the alignment when marching; <i>Guide Right</i> +(<i>or left</i>). The Scouts preserve their intervals from the +side of the guide, yielding to pressure on that side and +resisting pressure from the opposite direction; they recover +intervals, if lost, by gradually opening out or closing +in; they recover alignment by slightly lengthening or +shortening the step; the rear rank Scouts cover their file +leaders at forty inches.</p> + + +<div class='center'><br /><b>To Take Distance</b></div> + +<p>(Formation for signalling or for setting-up exercises.)</p> + +<p>Being in line at a halt having counted off: 1 <i>Take +Distance at four paces</i>, 2 <i>March</i>; 3 <i>Squad (or company), +Halt</i>.</p> + +<p>At the command <i>March</i>, each Scout in succession starting +at four paces apart and beginning with No. 1 of the +front rank, followed by 2, 3, 4 and 1, 2, 3, 4 of the rear +rank, marches straight forward until the order Squad, +Halt is given. The command <i>Halt</i> is given when all have +their distances.</p> + +<p>(Word to instructors: Where the floor space is limited +it is advisable to have the Scouts take the half step in +executing this formation or move at two paces.)</p> + +<p>If more than one squad is in line, each squad executes +the movement as above simultaneously.</p> + +<p>Being at distances, to assemble the squad (or company):</p> + +<div class='unindent'>1 <i>Assemble</i>, 2 <i>March</i>.</div> + +<p>At the command <i>March</i>, No. 1 of the front rank +stands fast; the other members move forward to their +proper places in the line.<span class='pagenum'><a name="Page_93" id="Page_93">[93]</a></span></p> + + +<div class='center'><br /><b>The Oblique March</b></div> + +<p>For the instruction of the recruits, the squad being in +column or correctly aligned, the instructor causes the +Scouts to face half right and half left, points out to them +their relative positions, and explains that these are to be +maintained in the oblique march.</p> + +<div class='unindent'>1 <i>Right (or Left) Oblique</i>, 2 <i>March</i>.</div> + +<p>At the command <i>March</i>, each Scout steps off in a direction +forty-five degrees to the right of her original front. +She preserves her relative position, keeping her shoulders +parallel to those of the guide, and so regulates her steps +that the ranks remain parallel to their original front.</p> + +<p>At the command <i>Halt</i> the Scouts face to the front.</p> + +<p>To resume the original directions: 1 <i>Forward</i>, 2 <i>March</i>.</p> + +<p>The Scouts half face to the left in marching and then +move straight to the front.</p> + + +<div class='center'><br /><b>To Turn on Moving Pivot</b></div> + +<p>Begin in line: 1 <i>Right (or left) Turn</i>, 2 <i>March</i>.</p> + +<p>(This applies to the single squad; if the whole troop +is drilling and is in column of squads, or twos, the command +would be: 1 <i>Column Right</i> (<i>or left</i>), 2 <i>March</i>.)</p> + +<p>The movement is executed by each rank successively +and on the same ground. At the second command, the +pivot Scout of the front rank faces to the right in marching +and takes the half step; the other Scouts of the rank +oblique to the right until opposite their places in line, +then execute a second right oblique and take the half step +on arriving abreast of the pivot Scout. All glance toward +the marching flank while at half step and take the full step +without command as the last Scout arrives on the line.</p> + +<p><i>Right</i> (<i>or left</i>) Half Turn is executed in a similar +manner. The pivot Scout makes a half change of direction +to the right and the other Scouts make quarter +changes in obliquing.<span class='pagenum'><a name="Page_94" id="Page_94">[94]</a></span></p> + + +<div class='center'><br /><b>To Turn on a Fixed Pivot</b></div> + +<p>Being in line, to turn and march: 1 <i>Squad Right</i> (<i>or +left</i>), 2 <i>March</i>.</p> + +<p>At the second command, the right flank Scout in the +front rank faces to the right in marching and marks +time; the other front rank Scouts oblique to the right, +place themselves abreast of the pivot, and mark time. In +the rear rank the third Scout from the right, followed +in column by the second and first, moves straight to the +front until in the rear of her front rank Scout, when all +face to the right in marching and mark time; the other +number of the rear rank moves straight to the front four +paces and places herself abreast of the Scout on her +right. Scouts on the new line glance toward the marching +flank while marking time and, as the last Scout arrives on +the line, both ranks execute <i>Forward March</i> without +further command.</p> + +<p>Being in line to turn and halt: 1 <i>Squad Right</i> (<i>or left</i>), +2 <i>March</i>, 3 <i>Squad</i>, 4 <i>Halt</i>.</p> + +<p>The third command is given immediately after the +second. The turn is executed as prescribed in the preceding +paragraph except that all Scouts, on arriving on +the new line mark time until the fourth command is +given, when all halt. The fourth command should be +given as the last Scout arrives on the line.</p> + +<p>Being in line to turn about and march: 1 <i>Squad Right +(or left) About</i>, 2 <i>March</i>.</p> + +<p>At the second command the front rank twice executes +Squad Right initiating the second Squad Right when +the Scout on the marching flank has arrived abreast of +the rank. In the rear rank the third Scout from the +right, followed by the second and first in column, moves +straight to the front until on the prolongation of the line +to be occupied by the rear rank; changes direction to the +right; moves in the new direction until in the rear of<span class='pagenum'><a name="Page_95" id="Page_95">[95]</a></span> +her front rank Scout, when all face to the right in +marching, mark time, and glance toward the marching +flank. The fourth Scout marches on the left of the +third to her new position; as she arrives on the line, both +ranks execute <i>Forward March</i> without command.</p> + + +<div class='center'><br /><b>FIRST CLASS DRILL</b></div> + +<p><i>On Right (or left) Into Line.</i></p> + +<p>Being in columns of squads, to form line on right or +left; 1 <i>On Right (or left) Into Line</i>, 2 <i>March</i>, 3 <i>Company</i>, +4 <i>Halt</i>, 5 <i>Front</i>.</p> + +<p>At the first command the leader of the leading unit +commands: <i>Right Turn.</i> The leaders of the other units +command: <i>Forward</i>, if at a halt. At the second command +the leading unit turns to the right on moving +pivot. The command <i>Halt</i> is given when the leading unit +has advanced the desired distance in the new direction; +it halts; its leader then commands: <i>Right Dress.</i></p> + +<p>The units in the rear continue to march straight to +the front; each, when opposite its place on the line, +executes <i>Right Turn</i> at the command of its leader; +each is halted on the line at the command of its leader, +who then commands: <i>Right Dress.</i> All dress on the +first unit on the line.</p> + +<p>If executed in double time, the leading squad marches +in double time until halted.</p> + +<p><i>Front Into Line.</i></p> + +<p>Being in columns of squads, to form line to the front; +<i>Right (or left) Front Into Line</i>, 2 <i>March</i>, 3 <i>Company</i>, +4 <i>Halt</i>, 5 <i>Front</i>.</p> + +<p>At the first command the leaders of the units in the +rear of the leading one command: <i>Right Oblique.</i> If at +a halt, the leader of the leading unit commands: <i>Forward.</i> +At the second command the leading unit moves straight +forward: the rear units oblique as indicated. The com<span class='pagenum'><a name="Page_96" id="Page_96">[96]</a></span>mand +<i>Halt</i> is given when the leading unit has advanced +the desired distance; it halts; its leader then commands: +<i>Left Dress</i>. Each of the rear units, when opposite its +place in line, resumes the original direction at the command +of its leader; each is halted on the line at the +command of its leader, who then commands: <i>Left Dress</i>. +All dress on the first unit in line.</p> + + +<div class='center'><br /><b>To Diminish the Front of a Column of Squads</b></div> + +<p>Being in column of squads: 1 <i>Right (or left) By +Twos</i>, 2 <i>March</i>. At the command <i>March</i>, all files except +the two right files of the leading squad execute <i>In Place +Halt</i>; the two right files of the leading squad oblique +to the right when disengaged and follow the right files at +the shortest practicable distance. The remaining squads +follow successively in like manner.</p> + +<p>Being in columns of twos: (1) <i>Right (or left) By File</i>, +2 <i>March</i>. At the command <i>March</i>, all files execute <i>In +Place Halt</i>, except the right file of the leading two oblique +successively to the right when disengaged and each follows +the file on its right at the shortest practicable distance. +The remaining twos follow successively in like +manner.</p> + +<p>Being in column of files of twos, to form column of +squads; or being in column of files, to form column of +twos: 1 <i>Squads (Twos) Right (or left) Front Into Line</i>, +2 <i>March</i>.</p> + +<p>At the command <i>March</i>, the leading file or files halt. +The remainder of the squad, or two, obliques to the right +and halts on line with the leading file or files. The remaining +squads or twos close up and successively form +in the rear of the first in like manner.</p> + +<p>The movement described in this paragraph will be +ordered <i>Right</i> or <i>Left</i>, so as to restore the files to their +normal relative positions in the two or squad.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_97" id="Page_97">[97]</a></span></p> +<h2>SECTION X</h2> + +<h3>SIGNALLING FOR SCOUTS</h3> + + +<h3><br />A. GENERAL SERVICE CODE</h3> + +<p>The General Service Code, given herewith, also called +the Continental Code and the International Morse Code, +is used by the Army and Navy, and for cabling and +wireless telegraphy. It is used for visual signalling by +hand, flag, Ardois lights, torches, heliograph, lanterns, +etc., and for sound signalling with buzzer, whistle, etc.</p> + +<p>The American Morse Code is used for commercial purposes +only, and differs from the International Morse in +a few particulars. A Scout need not concern herself with +it because it would only be used by the Scout who eventually +becomes a telegrapher, and for this purpose the +Western Union Company offers the necessary training.</p> + +<div class='center'><br /><b>Wig Wag Signalling</b></div> + +<div class='center'><br /><b><small>GENERAL SERVICE CODE</small></b></div> + +<p>The flag used for this signalling is square with a smaller +square of another color in the center. It may be either +white with the smaller square red, or red with the smaller +square white. A good size for Scout use is 24 inches +square with a center 9 inches square, on a pole 42 inches +long and one-half inch in diameter.</p> + +<p>There are but three motions with the flag and all +start from, and are completed by, return to position, +which means the flag held perpendicularly and at rest +directly in front of the signaller.</p> + +<p>Signaller should stand erect, well balanced on the +arches of the feet. The butt of the flag stick is held +lightly in the right hand; the left hand steadies and +directs the flag at a distance from six to twelve inches +above the right on the stick. The length of the stick will<span class='pagenum'><a name="Page_98" id="Page_98">[98]</a></span> +determine the position of the left hand; the longer the +stick the further apart must the hands be placed in order +to obtain the best balance.</p> + +<div class="figcenter" style="width: 425px;"> +<img src="images/i016.png" width="425" height="282" alt="Wig Wag Signalling" title="" /> +</div> + +<p>DOT: To make the dot, swing the flag down to the +right until the stick reaches the horizontal and bring it +back to Position.</p> + +<p>DASH: To make the dash, swing the flag to the left +until it reaches the horizontal and bring it back to Position.</p> + +<p>INTERVAL: The third position is made by swinging +the flag down directly in front and returning to Position.</p> + +<p>In order to keep the flag from "fouling" when making +these motions, make a sort of figure 8 with the point +of the stick. A slight turn of the wrist accomplishes +this result and becomes very easy after a little practice. +Beginners should master the three motions of the flag, +exaggerating the figure 8 motion before they attempt +to make letters. <i>It is also best to learn the code before<span class='pagenum'><a name="Page_100" id="Page_100">[100]</a></span> +attempting to wig wag it, so that the mind will be free +to concentrate upon the technique or correct managing +of the flag.</i></p> + +<p><span class='pagenum'><a name="Page_99" id="Page_99">[99]</a></span></p> + +<div class='center'><br /><b>THE GENERAL SERVICE CODE</b><br /> +<b>(The International Morse or Continental)</b></div> + +<p><b>Uses: Commercial wireless, submarine cables, Army and +Navy. Methods: flags by day, torches, lanterns, flashlight, +searchlight, by night; whistle, drum, bugle, tapping.</b></p> + + + +<div class='center'> +<table border="0" cellpadding="1" cellspacing="0" summary="Morse code letters and numbers"> +<tr><td align='left'><b>A .</b> <b>—</b></td><td align='left'><b>M —</b></td><td align='left'><b>Y —</b> <b>.</b> <b>—</b></td></tr> +<tr><td align='left'><b>B —</b> <b>.</b> <b>.</b> <b>.</b></td><td align='left'><b>N —</b> <b>.</b></td><td align='left'><b>Z —</b> <b>.</b> <b>.</b></td></tr> +<tr><td align='left'><b>C —</b> <b>.</b> <b>—</b> <b>.</b> </td><td align='left'><b>O —</b> <b>—</b></td><td align='left'><b>1 .</b> <b>—</b> <b>—</b></td></tr> +<tr><td align='left'><b>D —</b> <b>.</b> <b>.</b></td><td align='left'><b>P .</b> <b>—</b> <b>.</b></td><td align='left'><b>2 .</b> <b>.</b> <b>—</b> <b>—</b></td></tr> +<tr><td align='left'><b>E .</b></td><td align='left'><b>Q —</b> <b>.</b> <b>—</b></td><td align='left'><b>3 .</b> <b>.</b> <b>.</b> <b>—</b></td></tr> +<tr><td align='left'><b>F .</b> <b>.</b> <b>—</b> <b>.</b></td><td align='left'><b>R .</b> <b>—</b> <b>.</b></td><td align='left'><b>4 .</b> <b>.</b> <b>.</b> <b>.</b> <b>—</b></td></tr> +<tr><td align='left'><b>G —</b> <b>—</b> <b>.</b></td><td align='left'><b>S .</b> <b>.</b> <b>.</b></td><td align='left'><b>5 .</b> <b>.</b> <b>.</b> <b>.</b> <b>.</b></td></tr> +<tr><td align='left'><b>H .</b> <b>.</b> <b>.</b> <b>.</b></td><td align='left'><b>T —</b></td><td align='left'><b>6 —</b> <b>.</b> <b>.</b> <b>.</b> <b>.</b></td></tr> +<tr><td align='left'><b>I .</b> <b>.</b></td><td align='left'><b>U .</b> <b>.</b> <b>—</b></td><td align='left'><b>7 —</b> <b>.</b> <b>.</b> <b>.</b></td></tr> +<tr><td align='left'><b>J .</b> <b>—</b> <b>—</b></td><td align='left'><b>V .</b> <b>.</b> <b>.</b> <b>—</b></td><td align='left'><b>8 —</b> <b>—</b> <b>.</b> <b>.</b></td></tr> +<tr><td align='left'><b>K —</b> <b>.</b> <b>—</b></td><td align='left'><b>W .</b> <b>—</b></td><td align='left'><b>9 —</b> <b>—</b> <b>.</b></td></tr> +<tr><td align='left'><b>L .</b> <b>—</b> <b>.</b> <b>.</b></td><td align='left'><b>X —</b> <b>.</b> <b>.</b> <b>—</b> </td><td align='left'><b>0 —</b> <b>—</b> <b>—</b></td></tr> +</table></div> + + + + +<div class='center'> +<table border="0" cellpadding="1" cellspacing="0" summary="Morse code punctuation"> +<tr><td align='left'><b>Period .</b> <b>.</b> <b>.</b> <b>.</b> <b>.</b> <b>.</b></td><td align='left'><b>Colon —</b> <b>—</b> <b>.</b> <b>.</b> <b>.</b></td></tr> +<tr><td align='left'><b>Comma .</b> <b>—</b> <b>.</b> <b>—</b> <b>.</b> <b>—</b></td><td align='left'><b>Semicolon —</b> <b>.</b> <b>—</b> <b>.</b> <b>—</b> <b>.</b></td></tr> +<tr><td align='left'><b>Quotation Marks .</b> <b>—</b> <b>.</b> <b>.</b> <b>—</b> <b>.</b> </td><td align='left'><b>Interrogation .</b> <b>.</b> <b>—</b> <b>.</b> <b>.</b></td></tr> +</table></div> + + + + +<p><b>A convenient form for learning the letters is as follows:</b></p> + + +<div class='center'> +<table border="0" cellpadding="1" cellspacing="0" summary="dots and dashes"> +<tr><td align='center'><b>DOTS</b> </td><td align='center'><b>DASHES</b></td></tr> +<tr><td align='left'><b>E .</b></td><td align='left'><b>T —</b></td></tr> +<tr><td align='left'><b>I .</b> <b>.</b></td><td align='left'><b>M —</b></td></tr> +<tr><td align='left'><b>S .</b> <b>.</b> <b>.</b></td><td align='left'><b>O —</b> <b>—</b></td></tr> +<tr><td align='left'><b>H .</b> <b>.</b> <b>.</b> <b>.</b></td></tr> +</table></div> + + + +<div class='center'><br /><b>OPPOSITES</b></div> + + + +<div class='center'> +<table border="0" cellpadding="1" cellspacing="0" summary="Opposites"> +<tr><td align='left'><b>A .</b> <b>—</b></td><td align='right'><b>—</b> <b>. N</b></td></tr> +<tr><td align='left'><b>B —</b> <b>.</b> <b>.</b> <b>.</b></td><td align='right'><b>.</b> <b>.</b> <b>.</b> <b>— V</b></td></tr> +<tr><td align='left'><b>D —</b> <b>.</b> <b>.</b></td><td align='right'><b>.</b> <b>.</b> <b>— U</b></td></tr> +<tr><td align='left'><b>G —</b> <b>.</b></td><td align='right'><b>.</b> <b>— W</b></td></tr> +<tr><td align='left'><b>F .</b> <b>.</b> <b>—</b> <b>.</b></td><td align='right'><b>.</b> <b>—</b> <b>.</b> <b>. L</b></td></tr> +<tr><td align='left'><b>Y —</b> <b>.</b> <b>—</b> <b>—</b> </td><td align='right'><b>—</b> <b>—</b> <b>.</b> <b>— Q</b></td></tr> +</table></div> + +<div class='center'><br /><b>SANDWICH LETTERS</b></div> + + + +<div class='center'> +<table border="0" cellpadding="1" cellspacing="0" summary="Sandwich letters"> +<tr><td align='left'><b>K —</b> <b>.</b> <b>—</b> </td><td align='left'><b>P .</b> <b>—</b> <b>.</b> </td><td align='left'><b>X —</b> <b>.</b> <b>.</b> <b>—</b> </td><td align='left'><b>R .</b> <b>—</b> <b>.</b></td></tr> +</table></div> + +<div class='center'><br /><b>LETTERS WITH NO OPPOSITES</b></div> + + + +<div class='center'> +<table border="0" cellpadding="1" cellspacing="0" summary="Letters with no opposites"> +<tr><td align='left'><b>Z —</b> <b>.</b> <b>.</b></td></tr> +<tr><td align='left'><b>C —</b> <b>.</b> <b>—</b> <b>.</b></td></tr> +<tr><td align='left'><b>J .</b> <b>—</b> <b>—</b></td></tr> +</table></div> + +<p>Make no pause between dots and dashes in making a +letter, but make a continuous swing from right to left, +or left to right. A pause at Position indicates the completion +of a letter.</p> + +<p>One Interval (Front) indicates the completion of a +word.</p> + +<p>Two Intervals indicate the completion of a sentence.</p> + +<p>Three Intervals indicate the completion of a message.</p> + +<p><i>Do not try for speed.</i> In all signalling, accuracy +is the important thing, for unless the letters are accurately +made they cannot be easily read, and the message +will have to be repeated. Fall into a regular easy +rhythm in sending. Speed comes with practice.</p> + +<p>Signalling with a Flash Light: Use a short flash for +the dot and a long steady flash for the dash. Pause the +length of three dots between letters, and the length of +five dots between words. A still longer pause marks the +end of a sentence.</p> + +<p>Signalling by Whistle: Use a short blast for the dot, +and a long steady blast for the dash. Indicate the end +of a letter, a word, and a sentence by the same pauses +as explained in Flash Light Signalling.</p> + +<p>Signalling with a Lantern: The motions used in signalling +with a lantern are somewhat like those of the +wig wag flag. For Position hold the lantern directly +in front of the body; for the dot swing it to the right +and back to Position; for the dash swing it to the left +and back to Position; and for Interval move it down and +up in a vertical line directly in front. A stationary light +should be placed on the ground before the feet as a point +of reference for the various motions.<span class='pagenum'><a name="Page_101" id="Page_101">[101]</a></span></p> + + +<div class='center'><br /><b>B. SEMAPHORE SIGNALLING</b><br /> + +<b>SEMAPHORE CODE</b></div> + +<p>The semaphore is a machine with two arms which may +be moved into various positions to make letters. The +semaphore code shown in the accompanying picture may +also be employed by a person using two flags. It is the +quickest method of flag signalling but is available for +comparatively short distances, seldom over a mile, unless +extra large flags are employed or there is some extraordinary +condition of background or atmosphere.</p> + +<p>The semaphore code is not adapted to as many uses +as is the general service code, but for quick signalling +over comparatively short distances, it is preferable in +every way.</p> + +<p>The regulation flag is 18 inches square, either divided +diagonally into two triangles of white and red, or square +of white with small square of red in the center, or red +with small square of white. These flags are fastened on +poles 24 inches long and 1/2 inch in diameter.</p> + +<p>The flags must be carefully held so that the sticks +make, as it were, a continuation of the arm bone; a bent +wrist will cause the flags to make an entirely different +angle, and consequently a different letter from the one +intended.</p> + +<p>Swing the arms smoothly and without hesitation from +one letter to another. Hold each letter long enough to +make it clear to the person receiving it. Every word begins +and ends with "intervals," the hands crossed downward +in front of the body, arms nearly straight, right +hand always over the left.</p> + +<p>Indicate the end of a sentence by one "chip-chop" made +by holding both flags to the right, horizontally, and moving +them up and down several times; not altogether, but +one flag going down as the other comes up, making the +"chopping" motion.<span class='pagenum'><a name="Page_102" id="Page_102">[102]</a></span></p> + +<div class="figcenter" style="width: 420px;"> +<img src="images/i018.png" width="420" height="500" alt="CODE FOR SEMAPHORE SIGNALLING" title="" /> +<span class="caption">CODE FOR SEMAPHORE SIGNALLING</span> +</div> + +<p>Note: The extended arm should always make a +straight line with the flag staff.<span class='pagenum'><a name="Page_103" id="Page_103">[103]</a></span></p> + +<p><i>From the very beginning practice reading as well as +sending.</i> It is harder to do and requires more practice. +Instructors should always face the class in giving a +lesson; in this way the pupil learns to read at the same +time as she is learning to make the letters. This principle +applies to all visual signalling.</p> + + +<div class='center'><br /><b>Whistle Signals</b></div> + +<p>1. One blast, "Attention"; "Assemble" (if scattered).</p> + +<p>2. Two short blasts, "All right."</p> + +<p>3. Four short blasts, calls "Patrol Leaders come here."</p> + +<p>4. Alternate long and short blasts, "Mess Call."</p> + + +<div class='center'><br /><b>Hand Signals</b></div> + +<p>These signals are advisable when handling a troop in +a street where the voice cannot be readily heard, or in +marching the troop into some church, theatre, or other +building where a spoken command is undesirable.</p> + +<p><i>Forward</i>, <i>March</i>:</p> + +<p>Carry the hand to the shoulder; straighten and hold +the arm horizontally, thrusting it in the direction of the +march. (This signal is also used to execute quick time +from double time.)</p> + +<p><i>Halt</i>:</p> + +<p>Carry the hand to the shoulder; thrust hand upward +and hold the arm vertically.</p> + +<p><i>Double Time</i>, <i>March</i>:</p> + +<p>Carry the hand to the shoulder, rapidly thrust the hand +upward the full extent of the arm several times.</p> + +<p><i>Squads Right</i>, <i>March</i>:</p> + +<p>Raise the arm laterally until horizontal; carry it to +a vertical position above the head and swing it several +times between the vertical and horizontal positions.</p> + +<p><i>Squads Left</i>, <i>March</i>:</p> + +<p>Raise the arm laterally until horizontal; carry it downward<span class='pagenum'><a name="Page_104" id="Page_104">[104]</a></span> +to the side and swing it several times between the +downward and horizontal positions.</p> + +<p><i>Change Direction or Column Right (Left) March</i>:</p> + +<p>The hand on the side toward which the change of direction +is to be made is carried across the body to the opposite +shoulder, forearm horizontal; then swing in a horizontal +plane, arm extended, pointing in the new direction.</p> + +<p><i>Assemble</i>:</p> + +<p>Raise the arm vertically to its full extent and describe +horizontal circles.</p> + + +<div class='center'><br /><b>THE GIRL SCOUT SALUTE.</b></div> + +<div class="blockquot"><p><b>How To Salute.</b> To salute, a Girl Scout raises the right hand to her +hat in line with the right temple, the first three fingers extended, and +the little finger held down by the thumb. This salute is the sign of the +Girl Scouts. The three extended fingers, like the Trefoil, represent +the three parts of the Promise.</p> + +<p><b>When To Salute.</b> When Scouts meet for the first time during the day, +whether comrades or strangers, of whatever rank, they should salute +each other.</p> + +<p>If in uniform a Girl Scout stands at attention and salutes the flag +when it is hoisted or lowered, and as it passes her in parade. If not in +uniform, she stands at attention, but does not salute.</p> + +<p>When in uniform and in ranks in public demonstration, a Girl Scout +stands at attention and salutes when the Star Spangled Banner is +played. But she does not salute when she herself is singing.</p> + +<p>In ordinary gatherings when the anthem is played, a Girl Scout stands +at attention but does not salute.</p> + +<p>When Girl Scouts are on parade or marching in troop or patrol formation, +only the officers salute, at the same time giving the command, +"Eyes right," or "Eyes left," as the case may be, at which every Scout +turns her eyes sharply in the direction ordered till the officer commands, +"Eyes front."</p> + +<p>When repeating the Promise, a Girl Scout stands at salute.</p> + +<p>When in uniform a Girl Scout should salute her officers when speaking +to them, or when being spoken to by them.</p> + +<p>If in uniform, a Girl Scout should return the salute of a Boy Scout. +She does not salute the police or military officers unless they salute +her first.</p> + +<p>Girl Scouts may salute each other whether they are in uniform or not.</p> + +<p><b>Pledge of Allegiance.</b> "I pledge allegiance to the flag and to the +republic for which it stands; one nation indivisible, with liberty and justice +for all."</p> + +<p>Girl Scouts should stand at attention, bring the hand to the full +salute at the first word of the pledge, and at the word "flag" extend the +arm, fingers still in the salute position, palm up, pointing to the flag.</p> + +<p><b>Parades.</b> Girl Scouts may take part in patriotic parades with the +permission of the Local Council or Commissioner or of the Captain +where there is no Local Council.</p></div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_105" id="Page_105">[105]</a></span></p> +<h2>SECTION XI</h2> + +<h3>THE SCOUT AIDE</h3> + + +<div class='center'><br /><b>Introduction.</b></div> + +<p>The six following subjects, Home Economics, Child +Care, First Aid, Home Nursing, Public Health, and Personal +Health are grouped together, and for proficiency in +all of them a special badge called "Scout Aide" is awarded.</p> + +<p>This badge will probably be regarded by the outside +world as the most important decoration the Girl Scouts +can win, and all Scouts who will try for it should realize +that those who wear it will represent the organization in +a very special sense and will be eager to prove their +practical knowledge and ability in the important subjects +it stands for.</p> + +<p>No young child could pretend to represent <span class="smcap">all</span> this +medal stands for. Any grown girl or woman should be +proud to own it.</p> + +<p>Practical knowledge of Personal Health, Public Health +and Child Care will add to the efficiency and happiness of +this nation, and the women of today have a better chance +to control these things than ever before.</p> + +<p>Home Nursing and First Aid will save lives for the +nation in the two great emergencies of illness and accident.</p> + +<p>Household Economics, the great general business and +profession of women, if it is raised to the level of the +other great businesses and professions, and managed +quickly, efficiently and economically, will cease to be regarded +as drudgery and take its real place among the arts +and sciences.</p> + +<p>When the girls of today have learned to do this, the +women of tomorrow will be spared the criticism of waste +and extravagance that our nation has had to bear. If +Girl Scouts make good as far as this medal is concerned +and become real "Scout Aides" the Scout reputation is +secure.<span class='pagenum'><a name="Page_106" id="Page_106">[106]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i019.jpg" width="400" height="228" alt="Home" title="" /> +</div> + + +<h3>1. THE HOME MAKER</h3> + +<div class='center'><span class="smcap">By Sarah Louise Arnold</span><br /> + +Formerly Dean of Simmons College</div> + +<p><i>The Keeper of the House.</i> Every Girl Scout knows +that good homes make a country great and good; so +every woman wants to understand home-making. Of +course that means "keeping" a house; and of course that +means that Girl Scouts should try for the Housekeeper +Merit Badge, the "Home Maker."</p> + +<p>Now "making a home" doesn't mean just having it, +owning it and holding its key. It means making it a +good place to live in, or helping to make it so. This +sounds like the House that Jack built; but all this belongs +to the making of a home.</p> + +<p><i>Planning Your House.</i> When you plan a house of +your own you must think what it needs most. You would +choose, first of all, to have abundant air, fresh and +clean; a dry spot where dampness will not stay; sunshine +at some time of day in every room of the house, which +you can have if your house faces southeast; and you +must be able to get a good supply of pure water. You +will want to make your house warm in the winter and<span class='pagenum'><a name="Page_107" id="Page_107">[107]</a></span> +cool in the summer, so you will look out for windows, +doors and porches.</p> + +<p>Think what must be done in a house: eating, sleeping, +working, resting, by the whole family. How many rooms +must you have? Draw a plan of some house in your +neighborhood that seems good to live in. Make up your +mind what you like best in that house.</p> + +<p><i>Furnishings.</i> Then houses must be furnished with the +things that the family needs. The furniture will be for +use. You must ask every piece what it is good for. +What will you do with it? Could you get along without +it? Some things you would use constantly, others once +in a while. Which would you get first if you were +planning carefully? How much would it cost to furnish +the house for which you have drawn the plans: to furnish +the kitchen, the living room, the bedrooms? Make a +list of the furniture <i>needed</i> (not just <i>wanted</i>) for each +room with the cost of each piece.</p> + +<p>It is worth while for you to go to look at furniture in +stores and to think about buying it. Then you will discover +that a piece of furniture that looks well in the store +might not look at all well in your house, for furniture +must "suit" the house and the room into which it goes. +It must "fit," we say. No other furniture will do. So +the Girl Scout will make up her mind what will fit her +house; and of course this means also what will fit the +family purse. For the keeper of the house must not +let into her house one single thing that she cannot afford +to buy. She will take pride in that.</p> + +<p>So when you make a list of furniture—with its price—make +sure that everything you choose, suits, or fits, <i>your</i> +house.</p> + +<p><i>The Cellar.</i> Most houses are built over cellars, for +purposes of sanitation, heating and water supply, as well +as for storage.<span class='pagenum'><a name="Page_108" id="Page_108">[108]</a></span></p> + +<p>The Girl Scout who lives in the country probably +knows all about cellars for they are much needed there. +The city girl may live in an apartment and may never +think of a cellar.</p> + +<p>Look at the cellars of two or three houses. How are +they built? Did you plan for one in your house?</p> + +<p>The cellar should be well ventilated, having light as +well as air. Its windows should be screened; the floor +should be dry and if possible made of cement; the walls +should be whitewashed. Ashes should be kept in a galvanized +iron barrel, to prevent fire.</p> + +<p>A cellar should be a clean place, corners and all.</p> + +<p><i>The Kitchen.</i> The kitchen is a work-shop; it should +be sunny and airy.</p> + +<p>Look out for windows to let in the fresh air and sunshine. +And while you are thinking of windows, be sure +that they can open at the top and bottom to let sweetness +in, and drive bad odors out.</p> + +<p>Your kitchen should hold things that are necessary, and +nothing else. It should be easy to keep clean, having +painted walls, and the floor should be of hard pine or +else covered with linoleum. When a Girl Scout takes +care of the kitchen she is in honor bound to keep all the +corners clean and to leave no dust nor crumbs of food +anywhere about. She will take great pains to keep flies +out of the kitchen and so will have her windows screened.</p> + +<p>A good kitchen is provided with a sink and if possible +with running water; and it must have a good stove, with +a place for keeping wood or coal if either is used.</p> + +<p><i>The Kitchen Floor.</i> The floor of the kitchen should be +made of hard wood. Maple or hard pine will make a +good floor. A hard-wood floor can be dressed with shellac +or with oil. The wood absorbs this dressing so that +water will not soak in. A floor which has been shellacked +should be wiped with warm water. Not much water<span class='pagenum'><a name="Page_109" id="Page_109">[109]</a></span> +will be needed. The oiled floor can be wiped and dried, +then oiled lightly from time to time.</p> + +<p>Linoleum or oilcloth may be used to cover an old floor. +If the floor is rough it should be made even by planing +before the linoleum is put down, and the cracks should be +filled. If you can't get linoleum you can paint your floor +with a hard floor paint. Be sure to get a paint that dries +hard. The linoleum should be frequently washed with +warm water and soap and then rinsed carefully before +it is dried.</p> + +<p><i>The Kitchen Stove.</i> The chief business of the kitchen +stove is to provide heat for cooking. It must hold a fire, +and so must be made of something which will not burn. +Stoves are usually made of iron. Fire will not burn +without air, so a place must be arranged to let air into +the stove, and just enough to make the fire burn clearly +and furnish the right amount of heat. That is what the +front dampers or slides are for. The fuel, wood or +coal, is held in the fire-box. The heated air makes the +top of the stove hot for frying, broiling or boiling, and +the oven hot for baking.</p> + +<p>The smoke and gases from the fire must not come out +into the room to blind our eyes or suffocate us; the +chimney is built to take care of the smoke and gases, and +there must be a way for them to get into the chimney; +the stove pipe is for this. But the game you have to +play with your stove is to let the smoke and gases run +up chimney, but to save all the heat you can for the +work to be done. So your stove is supplied with dampers. +When the fire is new, and there is much smoke or gas, +you open the damper into the stovepipe, and in the +stovepipe. Try to get a picture of the way the heated +air goes from the fire-box up into the chimney. We call +this direct draft. Of course a great deal of heat runs +away through the chimney, and so your fuel is wasted.<span class='pagenum'><a name="Page_110" id="Page_110">[110]</a></span> +Now if you want to save heat, and particularly if you +want to bake, and must have a hot oven, you will close the +oven damper that has made the short easy way into the +stovepipe. Then the heated air must find another way to +get to the chimney, and it has to go around the oven to do +this. While the hot air is finding its way around the oven, +it heats it, ready for your baking. We call this the "indirect +draft." Look over your kitchen stove and see how +this happens. Take off the covers, open every door, and +examine every part.</p> + +<p>Stoves must be carefully managed. The fires must +burn readily and the cooking must be done with the least +possible amount of wood or coal. This means a clean +stove, free from ashes and with a clear draft. Wood or +coal will burn freely in the air. They will stop burning +if there is no draft.</p> + +<p>Learn to manage your draft. Remember that stoves +are made with a damper, in order to control the current +of hot air. If the oven damper is closed this heated air +<i>must</i> pass over and around the oven before it gets to the +chimney and so heat the oven. If it is open the hot air +can immediately escape up the chimney.</p> + +<p>When starting the fire leave the damper open. As +soon as it is burning well, close it so that the oven will be +heated. Your stove should also have a damper in the +pipe, to save the heat which would otherwise run up the +chimney. If there is none, have one put in. There are +also dampers or slides in front of the stove to control the +amount of air going in.</p> + +<p>The housekeeper must learn how to manage her stove; +she must get acquainted with it, for every stove has its +own way. Draw a picture or plan of the stove that you +know best. See if you can tell plainly how to build a +fire in your stove. If you use natural gas or a kerosene +stove tell how that should be managed.<span class='pagenum'><a name="Page_111" id="Page_111">[111]</a></span></p> + +<p><i>Gas and Oil Stoves.</i> Cooking may be done on an iron +stove with either coal or wood as fuel, or the stove may +be planned for burning gas or kerosene. The coal fire +must be fed several times a day with coal and the ashes +must be removed to keep the fire burning clearly. Wood +burns out quickly and must be replaced often. Both +wood and coal stoves mean almost constant care for the +housekeeper.</p> + +<p>Gas gives less trouble. It comes in pipes from outside +the house. This means that somebody else—the +gas company—provides the supply. You turn on the +gas when you want to use it and turn it off, if you are +wise and thoughtful, the moment it is not needed. The +gas company measures the amount of gas that you use +by its meter, and you pay for every bit that you burn or +waste. The important thing, then, is to use as little +gas as possible in order to pay for as little as possible. +You would rather pay twenty-five cents for a thrift +stamp, than for gas that had burned simply because you +had forgotten to turn it off. Be sure that gas is turned +completely off at all places and never have a low light +burning, as the flame may be blown out and the unburned +gas escape. This would be dangerous and might even +kill persons in the house.</p> + +<p>The kerosene stove may be used instead of a gas stove +in houses which are not piped for a gas supply. If wicks +are used they must be carefully trimmed, so that they will +be clean and even. A kerosene stove needs frequent +cleaning. It should be kept free from dust and from +drippings of oil.</p> + + +<div class='center'><br /><b>The Fireless Cooker</b></div> + +<p>When a Girl Scout gets to thinking about all the work +to be done in a kitchen she will ask some very important +questions. How much work is to be done? How long +does it take to do it? Can time be saved by doing it in<span class='pagenum'><a name="Page_112" id="Page_112">[112]</a></span> +a better way? How can I save labor? Save time? Save +money?</p> + +<p>The Girl Scout will find the answers one at a time, +if she does her own work. And if you do your own work +you will at once call for a fireless cooker. The name +sounds impossible, for you have always cooked with a +stove, and, of course, a fire. How can you cook without +a fire?</p> + +<p>The women of Norway taught us how. When they +went out to work in the fields or on the farm they took +the hot kettle of soup off the stove and hid it away +in a hay box. The hay kept the heat in the kettle instead +of letting it escape; so the soup kept on cooking, and +when the women came home from their work in the +fields there it was, all steaming hot and ready for dinner.</p> + +<p>Everyone has noticed how some things carry or conduct +heat and other things don't. That's why we use a +"holder," when handling a hot dish or stove lifter or +tea-pot. The "holder" does not carry the heat to the +hand; it keeps it away. So the hay packed around the +hot kettle kept the heat in the kettle, refusing to "conduct" +it away. Therefore the soup went on cooking.</p> + +<p>Your English cousins use a "cosy" to cover the hot +teapot or coffee pot. This "cosy" is made of quilted +cotton; and looks like the quilted hood that your great-grandmother +used to have. This keeps the heat in the +tea or coffee, so that you can have a second cup for the +asking.</p> + +<p>America was slow to learn from her thrifty cousins, +but at last she adopted the fireless cooker; and this is +what it does:</p> + +<p>The fireless cooker, a case packed with some material +which refuses to conduct heat, is used to continue the +cooking of foods after they have been made hot on +the stove. When securely covered in the cooker they<span class='pagenum'><a name="Page_113" id="Page_113">[113]</a></span> +will go on cooking for several hours because the heat is +retained by the protecting case. A Girl Scout may buy +a fireless cooker, paying from $5 to $25 for it, or she +may make one, which will cost less than one dollar. Of +course this is a challenge to make one. You may be +very sure that if you make a fireless cooker you will understand +all about it. To make a fireless cooker you +will need:</p> + +<p>(1) <i>A cooker or container</i>, which should be an agate +pail with a close fitting cover. The sides should be +straight up and down, the bottom just as big as the top. +You can choose a small one holding two quarts, or a gallon +pail which would be large enough for anything an +ordinary family would be likely to cook.</p> + +<p>(2) <i>A case</i>, which must be at least eight inches wider +than your container, for the packing must extend at least +four inches around the pail on every side. You may +use a round case like a big wooden candy pail, which +you can usually get at the ten cent store for ten cents; or +it may be a galvanized iron can with a cover like the one +ordinarily used for garbage; or it may be a box shaped +like a cube.</p> + +<p>(3) For packing you may use crumpled newspapers +tightly packed in; or ground cork, which is used in packing +Malaga grapes, is fine, and you may be able to get +it from a fruit store. Excelsior is good, and perhaps +you will find that in the shed in some packing case; while, +if you live in the country, you may be able to get Spanish +moss. This should be dried, of course. And then there +is hay—which our Norwegian cousins use.</p> + +<p>Let us try paper. Pack the box or can four inches +deep, with crumpled paper, making a very even layer. +Put a piece of pasteboard much larger than the bottom of +your pail upon this layer and set your pail in the middle +of it. Now pack the paper tightly around the pail up<span class='pagenum'><a name="Page_114" id="Page_114">[114]</a></span> +to the very top, using a stick of wood or mallet to press it +down.</p> + +<p>Now you must make a cloth cover for your pail in the +shape of a tall hat. The rim of the hat must reach out +to the edges of your case and be tacked there. Take out +your pail, fit this cloth cover into the hole and tack the +edge evenly to the box.</p> + +<p>You must now make a cushion to fill the rest of the +box, packing it full of the crumpled paper. Make hinges +for the lid of your box and put some sort of fastener +on the front to keep the lid down tight.</p> + +<p>Now you have your fireless cooker. When your oatmeal +or your stew, or your chicken, or your vegetables +have boiled ten or fifteen minutes on the stove in your +agate pail, clap on its cover, set it into the nest, push the +cushion into the top of the cooker, clamp down the lid, +and your work is done, for the cooking will go merrily on +all alone by itself in your fireless cooker.</p> + +<p>While you are making your fireless cooker, remember +that the thermos bottle is made on the same principle. +And remember, too, that your non-conducting packing +material will keep heat out just as well as it keeps heat in. +In the summer time you may wish to keep your ice cream +cold for a while in your fireless cooker. Perhaps you +will see how this might help on a hot summer's day and +what a comfort a fireless cooker might prove in a sick +room.</p> + + +<div class='center'><br /><b>The Ice Chest. How It Is Made</b></div> + +<p>In taking care of food we must be provided with a cool +place, for the storage of milk, butter, cream, and all +cooked food that may spoil. In summer this is especially +important; in an apartment, and in most city houses the +ice chest is needed all the year around; in the country, +it is needed only in the warm months.</p> + +<p>The ice chest is built much as the fireless cooker is<span class='pagenum'><a name="Page_115" id="Page_115">[115]</a></span> +made. Its case is usually made of wood, its packing +material must be non-conducting, and its lining must be +some smooth surface through which water cannot pass. +Some ice chests are lined with zinc and some with porcelain +tiles. In some ice chests, food and ice are kept in +the same box, which usually opens at the top; in other +chests there is a separate chamber for the ice. From the +ice chamber a drain pipe carries away the water which +drips from the melting ice.</p> + +<p>Every ice chest must be kept clean and sweet. It +should be looked over every day and washed carefully +at least once a week. No crumbs of food should be left +on the shelves. If you spill anything, wipe it up <i>clean</i> +at once.</p> + +<p>The drain pipe must be kept clean. A long wire brush +is used for this. If you are buying an ice box, get one +with removable pipes, which are easily cleaned. If there +is any odor from the chest, scald with water and soda, +a teaspoonful of soda to a quart of water. Rinse with +fresh cold water.</p> + +<p>If your ice chest drips into a pan which must be +emptied daily, have a regular time for emptying it. An +overflowing pan in an apartment may damage the ceiling +below. If it drips into a pan which drains itself, be +sure that the drain is kept clean and the entrance to the +pipe unclogged. Clean the drip pan whenever you clean +the ice chest.</p> + +<p>It is a good plan to keep food in closed containers like +fruit jars. Wide dishes take up too much space. Containers +should be tall rather than broad.</p> + +<p>Put no hot dishes in the ice box; it wastes the ice.</p> + + +<div class='center'><br /><b>The Iceless Refrigerator</b></div> + +<p>An "iceless refrigerator" sounds like a "fireless cooker." +This is an arrangement made to keep food cool in the +summer when there is no ice. A wooden cage with<span class='pagenum'><a name="Page_116" id="Page_116">[116]</a></span> +shelves is covered with a cloth cover and placed near a +window or out of doors. If in the house it should stand +in a large pan to prevent the dripping of water on the +shelf or floor.</p> + +<p>A piece of the cloth cover should rest in a pan of +water. If this is not convenient a strip of cloth can be +sewed to the cover endwise and this piece should be +placed in a pan or bowl of water which should be set on +top of the cage. This water will be sucked throughout the +cloth cover of the refrigerator until it is wholly wet. As +the water evaporates from the cover the air inside the +refrigerator is cooled.</p> + +<p>The iceless refrigerator works well on days when +dry air is moving about. It does not do well on damp, +quiet days.</p> + +<p>Another simple refrigerator which does very well for +a little milk or a pat of butter is a clean, earthen flower +pot, turned upside down in a shallow pan of water. This +will keep very cool the food which it covers.</p> + + +<div class='center'><br /><b>The Kitchen Sink</b></div> + +<p>Next to the stove, the sink is the most important piece +of kitchen furniture.</p> + +<p>The best sinks are of enamel or are made of porcelain. +They have a fine wire drainer so that nothing +solid will go into the trap and plug the pipes. The Girl +Scout uses boiling water, and plenty of it, to flush the +sink. She takes pains that no grease gets into the drain +to harden there. When grease is accidentally collected, +soda and hot water will wash it away, but it should never +collect in the pipes.</p> + +<p>The Keeper of the House takes pride in a perfectly +clean sink.</p> + + +<div class='center'><br /><b>Taking Care of the House and the Things in It</b></div> + +<p>Taking care of a house and its furniture means keeping +the house clean, neat, and orderly, and keeping every<span class='pagenum'><a name="Page_117" id="Page_117">[117]</a></span>thing +in good repair. This means a great deal of thought +on the part of the Keeper of the House. For there are +many sorts of work to be done, and there is a right way +of doing every bit of it. By paying attention a Girl +Scout may learn very fast, and become very helpful and +competent.</p> + +<p>First, there's the Dish Washing.</p> + + +<div class='center'><br /><b>Dish Washing</b></div> + +<p>In making ready for dish washing scrape every plate +carefully to remove crumbs that would get into the dish +water. Try using crumpled tissue paper to remove milk, +grease, or crumbs before the dishes are put into the pan. +Save tissue paper, and paper napkins for this.</p> + +<p>Pile in separate piles, all dishes of each sort; wash +first glass, then silver, then cups, saucers, plates, then +the rest; do not put bone, ivory or wooden handles of +knives into the water. Use hot water and soap for dish +washing, then rinse with clean hot water.</p> + +<p>Dish towels should be cleansed after every dish washing; +wash clean in hot soapy water, then rinse all the +soap away in clean water. Cooking utensils should soak +in cold water until time for dish washing, unless they +can be washed as soon as used.</p> + +<p>Use a tray for carrying dishes to the closet or pantry +instead of travelling with a handful back and forth. Strain +the dish water before pouring it down the sink. Be sure +that no greasy water is put into the sink. Let the grease +rise and cool; skim it off and dispose of it after the +dishes are washed.</p> + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="Sink height illustrations"> +<tr><td align='left'><div class="figleft" style="width: 200px;"> +<img src="images/i020a.png" width="200" height="241" alt="RIGHT" title="" /> +<span class="caption">RIGHT</span> +</div> </td><td align='left'><div class="figcenter" style="width: 195px;"> +<img src="images/i020b.png" width="195" height="241" alt="WRONG" title="" /> +<span class="caption">WRONG</span> +</div></td></tr> +</table></div> + +<div class='center'><span class="caption">HEIGHT OF SINK</span></div> + +<div class='center'><br /><b>Taking Care of Rooms</b></div> + +<p>Keeping a house in order means having everything in +its place in every room. It means sweet, fresh air in +every room; it means removal of dust and litter. A good +housekeeper "tidies" her rooms as she goes along, always<span class='pagenum'><a name="Page_118" id="Page_118">[118]</a></span> +picking up anything that is out of place and putting it +where it belongs. But she also has a method in doing +things. Perhaps she sweeps the entire house every day +or every other day, or perhaps she puts one room in +order on one day and another on another and so on. The +important thing is to have a regular plan.</p> + + + +<div class='center'><br /><b>The Living Room</b></div> + +<p>Taking care of a living room means cleaning the floor +and the rugs; dusting the walls, the pictures; cleaning, +dusting, and sometimes polishing the furniture. Open +the windows top and bottom, dust and brush them inside +and out; use a soft brush or a dust mop to take the dust +from the floor. Use a carpet sweeper for the rugs unless +you have electricity and can use a vacuum cleaner; collect +the sweepings and burn them.</p> + +<p>Dampen one quarter of your cheese-cloth duster and +roll it inside the rest of the duster, then wring. This +makes a dampish cloth for dusting the base-boards, window +sills, and other woodwork as well as the furniture.<span class='pagenum'><a name="Page_119" id="Page_119">[119]</a></span> +Where the furniture is highly polished, or would be injured +by water, use oil on the duster instead. Dust after +the dust has settled, not when it has been stirred into the +air. Shake and replace doilies or covers.</p> + +<p>Be sure that the pictures hang straight after dusting +and that every piece of furniture is put in its right place. +See how long it takes to clean the room; then study to +find out how the time can be shortened.</p> + +<p>Do not keep useless furniture nor have too many things +in your room.</p> + +<p><i>The Bathroom</i> and the bath tub require daily cleansing. +In the ordinary family every one who uses the tub +should leave it perfectly clean for the next one who needs +it. All the furnishings of the bathroom should be kept +sweet and clean. Use a flush closet brush daily, scalding +it after using it. And remember that fresh air and sunshine +are cleansing agents. Get them to work for you.</p> + +<p><i>The Bedroom.</i> Your bedroom needs all the fresh air +it can get. The Girl Scout sleeps with her windows +open. As soon as you have dressed in the morning throw +the windows wide open again, if they have been closed. +Open the bed, so that both sheets may be reached by +the fresh air. Shake up your pillows and put them on a +chair near the window. Leave your night clothing spread +or hung where it will be well aired. Let your room have +a fresh air bath!</p> + +<p>You know already how to make a bed. You will remember +that all the bedclothing must be smooth and +even, when the bed is made. You are lucky if you have +a sister to help you make your bed, for this piece of work +is easier for two than for one. You will see that the +mattress is lying straight. Once a week you (the two of +you) will turn the mattress, end over end one week, and +side over side the next week. Then your mattress will +wear evenly, and not have a hollow in the middle where<span class='pagenum'><a name="Page_120" id="Page_120">[120]</a></span> +you sleep all the time. Then you two will lay the mattress +cover straight, and tuck it in firmly, so that you will +have no hard wrinkles to sleep on. The under sheet, +smooth and straight, must be tucked in all around. You +will make the bed as smooth as the table. Now the upper +sheet, which is the hardest thing to manage in bed making, +must be neatly tucked in at the foot. But you must allow +eight inches at the top to be turned over the blankets and +spread. Now the blankets, straight and smooth, and +evenly tucked in at the foot. Then you may choose between +tucking in the sides after folding the top sheet +down over the blankets, and afterwards covering the +whole bed with the spread, letting the sides and ends +hang down; and laying the spread even with the blankets, +tucking in the sides, and turning down the sheet over all. +Try both ways.</p> + +<p>Now, shake and pat the pillows, making them very +smooth and quite square-cornered; then lay them or stand +them neatly at the head of the bed, meeting exactly in +the middle; and your bed is fit for a queen, or a tired +Girl Scout after a tramp!</p> + +<p>With the bed neatly made, everything must be put in +its proper place. The furniture and window sills must +be dusted with a clean cheese-cloth duster; and the bare +floors must be nicely dusted with a dry floor-mop, or +a cloth pinned over a broom. If there are rugs, use +a carpet sweeper, if you have one, or a broom. If you +do any broom sweeping, however, you will do it before +you dust.</p> + +<p>Now a last look to see that the room is tidy, every +chair in place and the shades even at the windows, and +your room is ready for the day. Of course any Girl +Scout who wants a Homemaker's badge will <i>do</i> all these +things;—not guess or suppose how others do them and +how long it takes. That is the honest way to learn. So<span class='pagenum'><a name="Page_121" id="Page_121">[121]</a></span> +find out how long it takes to put your room in order. +There is only one way to find out.</p> + + +<div class='center'><br /><b>Fighting Germs</b></div> + +<p>Keeping clean in these days means keeping free from +troublesome germs as well as visible dirt. Germs thrive +in dampness and darkness. They can be overcome by +sunshine. For thorough cleanness, the house needs fresh +air and sunshine as well as sweeping and dusting. The +Girl Scout must remember to let the fresh air blow +through every room in the house every day. She should +sleep with her windows open. She is fortunate if she +can sleep out of doors.</p> + +<p>Of course she is in honor bound to have no dark, damp, +hidden, dirt-filled corners in any part of her house, not +even in shed or cellar. Let in the light and clean out +the dirt.</p> + + +<div class='center'><br /><b>Fighting the House Fly and Mosquito</b></div> + +<p>House flies carry disease. They breed in filth, human +waste, animal droppings, decayed animal or vegetable +matter, and are so made that they carry filth wherever +they go. Since the fly alights wherever it pleases, it +carries dirt from outside and distributes it wherever it +CHOOSES.</p> + +<p>Clean up all heaps of rubbish where flies may breed. +Keep your garbage pail <i>absolutely clean</i>. Disinfect outdoor +water-closets and cover with gravel or slacked lime. +Get fly traps to set on your porches. Kill all flies that +come into the house, especially the early ones, in the +spring. Keep your windows and doors screened.</p> + +<p>Fight mosquitoes just as you fight flies. Leave no +still water even in an old tin can, for the eggs of mosquitoes +are deposited in still water and hatch there. The +mosquito, like many other insects, has an intermediate +stage between the egg and the grown mosquito. During<span class='pagenum'><a name="Page_122" id="Page_122">[122]</a></span> +this stage it swims about in quiet water. Mosquitoes in +great numbers may be growing in old cans or bottles, rain-filled +and hidden away under the bushes in your yard. +Watch for such breeding places; clean up your yard and +banish the mosquito.</p> + + +<div class='center'><br /><b>Taking Care of Waste</b></div> + +<p>All waste must be carefully disposed of. It should +never accumulate in the kitchen; but the important thing +is to have <i>no real waste</i>. See that everything is put to +the utmost use. If you live in the country, chickens and +pigs will take the parings, the outer leaves of vegetables, +etc., and you can bury or burn waste. If you live in +the city the garbage man will collect all waste.</p> + +<p>The garbage can must be kept thoroughly clean. It +should be rinsed and scalded whenever it is empty, so +that there will be no bad odors about the kitchen. Find +out how garbage is taken care of in your town. How +can you help to keep your neighborhood clean? What +should be done if there is carelessness about garbage?</p> + + +<div class='center'><br /><b>Taking Care of Woolen Things</b></div> + +<p>Housekeepers must fight moths as well as flies. The +clothes moth loves to lay its eggs in wool. It is very +keen in searching out bits of wool and finding a place +for its baby to thrive. Unless you have a care it will +lay its eggs in your best winter dress which you forgot +and left hanging in the hot summer days.</p> + +<p>When the baby worm pokes its head out of the egg, +it begins to feed upon the wool; and when some cold +winter morning you get your dress you will find holes +neatly cut where the little worm has gnawed, and beside +the holes the little woven cradle which the tiny +creature spun for itself, and in which the crawling worm +changed to the flying, silvery moth.</p> + +<p>The housekeeper must therefore, carefully brush and<span class='pagenum'><a name="Page_123" id="Page_123">[123]</a></span> +pack away all woolen things before the moths arrive. +After the garment is cleansed and brushed it may be +folded in newspapers carefully pinned at the ends, so +that no crack is left for the moth to get in it, or it may be +laid in a cedar box; or in any plain box with moth balls +or camphor. Every box should be labelled so that you +know without opening it what is in it.</p> + +<p>Watch edges of carpets and rugs for the carpet beetle +and the "Buffalo bug." The last bothersome creature +may eat your cotton dresses in your closet. All clothing +must have care.</p> + +<p>Make a list of the woolen things that must be taken +care of if the house is closed in summer and what personal +clothing must be packed away for the summer +even if the house is not closed.</p> + + +<div class='center'><br /><b>Storage of Food</b></div> + +<p>Taking care of food so that it will "keep" well is just +as important as the careful buying of food. Much waste, +and therefore loss of money and labor, comes from +carelessness in the storage of food. The bright Girl +Scout will keep her eyes open to see how foods are taken +care of in the house; which foods must be kept in the +cellar; which ones must be stored on the shelves of dry +closets; which ones come in sealed parcels; which in +paper bags; which in boxes; which in barrels. There +must be a place in the house for keeping all these things. +So you need to think which foods <i>must</i> be kept in the +house and which must be bought from day to day. And +in the house which you plan there must be ample space for +closets and shelves, for keeping properly all that must +be stored. No one can say which things must be kept in +the house by every family. If the Girl Scout happens to +live in a crowded city where rents are high, she will have +little storage space, and will not keep so many things on +hand. If she lives in the country, miles from a store, she<span class='pagenum'><a name="Page_124" id="Page_124">[124]</a></span> +must have a "store" of her own. So keep your eyes open, +Girl Scout, and see what is being done in your part of +the world. That is what eyes are made for.</p> + + +<div class='center'><br /><b>Heating the House</b></div> + +<p>A house may be heated by a furnace, by stoves, or +even by open fires in the fireplace, as in old days. Heating +the house makes the chimney necessary. This must +be carefully arranged for in planning your house. Heating +by stoves is the most common arrangement. In the +large city or town, the furnace is used. This is merely +a big stove in the cellar or basement, so planned that its +heat is distributed through the house. By this means +one big stove does the work of many little ones, and +warms the whole house.</p> + +<p>The furnace may use its heat to turn water into hot +steam, which is sent through all the house through the +iron pipes and radiators. Or the water in the boiler +may be made quite hot, though not turned into steam, and +sent through the house in the same way, by means of +pipes. Or hot air from around this big stove or furnace +may be sent through big pipes directly to the various +rooms. This means dust and dirt, and we are learning +to use steam and hot water instead of the hot air system.</p> + +<p>The fireplace is almost a luxury. It is found oftenest +in country houses where wood can easily be got and +stored. The town or city home may have its open fire, +however. Everyone loves an open fire; and when you +plan your own house, you must manage to get one if +you can. The hearth is the heart of the house.</p> + + +<div class='center'><br /><b>Labor Saving</b></div> + +<p>The housekeeper must learn how to do her work in +the least possible time; she must save steps. Look at the +house that you have planned and see whether everything +you need to use is within easy reach. Look carefully at<span class='pagenum'><a name="Page_125" id="Page_125">[125]</a></span> +the closets where you keep things. Are they big enough? +Are they in the right place? Suppose your water comes +from a well which is a long way from the house. What +difference will it make? What would you do about it?</p> + + +<div class='center'><br /><b>The Water Supply</b></div> + +<p>The water supply of every home should be carefully +guarded. If the water is defiled or contaminated by germs +of typhoid fever, diphtheria, or other diseases, whose bacteria +may be carried by water, the disease may be spread +wherever the water is used.</p> + +<p>No earth closets or human or animal waste should be +in the neighborhood of the well. Water should come +from high ground and clean places with no possibility +of gathering infection on the way to the house. Great +pains should be taken to keep drinking water absolutely +clean. All drinking vessels should be washed and scalded +and the rims should never be handled.</p> + +<p>In the country every home has a private water supply +and takes pains to guard it. In the city there is a common +water supply and everyone is responsible for keeping it +pure. Where does the water come from that supplies +your city or town? How is it kept clean? Who takes +care of it?</p> + +<p>Whenever there is any question about the purity of +common drinking water, the table supply should be boiled, +for safety. Boiling will destroy any bacteria that could +produce disease. This boiled water should be used for +rinsing dishes as well as for drinking.</p> + +<p>Girl Scouts will interest themselves in municipal or +neighborhood housekeeping, for that is a responsibility +which all share together.</p> + +<p>Learning to take care of one's own home is a good +beginning, if one is to share in providing good conditions +for the neighborhood.<span class='pagenum'><a name="Page_126" id="Page_126">[126]</a></span></p> + + +<div class='center'><br /><b>Little Things Worth Remembering</b></div> + +<p>The stove should be cleaned with crumpled newspaper +whenever the kitchen is put in order. All ashes should +be neatly brushed off.</p> + +<p>In lifting ashes from the ash pan with a shovel use a +newspaper to cover the pail into which the ashes are +poured, so that the dust will not scatter over the room. +Don't dump them and raise dust; and never put hot ashes +into a wooden box or barrel.</p> + +<p>Watch the floor of closets and see that no dusty corners +are hidden out of sight.</p> + +<p>Air and dry soiled clothing before putting it in the +laundry basket. If damp clothes are hidden away they +will mildew.</p> + +<p>Learn to make out a laundry list and to check it when +the laundry comes home.</p> + +<p>Save the soap chips and use a soap shaker.</p> + +<p>Get all the help you can from older housekeepers in +your neighborhood. Ask them how they do things and +why. Your mother may know something better than anybody +else does.</p> + +<p>The Girl Scout asks questions and learns why things +are done as they are. She may think out a better way +some day, but first she must pay attention to the old +way.</p> + +<p>Sing at your work; it goes better so. Besides, joy +belongs with housekeeping and your song helps to keep +her there. Always sing if the work drags, but let it be +a lively song!</p> + + +<div class='center'><br /><b>Making Things Clean and Keeping Clean</b></div> + +<p>Making things clean is a most important duty of the +Keeper of the House. But don't forget, Girl Scout, that +keeping things clean is a constant duty. You know many +a body who "cleans up" with a lot of stir once in a<span class='pagenum'><a name="Page_127" id="Page_127">[127]</a></span> +while, but who litters and spills and spreads dirt and lets +dust collect in corners all the rest of the time.</p> + +<p>"Keeping clean" is the housekeeper's regular business, +and "cleaning up" never need stir up the whole house.</p> + +<p>For keeping clean, soap and water must always be +had. The soap loves to wrestle with grease. The water +softens and rinses away both dirt and soap. You will +use a scouring soap or powder to clean stained or dirty +metal or glass; and you should cover water-closets and +other out-of-door places for refuse with clean slaked lime +now and then to keep them clean.</p> + + +<div class='center'><br /><b>Ten Ways of Removing Stains</b></div> + +<p>1. When you have <i>raspberry</i> or <i>blueberry</i> or <i>strawberry</i> +stains on your white handkerchief or blouse or +skirt, do not be too much disturbed. Hold the stained +part firmly over an empty bowl, with the spot well in +the centre, and ask some one to pour boiling hot water +over the spot and into the bowl. The stains will disappear +like magic. Then the wet spot may be dried and pressed +with a hot iron, and the damage is repaired.</p> + +<p>2. <i>Peach</i> stains are much harder to remove, but they +should be treated just as the others were treated. Often +several applications of hot water are necessary for these +stubborn stains. But you must not lose patience. And +you must not use soap. The stain will fade out at last +under the hot water.</p> + +<p>3. <i>Ink</i> stains are a great bother, especially to the +school girl who carries a leaky fountain pen. Do not let +them get dry. They will be much harder to remove. +Sometimes cold water, applied immediately, will remove +the ink, if the spot is rinsed carefully. Use the cold +water just as the hot water is used for the peach stain. +If that does not remove it try milk. If the milk fails, +let the spot soak in sour milk. Sometimes it must soak<span class='pagenum'><a name="Page_128" id="Page_128">[128]</a></span> +a day or two; but it will disappear in the end, with rinsing +and a little rubbing.</p> + +<p>4. <i>Ink</i> stains on a carpet are a serious matter. Let +us hope that no Girl Scout will be so unlucky as to upset +an ink bottle on a friend's carpet or rug. If she does, +she should know the best way to set about removing it. +This should be done as quickly as possible before the +ink dries, or "sets." Take cotton, or soft tissue paper or +blotting paper, and absorb all that has not soaked in. You +will see that the "sooner" <i>is</i> the "better" in this case. +Try not to increase the size of the spot, for you must keep +the ink from spreading. Then dip fresh cotton in milk, +and carefully sop the spot. Do not use the cotton when +it is inky; that will smear the carpet and spread the stain. +Use fresh bits of cotton, dipped in clean milk, until the +stain has disappeared. Then rinse with clean water in +the same way, and dry with dry cotton.</p> + +<p>5. The <i>spots</i> made on silk or woolen by <i>acids</i> may be +removed by touching with ammonia or baking soda, dissolved +in a little water. The bright yellow spot on a +black dress will sometimes run away like lightning when +touched by the wet cork of the ammonia bottle.</p> + +<p>6. <i>Egg stains</i> on the napkin, or sometimes, unfortunately, +on a dress front, must be removed before washing. +Use cold water alone. The egg will dissolve and can be +rinsed out. Hot water will cook the egg and it will be +hard to remove.</p> + +<p>7. <i>Liquid shoe blacking</i> is almost worse than ink. It +must be treated in the same way, <i>and at once</i>.</p> + +<p>8. <i>Coffee</i> and <i>tea stains</i> will wash out with either +warm water or soap and water. A black coffee stain on +a fresh tablecloth may be removed like the berry stains, +by the teakettle and bowl method.</p> + +<p>9. <i>Grease spots</i> may be removed from washable +fabrics by soap and water. For silk and woolen, gaso<span class='pagenum'><a name="Page_129" id="Page_129">[129]</a></span>line +should be used. Use gasoline in daytime only, to +avoid lamps or gas in the neighborhood; and <i>never</i> near +a fire. Use carbona instead of gasoline or benzine when +possible, as it cannot burn. Remember that all grease or +sugar spots should be removed before putting a woolen +garment away. Moths always seek them out, and they +will find them if you don't.</p> + +<p>10. <i>Paint</i> can be removed by soaking the spot in turpentine. +This dissolves it, and a bit of rubbing shakes +it out. A brush helps, when the paint spot is on a woolen +garment, after the turpentine has done its work.</p> + +<p><i>Remember</i>: All spots and stains should be removed +before washing the garment.</p> + + +<div class='center'><br /><b>GOOD MANNERS AND SOCIAL FORMS</b></div> + +<p>It is easier to meet people socially if we are <ins title="Transcriber's Note: original reads 'aquainted'">acquainted</ins> +with the simple forms of introductions, meeting and parting, +and so forth. A girl who is entertaining her friends +will be more successful in doing so if she plans ahead +how she can welcome them and has all the necessary +preparations for a substantial good time, at hand. This +planning also makes it possible for her to be less occupied +when the time comes, and to have a good time herself.</p> + +<p>Stand where guests can see you at once when they +enter.</p> + +<p>Always introduce a younger person <i>to</i> an older one, +as "Mrs. Smith, may I present Miss Jones, or Mr. +Brown?" A man is always presented <i>to</i> a woman, or a +girl, as "Miss Brewster, may I present Mr. Duncan?"</p> + +<p>If you have many guests, ask some of your friends to +join you in watching to be sure that no one is left out, +so that the evening may be a success for every one. It +is sometimes difficult for a hostess to do this alone.</p> + +<p>If you ask other girls to help you ask each to do a<span class='pagenum'><a name="Page_130" id="Page_130">[130]</a></span> +definite thing, as to arrange for wraps, sing or play, pay +special attention to some older person, etc. This saves +confusion, as the Pine Tree patrol does in camp.</p> + +<p>A few intimate friends need no plan to make them +have a good time, but with a large number it is usually +better to plan games, music, charades, or some other +form of entertainment.</p> + +<p>When invited to a house at a certain time, be prompt. +Promptness is always a mark of courtesy, as it means +consideration for the time and convenience of others. One +should also watch carefully the time of leaving, and not +stay about unless specially detained.</p> + + +<div class='center'><br /><b>TABLE MANNERS</b></div> + +<p>Accept what is offered or placed before you, with a +quiet "Thank you." If you are asked what you prefer, +it is proper to name it.</p> + +<p>Do not drink while food is in the mouth.</p> + +<p>Take soup quietly from the side of the spoon, dipping +it into the plate <i>from</i> instead of towards you, to avoid +dripping the soup.</p> + +<p>Break bread or roll, and spread with butter only the +piece which you are about to eat.</p> + +<p>Use knife only as a divider, the fork to take food to +the mouth. Where one can dispense with a knife, and +use only the fork to divide food, do so. When not +using either, lay them together across the side of the +plate, not resting on the table cloth.</p> + +<p>A spoon should never be allowed to rest in a tall receptacle +such as a cup or glass, as it is likely to overturn +the receptacle. Place the spoon on plate or saucer.</p> + +<p>At close of meal, fold napkin, that table may be left +in orderly condition. When napkins are to be washed +at once, or when they are paper napkins, they need not +be folded.<span class='pagenum'><a name="Page_131" id="Page_131">[131]</a></span></p> + +<p>Do not begin a course until all are served.</p> + +<p>Sometimes it is better to serve the hostess first, and +sometimes it is the custom to serve the guest first, that is +the guest of honor who sits on the hostess' right. When +the host or hostess does the serving, the guest is served +first.</p> + +<p>Do not be troubled if you use the wrong spoon or fork, +and never call attention to anyone else's doing so. No +matter how you feel, or what the blunder or accident may +be, such as spilling something or dropping a plate, never +show displeasure to either servant or guest. Good <ins title="Transcriber's Note: original reads 'breding'">breeding</ins> +and pleasant atmosphere are essential to all entertainment.</p> + +<p>Good breeding means first of all thoughtfulness of +others, and nothing shows lack of breeding so quickly as +a lack of such politeness to those who happen to be +serving us in hotels, at home, in shops, or when travelling, +or anywhere else.</p> + +<p>When acting as waitress, stand at the left of the person +to be served, so that the portion may be taken with +the right hand.</p> + + +<div class='center'><br /><b>Preparing the Meal</b></div> + +<p>Plan the cooking so that the food that is to be served +may be kept hot; for instance, soup may be kept hot on +the back of the stove or where there is less heat, while the +meat or vegetables are being cooked. Food that is to be +served cold, should be kept in the ice-box or standing in +water until the last moment and served in chilled dishes. +In placing the food on the dishes and platters care should +be taken to make it look attractive.</p> + + +<div class='center'><br /><b>Setting the Table</b></div> + +<p>When setting the table keep in mind how many courses +there will be, and therefore, how many knives, forks, and +spoons are needed. Have everything clean, and lay every<span class='pagenum'><a name="Page_132" id="Page_132">[132]</a></span>thing +straight. Air room well. Wipe table, and if a +tablecloth is used, cover table with a felt silence cloth. +If a tablecloth is used, it should be laid with the fold +in the center of the table. If a centerpiece and doilies +are used, they should be laid at even distances. Clean +white oil cloth and paper napkins make an attractive +looking table. At each cover the knife, edge in, is placed +at the right with the spoon, and the glass is placed at +the right in line with the end of the knife. The fork is +at the left and bread and butter plate and small knife +are at the left opposite the glass. Put the napkin between +the knife and fork.</p> + +<div class="figcenter" style="width: 425px;"> +<img src="images/i021.png" width="425" height="309" alt="Set Table" title="" /> +</div> + +<p>Salt, pepper, water, bread and butter should be on the +table, and if necessary, vinegar, mustard, sugar, pickles, +etc.</p> + +<p>When possible a few flowers add to the appearance of +the table.</p> + +<p>Have as much ready as possible before sitting down +at the table. See at least that (1), glasses are filled; +(2), butter portioned; (3), chairs placed.<span class='pagenum'><a name="Page_133" id="Page_133">[133]</a></span></p> + +<p>Hard and fast rules as to table setting do not exist. +Local customs, the amount of service at hand, and common +sense must govern this. The captain, assisted by +the council, must be the judges.</p> + + +<h3><br />THE GIRL SCOUT COOK</h3> + + +<div class='center'><span class="smcap">By Ula M. Dow, A. M.</span><br /> + +<i>In charge of Division of Food, Simmons College</i></div> + +<p>The Girl Scout who has earned the Cooking Badge +may be a great help at home if she has learned to work +quickly and neatly and may get much amusement both +at home and on camping parties. If the first trial of a +process is not a success, the Scout should have patience +to try again and again until her result is satisfactory. +If she has learned to prepare a few simple dishes well +she should have courage to try unfamiliar recipes which +are found in any good cook book. If she is to be ready +to take responsibility when it is necessary, she should +be able to plan the meals in such a way that nothing is +wasted and that the family is satisfied and well-nourished.</p> + +<p>When working in the kitchen the Scout should wear +a clean, washable dress, or a washable apron which covers +her dress. She should be sure that her hair is tidy, +and she should remember to wash her hands before beginning +work. She should try to use as few dishes as +possible and not to spill or spatter. She should remember +that her cooking is not finished until she has +cleaned up after herself, has washed and put away the +dishes, washed the dish towels and left the kitchen in +order.</p> + +<p><span class="smcap">What to Have for Breakfast</span>—Breakfast is in most +families the simplest meal of the day and the easiest +to prepare. Some people are satisfied with fruit, cereal, +toast or muffins, coffee for the adults, and milk for the<span class='pagenum'><a name="Page_134" id="Page_134">[134]</a></span> +children. Many families, however, like the addition of +a heartier dish, such as boiled or poached eggs, fish hash, +or minced meat on toast. If a hearty dish is served at +breakfast this is a good time to use up such left-overs +as potato, fish, or meat.</p> + +<div class='unindent'><span class="smcap">Simple Breakfast</span><br /> +<span style="margin-left: 1em;">Apple sauce or sliced peaches.</span><br /> +<span style="margin-left: 1em;">Oatmeal or cornmeal mush.</span><br /> +<span style="margin-left: 1em;">Toast or muffins.</span><br /> +<span style="margin-left: 1em;">Coffee (for adults).</span><br /> +<span style="margin-left: 1em;">Milk (for children).</span><br /> +<br /> +<span class="smcap">Hearty Breakfast</span><br /> +<span style="margin-left: 1em;">Apple sauce or sliced peaches.</span><br /> +<span style="margin-left: 1em;">Oatmeal or cornmeal mush.</span><br /> +<span style="margin-left: 1em;">Toast or muffins.</span><br /> +<span style="margin-left: 1em;">Coffee (for adults).</span><br /> +<span style="margin-left: 1em;">Milk (for children).</span><br /> +<span style="margin-left: 1em;">Poached eggs or minced lamb on toast.</span><br /> +</div> + +<p><span class="smcap">Fruit</span>—Raw fruit should be carefully washed and +prepared in such a way that it can be easily eaten. Berries +may be cooked with no other preparation than washing. +Fruits, such as apples and pears, should be washed, +pared, quartered, and cored before cooking. Any fruit +which becomes dark on standing after it is cut may be +kept light colored by dropping the pieces into a pan of +water until they are ready to be cooked. If this is done +most of the water should be drained off before they are +cooked.</p> + +<p>Dried fruits, such as prunes, which have a wrinkled +skin should be soaked for a short time in cold water +before they are washed. Otherwise it is impossible to +get them clean. After washing they should be covered +with cold water and soaked over night, or until they are +plump. They should be put on to cook in the water in +which they are soaked and cooked until tender. Sugar<span class='pagenum'><a name="Page_135" id="Page_135">[135]</a></span> +should then be added if they are not sweet enough.</p> + +<p>The most common method of cooking fresh fruit is +to boil it gently with just enough water to prevent it +from burning. Sugar should be added just before the +cooking is finished, the amount depending on the acidity +of the fruit and the taste of the family.</p> + +<p>In sampling food, the cook should remember that the +rest of the food is to be eaten by other people. She +should never taste from the cooking spoon, but should +transfer her sample to a tasting spoon which is not returned +to the kettle.</p> + +<p><span class="smcap">Cereal</span>—Cereals, such as oatmeal, cornmeal, and +cracked wheat, should be cooked in a double boiler. A +double boiler can be improvised by setting a pail or pan +into a kettle of boiling water. Cereals for breakfast +may be cooked the day before and reheated in the +double boiler, but should not be stirred while reheating. +A tablespoonful or two of cold water on top will prevent +a hard skin from forming while standing. All +prepared cereals are better if cooked for a longer time +than the package directions indicate. It is hardly possible +to cook any grain too long. The fireless cooker is +especially valuable for cooking cereals, but a longer +period of time must be allowed than for cooking in a +double boiler. A home-made fireless cooker, described +in another place, is interesting to make. Ready-to-serve +cereals are very expensive compared with those cooked +at home.</p> + +<p>Cracked wheat, 1/4 cup to 1 cup water; 3-12 hours.</p> + +<p>Rolled oats, 1/2 cup to 1 cup water; 1/2-3 hours</p> + +<p>Cornmeal, 3 tablespoonfuls to 1 cup water; 1-4 hours.</p> + +<p>Use 1/2 teaspoonful of salt to each quart of water. +Have the water boiling rapidly. Add the cereal gradually. +Let the mixture cook directly over the fire 5 minutes. +Place over boiling water or in the fireless cooker to<span class='pagenum'><a name="Page_136" id="Page_136">[136]</a></span> +cook slowly for a long time. Keep covered and do not +stir. The time of cooking given in the table means +that the cereal is eatable after the shorter time mentioned, +but is better if cooked the longer time.</p> + +<p><span class="smcap">Toast</span>—Good toast is worth knowing how to make. +The cook should not be satisfied with toast which is either +white or burned.</p> + +<p>Toast is most easily made from stale bread, which +should be cut in one-third to one-half inch slices. A +single slice of toast may be made by holding it over +the fire on a fork. In camp a forked stick answers +every purpose. The easiest way to make several slices +is to put them in a wire toaster and hold them over hot +coals. Begin carefully and hold the bread some distance +away from the fire, turning it often until it dries. +Then hold it nearer the coals until it a golden brown on +both sides. With a new coal fire or wood fire toast +must be made on a toaster on the top of the stove to +prevent the bread from being smoked. If the top of +the stove is being used for other things, the drying may +be done in the oven.</p> + +<p><span class="smcap">Muffins</span>—Any good cook book has numerous recipes +for muffins, most of which, can be made easily if the +directions are followed exactly.</p> + +<p>Cornmeal Muffins (for four persons):</p> + +<p>Four tablespoonfuls butter or oleomargarine, 3 tablespoonfuls +sugar, 1 egg, 1 cup milk, 1-1/3 cups flour, 2/3 +cup cornmeal, 3 teaspoonfuls baking powder.</p> + +<p>Cream the butter, add the sugar and the egg well +beaten. Sift the baking powder with the flour and cornmeal +and add to the first mixture, alternating with milk. +Bake in buttered muffin pan 25 to 30 minutes. This +mixture makes good corn bread if baked in a shallow +buttered pan.</p> + +<p><span class="smcap">Coffee</span>—If the family drink coffee, they will want<span class='pagenum'><a name="Page_137" id="Page_137">[137]</a></span> +coffee for breakfast no matter what other items of the +menu may be varied. It should be served only to the +grown-up members of the family. Coffee of average +strength is made as follows:</p> + +<p>One-half cup coffee finely ground, 4 cups cold water, +2 eggshells.</p> + +<p>Mix the coffee, the crushed eggshell, and 1/2 cupful +of cold water in a scalded coffee pot. Add the remainder +of the water and allow the mixture to come gradually +to the boiling point. Boil 3 minutes. Draw to the +back of the range and keep hot for 5 minutes. Add +1/8 cupful of cold water and let stand 1 minute to settle. +Strain into a heated coffee pot in which the coffee is +to be served at the table.</p> + +<p>A method for making coffee used by the guides in +the White Mountains is as follows:</p> + +<p>Boil the water in an ordinary pail, remove the pail +from the fire, pour the dry coffee gently on the top of +the water, cover tightly and move it near the fire where +it will keep warm but will not boil again. In about +thirty minutes the coffee will have become moistened +and sunk to the bottom of the pail. If the coffee is slow +in becoming moist, time may be saved by removing the +cover for a moment and pressing gently with a spoon +on the top of the coffee, but the mixture must not be +stirred. It is essential that the water be boiling when +the coffee is added, that the cover be absolutely tight, +and that the coffee be kept hot without boiling. Half +a cup of coffee to four cups of water makes coffee of +average strength.</p> + +<p><span class="smcap">Milk</span>—The little children of the family should have +whole milk at every meal. The older children should +have milk at breakfast and supper time. There is no +food so good for children who want to be well and strong. +A part of the family supply of milk is sometimes skimmed<span class='pagenum'><a name="Page_138" id="Page_138">[138]</a></span> +to give cream for use in coffee and on desserts. The +cream contains most of the fat in the milk, but the +skimmed milk which is left is still a very valuable food, +containing the substances which make muscle and bone, +and every bit of it should be used in the cooking or for +making cottage cheese. The waste of milk is the worst +possible extravagance.</p> + +<p><span class="smcap">Eggs</span>—Eggs may be prepared in countless ways, and +the ambitious cook will find much amusement in trying +some of the suggestions in the cook books. Eggs are +an entirely satisfactory substitute for meat and fish, +and are therefore often served for the main dish at +dinner or supper. Many people like an egg every morning +for breakfast, but this is a rather extravagant +habit. If eggs are served for breakfast they are usually +cooked in the shell, poached or scrambled. The men of +the family sometimes prefer their eggs fried, but this is +not a good method for the children. Only fresh eggs +can be poached successfully, so that this is a good test +for freshness.</p> + +<p><i>Poached Eggs</i>—Oil the skillet and fill it to within a half +inch of the top with water. Break each egg into a saucer +and let the water boil after the egg is placed in it. The +egg is done when the white is jelly-like and a slight film +is formed over the yolk. Remove the egg with a griddle +cake turner to a piece of buttered toast. Sprinkle lightly +with salt. If the eggs are not absolutely fresh, the +white will scatter in the water. If the first egg to be +cooked shows this tendency oiled muffin rings may be +put in the pan to keep the rest of them in shape.</p> + +<p><i>Soft Boiled Eggs</i>—A soft boiled egg has much the +same consistency as a poached egg. It is easier to manage +because the shell is unbroken, but it is harder to get +it of just the right consistency because the contents of +the egg are invisible. Most people are very particular<span class='pagenum'><a name="Page_139" id="Page_139">[139]</a></span> +to have the egg just hard or soft enough to suit them, +and it is necessary for the cook to practice to be sure +of uniform results. Drop the eggs carefully into a kettle +of boiling water, draw the kettle back on the stove so +that the water does not boil again and (for a soft egg) +allow the eggs to remain for five minutes. If the eggs +are very cold they should remain longer.</p> + +<p><span class="smcap">Use of Left-overs for Breakfast</span>—If the family +<ins title="Transcriber's Note: original reads 'like'">likes</ins> a hearty breakfast this is a good meal at which to +use bits of left-over meat which might otherwise be +wasted. Meat may be chopped or ground, reheated in +the gravy which was served with it, and served on toast. +Lamb is especially good minced on toast. To make hash +mix equal quantities of meat and chopped potato and +brown nicely in a greased frying pan. Such mixtures +should be tasted to make sure that they are <ins title="Transcriber's Note: original reads 'salt'">salted</ins> enough. +Some people like a very small amount of onion with any +of these made-over meat dishes.</p> + + +<div class='center'><br /><b>DINNER</b></div> + +<p><span class="smcap">What to Have for Dinner</span>—If all the members of +the family are at home at noontime it is usually more +convenient to have dinner then, but if members of the +family are away or hurried at noontime it may be better +to have dinner at night. Dinner may consist of several +courses, but if the mother or the daughter of the +family prepares the meal, the family is usually perfectly +satisfied with two courses.</p> + +<p>The main course of a simple family dinner consists +of meat, fish, eggs or a cheese dish served with potato, +rice or macaroni, and a vegetable such as string beans, +green peas, carrots, cabbage, tomatoes or corn. If the +family <ins title="Transcriber's Note: original reads 'like'">likes</ins> salad, the vegetables are often served as a +salad. This is a very good way to use up small amounts +of vegetables which are left from the day before. Often<span class='pagenum'><a name="Page_140" id="Page_140">[140]</a></span> +little remainders of two or more vegetables may be very +attractively combined in this way.</p> + +<p>Some families like hot bread at dinner, and hot breads, +such as baking powder biscuit (described under supper), +or corn bread (described under breakfast), are particularly +good with some combinations. Examples are baking +powder biscuit with meat stew or fricasseed chicken and +corn bread with bacon and eggs or ham. If fish is served +in a chowder, buttered and toasted crackers are usually +served. An occasional chowder for dinner is an excellent +way to use up any surplus of skimmed milk which may +be on hand.</p> + +<p>The kind of dessert served at dinner, besides depending +on the taste of the family, depends on the amount +of money which is spent for food and whether there +are young children in the family. Pie and ice cream, +which are favorite desserts in many families, are expensive. +Little children should not have desserts which +contain a good deal of fat, such as pie or doughnuts, or +which are the least <ins title="Transcriber's Note: original reads 'big'">bit</ins> soggy, as some steamed puddings +are inclined to be. The most economical desserts and +those best suited to the children are baked puddings +made with milk and cereal, such as Indian pudding, +rice pudding, and those made with cereal and fruit, +such as Apple Betty or peach tapioca. If there is +skimmed milk on hand the possibility of using it in a +milk pudding should be considered. Chocolate bread +pudding and Apple Betty made a very attractive use +of left-over bread. Dessert should always be chosen +with reference to the heartiness of the first course. A +main dish which is not very filling can be balanced by +a more substantial dessert.</p> + +<div class='unindent'><span class="smcap">Simple Dinners</span>:<br /> + +<span style="margin-left: 2em;">1. Hamburg steak.</span><br /> +<span class='pagenum'><a name="Page_141" id="Page_141">[141]</a></span><span style="margin-left: 4em;">Baked potato.</span><br /> +<span style="margin-left: 4em;">Squash or baked tomatoes.</span><br /> +<span style="margin-left: 4em;">Apple Betty.</span><br /> +<br /> +<span style="margin-left: 2em;">2. Roast chicken or roast lamb with dressing and currant jelly.</span><br /> +<span style="margin-left: 4em;">Mashed potato and gravy.</span><br /> +<span style="margin-left: 4em;">Peas or string beans.</span><br /> +<span style="margin-left: 4em;">Orange jelly and whipped cream.</span><br /> +</div> + +<p><span class="smcap">Meat</span>—The best way to learn about cuts of meat is +to go often to market and talk to the butcher whenever +he has a minute to spare. Some cuts of meat are tough +with coarse fibers and much connective tissue. They +should be ground if, like Hamburg steak, they are to +be cooked by a short process, such as broiling. If not +ground, the tougher meats are usually cooked a long +time with water and made into a stew, a pot roast, a +meat pie, or a meat loaf. These cuts are cheaper, but +require more care in preparation than the more expensive +cuts. Examples are the bottom of the round, the +shin, and the flank of beef. The more expensive cuts, +such as the top of the round, tenderloin and sirloin, are +more tender, more delicately flavored, and are used for +broiling and roasting. Some cuts which seem inexpensive +really cost more than they appear to because they +contain large amounts of bone or waste fat. The difference +between lamb and mutton is a question of the +age at which the animal was slaughtered. Lamb is much +more tender than mutton, is more delicately flavored +and more expensive. There is a similar difference between +chicken and fowl. Fowl is much tougher than +chicken and requires careful and long cooking to make +it tender.</p> + +<p><i>Pan Broiled Hamburg Steak</i>—Hamburg steak may +be bought already ground at the butcher's, or one of +the cheap cuts of beef, such as bottom of the round or +shin, may be bought and ground at home. Many people<span class='pagenum'><a name="Page_142" id="Page_142">[142]</a></span> +like a little salt pork or onion ground with the meat.</p> + +<p>Make the meat into small, flat cakes and cook in a +smoking hot frying pan which has been thoroughly +rubbed over with a piece of fat. When one side is +seared over nicely turn the cakes (a griddle cake turner +or spatula is helpful) and broil on the other side. Place +on a hot platter, sprinkle with salt and pepper, dot +with bits of butter and garnish with a little parsley or +watercress.</p> + +<p>A rump or sirloin steak may be broiled in a hot frying +pan in a similar way. Wipe and trim the steak, place +in a smoking hot frying pan and sear both sides. Reduce +the heat and turn the steak occasionally (about +every 2 minutes) until it is cooked, allowing 8 minutes +for a rare steak, 10 minutes for medium cooked steak, +and 12 minutes for well done steak, for a steak 1 inch +thick. Avoid puncturing the meat with a fork while +cooking.</p> + +<p>Many people prefer to broil a steak on a broiler. This +is practical with gas or electricity or over a wood or +coal fire which is reduced to clear coals without smoke +or flame. It is very difficult indeed to cook Hamburg +steak on a broiler.</p> + +<p>Lamb chops may be broiled in either way.</p> + +<p><i>Roast Leg of Lamb</i>—Wash the leg of lamb, place it +on the rack in a roasting pan and put in a hot oven +with the roaster uncovered. When the roast is well +seared (15 to 30 minutes), draw from the oven, sprinkle +with salt, pour a little water into the pan, and put on +the cover. Finish cooking at a lowered temperature, +allowing 20 or 25 minutes for each pound.</p> + +<p>A dripping pan may be used in place of a roaster, +using a pan of similar size for a cover. A rack may +be improvised from a broiler, a toaster or a cake rack.</p> + +<p>Beef is roasted in the same way, but is usually cooked<span class='pagenum'><a name="Page_143" id="Page_143">[143]</a></span> +for a shorter time (15 to 20 minutes for each pound).</p> + +<div class='unindent'><span class="smcap">Beef Stew</span> (for four):<br /> +<span style="margin-left: 2em;">2<small><sup>1</sup>/<sub>2</sub></small> pounds beef shoulder or shin.</span><br /> +<span style="margin-left: 2em;">2 cups diced potato.</span><br /> +<span style="margin-left: 2em;"><small><sup>1</sup>/<sub>3</sub></small> cup turnip cut in half inch cubes.</span><br /> +<span style="margin-left: 2em;"><small><sup>1</sup>/<sub>3</sub></small> cup carrot cut in half inch cubes.</span><br /> +<span style="margin-left: 2em;"><small><sup>1</sup>/<sub>4</sub></small> onion chopped.</span><br /> +<span style="margin-left: 2em;">2 tablespoons flour.</span><br /> +<span style="margin-left: 2em;">Salt and pepper.</span><br /> +</div> + +<p>Wash the meat, remove from the bone and fat and +cut in 1-1/2 inch cubes. Sprinkle with salt and pepper +and dredge with flour. Sear the pieces of meat in the +frying pan in the fat cooked out from the trimmings +of fat. Put the meat in a kettle, and rinse the frying +pan with boiling water, so that none of the juices will +be lost. Add the bone, cover with boiling water and +boil five minutes. Lower the temperature and cook until +the meat is tender (about three hours). Add the +carrots, turnips, onions, pepper and salt in an hour, and +the potato in 15 minutes before the steak is to be served. +Remove the bone and any large pieces of fat. Stir +two tablespoons of flour to a smooth paste with a little +water and thicken the stew.</p> + +<p>Such a stew may also be made with lamb, mutton, or +veal, using other vegetables as desired. Celery and onion +are better than turnip and carrot with veal.</p> + +<p><span class="smcap">Chicken</span>—If a chicken is purchased at the market +it is usually delivered dressed. This means that the head +has been cut off, the entrails removed, and the coarser +pinfeathers pulled out. Many times, however, it is necessary +to know how to do this oneself.</p> + +<p><i>To Dress and Clean a Chicken</i>—Cut off the head and +draw out the pinfeathers. Remove hair and down by +holding the fowl over a flame (a gas flame, an alcohol +flame, or a piece of paper flaming in the wood or coal<span class='pagenum'><a name="Page_144" id="Page_144">[144]</a></span> +range), constantly changing the position until all parts +of the surface have been exposed to the flame. Cut +off the feet. Wash the fowl thoroughly, using a small +brush, in water to which a little soda has been added. +Rinse and dry. Make a slit down the back of the neck. +Remove the crop and windpipe. Draw down the neck +skin long enough to fasten under the back. Make a +straight cut from 1/2 inch below the tip of the breastbone +to the vent. Cut around the vent. Slip fingers +in carefully around and fully loosen the entrails. Carefully +draw out the entrails. The lungs, lying in the +cavities under the breast, and the kidneys, in the hollow +near the end of the backbone, must be taken out +separately. Remove the oil sack and wash the chicken +by allowing cold water to run through it.</p> + +<p>To clean giblets (the gizzard, the heart, and the liver) +proceed as follows: Separate the gall bladder from +the liver, cutting off any portion of the liver that may +have a greenish tinge. Remove the thin membrane, the +arteries, the veins and the clotted blood around the +heart. Cut the fat and the membranes from the gizzard. +Make a gash through the thickest part of the +gizzard as far as the inner lining, being careful not to +pierce it. Remove the inner sack and discard. Wash +the gizzard carefully and boil in water to use for giblet +sauce.</p> + +<p>If the chicken comes from the market dressed it should +be washed carefully and any pinfeathers removed which +were overlooked by the market man.</p> + +<p><i>To Stuff, Truss and Roast a Chicken</i>—When the +chicken is clean and prepared as directed, fill it with +stuffing (described later), a little in the opening at the +neck, the rest in the body cavity. Sew up the opening +with a few long stitches. Draw the skin of the neck +smoothly down and under the back, press the wings<span class='pagenum'><a name="Page_145" id="Page_145">[145]</a></span> +close against the body and fold the pinions under, so +that they will cross the back and hold down the skin +of the neck. Press the legs close to the body. Thread +the trussing needle with white twine, using it double. +Press the needle through the wing at the middle joint, +pass it through the skin of the neck and back, +and out again at the middle joint of the other wing. +Return the needle through the bend of the leg at the +second joint, through the body, and out at the same +point on the other side; draw the cord tight and tie it +with the end at the wing joint. Thread the needle +again and run it through the legs and body at the thigh +bone and back at the ends of the drumsticks. Draw +the drumstick bones close together, covering the opening +made for drawing the chicken and tie the ends. Have +both knots on the same side of the chicken. When cooked, +cut the cord on the opposite side and draw out by the +knots.</p> + +<p>Lay the stuffed and trussed chicken on its back on +a rack in a roasting pan. Lay a strip of salt pork on +breast. Place in a hot oven until the chicken begins +to brown, then lower the temperature and cook the +chicken until very tender. Baste often with the drippings +in the pan. From 3 to 4 hours will be required +for a five-pound chicken. If a fowl is used it should +be steamed for 3 or 4 hours and then roasted for 1/2 +hour.</p> + +<p><i>Stuffing</i>—For a large chicken mix thoroughly 4 cups +of finely broken stale bread, 1-1/2 teaspoon of salt, 1/8 +teaspoon of pepper, 1 teaspoon of poultry dressing and +4 tablespoons of fat. Pour over the mixture hot milk +or water, stirring lightly until the mixture is moist.</p> + +<p><i>Giblet Gravy</i>—If the chicken was properly roasted +the drippings in the pan should be nicely browned, but +not burned. Make a gravy from these drippings and<span class='pagenum'><a name="Page_146" id="Page_146">[146]</a></span> +the water in which the giblets were boiled. To do this +pour the water into the pan, set the pan over the fire +and stir until the contents of the pan are dissolved. +Thicken with a smooth paste of flour and water, using +two tablespoons of flour for every cup of liquid. Boil +until the flour tastes cooked. Strain. Add the giblets +cut in small pieces.</p> + +<p><span class="smcap">Vegetables</span>—All vegetables should be clean, crisp +and firm when ready for cooking. Vegetables are prepared +and cooked in a variety of ways, but almost all +vegetables should be <ins title="Transcriber's Note: original reads 'carefuly'">carefully</ins> washed as the first +process. It is convenient to keep a small brush for +washing the vegetables, like potatoes, sweet potatoes, +and beets, which must be scrubbed to get them clean. +Vegetables which are to be eaten raw, such as lettuce +and celery, should be washed with special care, wrapped +in a clean, wet cloth and put in the ice box to keep them +crisp.</p> + +<p><i>Baked Potato</i>—Select smooth potatoes of even size. +Scrub them carefully and bake them in a hot oven. The +time required is from 45 to 60 minutes, depending on +the size of the potatoes and the temperature of the oven. +When the potatoes are done, slash each one with a knife +to let the steam escape, and serve immediately.</p> + +<p><i>Mashed Potato</i>—Wash the potatoes, pare, cover with +boiling salted water (1 level teaspoon of salt to a pint +of water), and cook until tender (30 to 45 minutes). +Drain off the water and return to the fire a moment to +dry. Mash the potatoes, add butter, salt, pepper and +hot milk, and beat vigorously until light and creamy. +For three cups of potato use 2 tablespoons of butter +and 4 tablespoons of hot milk. Pile lightly in a hot +dish and serve immediately.</p> + +<p><i>Steamed Squash</i>—Wash and cut in one-inch slices. +Steam until tender, scrape from the shell, mash thor<span class='pagenum'><a name="Page_147" id="Page_147">[147]</a></span>oughly, +season with salt, pepper and butter, and serve.</p> + +<p><i>String Beans</i>—Snap the ends from the beans, remove +any strings, cut into short pieces, wash, cover with boiling +salted water (1 level teaspoon to a pint) and cook +until tender. The time required will vary from one +hour to three hours, depending on the age and kind of +bean. Drain the beans, season with salt and butter, +and serve.</p> + +<p>Canned string beans should be rinsed, reheated in as +little water as possible, drained, and seasoned.</p> + +<p><i>Baked Tomatoes</i>—Select smooth tomatoes of even +size. Wash the tomatoes, cut a thin slice from +the stem end and remove a spoonful of pulp. Sprinkle +with salt, pepper and scraped onion, fill the cavity with +buttered crumbs, place in a pan (preferably one which +can be used as a serving dish at the table), and bake in +a moderate oven until the tomatoes are tender. Serve +in the dish in which they were cooked or remove them +carefully to the platter on which the Hamburg steak +is being served, arranging them in a ring around the +meat.</p> + +<p>The buttered crumbs are prepared by melting a tablespoon +of butter or oleomargarine and stirring in six +tablespoonfuls of dry bread crumbs.</p> + +<p><span class="smcap">Desserts</span>—Most desserts are easy to make if the +directions given in the cook books are followed exactly. +Many people take pride in making delicious cake or +pie, who are careless about making good toast or baking +a potato well.</p> + +<p><i>Apple Betty</i>—Prepare well-sweetened apple sauce +and thin slices of lightly buttered bread cut in small +triangles. Fill a shallow baking dish with alternate +layers of apple sauce and toast, beginning with apple +sauce and ending with toast. Sprinkle lightly with<span class='pagenum'><a name="Page_148" id="Page_148">[148]</a></span> +sugar and cinnamon and heat in the oven. Serve with +cream.</p> + +<p><i>Orange Jelly</i>—Swell 1-1/2 tablespoons of powdered +gelatin in half cupful of cold water. Mix 1 cupful +of orange juice, 1/4 cupful of lemon juice, 1/2 cupful of +sugar and 1-1/4 cupfuls of boiling water. Add the gelatin +and stir carefully until it is dissolved. Strain into +a wet mould and chill until the jelly is firm. Unmould +the jelly and serve with whipped cream or a custard +sauce. To unmould the jelly, run the point of a knife +around the edge of the mould, dip the mould quickly +in warm water, place an inverted serving plate on top +of the mould, turn both over and lift the mould carefully.</p> + + +<div class='center'><br /><b>SUPPER OR LUNCH</b></div> + +<p><span class="smcap">What To Have for Supper.</span>—Supper shows more +variation between families than other meals of the day. +Some men insist upon meat, even though meat is served +for their dinner, but this is rather extravagant unless +there is left-over meat which should be used. Hash and +minced lamb on toast, which were suggested for the +hearty breakfast, would be equally well liked by most +families for supper. Many families prefer for supper +some milk dish such as macaroni and cheese or a cream +soup served with either stewed or fresh fruit or followed +by a fruit or vegetable salad. Hot rolls or baking powder +biscuits are a very attractive substitute for plain bread +if someone has time to make them at the last minute. If +the mother and daughter do all the work of the family, +they usually like to have on hand cookies or cake, which +can be used for supper rather than to have to prepare +some special dessert. Cold meat has the advantage that +it is ready to serve with little preparation, but many +other dishes such as the macaroni and cheese and the +creamed soup, suggested in the menus, may be made<span class='pagenum'><a name="Page_149" id="Page_149">[149]</a></span> +when dinner is being prepared and simply reheated for +supper.</p> + +<p>A hot drink at night usually seems desirable except on +hot days in the summer. If tea is served for adults, the +children should have cocoa or milk.</p> + +<p>If dinner is served at night, luncheon is served in the +middle of the day. The suggestions made in regard to +supper apply equally well to luncheon.</p> + +<p>Little children should have their hearty meal in the +middle of the day and a light meal at night no matter +what arrangement of meals the rest of the family may +have.</p> + + +<div class='center'><span class="smcap">Simple Suppers</span></div> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Simple suppers"> +<tr><td align='left'>1. Macaroni and cheese or cold meat</td></tr> +<tr><td align='left'><span style="margin-left: 1.5em;">Stewed or fresh fruit</span></td></tr> +<tr><td align='left'><span style="margin-left: 1.5em;">Cookies</span></td></tr> +<tr><td align='left'><span style="margin-left: 1.5em;">Bread and butter</span></td></tr> +<tr><td align='left'><span style="margin-left: 1.5em;">Tea (for adults)</span></td></tr> +<tr><td align='left'><span style="margin-left: 1.5em;">Milk or cocoa (for children)</span></td></tr> +<tr><td align='left'><br />2. Cream of potato soup</td></tr> +<tr><td align='left'><span style="margin-left: 1.5em;">Vegetable or fruit salad</span></td></tr> +<tr><td align='left'><span style="margin-left: 1.5em;">Baking powder biscuit</span></td></tr> +<tr><td align='left'><span style="margin-left: 1.5em;">Tea (for adults)</span></td></tr> +<tr><td align='left'><span style="margin-left: 1.5em;">Milk or cocoa (for children).</span></td></tr> +</table></div> +<p><i>Macaroni and Cheese.</i>—For macaroni and cheese the +macaroni must be cooked and white sauce prepared. +Break three-quarters of a cup of macaroni in inch pieces +and cook in two quarts of boiling water to which a tablespoon +of salt has been added. The water must be boiling +rapidly when the macaroni is added and must be kept +boiling constantly. When the macaroni is tender, drain +it in a strainer and run enough cold water through it to +prevent the pieces from sticking together. To prepare +the sauce, melt two tablespoons of butter or oleomargarine +in the top of a double boiler, stir in two tablespoons<span class='pagenum'><a name="Page_150" id="Page_150">[150]</a></span> +of flour and a half teaspoon of salt and pour over the +mixture a cup and a half of cold milk. Cook this mixture +directly over the heat, stirring constantly until it +begins to thicken. Then place the dish over the lower +part of the double boiler, containing boiling water, and +let it continue cooking for fifteen minutes. Put a layer +of the boiled macaroni in a buttered baking dish and +sprinkle with cheese, either grated or cut into small +pieces. Pour on a layer of the sauce. Follow this by +layers of macaroni, cheese and sauce until the dish is +full. Cover with buttered crumbs and bake until the +crumbs are brown. To make the buttered crumbs, melt +one tablespoon of butter or oleomargarine and stir in six +tablespoons of crumbs.</p> + +<p>The macaroni and cheese may be prepared in the morning +if desired and baked at supper time in a moderate +oven. It should be left in the oven long enough to become +thoroughly hot. If there are little children in the +family a dish of creamed macaroni should be made for +them without the cheese.</p> + +<div class='center'><br /><i>Cream of Potato Soup</i>—</div> + + +<div class='poem'> +3 potatoes<br /> +1 quart milk<br /> +2 slices of onion<br /> +3 tablespoons flour<br /> +1<small><sup>1</sup>/<sub>2</sub></small> teaspoons salt<br /> +<small><sup>1</sup>/<sub>4</sub></small> teaspoon celery salt<br /> +<small><sup>1</sup>/<sub>8</sub></small> teaspoon pepper<br /> +2 tbsp. butter or oleomargarine<br /> +</div> + +<p>Cook the potatoes in boiling salted water. When soft +rub through a sieve. Scald the milk with the onion in a +double boiler, remove the onion, unless the family likes it +left in, add the salt, celery salt and pepper. Melt the +butter in a small sauce pan, stir the flour into it and then +add this mixture to the hot milk, stirring briskly. Cook +for ten minutes over boiling water in the double boiler.</p> + +<p>A good creamed soup may be made from almost any +vegetable, substituting vegetable pulp for the potato. +Celery soup and corn soup are very good. With these<span class='pagenum'><a name="Page_151" id="Page_151">[151]</a></span> +and most other vegetables, the celery salt should be +omitted. Onion salt is very useful.</p> + +<p>Creamed soups are very good made from skimmed +milk if there is a supply in the house which should be +used.</p> + +<p><span class="smcap">Salad</span>—The pleasure in a salad is in its crispness, attractiveness +or <ins title="Transcriber's Note: original reads 'arangement'">arrangement</ins>, and pleasant combination of +flavors. A salad may be arranged in a large dish and +served at the table if it is the chief dish of the meal, such +as chicken salad or fish salad, but it is usually arranged +in individual portions and made to look as dainty and +pretty as possible. All fresh vegetables and fruits used +should be crisp and cold and thoroughly washed. Canned +or leftover vegetables or fruit may often be used.</p> + +<p><i>To wash lettuce.</i>—Handle delicately. Remove leaf by +leaf from the stalk, examining for insects. Pass the +leaves backwards and forwards through clean water until +all sand is removed. Fold in a wet cloth and keep in +the ice-box until it is used. The lettuce leaves should be +dried when they are used.</p> + +<p><i>French Dressing.</i>—Mix 3/4 teaspoon of sugar, 1 teaspoon +of salt and 1/2 teaspoon of paprika. Add oil and +vinegar alternately, beating constantly with a fork until +5 tablespoons of vinegar and 10 tablespoons of oil have +been used. A quick way to make French dressing is to +mix all the ingredients in a bottle with a tightly fitting +stopper and shake vigorously until the ingredients are +blended. Some persons prefer less vinegar, and reduce +the amount to 2-1/2 tablespoons vinegar to 10 of oil.</p> + +<p><i>Cooked Salad Dressing.</i>—</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Cooked salad dressing ingredients"> +<tr><td align='left'><small><sup>3</sup>/<sub>4</sub></small> tablespoon sugar</td><td align='left'><small><sup>1</sup>/<sub>4</sub></small> tablespoon flour</td></tr> +<tr><td align='left'><small><sup>1</sup>/<sub>4</sub></small> tablespoon butter </td><td align='left'><small><sup>1</sup>/<sub>8</sub></small> teaspoon mustard</td></tr> +<tr><td align='left'>1 egg yolk</td><td align='left'><small><sup>1</sup>/<sub>4</sub></small> teaspoon salt</td></tr> +<tr><td align='left'><small><sup>1</sup>/<sub>4</sub></small> cup vinegar</td><td align='left'>Dash of red pepper.</td></tr> +</table></div> + + + + + +<p><span class='pagenum'><a name="Page_152" id="Page_152">[152]</a></span>Heat the vinegar in the upper part of double boiler +over direct heat. Sift the flour, mustard, salt and pepper +thoroughly. Pour the boiling vinegar gradually upon the +mixture, stirring constantly. Return to the upper part +of the double boiler and cook over hot water until the +mixture thickens, stirring constantly. Add the butter and +remove from the fire. Chill before using.</p> + +<p><i>Mayonnaise.</i>—</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Mayonnaise ingredients"> +<tr><td align='left'>1 egg yolk</td></tr> +<tr><td align='left'>2 tablespoons lemon juice or 2 tablespoons vinegar</td></tr> +<tr><td align='left'><small><sup>1</sup>/<sub>2</sub></small> teaspoon mustard</td></tr> +<tr><td align='left'><small><sup>2</sup>/<sub>3</sub></small> teaspoon salt</td></tr> +<tr><td align='left'>Dash of cayenne pepper</td></tr> +<tr><td align='left'><small><sup>2</sup>/<sub>3</sub></small> cup of oil (olive oil, cotton seed oil or other edible oil).</td></tr> +</table></div> + +<p>Have the ingredients chilled, Place the mixing bowl +in crushed ice. Mix the egg yolk, mustard, salt and +cayenne pepper. Add a few drops of vinegar or lemon +juice, then a teaspoon of oil, drop by drop, until all the +ingredients are used. Constant beating is necessary +throughout.</p> + +<p><i>Fruit and Vegetable Salads.</i>—Good combinations for +salad are (1) potato and beet, (2) carrot and green peas, +(3) tomato and celery, (4) asparagus and pimento. Combinations +of fruit and vegetables are, (1) apple and +celery, (2) orange and green pepper. Combinations of +different kinds of fruit and nuts or cheese are especially +good. Examples are, (1) pineapple and orange, (2) +white cherries stuffed with nuts, (3) banana rolled in +chopped nuts or (4) half pears (cooked or raw) with a +ball of cream cheese and chopped nuts in the cavity made +by the removal of the core.</p> + +<p>Magazines which devote a page to cooking usually have +in their summer numbers pictures of salads from which +suggestions in regard to arrangement may be taken.<span class='pagenum'><a name="Page_153" id="Page_153">[153]</a></span></p> + +<p><i>Baking Powder Biscuit.</i>—</p> + + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Baking Powder Biscuit ingredients"> +<tr><td align='left'>2 cups flour</td></tr> +<tr><td align='left'>4 teaspoons baking powder</td></tr> +<tr><td align='left'>1 teaspoon salt</td></tr> +<tr><td align='left'>3 tablespoons shortening</td></tr> +<tr><td align='left'>¾ to 1 cup milk or milk and water.</td></tr> +</table></div> + + +<p>Sift the flour, baking powder and salt, twice. Put in +the shortening, then add the milk gradually, mixing with +a knife. The dough should be as soft as can be handled +without sticking. Turn onto a lightly floured board, roll +lightly 3/4 inch thick and cut with a floured cutter. Bake +in a hot oven 12 or 15 minutes.</p> + +<p><i>Tea.</i>—People who like tea have very decided ideas +about how strong is should be and how long it should be +steeped. The following gives tea of moderate strength.</p> + +<p>Scald the teapot and put in 4 teaspoonfuls of tea +leaves. Pour over them four cups of boiling water, cover +and steep 3 minutes. Strain into a teapot and serve at +once.</p> + +<p><i>Cocoa.</i>—The children of the family should never have +tea. On a cold night cocoa is a very pleasant variant +from the usual glass of milk.</p> + +<p>Mix 4 tablespoons of cocoa with 3 tablespoons of sugar +and a little salt. Add 1 cup of boiling water and +cook until the mixture is smooth and glossy. Add a +quart of milk and heat to boiling. This may be done +more safely in a double boiler. Just before serving beat +with an egg beater.</p> + + +<div class='center'><br /><b>General Suggestions</b></div> + +<p>If the Girl Scout who is preparing for her examination +will look back over the menus which have +been suggested, she will notice that milk is emphasized. +It is absolutely essential that the children in the family +shall have milk. If the family do not like milk to drink,<span class='pagenum'><a name="Page_154" id="Page_154">[154]</a></span> +it should be remembered that every bit which is used in +cooking serves the same purpose as if it were taken from +a glass, but little children do not ordinarily get enough +milk unless they drink some. Fruit should be served at +least once a day and better twice, and some vegetable +other than potato should be not only served but eaten +by the family. Children who are not taught to like vegetables +when they are little sometimes never learn to like +them, and it is really important to eat vegetables, not only +because they contain important substances for growth, +but because it is only good manners to learn to like all +the ordinary foods which are served. Anyone who has +cooked knows how discouraging it is to feel that some +member of the family does not like the food. There is +a temptation in the city where fruit, vegetables and milk +are high, to use too much meat and but little of these +foods. It has been suggested recently that in forming +an idea as to whether the money is being spent to the +most advantage, the money spent for fruit and vegetables, +for milk and cheese, and for meat and fish should be +compared. In a well-balanced diet these amounts should +be nearly equal. An increasing number of people are +becoming lacto-vegetarians, which means that they eat no +meat or fish, but balance their absence by using more +milk, eggs and cheese.</p> + +<p>Before starting to prepare a meal the Scout should not +only have her menu in mind, but should have an idea +how long it will take to prepare each dish so that everything +will be ready to serve at the same time with all the +hot dishes very hot and all the cold dishes very cold. If +all the dishes of the meal require about the same length +of time in their preparation the ones should be started +first which can be most easily kept in good condition.</p> + +<p>Enjoyment of a meal depends quite as much on neat +and comfortable service as it does upon good food. The<span class='pagenum'><a name="Page_155" id="Page_155">[155]</a></span> +table cloth, napkins, dishes and silver should be clean +and the dishes should be arranged so that there is as +little danger as possible of accident. This is the reason, +for example, for the rule that a spoon should never be +left in a coffee or tea cup. This arrangement is usually +more comfortable if nothing is placed on the table which +is not going to be actually used at the meal, except that +a few flowers or a little dish of ferns in the center of the +table is very much liked by most people, if there is room +for it. It often happens that the family see more of each +other at meal times than at any other time in the day +and everyone should try to make meal time a pleasant, +restful, good-humored time.</p> + + +<div class='center'><span class="smcap">Household Weights and Measures</span></div> + +<p>The careful housewife soon becomes skilled in weighing +and measuring the various goods she buys and uses. +At the store she is on guard against short measures, and +if she does not market in person, she has machines at +home to test what is delivered. The following table is +given for frequent reference use by the Girl Scout while +earning her badges in Homecraft. She will also find it +useful in learning to judge weights and distances for her +First Class test.</p> + +<div class='center'><span class="smcap">Table of Household Weights and Measures</span><br /> + +(<i>Reprinted by permission of publisher from "Housewifery,"<br /> +by L. Ray Balderston, M. A.</i><br /> +J. B. Lippincott, 1919)</div> + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="measurements"> +<tr><td align='left' colspan='5'><i>Linear Measure:</i></td></tr> +<tr><td align='right'>12</td><td align='left'> inches</td><td align='center'>=</td><td align='right'>1</td><td align='left'> foot</td></tr> +<tr><td align='right'>3</td><td align='left'> feet</td><td align='center'>=</td><td align='right'>1</td><td align='left'> yard</td></tr> +<tr><td align='right'>5½</td><td align='left'> yards</td><td align='center'>=</td><td align='right'>1</td><td align='left'> rod</td></tr> +<tr><td align='right'>320</td><td align='left'> rods</td><td align='center'>=</td><td align='right'>1</td><td align='left'> mile</td></tr> +<tr><td align='right'>1760</td><td align='left'> yards</td><td align='center'>=</td><td align='right'>1</td><td align='left'> mile</td></tr> +<tr><td align='right'>5280</td><td align='left'> feet</td><td align='center'>=</td><td align='right'>1</td><td align='left'> mile</td></tr> +<tr><td align='left'><span class='pagenum'><a name="Page_156" id="Page_156">[156]</a></span></td></tr> +<tr><td align='left' colspan='5'><br /><i>Square Measure:</i></td></tr> +<tr><td align='right'>144</td><td align='left'> square inches</td><td align='center'>=</td><td align='right'>1</td><td align='left'> square foot</td></tr> +<tr><td align='right'>9</td><td align='left'> square feet</td><td align='center'>=</td><td align='right'>1</td><td align='left'> square yard</td></tr> +<tr><td align='right'>30¼</td><td align='left'> square yards</td><td align='center'>=</td><td align='right'>1</td><td align='left'> square rod</td></tr> +<tr><td align='right'>160</td><td align='left'> s quare rods</td><td align='center'>=</td><td align='right'>1</td><td align='left'> acre</td></tr> +<tr><td align='right'>1</td><td align='left'> square mile</td><td align='center'>=</td><td align='right'>1</td><td align='left'> section</td></tr> +<tr><td align='right'>36</td><td align='left'> square miles</td><td align='center'>=</td><td align='right'>1</td><td align='left'> township</td></tr> +<tr><td align='left' colspan='5'><br /><i>Avoirdupois Weight:</i></td></tr> +<tr><td align='right'>27.3</td><td align='left'> grains</td><td align='center'>=</td><td align='right'>1</td><td align='left'> dram</td></tr> +<tr><td align='right'>16</td><td align='left'> drams</td><td align='center'>=</td><td align='right'>1</td><td align='left'> ounce (oz.)</td></tr> +<tr><td align='right'>16</td><td align='left'> ounces</td><td align='center'>=</td><td align='right'>1</td><td align='left'> pound (lb.)</td></tr> +<tr><td align='right'>100</td><td align='left'> pounds</td><td align='center'>=</td><td align='right'>1</td><td align='left'> cwt. (hundredweight)</td></tr> +<tr><td align='right'>2,000</td><td align='left'> pounds</td><td align='center'>=</td><td align='right'>1</td><td align='left'> ton</td></tr> +<tr><td align='left' colspan='5'><br /><i>Liquid Measure:</i></td></tr> +<tr><td align='right'>4</td><td align='left'> gills</td><td align='center'>=</td><td align='right'>1</td><td align='left'> pint</td></tr> +<tr><td align='right'>2</td><td align='left'> pints</td><td align='center'>=</td><td align='right'>1</td><td align='left'> quart</td></tr> +<tr><td align='right'>4</td><td align='left'> quarts</td><td align='center'>=</td><td align='right'>1</td><td align='left'> gallon</td></tr> +<tr><td align='right'>31½</td><td align='left'> gallons</td><td align='center'>=</td><td align='right'>1</td><td align='left'> bbl.</td></tr> +<tr><td align='left' colspan='5'><br /><i>Dry Measure:</i></td></tr> +<tr><td align='right'>2</td><td align='left'> pints</td><td align='center'>=</td><td align='right'>1</td><td align='left'> quart</td></tr> +<tr><td align='right'>8</td><td align='left'> quarts</td><td align='center'>=</td><td align='right'>1</td><td align='left'> peck</td></tr> +<tr><td align='right'>4</td><td align='left'> pecks</td><td align='center'>=</td><td align='right'>1</td><td align='left'> bushel</td></tr> +<tr><td align='right'>105</td><td align='left'> dry quarts</td><td align='center'>=</td><td align='right'>1</td><td align='left'> bbl. (fruit, vegetables, etc.)</td></tr> +<tr><td align='left' colspan='5'><br /><i>Miscellaneous Household Measures:</i></td></tr> +<tr><td align='right'>4</td><td align='left'> saltspoonfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'> teaspoonful</td></tr> +<tr><td align='right'>3</td><td align='left'> teaspoonfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'> tablespoonful</td></tr> +<tr><td align='right'>16</td><td align='left'> tablespoonfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'> cupful</td></tr> +<tr><td align='right'>2</td><td align='left'> gills</td><td align='center'>=</td><td align='right'>1</td><td align='left'> cupful</td></tr> +<tr><td align='right'>2</td><td align='left'> cupfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'> pint</td></tr> +<tr><td align='right'>1</td><td align='left'> cupful</td><td align='center'>=</td><td align='right'>8</td><td align='left'> fluid ounces</td></tr> +<tr><td align='right'>32</td><td align='left'> tablespoonfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'> lb. butter</td></tr> +<tr><td align='right'>2</td><td align='left'> cups of butter</td><td align='center'>=</td><td align='right'>1</td><td align='left'> lb.</td></tr> +<tr><td align='right'>1</td><td align='left'> lb. butter</td><td align='center'>=</td><td align='right'>40</td><td align='left'> butter balls</td></tr> +<tr><td align='right'><span class='pagenum'><a name="Page_157" id="Page_157">[157]</a></span>4</td><td align='left'> cups flour</td><td align='left'>=</td><td align='right'>1</td><td align='left'> lb.</td></tr> +<tr><td align='right'>2</td><td align='left'> cups sugar</td><td align='center'>=</td><td align='right'>1</td><td align='left'> lb.</td></tr> +<tr><td align='right'>5</td><td align='left'> cups coffee</td><td align='center'>=</td><td align='left'>1</td><td align='left'> lb.</td></tr> +</table></div> + + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="More miscellaneous measurements"> +<tr><td align='left'>1 lb. coffee = 40 cups of liquid coffee</td></tr> +<tr><td align='left'>1<small><sup>7</sup>/<sub>8</sub></small> cups rice = 1 lb.</td></tr> +<tr><td align='left'>2<small><sup>2</sup>/<sub>3</sub></small> cups oatmeal = 1 lb.</td></tr> +<tr><td align='left'>2<small><sup>2</sup>/<sub>3</sub></small> cups cornmeal = 1 lb.</td></tr> +<tr><td align='left'>1 cup of liquid to 3 cups of flour = a dough</td></tr> +<tr><td align='left'>1 cup of liquid to 2 cups of flour = a thick batter</td></tr> +<tr><td align='left'>1 cup of liquid to 1 cup of flour = a thin batter</td></tr> +<tr><td align='left'>1 teaspoonful soda to 1 pint sour milk</td></tr> +<tr><td align='left'>1 teaspoonful soda to one cup of molasses</td></tr> +<tr><td align='left'>1 teaspoonful cream of tartar plus ½ teaspoonful soda = 2 teaspoonfuls baking powder</td></tr> +</table></div> + + +<h3><br />2. THE CHILD NURSE</h3> + +<p>There always are and always will be children to be +taken care of. There is no way in which a girl can +help her country better than by fitting herself to undertake +the care of children. A Girl Scout thinks for herself, +and knowing the Health Laws, she knows the important +things to consider in caring for children:</p> + +<div class="blockquot"><p>1. The care necessary for the child's bones.</p> + +<p>2. When it should exercise its muscles.</p> + +<p>3. Its rest.</p> + +<p>4. The air, sun and food and water which it needs.</p> + +<p>5. How to keep it clean.</p></div> + +<p><i>Bones</i>—Great care must be taken in handling a baby. +Its bones are soft and easily injured, and for this reason +a baby should not be handled more than necessary. When +very young its entire spine should be supported, and no +undue pressure made upon the chest, as often happens +if the baby is grasped under the arms. In lifting a young<span class='pagenum'><a name="Page_158" id="Page_158">[158]</a></span> +baby from its bed, the right hand should grasp the +clothing below the feet, and the left hand should be +slipped beneath the infant's body to its head. It is then +raised upon the left arm. An older child should be +lifted by placing the hands under the child's arms, and +never by the wrists. If children are jerked or lifted +by the arms, serious injury may be done to the bones. +The bones, when a child is growing, are partly composed +of soft tissue which is easily destroyed, and further +growth is prevented. Many children are brought to the +hospitals with injuries done to their arms from being +jerked across the street. Do not let a child walk too +soon, especially a heavy child. Bow legs and knock knees +come from standing and walking when the bones are +soft.</p> + +<p><i>Exercise</i>—At least twice a day an infant should be +allowed for fifteen or twenty minutes the free use of +its limbs by permitting it to lie upon a bed in a warm +room, with all clothing except the shirt and diaper removed. +In cold weather leave on the stockings. Later, +when in short clothes, the baby may be put upon a thick +blanket or quilt, laid upon the floor, and be allowed to +tumble at will.</p> + +<p><i>Rest</i>—Healthy children never sleep too much. A new +born baby should sleep nine-tenths of the day. A child +should have a nap during the day until four years old, +and, if possible, until seven or eight years old. It should +go to bed before six. It should have a crib or bed to +itself, placed where it will have fresh air, but protected +from draughts, and its eyes protected from direct rays +of light.</p> + +<p><i>Air and Sun</i>—A little child is in its room so much it +is very important that fresh air and sunlight should be +brought to it there. Rooms may be well aired twice or +three times a day, removing the baby to another room<span class='pagenum'><a name="Page_159" id="Page_159">[159]</a></span> +while the windows are open. The child may be placed +in its crib or carriage before on open window, dressed +as if for the street. After children are three months +old they may be taken out, but the sunny part of the +day should be chosen, between 10 a. m. and 3 p. m. in +cold weather. At night the windows should be partly +opened, but care should be taken that the infant does not +become chilled. Be careful that sheet and blankets do +not get over a baby's head. The clothes may be pinned +to the side of the bed.</p> + +<p><i>Food and Water</i>—Even little babies should be given +water twice a day. The water should be boiled, cooled +and kept covered. It is hardly possible for children or +older persons to drink too much water. During hot +weather a child needs more water than during cold +weather.</p> + +<p>Mother's milk is the only perfect food for an infant +during the first nine or ten months. If it is necessary +to give artificial food from a bottle, the greatest possible +care must be taken. The milk used should be the best +obtainable. To obtain clean milk it is necessary that +everything that touches it be clean, sterilized when possible, +and that the cows, and men who handle the milk +be healthy. In New York City all milk is classified +according to its cleanliness and butter fat content. The +cleanest and richest milk is called "certified milk" and +is sold raw. The other milks are classified according to +cleanliness. Grade A, B and C are all pasteurized. Only +certified and Grade A should be used for infant feeding. +You know that sterile means free from germs or bacteria. +Milk or water may be made comparatively sterile +by boiling. Pasteurized milk is milk which has been +heated to 155° Fahrenheit, kept at that temperature for +thirty minutes and cooled quickly by placing the bottles +in cold running water.<span class='pagenum'><a name="Page_160" id="Page_160">[160]</a></span></p> + +<p>Punctual feeding makes good digestion, and even if +the baby takes an extra nap it is better to wake a healthy +baby to give him his meals at regular hours than to let +his digestion get out of order. Between meals a little +water which has been boiled and cooled and kept covered +will wash out its mouth as well as refresh the child. +The average infant is fed every three hours until it is +five months old. After that it is fed every four hours +until it is fifteen or sixteen months old, when it is shifted +to three meals a day with perhaps a cup of milk in long +intervals. Solid food, such as zwieback and milk or +cereal, is begun at seven months, and by thirteen or fourteen +months the child will be eating cereal, bread, broth, +beef juice, potato, rice, vegetables, etc. Candy is harmful +for children, and even older children should eat candy +only after meals. Raw fruit, except orange juice, is apt +to be upsetting in summer.</p> + +<p>Keep the baby and everything around him clean. The +baby's food is the most important thing to keep clean. +The cleanliness of the bottle, when it is necessary to feed +the baby from one, is very important. Choose a bottle +of fairly heavy glass with rounded bottom and wide +mouth, so that it may be easily cleaned. Short rubber +nipples which clip over the neck of the bottle and which +can be easily turned inside out, should be selected, and +discarded when they become soft, or when the openings +become large enough for the milk to run in a stream +instead of drop by drop. Remove the bottle from the +baby's mouth as soon as empty, rinse at once in cold +water and then fill with a solution of bicarbonate of +soda (baking soda), about one teaspoonful to a pint +of water. Before rinsing wash in hot soapsuds, using +a bottle brush, rinse well in plain water, and boil for +twenty minutes, placing a clean cloth in the bottom of +the basin to protect the bottle from breaking. Before<span class='pagenum'><a name="Page_161" id="Page_161">[161]</a></span> +using new nipples they should be scrubbed inside and +out and boiled for at least five minutes. After using +they should be carefully rinsed in cold water and kept +in a covered glass containing a solution of boric acid +(one teaspoonful dissolved in a pint of boiling water), +and at least once a day be turned inside out and thoroughly +washed with soap and water, then rinsed. Nipples +should be boiled twice a week.</p> + +<p><i>Bath</i>—A baby should have a bath every day, not +sooner than one hour after feeding. The room should +be warm; if possible there should be an open fire in +the room. The temperature of the water for a baby +up to six months old should be 98°. Then it should +gradually decrease, next temperature being 95°, until +at the age of two it should range between 85° to +90°. Before a baby is undressed the person who is +bathing the baby must be sure that everything needed +for the bath and dressing is at hand. The hand basin +or small tub of warm water, a pitcher of hot water +in case it is needed, castile or ivory soap, soft wash +cloths, towels, brush, powder, fresh absorbent cotton, +boric acid solution, and the baby's clothes laid out in +the order in which they will be needed in dressing the +child, the soft flannel bandage, the diapers, the shirt, +flannel petticoat, dress and shawl.</p> + +<p>For some people it is easier to handle a baby when +laid on a bed or table than on one's lap, having under +the child a soft bath towel or canton flannel large enough +to be wrapped around it. Its nose may be cleaned with +a bit of absorbent cotton rolled to a point, using a fresh +piece for each nostril. To bathe the eyes use fresh +pieces of absorbent cotton dipped in boric acid solution. +Wash the baby's face carefully so that the water does +not drip into its ears. Dry the face carefully. Wash +the head gently and thoroughly with soap, being careful<span class='pagenum'><a name="Page_162" id="Page_162">[162]</a></span> +to rinse completely. Soap the baby's body before putting +it into the bath. As a soapy little baby is difficult to hold, +support him firmly all the time he is kicking and splashing, +by placing the arm or hand at the baby's back between +its shoulders. Wash particularly, under the arms, +the creases in the back of the neck, between the legs, +fingers and toes. The bath should be given quickly +and the baby lifted out in the bath towel or flannel, +covered and dried quickly, using a soft towel. Rub +the baby very slightly. All the folds of the skin should +be dried and well powdered: under the arms, behind +the ears, about the neck, legs, etc. Do not put too much +powder on, as it forms a paste. Dress the infant and +lay it on its crib while putting away all the things used +for its bath. It is perfectly proper for a baby to exercise +its lungs by crying, so do not be alarmed, but be +sure that its clothing is comfortable and that the child +is clean. Garments worn at night should always be +different from those worn during the day. The garments +next to the skin should be of wool or part wool, +except the diaper, which should be soft cotton, and +when new, washed several times before using. Wet +diapers should be rinsed in cold water and dried before +using a second time; about every twenty-four hours +diapers should be washed, scalded, rinsed in cold water +and hung in the air to dry.</p> + +<div class='center'><br /><b>Daily Routine—Child Under Two Years of Age</b></div> + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary=""> +<tr><td align='right' valign='top'>6.00 A.M.</td><td align='left'> Feed warm milk.</td></tr> +<tr><td align='right' valign='top'>7.30 A.M.</td><td align='left'> Seat on chair or hold over chamber not more than ten minutes. If the child has no movement of the bowels at this time, try later.</td></tr> +<tr><td align='right' valign='top'>9.00 A.M.</td><td align='left'> Give bath, and immediately after, feed, then put to bed in a well ventilated room, darkened,<span class='pagenum'><a name="Page_163" id="Page_163">[163]</a></span> or out of doors in carriage or crib. Be sure no strong light is in the child's eyes. Child should sleep until one o'clock.</td></tr> +<tr><td align='right' valign='top'>1.00 P.M.</td><td align='left'> Take up, make comfortable, and feed.</td></tr> +<tr><td align='right' valign='top'>2.00 P.M.</td><td align='left'> Take child out of doors again, but do not stay after 3 P.M. in winter time. Later in summer. Stormy days keep in house in crib or carriage, well wrapped up in room with window open.</td></tr> +<tr><td align='right' valign='top'>3 to 5 P.M.</td><td align='left'> Hold child, or let it stay in crib and play or kick.</td></tr> +<tr><td align='right' valign='top'>6.00 P.M.</td><td align='left'> Undress, rub with soft, dry towel, put on nightclothes, feed and put to bed in well ventilated room.</td></tr> +<tr><td align='right' valign='top'>10.00 P.M.</td><td align='left'> A young baby should be fed at this time, dried, and not fed again until 6. A.M.</td></tr> +</table></div> +<p>A baby needs to be kept quiet. Do not make loud +noises near it. Do not play with infant too much. +Leave it to itself to grow. Keep the baby clean, everything +about it tidy. Do not give a child pointed toys +or playthings small enough to go into the infant's mouth. +Tie toys to the crib or carriage so that they do not fall +on the floor.</p> + + +<div class='center'><br /><b>Things to Remember</b></div> + +<p>Emphasize "tidy as you go," sleep, water, bowel movements, +exercise for older children, especially in cold +weather, nothing in mouth, do not use pacifiers, tying +toys to crib or carriage, a baby over two years of age +should not be fed oftener than every four hours.</p> + + +<div class='center'><br /><b>Bowel Movements</b></div> + +<p>At least once a day.</p> + +<p>Should be medium soft, not loose, smooth, and when +on milk diet, light in color.</p> + +<p>If child is constipated, give one teaspoonful of milk +of magnesia clear, at night.<span class='pagenum'><a name="Page_164" id="Page_164">[164]</a></span></p> + +<p>See doctor if child is not well.</p> + + +<div class='center'><br /><b>Feedings</b></div> + +<p>Children from birth to five months should be fed every +three hours.</p> + +<p>Children over one and a half years old need three +meals a day, dinner in the middle of the day.</p> + +<p>Little children need to be kept very quiet. No confusion +or loud noises around them. They will then +grow better and stronger.</p> + + +<div class='center'><br /><b>Colds</b></div> + +<p>Never neglect a cold. Do not "pass it on" to a child +by coughing, sneezing, talking or breathing into its face. +Do not kiss anyone when you have a cold. Never allow +the handkerchief used by a person with a cold to touch +a child. If you must handle a child when you have a +cold, wear a piece of gauze over your mouth and nose, +and be sure to keep your hands clean. Be very careful +with the handkerchiefs used; see that no one touches +or uses them. It is preferable to use gauze or soft +paper for handkerchiefs and burn them. When a child +has a cold put it to bed. Keep quiet as long as there +is any fever. Give a cathartic, such as castor oil, as +soon as cold appears. Reduce the child's diet and give +plenty of drinking water. Consult a doctor. Do not let +the child go out until thoroughly well.</p> + + +<h3><br />3. THE FIRST AIDE IN ACCIDENTS AND +EMERGENCIES</h3> + +<div class='center'><br /><b>General Rules</b></div> + +<p>The sorrow and unhappiness of the world is increased +enormously every year by injury and loss from<span class='pagenum'><a name="Page_165" id="Page_165">[165]</a></span> +accidents, more than half of which might be prevented +if someone had not been careless, or if someone else +had taken a little trouble to correct the results of that +carelessness before they caused an accident.</p> + +<p>It therefore becomes the plain duty of Girl Scouts +not only to be careful but to repair, if possible, the +carelessness of others which may result in accident.</p> + +<p>Let us review briefly some of the many small things +in our daily lives which cause accidents, and therefore +suffering and loss.</p> + +<p>1. <i>Carelessness in the Street.</i> As, for example, taking +chances in getting across in front of a car or automobile; +running from behind a car without looking to +see of some vehicle is coming from another direction; +catching a ride by hanging on to the rear end of cars +or wagons; getting off cars before they stop; getting on +or off cars in the wrong way; being too interested to +watch for open manholes, cellarways, sewers, etc.; reckless +roller skating in the street, throwing things like +banana peels on the street or sidewalk where people +are likely to slip on them; teasing dogs, or trying to +catch strange ones; many dogs resent a stranger petting +them and use their only means of defense—biting. +Other examples will occur to you of carelessness in the +streets which space does not allow us to mention here.</p> + +<p>Wait until the car stops before trying to get off. In +getting off cars you should face in the direction in which +the car is going. A simple rule is to get off by holding +a rod with the left hand and putting the right foot +down first. This brings you facing the front of the +car and prevents your being swept off your feet by +the momentum of the car.</p> + +<p>If you see any refuse in the street which is likely +to cause an accident, either remove it yourself or report +it to the proper authorities to have it removed at once.<span class='pagenum'><a name="Page_166" id="Page_166">[166]</a></span></p> + +<p>2. <i>Carelessness at Home.</i> As for example, starting the +fire with kerosene; leaving gas jets burning where curtains +of clothing may be blown into the flame; leaving +clothing or paper too near a fire; throwing matches you +thought had been put out into paper or other material +which will catch fire easily; leaving oily or greasy rags +where they will easily overheat or take fire spontaneously; +leaving objects on stairs and in hallways which +will cause others to fall; leaving scalding water where a +child may fall into it or pull it down, spilling the scalding +water over himself; leaving rags or linoleum with upturned +edges for someone to fall over; and innumerable +other careless things which will occur to you.</p> + +<p>3. <i>Disobedience</i>, playing with matches; building fires +in improper places; playing with guns; trying the "medicines" +in the closet; throwing stones; playing with the +electric wires or lights; playing around railroad tracks +and bridges: We could multiply the accidents from disobedience +indefinitely. Remember, a caution given you +not to do something means there is danger in doing +it, which may bring much sorrow and suffering to yourself +and others.</p> + +<p>It is a very old saying that "An ounce of prevention +is worth a pound of cure," but it is as true today +as it was hundreds of years ago.</p> + + +<div class='center'><br /><b>After the Accident</b></div> + +<p>When the time for prevention is past, and the accident +has happened, then you want to know what is +the best thing to do, and how best to do it in order to +give the most help and relief immediately, before expert +help can arrive, and to have the victim in the best +condition possible for the doctor when he comes, in +order that he may not have to undo whatever has been +done before he can begin to give the patient relief from +his suffering.<span class='pagenum'><a name="Page_167" id="Page_167">[167]</a></span></p> + +<p>1. Keep cool. The only way to do this effectually +is to learn beforehand what to do and how to do it. +Then you are not frightened and can do readily and +with coolness whatever is necessary to be done.</p> + +<p>2. Send at once for a doctor, if you have a messenger, +in all except the minor accidents. This book will +help you learn to judge of whether a doctor will be +necessary. If in doubt send for a doctor anyway.</p> + +<p>3. Prevent panic and keep the crowd, if there is +one, at a distance. The patient needs fresh air to breathe, +and space around him.</p> + +<p>4. Loosen the clothing, especially any band around +the neck, tight corsets or anything else that may interfere +with breathing.</p> + +<p>5. <i>Keep the patient flat on his back</i> if the accident +is at all serious, with the head slightly down if his face +is pale and he is faint, or slightly raised if his face is +flushed and he is breathing heavily, as though snoring.</p> + +<p>6. <i>If there is vomiting</i>, turn the head to one side in +order that the vomited material may easily run out of +the mouth and not be drawn into the windpipe and produce +choking to add to the difficulties already present.</p> + +<p>7. <i>Remove clothing</i>, if necessary, gently and in such +manner as to give the patient the least amount of suffering. +Move any injured part as little as possible. At +the same time, as a secondary consideration, injure the +clothing as little as possible. If, as often, it becomes +necessary to cut off the clothing, it may be possible to +rip up a seam quickly instead of cutting the cloth, but +saving the clothing is always secondary to the welfare +of the patient. Little or no consideration should be +shown for clothing where it is necessary to keep the +patient motionless, or where quick action is needed.</p> + +<p>8. <i>Transportation.</i> There are three methods for<span class='pagenum'><a name="Page_168" id="Page_168">[168]</a></span> +emergency transportation of accident victims which can +be used according to the degree of the injury:</p> + +<p>(a) <i>Fireman's Lift.</i> If it is necessary for one person +to carry a patient, it is easily possible to lift and +carry quite a weight in the following manner:</p> + +<p>First, turn the patient on his face, then step astride +his body, facing toward his head, and, with hands under +his armpits, lift him to his knees, then clasp your +hands over the patient's abdomen and lift him to his +feet; then draw his left arm around your neck and +hold it against the left side of your chest, the patient's +left side resting against your body, and supporting him +with your right arm about the waist. Then drop the +patient's left hand and grasp his right wrist with your +left hand and draw the right arm over your head and +down upon your left chest; then stooping, clasp his +right thigh with your right arm passed between the +legs (or around both legs) and with a quick heave lift +the patient to your shoulders and seize his right wrist +with your right hand, and lastly, grasp the patient's +left hand with your left hand to steady him against your +body. (Work this out with a companion as you read it.)</p> + +<p>(b) A seat made of four arms and hands (which +you have no doubt used in your play), may be used for +the lesser injuries. If the patient can, he supports himself +by putting his arms around the necks of his carriers, +each of whom in the meantime grasps one of his own +wrists and one of his partner's. This makes a comfortable +seat for carrying. If the patient needs supporting, +a back may be improvised by each carrier grasping the +other's arm below the shoulder to form the back and their +other hands clasped to form the seat. A better seat may +be made with three hands clasping the wrists, while the +fourth arm is used as a back, by one clasping the other's +arm below the shoulder. This does not provide a very<span class='pagenum'><a name="Page_169" id="Page_169">[169]</a></span> +secure back, however, as it is not easy to hold the arm +against much of a weight from the patient's body.</p> + +<p>(c) <i>Improvised Stretcher.</i> When the patient shows +any sign of shock, is unconscious, has a serious fracture +of some bone or bones, has a serious injury to any +part of the body, or is bleeding excessively, he must be +carried lying down. It may be that there will be no +regular stretcher at hand. In that case one must be +improvised. A serviceable one can be made from ordinary +grain or flour bags by cutting the two corners at +the bottom and running two poles inside the mouth of +the bags and through the holes.</p> + +<p>A workable stretcher can be made from coats by turning +the sleeves inside out, passing the poles through the +sleeves and buttoning the coat over the poles. This brings +the turned sleeves on the inside. A five-bar gate or a door, +if it can be gotten without delay, also make satisfactory +emergency stretchers.</p> + +<p>A stretcher may also be made out of dress skirts, +with or without poles. Put the skirts together, bottoms +slipped past each other, and slip the poles through, as +with the bags. If no poles are available, roll the edges +of the skirts over several times to form a firm edge, +and carry with two or four bearers, as the size and +weight of the patient make necessary.</p> + + +<div class='center'><br /><b>Minor Injuries and Emergencies</b></div> + +<p>Minor injuries may or may not need the aid of a +doctor, and you must learn to use judgment as to the +necessity of sending for one. We will consider these +minor injuries in groups to remember them more easily.</p> + +<div class='center'><br /><b>1.</b> (a) BRUISES; (b) STRAINS; (c) SPRAINS</div> + +<p>(a) A <i>Bruise</i> is produced by a blow which does not +break the skin, but does break the delicate walls of the +capillaries and smaller veins, thus permitting the blood<span class='pagenum'><a name="Page_170" id="Page_170">[170]</a></span> +to flow into the surrounding tissues, producing the discoloration +known as "black and blue."</p> + +<p>(b) <i>A Strain</i> is produced by the overstretching of +muscles or ligaments, or both, but not tearing them. It +may or may not be accompanied by breaking of capillary +walls with discoloration. Any muscle or ligament may be +strained.</p> + +<p>(c) <i>A Sprain</i> is produced by the overstretching of +the muscles or ligaments or both about a <i>joint</i>. There +may also be some tearing of the fibres or tearing loose +from their attachments. This always breaks capillaries +or small veins, making the surface black and blue. This +discoloration usually appears some time after the accident, +because the broken blood vessels are far below +the surface.</p> + +<p><i>Treatment</i>—For bruises and strains it is seldom necessary +to call a doctor. Apply cold, either by wringing +cloths out of cold water and applying, or by holding the +injured part under the cold water tap. Do this at +intervals of several hours, until the pain is lessened. +The cold may be alternated with hot water which must, +however, be quite hot, just enough not to burn, as lukewarm +water is almost useless. Some patients will prefer +to use only hot water. The water followed by applications +of tincture of arnica, witch hazel, or alcohol and water, +half and half, and bandaging will be sufficient.</p> + +<p>If, however, there has been no black and blue at first, +as in a bruise, but it begins to show later, and the pain +continues severe, and there is a good deal of swelling, +then you should send for a doctor, as more than first +aid is needed.</p> + +<p>In case of <i>sprain</i>, send for a doctor, and in the meantime +elevate the joint and apply hot or cold water, or +alternate hot and cold, as patient prefers. This will +give relief by contracting the blood vessels.<span class='pagenum'><a name="Page_171" id="Page_171">[171]</a></span></p> + + +<div class='center'><br /><b>2.</b> (a) BURNS; (b) SCALDS; (c) SUNBURN; +(d) FROSTBITE</div> + +<p>(a) <i>Burns</i> are produced by dry heat, as a fire, acids, +alkalis, etc., and may be of all degrees, from a superficial +reddening of the skin to a burning of the tissues +to the bone.</p> + +<p>(b) <i>Scalds</i> are produced by moist heat, and may be +of the same degrees as those produced by dry heat.</p> + +<p>(c) <i>Sunburn</i> is produced by the sun, and is usually +superficial, but may be quite severe.</p> + +<p>(d) <i>Frostbite</i> is produced by freezing the tissues and +is usually not dangerous. The more severe types will be +treated later under Freezing.</p> + + +<p><i>Treatment</i>—(a) <i>Burns</i>; (b) <i>Scalds</i></p> + +<p>1. Except in the minor burns and scalds, send for +the doctor at once.</p> + +<p>2. The first thing to do is allay pain by protecting +the injured part from the air.</p> + +<p>3. For a burn produced by fire, cover with a paste +made of baking soda and water, or smear with grease—as +lard, carron oil (mixture of linseed oil and lime +water—half and half) or vaseline or calendula cerate. +Cover with a piece of clean cloth or absorbent gauze and +bandage loosely or tie in place. Gauze prepared with +picric acid, if at hand, is a most satisfactory dressing. It +can be purchased and kept on hand for emergencies.</p> + +<p>4. In burns from alkalis or acids, wash off as quickly +as possible and neutralize (make inactive the acids with +baking soda, weak ammonia or soapsuds; the alkalis +with vinegar or lemon juice). Afterward treat like other +burns.</p> + +<p>(c) <i>Sunburn</i> is an inflammation of the skin produced +by the action of the sun's rays and may be prevented<span class='pagenum'><a name="Page_172" id="Page_172">[172]</a></span> +by gradually accustoming the skin to exposure to the +sun. It is treated as are other minor burns.</p> + +<p>(d) <i>Frostbite</i>—<i>Prevention</i>—1. Wear sufficient clothing +in cold weather and keep exposed parts, such as +ears and fingers, covered.</p> + +<p>2. Rub vigorously any part that has become cold. +This brings the warm blood to the surface and prevents +chilling.</p> + +<p>3. Keep in action when exposed to the cold for any +length of time. The signs of danger are sudden lack +of feeling in an exposed part, and a noticeably white +area. Chilblain is an example of frostbite.</p> + +<p><i>Treatment</i>—The circulation of the blood through the +frozen part must be restored gradually. This must be +done by rubbing the part first with cold water, which +will be slightly warmer than the frozen part, and +<i>gradually</i> warming the water until the circulation and +warmth is fully restored. Then treat as a minor burn. +If heat is applied suddenly it causes death of frozen parts.</p> + + +<div class='center'><br /><b>3.</b> SPLINTERS, SMALL CUTS, SCRATCHES +AND PIN PRICKS</div> + +<p>None of these injuries will usually require a doctor +if properly treated in the beginning. The bleeding from +any of them is not sufficient to be dangerous. But +whenever there is a break in the skin or mucous membrane +there is danger of infection by germs, and this is +what makes the first aid treatment in these cases so +important. A tiny scratch is sometimes converted into +a bad case of blood poisoning by not being properly +treated at first.</p> + +<p>Splinters should be removed by using a needle (not +a pin) which has been sterilized by passing it through +a flame (the flame of a match will do if nothing better<span class='pagenum'><a name="Page_173" id="Page_173">[173]</a></span> +is at hand). After the splinter is out, the wound is +treated like a cut or scratch.</p> + +<p>The germs which produce poisoning do not float +in the air, but may be conveyed by any thing which is +not sterile, as, for instance, the splinter or the instrument +that did the cutting, scratching or pricking. They +may be carried to the scratch by our hands, by water, +or cloth used for dressings.</p> + +<p><i>Treatment</i>—Wash your own hands thoroughly with +soap and water, using a nail brush. Clean the injured +part well with disinfectant, as, for instance, alcohol and +water, half and half, or peroxide of hydrogen—paint +the spot with iodine, and cover with sterile gauze (if +this is not to be had, use a piece of clean cloth that +has been recently ironed), and bandage in place. If +the bleeding is severe, a little pressure with the bandage +over the dressing will stop it. Use the same precautions +if the wound has to be re-dressed.</p> + + +<div class='center'><br /><b>4.</b> STINGS AND BITES OF INSECTS</div> + +<p>The poison injected by the sting or bite of an insect +is usually acid, and the part should be washed at once +with a solution of ammonia or soda (washing soda) to +neutralize the poison. Then apply a paste of soda bicarbonate +(baking soda) or wet salt and bandage in +place. If the sting is left in the wound it must be pulled +out before beginning treatment.</p> + + +<div class='center'><br /><b>5.</b> FOREIGN BODIES IN THE (a) EYE (Cinder) +(b) EAR (Insect), (c) NOSE (Button)</div> + +<p>(a) <i>Eye</i>—If a cinder, eyelash, or any tiny speck gets +into the eye it causes acute pain, and in a few minutes +considerable redness.</p> + +<p><i>Treatment</i>—Do not rub the eye, as this may press +the object into the tender cornea so that it can be removed +only with difficulty and by a physician. First<span class='pagenum'><a name="Page_174" id="Page_174">[174]</a></span> +close the eye gently, pull the eyelid free of the ball, +and the tears may wash out the speck. If this is not +successful, close the eye, hold the lid free, and blow +the nose hard. You may then be able to see the speck +and remove it with a bit of clean cotton or the corner +of a clean handkerchief. If the object is lodged under +the lid, and the foregoing efforts do not dislodge it, +proceed to turn the lid up as follows:</p> + +<p>Ask the patient to look at the floor, keeping the +eyeball as stationary as possible. Take a clean wooden +toothpick or slender pencil, wrapped with cotton, +place on the upper lid about one-fourth of an inch +from the edge, grasp the eyelashes with the other hand, +give a slight push downward toward the cheek with the +toothpick, a slight pull upward on the lashes and turn +the lid over the toothpick. Remove the speck and slip +the lid back in position. Wash the eye with boric acid +solution.</p> + +<p>If you are still unable to dislodge the body, discontinue +any further efforts, apply a cloth wet in cold boric +acid solution and send for the doctor. Anything done +to the eyes must be done with the greatest gentleness.</p> + +<p>If an acid has entered the eye, neutralize it with a +weak solution of soda bicarbonate in water. If an alkali +(lime) is the offending substance, neutralize by a weak +vinegar solution. Follow in each case with a wash of +boric acid solution.</p> + +<p>(b) <i>Ear</i> (Insect); (c) <i>Button in Nose</i>—Foreign +bodies in the ear and nose are not very common.</p> + +<p>But sometimes a child slips a button or other small +object into these cavities, or an insect may crawl in. +Drop in a few drops of sweet oil and if the object +comes out easily, well and good. If not, do not keep +on trying to extract it, for fear of greater injury. Send +for the doctor.<span class='pagenum'><a name="Page_175" id="Page_175">[175]</a></span></p> + + +<div class='center'><br /><b>6.</b> IVY AND OAK POISONING</div> + +<p>There is a poison ivy (or poison oak) which is +very poisonous to some people, and more or less so to +all people. The poison ivy has a leaf similar to the +harmless woodbine, but the leaves are grouped in threes +instead of fives. The poison given off by these plants +produces a severe inflammation of the skin. In the +early stages it may be spread from one part of the body +to another by scratching.</p> + +<p><i>Treatment</i>—Wash the irritated surface gently with +soap and water, and then apply a paste of soda bicarbonate +or cover quickly with carbolated vaseline. Another +remedy is fluid extract <i>grindelia robusta</i>, one +dram to four ounces of water. Sugar of lead and alcohol +have also been found useful. For severe cases consult +a doctor, especially if the face or neck or hands +are affected.</p> + +<div class='center'><br /><b>7.</b> (a) FAINTING; (b) HEAT EXHAUSTION</div> + +<p>(a) <i>Fainting</i> is caused by lack of blood in the brain, +and usually occurs in overheated, crowded places, from +fright or from overfatigue.</p> + +<p><i>Symptoms</i>—1. The patient is very pale and partially +or completely unconscious.</p> + +<p>2. The pulse is weak and rapid.</p> + +<p>3. The pupils of the eyes are normal.</p> + +<p><i>Treatment</i>—1. If possible put the patient flat on his +back, with the head slightly lower than the rest of the +body.</p> + +<p>2. If there is not room to do this, bend the patient +over with his head between the knees until sufficient +blood has returned to the brain to restore consciousness.</p> + +<p>3. Then get the patient into the fresh air as soon as +possible.</p> + +<p>4. Keep the crowd back.<span class='pagenum'><a name="Page_176" id="Page_176">[176]</a></span></p> + +<p>5. Loosen the clothing about the neck.</p> + +<p>6. Apply smelling salts to the nose.</p> + +<p>7. When the patient has recovered sufficiently to +swallow, give him a glass of cold water, with one-half +teaspoonful of aromatic spirits of ammonia if necessary.</p> + +<p>(b) <i>Heat Exhaustion</i> is exhaustion or collapse due +to overheating where there is not sufficient evaporation +from the surface of the body to keep the temperature +normal.</p> + +<p><i>Symptoms</i>—1. The patient is usually very weak.</p> + +<p>2. The face is pale and covered with a clammy sweat.</p> + +<p>3. The pulse is weak and rapid.</p> + +<p>4. The patient is usually not unconscious.</p> + +<p><i>Treatment</i>—1. Remove the patient to a cool place and +have him lie down.</p> + +<p>2. Loosen the clothing.</p> + +<p>3. Give him a cold drink to sip.</p> + +<p>4. Put cold cloths on his head.</p> + +<p>5. Send for the doctor.</p> + +<p>6. If necessary, give stimulant as in fainting.</p> + + +<div class='center'><br /><b>8.</b> (a) CHOKING: (b) HICCOUGH</div> + +<p>(a) <i>Choking</i>—Choking is produced by something +lodged in the throat, does not require artificial respiration, +but a smart slap on the back to aid in dislodging +whatever is blocking the air passage. It may be necessary +to have the patient upside down, head lower than +feet, to aid in getting out the foreign body. This is a +comparatively simple matter with a child, but is not +so easy with an adult. When the object is not too +far down the throat it may be necessary for someone +to use his fingers to pull out the offending substance to +keep the patient alive until the doctor can arrive. In +this case wedge the teeth apart with something to prevent +biting before trying to grasp the object.</p> + +<p>(b) <i>Hiccough</i>—This is usually due to indigestion or<span class='pagenum'><a name="Page_177" id="Page_177">[177]</a></span> +overloading of the stomach. Holding the breath for +one-half minute will usually cure it, as it holds quiet +the diaphragm (the large muscular and fibrous partition +between the chest and abdomen), and overcomes +its involuntary contractions which are causing the hiccoughs. +A scare has the same effect sometimes. If +the hiccoughs still continue troublesome after these simple +remedies try to cause vomiting by drinking lukewarm +water, which will get rid of the offending material +causing the hiccough, and relieve the distress.</p> + + +<div class='center'><br /><b>9.</b> NOSE BLEED</div> + +<p>The ordinary nose bleed will soon stop from the +normal clotting of the blood and does not require treatment.</p> + +<p>(a) Keep head elevated, with patient sitting up if +possible. Do not blow the nose, as this will dislodge +any clot which may have formed, and the bleeding will +begin again. Any tight collar around the neck should +be loosened.</p> + +<p>(b) If the bleeding seems excessive, apply cloths +wrung out of ice water to the back of the neck and over +the nose.</p> + +<p>(<ins title="Transcriber's Note: original reads 'e'">c</ins>) If the bleeding still continues and is abundant, +pack the nostril with a cotton or gauze plug. Pack +tightly (with a blunt end of a pencil if nothing else is +at hand) <i>and send for the doctor at once</i>.</p> + + +<div class='center'><br /><b>Major Injuries and Emergencies</b></div> + + +<div class='center'><br />1. (a) DISLOCATIONS; (b) FRACTURES</div> + +<p>(a) <i>Dislocations</i>—In a dislocation the head of a bone +is pushed or pulled out of its socket. A person may +be falling and in trying to save himself catch hold of +something in such a way that he feels a sharp, sudden, +severe pain, and may even feel the head of the bone +slip out at the shoulder or elbow.<span class='pagenum'><a name="Page_178" id="Page_178">[178]</a></span></p> + +<p><i>Symptoms</i>—1. When you looked at the injured part it +does not look like the other side.</p> + +<p>2. If you attempt to move it you find it will no longer +move as a joint does, but is stiff.</p> + +<p>3. There is great pain and rapid swelling usually.</p> + +<p>4. There may or may not be black and blue spots +around the joint.</p> + +<p><i>Treatment</i>—Send for a doctor at once. While waiting +for the doctor, place the patient in the easiest position +possible, and apply hot or cold cloths, frequently +changed, to the injured part.</p> + +<p>In dislocation of the jaw it may be necessary for someone +to try to replace it before the doctor arrives. The +mouth is open and the jaw fixed. The patient may even +tell you he has felt the jaw slip out of its socket. Wrap +your thumbs in cloth to prevent biting when the jaw +snaps back in place. Place the thumbs on the tops of the +lower teeth on each side, with the fingers outside, and +push firmly down until the head of the bone can slip +over the edge of the socket into place. As you feel the +bone slipping into place, slide your thumbs out to the inner +side of the cheek to prevent biting when the jaws snap +together with the reducing of the dislocation.</p> + +<p>(b) <i>Fractures</i>—<i>Broken bones</i>—There are two classes +of fractures:</p> + +<p>1. <i>Simple</i>—In a simple fracture the bone is broken, +but the skin is not broken; that is, there is no outward +wound.</p> + +<p>2. <i>Compound</i>—In a <i>compound</i> fracture not only is the +bone broken, but the jagged ends pierce through the skin +and form an open wound. This makes it more dangerous +as the possibility of infection by germs at the time +of the accident, or afterward, is added to the difficulty of +the fracture.<span class='pagenum'><a name="Page_179" id="Page_179">[179]</a></span></p> + +<p><i>Symptoms</i>—As in dislocation, you should be familiar +with the main symptoms of a broken bone.</p> + +<p>1. When you look at the injured part it may or may +not look like its mate on the other side. In the more +severe fractures it usually does not.</p> + +<p>2. When you try to move it you find more motion +than there should be, if the bone has broken clear through; +that is, there will seem to be a joint where no joint +should be.</p> + +<p>3. The least movement causes great pain.</p> + +<p>4. The swelling is usually rapid.</p> + +<p>5. The discoloration (black and blue) appears later; +not at once, unless there is also a superficial bruise.</p> + +<p>6. The patient is unable to move the injured part.</p> + +<p>7. You may hear the grate of the ends of the bone +when the part is moved, but you should not move the +injured bone enough to hear this, especially if the limb +is nearly straight; the detection of this sound should +be left for the doctor.</p> + +<p><i>Treatment</i>—Send for a doctor at once, and if it will +be possible for him to arrive soon, make the patient as +comfortable as possible and wait for him. However, +if it will be some time before the doctor can arrive you +should try to give such aid as will do no harm and will +help the sufferer.</p> + +<p>You must handle the part injured and the patient +with the utmost gentleness to avoid making a simple +fracture into a compound one, or doing other injury, +and also to give him as little additional suffering as +possible. You will need to get the clothing off the part +to be sure of what you are doing. Rip the clothing in +a seam if possible when the fracture is in an arm or +leg, but if this cannot be done, you will have to cut the +material. Do not try to move the broken bone trying +to get off a sleeve or other part of the clothing.<span class='pagenum'><a name="Page_180" id="Page_180">[180]</a></span></p> + +<p>With the greatest gentleness put the injured part, for +instance, the arm or leg, as nearly as possible in the +same position as the sound part, and hold it in that position +by splints. Do not use force to do this. There is +no great hurry needed to set a broken bone. The important +point is to get it set right, and this may better +be done after complete rest of several days, allowing for +the passing of the inflammation.<br /><br /></p> + + +<p><i>The Most Important "What Not to Do Points" for +Fractures Are</i>:</p> + +<p>1. If there is reason to think a bone <i>may</i> be broken +try in all ways to prevent motion at <i>point</i> of fracture +lest it be made compound.</p> + +<p>2. Do not go hunting for symptoms of fracture (such +as the false point of motion or the sound "crepitus") +just to be sure.</p> + +<p>3. The best treatment is to try to immobilize the part +till the doctor comes.</p> + +<p><i>Splints</i>—Anything that is stiff and rigid may be used +for splints. Shingles, boards, limbs of trees, umbrellas, +heavy wire netting, etc. Flat splints are best, however. +All splints should be padded, especially where they lie +against a bony prominence, as for instance, the ankle or +elbow joint.</p> + +<p>If the patient is wearing heavy winter clothing this may +form sufficient padding. If not, then other cloth, straw +or leaves may be used. Cotton batting makes excellent +padding but if this is not to be had quickly, other +things can be made to do to pad the first rough splints +which are applied until the patient can reach a doctor or +the doctor arrives on the scene of the accident.</p> + +<p>In applying splints remember they must extend beyond +the next joint below and the next joint above, otherwise<span class='pagenum'><a name="Page_181" id="Page_181">[181]</a></span> +movement of the joint will cause movement of the +broken part.</p> + +<p>The splints are tied firmly in place with handkerchiefs, +strips of cloth, or bandages, tied over splints, +padding and limb. Do not tie tight enough to increase +the pain, but just enough to hold the splints firmly. +Do not tie directly over the break. There must be an +inner and outer splint for both the arms and the legs.</p> + + +<div class='center'><br />2. (a) SERIOUS WOUNDS; (b) SERIOUS +BLEEDING</div> + +<p>Send for the doctor at once, and then stop the bleeding +and keep as clean as possible till he arrives.</p> + +<p><i>Dangers</i>—1. In any wound with a break in the skin, +there is the danger of infection or blood poisoning, as +you have already learned.</p> + +<p>2. In serious wounds through the skin, flesh and blood +vessels there is also the danger of severe bleeding, with +the possibility of the patient's bleeding to death.</p> + +<p><i>Infection</i>—You already know how the germs which +can cause the blood poisoning get into the wound.</p> + +<p>(a) by the object that makes the wound</p> + +<p>(b) from the clothing of the patient through which +the wound is made</p> + +<p>(c) from the rescuer's hands</p> + +<p>(d) from the water which has not been sterilized used +in washing the wound</p> + +<p>(e) from dirty dressings, that is, dirty in the sense +that they have on them germs which can get into +the wound and cause infection or blood poisoning.</p> + +<p>The first two of these chances the Girl Scout will +not be able to control. The last three she can to some +extent prevent. <i>Do not wash, touch or put anything into +a serious wound</i> unless a doctor cannot be found. Only +this sort of thing justifies running risk of infection.<span class='pagenum'><a name="Page_182" id="Page_182">[182]</a></span> +Otherwise just put on a sterile dressing and bandage. +In reality washing wounds only satisfies the aesthetic +sense of the operator without real benefit to the patient +in many cases. If a wound has to be cleansed before +the doctor comes use boiled water; if this cannot be had +at once, use water and alcohol half and half.</p> + +<p>1. Always wash your hands thoroughly with water, +soap and a nail brush, unless there is necessity for +immediate help to stop bleeding which admits of no +time to clean one's hands. Be sure your nails are +clean.</p> + +<p>2. Try not to touch the wound with your hands unless +it is absolutely necessary.</p> + +<p>3. Many wounds do not have to be washed, but dressing +may be applied directly.</p> + +<p>4. Having cleansed the wound as best you can, or +all that is necessary, apply sterile cloth for dressing. +This may be gotten at a drug store in a sterile package +ready for use immediately, and is very <ins title="Transcriber's Note: original reads 'satifactory'">satisfactory</ins>. If, +however, these cannot be had, remember any cloth like +a folded handkerchief that has been recently washed and +<i>ironed</i> is practically sterile, especially if you unfold it +carefully and apply the inside which you have not touched, +to the wound. Bind the dressing on with a bandage to +keep in place until the doctor arrives.</p> + +<p>(b) <i>Serious Bleeding</i>:</p> + +<p>It is important that you should learn what is serious +bleeding and this will often help you to be cool under +trying circumstances.</p> + +<p>As you learned in your work in minor emergencies, +the bleeding from the small veins and capillaries is not +usually sufficient to be dangerous, and the pressure of +the dressing when put on and bandaged in place will +soon stop it. It may sometimes be necessary to put +more dressing outside of that already on (called re-in<span class='pagenum'><a name="Page_183" id="Page_183">[183]</a></span>forcing +it) and bandage again snugly. But if you have +made sure first that there is no large vein or artery +cut, you need not be troubled for fear there will be +serious bleeding before the doctor arrives.</p> + +<div class="figcenter" style="width: 359px;"> +<img src="images/i022.png" width="359" height="450" alt="Tourniquet" title="" /> +</div> + + +<p><i>Bleeding from an Artery</i>: If an artery is cut the blood +spurts out, the size of the stream depending on the size +of the artery cut. This is the most serious bleeding<span class='pagenum'><a name="Page_184" id="Page_184">[184]</a></span> +because the heart is directly behind, pumping the blood +through the artery with all its power. If it is a small +artery the pressure with the finger between the cut and +the heart for a few minutes will give the blood time to clot +behind the finger and form a plug. This will stop the +bleeding aided by pressure of the bandage. If it is a +larger vessel the force in the heart muscle pumping the +blood will force out any plug formed by the finger there, +as the finger tires too easily.</p> + +<p><i>Tourniquet</i>: In this case it will be necessary to put +on a tourniquet to take the place of the finger until +a clot can form in the vessel big enough and strong +enough to prevent the force of the blood current from +pushing it out. This of course can be used only on +the legs or arms.</p> + +<p>A tourniquet is something put on to make pressure +on a blood vessel to stop serious bleeding. There are +five points to remember about a tourniquet:</p> + +<p>1. It must be long enough to tie around the limb—a +big handkerchief, towel or wide bandage.</p> + +<p>2. There must be a pad to make the pressure over +the artery greater than on the rest of the limb—a smooth +stone, a darning ball, a large cork, cloth folded into a +large pad or a rolled bandage.</p> + +<p>3. The pad must be so placed that the artery lies between +pad and the bone on the limb, in order that the +pressure may stop the flow of blood by forcing the walls +of the artery together between the pad and the bone.</p> + +<p>4. Unless the tourniquet is put on tight enough, its +application increases bleeding. It is extremely rare to +find a tourniquet put on tight enough. In almost every +such case removing the tourniquet will stop or partly +lessen bleeding. A short stick or handle is needed, +about a foot long, with which to twist the tourniquet<span class='pagenum'><a name="Page_185" id="Page_185">[185]</a></span> +sufficiently to stop the flow of blood. Usually it cannot +be twisted tightly enough by hand alone. Tie the twisted +part firmly so it will not slip, after it has been made tight +enough to stop bleeding.</p> + +<p>5. Remember, a tourniquet stops most of the circulation +below it as well as in the cut artery, and must not +be left in place too long for fear of injury to the rest +of the limb by cutting off the circulation. <i>Usually it +should not be left on for more than an hour.</i></p> + +<p><i>Bleeding from Veins</i>—Bleeding from the veins is not +so dangerous as from an artery. The blood from the +heart has to go through the little capillaries before it +gets into the veins, and therefore the force of the heart +muscle on the blood in the veins is not so great as in the +arteries. The blood does not spurt out, but flows out as +it would from a bottle tipped on its side.</p> + +<p>You have already learned what to do to stop the bleeding +from the smaller veins, and that it is not serious. +From the larger veins, however, it can be very serious, +and it may be necessary for you to put on a tourniquet +before the doctor arrives in order to save the patient's +life.</p> + +<p>Almost always bleeding from a vein can be controlled +by clean gauze or handkerchief pad and pressure by hand +directly over the bleeding wound. Tourniquets are almost +never needed in bleeding from a vein. If necessary, it +is wisest to apply them in the same way as for arterial +hemorrhage and stop the circulation in the whole limb.</p> + +<p>It is important to know in a general way where the +blood vessels are in order to put the pad over them to +stop the bleeding. Roughly speaking, the artery of the +arm runs down about in a line with the inner seam of the +coat. The large vein lies close beside it, carrying the +blood back to the heart. The artery and vein of the leg<span class='pagenum'><a name="Page_186" id="Page_186">[186]</a></span> +run about in a line with the inside seam of a man's +trousers.</p> + +<p><i>Stimulants</i>—In serious bleeding of any kind do not +give stimulants until the bleeding has been stopped, as +the stimulants increase the force of the heart and so +increase the flow of blood. After the tourniquet is +on and bleeding is stopped, if the patient is very weak, +he may have a teaspoonful of aromatic spirits of ammonia +in half a glass of water.</p> + + +<div class='center'><br />(a) SHOCKS; (b) APOPLEXY; (c) CONVULSIONS</div> + +<p>(a) <i>Shocks</i>—In any injury, except the slight ones, +the ends of the nerves in the skin are bruised or jarred. +They send this jar along the nerves to the very delicate +brain. The blood is drawn from the brain into the +larger blood vessels, and the result produced is called +shock. If you have jammed your finger in a door sometime, +perhaps you have felt a queer sick feeling and +had to sit down. A cold sweat broke out all over you, +and you were hardly conscious for a moment or two. +This was a mild case of shock. In more severe injuries +a shock to the brain may be very serious.</p> + +<p><i>Symptoms of Shock</i>—1. The patient may or may not +be unconscious, but he may take no notice of what is +going on around him.</p> + +<p>2. The face is pale and clammy.</p> + +<p>3. The skin is cold.</p> + +<p>4. The pulse is weak.</p> + +<p>5. The breathing is shallow.</p> + +<p>In any serious injury the shock is liable to be severe +and will need to be treated before the doctor arrives.</p> + +<p><i>Treatment</i>—Send for the doctor if serious.</p> + +<p>1. Lay the patient flat on his back with head low, so +that the heart can more easily pump the blood back into +the brain.<span class='pagenum'><a name="Page_187" id="Page_187">[187]</a></span></p> + +<p>2. Cover warmly; if they can be gotten, put around +him several hot water bottles or bricks, being extremely +careful to have them covered so that they will not burn +him. Persons suffering from shock are more easily +burnt than usual. Do not put anything hot next him +unless it can be held against your own face for a minute +without feeling too hot.</p> + +<p>3. Rub the arms and legs, toward the body, but under +the covers.</p> + +<p>4. Give stimulants only after the patient has recovered +enough to swallow, and when there is no serious bleeding.</p> + +<p><i>Stimulants</i>—Strong, hot coffee, or a half teaspoonful +of aromatic spirits of ammonia in a half glass of warm +water. The latter may be given if the coffee is not ready.</p> + +<p>(b) <i>Apoplexy</i>—When a person has a "stroke" of +apoplexy send for the doctor at once.</p> + +<p>This condition resembles shock only in that the patient +is unconscious. The blow to the delicate brain does not +come from the outside along the nerves, but from the +inside by the breaking of a blood vessel in the brain, +letting the blood out into the brain tissue and forming a +clot inside of the brain, and thus making pressure which +produces the unconsciousness.</p> + +<p><i>Symptoms of Apoplexy</i>—1. The patient is <ins title="Transcriber's Note: original reads 'unconcious'">unconscious</ins>.</p> + +<p>2. The face is usually flushed—red.</p> + +<p>3. The skin is not cold and clammy.</p> + +<p>4. The pulse is slow and full.</p> + +<p>5. The breathing is snoring instead of shallow.</p> + +<p>6. The pupils of the eye are usually unequally dilated.</p> + +<p><i>Treatment</i>—1. Lay the patient flat on his back with +head slightly raised.</p> + +<p>2. Do not give any stimulants.</p> + +<p>3. Wait for the doctor.</p> + +<p>(c) <i>Convulsions</i>—This condition resembles the foregoing +shock and apoplexy in that the patient is unconscious.<span class='pagenum'><a name="Page_188" id="Page_188">[188]</a></span></p> + +<p><i>Symptoms of Convulsions</i>—1. The patient is unconscious.</p> + +<p>2. The face is usually pale at first, but not so white +as in shock, and later is flushed, often even purplish.</p> + +<p>3. The skin is not usually cold.</p> + +<p>4. The breathing may be shallow or snoring.</p> + +<p>5. There are twitchings of the muscles of the face +and body or a twisting motion of the body.</p> + +<p>6. The pulse may be rapid, but is usually regular.</p> + +<p>7. The mouth may be flecked with foam.</p> + +<p>8. The pupils of the eye may be contracted or equally +dilated.</p> + +<p><i>Treatment</i>—Convulsions come from various causes, +and are always serious, therefore send for the doctor +at once.</p> + +<p>1. Put a wedge of some kind between the teeth if +possible, the handle of a spoon protected by a cloth +cover, or a rolled napkin does well. This is to prevent +biting the tongue, which the patient is apt to do in unconsciousness +with convulsive movements.</p> + +<p>2. Lay the patient flat on his back, and prevent him +from hurting himself in his twisting, but do not try to +stop convulsive movement. It will do no good.</p> + +<p>3. No stimulant is needed.</p> + + +<div class='center'><br />(a) SUNSTROKE; (b) FREEZING</div> + +<p>(a) <i>Sunstroke</i>—Sunstroke is caused by too long exposure +to excessive heat, or to the direct rays of the +sun, and is much more serious than heat exhaustion, +which you have already studied.</p> + +<p><i>Prevention</i>—Do not stay out in the direct sunlight too +long on a hot summer day. Wear a large hat which +shades the head and face well, if obliged to be in the +hot sun for any length of time. Do not wear too heavy +clothing in the hot weather. Leaves or a wet sponge +in the top of the hat will help to prevent sunstroke.<span class='pagenum'><a name="Page_189" id="Page_189">[189]</a></span> +Drink plenty of cool water between meals.</p> + +<p><i>Symptoms of Sunstroke</i>—1. The patient is unconscious.</p> + +<p>2. The face is red.</p> + +<p>3. The pupils large.</p> + +<p>4. The skin very hot and dry, with <i>no</i> perspiration.</p> + +<p>5. The pulse is full and slow.</p> + +<p>6. The breathing is sighing.</p> + +<p><i>Treatment</i>—1. Get the patient into the shade where +it is as cool as possible.</p> + +<p>2. Send for the doctor.</p> + +<p>3. Remove the greater part of the clothing.</p> + +<p>4. Apply cold water or ice to the head, face, chest +and armpits.</p> + +<p>Often the patient recovers consciousness before the +doctor arrives; give cold water to drink; never stimulants.</p> + +<p>(b) <i>Freezing</i>—This is a much more serious condition +than frostbite, which you have studied, but only because +more of the body is frozen and the tissues are frozen +deeper. Much more care must therefore be taken to prevent +bad effects after the thawing-out process.</p> + +<p><i>Symptoms of Freezing</i>—1. The patient may or may +not be unconscious.</p> + +<p>2. The frozen parts are an intense white and are +without any feeling or motion.</p> + +<p><i>Treatment</i>—Send for the doctor at once.</p> + +<p>1. Take the patient into a cold room.</p> + +<p>2. Remove the clothing.</p> + +<p>3. Rub the body with rough cloths wet in cold water.</p> + +<p>4. Very gradually increase the warmth of the water +used for rubbing.</p> + +<p>5. Increase the temperature of the room gradually.</p> + +<p>6. When the patient can swallow, give him stimulants.</p> + +<p>7. When the skin becomes more normal in color and +the tissues are soft, showing that the blood is once more<span class='pagenum'><a name="Page_190" id="Page_190">[190]</a></span> +circulating properly through the frozen flesh, cover the +patient warmly with hot bottles or bricks outside of the +bed clothing, or wraps, and give hot drinks. In using +hot water be sure it is not too hot.</p> + + +<div class='center'><br /><b>Dog Bite<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3" class="fnanchor">[3]</a></b></div> + +<p>In the case of the dog bite we have a more or less +extensive break in the skin and sometimes a deep wound in +the flesh, through which the poison of hydrophobia, which +is a living virus or animal poison, may be introduced, to be +taken up slowly by the nerves themselves, reaching the +central nervous system in about forty days. The slowness +and method of this absorption renders the use of a ligature +useless and unsafe. The treatment for dog bite is +therefore as follows:</p> + +<p><i>Immediate.</i> Send for a physician, telling him the reason. +While waiting, treat as any similar wound from any +cause. If the skin is not penetrated, but scratched only, +apply iodine and a sterile or wet dressing. If the skin +is penetrated, the treatment should be the same as for a +wound made by a dirty nail: that is, a small stick, such +as a match, whittled to a point, with a little cotton twisted +on the point, should be dipped into tincture of iodine, +and twisted down into the full depth of the wound, and +then done a second time.</p> + +<p><i>Subsequent.</i> A physician should be consulted immediately, +and if there is any suspicion of the dog being sick +it should be kept under observation. The body of a dog +that has been killed under suspicion of rabies or hydrophobia, +should be sent as soon as possible to the proper +authorities.</p> + +<p>One of the greatest discoveries in medical science is +the Pasteur treatment for the prevention of hydrophobia +after mad dog bite, and fortunately, provision for this +treatment is so widespread that practically every one in +civilized regions needing it, can have it, as is well known<span class='pagenum'><a name="Page_191" id="Page_191">[191]</a></span> +to all physicians. The fact that the period of development +of the disease is so long makes the possibility of prevention +greater.</p> + +<p>It is never proper to suck a dog bite, because the merest +scratch or break in the surface, even if too small to notice, +will serve as a portal of entry for the living virus of +rabies.</p> + +<p><i>Snake Bite.</i> For treatment of snake bite see <a href="#Page_297">page 297</a>.</p> + + +<div class='center'><br />WATER ACCIDENTS</div> + +<p>When it is possible, Girl Scouts should learn to swim +well. It is fear when suddenly thrown into the water +that causes so many of the deaths by drowning, and learning +to swim well takes away this fear. A Girl Scout +should also learn how to prevent accidents, and how +best to help the victims of accidents in the water.</p> + + +<div class='center'><span class="smcap">Prevention</span></div> + +<p>Below are five rules for preventing drowning accidents.</p> + +<p>1. Do not change seats in a canoe or rowboat.</p> + +<p>2. Do not rock the boat.</p> + +<p>3. Do not go out alone in a canoe, rowboat or sailboat +unless you are thoroughly competent to manage such a +boat, in a sudden squall or storm.</p> + +<p>4. Very cold water exhausts a swimmer much quicker +than warm water, therefore do not take any chances on +a long swim in cold water unless a boat accompanies you +to pick you up in case of necessity.</p> + +<p>5. Be careful not to go too far out when there is a +strong undertow; that is, a strong current below the +surface of the water flowing relentlessly out to sea.</p> + +<p>6. Always wade upstream.</p> + + +<div class='center'><span class="smcap">Rescue</span></div> +<div class="figcenter" style="width: 425px;"> +<img src="images/i023.png" width="425" height="593" alt="Water rescue" title="" /> +</div><p><span class='pagenum'><a name="Page_192" id="Page_192">[192]</a></span></p> + +<p>When a person gives up the struggle in the water, the +body goes down, and then because of its <ins title="Transcriber's Note: original reads 'bouyancy'">buoyancy</ins> it +comes to the surface and some air is expelled from the +lungs, making the body less <ins title="Transcriber's Note: original reads 'bouyant'">buoyant</ins>. It immediately<span class='pagenum'><a name="Page_193" id="Page_193">[193]</a></span> +sinks again, this time a little lower, and again comes +to the surface, and more air is expelled. This process +may be repeated several times, until sufficient water is +taken into the stomach and lungs to overcome the <ins title="Transcriber's Note: original reads 'bouyancy'">buoyancy</ins> +of the body and it no longer appears at the surface; +but the buoyancy is barely overcome, and therefore the +body will float easily. This can easily be utilized in +saving the drowning person by making the water carry +most of the weight of the body.</p> + +<p>To do this, place the hands on either side of the drowning +person's head, and tow him floating on his back +with the face above the surface of the water, while you +swim on your back and keep the body away from you. +Remember, if possible, to go with the current and thus +save necessary strength. In some cases it may be easier +and safer to grasp the drowning person by the hair +instead of trying to clasp the head.</p> + + +<div class='center'><span class="smcap">Emergencies</span></div> + +<p><i>Grips</i>—A drowning person is always a frightened person, +and is governed by a mad instinct to grab anything +which subconsciously he thinks may save his life. Usually +he is past any reasoning. He grabs his would-be +rescuer with a death grip that is hard to break, but remember +he instinctively grabs what is above the surface +and will not try to grab below the shoulders.</p> + +<p><i>Wrist Grip</i>—If the drowning person grasps the rescuer's +wrists, the rescuer throws both hands above his +head, which forces both low in the water, and then turns +the leverage of his arms against the other's thumbs and +breaks the grip.</p> + +<p><i>Neck Grip</i>—To release a grip around the neck and +shoulders from the front, immediately cover the mouth +of the other with the palm of the hand, holding the nose +between the first two fingers, and at the same time pull +the other body toward you with the other hand, mean<span class='pagenum'><a name="Page_194" id="Page_194">[194]</a></span>while +treading water. Then take a full breath and apply +your knee to the other's stomach quickly, thus forcing +him to expel any air in his lungs and preventing him +from getting more air by the hand on mouth and nostrils.</p> + +<p>If the grip of the drowning person does not allow +use of the arms, then try to raise your arms to the +level of the shoulder, thus slipping his arms to the neck +and leaving your own arms free to use, as described.</p> + +<p><i>Back Grip</i>—This strangle hold is perhaps the most +difficult to break, and it is necessary to break it instantly +if the rescuer is not also to be in the rescued class.</p> + +<p>Grasp the wrists of the other and push sharply back with +the buttocks against the abdomen of the other, and thus +make room to slip suddenly out of the encircling arms.</p> + +<p>If this is not successful, do not despair, but throw +the head suddenly against the nose of the drowning +person and then slip out of the grip before he recovers +from his daze.</p> + +<p>It is often necessary to dive from the surface in rescuing +a drowning person, and this requires practice, and +should be learned thoroughly before the necessity for +saving a life is presented. Remember that to dive from +the surface to a depth of more than ten feet will usually +require a weight in addition to the weight of the body. +Carry a stone or other heavy object in diving. Then +when wishing to rise to the surface, drop it and push +against the bottom with the feet. This will send the +swimmer to the surface in short order.</p> + +<p>In carrying a weight in the water, carry it low on the +body, close to the waist line, leaving one hand and both +feet free for swimming. Or if for any reason it is necessary +to swim on the back, it leaves both feet free to use as +propellers.</p> + + +<div class='center'><span class="smcap">Artificial Respiration</span></div> + +<p>If the apparently drowned person is to be saved, no<span class='pagenum'><a name="Page_195" id="Page_195">[195]</a></span> +time must be lost in the rescue from the water or in +getting the water out of him, and breathing re-established +after he is brought to land.</p> + +<div class="figcenter" style="width: 425px;"> +<img src="images/i024.png" width="425" height="291" alt="Getting the water out" title="" /> +</div> + +<p>If there is a messenger handy send for a doctor at +once, but in the meantime lose no time in attempting +restoration.</p> + +<p>The best method for getting the water out of the lungs +and breathing re-established is the <i>Schaefer Method</i>, because +it is the simplest, requiring only one operator and +no equipment. It can be kept up alone for a long time.</p> + +<p>1. Every moment is precious. Immediately lay the +patient face downwards, with the arms extended above +the head and the face to one side. In this position the +water will run out and the tongue will fall forward by +its own weight, and not give trouble by falling back and +closing the entrance to the windpipe. Be sure there is +nothing in the mouth, such as false teeth, gum, tobacco, +etc. Do not put anything under the chest. Be sure there +is no tight collar around the neck.</p> + +<p>2. Kneel astride of the patient facing toward his head.<span class='pagenum'><a name="Page_196" id="Page_196">[196]</a></span></p> + +<p>3. Place your hands on the small of the patient's back, +with thumbs nearly touching and the hands on the spaces +between the short ribs.</p> + +<p>4. Bend slightly forward with arms rigid so that the +weight of your body falls on the wrists, and makes a firm +steady pressure downward on the patient while you count +one, two, three, thus forcing any water and air out of +the lungs.</p> + +<p>5. Then relax the pressure very quickly, snatching +the hand away, and counting one-two—the chest cavity +enlarges and fresh air is drawn into the lungs.</p> + +<p>6. Continue the alternate pressing and relaxing about +twelve to fifteen times a minute, which empties and fills +the lungs with fresh air approximately as often as he +would do it naturally.</p> + +<p>It may be necessary to work for an hour <ins title="Transcriber's Note: original reads 'of'">or</ins> two before +a gasp shows the return of natural breathing. Even then +the rescuer's work is not over, as it will be necessary +to fill in any gaps with artificial breathing. When natural +breathing is established, aid circulation by rubbing and +by wrapping him in hot blankets and putting hot bottles +around him, being careful that they are protected to prevent +burning the patient.</p> + +<p>If at any time it is necessary to pull the tongue forward +and to hold it to prevent choking, remember to put +a wedge between the teeth to prevent biting. Do not +give anything liquid by mouth until the patient is conscious +and can swallow readily. Aromatic Spirits of +Ammonia or Spirits of Camphor may be used on a handkerchief +for the patient to smell. The patient should be +watched carefully for an hour or two even after he is +considered out of danger.</p> + + +<div class='center'>ICE RESCUE</div> + +<p>Prevention: Below are two rules for preventing ice +accidents:<span class='pagenum'><a name="Page_197" id="Page_197">[197]</a></span></p> + +<p>1. Do not skate or walk on thin ice.</p> + +<p>2. Watch for air holes.</p> + +<p>Rescue: In trying to rescue a person who has broken +through the ice, always tie a rope around your own body +and have this tied to some firm object on shore. Do +not try to walk out to the rescue as the ice will probably +break again under the weight of your body on so small +an area as the size of your feet. Always get a long +board, ladder, rail or limb of a tree, and either crawl +out on this, which will distribute the weight of your +body over a larger surface of ice, or lie flat on your +stomach and crawl out, pushing the board ahead of you +so that the person in the water may reach it. If you +yourself break through the ice in attempting a rescue, +remember that trying to pull yourself up over the edge +of the ice only breaks it more. If rescuers are near it is +much wiser to support yourself on the edge of the ice +and wait for rescue.</p> + +<p>After getting the person out of the water use artificial +respiration if necessary and bend every effort to get the +patient warm and breathing properly.</p> + + +<div class='center'>ASPHYXIATION</div> + +<p>Prevention: Below are seven rules for preventing +asphyxiation:</p> + +<p>1. When coal stoves and furnaces are freshly filled +with coal, coal gas may escape if the dampers are not +properly regulated. See that all dampers in coal stoves +and furnaces are correctly arranged before leaving them +for any long time, as for the night.</p> + +<p>2. Do not go to sleep in a house or room with a gas +jet or gas stove turned low. The pressure in the pipes +may change and the flame go out, or a breeze may blow +out the flame leaving the gas leaking into the room.</p> + +<p>3. Do not blow out a gas jet.</p> + +<p>4. Be careful to turn off gas jet completely.<span class='pagenum'><a name="Page_198" id="Page_198">[198]</a></span></p> + +<div class="figcenter" style="width: 425px;"> +<img src="images/i025.png" width="425" height="195" alt="Moving someone" title="" /> +</div> + +<p>5. Report gas leaks promptly.</p> + +<p>6. Charcoal stoves and braziers are especially dangerous +from escaping gas and should not be used in sleeping rooms.</p> + +<p>7. Do not go into unused wells or underground sewers +without first lowering a lighted candle which will go +out at once if the air is very impure, because of lack of +oxygen to keep it burning.</p> + +<p>Rescue: 1. Remove the patient <i>at once</i> to the fresh +air. Gas is lighter than air, and therefore will not be +found close to the floor and it will often be possible to +crawl out when one would be overcome by the gas if he +tried to walk out. For this reason it is sometimes best +in trying to rescue anyone already unconscious from gas +to tie the wrists together with a handkerchief, put his +arms around your neck, and crawl out on all fours, dragging +the insensible body with you, under your own body. +If you attempt to walk out and carry the patient, cover +your mouth and nose with a wet handkerchief, go very +quickly, do not <ins title="Transcriber's Note: original reads 'breath'">breathe</ins> until you reach the fresh air.</p> + +<p>2. If there is a messenger handy, send for the doctor +at once, but in the meantime if necessary, perform artificial +respiration as outlined under the Schaefer System +in the preceding paragraphs, until the patient is restored +to normal breathing.</p> + + +<div class='center'>ELECTRIC SHOCK</div> + +<p>This is caused by some part of the body coming in<span class='pagenum'><a name="Page_199" id="Page_199">[199]</a></span> +contact with a live electric wire. The seriousness of the +shock depends on how heavy a charge of electricity the +wire is carrying at the time.</p> + +<p>The patient is usually unable to release himself from +the wire. The first thing to be done, if possible, is to +turn off the current by means of the switch, but if this +cannot be done <i>at once</i>, the patient must be rescued by +pulling him away from the wire.</p> + +<p>Remember his body will easily carry the charge to +yours while he is against the wire. Therefore you must +"insulate" yourself—that is, put on your hands something +that will not let the electricity into your body—or +stand on something that will "insulate" you; for instance, +rubber gloves or rubber tobacco pouches, dry silk handkerchiefs, +other silk garments or newspapers used in +place of gloves if necessary. Stand on a rubber mat or +on <i>dry boards</i>, or glass, or in dire necessity <i>dry</i> clothes +can be used to stand on. They must not be wet as then +they will carry the electric current through your body +and you must also be rescued instead of rescuing.</p> + +<p>Prevention: 1. Do not touch the "third rail" of electric +railways.</p> + +<p>2. Do not catch hold of swinging wires, they may be +"live wires."</p> + +<p>3. Report broken wires to the right authorities.</p> + +<p>Treatment:</p> + +<p>1. Get patient loose from the current.</p> + +<p>2. Send for the doctor.</p> + +<p>3. Lay the patient flat on his back.</p> + +<p>4. Loosen the clothing, and perform artificial respiration +according to the Schaefer method if necessary.</p> + +<p>5. Give first aid treatment to the burns.</p> + + +<div class='center'><br />FIRE ACCIDENTS</div> + +<p>The first thought about a fire is to get it put out before +it spreads any further. There are methods which will<span class='pagenum'><a name="Page_200" id="Page_200">[200]</a></span> +do this work effectually and Girl Scouts should learn +these methods beforehand thoroughly, in order that when +the emergency arises they may act quickly, coolly and +effectively.</p> + + +<div class='center'><span class="smcap">Fire in Clothing</span></div> + +<p>If this happens in your own clothing, do not run for +help, as the draft made by the motion of your body will +only fan the flames to burn fiercely.</p> + +<p>Grab the nearest thing that will cover you; overcoat, +blanket, rug, wrap it tightly around you at the neck first +to prevent flames from burning the face and lie down +and roll over and over. This will smother the flames +quickly. If you can get nothing to wrap around you, lie +down and roll slowly over and beat the fire with your +hands covered by some part of your clothing not on fire.</p> + +<p>If the fire is in the clothing of another, wrap him in +the nearest thing available, lay him on the floor and roll +him over, smothering the flames as described before.</p> + +<p>Woolen material will not catch fire as easily as cotton, +therefore, if you have a chance to choose, take woolen +material for smothering the flames.</p> + + +<div class='center'><span class="smcap">Results</span></div> + +<p>Results of fire in the clothing are sure to be more or +less serious burns.</p> + +<p>When you have discovered the extent of the burn, if +it is at all serious, send for the doctor at once, and in the +meantime treat the burn as you have already learned to +do in minor burns.</p> + + +<div class='center'><span class="smcap">Fire in Buildings</span></div> + +<p>Keep cool, in order to remember what to do, and do +it quickly.</p> + +<p>Turn in a fire alarm at once. Send some one else if +possible who may not know what to do to the fire. The +quickest way is by telephone call, "Fire Department,"<span class='pagenum'><a name="Page_201" id="Page_201">[201]</a></span> +and tell them the exact address of the building where +the fire is. Or you may go to the nearest alarm box, +smash the glass, open the door, and pull down the hook +that sounds the alarm. (Generally the directions are +printed on the box.) If you cannot sound the alarm +alone, call upon the nearest person to help you. <i>Wait +there until the firemen arrive and direct them to the fire.</i> +When the firemen come do just as they tell you, for they +know exactly what to do.</p> + +<p>People trying to escape from a burning building often +get frightened and then there is a panic. Panic kills more +people than fire. Keep cool, and others will follow your +example.</p> + +<p>Never jump from a window unless the flames are so +close that it is your only means of escape. If outside a +burning building put mattresses and bedding piled high +to break the jumper's fall and get a strong hold on a rug +to catch the jumper, and let many people hold the rug.</p> + +<p>If the fire is just beginning, it can easily be put out +by smothering it with a rug or blanket; sand, ashes, salt, +or a few pails of water will answer the same purpose.</p> + +<p>Keep the doors and windows closed if possible to prevent +draughts from fanning the flames to fiercer effort.</p> + +<p>Remember this point when you go into a burning +building, and leave some responsible person guarding the +door, in order that it may not be left open by some one +in excitement and the flames fanned beyond control.</p> + +<p>If you need fresh air in your search for people in a +burning building, open a window, put out your head and +draw your lungs full of fresh air and then close the window +again. In any case it is best to tie a wet handkerchief +or towel over the nose and mouth while in a burning +building, as this will prevent you from breathing a +good deal of smoke.</p> + +<p>In searching for persons remember always to begin<span class='pagenum'><a name="Page_202" id="Page_202">[202]</a></span> +at the top of the building if possible, and search every +room. When on stairs keep to wall side, where air is +relatively free from flames and smoke. If a room is +locked, try to rouse the people by pounding and calling +and then break in the door if unsuccessful in rousing +them, and you suspect there is some one there.</p> + +<p>Remember, the air within six inches from the floor is +usually free from smoke, and if the smoke makes breathing +too difficult, you can still accomplish your end by +crawling along the floor and dragging the rescued one +with you as you learned to do in gas rescue.</p> + +<p>Form a bucket brigade from the fire to the nearest +water supply; passing the filled pails from one to another +rapidly, the last throwing the water on the fire and passing +the empty pails back along <i>another</i> line to be filled +again and passed on as before.</p> + + +<div class='center'><br /><span class="smcap">Fires from Kerosene, Gasoline, Benzine</span></div> + +<p><i>Prevention.</i>—1. Do not light a fire with kerosene.</p> + +<p>2. Do not clean gloves or clothing with gasoline or +benzine in a room with a lamp or gas jet lighted.</p> + +<p>3. Do not try to dry clothing that has been cleaned +with gasoline or benzine near a hot stove or lighted gas +jet.</p> + +<p><i>Extinction.</i>—Do not use water to put out a fire of kerosene, +benzine, or gasoline, as that only scatters the flames. +Smother with blankets, rugs, sand, ashes, salt, or anything +which is at hand and can be used; remember that +woolen will not catch fire as easily as cotton.</p> + + +<div class='center'><br />COMMON POISON AND ANTIDOTES</div> + +<p><i>Poisoning</i>—Cases of poisoning happen most often because +people do not examine the bottles before taking +medicines from them.</p> + +<p><i>Prevention</i>—Disinfectants, liniments and medicines<span class='pagenum'><a name="Page_203" id="Page_203">[203]</a></span> +in bottles and boxes should be correctly and plainly +labelled.</p> + +<p>Bottles containing a poisonous substance should be +rough outside, or with notched corks or marked with +something beside the label stating that their contents are +poison.</p> + +<p><i>Treatment</i>—1. <i>Send for the doctor at once</i>, telling +him what kind of poison you think the patient has taken +in order that he may bring the right antidote and the +right implements to give the quickest and most effective +relief.</p> + +<p>2. Give demulcent or mucilaginous drinks, as for +example, milk, raw egg, one or two tablespoonfuls of +salad oil, sweet oil, or barley water—which can be +obtained most readily.</p> + +<p>3. Give something to produce vomiting, provided the +lips are not burned or stained as they are with an acid +or alkali. A simple but effectual emetic can be made by +mixing two teaspoonfuls of salt or a tablespoon of mustard +in a glass of lukewarm water. This may be repeated +if necessary.</p> + +<p>4. If the patient seems drowsy, suspect opium and +keep patient awake at all costs till the doctor arrives.</p> + +<p>5. If delirium threatens, dash cold water on the +patient's head and face to try to prevent the fit from +coming on.</p> + +<p>6. When the poison taken has been acid, the antidote +should be an alkali, but different poisons require +different antidotes, and it would be unwise to trust to +one's memory as to the proper one to take in each case. +It would be well to have a list of the more common +poisons and their antidotes attached to the First Aid Kit, +but do not trust to the memory. If a Girl Scout does +not know, and if the patient's lips are <i>not</i> stained or +burned, give an emetic.<span class='pagenum'><a name="Page_204" id="Page_204">[204]</a></span></p> + + +<div class='center'><br /><b>Bandages</b></div> + +<p>Bandages form the most convenient way of keeping +dressings on wounds and for making pressure when +necessary. They are also used to correct some deformities, +but you will not need to concern yourselves +with the latter, as this is in the province of doctors.</p> + +<p>There are three varieties of bandages which you will +need to use and with which you should be familiar: the +roller, triangular and four-tailed. The materials used +for bandages are absorbent gauze, muslins or flannels. +The kind you will use most will be gauze and muslin. +The gauze is best to use in dressing wounds because +it is pliable and absorbent, and muslin, if you may +choose, in applying pressure, because it is firm. In an +emergency there will usually be little chance to choose. +Anything at hand, as underclothing, sheets, blankets, +etc., may be torn into strips or triangles and used. Have +the material which is used clean if possible.</p> + +<p>The width of the roller bandage depends on the part +of the body to be bandaged, from one inch for the little +finger to four inches for the body. They can be rolled +very well by hand with a little practice, and every Girl +Scout should learn to do this or to improvise a bandage +roller by running a very stiff wire through a small +wooden box and then bending one end on the outside +of the box like a handle.</p> + +<p>A bandage must be rolled sufficiently tight so that +the center will not fall out. By folding one end back +and forth a few times to make a core, and then laying +the bandaging over one's knees lengthwise of the thigh +with the core uppermost, it can be rolled quite tightly +and answer every purpose for emergencies.</p> + +<p>Learn to put on all bandages smoothly and securely, +but not too tightly.<span class='pagenum'><a name="Page_205" id="Page_205">[205]</a></span></p> + +<p><i>Triangular Bandages</i>—These bandages have advantages +for first aid work. They can be quickly made, +easily applied and are not apt to be put on too tightly +even by a beginner.</p> + +<p>The size of the piece of cloth varies with the part +to be bandaged. Take a square piece of cloth (it should +not be less than 34 to 38 inches), fold it diagonally +from corner to corner and cut across the fold, making +two bandages.</p> + +<p>The bandage may be applied unfolded or folded into +a narrow strip, called cravat bandage.</p> + +<p>To fold the cravat bandage, the point of the triangle +is brought to the middle of the diagonal side and the +bandage folded lengthwise to the desired width.</p> + +<p>The cravat bandage is convenient to use in bandaging +the hand, foot, head, eyes, throat and jaw; for <ins title="Transcriber's Note: original reads 'trying'">tying</ins> on +splints; for tying around the limb in case of snake bite, +and in making a tourniquet.</p> + +<div class="figcenter" style="width: 450px;"> +<img src="images/i026.png" width="450" height="283" alt="Bandages" title="" /> +</div> + +<p>Always tie the bandage with a square knot to prevent +slipping. Care must be used in applying the triangular<span class='pagenum'><a name="Page_206" id="Page_206">[206]</a></span> +bandage to have it smooth and firm, folding the loose +ends into pleats evenly.</p> + +<p><i>Bandage for Hand</i>—For wound of the palm, lay +cravat in straight line, place palm across it at the middle. +Fold ends over the back of hand, carry around +wrist and tie. Reverse the order for injury to the +back of the hand.</p> + +<p>To cover entire hand, unfold cravat, lay flat with +point of triangle beyond the fingers. Fold the point +of the bandage over the fingers, cross the ends, and +pass around wrist and tie at the back.</p> + +<p><i>Bandage for Foot</i>—Place foot on the smooth triangle +with the point extending beyond the toes several inches. +Fold the point back over the instep, cross the ends, +carry around the ankle and tie.</p> + +<p><i>Bandage for the Head</i>—The bandage may be used +flat or as a cravat, according to the nature of the injury +and the part to be bandaged.</p> + +<div class="figcenter" style="width: 450px;"> +<img src="images/i027.png" width="450" height="278" alt="Bandage for the head" title="" /> +</div> + +<p><i>For a cap bandage</i>, fold over the edge of the diagonal +edge, place on the head with the folded edge just above +the eyes; pleat the edges hanging down over the ears<span class='pagenum'><a name="Page_207" id="Page_207">[207]</a></span> +into small folds so that the bandage lies smoothly; +carry the ends around the head; cross at the back, and +tie in a square knot in front. The cravat bandage may +be used to hold on small dressings where the whole +head does not need to be covered.</p> + +<p><i>For the eyes, jaw and throat</i> the triangular bandage +is used by folding smoothly into a cravat and tying +securely over the part to be covered.</p> + +<p><i>Arm Sling.</i>—The triangular bandage makes the best +arm sling to support the forearm or for supporting +injuries to the elbow or shoulder.</p> + +<p>An arm sling is firmer and more satisfactory if the +triangle is double; that is, simply fold over the square +diagonally, but do not cut it along the fold. An arm +sling will need to be about a yard square before folding.</p> + +<p>To adjust the arm sling, put one end over the shoulder +on the uninjured side; slip the point of the triangle +under the injured arm, so that it will extend beyond +the elbow a few inches; then take the end of the bandage +over the arm, carry around the back of the neck +on the injured side, meeting the other end; and tie +securely. To prevent slipping, pin the point of the +bandage around the arm just above the elbow.</p> + +<p>A temporary sling can be made by pinning the sleeve +of the injured arm to the dress or coat in such a way +as to support the arm.</p> + +<p><i>The Four-tailed Bandage</i>—This bandage is useful for +bandaging the head, and especially in fracture of the +jaw. Use a piece of cloth about six or eight inches +wide and a yard long. Cut each end into two equal +parts, leaving about three or four inches in the middle +uncut.</p> + +<div class="figleft" style="width: 198px;"> +<img src="images/i028.png" width="198" height="400" alt="Arm in a splint" title="" /> +</div><p><span class='pagenum'><a name="Page_208" id="Page_208">[208]</a></span></p> + +<p>When the bandage is applied, the split ends are +crossed so that they may be tied over different parts +of the head and thus hold the bandage more securely<span class='pagenum'><a name="Page_209" id="Page_209">[209]</a></span> +in place. For instance, in the jaw bandage the uncut +middle part is placed over and under the chin, the ends +crossed, and two ends tied at the back of the neck and +two over the top of the head.</p> + +<p><i>Roller Bandages</i>—Roller bandages are a little more +difficult to put on so that they will stay on, and at the +same time be smooth and have a uniform pressure on +the part of the body bandaged. This last point is most +important.</p> + +<p>Rules for applying roller bandages:</p> + +<p>1. Lay external surface of bandage against the part +to be bandaged, holding the roll in the right hand, +unless you are left-handed, unrolling it as a roll of +carpet unrolls to show you a pattern in the shops.</p> + +<p>2. Hold the loose end with the left hand and catch +it with two or three turns of the bandage before beginning +to put on the bandage. Never have more than +four or five inches of the bandage unrolled at once.</p> + +<p>3. Be careful to have the same pressure from every +turn of the bandage. This is most important if the +bandage is to stay on and be comfortable and not interfere +with the circulation of the blood. Judgment of +the pressure is only acquired by practice, and therefore +you should practice enough to acquire this before +the real emergency happens.</p> + +<p>4. Do not bandage too tightly. Blueness of the skin +above or below the bandage always means the bandage +must be loosened. Remember in applying a bandage +immediately after an injury that considerable swelling +may occur later, and apply your bandage more loosely +than if bandaging after the swelling has gone down. +Always loosen a bandage that is tight enough to cause +pain or blueness.</p> + +<p>5. Bandage from below upward. That is, from the +tip of a finger or toe toward the hand or foot. From<span class='pagenum'><a name="Page_210" id="Page_210">[210]</a></span> +the hand or foot toward the shoulder or groin. This +is in the general direction of the return of the circulation.</p> + +<p>6. Bandage over a splint and not under it.</p> + +<p>7. Bandage arms, legs, fingers, etc., in the position +the patient is to keep the part in when the bandaging +is completed. For instance, bend the elbow to a right +angle before putting on the arm bandage. This will +be more comfortable for the patient, allowing him to +carry the arm easily in a sling and also permit him to +use the hand to some extent if the nature of the injury +will permit. In bandaging a leg both above and below +the knee, the bandage must be put on with a view to +the necessary bending of the knee in walking and sitting, +if the patient is expected to use the leg.</p> + +<p>8. Never apply a wet bandage, as you cannot judge +of just how much pressure will be exerted when the +bandage dries, because of the shrinkage of cloth with +drying; much greater in some cloth than in others.</p> + +<p>Kinds of roller bandages:</p> + +<p>1. Circular for parts uniform in size, as the body.</p> + +<p>2. Spiral for conical surfaces, as fingers or toes.</p> + +<p>3. Reverse for more conical surfaces, as arms and +legs.</p> + +<p><i>Circular Bandages</i>—Any part of the body which is +of uniform size may be covered with a circular bandage. +Each turn covers about two-thirds of the previous turn. +This holds each turn firmly and prevents slipping and +exposing the dressing or wound underneath. Bandage +in general direction of the return of the blood to the +heart. Fasten the bandage with a strip of adhesive +plaster or safety pin. If there is possibility of restlessness +or much activity on the part of the patient, it is +best to run several narrow strips of adhesive plaster +along the whole width of the bandage when finished to +prevent possible slipping of the turns of the bandage<span class='pagenum'><a name="Page_211" id="Page_211">[211]</a></span> +when the muscles move under it with the activity of +the patient. This is especially true of a body bandage.</p> + +<p><i>Spiral Bandage</i>—A conical part, if not too conical, +may be covered with a spiral bandage. Each turn +ascends at a slight angle, with one edge of the bandage +a little tighter than the other. In putting on this kind +of bandage it is necessary to learn to have the tight +edges all of a uniform pressure and each turn overlap +the turn below in such a way that these tight edges +make the uniform pressure without regard to the upper +edge underneath, which is covered in each turn by the +tighter edge of the turn above it.</p> + +<p><i>Reverse Bandages</i>—The reverse bandage is a modification +of the spiral one, in order to cover the gapping +between spirals which occurs when the surface is very +conical, as, for instance, on the leg.</p> + +<p>In putting on this bandage the loose end is caught +by two or three turns first as in other bandages. Then +start to make a spiral turn, but at the mid point of the +front of the part being bandaged place the thumb of +the left hand, and fold the bandage down so that it +lies smoothly and continue the turn around to that same +point. Repeat the process with each turn. (See illustration.) +Each turn covers two-thirds of the one below +in order to hold firmly. The pressure must be uniform +when the bandage is finished. Fasten the ends as described +under circular bandages, or divide the end of +the bandage into two parts for several inches—long +enough to wind around the part bandaged. Tie a single +knot at the base to prevent further dividing, and wrap +the ends around the part in different directions; tie in a +hard knot to hold firmly.</p> + +<p><i>Bandaging Fingers and Toes</i>—In bandaging fingers +and toes it is usually best to bandage the whole of the +injured member. Cover the end of the finger, for in<span class='pagenum'><a name="Page_212" id="Page_212">[212]</a></span>stance, +by passing the end of the half inch or one inch +bandage several times the whole length of the finger, +over the end and to the base of the other side. Hold +this in place with one hand, start the spiral at the end +of the finger, and bandage smoothly toward the hand. +The spiral or the reverse spiral may be used.</p> + +<p><i>Bandaging Two or More Fingers or Toes</i>—It is sometimes +necessary to bandage two or more fingers, for +instance, at once, as in case of a burn, where it is necessary +always to have the burned fingers separated while +healing to prevent the raw places from growing together.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i029.png" width="400" height="296" alt="Triangular bandage on hand" title="" /> +</div> + +<p>Pass a finger bandage twice around the wrist and +pass obliquely to the base of the thumb. Carry to the +end of the thumb and bandage as described above. +When the thumb is bandaged, carry the bandage back +to the wrist; pass around the wrist in one or two circular +turns, and carry the bandage to the first finger<span class='pagenum'><a name="Page_213" id="Page_213">[213]</a></span> +and bandage as before. Repeat this until all the fingers +are bandaged. Carry the bandage back to the wrist, +after the last finger you wish to bandage is done; make +one or two turns around the wrist and fasten.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i030.png" width="400" height="419" alt="Wrapping an ankle with tape" title="" /> +</div> + +<p>In bandaging the foot, carry the bandage to the ankle +to make secure and hold in place.</p> + +<p><i>Bandaging Arms and Legs</i>—The reverse spiral is +usually best for bandaging these, because of the conical +shape. Practice alone can teach you to put this on +smoothly, firmly, not too tightly, and at the same time +quickly. A reverse bandage will not stay in place on +the leg of the person walking around unless pinned in<span class='pagenum'><a name="Page_214" id="Page_214">[214]</a></span> +many places or stuck by sizing in the cloth (which has +been wet), plaster, etc. Only a figure eight caught +over the top of the calf, in each alternate loop, will do so.</p> + +<p><i>The Figure Eight Bandage</i>—The figure eight is a +modification of the spiral used in bandaging over joints +in such a way as to permit some motion and at the +same time keep the bandage firm and in place.</p> + +<p>The bandage is carried first below and then above +the joint; then below and then above, the turns overlapping +the usual two-thirds of the width of the bandage, +leaving the joint free until the last. Then it may be +covered with two or three circular turns of the bandage. +This admits of considerable motion without disturbing +the bandage to any extent.</p> + + +<div class='center'><br /><b>The National Red Cross and Girl Scout Instruction +in First Aid</b></div> + +<div class="figright" style="width: 121px;"> +<img src="images/i031.png" width="121" height="250" alt="Carrying a child" title="" /> +</div> + +<p>By special arrangement with the National Red Cross, +it is possible for a Girl Scout completing satisfactorily<span class='pagenum'><a name="Page_215" id="Page_215">[215]</a></span> +the requirements for the First Aid Proficiency Badge +to secure with slight additional work the Red Cross certificate +in First Aid. Or the course may be taken entirely +under Red Cross auspices, though arranged by +Scout officials, in which case the Scout may receive both +the Proficiency Badge and the Red Cross certificate. The +conditions of this co-operation between the Girl Scouts +and the National Red Cross are as follows:</p> + +<p>Classes are to be organized with not less than four or +more than twenty-five in a class. The best size is ten to +fifteen. <i>Scouts must be at least sixteen years of age to +be admitted to these classes.</i></p> + +<p>The instructor must be a physician appointed by the +Chairman of the First Aid Committee of the local +Chapter of the Red Cross. He or she may be supplied +upon request by the Chapter, or chosen by the class and +the name submitted to the Chapter for appointment.</p> + +<p>The Red Cross class roll must be sent in to the local +Chapter early in the course.</p> + +<p>A Secretary to handle the records should be chosen, +and where the class is made up of Scouts, the officials +should be preferably a Scout Captain or Scout Official.</p> + +<p>The examiner must be a physician appointed by the +local Red Cross Chapter and is preferably some one other +than the instructor, but this is not necessary. Like the +instructor, the examiner may be supplied by the Chapter +or chosen by the class.</p> + +<p>The Red Cross examination roll, which may be obtained +from the Chapter, should be used in giving examinations +and then returned to the Chapter, who will issue +the certificates. Follow the directions on the roll carefully.</p> + +<p>If a Scout holds a First Aid Proficiency Badge she +may complete the course in seven and one-half hours. +If she does not hold a Proficiency Badge in First Aid<span class='pagenum'><a name="Page_216" id="Page_216">[216]</a></span> +then fifteen hours will be required. A Girl Scout holding +a Proficiency Badge in First Aid and taking a school +course held under Red Cross auspices which she passes +with a mark of at least seventy-five per cent, can, when +the school principal certifies to this, get the Red Cross +certificate without further examination by applying to +the local Red Cross Chapter.</p> + + +<div class='center'><br /><i>Advanced Courses</i></div> + +<p>Advanced courses are open to those who have the +Red Cross certificate. There must be an interval of at +least six months after the elementary course before an +advanced course can be taken, and the same interval between +repetitions of it. The course of instruction is +seven and one-half hours, mainly practical demonstrations. +A Red Cross medal is given on completion of +this course. Each time it is repeated, up to three times, +a bar (engraved with year) is given to be added to the +medal.</p> + + +<div class='center'><br /><i>Fees</i></div> + +<p>A fee of fifty cents is required for the elementary +course. The local Red Cross Chapter has the right to +reduce this fee.</p> + +<p>The fee for the advanced course is one dollar, which +covers the cost of certificate, examination and medal. +The fee for bar and engraving is fifty cents. These fees +cannot be reduced.</p> + +<p>These fees cover the cost to the Red Cross of postage, +certificates, medals, bars, and so forth, but do not cover +that of instructor, examiner, or classroom supplies, which +the Red Cross requires the class to take care of.</p> + + +<div class='center'><br /><i>Information</i></div> + +<p>Where there is no local Girl Scout organization refer +to the local Red Cross Chapter; or if there is none, either +to the Girl Scout National Headquarters, 189 Lexington<span class='pagenum'><a name="Page_217" id="Page_217">[217]</a></span> +Avenue, New York, N. Y., or to the Department of +First Aid, American Red Cross National Headquarters, +Washington, D. C.</p> + + +<div class='center'><br /><b>4. THE HOME NURSE</b></div> + +<p>The Girl Scout who has earned the Home Nurse +Badge may be of great help where there is illness. But, +she should remember that only such people as doctors +and trained nurses who have knowledge and skill gained +by special training and thorough practice are fitted to +care properly for those who are very ill.</p> + +<p>If the Scout with the badge keeps her head and shows +herself steady, reliable and willing, when called upon +for help in illness or emergencies, she proves herself a +true Scout who is living up to the Scout motto of "BE +PREPARED."</p> + +<p>To earn the badge she should know:</p> + +<p>How to keep the sick room clean and comfortable.</p> + +<p>How to make a bed properly.</p> + +<p>How to prepare for and help a sick person in taking +a bath.</p> + +<p>How to make a sick person comfortable in bed, changing +position, etc.</p> + +<p>How to take temperature, pulse and respiration.</p> + +<p>How to prepare and serve simple, nourishing food for +the sick.</p> + +<p>How to feed a helpless person.</p> + +<p>How to prepare and use simple remedies for slight ailments.</p> + +<p>How to occupy and amuse the sick.</p> + +<p>When helping about the sick, the Scout should wear a +wash dress or an apron which covers her dress. She +should be very neat and clean. She should wash her<span class='pagenum'><a name="Page_218" id="Page_218">[218]</a></span> +hands frequently, <i>always</i> before her own meals, and +after coming into contact with the sick person and after +handling utensils, dishes, linen, etc., used in the sick +room. Great cleanliness is necessary not only for her +own protection but to prevent illness spreading.</p> + +<p>She should move quickly and quietly, but without +bustle or hurry, taking care not to let things fall, not to +bump against the furniture, not to jar the bed, not to +slam doors, in fact not to make any unnecessary noises, +as sick people are not only disturbed but may be made +worse by noises and confusion. If a door is squeaky the +hinges should be oiled. Too much talking, loud talking +and whispering are to be avoided. Only cheerful and +pleasant subjects should be talked of, <i>never</i> illnesses +either that of the patient nor of others.</p> + +<p>The best nursing aims not only to bring relief and comfort +to those already sick, but to guard against <i>spreading</i> +sickness.</p> + +<p>We know, now, that many diseases are spread by +means of <i>germs</i> which are carried from person to person +by various means, such as air, water, milk, and other +food; discharges from the mouth, nose, bowels, bladder, +wounds; clothing; the hands; the breath, and so forth.</p> + +<p>It has been found that great heat, intense cold, sunshine +and some powerful drugs called disinfectants kill +germs. Germs thrive and multiply in dirt, dampness and +darkness. That is why it is important to have fresh +air, sunshine and cleanliness in order to keep well, and +to help in curing those who get sick.</p> + + +<div class='center'><br /><b>The Room, Its Order and Arrangement</b></div> + +<p>The hangings and furniture of a sick room should be +of a kind that can be washed and easily kept clean. Plain +wooden furniture is better than upholstered furniture +which collects and holds the dust. If there is a rocking<span class='pagenum'><a name="Page_219" id="Page_219">[219]</a></span> +chair it should be for the use of the sick person only. +Seeing and hearing other people rock may be very disturbing.</p> + +<p>If carpets are movable, so much the better, as they can +be taken out to be cleaned.</p> + +<p>The room should be bright and attractive. Sick people +like flowers and pretty things, but the flowers should not +have a strong perfume, and there should not be too +many ornaments around to collect dust and to take up +too much room. Flowers should be taken out of the +room every night and the water changed before <ins title="Transcriber's Note: original omits this word">being</ins> returned +to the room in the morning. Never have faded flowers +around.</p> + +<p>The room should be kept neat—a place for everything +and everything in its place.</p> + +<p>Neatness and attractiveness are not only pleasing to +the sick person and those who come into the room but +may really make the sick person feel better.</p> + +<p>Medicines should not be kept in sight. All dishes and +utensils not in use should be taken away and should be +washed immediately after use.</p> + + +<p><i>Ventilating and Lighting the Room</i></p> + +<p>The room of a sick person should be so situated that +it will get plenty of sunlight and be easily aired. A room +that has two or more windows can be better ventilated +than a room with only one. When there is only one window, +it should be opened both top and bottom. If there +is not a screen, one can be made by hanging a shawl or +a blanket over a clothes horse or a high-backed chair, or +over a line stretched across the lower part of the window. +A fire place or a stove keeps the air circulating—the air +being constantly drawn up the chimney—and so helps in +ventilating a room.</p> + +<p>When "airing" the room great care must be taken to +keep the sick person free from draughts.<span class='pagenum'><a name="Page_220" id="Page_220">[220]</a></span></p> + +<p>Unless special orders have been given to the contrary +there should be plenty of sunshine let in. The eyes of +the sick person should be protected from the glare by a +screen.</p> + +<p>If possible there should be a thermometer in the room. +The proper heat is between 65 and 70 degrees. If the +temperature of the room is as high as 70 degrees and the +sick person is cold, it is better to give her a hot water bag +and to put on more covers than to shut the windows, thus +keeping out the fresh air. Cool air acts as a tonic for +the sick.</p> + + +<div class='center'><br /><b>Cleaning the Room</b></div> + +<p>The carpet should be gone over every day to remove +the surface dust. Use the carpet sweeper, being careful +not to knock the furniture nor to jar the bed. Raise +as little dust and make as little noise as possible. Torn-up +wet paper scattered on a small part of the carpet at +a time and lightly brushed up into a dustpan with a whisk +broom, or a broom, cleans the carpet very well without +raising dust.</p> + +<p>If the carpet cannot be taken out to be swept or beaten +but requires thorough sweeping, an umbrella with a sheet +over it may be hoisted over the head of the sick person +to keep the dust from her nose and nostrils. The bare +parts of the floor should be gone over with a damp duster +or a damp mop.</p> + +<p>The dusting should be done with a damp or oiled duster +also, so that the dust may not be scattered. A basin of +soapy water should be at hand and the duster washed in +it frequently while dusting, so that the dust collected on +it from one surface will not be carried to another. While +dusting special attention should be paid to the doorknobs +and that part of the door around them.</p> + +<p>When the dusting is finished the dusters should be<span class='pagenum'><a name="Page_221" id="Page_221">[221]</a></span> +thoroughly washed and scalded and hung out of doors +to dry.</p> + + +<div class='center'><br /><b>The Bed</b></div> + +<p>A metal bedstead is better than a wooden one, as wood +holds odors and moisture, and is apt to have more cracks +and crevices for germs or bugs to lodge in. It should be +white, for then it shows when it needs cleaning and bed +bugs keep away from white surfaces which show them +up easily.</p> + +<p>If possible, have the bed in a part of the room, where +the drafts will not strike the patient every time a door +or window is opened, and where the light does not shine +in the eyes. If it can be placed so that the patient can +see from the window so much the better.</p> + + +<div class='center'><br /><b>To Make an Unoccupied Bed</b></div> + +<p>Remove pillows and bedclothes, one at a time, being +careful not to let corners drag on the floor, and put to +air. Turn the mattress over from end to end one day, +and from side to side next day. If the patient does not +have to return to bed at once leave to air for at least half +an hour.</p> + +<p>An old blanket, old spread or a quilted pad, spread over +the mattress not only protects the mattress but prevents +the sheets from wearing out, and may make the bed more +comfortable. These should be kept clean.</p> + +<p>The bed for a sick person is frequently made with a +rubber sheet and a draw sheet. The draw sheet is so +called because its proper use is to be drawn through under +the patient without greatly disturbing her and give her +a cool fresh place to lie on. Therefore it should be long +enough to tuck in sufficiently under one side to allow +of this being done. An ordinary sheet folded in two +from top to bottom and placed with folded edge toward +the head of the bed may be used. It should entirely<span class='pagenum'><a name="Page_222" id="Page_222">[222]</a></span> +cover the rubber sheet, which is usually put on between +the bottom and the draw sheet.</p> + +<div class="figcenter" style="width: 500px;"> +<img src="images/i032.png" width="500" height="410" alt="How to set up the bed" title="" /> +</div> + +<p>When the mattress is sufficiently aired, put on the protective +covering. Over this spread the lower sheet so +that the middle fold of the sheet lies up and down the +centre of the mattress from head to foot. Keep perfectly +straight. The sheet should be long enough to +have at least fourteen inches over at ends and sides to +tuck in. Tuck ends under mattress at head and foot +drawing tightly so that it will be smooth and firm. Now +tuck under at one side, folding neatly at corners, so that +they will be mitred when finished. If there is no rubber +nor draw sheet to put on, go to the other side of the bed +and tuck in firmly at corners. Then, pulling the middle of +the sheet very tightly with one hand, push the mattress<span class='pagenum'><a name="Page_223" id="Page_223">[223]</a></span> +with the other and tuck the sheet under. This under +sheet should be very smooth without a wrinkle in it. If +it is not long enough to tuck in well at both head and +foot, leave plenty at the head to tuck in securely and +tuck in at the sides tightly rather than risk having it +come loose at the head. Be sure, however, that the mattress +is entirely covered.</p> + + +<div class='center'><br /><b>When Rubber and Draw Sheets Are Used</b></div> + +<p>Before going around to the other side, lay the rubber +sheet over the bed, so that the top edge will be well above +where the lower edge of the pillow will come. Put the +draw sheet over it. Tuck both well under the mattress on +that side. Then, go to the other side and tuck in the +corners of the lower sheet as directed, then stretching +draw, rubber, and under sheet very tightly, tuck in +separately.</p> + +<p>Next spread the upper sheet, wrong side up, leaving as +much at the head to turn back over the blankets as you +left in the under sheet to tuck in. Have the middle fold +over that of the lower sheet. Spread the blankets so +that their upper edges will be even with the upper edge +of the mattress. If the blankets are not long enough to +reach as far up as they should, and yet tuck under firmly +at the foot, place the lower one as directed, and the upper +one so that there will be enough to tuck under at the foot, +and hold the others in place. Tuck in all at once the foot +and lower corners, mitring the corners as you did those +of the lower sheet. Pull and straighten the sheet at the +top and turn back smoothly over the blankets. If the bed +is not to be occupied right away, tuck in both sides, +stretching well so that it will have a smooth surface. Put +on the spread, having the top edge even with the top of +<span class='pagenum'><a name="Page_224" id="Page_224">[224]</a></span>the covers. Tuck in neatly at foot and lower corners, +letting the sides hang. Shake and beat the pillows thoroughly, +make smooth and even, and put in place.</p> + + +<div class='center'><br /><b>To Change the Under Sheet When the Patient Is +in Bed</b></div> + +<p>Loosen the bedclothes, without jarring the bed. Take +off covers one at a time, until only one blanket and sheet +remain. (If the patient feels cold, leave as many blankets +as necessary to keep her warm.) Holding blankets with +one hand or having patient hold it by the top, draw off +the upper sheet, being careful not to uncover the patient. +Remove the pillows. Have the patient as near the +side of the bed as is safe, on her side, and facing the +side on which she is lying. Roll the under sheets on the +side of the bed close to the patient's back, making them +as flat as possible. Pleat about half of the fresh under +sheet lengthwise, and place close to the soiled sheets. +Tuck in the other half, at the head, foot and side, draw +the rubber sheet back over this fresh sheet, arrange the +fresh draw sheet in place, tuck both in at that side and +roll the free part close up to the patient's back. Now +lift the patient's feet over the roll of fresh and soiled +linen to the freshly made part, then have her roll her body +over that side. Going to the other side of the bed, remove +all the soiled linen and tuck the fresh sheets in, +pulling tightly, being sure that there are no wrinkles under +the patient. All the time keep the patient well covered. +Now, spread the upper sheet and blankets over the covering +the patient has had on while the lower sheets were +being changed and, having the patient hold the coverings +you have just put on, draw off the others, just as you +took off the top sheet at first. Finish making the bed +as you would an unoccupied one.</p> + + +<div class='center'><br /><b>If the Bed Is to Be Occupied at Once</b></div> + +<p>If the bed is to be occupied at once the coverings should<span class='pagenum'><a name="Page_225" id="Page_225">[225]</a></span> +be tucked in only at foot, corners and one side, then +turned back diagonally from the head to foot.</p> + +<p>The bed clothes should never be drawn too tightly over +a person in bed, or they may irritate the skin, especially +at the knees and toes. Bed sores may be started in this +way. Perhaps the commonest cause of bedsores is from +wrinkles in the under sheets. If the spread is heavy it +should not be used over a patient. Use a sheet instead to +protect the blankets.</p> + + +<div class='center'><br /><b>Bathing</b></div> + +<p>Bathing is more important for the sick than for the +well. It not only keeps the skin clean and in condition +to do its work, but it is soothing to the nerves, makes +the sick person rest better and is refreshing.</p> + +<p>If the room is the right temperature and the bath is +carefully taken there is no danger of a sick person taking +cold. On the other hand bathing helps to keep people in +condition to <i>avoid</i> taking colds. (See Red Cross Text +Book on Home Hygiene and Care of the Sick, page 156.)</p> + +<p>When a patient is very sick or helpless, the bath should +be given by someone who is able to do it deftly and quickly, +with the least exertion to the patient.</p> + +<p>Very often, however, a person in bed is quite able to +bathe herself, with a little help, if the necessary things +are brought to her.</p> + + +<div class='center'><br /><b>To Prepare For a Bath in Bed</b></div> + +<p>Have the room warm and free from draughts. A good +temperature is 70 degrees. An old person or a baby may +have it warmer.</p> + +<p>Bring into the room everything needed. This will include:</p> + +<p>An extra blanket to wrap around the sick person.</p> + +<p>Two or more bath towels.<span class='pagenum'><a name="Page_226" id="Page_226">[226]</a></span></p> + +<p>Two wash cloths—one for the face and another for the +rest of the body.</p> + +<p>Soap—Ivory or castile are good.</p> + +<p>Pitcher of good hot water, and slop jar.</p> + +<p>Alcohol and toilet powder if you have it.</p> + +<p>Nail file and scissors.</p> + +<p>Comb and brush.</p> + +<p>Clean bed linen and nightgown. In cold weather these +may be hung near the fire or radiator to warm.</p> + +<p>A basin of water of a temperature that the sick person +finds comfortable.</p> + +<p>When everything is ready the Scout can help by loosening +the bedclothes, arranging the extra blanket, removing +the nightgown, and in holding the basin and towels, in +changing the water or in any way that will make the bath +easier for the sick person, perhaps washing the feet +and back, being careful to keep all the rest of the body +covered and warm, and in protecting the bed by bath +towels spread under the part being washed. When doing +this the wash cloth should not be so wet that it will drip +and wet the bed. It should be held so that the corners do +not touch against the bedclothes. There should not be +too much soap used as it makes the skin feel sticky. +Every part should be rinsed and dried thoroughly. Warm +towels are a great help in this.</p> + +<p>When the bath is finished alcohol or witch hazel may +be used to rub the parts where there is most pressure +as the back, shoulder blades, hips, buttocks, elbows, knees +and ankles. This not only gives comfort but it prevents +bedsores.</p> + +<p>If a sick person gets a bath, so that it does not disturb +nor tire her nor make her chilly she will usually enjoy it. +By getting everything ready, by helping where needed, +and by clearing up nicely the Girl Scout may make the +bath a pleasure instead of something to be dreaded.<span class='pagenum'><a name="Page_227" id="Page_227">[227]</a></span></p> + +<p>Sometimes sick people are able to go to the bathroom +to take their own baths, if everything is gotten ready for +them beforehand, so that they will not get tired doing so. +People who are not well should never be allowed to lock +themselves in the bathroom alone.</p> + + +<div class='center'><br /><b>Getting Ready a Tub Bath</b></div> + +<p>The bathroom should be well aired but warm. The +water in the bath tub helps to warm it up. A bath towel +or bath mat should be spread beside the tub on the floor +and a chair with a blanket and a bath towel on it for +the person to sit on while she is drying herself. The +water should be about 105 degrees or a temperature that +the person finds comfortable. Always let a patient try it +herself with her hand and arm before getting in. Five +to ten minutes is long enough to stay in the water. The +towels should be within easy reach and the bathrobe, +night gown and slippers placed ready to put on.</p> + +<p>The bed should be put to air and left as long as possible, +but if the patient has to get back in it immediately +after her bath, it should be made—care being taken that +it is warm enough. If necessary put in hot water bags +and spread a blanket over the under sheet to wrap around +her if she needs it. People chill easily after a bath if +they are exposed to sudden cold.</p> + + +<div class='center'><br /><b>Foot Baths</b></div> + +<p>Foot baths are often used in the home as remedies +for colds, headaches, sleeplessness and to give relief at +the monthly period.</p> + +<p>If there is not a regular foot tub a pail that is large +enough to put the foot in is better than a basin as it +lets the water come up around the ankles. A person may +sit in a chair or on the side of the bed. Have tub about +half full of water and at first of a heat that feels com<span class='pagenum'><a name="Page_228" id="Page_228">[228]</a></span>fortable, +putting more hot water in from time to time, +until it is as hot as it can be stood. When adding hot +water the feet should be away from the part of the tub +where the water is poured in, and it should be added +slowly to prevent possibility of burning. A person getting +a foot bath should be kept very warm. Wrap a +blanket around the knees so that the legs will be protected +front and back. After fifteen or twenty minutes +the feet should be removed from the water and dried +without rubbing. They should be kept well covered for +an hour or more. No one should go out immediately after +a foot bath.</p> + +<p>If mustard is to be added, mix it first in a cup and mix +it gradually so that it does not lump. Two tablespoonfuls +of mustard to a foot bath is about enough.</p> + +<p><i>Changing of position</i>, and supporting different parts of +the body, give both rest and comfort to anyone in bed. +This may be done by turning a patient and by the proper +arrangement of pillows and other supports.</p> + +<p><i>To turn a patient toward you</i> place one hand over her +shoulder and the other hand over her hip and draw toward +you. Bend her knees, go to the other side of the +bed, put both hands under her hips and draw toward you. +Place a pillow lengthwise at her back, from her shoulder +to waist for support.</p> + +<p>A pillow, placed under or between the knees, often +gives much relief and comfort. Small air pillows that +can be placed under or against the small of the back +relieve strain and rest the muscles. Anyone lying on +her back will be rested by arranging pillows lengthwise +at the sides to support arms. Rubber rings and air +cushions are also used to relieve pressure and give support. +They should always be covered, using towel or +pillow case, if they have not their own fitted covers.</p> + +<p>Rings of any size may be made of cotton wound with<span class='pagenum'><a name="Page_229" id="Page_229">[229]</a></span> +bandage. These are frequently needed under the heels, +particularly for a patient lying on her back.</p> + +<div class="figcenter" style="width: 350px;"> +<img src="images/i033.jpg" width="350" height="282" alt="Turning the patient" title="" /> +</div> + + +<div class='center'><br /><b>Sitting Up in Bed</b></div> + +<p>When a patient is allowed to sit up in bed and a bed-rest +is not available a straight chair placed bottom-up behind +the patient makes a good support for the pillows. +If there is no other support, at least six pillows are +needed to make a patient comfortable. The pillows +should be so arranged that the head is not thrown forward +and that there is proper support for the back, and +the arms.</p> + + +<div class='center'><br /><b>Raising a Patient Who Has Slipped Down in Bed</b></div> + +<p>Have the patient draw up the knees until the soles of +the feet are firmly on the bed. Place your right arm under +the far shoulder in such a way that the patient's head +rests in your bent elbow. Place the left arm under the +thighs. Hold your back stiff. Have the patient clasp her<span class='pagenum'><a name="Page_230" id="Page_230">[230]</a></span> +hands around your waist. Lift without jerking. When +<i>two</i> persons are doing the lifting, one should stand on +either side of the bed. The person on the left side of the +bed should place the right arm as though she were doing +the lifting alone. Place the other arm under the small +of the patient's back.</p> + +<p>The person on the right side will place her left arm +beside her companion's, and her right arm under the +thighs. If able, the patient may place a hand on the +shoulder of each lifter.</p> + +<p>Lift in unison without jerking.</p> + +<p>A pillow rolled in a sheet, placed under the body and +tied to the head or sides of the bed will prevent slipping +down in bed.</p> + +<p>It is usually better to shake up and rearrange the +pillows after raising the patient as the moving disarranges +them somewhat.</p> + + +<div class='center'><br /><b>To Change the Pillows</b></div> + +<p>Slip the right arm under the shoulders in such a way +that the neck and head are supported in your bent elbow; +with the left hand gently draw out one pillow at a time, +from above. In replacing, stand the pillows on the side +at the head of the bed, lift the shoulders, and grasping the +pillow by the middle draw down under the patient's +head.</p> + +<p>Another way is to have the patient near one side of +the bed and lifting in the same way draw the pillows one +at a time away from you. In replacing put the fresh pillows +on the far side and again lifting the head pull them +toward you.</p> + +<p>The pillow should support the neck and shoulders. A +small down or hair pillow placed under the back of the +neck from time to time, rests and supports.<span class='pagenum'><a name="Page_231" id="Page_231">[231]</a></span></p> + + +<div class='center'><br /><b>To Change the Nightgown</b></div> + +<p>The nightgown should be loose enough to change easily. +If there is an opening in the front, this may be made +larger or the gown may be split up the back.</p> + +<p>These openings may be sewn up again without in any +way damaging the gown.</p> + +<p>Have the gown well drawn up around the shoulders +and neck.</p> + +<p>Slip one hand through the arm hole of the gown, and +bend the patient's arm. With the other hand draw off +the sleeve.</p> + +<p>Draw the hand through the corresponding sleeve of +the fresh gown and lifting the head just as for changing +the pillow, slip the soiled and fresh gown over the head +at the same time. Pull away the soiled gown. Put your +hand through the sleeve and draw the patient's hand +through, then raising again draw the gown down under +the back and hips.</p> + + +<div class='center'><br /><b>Combing the Hair</b></div> + +<p>The hair should be combed at least once a day. If +this is done from the very beginning of an illness it will +not get badly tangled.</p> + +<p>Spread a towel over the pillow. Have the patient turn +head on one side so that the back of the head is exposed. +Part the hair in the middle from the forehead to the +nape of the neck. Comb only a small strand at a time. +If there are tangles, comb from ends toward the scalp. +Avoid pulling by twisting the strand around the finger +and holding loosely between the comb and the scalp. +When the hair on one side has been combed, braid it, +having the top of the braid near the ear. Do the other +side the same way. If very much tangled a little oil or +alcohol rubbed in makes it easier to comb.</p> + +<p>Wash the comb and brush in soap and water once a +week.<span class='pagenum'><a name="Page_232" id="Page_232">[232]</a></span></p> + +<p>Wash the hands after combing the hair.</p> + +<p>Be careful in removing the towel not to scatter the +loose hairs and dandruff it may hold.</p> + + +<div class='center'><br /><b>Getting Patient Up in Chair</b></div> + +<p>If possible have a chair with arms.</p> + +<p>Place beside the bed.</p> + +<p>Put cushions on seat and fresh pillow at back.</p> + +<p>Throw a blanket over all corner-wise, to wrap around +the patient when she sits down.</p> + +<p>While in bed put on stockings, slippers, bath robe (and +underdrawers or flannel petticoat in winter).</p> + +<p>Have the patient sit up in bed, and help her to swing +her feet over the edge.</p> + +<p>Stand in front of her, and have her place her hands on +your shoulders. Place your hands under her armpits, +and let her slip off the bed with her feet firmly on the +floor. Turn and let her sit down slowly.</p> + +<p>Place a stool for her feet.</p> + +<p>Place the chair so that she will be out of drafts and +so that the light does not shine directly into her face.</p> + +<p>When patients become restless and nervous they may +often be made more comfortable by rearranging the +bed clothes, by fanning, by changing position, by rubbing +the back and legs, by putting hot water bags at the feet, +back and neck, or small of back. In summer try very +cold water instead of hot water in the bags. Cold compresses +may be applied to the back of the neck, the spine, +the forehead, or wherever they may give comfort. A +foot bath, a hot or cool sponging will not only quiet restlessness +but will often make a patient sleepy. In using +any wet application be sure not to get the pillows or bed +clothes wet. Continued rubbing at the back of the neck +or stroking of the forehead gently is soothing and quieting.<span class='pagenum'><a name="Page_233" id="Page_233">[233]</a></span></p> + + +<div class='center'><br /><b>Temperature, Pulse, Respiration</b></div> + +<p>The temperature of the average person in health is +98.6° Fahrenheit. This is called the <i>normal</i> temperature.</p> + +<p>A temperature below 98.0 degrees is said to be sub-normal. +A healthy person may have a sub-normal temperature +in the early morning. People with a continuous +low temperature, say around 97 (this is often the case +with old people and those who are recovering from illness) +need careful attention. If in bed, they should be +kept warmly covered and supplied with hot water bags. +If up, they should be warmly clothed, and protected +from drafts, and sudden changes of temperature. +Usually, in the early morning before daylight, the temperature +is at the lowest. That is why it is important to +watch sick people and babies and to put an extra cover +over them at that time.</p> + +<p>Any temperature above 100 degrees, if it continues, is +serious. A temperature above 101 degrees is a fairly +high one, and 103 degrees or above is very high.</p> + +<p>The temperature is taken with a clinical thermometer +placed in the mouth or in the armpit. For babies, and +people who might break the thermometer if it were +placed in the mouth, place the thermometer in the armpit. +Temperatures of babies and very ill people are taken in +rectum, but the Girl Scout should not attempt this. Always +wash the thermometer in cold water before using. +Wash in cold water and disinfect by wiping off with alcohol +or ether after using. Hot water will break it. When +the thermometer is being used every day it may be kept in +disinfectant. Never lay down a thermometer that has +been used until after it has been washed and disinfected.</p> + + +<div class='center'><br /><b>To Take the Temperature in the Mouth</b></div> + +<p>Cleanse the thermometer.</p> + +<p>Shake down so that the mercury is below 96 degrees.</p> + +<p>Have patient moisten lips.<span class='pagenum'><a name="Page_234" id="Page_234">[234]</a></span></p> + +<p>Place the thermometer with bulb under tongue. Lips +must be closed while holding it.</p> + +<p>Hold two or three minutes, in this position.</p> + +<p>Be sure that nothing hot or cold has been in the mouth +for at least five minutes before taking temperature.</p> + + +<div class='center'><br /><b>To Take Temperature in the Armpits</b></div> + +<p>Wipe out armpit.</p> + +<p>Insert the thermometer.</p> + +<p>Place arm across the chest so that the thermometer is +held securely. It should remain so for four or five +minutes.</p> + + +<div class='center'><br /><b>Pulse</b></div> + +<p>The pulse may be counted on the thumb side of the +inside of the wrist, at the temples, the ankles, and other +parts of the body where the arteries are near the surface.</p> + +<p>The pulse shows the number of times per minute which +the heart beats or pumps.</p> + +<p>A normal pulse rate for a man is around 72, for a +woman 80, for a child 90, and for a baby 100 beats.</p> + +<p>A very rapid or a very slow pulse shows that there is +something wrong that should be reported. It takes a +good deal of practice to learn to count the pulse.</p> + +<p>Place two or three fingers on the beating artery, just +touching firmly enough to feel the beats, and count for +a half minute, then multiply by two to find the number +of beats per minute. Be sure that the patient's hand is +in a comfortable position while counting.</p> + + +<div class='center'><br /><b>Respiration</b></div> + +<p>Respiration is another word for breathing. An average +normal person when sitting or lying still, breathes +from twelve to twenty times per minute, and when moving +about 24 times. We all know that quick moving +makes quick breathing.</p> + +<p>Respiration above 40 or below 8 is a danger sign. If<span class='pagenum'><a name="Page_235" id="Page_235">[235]</a></span> +the respiration is very fast, or difficult, or wheezy, or in +any way very unusual, we can tell it at a glance. People +who are breathing hard are frequently relieved by being +propped up in bed.</p> + +<p><i>To count the respiration.</i> It is better to do this without +the person's knowledge. It may be counted by watching +the rise and fall of the chest or of the shoulders. Another +way is to hold the person's hand as though taking +the pulse, having her rest her hand and forearm lightly +on the chest and count the rise and fall.</p> + + +<div class='center'><br /><b>Dishes</b></div> + +<p>Dishes used by patients with any of the contagious +diseases, and this includes colds and sore throats, should +be kept separate, and washed separately from the family +dishes. They should be scalded after washing and have +special dish cloths. Using separate utensils, and <ins title="Transcriber's Note: original omits this word">a</ins> separate +room for the sick person are two of the surest ways to +prevent the spread of the disease.</p> + +<p>In such diseases as measles, scarlet fever, colds, mumps, +influenza, dishes should be boiled every day. Put them +in a large kettle in cold water and let them come to a +boil. Even the thinnest glass will not break if treated +in this way. Let the dishes stay in the water until cool +enough to handle.</p> + +<p>Dish cloths and dish mops should be thoroughly washed +in good hot water and soap, and put in the sun to dry. +They should be boiled regularly.</p> + +<p>If it is necessary to disinfect linen put it all in a bag +and leave in cold water to soak for some hours before +putting it on to boil. Put a little washing soda in the +water. After boiling hard for fifteen or twenty minutes +it may be washed with the other garments.</p> + +<p>Stains should be washed out before putting linen in +the wash.<span class='pagenum'><a name="Page_236" id="Page_236">[236]</a></span></p> + + +<div class='center'><br /><b>Utensils and Their Care</b></div> + +<p><i>All utensils should be kept clean and ready for instant +use.</i> The bedpan should always be warmed before being +used. Running warm water in and on it is usually +the easiest way to do this. It should be thoroughly dried +on the outside so that it will not wet the bed. It is a +good plan to have a piece of rubber sheet or several +thicknesses of old newspapers covered with a bath towel +to put under the bedpan in bed. When carrying away, +keep covered. Use cold water first, and after washing +with soapy water, rinse and dry before putting away.</p> + +<p>Basins in constant use, especially if they are used to +hold disinfectant, need to be well scoured with sapolio +from time to time. Nothing is more shiftless looking +than a dark rim of dirt or stain around a basin.</p> + +<p>Hot water bags should be emptied when not in use +and hung upside down. The stoppers should be kept +fastened to them.</p> + +<p>Ice caps should be dried inside and out and stuffed with +cotton or tissue paper to keep the sides from sticking +together.</p> + + +<div class='center'><br /><b>Hot and Cold Applications</b></div> + +<p>Hot applications are used to relieve pain, to supply +heat, and to bring down temperature. Both moist and +dry heat are used. Hot water bags, metal heaters, electric +pads, hot flannels are the commonest forms of dry heat. +Fomentations, poultices, and baths are the simplest forms +of moist heat.</p> + +<p>In applying heat, one should be ever on the watch +to avoid burning a patient. The skin of babies, children, +old people, and of those who have been ill a long time, is +very easily burned. Again, the same heat that is easily +tolerated by one person, may burn another.</p> + +<p><i>Hot water bags</i> or their substitute, electric pads or +metal heaters should always be wrapped in towels or<span class='pagenum'><a name="Page_237" id="Page_237">[237]</a></span> +have their own coverings. Never fill a hot water bag +more than two-thirds full. The water should not be +hot enough to scald a patient if the bag should spring a +leak. Before putting in the cork, expel the air by twisting +the upper part between the neck and the level of the +water before putting in the cork. Be sure to cork tightly. +If the bag is to be where the patient will bear the weight, +put in a very little water and renew from time to time. +Where there is no hot water bag, stone bottles may be +used, or bags of salt or sand may be heated in the oven. +The practice of using ordinary glass bottles is an unsafe +one, as the corks are not always to be depended on +to stay tight and the glass breaks easily. When bags +of salt or sand are used the coverings should be thick +enough to prevent the particles from sifting through. +Pieces of flannel the right size may in some cases supply +all the heat that is necessary. They should be covered +with another flannel to keep in the warmth.</p> + +<p><i>To make a mustard plaster.</i> Have ready a piece of +old muslin (a piece of an old nightgown will do) two +inches wide and two inches longer than twice the length +of the poultice required. On one end of it, with a margin +of an inch on three sides, place a piece of oiled paper +or shelf paper or a piece of clean paper bag, the size you +wish the poultice to be. Mix one tablespoonful of mustard +with 8 tablespoonfuls of flour, before wetting. +Have water about as hot as the hand can stand. Do not +use boiling water. Stir the water into the mustard and +flour gradually so that it will not lump. Make the paste +stiff enough to spread thinly on the paper, about a quarter +of an inch thick. Turn the margins of the cloth over +the paste. Fold the long end over so that all the paste is +covered and tuck the end under the turned-in edges of +the sides. Fold it and take it to the patient in a hot towel +or between hot plates. The skin where it is to be placed<span class='pagenum'><a name="Page_238" id="Page_238">[238]</a></span> +should be oiled. Test the heat by holding it against the +back of your own hand. Put on slowly and leave for two +minutes. Watch and remove sooner if the skin becomes +reddened or if it is uncomfortable. After removing wipe +away the moisture from the skin and cover with a soft +piece of muslin, and place a piece of flannel over that. +A blister after a mustard paste shows very careless nursing. +Never let a patient go to sleep with a mustard +plaster on.</p> + +<div class="figcenter" style="width: 350px;"> +<img src="images/i034.jpg" width="350" height="234" alt="ADMINISTERING AN INHALATION" title="" /> +<span class="caption">ADMINISTERING AN INHALATION</span> +</div> + +<p><i><ins title="Transcriber's Note: original reads 'Fomentation'">Fomentations</ins> or stupes</i> are pieces of flannel wrung +out of very hot water and placed on the skin. They +should be two or three times as large as the part to be +treated, and should be applied as hot as the patient can +bear them, without burning the skin. Have two sets, +so that one set will be ready to put on when the other +is taken off. The stupes should be wrung as dry as +possible and as they must be very hot to do any good, +a fomentation wringer is a great protection for the +hands. One may be made by putting halves of a broom +handle through the ends of a short roller towel in the<span class='pagenum'><a name="Page_239" id="Page_239">[239]</a></span> +middle of which the fomentation has been placed. By +twisting the sticks in the opposite direction the fomentation +can be wrung very dry. Take it to the bed in the +wringer and do not open until ready to place on the +skin, as it will lose its heat very quickly. Put a little oil +or vaseline on the skin and apply the fomentation gradually. +Cover with a dry flannel and put wadding over +that. A piece of oiled skin or oiled paper between the +wadding and the dry flannel helps to keep in the heat and +moisture. Hold in place with a towel or binder pinned +tightly.</p> + +<p><i>Cold</i> is applied by means of ice bags and by cold +compresses. In filling an ice bag the ice should be in +small pieces, and the bag not too full. Expel the air +as from a hot water bag. Cover with a towel or a +cover for the purpose. Never put the rubber near the +skin, it may freeze if so left. Besides, the cover absorbs +the moisture that collects on the outside as the +ice melts.</p> + +<p><i>Cold compresses</i> are a common remedy for headache. +Old handkerchiefs are excellent for this purpose. Fold +in frayed edges, two or three thicknesses will be heavy +enough, and have two, large enough to cover the forehead. +Wring one out of ice water so that it will not +drip, and put on the forehead. Keep the other on a +piece of ice and change the two applications frequently. +When applied to the neck a dry cloth should be placed +outside to protect the pillow or the patient's clothing. +Cold compresses for inflamed eyes should be of one +thickness only, and a little larger than the eye. Have a +number and change very often. Use a separate compress +for each eye. If there is a discharge a compress +should not be used a second time. The discarded compresses +should be collected in a paper bag or wrapped in +newspapers and burned.<span class='pagenum'><a name="Page_240" id="Page_240">[240]</a></span></p> + +<p>When cold compresses are applied to the head there +should be a hot water bag at the feet.</p> + +<p><i>Gargles, sprays, and inhalations</i> are often ordered for +sore throats and colds.</p> + +<p>Salt or soda added to water in the proportion of a teaspoonful +to a pint makes an excellent gargle.</p> + +<p>A very cold gargle or one as hot as can be held without +burning is better than a tepid one.</p> + +<p>Do not go out in the cold air directly after using a +hot gargle.</p> + +<p>Use at least six separate mouthfuls each time you +gargle, and hold long enough at the back of the throat +for the gargle to reach every part.</p> + +<p>A spray should not be used for the nose without a +special order from the doctor. The liquid sometimes +gets into the passage leading to the ear and causes earache.</p> + +<p>Always wipe the nozzle of the atomizer before using. +It should be cleaned after each use and boiled, if another +patient is to use it. Always boil the nozzle and +clean out the bottle when the atomizer is to be put away. +Keep it in a box where dust will not reach it.</p> + +<p><i>Inhalations</i> are useful to relieve difficult breathing +and for loss of voice or hoarseness. Fill a pitcher, bowl, +or basin, two-thirds full of boiling water. Wrap with +a towel to prevent burning if it should touch a patient. +Usually drugs such as peppermint spirits, oil of eucalyptus, +or tincture of benzoin, in dose of a teaspoonful to +the hot water contained in the <ins title="Transcriber's Note: original reads 'receptable'">receptacle</ins>, is enough. If +no drug is at hand, the steam itself may be depended upon +to do some good. Pin one end of a bath towel around the +face below the eyes and spread the other over the pitcher +inhaling the steam as it rises. It may not be possible +to induce a child to do this, in which case make a tent +of an open umbrella with a sheet thrown over it at the<span class='pagenum'><a name="Page_241" id="Page_241">[241]</a></span> +head of the bed, leaving the front a little open. Place +the pitcher so that the child will get the steam and hold +the pitcher carefully all the time. Do not let the pitcher +touch the patient.</p> + +<p>Another means of inhalation is to hold a funnel, made +of a piece of folded paper in the nose of a kettle of very +hot water, near the patient so that the steam can be inhaled. +Be very careful not to scald the patient. After +a steam inhalation one should not go out in the cold +air nor have the windows opened for an hour or more.</p> + + +<div class='center'><br /><b>Common Medicines and Other Remedies</b></div> + +<p>It is a very safe rule <i>never</i> to take medicines oneself +without a doctor's orders. Above all, never advise others, +even when you know from experience that certain medicines +have helped yourself and others. Medicines should +be taken upon prescription from the physician, should +be measured accurately, and given at the exact hour +ordered.</p> + +<p>Read carefully the label or box from which you take +the medicine before and after opening or uncorking, +and read the name again when putting back in its place. +Many people have been poisoned by not reading the +label. Have all glasses and spoons, etc., thoroughly +cleansed before and after using.</p> + +<p>Accuracy, attention, cleanliness, regularity should be +watchwords.</p> + +<p>In giving either food or medicine, the following measures +are helpful:</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Helpful measures"> +<tr><td align='right'>1</td><td align='left'> teaspoonful measures 50 grains.</td></tr> +<tr><td align='right'>2</td><td align='left'> teaspoonfuls make 1 dessertspoonful.</td></tr> +<tr><td align='right'>2</td><td align='left'> dessertspoonfuls make 1 tablespoonful.</td></tr> +<tr><td align='right'>2</td><td align='left'> tablespoonfuls make 1 ounce.</td></tr> +<tr><td align='right'>8</td><td align='left'> ounces make 1 cupful or glassful.</td></tr> +<tr><td align='right'>16</td><td align='left'> ounces make one pint, or pound.</td></tr> +<tr><td align='right'> </td><td align='left'> (This applies to either liquid or dry measure.)</td></tr> +</table></div> +<p><span class='pagenum'><a name="Page_242" id="Page_242">[242]</a></span></p> + +<p>In giving pills, capsules, tablets give a drink of water +first to moisten the tongue and throat. This helps them +to slip down more easily.</p> + +<p>If there is danger of a pill or tablet choking the patient, +crush the pill or tablet between two spoons.</p> + +<p>When medicines are taken by spoon, the spoon should +be licked by the patient in order to get the full amount.</p> + +<p>Nearly all medicines should be mixed with water, and +should be followed with a drink of water unless orders +are given to the contrary.</p> + +<p>Keep all medicines tightly corked.</p> + +<p>Buy medicines only in small quantities, as most of +them lose their strength in time.</p> + +<p>In buying vaseline or cold cream it is better to have +it in a tube than in jars. Being opened and dipped into +constantly soon makes the contents of a jar unclean.</p> + + +<div class='center'><br /><b>Common Remedies</b></div> + +<p>Such remedies as the following are to be found in +many homes.</p> + +<p>Castor oil, clove oil, vaseline, baking soda (this is +the same thing as bicarbonate of soda or saleratus), salt, +lime water, alcohol, camphorated oil, spirits of camphor, +flaxseed, aromatic spirits of ammonia. Do not confuse +this latter remedy with ammonia water used for cleansing +things.</p> + +<p>Castor oil should be taken in these doses:</p> + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Castor oil doses"> +<tr><td align='left'>Baby: 1 to 2 teaspoonfuls.</td></tr> +<tr><td align='left'>Older children: 1 tablespoonful.</td></tr> +<tr><td align='left'>Adult: 1 to 2 tablespoonfuls.</td></tr> +</table></div> + + +<p>There are many ways of taking castor oil. Heat the +glass or spoon, put in some orange or lemon juice, then +the oil, then more juice. Open the mouth wide and put +the oil far back. Have more juice at hand to swallow immediately +after. Chilling the mouth by holding a piece +of ice in it for a few minutes also helps to disguise the<span class='pagenum'><a name="Page_243" id="Page_243">[243]</a></span> +taste. A couple of tablespoonfuls of lemon or orange +juice with a quarter of a teaspoonful of soda mixed +thoroughly with the oil will make it effervesce so that +it is not unpleasant to take.</p> + +<p>If the dose is vomited, wait a little while, then give +another. Do not give directly before nor directly after +a meal.</p> + +<p><i>Olive oil</i> is often taken in doses of one or two teaspoonfuls +after meals to regulate the bowels or to help people +gain weight or when the appetite is small. It is also used +to rub into the skin of under-nourished babies and to rub +sick people, especially if the skin is very dry. After +rubbing with oil always wipe the skin with a towel.</p> + +<p><i>Vaseline</i> is used to grease sore and chafed parts. A +little may be inserted into the nostrils for a cold. Camphorated +vaseline is especially good for this. In case of +an irritating cough that keeps a child from sleeping, a +little plain pure vaseline may be put in the mouth, and +it will be found very soothing.</p> + +<p>Vaseline is also used to grease such utensils as nozzles +and to put on the parts to which poultices or fomentations +are to be applied.</p> + +<p><i>Soda</i> may be used for burns (moisten and apply as a +paste), as a gargle (one teaspoonful to a pint of water), +as an enema (the same proportion), for colds (a teaspoonful +in a quart of water to be taken internally in the +course of each day), and in bilious attacks, water with +this amount of soda may be given. Also to get a person +to vomit, in which case the water should be slightly warm.</p> + +<p><i>Salt</i> may be used as a gargle in the same way as soda, +and even mixed with soda, also for enemas. Coarse +salt, when heated and put into bags, may be used when +there is no hot water bag.</p> + +<p><i>Lime water</i> is used in mixing the baby's milk and is +put in the milk for sick people when they cannot take<span class='pagenum'><a name="Page_244" id="Page_244">[244]</a></span> +full strength milk. The usual proportion is two tablespoons +of lime water to a half glass of milk, which makes +about 1 part of lime water to 3 parts of milk.</p> + +<p><i>Alcohol</i> may be used to disinfect the more delicate +utensils as the thermometer. <i>Most alcohol now obtainable +is wood alcohol or denaturated; that is, mixed with +powerful poisons, so that it should never touch the +mouth.</i> Never place a bottle of alcohol near a flame. +If it is ever necessary to use an alcohol lamp, use the +solid alcohol. It is much safer.</p> + +<p><i>Camphorated oil</i> is often used to rub the chest and +neck with in case of colds. It should be warmed and +rubbed in thoroughly. Protect the bedclothes and the +patient's clothes with towels. After rubbing, wipe and +cover the part with a flannel, to prevent chill.</p> + +<p><i>Spirits of camphor or aromatic spirits of ammonia</i>, +a few drops on a handkerchief or piece of cotton, held +five or six inches from the nose, relieves faintness. Inhaling +the camphor in this way will often make it easier +to breathe through the nose in case of a head cold. Fifteen +drops of aromatic spirits of ammonia in a tablespoonful +of water may be given to anyone recovering +from a faint or to relieve nausea.</p> + +<p><i>Flaxseed tea</i> is an old-fashioned remedy for coughs. +Pour a quart of boiling water over two tablespoonfuls +of flaxseed and let it simmer for two or three hours, +or until reduced to about a pint of tea. Strain through a +fine strainer several times so that it will not be stringy, +flavor with lemon, and add honey or sugar. Put in a +covered jar, and take a teaspoonful at a time to relieve +irritation in the throat.</p> + +<p><i>The Daily Clean-Out.</i>—People, sick or well, should +have a bowel movement once or twice a day. Taking +medicine for this purpose is a very bad habit. If healthy +people have the proper exercise and food, and drink<span class='pagenum'><a name="Page_245" id="Page_245">[245]</a></span> +plenty of good water, medicine is not necessary. Eating +coarse grained food, as bran muffins, corn meal porridge, +fruits, and vegetables, drinking plenty of water, exercising +in the open air, and having a regular time for going +to the lavatory (immediately after breakfast and the last +thing at night before retiring are suggested times) are +habits that are usually sufficient to keep the bowels in +good order.</p> + +<p>If the waste matter is not carried off by the bowel +movements, the body will in time become poisoned by the +decayed substance in the intestines, and illness follows. +Many headaches, "tired feelings," "blues," and even appendicitis +may be caused by constipation.</p> + +<p>People who are sick and therefore deprived of taking +exercise to help in keeping their bowels regular, need to +have very special attention paid to their diet and to have +plenty of drinking water always at hand. Also they +should have bedpan or whatever other attention they +need <i>regularly</i>, and when asked for, <i>immediately</i>.</p> + +<p><i>Chill</i>, if due to exposure, may be treated by giving a +warm bath or a foot bath, and putting to bed between +warm blankets and with hot water bags. Rub briskly +under the covers and give a warm drink such as tea, +coffee, milk, etc.</p> + + +<div class='center'><br /><b>Some Common Ills and Their Treatment</b></div> + +<p>When a chill is not merely due to being cold, give +the same treatment except the rubbing, take the temperature, +and if there is fever, send for the doctor, as it +may be the beginning of an illness.</p> + +<p><i>Colds or cramps</i>, or pain in the bowels may be caused +by constipation, by gas, by undigested food, by the +monthly period or more serious causes. Apply heat (hot +water bag or fomentation), sip hot water in which is a +little baking soda (one-half teaspoonful to a cup), or a +few drops of peppermint. Try a hot foot bath. Lie<span class='pagenum'><a name="Page_246" id="Page_246">[246]</a></span> +down and keep very quiet with a hot water bag at feet. +If pain continues, except in the case of the monthly illness, +empty the stomach either by putting the finger +down the throat or by drinking warm water and soda +until vomiting starts. Take an enema or a dose of castor +oil. If the pain still continues, send for a doctor.</p> + +<p><i>Convulsions.</i> Send for a doctor at once. Loosen all +clothing, undress if possible. Watch and prevent patient +from hurting herself. Do not try to restrain. Try to +force a spoonhandle wound with a bandage between the +teeth, to prevent biting of tongue. Keep lying down +with head slightly raised. As soon as possible, administer +enema or dose of castor oil. Put ice bag on +head and hot water bottle to feet. Keep warm. A child +may be put into a warm bath and held until convulsions +subside. Keep very quiet and handle as little as possible +when the convulsion is over, as handling may cause a +repetition of the twitching.</p> + +<p><i>Croup.</i> Give steam inhalation. Keep a kettle of very +warm water in the room. If this is not possible, fill the +bathroom with steam by turning on the hot water, and +take the patient there. Put hot fomentations to neck, +chest, and abdomen. Send for doctor, who will usually +order medicine to make the child vomit, which brings +some relief.</p> + +<p><i>Earache.</i> Use hot applications against the ear. A +heated glass or a cup in which there is a cloth wrung +in very hot water, held against the ear may be found +very comforting. Never put drops nor anything else +into the ear canal. Either send for the doctor or take +the patient to him, as there may be a developing abscess +which needs to be opened.</p> + +<p><i>Fever.</i> Patient should go to bed in a well ventilated +room and keep quiet. The bowels should move freely +and plenty of water be taken. Bathing the hands, face +and neck or rubbing with alcohol gives relief, especially<span class='pagenum'><a name="Page_247" id="Page_247">[247]</a></span> +if there is restlessness. Only liquid food should be +given, and even that should not be urged.</p> + +<p><i>Headaches.</i> The commonest causes of frequent headaches +are eye-strain and indigestion. The cure is being +fitted with glasses and taking a proper diet. Rest and +quiet, careful eating, cold compresses to the head, a hot +water bag to the feet, or a foot bath will usually relieve +an ordinary headache. Sometimes, as when there is +constipation, a dose of castor oil is necessary. An enema +will often give instant relief. Never take headache +medicines unless a doctor has specially ordered it. These +medicines may contain powerful poisons. The danger +of taking them is that while for the time being they may +relieve the headache, the <i>cause</i> of the headache <i>remains</i>, +and the headache returns unless the cause, such as eye-strain +or indigestion, is removed.</p> + +<p><i>Hiccoughs</i> can be usually stopped by drinking a glass +of water in sips while holding the breath. They are +usually caused by eating too fast or by some form of +indigestion.</p> + + +<div class='center'><br /><b>Colds, Their Prevention and Care</b></div> + +<p>Everybody knows that colds are "catching." People +who are over-tired or under-fed, who stay too much in +either under-heated or over-heated rooms, or who do not +bathe regularly, or who do not get exercise enough in +the open air, are those most likely to catch cold.</p> + +<p>If you have a cold yourself, stay away from others +if possible, and do all in your power to prevent others +coming close to you. Cover the mouth when coughing +or sneezing, use paper or old rags instead of handkerchiefs +and then burn them; wash your hands before +touching things others are to use, and use separate dishes, +which should be kept entirely apart from the family +dishes and washed separately. If such precautions are<span class='pagenum'><a name="Page_248" id="Page_248">[248]</a></span> +taken by the first member of the family to take cold, it +would seldom spread through the family.</p> + +<p>When people around you have colds, avoid getting +close to them, gargle often, take deep breaths of fresh +air whenever possible, wash your hands often and keep +them away from your nose and mouth.</p> + +<p>You do not need to be told that the handkerchief used +by anyone with a cold is full of germs. It should be +kept from touching other things and should never be +left lying around.</p> + +<p>If, at the first signs of a cold, a good dose of castor +oil is taken, a glass of hot lemonade and a hot bath before +going to bed, a cold may be "broken up," as we say. +In mild weather, the windows may be left open, but if +the weather is very cold it is better to air the room from +another room, in order to keep an even temperature, but +there should be good ventilation.</p> + +<p>If the throat is sore, gargling and a cold compress to +the neck will bring relief. If there is fever and headache, +you have already been told what to do. Anyone +with a cold should eat very lightly and drink plenty of +water. They should be as quiet as possible and get all +the rest and sleep possible.</p> + +<p>Camphorated or plain vaseline may be put in the nostrils, +and if there is a cough, plain vaseline may be taken +internally—placed on the tongue at the back of the +mouth. A spoonful of flaxseed tea taken as often as +necessary to relieve irritation may bring relief. Inhalations +are helpful in hoarseness. Never give any cough +medicines except what are ordered by a doctor.</p> + +<p>If the symptoms continue after the first night it is +advisable to call a doctor, as what seems a slight cold +may be the beginning of a serious illness, as measles, +scarlet fever, pneumonia, etc. If there is earache, rapid<span class='pagenum'><a name="Page_249" id="Page_249">[249]</a></span> +breathing, great weakness or sleepiness the doctor should +be called at once.</p> + +<p>Any symptom that lasts after a cold, as pain in one +part, weakness, or high temperature, needs a doctor's +attention.</p> + + +<div class='center'><br /><b>Food for the Sick</b></div> + +<p>Food for the sick should be light and easily digested. +Generally the doctor says what may be eaten. Such +foods as the following are included in so-called invalid +foods: Milk, milk soups, eggs, raw and soft-cooked, +rennet, custards, ice creams, albumin water, well cooked +cereals, gruels, broths, toasts, milk toast, jellies made +with gelatine, such as lemon and wine jelly; macaroni, +spaghetti, well-cooked bread (never fresh bread), tea, +coffee, cocoa.</p> + +<p>Sick people should have their meals as regularly as +possible, at regular hours and promptly and attractively +served. The tray, the dishes, the tray-cloth, should be +spotlessly clean, and the tray should not be over-loaded +with dishes or food. If it is necessary to bring all the +food for a meal to the room on the tray at once in order +to save steps, remove some of it, perhaps the dessert, +until the patient is ready for it.</p> + +<p>Before leaving the room to prepare the tray, arrange +everything so that the patient may eat the food as soon +as it is brought. As a rule it is better for the sick member +of the family to have her meals served before the +family sits down to the table, so that she may have her +food fresh and hot, and not get tired waiting.</p> + +<p>Try to have food that the patient likes, if possible. If +she does not like what may be served her, it may be +served so attractively that her appetite may be tempted.</p> + +<p>All food should be tasted before serving. Serve hot +food hot, and cold food cold.</p> + +<p>Milk is the most nourishing of liquid foods. If it is<span class='pagenum'><a name="Page_250" id="Page_250">[250]</a></span> +to be heated, do not let it boil. Always take the chill +off milk served to children.</p> + +<p>Generally speaking, cooked food is better than uncooked, +even fruits. Baked apples or apple sauce, for +example, are safer to give the sick than raw apples.</p> + +<p>Toast is better than bread. Toast upon which the +butter has melted should not be given to a sick person. +Have the toast hot, and butter each mouthful as eaten. +Bread should be at least one day old before <ins title="Transcriber's Note: original omits this word'">being</ins> given to a +sick person. Hot breads, such as fresh rolls and biscuits, +are not good foods for ill people. Fried foods should +be kept from invalids and children.</p> + +<p>The best way to prepare a potato for an invalid is to +bake it. It should be served when it is light and mealy, +and never after it has become soggy.</p> + +<p>The best way of cooking meat is to broil it, having +the outside well browned, and the inside soft and juicy, +never dry and hard.</p> + + +<div class='center'><br /><b>A Tray for Liquid and Soft Food</b></div> + +<p>The tray should be large enough to hold two glasses +or a cup and saucer and a glass, as well as salt or sugar. +Put two spoons on the tray, and if the patient is using +a tube or a feeder, put that on the tray. One of the +glasses should contain fresh water. Offer a glass of +water before and after the nourishment.</p> + +<p>The tray for soft solids. Suppose the meal is to be +boiled rice, or other cereal, and toast. The tray should +have a fresh doilie, salt, sugar (covered), a glass of +water, two teaspoons, a knife, if butter is allowed on the +toast, and a small pitcher of milk or cream for the rice. +Put the cereal in a deep saucer or small bowl, cover +with a plate or saucer and rest on another plate. Spread +a small napkin on another plate. Put the toast on it, +then wrap the napkin around it to keep hot.</p> + +<p>Sick people should have plenty of water to drink.<span class='pagenum'><a name="Page_251" id="Page_251">[251]</a></span> +Besides having a pitcher of fresh water and a glass where +it may be easily reached, always put a glass of fresh +cool water on the tray when food or medicine are brought. +While ice water is bad for both sick and well people, +the water should be cool enough to be agreeable and +refreshing. Water that is chilled to the right temperature +by being kept in the ice chest, bottled, is preferable. +It should be drunk slowly and not gulped down. Water +standing in the room should be kept covered at all times.</p> + + +<div class='center'><br /><b>Feeding Helpless Patients</b></div> + +<p>A patient is often so weak that she cannot lift her +head in order to eat. In this case she would be given +liquids through straws or by spoon or "feeder." Sometimes +by putting a small quantity of liquid in a glass, two +tablespoonfuls, a patient is enabled to drink without +spilling a drop.</p> + +<p>If necessary, slip one hand under the pillow, raise +the head a little, holding the glass to the lips with the +other. Anyone lying down should take food very slowly. +If solid, it should be cooked, especially well, as there is +danger of choking.</p> + +<p>Tubes should be washed immediately after using. If +used continuously they should be cleaned with a tube +brush made for that purpose. Straws should be burned +or destroyed. If feeding with a spoon, be careful that +neither the food nor the spoon burns the lips or mouth. +Feed slowly and a little at a time, allowing plenty of +time between mouthfuls.</p> + + +<div class='center'><br /><b>Occupying and Amusing the Sick</b></div> + +<p>When people are recovering from an illness, or when +they are what we call chronic invalids, they often enjoy +and are helped by being amused or occupied. At this +time a Girl Scout may be very helpful. First of all, she +should be cheerful herself. Then she should be able to<span class='pagenum'><a name="Page_252" id="Page_252">[252]</a></span> +play two or three quiet games, such as cards, dominoes, +checkers, and be able to read aloud and to tell cheerful +and amusing stories. Children may often be kept quiet +and happy by hearing little rhymes recited. It might +be a good idea for every Girl Scout to be able to tell +three short stories and three funny stories, know three +conundrums and three short poems, play three quiet +games of cards, play checkers, play dominoes and know +three puzzles.</p> + +<p>Excitement is always bad for sick people and they +become tired easily, so they should not be read to, talked +to, nor played with for too long an interval, even if +they seem to wish it themselves. The Scout must always +remember that these things are being done for the pleasure +of the sick person, and she must be very patient, to +let the games or stories be of their own choosing if they +wish it, and to avoid being noisy herself.</p> + + +<div class='center'><br /><b>Daily Routine</b></div> + +<p>There should be a regular daily routine. Have regular +hours for feeding, bathing, giving treatment and medicines, +giving the bedpan, etc. Be punctual.</p> + +<p>Usually the first thing to do in the morning is to close +or open the window as necessary, and to give the patient +a bedpan. Have it warm. Take temperature, pulse and +respiration and record them. Bring a basin of warm +water, soap, towel, etc., to wash hands and face, and a +glass of water to brush teeth. Tidy the hair. Straighten +up the room a little. Prepare and serve patient's breakfast. +After an hour the bed bath may be taken, but a tub +bath should not be taken until two hours after breakfast.</p> + +<p>Make the bed. Clean up the room. If the patient is +well enough, let her read or see visitors after this. Serve +the dinner. After dinner, open the windows, lower the +shades, and let the patient rest and sleep if possible for +at least an hour. Sick people need more rest than well<span class='pagenum'><a name="Page_253" id="Page_253">[253]</a></span> +people and should have a regular hour for rest in the +daytime. If they sleep, so much the better, as it has +been proved that patients who take a nap during the day +sleep better at night. After four o'clock give a drink of +some kind of hot or cold substance, as needed or desired—broth, +milk, lemonade. In the late afternoon sick +people are often tired and restless. Change of position, +rearrangement of the pillows or a good rub give comfort +and relieve the restlessness. Diversion of some kind, +nothing noisy or exciting, may serve the same purpose. +It may be found wise to delay the bath until this time of +day as bathing has a soothing effect.</p> + +<p>Between supper and bedtime the sick person should +be kept from excitement. This is a good time for reading +aloud or allowing them to read for themselves, but +a very poor time to see visitors.</p> + +<p><i>Preparations for the Night.</i> Bring in all the necessities +for washing the hands and face and brushing the +teeth and combing the hair, and help where needed. +Change the nightgown (it is better to have a gown for +the day and one for the night), brush the crumbs from +the bed, make the sheet smooth, shake up the pillows +and straighten out the bedclothes, having extra covers +handy in case of need. Fill the hot water bag, attend +to the fire, if there is one, and arrange everything in +the room just as it will be needed for the night. Give +a warm drink, and allow the patient to rinse the mouth +(or, if wished, the brushing of the teeth may be delayed +until this time). The last thing to do for the sick person +is to give a good rub, paying special attention to the bony +parts (lower end of spine, shoulder-blades, hips, knees, +ankles). Then arrange the ventilation.</p> + +<p>Before settling a sick person for the night, be sure +that everything about the room is done, as any moving +about after she is prepared to sleep may tend to disturb +her and prevent her from going to sleep.<span class='pagenum'><a name="Page_254" id="Page_254">[254]</a></span></p> + + +<h3><br />5. THE HEALTH GUARDIAN +FOR GIRL SCOUTS</h3> + +<p>Has the town you live in a free swimming pool with +instructors and well arranged hours for little children, +older girls and boys and grown-ups? Can you step out +after school and have a couple of hours on a well kept +tennis court? Is there a good golf course reasonably +near, with convenient trolley service? Are there plenty +of playgrounds, so that the children are off the streets? +And, since grounds are not enough, are there friendly +young play-leaders connected with them, to get the children +together and teach them all sorts of games and +sports?</p> + +<p>If none of these things are to be found, or not enough +of them, wouldn't you like to have them?</p> + +<p>"Of course I should," you reply, "but what can I do +about it? I am only a girl, and I can't get all these things +by just wishing for them!"</p> + +<p>But that's just what you can do.</p> + +<p>All these things in a town mean that the town is +looking out for the health of its young people. Exercise +is one of the most important means of preserving health, +and most of the large cities nowadays are working hard +to see that no child shall be out of reach of a good park, +a good swimming pool and a good playground.</p> + +<p>This all comes under the city government and as this +is a democratic form of government, these things are all +arranged by vote. That is, the citizens vote to use the +public money for such things and vote for the officials +who shall spend the money for them. Do you see that +if you make up your mind now about the village improvements +you want, you can vote for them later and get +them?</p> + +<p>Women are naturally interested in all that happens<span class='pagenum'><a name="Page_255" id="Page_255">[255]</a></span> +to children, and if all the women of a community should +get together and vote for everything that concerned the +health and happiness and good education of children, +can't you see what happy days their school-days would +be?</p> + +<p>If you saw "Public Health" at the head of a chapter, +you might not think it looked very interesting; but when +you once get the idea that if your mother had had her +say on the Public Health Board you would have had a +fine skating pond with a good skate-house, last winter, +and sunny, well-aired school rooms to study in, with a +big gymnasium for basket ball in bad weather, you may +be more interested in the merit badge for Public Health +called "Health Guardian!"</p> + +<p>Remember that Public Health is simply good housekeeping, +applied to the community.</p> + +<p>It is a subject which women are sure to take up more +and more, and a Girl Scout who has given the matter a +little thought and study is going to make a good citizen +later on, and will be certain to have her advice asked—and +taken—in the matter of making her town healthy and +happy.</p> + +<p>For instance, if the desks in the public schools are not +of the right height and shape, the children are bound to +suffer in their health and hygiene.</p> + +<p>It is the business of the State to see that all public +buildings, schools, theatres, factories, etc., have a certain +amount of light and air to the cubic foot, because +so much is necessary for health.</p> + +<p>It is the business of the State to see that only a certain +number of hours a day should constitute a day's work. +This is because a certain amount of rest is a necessity +for all citizens.</p> + +<p>It is the business of the State to see that food and +water can be brought into the community. Also that they<span class='pagenum'><a name="Page_256" id="Page_256">[256]</a></span> +be kept pure, both in transportation and after they reach +the community. This includes the policing of all reservoirs +and the filtering of the water; the refrigerating of +meat and milk; the condemning of rotten fruit and vegetables; +the collecting and disposal of all garbage and +waste.</p> + +<p>It is the business of the state to prevent spitting in +public places, (one of the greatest sources of public +infection); to prevent the use of common drinking +utensils, towels, etc.; to insist on the isolation of contagious +diseases and the placarding of the houses where +they occur.</p> + +<p>In order to carry on these great wise policies the state +should offer free clinics where citizens can find out what +is the matter with them and how to prevent it, and trained +community nurses for the sick.</p> + +<p>Do you see what a wonderful power an intelligent +woman can be in the community she lives in? Women +ought to be much better, really, in this public housekeeping +than men, because most of them have had to +learn to do it on a small scale, and know how necessary +light, air, rest, exercise and cleanliness are.</p> + +<p>But, you may say, as yet, I am too young to vote, anyway; +what can I do?</p> + +<p>The answer is very simple: every citizen, whether she +is young or old, whether she has a vote or not, can find +out the laws of the town she lives in and help to enforce +them!</p> + +<p>And the most important of these laws are those which +affect the public safety and the public health. Whether +there is a Public Health Commissioner or a Town Board +or a Village Superintendent or only a District Nurse to +appeal to, there is sure to be somebody whose business +it is to listen to violation of the law.</p> + +<p>If every troop of Girl Scouts knew the health laws of<span class='pagenum'><a name="Page_257" id="Page_257">[257]</a></span> +their town, <i>and helped to get them obeyed</i>, there would +be a wonderful lessening of epidemics and a wonderful +advance in the health and beauty of our towns.</p> + +<p>If the Girl Scouts stood, all over the country, for the +intelligent guardianship of the public health and recreation, +they would rapidly become one of the greatest and +most respected organizations in America, for this reason +alone.</p> + + +<h3><br />6. THE HEALTH WINNER</h3> + +<div class="blockquot"><p>"<i>... For since a little self-control, since +a clean and elementary diet, pure water, openness +of the body to sun and air, a share of honest +work, and some degree of mental peace and largesse, +are the simple conditions of health, and are +or ought to be, accessible to everybody—</i></p> + +<p>"<i>To neglect these is sheer treason.</i>"</p> + +<div class='right'> +<i>—Toward Democracy, by Edward Carpenter.</i><br /> +</div></div> + + +<div class='center'><br /><b>Five Points of Health for Girl Scouts</b></div> + +<p>A cheerful Scout, a clean Scout, a helpful Scout, is a +well Scout. She is the only Scout that really <i>is prepared</i>. +She not only knows the laws of health, she lives +them: she stands tall, she plays daily in the open air, +she rests and sleeps at night, and conserves her energy +at all times, she is careful to get the right amount of air, +water, sun and food each day, and perhaps most important +of all, she keeps clean.</p> + +<p>1. <i>Stand Tall</i>—Every Scout should be recognized a +long way off, not only by her uniform, but by her erect +carriage. In sitting, the lower back should be against +the back of the chair. In bending forward to read or<span class='pagenum'><a name="Page_258" id="Page_258">[258]</a></span> +write, bend straight from the hips. At Scout meetings +practice sitting without support for the back. When "at +ease" during drill, stand with feet apart and parallel and +with hands hanging free. When resting, lie flat on the +back without pillows. Correct posture is obtained by +balancing the different parts of the body—hips, head, +chest in a straight line, so that the bony framework bears +the weight. The muscles and ligaments will not then be +strained, and the bones will not be forced into an abnormal +position. Two rules to remember are: "Stand +tall" and "Keep your spine long."</p> + +<p>2. <i>Take Exercise</i>—If you have watched soldiers obey +commands in drill you know how quickly their joints +and muscles work. The setting-up exercises given in +the Handbook have been planned to preserve the power +of joints and muscles, and to prevent them from becoming +like rusty machines. These exercises should be taken +with windows open, if not out of doors. Clothing should +be light and loose, and corsets removed. These exercises +are not to be considered a substitute for vigorous outdoor +work or play, but only as supplementary to or when +these are impossible. The day should be planned to +include at least an hour and a half of vigorous activity +in the open air. This will take different forms, according +to the place and season, so that in the summer one +may swim, row or paddle, or play tennis or any other +game outdoors, and in the winter skate, coast or snowshoe. +However, the best all year round exercise, and +the simplest and easiest to get is walking. Five miles +a day is an adequate average. Even walking alone is +good exercise, but walking in a group or two and two is +better, because keeping step, singing, whistling and talking +and laughing together add enormously to the exhilaration +of motion and of sun, wind or rain in the face.</p> + +<p>A Girl Scout should avoid unusual exercise before,<span class='pagenum'><a name="Page_259" id="Page_259">[259]</a></span> +during and immediately following menstruation. However, +she should remember that a reasonable amount of +exercise at this time is quite normal and beneficial, except +where there is an actual disorder of some sort. +In this case a physician should be consulted.</p> + +<p>3. <i>Rest and Conserve Energy</i>—Go to bed early and +sleep from eight to eleven hours, according to age. Sleep +with windows open all the year round. Rest sometime +during the day, flat on the back if possible, but even +five minutes sitting quietly with hands in the lap and +eyes closed is better than nothing. The following table +shows the number of hours of sleep that are needed at +different ages:</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Sleep required"> +<tr><td align='center'><i>Age</i></td><td align='center' colspan='3'><i>Hours of Sleep</i></td></tr> +<tr><td align='left'>10 and 11 years</td><td align='left'> 9½</td><td align='center'>to</td><td align='left'>11</td></tr> +<tr><td align='left'>12 and 13 years</td><td align='left'> 9</td><td align='center'>to</td><td align='left'>10½</td></tr> +<tr><td align='left'>14 and 15 years</td><td align='left'> 8½</td><td align='center'>to</td><td align='left'>10</td></tr> +<tr><td align='left'>16 and 17 years</td><td align='left'> 8</td><td align='center'>to</td><td align='left'>9½</td></tr> +<tr><td align='left'>18 and 19 years </td><td align='left'> 8</td><td align='center'>to</td><td align='left'>9</td></tr> +<tr><td align='left'>20 and over</td><td align='left'> at</td><td align='center'>least</td><td align='left'> 8</td></tr> +</table></div> + + +<div class='center'><br /><b>Save Your Eyes</b></div> + +<p>The reason it is important to rest and to sleep enough +is because it is while at rest that the body regains energy +lost during activity, and stores it up for future work and +play. There are other ways of saving energy, and one +of them is by keeping the body in such good repair that +like a good machine it does its work with a minimum +expenditure of force and heat. This is the main reason +for the setting-up exercises, or indeed for any sort of +exercises. Perhaps the single best way to save energy +is by saving your eyes. There is almost no work or play +that does not involve the use of our eyes. If people are +blind they can learn to do many things without vision, +but it is infinitely harder than with it. Modern life,<span class='pagenum'><a name="Page_260" id="Page_260">[260]</a></span> +especially in cities, makes a constant demand on our eyes, +and more than this, the demand is on one part of the +eyes—the muscles concerned in near work. The best +way to rest the eyes, and one which not only rests the +tired parts but exercises the parts that are not used, is +by doing things that will involve <i>distant vision</i>. Walking +and looking far ahead and far away on every side rests +the eyes best of all, and this is one reason why a good +walk will often clear up a headache. Another way to insure +distant vision is by riding backward in a car. Then +as the landscape flows past you, your eye muscles relax +to the position needed for distant vision. If you cannot +walk or ride and are doing close work, like sewing or +reading, look up and "at nothing" every once in a while.</p> + +<p>The following are some important rules to remember +in saving your eyes:</p> + +<p>Rest your "near" eye muscles by looking at distant +objects and places.</p> + +<p>Do not work facing a light or where the rays from a +light cross your field of vision directly.</p> + +<p>Work so far as possible by indirect or reflected light.</p> + +<p>If you must work near uncovered artificial lights, wear +an eye-shade.</p> + +<p>When sewing or writing have the light at your left, +unless you are left-handed. This is to keep the shadow +of your hands from the work.</p> + +<p>Avoid a glare or light that is in streaks or bars of +alternate dark and bright. Diffused, even light is best.</p> + +<p>Have your eyes examined by a competent oculist immediately:</p> + +<p>If you have headaches,</p> + +<p>If the eyes sting or burn after using,</p> + +<p>If print or other objects dance or blur,</p> + +<p>If you must get close to your work to see it,</p> + +<p>If near work tires your eyes or you,<span class='pagenum'><a name="Page_261" id="Page_261">[261]</a></span></p> + +<p>If there is the slightest irritation or soreness about the +lids or other parts.</p> + + +<div class='center'><br /><b>How to Avoid Muscle Strain</b></div> + +<p>Girls and women in attempting to live an outdoor life +or indeed when trying to do many of the things numbered +among the Scout activities, such as First Aid, +Home Nursing and Hiking, often give themselves quite +unnecessary pain and fatigue from lifting, pulling and +carrying weights in the wrong way. Ability to carry +and lift or move is not so much dependent upon absolute +strength as it is on knowing how. The whole body, so +far as it is a physical mechanism, may be thought of as +a series of levers, of which the muscles, bones, and +joints make up the parts and are fulcrum, power arm +or weight arm as the case may be. Without going into +the details of bodily structure or even knowing the names +of the different bones and muscles, it is possible to learn +a few simple things about the right use of these levers +that will be useful at all times.</p> + +<p>Certain parts of the body are more able to do heavy +work than others, and the first thing to remember is that +the upper part of the back, the shoulders and the upper +arms are stronger than the lower back, the abdomen +and the lower arms. Therefore, whenever you are trying +to lift or move an object, see if you cannot use +these stronger parts. If the arms are held away from +the body when lifting, pulling, throwing or pushing, the +muscles of the upper arm, the shoulders and the upper +back will be brought into play. If the arms are held +close to the body, the lower-arm muscles are unduly +taxed and in trying to help them out, pressure is made +on the abdominal and pelvic muscles, which are not +fitted to bear this sort of strain. Therefore, in carrying +a bag or suitcase, where this is absolutely unavoidable,<span class='pagenum'><a name="Page_262" id="Page_262">[262]</a></span> +try to swing the arm free from the body, so as to use +the upper arm and back muscles for the weight.</p> + +<p>Another important way to save strain is by pushing +instead of pulling. It is almost impossible to push anything +so hard as to injure your back or abdominal muscles. +It is almost impossible, on the other hand, to pull +even a relatively light weight without some strain. If +you will think of how a horse in harness actually exerts +his strength in drawing a wagon, you will see that what +he does is to <i>push</i> against the straps, and it is the straps +that <i>pull</i> the wagon. Even the strongest horse could +not pull a wagon with his teeth very far, or pull something +tied only to the back leg muscles. <i>Get behind and +push</i> is the rule to remember, and never resort to <i>pulling</i> +until you have tried every device for pushing instead.</p> + +<p>If you <i>must</i> pull, try to use heavy muscles, such as <i>leg</i> +muscles, to do it with. Often a weight may be lifted or +pulled by getting the foot under or in back and using +the arms only to steer with. This applies particularly to +objects like trunks or bureaus.</p> + +<p>Always take advantage of any natural leverage that +you can and if you must move something heavy, do not +lift it at once and attempt to carry it, but lift one end +and swing or shove it and then lift the other end and +shove it. If you will watch expressmen at work you will +notice that they roll boxes and trunks, holding them +almost on end and tipping them just enough to turn +them along their shortest axis. In this way the boxes +carry themselves, so far as their main weight is concerned.</p> + +<p>Carrying a weight on the head or shoulders is another +way of converting a pull into a push, and this is taken +advantage of by peasant women in Europe, who often +are seen carrying heavy weights to market in baskets +perched on their heads, while they stride along arm-free.<span class='pagenum'><a name="Page_263" id="Page_263">[263]</a></span> +A knapsack strapped on to the shoulders is not only +more convenient because it leaves the arms and hands +free to swing naturally or use for other purposes, but +because the weight is distributed and is carried by means +of heavy muscles pushing up under the strap. A weight +should be distributed over a set of muscles as evenly as +possible, and this is the reason for suspending a knapsack +from two shoulders instead of one, when possible.</p> + +<p>Finally, in doing any sort of lifting or pulling, if the +muscles that are to be used are contracted before grasping +the weight they will be able to do their work with +far less effort. Try lifting a small weight like a book in +two ways—first, have your hand and fingers relaxed +and limp when you grasp it, and see how heavy it seems +and how hard it is to contract your muscles properly +while lifting it. Then drop the book and go at it again, +this time anticipating its weight and contracting your +hand and finger muscles before grasping it. See how +easily it comes up. Try this same thing with heavier +weights, and learn <i>always to contract the muscle before +taking the load</i>. In carrying a weight for any distance +it is well to shift it from one arm to another, always +preparing the muscles by contracting them before the +weight is assumed.</p> + +<p>Using the muscles so as to take advantage of their +lever-like qualities in the best way, contracting them before +loading, and pushing instead of pulling, go to make +up what is sometimes called "getting a purchase."</p> + +<p>4. <i>Supply Daily Need for Air, Sun, Water and Food</i>—Besides +exercise and rest there are other controllable +factors upon which health depends. These are air, heat +and light of the sun, water and food. To grow and work +properly the body needs plenty of each of these.</p> + +<p><i>Air</i>—If you cannot work or play outdoors you can +still bring out of doors in by opening your windows at<span class='pagenum'><a name="Page_264" id="Page_264">[264]</a></span> +frequent intervals. You will find that work goes better, +and that you do not tire so easily if you make it a rule +to open the windows and doors and move about the room +for five minutes every hour or two. Sleep with windows +open or out-of-doors. Camp and hike as often as +possible. Work in the garden. Play out-of-door games.</p> + +<p><i>Heat</i>—The proper temperature of the body is between +98 and 99 degrees Fahrenheit. Human life depends upon +the maintenance of this temperature at all times, and very +slight changes either up or down interfere seriously with +all the other life processes. The main source of heat is +from food consumed, or really burned, in the body. +Artificial heating in houses helps conserve the body heat, +as does clothing. But clothes and shelter may make you +overheated, which is nearly as bad as being cold; they +may also shut out fresh air. Clothes should not be too +heavy nor too tight. Shoes should have soles straight +on the inner side, and be broad enough to allow the toes +full play, and have low heels. Shoes that are comfortable +to hike in are apt to be the best for all the time wear.</p> + +<p>At night the clothes worn during the day should be +aired and dried thoroughly. This will help much in maintaining +the right body temperature, because clothes become +damp from wearing, and dampness uses up body +heat.</p> + +<p><i>Sunlight</i>—Sunlight is one of the best health bringers +known. Little children—and grown people, too—suffering +from the most serious forms of tuberculosis, that of +the bones, get well if they are kept in the sunlight. In +one of the finest hospitals for children in the world, in +Switzerland, the main treatment is to have the children +play outdoors without clothes in the sunlight, and they +do this even when there is heavy winter snow on the +ground. Human beings droop and die without the sun, +just as plants do, though it takes longer to kill them. It<span class='pagenum'><a name="Page_265" id="Page_265">[265]</a></span> +is a gloomy person who does not feel happier in the sun, +and a happy and cheerful person is generally healthy. +So get into the sun whenever you can. Walk on the +sunny side of the street, and open your windows to the +sun whenever you can. However, in hot climates and +in the warmest summer days, remember that the sun can +injure as well as help, and do not expose the head or +body unnecessarily.</p> + +<p><i>Water</i>—As about three-quarters of our body weight is +water, the solid portions of bone, muscle, and so forth, +constituting only one-quarter, and as considerable water +is given off each day by evaporation from skin and lungs +and with excreta, the loss must be made up. In addition +to the water taken with meals and contained in the food +a Girl Scout should drink at least six tumblers of +water daily. This is a quart and a half. One glass +should be taken on arising and before breakfast, two +between breakfast and lunch, two between lunch and +dinner, and one before going to bed. Be sure the water +is pure, and boil any water the purity of which is doubted +in the slightest. Water kept cool in the ice chest, or in +a jar with a moist cover, is better than ice water, both +because cool water actually quenches thirst more easily, +being more readily absorbed than ice cold water, and +because it is difficult to control the purity of ice.</p> + +<p><i>Food</i>—Food should be clean and kept clean. Growing +girls can tell whether they are eating enough of the +right sort of food, and if they are getting the best out +of it, by seeing whether they are up to the right weight +for their height and age. A chart is given at the end of +this section showing the standard weight for each height +at each age. The following are good rules to follow in +making your daily food habits:</p> + +<p>Do not eat between meals.</p> + +<p>Eat slowly and chew food thoroughly.<span class='pagenum'><a name="Page_266" id="Page_266">[266]</a></span></p> + +<p>Eat freely of coarse cereals and breads.</p> + +<p>Eat meat only once a day.</p> + +<p>Have green vegetables, salad or fruit every day.</p> + +<p>Drink as much milk as possible, but no coffee or tea.</p> + +<p>If you do not have at least one bowel movement a +day it is a sign of constipation, which means the accumulation +of waste material from food in the intestine. Exercise, +especially walking, eating coarse vegetables, +coarse breads and coarse cereals, and fruit, and drinking +enough water will help the bowels to move properly. +Constipation is not only an unclean habit of the body, +but it is dangerous, because the waste matter decays +and poison is carried all over the body. Headaches, +indigestion, bad breath and chronic fatigue are some of +the results.</p> + +<p>5. <i>Keep Clean</i>—A Girl Scout should be sure that +the air, water and food that she allows to enter her body +are clean. Be sure that they are pure when they reach +her, and keep them so by keeping her body, clothes and +room clean with the help of sun, soap and water. You +have probably heard of germs, microbes and bacteria. +These are names for the same organisms, which are +tiny forms of plant life unseen by the eye, and of which +our unaided senses give us no knowledge. They exist +everywhere and in many forms. Most of them are +harmless to human life, and many of them are useful, +as, for example, one that grows on the roots of peas +and beans and helps the plants to extract nitrogen from +the air. Some bacteria, however, are harmful, and these +are known as disease germs, as they are active in producing +diseases, especially those diseases which we know +as contagious. The dangerous germs nearly all live in +dust and dirt and in dark places. When we clean house +and dispose of waste material and bring air and sunlight +into dark and dirty places we are doing more than removing<span class='pagenum'><a name="Page_267" id="Page_267">[267]</a></span> +unpleasant sights and smells, we are destroying +the breeding places of disease.</p> + +<p>Every girl wants a clear skin. Proper food, water +and exercise give this; but it is also necessary to keep +the surface clean by taking a hot bath with soap at least +twice a week, and a cold or tepid sponge and rubdown +the other days. Besides the loose dirt which comes on +the body from the outside, perspiration and oil come +from the inside through the skin pores, and when accumulated +give a disagreeable odor. Special attention is +needed to guard against this odor, particularly under the +armpits, and soap and water should be used daily. A +hot bath is relaxing and opens the pores. A cold bath +is stimulating and closes the pores. A hot bath is best +taken at night, or if taken in the morning, follow by a +cool sponge or shower. Do not take a cold plunge bath +unless advised to do so by a physician.</p> + +<p>Always wash the hands immediately before handling +or preparing food and before eating. Always wash +hands after going to the bathroom. Keep nails short, +and clean with nail brush each time the hands are washed +and with orange stick when necessary.</p> + +<p>During menstruation it is particularly important to +keep the body and clothes scrupulously clean, by bathing +or washing with plenty of water.</p> + +<p><i>Hair</i>—Air and a good brushing every day will keep +the hair in good condition. It should be washed once +in two weeks. Wash with hot soapsuds and rinse thoroughly, +using first hot, then cooler, and finally cold +water. Keep the hair brush clean by washing in cold +water and soap and a little ammonia at least once a +week. The brush should be dried in the sun, not by +artificial heat.</p> + +<p><i>Ears</i>—Keep the outer surfaces of the ears clean, but<span class='pagenum'><a name="Page_268" id="Page_268">[268]</a></span> +leave the inner part alone. Do not poke for wax or +put oil in the ear.</p> + +<p><i>Feet</i>—Bathe the feet in hot water at night, when tired. +In the morning bathe with cold water after hot, to harden +them for walking. Keep the toenails clean, and cut evenly.</p> + +<p><i>Teeth</i>—Next to a fresh, sweet skin the most beautiful +feature of a truly beautiful woman is her teeth. The +basis of beautiful teeth is a clean mouth. Teeth should +be brushed at least twice a day. The best times are after +breakfast and the last thing before going to bed. A brush +with medium soft bristles should be used. Clean a new +brush thoroughly with soap and water and soak in cold +water to set the bristles. A toothbrush should be cleansed +and aired and if possible sunned every day. Never use +a brush that has begun to lose its bristles, or which has +become caked or yellow. Paste or powder that is not +gritty should be used. Always brush away from the +gums; that is, brush the upper teeth down, and the lower +teeth up. Clean the roof of the mouth and the tongue.</p> + +<p>It is a good plan to have the teeth examined at least +every six months. Then any repairs or cleaning that +may be needed can be easily attended to and much future +pain, trouble and expense saved.</p> + +<p><i>Eyes</i>—Wash eyes carefully for "sleepers" in the morning. +Bathing with alternate hot and cold will rest and +strengthen the muscles.</p> + +<p><i>General Safeguards</i>—Do not use public towels or +drinking cups.</p> + +<p>Do not use towels, handkerchiefs or other toilet articles +or glasses or cups or table utensils used by others.</p> + +<p>Avoid sneezing or coughing into another person's +face.</p> + + +<div class='center'><br /><b>Measurements</b></div> + +<p>Every Girl Scout should know her measurements, including +her height, her weight, her waist measure, her +chest girth and her chest expansion. Not only are these<span class='pagenum'><a name="Page_269" id="Page_269">[269]</a></span> +things convenient to know when ordering uniforms and +buying clothes, but any physical director, gymnasium +teacher or doctor can tell her if these are in good proportion +for her age and general development and advise her +as to how she may go about to improve them if they +need it.</p> + +<p>The accompanying table (given in the last section of +the Health Record) shows the right height and weight +for girls at different ages. The way to consult it is as +follows:</p> + +<p>First, find your height by measuring yourself without +shoes against a wall. The best way to do is to have +someone lay a ruler on top of your head so that it extends +to the wall and touches it at right angles. Then +the place should be marked and the distance measured +with a yard stick or tape. Count a half inch as the next +highest inch; thus if you measure 59-1/2 inches call this +60. If you measure 59-1/4 count it as an even 59. Stand +with heels against the wall, and head high: "Stand +Tall."</p> + +<p>Second, find your weight with only indoor clothes on. +Take the weight to the nearest pound, counting as before +a half pound or three-quarters as the next highest +and disregard the amounts less than one-half.</p> + +<p>Then take your card and look along the top row for +the age to which you are nearest, counting six months +past one year mark as the next year. Thus, if you are +within six months of being 13, count yourself 13.</p> + +<p>Then look at the left-hand upright row of figures and +find your height in inches.</p> + +<p>Then with a rule or paper find the corresponding number +of pounds for your height and age.</p> + +<p>You will see that a girl may be any number of inches +tall within wide limits, but her weight must correspond +to her height rather than simply to her age.<span class='pagenum'><a name="Page_270" id="Page_270">[270]</a></span></p> + +<p>A girl should be within ten per cent of the proper +weight for her age and height. If you find that you +are underweight, do not be frightened or discouraged, +as it is quite easy to get up to normal by following the +health rules, particularly those relating to food, water +and sleep. Drink as much milk as possible, and eat fresh +vegetables and don't spoil your appetite by eating too +many sweets or nibbling between meals. If you find +that after a month you are still more than ten per cent +underweight, then ask your parents if you can see the +doctor or consult the school physician.</p> + + +<div class='center'><br /><b>A Health Record Chart for Girl Scouts</b></div> + +<p>Girl Scouts who are working for "The Health +Winner" badge should keep an account of their progress +for three months, and a good way to do it is to have a +Health Chart to fill out daily and bring the record for +each week to their Captain, at troop meeting. The chart +given below is suggested as a model, and copies will be +obtainable from National Headquarters, but troops can +make up their own.</p> + +<p>Every Scout is naturally a Health Crusader, and she +can use the blanks provided by the National Modern +Health Crusade if she so desires.</p> + +<p>In this case the first two points can be combined, +which relate to washing hands and face, and an additional +point inserted in place of the second, to the +effect that "I ate no sweets, candy, cake or ice cream +between meals today."<span class='pagenum'><a name="Page_271" id="Page_271">[271]</a></span></p> + +<h4>THE GIRL SCOUT'S HEALTH RECORD</h4> + +<div class='center'> +<table border="0" cellpadding="1" cellspacing="0" summary=""> +<tr><td align='left'><div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="Girls Health questions"> +<tr><td align='center'>DAILY RECORD OF POINTS</td></tr> +<tr><td align='left'>1. I did my setting-up exercises</td></tr> +<tr><td align='left'>2. I walked, worked or played outdoors at least a half-hour</td></tr> +<tr><td align='left'>2a. Time spent walking</td></tr> +<tr><td align='left'>2b. Distance walked</td></tr> +<tr><td align='left'>3. I went to bed early last night, and slept at least 8 hours</td></tr> +<tr><td align='left'>4. I slept with my window open</td></tr> +<tr><td align='left'>5. I drank six glasses of water between meals</td></tr> +<tr><td align='left'>6. I ate no sweets, candy, cake, sweet drinks or ice cream, except as dessert</td></tr> +<tr><td align='left'>7. I ate green vegetables or fruit or salad</td></tr> +<tr><td align='left'>8. I drank no tea or coffee</td></tr> +<tr><td align='left'>9. I drank milk or had milk in some other form</td></tr> +<tr><td align='left'>10. I had a bowel movement</td></tr> +<tr><td align='left'>11. I washed my hands before eating, and after going to the bathroom</td></tr> +<tr><td align='left'>12. I had a bath (at least two a week must be recorded)</td></tr> +<tr><td align='left'>13. I brushed my teeth twice during the day</td></tr> +<tr><td align='left'>14. I brushed my hair night and morning</td></tr> +<tr><td align='left'>15. I shampooed my hair (at least once every four weeks)</td></tr> +</table></div></td><td align='left'><div class='center'> +<table border="1" cellpadding="4" cellspacing="0" summary="The Girl Scouts Health Record"> +<tr><td align='left' colspan='8'><i>Scout</i>..............................................................</td></tr> +<tr><td align='left' colspan='8'><i>Checks for Week Commencing Monday</i>......No....</td></tr> +<tr><td align='center'>Pt.</td><td align='center'>Mon.</td><td align='center'>Tues.</td><td align='center'>Wed.</td><td align='center'>Thurs.</td><td align='center'>Fri.</td><td align='center'>Sat.</td><td align='center'>Sun.</td></tr> +<tr><td align='right'>1</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>2</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>2a</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>2b</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>3</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>4</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>5</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>6</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>7</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>8</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>9</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>10</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>11</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>12</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>13</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>14</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='right'>15</td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td><td align='left'> </td></tr> +<tr><td align='left' colspan='8'><i>Date handed to Captain</i>................................<br /> +<i>Captain's Comment</i>...........................................</td></tr> +</table></div></td></tr> +</table></div> + +<p><span class='pagenum'><a name="Page_272" id="Page_272">[272]</a></span></p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="Record for whole period and averages by age"> +<tr><td align='left' valign='top'><div class='center'><b>RECORD FOR WHOLE PERIOD</b></div> + +<div class='hang2'>1. Posture at beginning:<br /> +(Comment by Captain) +</div> +<div class='hang2'>2. Posture at end:<br /> +(Comment by Captain)</div> +<div class='hang2'>3. Total distance walked<br /> +(Must be at least 75 miles)</div> +<div class='hang2'>4. At least three shampoos</div> +<div class='hang2'>5. Any colds during period?</div> +<div class='hang2'>6. Constipation during period?</div> +<div class='hang2'>7. Answered correctly the following questions:<br /> +How do you care for your teeth properly?<br /> +Why is it important to care for your eyes?<br /> +How can you rest them?<br /> +What are points to remember about light for work?<br /> +What is the difference in effect between a hot and a cold bath?<br /> +How do you care for feet on a hike?<br /> +</div> +<div class='hang2'>8. Height in inches at beginning of period<br /> +Weight in pounds at beginning of period<br /> +Standard weight for height and age?<br /> +Difference plus or minus in your weight<br /> +Height in inches at end of period<br /> +Standard weight for height and age<br /> +Difference plus or minus in your weight<br /> +If growth is shown what rate is this per month?<br /> +Standard?</div> +</td><td align='left'><div class='center'> +<table border="1" cellpadding="0" cellspacing="0" summary=""> +<tr><td align='center' colspan='10'><b>RIGHT HEIGHT AND WEIGHT FOR GIRLS</b></td></tr> +<tr><td align='center'>Hght.</td><td align='center'>10</td><td align='center'>11</td><td align='center'>12</td><td align='center'>13</td><td align='center'>14</td><td align='center'>15</td><td align='center'>16</td><td align='center'>17</td><td align='center'>18</td></tr> +<tr><td align='center'>ins.</td><td align='center'>yrs.</td><td align='center'>yrs.</td><td align='center'>yrs.</td><td align='center'>yrs.</td><td align='center'>yrs.</td><td align='center'>yrs.</td><td align='center'>yrs.</td><td align='center'>yrs.</td><td align='center'>yrs.</td></tr> +<tr><td align='right'>47</td><td align='right'>53</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>48</td><td align='right'>55</td><td align='right'>56</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>49</td><td align='right'>57</td><td align='right'>58</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>50</td><td align='right'>59</td><td align='right'>60</td><td align='right'>61</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>51</td><td align='right'>62</td><td align='right'>63</td><td align='right'>64</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>52</td><td align='right'>65</td><td align='right'>66</td><td align='right'>67</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>53</td><td align='right'>68</td><td align='right'>68</td><td align='right'>69</td><td align='right'>70</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>54</td><td align='right'>70</td><td align='right'>71</td><td align='right'>72</td><td align='right'>73</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>55</td><td align='right'>73</td><td align='right'>74</td><td align='right'>75</td><td align='right'>76</td><td align='right'>77</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>56</td><td align='right'>77</td><td align='right'>78</td><td align='right'>79</td><td align='right'>80</td><td align='right'>81</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>57</td><td align='right'>81</td><td align='right'>82</td><td align='right'>83</td><td align='right'>84</td><td align='right'>85</td><td align='right'>86</td><td align='right'> </td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>58</td><td align='right'>85</td><td align='right'>86</td><td align='right'>87</td><td align='right'>88</td><td align='right'>89</td><td align='right'>90</td><td align='right'>91</td><td align='right'> </td><td align='right'> </td></tr> +<tr><td align='right'>59</td><td align='right'>89</td><td align='right'>90</td><td align='right'>91</td><td align='right'>93</td><td align='right'>94</td><td align='right'>95</td><td align='right'>96</td><td align='right'>98</td><td align='right'> </td></tr> +<tr><td align='right'>60</td><td align='right'> </td><td align='right'>94</td><td align='right'>95</td><td align='right'>97</td><td align='right'>99</td><td align='right'>100</td><td align='right'>102</td><td align='right'>104</td><td align='right'>106</td></tr> +<tr><td align='right'>61</td><td align='right'> </td><td align='right'>99</td><td align='right'>101</td><td align='right'>102</td><td align='right'>104</td><td align='right'>106</td><td align='right'>108</td><td align='right'>109</td><td align='right'>111</td></tr> +<tr><td align='right'>62</td><td align='right'> </td><td align='right'>104</td><td align='right'>106</td><td align='right'>107</td><td align='right'>109</td><td align='right'>111</td><td align='right'>113</td><td align='right'>114</td><td align='right'>115</td></tr> +<tr><td align='right'>63</td><td align='right'> </td><td align='right'>109</td><td align='right'>111</td><td align='right'>112</td><td align='right'>113</td><td align='right'>115</td><td align='right'>117</td><td align='right'>118</td><td align='right'>119</td></tr> +<tr><td align='right'>64</td><td align='right'> </td><td align='right'> </td><td align='right'>115</td><td align='right'>117</td><td align='right'>118</td><td align='right'>119</td><td align='right'>120</td><td align='right'>121</td><td align='right'>122</td></tr> +<tr><td align='right'>65</td><td align='right'> </td><td align='right'> </td><td align='right'>117</td><td align='right'>119</td><td align='right'>120</td><td align='right'>122</td><td align='right'>123</td><td align='right'>124</td><td align='right'>125</td></tr> +<tr><td align='right'>66</td><td align='right'> </td><td align='right'> </td><td align='right'>119</td><td align='right'>121</td><td align='right'>122</td><td align='right'>124</td><td align='right'>126</td><td align='right'>127</td><td align='right'>128</td></tr> +<tr><td align='right'>67</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'>124</td><td align='right'>126</td><td align='right'>127</td><td align='right'>128</td><td align='right'>129</td><td align='right'>130</td></tr> +<tr><td align='right'>68</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'>126</td><td align='right'>128</td><td align='right'>130</td><td align='right'>132</td><td align='right'>133</td><td align='right'>134</td></tr> +<tr><td align='right'>69</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> 129</td><td align='right'>131</td><td align='right'>133</td><td align='right'>135</td><td align='right'>136</td><td align='right'>137</td></tr> +<tr><td align='right'>70</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'>134</td><td align='right'>136</td><td align='right'>138</td><td align='right'>139</td><td align='right'>140</td></tr> +<tr><td align='right'>71</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'>138</td><td align='right'>140</td><td align='right'>142</td><td align='right'>143</td><td align='right'>144</td></tr> +<tr><td align='right'>72</td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'> </td><td align='right'>145</td><td align='right'>147</td><td align='right'>148</td><td align='right'>149</td></tr> +</table></div><br /> +<small>PREPARED BY DR. THOMAS D. WOOD</small><br /> +About what a Girl should gain each month<br /> +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary=""> +<tr><td align='center'>AGE</td><td align='center'> </td><td align='center'>AGE</td><td align='center'> </td></tr> +<tr><td align='center'>8 to 11</td><td align='center'>8 oz.</td><td align='center'>14 to 16</td><td align='center'>8 oz.</td></tr> +<tr><td align='center'>11 to 14 </td><td align='center'>12 oz. </td><td align='center'>16 to 18</td><td align='center'>4 oz.</td></tr> +</table></div> +Weights and measures should be taken without<br />shoes and +in only the usual indoor clothes.<br /> +Used by courtesy of the Child Health Organization,<br />156 Fifth +Avenue,<br />New York City.<br /> +</td></tr> +</table></div> + + + + + + + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_273" id="Page_273">[273]</a></span></p> + + +<h2>SECTION XII</h2> + +<h3>SETTING-UP EXERCISES FOR GIRL SCOUTS</h3> + +<p>Our bodies are like machines that need frequent oiling +and testing to see that all parts are working right.</p> + +<p>Or they are like instruments that must be tuned before +they are played.</p> + +<p>If this is not done, the machinery gets rusty and +clogged, or the instrument gets out of tune and makes +horrid noises.</p> + +<p>That is the way it is with our bodies; our muscles and +joints should be bent and stretched every day to take the +kinks out, and keep them strong and flexible.</p> + +<p>The best way is to tune up every morning for just a +few minutes before you put on your clothes, and then +again at night to rest the tired parts and exercise the +parts that have not been used, so you can even things +up.</p> + + +<div class='center'><b>The Right Position</b></div> + +<p>First of all try to stand in the right position.</p> + +<div class="figcenter" style="width: 300px;"> +<img src="images/footprinta.png" width="300" height="48" alt="Proper walking patter" title="" /> +</div> + +<p>Stand with the feet side by side, a few inches apart +and pointed straight ahead. Many people think you +should turn out your toes because they think it looks +better. This is not natural. If you stand on a step +with one foot even with the edge, and let the other foot +hang over the step below, it will hang parallel with the +foot you are standing on. That is the way it is meant +to go, and people who turn out their toes do so much +walking sideways that they have to travel much farther +than if they kept their feet pointed in the direction they +want to go.</p> + +<div class="figcenter" style="width: 300px;"> +<img src="images/footprintb.png" width="300" height="54" alt="Improper walking pattern" title="" /> +</div><p><span class='pagenum'><a name="Page_274" id="Page_274">[274]</a></span></p> + +<p>Then your legs should come up straight from your +ankles; don't stand either on your heels or your toes, but +right over the highest part of the arch, which is the +strongest part, and best fitted to bear your weight when +you are standing still, and brings your hips up to just +the right place to hold your body.</p> + +<hr style="width: 45%;" /> + +<p>In the lower part of your body are some big heavy +bones shaped somewhat like a bowl. This bowl is balanced +on the top of your legs, and holds most of your +organs. If this bowl is balanced just right, the organs +remain in place, the way they are meant to be, but if it +is not balanced right, the contents are tipped so that they +would come tumbling out if the muscles intended for other +work did not hold them in. This is hard on these muscles +which have their own work to do, and if they are used +to hold up things that should keep their own balance, +sooner or later they give way, and there is a sad accident, +or a general slump. Then instead of saying, "That foolish +person always stood in the wrong position and of course +her insides got out of place," we say, "Poor dear so-and-so +has given out from overwork and has acute indigestion, +or a 'floating kidney,' or 'a bad liver.' How could it +have happened?"</p> + +<p>If your underpinning is all right it is not difficult to be +straight above.</p> + +<p>Let your shoulders hang easily in a straight line under +your ears, in the position they will naturally take if from +side stretch (fig. 3) the arms drop easily to the side. +<i>Don't arch your chest and throw your shoulders back!</i> +This is not a slump and does not mean to let your back +bow out. If your shoulders are easy you can straighten +your back and your head will balance itself, and there +you are: a straight upstanding Scout, ready for what +comes next.</p> + +<p><span class='pagenum'><a name="Page_275" id="Page_275">[275]</a></span></p><div class="blockquot"><p>Remember: a) Feet pointing straight ahead.</p> + +<p><span style="margin-left: 4.5em;">b) Body balanced on legs coming up +straight from ankles.</span></p> + +<p><span style="margin-left: 4.5em;">c) Shoulders easy under ears.</span></p></div> + +<p>This gives a straight line from top of head through +shoulders and hips to between ankles.</p> + + +<div class='center'><br /><b>General Rules</b></div> + +<p>Stretch to the very tips of your middle fingers—stretching +makes your muscles flexible.</p> + +<p>Breathe in as arms rise and out as they fall.</p> + +<p>Stand tall.</p> + +<p>Sit tall.</p> + +<p>Remember the straight line that comes from the top +of your head down to between your ankles.</p> + +<p>Keep limber, don't let your knees grow stiff.</p> + +<p>Sit crosslegged on the floor. Sit on your heels.</p> + +<p>Rise without help from your hands.</p> + + +<div class='center'><b>The Exercises</b></div> + +<p>Now tune up: begin by repeating each exercise four +times; then increase to 8, 12, or 16; never more than 16.</p> + +<div class="hang2">1. Stretch arms down (fig. 1). Swing them forward +and stretch up and slightly forward (fig. 2), breathing +deep. Let them fall breathing out. Do this +slowly counting, up 1 down 2.</div> + +<div class="hang2">2. From (fig. 1) swing arms forward and up (fig. 2) +and out to side stretch (fig. 3) coming to full deep +breath and stretch as far as you can—count 3. Up +1—side 2—down 3—breathing out. Don't hurry, +take time to breathe deep.</div> + +<div class="hang2">3. Stretch arms down, without bending anywhere. Two +counts; down 1—relax 2.</div> + +<div class="hang2">4. From arms down (fig. 1) to side stretch (fig. 3). +Two counts; to side 1—down 2. This may be done +quickly with vigor.</div> + +<div class="hang2">5. From side stretch palms up to upward stretch (fig. +2)—two counts—up 1—side 2.<span class='pagenum'><a name="Page_276" id="Page_276">[276]</a></span></div> + +<div class="hang2">6. From arms down roll shoulders and arms out and +back, stretching arms back and down (fig. 4). Two +counts out and down 1—back to position 2.</div> + +<div class="hang2">7. Hands palms down, tips of middle fingers touching, +thumb touching chest, elbows level with shoulders +(fig. 5); jerk elbows back keeping them up even +with shoulders (fig. 6). Two counts,—jerk 1—back +to place 2.</div> + +<div class="hang2">8. From side stretch (fig. 3) twist body from waist +up, without moving hips (fig. 7). Twist from side +to side. Two counts—twist 1—front 2—twist 1—front +2.</div> + +<div class="hang2">9. From side stretch (fig. 3) bend body from side to +side keeping straight line from tip of one middle +finger to tip of other (fig. 8). Two counts—bend +1—back to position 2—alternate sides.</div> + +<div class="hang2">10. Bend right knee and kick yourself (fig. 9); left +knee same. Two counts—kick right 1—kick left +2. Repeat slowly then double quick (running in +place).</div> + +<div class="hang2">11. Bend right knee and hip, bringing knee nearly up +to chest without bending body (fig. 10); left same—slowly. +Then double quick bringing knee only as +high as hip.</div> + +<div class="hang2">12. Place hands at back of neck (fig. 11) and rise on +toes, bend knees (fig. 12) and rise keeping body upright +(do not spread knees or touch heels. If this +exercise is too difficult balance with arms side +stretch, bring arms down to touch floor as you bend, +and to upward stretch as you rise). Count 4:—on +toes 1—bend 2—up on toes 3—standing position 4.</div> + +<div class="hang2">13. From upward stretch (fig. 2) bend and touch floor +in front of toes (fig. 13). Count two slowly: down<span class='pagenum'><a name="Page_277" id="Page_277">[277]</a></span> +1—up 2. Breathe out as you come down—in as +you come up.</div> + +<div class="hang2">14. <i>Neck Exercises.</i> Sit crosslegged on floor—hands on +knees: head up—chin parallel with the floor.</div> + +<div class="blockquot"><div class="hang2">a) turn head to right and then to left—4 counts—right +1—front 2—left 3—front 4.</div> + +<div class="hang2">b) droop head from side to side (fig. 14); four +counts—right 1—up 2—left 3—up 4.</div> + +<div class="hang2">c) drop chin forward (fig. 15); straighten and +drop head back (fig. 16). Count 4—down 1—up +2—back 3—up 4.</div> + +<div class="hang2">d) turn head and face right (fig. 17) drop chin 1—up +2—back 3 (fig. 18) up 4; keep looking in +same direction only up and down; same to left.</div> + +<div class="hang2">e) goose-neck; facing front stretch chin out as far +as possible (fig. 19); then down and in and up. +Count 4—out 1—down 2—in 3—to straight position +4.</div></div> + +<div class="hang2">15. Lie down on your back and raise first one foot and +then the other without bending the knee, two counts—up +1—down 2.</div> + +<div class="hang2">16. Raise both feet without bending knees and touch +the floor over your head (fig. 20). Lower slowly.</div> + +<div class="hang2">17. Raise body without bending back, and (if you can) +without helping yourself with your hand, and touch +your toes with your hands, and your knees with +your forehead, without bending your knees (fig. +21).</div> +<p><span class='pagenum'><a name="Page_278" id="Page_278">[278]</a></span></p> +<div class="figcenter" style="width: 500px;"> +<img src="images/i037.png" width="500" height="521" alt="SETTING-UP EXERCISES (Figs. 1-7)" title="" /> +<span class="caption">SETTING-UP EXERCISES (Figs. 1-7)</span> +</div><p><span class='pagenum'><a name="Page_279" id="Page_279">[279]</a></span></p> + +<div class="figcenter" style="width: 500px;"> +<img src="images/i038.png" width="500" height="544" alt="SETTING-UP EXERCISES (Figs. 8-21)" title="" /> +<span class="caption">SETTING-UP EXERCISES (Figs. 8-21)</span> +</div> + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_280" id="Page_280">[280]</a></span></p> +<h2>SECTION XIII</h2> + +<h3>WOODCRAFT<a name="woodcraft" id="woodcraft"></a></h3> + +<p>The following section is made up of excerpts from the Woodcraft +Manual for Girls, 1918, by Ernest Thompson Seton, copyright +by Ernest Thompson Seton, and the Woodcraft League of +America, Inc.; used by the kind permission of the author, the +Woodcraft League of America, and the publishers, Doubleday, +Page & Company.</p> + + +<div class='center'><br /><b>TWELVE SECRETS OF THE WOODS</b></div> + +<p>Do you know the twelve secrets of the woods?</p> + +<p>Do you know the umbrella that stands up spread to +show that there is a restaurant in the cellar?</p> + +<p>Do you know the "manna-food" that grows on the +rocks, summer and winter, and holds up its hands in the +Indian sign of "innocence," so all who need may know +how good it is?</p> + +<p>Do you know the vine that climbs above the sedge to +whisper on the wind "There are cocoanuts in my basement"?</p> + +<p>Can you tell why the rabbit puts his hind feet down +ahead of his front ones as he runs?</p> + +<p>Can you tell why the squirrel buries every other nut +and who it was that planted those shag-barks along the +fence?</p> + +<p>Can you tell what the woodchuck does in midwinter +and on what day?</p> + +<p>Have you learned to know the pale villain of the +open woods—the deadly amanita, for whose fearful +poison no remedy is known?</p> + +<p>Have you learned to overcome the poison ivy that was +once so feared—now so lightly held by those who know?</p> + +<p>Have you proved the balsam fir in all its fourfold gifts—as +Christmas tree, as healing balm, as consecrated bed, +as wood of friction fire?</p> + +<p>Do you know the wonderful medicine that is in the +sky?</p> + +<div class="figcenter" style="width: 355px;"> +<img src="images/i039.png" width="355" height="500" alt="Drawings" title="" /> +</div><p><span class='pagenum'><a name="Page_281" id="Page_281">[281]</a></span></p> + +<p>Have you tasted the bread of wisdom, the treasure that<span class='pagenum'><a name="Page_282" id="Page_282">[282]</a></span> +cures much <ins title="Transcriber's Note: original reads 'igorance'">ignorance</ins>, that is buried in the aisle of Jack-o-Pulpit's +Church?</p> + +<p>Can you tell what walked around your tent on the +thirtieth night of your camp-out?</p> + +<p>Then are you wise. You have learned the twelve +secrets of the woods. But if you have not, come and +let us teach you.</p> + + +<div class='center'><br /><b>WEATHER WISDOM</b></div> + +<div class='poem'> +When the dew is on the grass,<br /> +Rain will never come to pass.<br /> +When the grass is dry at night,<br /> +Look for rain before the light.<br /> +When grass is dry at morning light,<br /> +Look for rain before the night.<br /> +Three days' rain will empty any sky.<br /> +A deep, clear sky of fleckless blue<br /> +Breeds storms within a day or two.<br /> +When the wind is in the east,<br /> +It's good for neither man nor beast.<br /> +When the wind is in the north,<br /> +The old folk should not venture forth.<br /> +When the wind is in the south,<br /> +It blows the bait in the fishes' mouth.<br /> +When the wind is in the west,<br /> +It is of all the winds the best.<br /> +An opening and a shetting<br /> +Is a sure sign of a wetting.<br /> +<span style="margin-left: -2em;">(Another version)</span><br /> +Open and shet,<br /> +Sure sign of wet.<br /> +<span style="margin-left: -2em;">(Still another)</span><br /> +<span class='pagenum'><a name="Page_283" id="Page_283">[283]</a></span>It's lighting up to see to rain.<br /> +Evening red and morning gray<br /> +Sends the traveler on his way.<br /> +Evening gray and morning red<br /> +Sends the traveler home to bed.<br /> +</div> + +<div class='poem2'><br /> +Red sky at morning, the shepherd takes warning;<br /> +Red sky at night is the shepherd's delight.<br /> +</div> + +<p>If the sun goes down cloudy Friday, sure of a clear +Sunday.</p> + +<p>If a rooster crows standing on a fence or high place, +it will clear. If on the ground, it doesn't count.</p> + +<div class='poem'> +Between eleven and two<br /> +You can tell what the weather is going to do.<br /> +Rain before seven, clear before eleven.<br /> +</div> + +<p>Fog in the morning, bright sunny day.</p> + +<p>If it rains, and the sun is shining at the same time, +the devil is whipping his wife and it will surely rain +tomorrow.</p> + +<p>If it clears off during the night, it will rain again +shortly.</p> + +<p>Sun drawing water, sure sign of rain.</p> + +<p>A circle round the moon means "storm." As many +stars as are in circle, so many days before it will rain.</p> + +<p>Sudden heat brings thunder.</p> + +<p>A storm that comes against the wind is always a +thunderstorm.</p> + +<p>East wind brings rain.</p> + +<p>West wind brings clear, bright, cool weather.</p> + +<p>North wind brings cold.</p> + +<p>South wind brings heat. (On Atlantic coast.)</p> + +<p>The rain-crow or cuckoo (both species) is supposed by +all hunters to foretell rain, when its "Kow, kow, kow" is +long and hard.</p> + +<p>So, also, the tree-frog cries before rain.<span class='pagenum'><a name="Page_284" id="Page_284">[284]</a></span></p> + +<p>Swallows flying low is a sign of rain; high, of clearing +weather.</p> + +<p>The rain follows the wind, and the heavy blast is just +before the shower.</p> + + +<div class='center'><br /><b>OUTDOOR PROVERBS</b></div> + +<p>What weighs an ounce in the morning, weighs a pound +at night.</p> + +<p>A pint is a pound the whole world round.</p> + +<p>Allah reckons not against a man's allotted time the +days he spends in the chase.</p> + +<p>If there's only one, it isn't a track, it's an accident.</p> + +<p>Better safe than sorry.</p> + +<p>No smoke without fire.</p> + +<p>The bluejay doesn't scream without reason.</p> + +<p>The worm don't see nuffin pretty 'bout de robin's song.—(Darkey.)</p> + +<p>Ducks flying over head in the woods are generally +pointed for water.</p> + +<p>If the turtles on a log are dry, they have been there +half an hour or more, which means no one has been near +to alarm them.</p> + +<p>Cobwebs across a hole mean "nothing inside."</p> + +<p>Whenever you are trying to be smart, you are going +wrong. Smart Aleck always comes to grief.</p> + +<p>You are safe and winning, when you are trying to be +kind.</p> + + +<div class='center'><br /><b>WHEN LOST IN THE WOODS</b></div> + +<p>If you should miss your way, the first thing to remember +is like the Indian, "You are not lost; it is the teepee +that is lost." It isn't serious. It cannot be so, unless +you do something foolish.</p> + +<p>The first and most natural thing to do is to get on a +hill, up a tree, or other high lookout, and seek for some<span class='pagenum'><a name="Page_285" id="Page_285">[285]</a></span> +landmark near the camp. You may be sure of these +things:</p> + +<p>You are not nearly as far from camp as you think you +are.</p> + +<p>Your friends will soon find you.</p> + +<p>You can help them best by signalling.</p> + +<p>The worst thing you can do is to get frightened. The +truly dangerous enemy is not the cold or the hunger, so +much as the fear. It is fear that robs the wanderer of +his judgment and of his limb power; it is fear that turns +the passing experience into a final tragedy. Only keep +cool and all will be well.</p> + +<p>If there is snow on the ground, you can follow your +back track.</p> + +<p>If you see no landmark, look for the smoke of the fire. +Shout from time to time, and wait; for though you have +been away for hours it is quite possible you are within +earshot of your friends. If you happen to have a gun, +fire it off twice in quick succession on your high lookout, +then wait and listen. Do this several times and wait +plenty long enough, perhaps an hour. If this brings no +help, send up a distress signal—that is, make two smoke +fires by smothering two bright fires with green leaves and +rotten wood, and keep them at least fifty feet apart, or +the wind will confuse them. Two shots or two smokes +are usually understood to mean "I am in trouble." Those +in camp on seeing this should send up one smoke, which +means "Camp is here."</p> + +<p>In a word, "keep cool, make yourself comfortable, +leave a record of your travels, and help your friends to +find you."</p> + + +<div class='center'><br /><b>EDIBLE WILD PLANTS</b></div> + +<p>No one truly knows the woods until he can find with +certainty a number of wild plants that furnish good food<span class='pagenum'><a name="Page_286" id="Page_286">[286]</a></span> +for man in the season when food is scarce; that is, in the +winter or early spring.</p> + +<p>During summer and autumn there is always an abundance +of familiar nuts and berries, so that we may rule +them out, and seek only for edible plants and roots that +are available when nuts and berries are not.</p> + +<p><i>Rock Tripe.</i> The most wonderful of all is probably +the greenish-black rock tripe, found on the bleakest, highest +rocks in the northern parts of this continent. There +is a wonderful display of it on the cliffs about Mohonk +Lake, in the Catskills. Richardson and Franklin, the +great northern explorers, lived on it for months. It must +be very carefully cooked or it produces cramps. First +gather and wash it as clear as possible of sand and grit, +washing it again and again, snipping off the gritty parts +of the roots where it held onto the mother rock. Then +roast it slowly in a pan till dry and crisp. Next boil +it for one hour and serve it either hot or cold. It looks +like thick gumbo soup with short, thick pieces of black +and green leaves in it. It tastes a little like tapioca with +a slight flavoring of licorice. On some it acts as a purge.</p> + +<p><i>Basswood Browse or Buds.</i> As a child I ate these raw +in quantities, as did also most of my young friends, but +they will be found the better for cooking. They are +particularly good and large in the early spring. The +inmost bark also has food value, but one must disfigure +the tree to get that, so we leave it out.</p> + +<p><i>Slippery Elm.</i> The same remarks apply to the buds +and inner bark of the slippery elm. They are nutritious, +acceptable food, especially when cooked with scraps of +meat or fruit for flavoring. Furthermore, its flowers +come out in the spring before the leaves, and produce +very early in the season great quantities of seed which +are like little nuts in the middle of a nearly circular wing. +These ripen by the time the leaves are half grown and<span class='pagenum'><a name="Page_288" id="Page_288">[288]</a></span> +have always been an important article of food among the +wild things.</p> + +<div class="figcenter" style="width: 352px;"> +<a href="images/i040-big.png"><img src="images/i040.png" width="352" height="500" alt="Wild Food—Plants" title="" /></a> +</div><p><span class='pagenum'><a name="Page_287" id="Page_287">[287]</a></span></p> + +<p>Many Indian tribes used to feed during famine times +on the inner bark of cedar and white birch, as well as on +the inner bark of the slippery elm and basswood, but these +cannot be got without injury to the tree, so omit them.</p> + +<p>When the snow is off the ground the plants respond +quickly, and it is safe to assume that all the earliest +flowers come up from big, fat roots.</p> + +<p>A plant can spring up quickly in summer, gathering the +material of growth from the air and soil, but a plant +coming up in the early spring is doing business at a time +when it cannot get support from its surroundings, and +cannot keep on unless it has stored up capital from the +summer before. This is the logic of the storehouse in +the ground for these early comers.</p> + +<p><i>Wapato.</i> One of the earliest is wapato, or duck potato, +also called common Arrowleaf, or Sagittaria. It is found +in low, swampy flats, especially those that are under water +for part of the year. Its root is about as big as a walnut +and is good food, cooked, or raw. These roots are not +at the point where the leaves come out but at the ends +of the long roots.</p> + +<p><i>Bog Potato.</i> On the drier banks, usually where the +sedge begins near a swamp, we find the bog potato, or +Indian potato. The plant is a slender vine with three, +five, or seven leaflets in a group. On its roots in spring +are from one to a dozen potatoes, varying from an inch +to three inches in diameter. They taste like a cross between +a peanut and a raw potato, and are very good +cooked or raw.</p> + +<p><i>Indian Cucumber.</i> In the dry woods one is sure to +see the pretty umbrella of the Indian cucumber. Its root +is white and crisp and tastes somewhat like a cucumber, +is one to four inches long, and good food raw or boiled.<span class='pagenum'><a name="Page_289" id="Page_289">[289]</a></span></p> + +<p><i>Calopogon.</i> This plant looks like a kind of grass with +an onion for a root, but it does not taste of onions and is +much sought after by wild animals and wild people. It +is found in low or marshy places.</p> + +<p><i>Hog Peanuts.</i> In the early spring this plant will be +found to have a large nut or fruit, buried under the leaves +or quite underground in the dry woods. As summer +goes by the plant uses up this capital, but on its roots it +grows a lot of little nuts. These are rich food, but very +small. The big nut is about an inch long and the little +ones on the roots are any size up to that of a pea.</p> + +<p><i>Indian Turnip or Jack-in-the-Pulpit.</i> This is well +known to all our children in the East. The root is the +most burning, acrid, horrible thing in the woods when +raw, but after cooking becomes quite pleasant and is +very nutritious.</p> + +<p><i>Prairie or Indian Turnip, Bread-root or Pomme-blanche +of the Prairie.</i> This is found on all the prairies +of the Missouri region. Its root was and is a staple article +of food with the Indians. The roots are one to three +inches thick and four to twelve inches long.</p> + +<p><i>Solomon's Seal.</i> The two Solomon's Seals (true and +false) both produce roots that are long, bumpy storehouses +of food.</p> + +<p><i>Crinkle-root.</i> Every school child in the country digs +out and eats the pleasant peppery crinkle-root. It abounds +in the rich dry woods.</p> + + +<div class='center'><br /><b>MUSHROOMS, FUNGI OR TOADSTOOLS</b></div> + +<p>We have in America about two thousand different kinds +of Mushrooms or Toadstools; they are the same thing. +Of these, probably half are wholesome and delicious; +but about a dozen of them are deadly poison.</p> + +<p>There is no way to tell them, except by knowing each +kind and the recorded results of experience with each<span class='pagenum'><a name="Page_290" id="Page_290">[290]</a></span> +kind. The story about cooking with silver being a test +has no foundation; in fact, the best way for the Woodcraft +Boy or Girl is to know definitely a dozen dangerous +kinds and a score or more of the wholesome kinds and +let the rest alone.</p> + +<p><i>Sporeprint.</i> The first thing in deciding the nature of a +toadstool is the sporeprint, made thus: Cut off the stem +of the toadstool and lay the gills down on a piece of gray +paper under a vessel of any kind. After a couple of +hours, lift the cap, and radiating lines of spores will +appear on the paper. If it is desired to preserve these, +the paper should be first covered with thin mucilage. The +<i>color</i> of these spores is the first step in identification.</p> + +<p>All the deadly toadstools have <i>white</i> spores.</p> + +<p>No black-spored toadstool is known to be poisonous.</p> + + +<div class='center'><br /><b>POISONOUS TOADSTOOLS</b></div> + +<p>The only deadly poisonous kinds are the Amanitas. +Others may purge and nauseate or cause vomiting, but it +is believed that every recorded death from toadstool +poisoning was caused by an Amanita, and unfortunately +they are not only widespread and abundant, but they are +much like the ordinary table mushrooms. They have, +however, one or two strong marks: their stalk always +grows out of a "<i>poison cup</i>" which shows either as a +cup or as a <i>bulb</i>; they have <i>white</i> or <i>yellow</i> gills, a ring +around the stalk, and <i>white spores</i>.</p> + + +<div class='center'><br /><b>Deadly Toadstools</b></div> + +<p>All the deadly toadstools known in North America are +pictured on the plate, or of the types shown on the plate.</p> + +<p>The Deadly Amanita may be brownish, yellowish, or +white.</p> + +<p>The Yellow Amanita of a delicate lemon color.</p> + +<p>The White Amanita of a pure silvery, shiny white.</p> + +<p>The Fly Amanita with cap pink, brown, yellow, or red<span class='pagenum'><a name="Page_291" id="Page_291">[291]</a></span> +in the centre, shaded into yellow at the edge, and patched +with fragments of pure white veil.</p> + +<div class="figleft" style="width: 426px;"> +<a href="images/i041-big.png"><img src="images/i041.png" width="426" height="500" alt="Aramintas" title="" /></a> +</div> + +<p>The Frosty Amanita with yellow cap, pale cadmium +in centre, elsewhere yellowish white, with white patches +on warts.<span class='pagenum'><a name="Page_292" id="Page_292">[292]</a></span></p> + +<p>All are very variable in color, etc.</p> + +<p>But all agree in these things. They have <i>gills</i>, which +are <i>white</i> or <i>yellow</i>, <i>a ring on the stalk</i>, <i>a cup at the base</i>, +<i>white spores</i>, and are <i>deadly poison</i>.</p> + + +<div class='center'><br /><b>In Case of Poisoning</b></div> + +<p>If by ill chance any one has eaten a poisonous Amanita, +the effects do not begin to show till sixteen or eighteen +hours afterward—that is, long after the poison has passed +through the stomach and began its deadly work on the +nerve centres.</p> + +<p><i>Symptoms</i>. Vomiting and purging, "the discharge +from the bowels being watery with small flakes suspended, +and sometimes containing blood," cramps in the extremities. +The pulse is very slow and strong at first, +but later weak and rapid, sometimes sweat and saliva +pour out. Dizziness, faintness, and blindness, the skin +clammy, cold, and bluish or livid; temperature low with +dreadful tetanic convulsions, and finally stupor. (McIlvaine +and Macadam, p. 627.)</p> + +<p><i>Remedy</i>: "Take an emetic at once, and send for a physician +with instructions to bring hypodermic syringe and +atropine sulphate. The dose is 1/180 of a grain, and +doses should be continued heroically until 1/20 of a grain +is administered, or until, in the physician's opinion, a +proper quantity has been injected. Where the victim is +critically ill the 1/20 of a grain may be administered." +(McIlvaine and Macadam XVII.)</p> + + +<div class='center'><br /><b>Wholesome Toadstools</b></div> + +<p>It is a remarkable fact that all the queer freaks, like +clubs and corals, the cranks and tomfools, in droll shapes +and satanic colors, the funny poisonous looking Morels, +Inkcaps, and Boleti are good wholesome food, but the +deadly Amanitas are like ordinary Mushrooms, except +that they have grown a little thin, delicate, and anæmic.<span class='pagenum'><a name="Page_293" id="Page_293">[293]</a></span></p> + +<div class="figright" style="width: 355px;"> +<a href="images/i042-big.png"><img src="images/i042.png" width="355" height="439" alt="Toadstools" title="" /></a> +</div> + +<p>All the Puffballs are good before they begin to puff, +that is as long as their flesh is white and firm.</p> + +<p>All the <i>colored</i> coral toadstools are good, but the <i>White +Clavaria</i> is said to be rather sickening.<span class='pagenum'><a name="Page_294" id="Page_294">[294]</a></span></p> + +<p>All of the Morels are safe and delicious.</p> + +<p>So also is Inky Coprinus, usually found on manure +piles. The Beefsteak Mushroom grows on stumps—chiefly +chestnut. It looks like raw meat and bleeds when +cut. It is quite good eating.</p> + +<p>So far as known no black-spored toadstool is unwholesome.</p> + +<p>The common Mushroom is distinguished by its general +shape, its pink or brown gills, its white flesh, brown +spores, and solid stem.</p> + + +<div class='center'><br /><b>SNAKES GOOD AND BAD</b></div> + +<p>Snakes are to the animal world what toadstools are to +the vegetable world—wonderful things, beautiful things, +but fearsome things, because some of them are deadly +poison.</p> + +<p>Taking Mr. Raymond L. Ditmars<a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4" class="fnanchor">[4]</a> as our authority, +we learn that out of one hundred and eleven species of +snakes found in the United States, seventeen are poisonous. +They are found in every State, but are most +abundant in the Southwest.</p> + +<p>These may be divided into Coral Snakes, Moccasins, +and Rattlers.</p> + +<p>The coral snakes are found in the Southern States. +They are very much like harmless snakes in shape, but +are easily distinguished by their remarkable colors, +"broad alternating rings of red and black, the latter bordered +with very narrow rings of yellow."</p> + +<p>The Rattlesnakes are readily told at once by the rattle.</p> + +<p>But the Moccasins are not so easy. There are two +kinds: the Water Moccasin, or Cotton-mouth, found in +South Carolina, Georgia, Florida, Alabama, and Louisiana, +and the Copperhead, which is the Highland, or<span class='pagenum'><a name="Page_296" id="Page_296">[296]</a></span> +Northern Moccasin or Pilot Snake, found from Massachusetts +to Florida and west to Illinois and Texas.</p> + +<div class="figcenter" style="width: 500px;"> +<img src="images/i043.png" width="500" height="332" alt="Types of Poisonous Snakes" title="" /> +<span class="caption">Types of Poisonous Snakes</span> +</div><p><span class='pagenum'><a name="Page_295" id="Page_295">[295]</a></span></p> + +<p>Here are distinguishing marks: The Moccasins, as well +as the Rattlers, have on each side of the head, between +the eye and nostril, a deep pit.</p> + +<p>The pupil of the eye is an upright line, as in a cat; the +harmless snakes have a round pupil.</p> + +<p>The Moccasins have a single row of plates under the +tail, while the harmless snakes have a double row.</p> + +<p>The Water Moccasin is dull olive with wide black +transverse bands.</p> + +<p>The Copperhead is dull hazel brown, marked across +the back with dumb-bells of reddish brown; the top of +the head more or less coppery.</p> + +<p>Both Moccasins and Rattlers have a flat triangular +head, which is much wider than the thin neck; while +most harmless snakes have a narrow head that shades off +into the neck.</p> + +<p>Rattlesnakes are found generally distributed over the +United States, southern Ontario, southern Alberta, and +Saskatchewan.</p> + + +<div class='center'><br /><b>How Does a Snake Bite</b></div> + +<p>Remember, the tongue is a feeler, not a sting. The +"stinging" is done by two long hollow teeth, or fangs, +through which the poison is squirted into the wound.</p> + +<p>The striking distance of a snake is about one-third the +creature's length, and the stroke is so swift that no creature +can dodge it.</p> + +<p>The snake can strike farthest and surest when it is +ready coiled, but can strike a little way when traveling.</p> + +<p>You cannot disarm a poisonous snake without killing +it. If the fangs are removed others come quickly to take +their place. In fact, a number of small, half-grown fangs +are always waiting ready to be developed.<span class='pagenum'><a name="Page_297" id="Page_297">[297]</a></span></p> + + +<div class='center'><br /><b>In Case of Snake Bite</b></div> + +<p>First, keep cool, and remember that the bite of American +snakes is seldom fatal if the proper measures are +followed.</p> + +<p>You must act at once. Try to keep the poison from +getting into the system by a tight bandage on the arm +or leg (it is sure to be one or the other) just above the +wound. Next, get it out of the wound by slashing the +wound two or more ways with a sharp knife or razor +at least as deep as the puncture. Squeeze it—wash it +out with permanganate of potash dissolved in water to +the color of wine. Suck it out with the lips (if you have +no wounds in the mouth it will do you no harm there). +Work, massage, suck, and wash to get all the poison out. +After thorough treatment to remove the venom the ligature +may be removed.</p> + +<p>"Pack small bits of gauze into the wounds to keep +them open and draining, then dress over them with +gauze saturated with any good antiseptic solution. Keep +the dressing saturated and the wounds open for at least +a week, no matter how favorable may be the symptoms."</p> + +<p>Some people consider whiskey or brandy a cure for +snake bite. There is plenty of evidence that many have +been killed by such remedies, and little that they have +ever saved any one, except perhaps when the victim was +losing courage or becoming sleepy.</p> + +<p>In any case, send as fast as you can for a doctor. He +should come equipped with hypodermic syringe, tubes of +anti-venomous serum and strychnine tablets.</p> + + +<div class='center'><br /><b>Harmless Snakes</b></div> + +<p>Far the greatest number of our snakes are harmless, +beautiful, and beneficient. They are friendly to the farmer, +because, although some destroy a few birds, chickens, +ducklings, and game, the largest part of their food is +mice and insects. The Blacksnake, the Milk Snake, and<span class='pagenum'><a name="Page_298" id="Page_298">[298]</a></span> +one or two others, will bite in self-defence, but they have +no poison fangs, and the bite is much like the prick of +a bramble.</p> + + +<div class='center'><br /><b>THE STARS AS THE CAMPER SEES THEM</b><br /> + +<a href="#stars">(See Plate of Stars and Principal Constellations</a>)</div> + +<p>So far as there is a central point in our heavens, that +point is the pole-star, Polaris. Around this star all the +stars in the sky seem to turn once in twenty-four hours.</p> + +<p>It is easily discovered by the help of the Big Dipper, +<i>a part of the</i> Great Bear, known to every country boy and +girl in the northern half of the world. This is, perhaps, the +most important star group in our sky, because of its size, +peculiar form, the fact that it never sets in our latitude, +and that of its stars, two, sometimes called the Pointers +always point out the Pole Star. It is called the Dipper +because it is shaped like a dipper with a long, bent handle.</p> + +<p>Why (<i>the whole group</i>) is called the Great Bear is not +so easy to explain. The classical legend has it that the +nymph, Calisto, having violated her vow, was changed by +Diana into a bear, which, after death, was immortalized +in the sky by Zeus. Another suggestion is that the earliest +astronomers, the Chaldeans, called these stars "the shining +ones," and their word happened to be very like the +Greek <i>arktos</i> (a bear). Another explanation is that vessels +in olden days were named for animals, etc. They +bore at the prow the carved effigy of the namesake, and +if the Great Bear, for example, made several very happy +voyages by setting out when a certain constellation was +in the ascendant, that constellation might become known +as the Great Bear's constellation. Certainly, there is +nothing in its shape to justify the name. Very few of +the constellations indeed are like the thing they are called +after. Their names were usually given for some<span class='pagenum'><a name="Page_300" id="Page_300">[300]</a></span> +fanciful association with the namesake, rather than for +resemblance to it.</p> + + +<div class="figright" style="width: 352px;"><a name="stars" id="stars"></a> +<a href="images/stars-big.png"><img src="images/stars.png" width="352" height="500" alt="Constellations" title="" /></a> +</div> +<p><span class='pagenum'><a name="Page_299" id="Page_299">[299]</a></span></p> + +<p>The pole-star is really the most important of the stars +in our sky; it marks the north at all times; all the other +stars seem to swing around it once in twenty-four hours. +It is the end of the Little Bear's tail; this constellation +is sometimes called the Little Dipper. But the Pole-star +or Polaris, is not a very bright one, and it would be +hard to identify but for the help of the Pointers of the +Big Dipper.</p> + +<p>The outside stars (Alpha and Beta) of the Dipper +point nearly to Polaris, at a distance equal to five times +the space that separates these two stars of the Dipper's +outer side.</p> + +<p>Indian names for the Pole-star are the "Home Star," +and "The Star That Never Moves," and the Big Dipper +they call the "Broken Back."</p> + +<p>The great Bear is also to be remembered as the hour-hand +of the woodman's clock. It goes once around the +North Star in about twenty-four hours, the same way as +the sun, and for the same reason—that it is the earth +that is going and leaving them behind.</p> + +<p>The time in going around is not exactly twenty-four +hours, so that the position of the Pointers varies with +the seasons, but, as a rule, this for woodcraft purposes +is near enough. The bowl of the Dipper swings four-fifths +of the width of its own opening in one hour. If +it went a quarter of the circle, that would mean you had +slept a quarter of a day, or six hours.</p> + +<p>Every fifteen days the stars seem to be an hour earlier: +in three months they gain one-fourth of the circle, and +in a year gain the whole circle.</p> + +<p>According to Flammarion, there are about seven thousand +stars visible to the naked eye, and of these twenty +are stars of the first magnitude. Fourteen of them are<span class='pagenum'><a name="Page_301" id="Page_301">[301]</a></span> +visible in the latitude of New York, the others (those +starred) belong to the South Polar region of the sky. The +following table of the brightest stars is taken from the +Revised Harvard Photometry of 1908, the best authority +on the subject.</p> + + +<div class='center'><br /><b>THE FIRST TWENTY STARS IN ORDER OF +BRIGHTNESS</b></div> + +<div class='poem'> +1. Sirius, the Dog Star.<br /> +2. *Canopus, of the Ship.<br /> +3. *Alpha, of the Centaur.<br /> +4. Vega, of the Lyre.<br /> +5. Capella, of the Charioteer.<br /> +6. Arcturus, of the Herdsman.<br /> +7. Rigel, of Orion.<br /> +8. Procyon, the Little Dog-Star.<br /> +9. *Achernar, of Eridanus.<br /> +10. *Beta, of the Centaur.<br /> +11. Altair, of the Eagle.<br /> +12. <ins title="Transcriber's Note: original reads 'Betelgueze'">Betelgeuze</ins>, of Orion's right shoulder.<br /> +13. *Alpha of the Southern Cross.<br /> +14. Aldebaran, of the Bull's right eye.<br /> +15. Pollux, of the Twins.<br /> +16. Spica, of the Virgin.<br /> +17. Antares, of the Scorpion.<br /> +18. Fomalhaut, of the Southern Fish.<br /> +19. Deneb, of the Swan.<br /> +20. Regulus, of the Lion.<br /> +</div> + + +<div class='center'><br /><b>OTHER CONSTELLATIONS</b></div> + +<p>Orion (O-ri-on), with its striking array of brilliant +stars, Betelgeuze, Rigel, the Three Kings, etc., is generally +admitted to be the first constellation in the heavens.</p> + +<p>Orion was the hunter giant who went to Heaven when +he died, and now marches around the great dome, but<span class='pagenum'><a name="Page_302" id="Page_302">[302]</a></span> +is seen only in the winter, because during the summer, +he passes over during daytime. Thus he is still the +hunter's constellation. The three stars of his belt are +called the "Three Kings."</p> + +<p>Sirius, the Great Dog-Star, is in the head of Orion's +Hound, the constellation <i>Canis Major</i>, and following +farther back is the Little Dog-Star, Procyon, the chief +star of the constellation <i>Canis Minor</i>.</p> + +<p>In old charts of the stars, Orion is shown with his +hounds, hunting the bull, Taurus. This constellation is +recognizable by this diagram; the red star, Aldebaran, being +the angry right eye of the Bull. His face is covered +with a cluster of little stars called the <i>Hyades</i>, and on +his shoulder are the seven stars, called <i>Pleiades</i>.</p> + + +<div class='center'><br /><b>Pleiades</b></div> + +<p><i>Pleiades</i> (Ply-a-des) can be seen in winter as a cluster +of small stars between Aldebaran and Angol, or, a line +drawn from the back bottom, through the front rim of +the Big Dipper, about two Dipper lengths, touches this +little group. They are not far from Aldebaran, being +in the right shoulder of the Bull. They may be considered +the seven arrow wounds made by Orion.</p> + +<p>Serviss tells us that the <i>Pleiades</i> have a supposed connection +with the Great Pyramid, because "about 2170 +<span class="smcap">b.c.</span>, when the beginning of spring coincided with the +culmination of the Pleiades at midnight, that wonderful +group of stars was visible just at midnight, through the +mysterious southward-pointing passage of the Pyramid."</p> + + +<div class='center'><br /><b>Cassiopeia</b></div> + +<p>On the opposite side of the Polar-star from the Big +Dipper and nearly as far from it, is a W of five bright +stars. This is called the <i>Cassiopeia's Chair</i>. It is easily +found and visible the year round on clear nights.</p> + +<p>Thus we have described ten constellations from which<span class='pagenum'><a name="Page_303" id="Page_303">[303]</a></span> +the woodcrafter may select the number needed to qualify, +namely, the Little Bear, or Little Dipper, the Big +Dipper or Big Bear, Cassiopeia's Chair, the Bull, Orion's +Hound, Orion's Little Dog, the Pleiades and the Hyades; +the Lyre (later).</p> + + +<div class='center'><br /><b>The Moon</b></div> + +<p>The moon is one-fourth the diameter of the earth, +about one-fiftieth of the bulk, and is about a quarter of a +million miles away. Its course, while very irregular, is +nearly the same as the apparent course of the sun. It is +a cold solid body, without any known atmosphere, and +shines by reflected sunlight.</p> + +<p>The moon goes around the earth in twenty-seven and a +quarter days. It loses about fifty-one minutes in twenty-fours +hours; therefore it rises that much later each successive +night on the average, but there are wide deviations +from this average, as for example, the time of +the Harvest and Hunter's moons in the fall, when the +full moon rises at nearly the same time for several nights +in succession.</p> + +<p>According to most authorities, the moon is a piece of +the earth that broke away some time ago; and it has +followed its mother around ever since.</p> + + +<div class='center'><br /><b>The Stars as Tests of Eyesight</b></div> + +<p>In the sky are several tests of eyesight which have +been there for some time and are likely to be. The first +is the old test of Mizar and Alcor. Mizar, the Horse, +is the star at the bend of the handle of the Dipper. Just +above it is a very small star that astronomers call Alcor, +or the rider.</p> + +<p>The Indians call these two the "Old Squaw and the +Papoose on Her Back." In the old world, from very +ancient times, these have been used as tests of eyesight. +To be able to see Alcor with the naked eye means that<span class='pagenum'><a name="Page_304" id="Page_304">[304]</a></span> +one has excellent eyesight. So also on the plains, the +old folks would ask the children at night, "Can you see +the papoose on the old Squaw's back?" And when the +youngster saw it and proved that he did by a right +description, they rejoiced that he had the eyesight which +is the first requisite of a good hunter.</p> + +<p>One of the oldest of all eye tests is the Pleiades. Poor +eyes see a mere haze, fairly good see five, good see six, +excellent see seven. The rarest eyesight, under the best +conditions, see up to ten; and, according to Flammarion, +the record with unaided eyes is thirteen.</p> + + +<div class='center'><br /><b>Vega of the Lyre</b></div> + +<p>If one draw a line from through the back wall of the +Dipper, that is, from the back bottom star, through the +one next the handle, and continue it upward for twice +the total length of the Dipper, it will reach Vega, the +brightest star in the northern part of the sky, and believed +to have been at one time the Pole-star—and likely +to be again. Vega, with the two stars near it, form a +small triangle. The one on the side next the North Star +is called Epsillon. If you have remarkably good eyes, +you will see that it is a double star.</p> + + +<div class='center'><br /><b>The Nebula in Orion's Sword</b></div> + +<p>Just about the middle of Orion's Sword is a fuzzy +light spot. This might do for blood, only it is the wrong +color. It is the nebula of Orion. If you can see it with +the naked eye, you are to be congratulated.</p> + + +<div class='center'><br /><b>On the Moon</b></div> + +<p>When the moon is full, there is a large, dark, oval spot +on it to the left, as you face it, and close to the east rim, +almost halfway up; this is the Plain of Grimaldi; it is +about twice the size of the whole State of New Jersey; +but it is proof of a pair of excellent eyes if you can see +it at all.<span class='pagenum'><a name="Page_305" id="Page_305">[305]</a></span></p> + +<div class="figleft" style="width: 450px;"> +<img src="images/i044.png" width="450" height="661" alt="SIGNS AND BLAZES" title="" /> +</div><p><span class='pagenum'><a name="Page_306" id="Page_306">[306]</a></span></p> + + +<div class='center'><br /><b>Blazes</b></div> + +<p>First among the trail signs that are used by Woodcrafters, +Indians, and white hunters, and most likely to +be of use to the traveler, are axe blazes on tree trunks. +Among these some may vary greatly with locality, but +there is one that I have found everywhere in use with +scarcely any variation. That is the simple white spot +meaning, "<i>Here is the trail.</i>"</p> + +<p>The Indian in making it may nick off an infinitesimal +speck of bark with his knife, the trapper with his hatchet +may make it as big as a dollar, or the settler with his +heavy axe may stab off half the tree-side; but the sign is +the same in principle and in meaning, on trunk, log, or +branch from Atlantic to Pacific and from Hudson Strait +to Rio Grande. "This is your trail," it clearly says in +the universal language of the woods.</p> + +<p>There are two ways of employing it: one when it +appears on back and front of the trunk, so that the trail +can be run both ways; the other when it appears on but +one side of each tree, making a <i>blind trail</i>, which can be +run one way only, the blind trail is often used by trappers +and prospectors, who do not wish anyone to follow their +back track.</p> + +<p>But there are treeless regions where the trail must be +marked; regions of sage brush and sand, regions of rock, +stretches of stone, and level wastes of grass or sedge. +Here other methods must be employed.</p> + +<p>A well-known Indian device, in the brush, is to break a +twig and leave it hanging. (<i>Second line.</i>)</p> + +<p>Among stones and rocks the recognized sign is one +stone set on top of another (<i>top line</i>) and in places where +there is nothing but grass the custom is to twist a tussock +into a knot (<i>third line</i>).</p> + +<p>These signs are also used in the whole country from +Maine to California.<span class='pagenum'><a name="Page_307" id="Page_307">[307]</a></span></p> + +<p>In running a trail one naturally looks straight ahead +for the next sign; if the trail turned sharply without +notice one might easily be set wrong, but custom has provided +against this. The tree blaze for turn "to the right" +is shown in No. 2, fourth row; "to the left" in No. 3. +The greater length of the turning blaze seems to be due +to a desire for emphasis as the same mark set square on, +is understood to mean "Look out, there is something of +special importance here." Combined with a long side chip +means "very important; here turn aside." This is often +used to mean "camp is close by," and a third sign that +is variously combined always with the general meaning +of "warning" or "something of great importance" is a +threefold blaze. (No. 4 on fourth line.) The combination +(No. 1 on bottom row) would read "Look out now +for something of great importance to the right." This +blaze I have often seen used by trappers to mark the +whereabouts of their trap or cache.</p> + +<p>Surveyors often use a similar mark—that is, three +simple spots and a stripe to mean, "There is a stake close +at hand," while a similar blaze on another tree nearby +means that the stake is on a line between.</p> + + +<div class='center'><br /><b>Stone Signs</b></div> + +<p>These signs done into stone-talk would be as in the +top line of the cut.</p> + +<p>These are much used in the Rockies where the trail +goes over stony places or along stretches of slide rock.</p> + + +<div class='center'><br /><b>Grass and Twig Signs</b></div> + +<p>In grass or sedge the top of the tuft is made to show +the direction to be followed; if it is a point of great +importance three tufts are tied, their tops straight if the +trail goes straight on; otherwise the tops are turned in +the direction toward which the course turns.</p> + +<p>The Ojibways and other woodland tribes use twigs for<span class='pagenum'><a name="Page_308" id="Page_308">[308]</a></span> +a great many of these signs. (<i>See second row.</i>) The +hanging broken twig like the simple blaze means "This +is the trail." The twig clean broken off and laid on the +ground across the line of march means, "Here break from +your straight course and go in the line of the butt end," +and when an especial <i>warning</i> is meant, the butt is pointed +toward the one following the trail and raised somewhat, +in a forked twig. If the butt of the twig were raised +and pointing to the left, it would mean "Look out, camp, +or ourselves, or the enemy, or the game we have killed +is out that way." With some, the elevation of the butt +is made to show the distance of the object; if low the +object is near, if raised very high the object is a long +way off.</p> + +<p>These are the principal signs of the trail used by Woodcrafters, +Indians, and hunters in most parts of America. +These are the standards—the ones sure to be seen by +those who camp in the wilderness.<span class='pagenum'><a name="Page_309" id="Page_309">[309]</a></span></p> + + +<div class='center'><br /><b>Signal by Shots</b></div> + +<p>The old buffalo hunters had an established signal that +is yet used by the mountain guides. It is as follows:</p> + +<p>Two shots in rapid succession, an interval of five seconds +by the watch, then one shot; this means, "where +are you?" The answer given at once and exactly the +same means "Here I am; what do you want?" The reply +to this may be one shot, which means, "All right; I +only wanted to know where you were." But if the reply +repeats the first it means, "I am in serious trouble; come +as fast as you can."</p> + + +<div class='center'><br /><b>Totems in Town</b></div> + +<p>A totem is an emblem of a man, a group of men, or +an idea. It has no reference to words or letters.</p> + +<p>Before men knew how to write they needed marks to +indicate ownership. This mark must be simple and legible +and was chosen because of something connected with +the owner or his family. Later some of the trades adopted +a symbol; for instance the barbers in the early days +were "blood letters" and were closely associated with the +medical profession. Their totem indicate their business +and we have the red and white barber pole of today. It +was among the Indians along the West coast of America +that the science and art of totems reached its highest +development, though they have a world-wide usage and +go back in history to the earliest times.</p> + +<p>Out of this use of totems as owner marks and signs +grew the whole science of heraldry and national flags.</p> + + +<div class="figcenter" style="width: 430px;"> +<img src="images/i045.png" width="430" height="600" alt="Totems Often Seen" title="" /> +<span class="caption">Totems Often Seen</span> +</div><p><span class='pagenum'><a name="Page_310" id="Page_310">[310]</a></span></p> + +<p>Thanks to the fusion of many small armies into one +or two big armies, that is, of many tribes into a nation, +and also to modern weapons which made it possible to +kill a man farther off than you could see the totem on<span class='pagenum'><a name="Page_311" id="Page_311">[311]</a></span> +his shield, national flags have replaced the armorial devices, +and are the principal totems used today.</p> + +<p>But a new possibility has been discovered in modern +times. Totems will serve the ends of commerce, and a +great revival of their use is now seen.</p> + +<p>The totem is visible such a long way off and is understood +by all, whether or not they can read or know our +language, is copyrightable and advertisable, so that most +of the great railway companies, etc., now have totems.</p> + +<p>There are not less than one hundred common totems +used in our streets today. Among the familiar ones seen +are the American eagle, with white head and tail, the +Austrian eagle with two heads, the British lion, the Irish +harp, the French fleur de lis, etc. Among trades the three +balls of the pawnbroker, the golden fleece of the dry-goods +man, the mortar and pestle of the druggist, and +others are well known. Examples of these and others +are given in the illustration but any wideawake Woodcraft +Girl will be able to find many others by careful +observation.</p> + + +<div class="figcenter" style="width: 450px;"> +<img src="images/i046.png" width="450" height="160" alt="More Totems" title="" /> +</div><p><span class='pagenum'><a name="Page_312" id="Page_312">[312]</a></span></p> + +<div class="figcenter" style="width: 291px;"> +<img src="images/i047.jpg" width="291" height="490" alt=""AFOOT AND LIGHT-HEARTED."" title="" /> +<span class="caption">"AFOOT AND LIGHT-HEARTED."</span> +</div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_313" id="Page_313">[313]</a></span></p> +<h2>SECTION XIV</h2> + +<h3>CAMPING FOR GIRL SCOUTS<a name="FNanchor_5_5" id="FNanchor_5_5"></a><a href="#Footnote_5_5" class="fnanchor">[<ins title="Transcriber's Note: original omits this tag">5</ins>]</a></h3> + + +<div class='center'><br /><b>SONG OF THE OPEN ROAD</b></div> + +<div class='poem2'> +<i>Afoot and light-hearted I take to the open road,</i><br /> +<i>Healthy, free, the world before me,</i><br /> +<i>The long brown path before me leading wherever I choose.</i><br /> +<i>Henceforth I ask not good-fortune—I myself am good-fortune;</i><br /> +<i>Henceforth I whimper no more, postpone no more, need nothing,</i><br /> +<i>Strong and content, I travel the open road. . . .</i> + +<br /><b> . . . . . . .</b> + + +<br /> +<i>Now I see the secret of the making of the best persons,</i><br /> +<i>It is to grow in the open air, and to eat and sleep with the earth.</i><br /> +</div> + +<div class='sig'> +—<i>Walt Whitman.</i><br /> +</div> + +<p>A Girl Scout likes to hike and camp. She learns +to know the stars, and becomes acquainted with the +plants and animals about her. She gains independence +from her ability to help herself, and health and +strength from exercise in the sunshine and fresh air.</p> + +<p>These are the good things of camping. The bad +things are catching cold from damp ground, or insufficient +bedding, uncomfortable nights, and weary feet. +But a wise Scout does not rough it. She knows how +to make herself comfortable by a hundred little dodges. +The aim of camping is to make things simpler for the +Camper. She must make up her mind whether she is<span class='pagenum'><a name="Page_314" id="Page_314">[314]</a></span> +ready for an overnight hike, a week-end trip or a good +vacation in the open air, and plan accordingly.</p> + +<p>For a walking trip a Girl Scout must travel light and +learn to do with a minimum amount of clothing, utensils +and food. On the other hand, if she is going to +spend the week out, why not be as comfortable as possible? +This requires more of an outfit, but it is worth it. +To know how to do this one must, of course, have first +learned the simple rules of camping in Girl Scout training.</p> + + +<div class='center'><br /><b>Hiking</b></div> + +<p>Hikes are a good way to get this training. Extreme +heat, or a downpour of rain is the only kind of weather +which should interfere with a hike. Soft rains or +snowstorms are very pleasant to hike in.</p> + +<p>Skirts are dangerous for cross-country travel on account +of brambles, rock work and climbing over brooks. +Knickerbockers or bloomers should be worn.</p> + +<p><i>In the city</i> when starting off for a hike use squad or +double file formation through the streets, railroad stations, +ferries, etc. Silence is maintained in this formation.</p> + +<p><i>Hiking Order</i>—In the country, even along unused +roads, hike in single file on the left side of the road. The +advantage of this formation is that all danger from passing +traffic in any direction is averted. It is <i>not</i> necessary +to keep step, and talking, laughing, singing, etc., may be +indulged in. Permission to break this order is only given +when in woods, or fields, where there is no danger.</p> + +<p>When returning home use Scout's Pace if weary. +This helps to make the distance seem shorter.</p> + +<p><i>Scout's pace</i> is a walking and running device which +serves to increase endurance when covering a long distance. +It consists in taking a certain number of walking +steps followed immediately by the same number of<span class='pagenum'><a name="Page_315" id="Page_315">[315]</a></span> +running steps, returning to the walking steps, and so +forth. The number of steps may vary, according to +the place, nature of the road and object of the walk. +Fifty steps walking, fifty steps running and alternating +steadily for twelve minutes will take one a mile, and +this is one of the measures of distance that is useful to +know. For ordinary use on hikes the use of twenty +steps running and walking is preferable.</p> + + +<div class='center'><br /><b>Feet</b></div> + +<p>With a little knowledge as to the care of her feet the +city girl can make a good showing at her first camp. +Prepare feet by brushing vigorously with a dry flesh +brush. Strengthen muscles by standing on toes in bare +feet, raising body gradually fifty or seventy-five times. +Frequent changes of stockings, bathing of tired feet in +hot water at night and cold water in the morning, will +overcome most of the hiker's troubles. The cold water +hardens the skin. Boric acid powder is good for naturally +damp feet. Blisters should be cleansed with +iodine, then carefully pricked with a sterile needle to let +out the water (hold the needle in the flame of a match), +then washed with iodine and covered with a few layers +of sterile gauze fastened with adhesive plaster.</p> + +<p>It is desirable to change the stockings every day. Wash +them at night and hang them out to dry and keep them +well darned. Two pairs at least are necessary. Never +risk your health by putting on stockings even slightly +damp with dew. A hole will cause a blister. Woolen +stockings are preferable. For very long hikes it helps +to wear two or three pairs, and to lather the outside of +the stocking with a cake of soap slightly moistened.</p> + + +<div class='center'><br /><b>Shoes</b></div> + +<p>Shoes should be the shape of the feet and have low, +wide heels. It rests the feet to take the shoes off once<span class='pagenum'><a name="Page_316" id="Page_316">[316]</a></span> +or twice during a long tramp. Grease the shoes every +few days with mutton fat or other grease. There is no +such thing as waterproof leather, but it can be made so +by being greased. After being wet, shoes should be well +dried and greased, but should not be dried in a hot place, +for this would ruin the leather. These may seem trifling +details, but remember, "no army is stronger than its +feet."</p> + + +<div class='center'><br /><b>Things to Remember</b></div> + +<p>Keep the feet straight when walking. If a Girl Scout +notices the tracks of an Indian, the first hikers in this +country, she will find them invariably straight forward. +Scientists have agreed that the dancing school habit of +turning out toes is one of the causes of flat feet, which +disqualified so many men for army service.</p> + +<p>Start the walk slowly. Keep the pace of the slowest +of the party. "Slow and easy goes far in a day." Practice +deep breathing. Inhale for five steps, hold your +breath for five counts, and let it out, again counting five.</p> + +<p>Take short steps when climbing. Do not run down +hill. It causes stiffness, for which a hot bath and another +walk the next day are the best cure.</p> + +<p>When lunch is carried it should be divided among the +troop. Each Scout should carry her knapsack on her +back, to leave the hands free. It is a great mistake to +start on a hike with one's arms laden.</p> + +<p>Do not plan to go too great a distance in the time at +your disposal. Remember that aside from the time you +need for going and coming you expect to enjoy yourselves +cooking and eating, and you need time for both. +For an over-night hike, when you carry your equipment +select a spot not more than two miles distant.</p> + +<p>Good things to carry in one's pocket are a drinking +cup, a geological survey map (ten cents), a small pocket<span class='pagenum'><a name="Page_317" id="Page_317">[317]</a></span> +compass, a camper's knife, a small soapstone to sharpen +it, a match box, and a note-book and pencil.</p> + +<p>Plan a definite object for the hike. Note how many +kinds of trees, wild flowers or birds one can find.</p> + +<p>Practice building fires for cooking, or getting material +for a bed such as balsam, etc. Inquire for points of +historical interest and make them the goal of the hike. +There is hardly a town that has not some place connected +with the early history of the nation.</p> + + +<div class='center'><br /><b>Personal Equipment</b></div> + +<p>Spending the nights under the stars is one of the great +fascinations of camping. Each person requires two +waterproof ground cloths or ponchos, two pairs of light +wool blankets, safety pins, heavy cord, sleeping garments, +rain coat, and toilet articles, including such things +as soap, toilet paper, sewing kit, electric flashlight, mirror, +first aid kit, provision for mosquitoes or flies, five +yards of bar netting, and oil of citronella.</p> + +<p>In order to ensure protection from the rain spread one +waterproof covering or poncho on the ground using half +underneath so that the upper half may be folded over +the head in case of rain. Put blankets <i>under</i> as well as +<i>over</i> you, and a second waterproof covering over the +blankets.</p> + + +<div class='center'><br /><b>Clothing</b></div> + +<p>When living out of doors, one may make shift for +shelter, or even go hungry for a space, but there is no +substitute for comfortable clothing that is safe to use +if one would keep well. Horace Kephart, the master +camper, devotes much space to this subject, and we can +do no better than to follow his advice from Camping +and Woodcraft.</p> + +<p>"* * * One soon learns that the difference between +comfort and misery, if not health and illness, may<span class='pagenum'><a name="Page_318" id="Page_318">[318]</a></span> +depend on whether he is properly clad. Proper, in this +case does not mean modish, but suitable, serviceable, +proven by the touchstone of experience to be best for +the work or play that is in hand. When you seek a guide +in the mountains, he looks first in your eyes and then +at your shoes. If both are right, you are right.</p> + +<p>"The chief uses of clothing are to help the body maintain +its normal temperature and to protect it from sun, +frost, wind, rain and injuries. <i>To help</i>, mind you—the +body must be allowed to do its share.</p> + +<p>"Perspiration is the heat-regulating mechanism of the +body. Clothing should hinder its passage from the skin +as little as possible. For this reason one's garments +should be <i>permeable</i> to air. The body is cooled by rapid +evaporation, on the familiar principle of a tropical water +bag that is porous enough to let some of the water exude. +So the best summer clothing is that which permits free +evaporation—and this means all over, from head to heel. +In winter it is just the same, there should be free passage +for bodily moisture through the underclothes, but extra +layers or thickness of outer clothing are needed to hold +in the bodily heat and to protect one against wind; even +so all the garments should be permeable to air. * * *"</p> + +<p>"Underclothing, for any season, should be loosely +woven, so as to hold air and take up moisture from the +body. The air confined in the interspaces is a non-conductor, +and so helps to prevent sudden chilling on the +one hand, and over-heating on the other. A loose texture +absorbs perspiration but does not hold it—the moisture +is free to pass on to and through the outer garments. +In town we may indure close woven underwear in summer, +if thin enough, because we exercise little and can +bathe and change frequently. In the woods we would +have to change four times a day to keep * * * as dry.<span class='pagenum'><a name="Page_319" id="Page_319">[319]</a></span></p> + +<p>"<i>Wool versus Cotton</i>—Permeability also depends upon +material. Ordinary cotton and linen goods do not permit +rapid evaporation. They absorb moisture from the +skin, but hold it up to the limit of saturation. Then, +when they can hold no more, they are clammy, and the +sweat can only escape by running down one's skin.</p> + +<p>"After hard exertion in such garments, if you sit +down to rest, or meet a sudden keen wind, as in topping a +ridge, you are likely to get a chill—and the next thing +is a 'bad cold' or lumbago, rheumatism, or something +worse.</p> + +<p>"Wool, on the contrary is permeable. That is why (if +of suitable weight and loose weave) it is both cooler in +summer and warmer in winter than cloth made of vegetable +fibre. 'One wraps himself in a woolen blanket to +keep warm—to keep the heat <i>in</i>. He wraps ice in a +blanket to keep it from melting—to keep the heat <i>out</i>.' +In other words, wool is the best material to maintain an +equable normal temperature."</p> + +<div class='center'><br /><b>Camp Site</b></div> + +<p>"The essentials of a good camp site are these:</p> + +<p>1. Pure water.</p> + +<p>2. Wood that burns well. In cold weather there +should be either an abundance of sound down wood, or +some standing hard wood trees that are not too big for +easy felling.</p> + +<p>3. An open spot level enough for the tent and camp +fire, but elevated above its surroundings so as to have +good natural drainage. It must be well above any chance +overflow from the sudden rise of a neighboring stream. +Observe the previous flood marks....</p> + +<p>7. Exposure to direct sunlight during a part of the +day, especially during the early morning hours.</p> + +<p>8. In summer, exposure to whatever breezes may<span class='pagenum'><a name="Page_320" id="Page_320">[320]</a></span> +blow; in cold weather, protection against the prevailing +wind.</p> + +<p>9. Privacy.</p> + +<p>"Water, wood, and good drainage may be all you need +for a 'one-night stand,' but the other points, too, should +be considered when selecting a site for a fixed camp.<br /><br /></p> + +<p>"<i>Water</i>—Be particularly careful about the purity of +your water supply. You come, let us say, to a mountain +brook, that issues from thick forest. It ripples over clean +rocks, it bubbles with air, it is clear as crystal and cool +to your thirsty throat. 'Surely that is good water.' But +do you know where it comes from? Every mountain +cabin is built close to a spring-branch. Somewhere up +that branch there may be a clearing; in that clearing, a +house; in that house, a case of dysentery or typhoid +fever. I have known several cases of infection from +just such a source. It is not true that running water +purifies itself.</p> + +<p>"When one must use well-water let him note the surrounding +drainage. If the well is near a stable or out +house, or if dish water is thrown near it, let it alone. A +well in sandy soil is more or less filtered by nature, but +rocky or clayey earth may conduct disease germs a considerable +distance under ground. Never drink from the +well of an abandoned farm: there is no telling what may +have fallen into it.</p> + +<p>"A spring issuing from the living rock is worthy of +confidence. Even if it be but a trickle you can scoop +out a basin to receive it that soon will clear itself.</p> + +<p>"Sometimes a subaqueous spring may be found near +the margin of a lake or river by paddling close in shore +and trailing your hand in the water. When a cold spot +is noted, go ashore and dig a few feet back from the +water's edge. I have found such spring exit in the +Mississippi some distance from the bank, and by weight<span class='pagenum'><a name="Page_321" id="Page_321">[321]</a></span>ing +a canteen, tying a string to it and another to the +stopper, have brought up cool water from the river bed.</p> + +<p>"Disease germs are of animal, not vegetable origin. +Still waters are not necessarily unwholesome, even though +there is rotten vegetation in them. The water of cedar +and cypress swamps is good to drink wherever there is +a deep pool of it, unless polluted from some outside +source. Lake water is safe if no settlements are on its +border; but even so large a body as Lake Champlain has +been condemned by state boards of health because of the +sewage that runs into it.</p> + +<p>"When a stream is in flood it is likely to be contaminated +by decayed animal matter.</p> + +<p>"<i>Alkaline Water</i>—When traveling in an alkali country +carry some vinegar or limes or lemons, or (better) +a glass stoppered bottle of hydrochloric acid. One teaspoonful +of hydrochloric (muriatic) neutralizes about a +gallon of water, and if there should be a little excess it +will do no harm but rather assist digestion. In default +of acid you may add a little Jamaica ginger and sugar +to the water, making a weak ginger tea.</p> + +<p>"<i>Muddy Water</i>—I used to clarify Mississippi water by +stirring corn meal in it and letting it settle, or by stirring +a lump of alum in it until the mud began to precipitate, +and then decanting the clear water. Lacking these, one +can take a good handful of grass, tie it roughly in the +form of a cone six or eight inches high, invert it, pour +water slowly into the grass and a runnel of comparatively +clear water will trickle down through the small +end.</p> + +<p>"<i>Stagnant Water</i>—A traveler may be reduced to the +extremity of using stagnant or even putrid water; but +this should never be done without first boiling it. Some +charred wood from the camp fire should be boiled with +the water; then skim off the scum, strain, and set in<span class='pagenum'><a name="Page_322" id="Page_322">[322]</a></span> +water aside to cool. Boiling sterilizes, and charcoal +deodorizes. * * *"</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i048.jpg" width="400" height="230" alt="COOKING THE FIRST MEAL" title="" /> +<span class="caption">COOKING THE FIRST MEAL</span> +</div> + + +<div class='center'><br /><b>Arriving at Camp</b></div> + +<p>As soon as the camp site is decided upon locate the +tent. (This should be done in advance when the party +is of any size). Each tent should be about twenty-five +feet from the next, on a dry place and easy to drain in +case of rain, and so placed as to have the sun in the +morning and the shade in the afternoon. Each tent +should be trenched and placed some distance from the +water supply and from the latrine.</p> + + +<div class='center'><br /><b>Tents</b></div> + +<p>"For fixed camps, situated where there are wagon +roads or other adequate means of transportation, the +best cloth shelter is a wall tent, rectangular or square, +of strong and rather heavy material. * * * The best +all-round size of wall tent for two people, if weight and +bulk and cost are of any consequence, is the so-called +9 × 9 or a 9 × 12, built with 3-1/2-foot walls, instead of +3-foot, and 8-foot center, instead of 7-1/2-foot. For four<span class='pagenum'><a name="Page_323" id="Page_323">[323]</a></span> +persons a 12 × 14 is commonly used; but a 14 × 14 with +4-foot walls and a 9-foot center has double the head-room +of the standard 12 × 14, and 2-1/2 feet more space between +cots, if these are set lengthwise of the tent, two on a side.</p> + +<p>"Before selecting a tent, consider the number of people +to occupy it and their dunnage, and the furniture. Then +draw diagrams of floor and elevation of various sizes, +putting in the cots, etc., according to scale; so you can +get just what you want, no more, no less.</p> + + +<div class='center'><br /><b>Camp Sanitation</b></div> + +<p>"Nothing is cleaner, sweeter, wholesomer, than a wildwood +unspoiled by man, and few spots are more disgusting +than a "piggy" camp, with slops thrown everywhere, +empty cans and broken bottles littering the ground, and +organic refuse left festering in the sun, breeding disease +germs, to be spread abroad by the swarms of flies. I +have seen one of nature's gardens, an ideal health resort, +changed in a few months by a logging crew into an +abomination and a pest hole where typhoid and dysentery +wrought deadly vengeance.</p> + +<p>"<i>Destroy at once all refuse that would attract flies.</i> +Or bury it where they cannot get at it.</p> + +<p>"Fire is the absolute disinfectant. Burn all solid +kitchen refuse as fast as it accumulates. When a can +of food is emptied toss it on the fire and burn it out, then +drop it in a sink hole that you have dug for slops and unburnable +trash, and cover it with earth or ashes so no +mosquitoes can breed in it after a rainfall.</p> + +<p>"The sink should be on the down hill side of camp, +and where it cannot pollute the water supply. Sprinkle +kerosene on it or burn it out frequently with a brush +fire. * * *"</p> + + +<div class='center'><br /><b>The Latrine</b></div> + +<p>One of the first tasks of the camper is to dig a trench +<span class='pagenum'><a name="Page_324" id="Page_324">[324]</a></span>for a latrine and build a screen around it. The latrine +should be on a lower level than the camp, away from the +water supply and in the opposite direction from which +the prevailing winds come toward the camp, two hundred +feet from sleeping and mess tents. Bushes or a tent fly +may be used as a screen and shelter. A small lean-to +serves admirably. Dig trenches four feet long, one foot +wide and two feet deep. Allow six inches (length) per +day for a Scout. Cover after using with fresh dirt. It +is imperative to fill and re-sod all trenches dug. Whether +you camp only for lunch or for the summer leave no +trace that you have been there. Remember the animals +how they scratch the soil and cover up any waste that +they leave, and be at least as clean as they.</p> + +<p>Lime does not keep the flies away. Plenty of fresh +dirt is better.</p> + + +<div class='center'><br /><b>Team Work</b></div> + +<p>Only as each and every member does her part will the +camp be a complete success. The daily tasks should be +assigned to individuals or groups, as in:</p> + + +<div class='center'><br /><b>The Pine Tree Patrol System</b></div> + +<p>The chief advantage of this system is that whenever +the need for work of any description arises, there is always +someone whose duty is to perform that particular +task, thus avoiding the inevitable question of "Who will +do it?" The Pine Tree Patrol system does not in the +least interfere with regular schedule of Scout activities; +on the contrary, it saves time since more than one hand +on each spoke of the wheel keeps it in continual motion. +When the system seems too complicated for a small camp, +the captain can simplify it to suit the circumstances.</p> + +<p>Each girl in the Patrol is assigned a number which +requires of her:</p> + +<p>1. Certain well defined duties to perform for her +Patrol.<span class='pagenum'><a name="Page_325" id="Page_325">[325]</a></span></p> + +<p>2. Certain specific knowledge expected of her in the +exercise of her "specialty."</p> + +<p>3. Proper care of her special "station gear."</p> + +<p>4. Willingness to teach her understudy all she knows.</p> + +<p>5. Willingness to learn the duties of the next higher +numbers.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i049.png" width="400" height="333" alt="—THE PINE TREE PATROL" title="" /> +</div> + + + +<p>The front rank (Reds) is in touch with and under the Senior +(Patrol Leader); the rear rank (Blues) is in touch with and +under the Junior. The Senior receives her orders from the +Captain and transmits them not only to 3, 5 and 7, but to Junior +as well. The Senior and ranking Patrol officer keeps an eye +on the Junior and her rear rank. The Captain, of course, is the +general overseer, but the Senior <ins title="Transcriber's Note: original reads 'as'">has</ins> charge of all routine troop +duties, superintends camp details and is virtually a first Lieutenant +to the Captain. The Junior is a second Lieutenant and +assists the Senior in the supervision of the camp.</p> + +<p><i>The Senior</i> (No. 1) looks after the flags, tentage, blankets, +equipment and personal baggage, while the Junior (No. 2) has +charge of food, fires, water, cooking, and kitchen work. They +appease the demands of the outer and inner man.</p> + +<p><i>The Scribe</i> (No. 3)—She is secretary, bookkeeper, log writer, +recorder, correspondent, tent pitcher and First-Aid Scout.<span class='pagenum'><a name="Page_326" id="Page_326">[326]</a></span></p> + +<p><i>The Baker</i> (No. 4) is the Junior's first aid. She is charged +with the care and use of cereal foodstuffs all the way from corn +on the cob to flap-jacks and "sinkers," and the cooking outfit +and kitchen fire.</p> + +<p><i>The Lighter</i> (No. 5) has care of the lamps, lanterns, candles, +matches, oils and all "leaky" stuff. She understands telegraphy +and electricity and is chief signal Scout and assistant tent pitcher. +She must keep the camp well illuminated.</p> + +<p><i>The Water Scout</i> (No. 6) locates water for all purposes and +carries it to camp. She acts as Fire Chief and Fire Watchman. +She provides and cooks meat, vegetables and "greens."</p> + +<p><i>The Handy Scout</i> (No. 7) is field engineer, carpenter, bridge +builder, the general maker, mender, patcher, splicer and tinker; +cares for tools and trek-cart, mends the tents and clothing, and +makes the furniture.</p> + +<p><i>The Wood Scout</i> (Patrol Mascot) (No. 8) is usually the +youngest girl. She keeps fires well fed, the rations dry and +the garbage burned. She carries a spade, pick axe and cutting +axe.</p> + +<p>This system may be used in either a small or large camp; +if the latter, corresponding numbers of each Patrol work together.</p> + + +<div class='center'><br /><b>TEAM WORK AND DAILY ROUTINE</b></div> + +<p>6:30 A. M. Junior, Baker, Water Scout and Wood Scout report +half an hour before Mess.</p> + +<p>8:00 A. M. Tent Inspection.</p> + +<p>8:30 A. M. Senior, Scribe, Lighter and Handy Scout report.</p> + +<p>8:30-9:30 A. M. Main work for day accomplished by both +Senior and Junior groups.</p> + + +<div class='center'><br /><b>Caution in Use of Knife and Axe</b></div> + +<div class='unindent'><i>The Knife</i></div> + +<p>1. Always whittle away from you.</p> + +<p>2. Keep your fingers behind the blade.</p> + +<p>3. Keep saying to yourself: "If this knife slips, can +it cut my fingers?"</p> + +<p>4. Learn how to sharpen your knife and keep it sharp.</p> + +<div class='unindent'><i>The Chopping Block</i></div> + +<p>"A chopping block is the first thing needed about a +camp. The axe, when not in use, should always be +stuck in that particular block, where one can find it +when wanted, and where it will not injure men or dogs."<span class='pagenum'><a name="Page_327" id="Page_327">[327]</a></span></p> + +<div class='unindent'><i>The Axe</i></div> + +<p>"Do not let the axe lie outdoors on a very cold night; +the frost would make it brittle, so that the steel might +shiver on the first knot you struck the next morning...."</p> + +<p>The axe is a most dangerous tool, and a glancing blow +may cripple one for life.</p> + +<p>1. Do not put your foot on a stick you are chopping.</p> + +<p>2. Always have in mind where a glancing blow may +throw the axe, and keep your foot away from that +danger.</p> + +<p>3. In splitting short sticks for kindling hold them by +one end flat on the chopping block and strike the blade +into the other end.</p> + +<p>4. Do not hold the stick on end in one hand while +splitting it.</p> + +<p>5. Cut or split small wood on a chopping block or log. +Never let the axe strike into the ground, as a hidden stone +may ruin the edge.</p> + + +<div class='center'><br /><b>The Camp Fire</b></div> + +<p>"The forest floor is always littered with old leaves, +dead sticks and fallen trees. During a drought this +rubbish is so tinder-dry that a spark falling in it may start +a conflagration; but through a great part of the year the +leaves and sticks that lie flat on the ground are too moist +at least on their under side, to ignite readily. If we rake +together a pile of leaves, cover it higgledy-piggledy with +dead twigs and branches picked up at random, and set a +match to it, the odds are that it will result in nothing but +a quick blaze that soon dies down to a smudge. Yet that +is the way most of us tried to make our first outdoor fires.</p> + +<p>"One glance at a camper's fire tells what kind of a +woodsman he is. It is quite impossible to prepare a +good meal over a heap of smoking chunks, a fierce blaze,<span class='pagenum'><a name="Page_328" id="Page_328">[328]</a></span> +or a great bed of coals that will warp iron and melt +everything else.</p> + +<div class="figleft" style="width: 400px;"> +<img src="images/i050.png" width="400" height="136" alt="LUNCHEON FIRE" title="" /> +<span class="caption">LUNCHEON FIRE</span> +</div> + +<p>"If one would have good meals cooked out of doors, +and would save much time and vexation; in other words, +if he wants to be comfortable in the woods, he must learn +how to produce at will either (1) a quick, hot little fire +that will boil water in a jiffy, and will soon burn down +to embers that are not too ardent for frying; or (2) a +solid bed of long-lived coals that will keep up a steady, +glowing, smokeless heat for baking, roasting or slow +boiling; or (3) a big log fire that will throw its heat forward +on the ground, and into a tent or lean-to, and will +last several hours without replenishing.</p> + +<p>"<i>Luncheon Fire</i>—For a noonday lunch, or any other +quick meal, when you have only to boil coffee and fry +something, a large fire is not wanted. Drive a forked +stake into the ground, lay a green stick across it, slanting +upward from the ground, and weight the lower end +with a rock, so that you could easily regulate the height +of a pot. The slanting stick should be notched, or have +the stub of a twig left at its upper end, to hold the pot +in place, and to be set at such an angle that the pot +swings about a foot clear of the ground.</p> + +<p>"Then gather a small armful of sound, dry twigs from +the size of a lead pencil to that of your finger. Take +no twig that lies flat on the ground, for such are generally<span class='pagenum'><a name="Page_329" id="Page_329">[329]</a></span> +damp or rotten. Choose hard wood, if there is any, for +it lasts well.</p> + +<p>"Select three of your best sticks for kindling. Shave +each of them almost through, for half its length, leaving +lower end of shavings attached to the stick, one +under the other. Stand these in a tripod, under the +hanging pot, with their curls down. Around them +build a <i>small</i> conical wigwam of the other sticks, standing +each on end and slanting to a common center. The +whole affair is no bigger than your hat. Leave free +air spaces between the sticks. Fire requires air, and +plenty of it, and it burns best when it has something +to climb up on; hence the wigwam construction. Now +touch off the shaved sticks, and in a moment you will +have a small blast furnace under the pot. This will +get up steam in a hurry. Feed it with small sticks as +needed.</p> + +<p>"Meantime get two bed-sticks, four or five inches +thick, or a pair of flat rocks, to support the frying pan. +The firewood will all drop to embers soon after the +pot boils. Toss out the smoking butts, leaving only +clear, glowing coals. Put your bed-sticks on either side, +parallel and level. Set the pan on them, and fry away. +So, in twenty minutes from the time you drove your +stake, the meal will be cooked.</p> + +<p>"<i>Dinner Fire</i>—First get in plenty of wood and kindling. +If you can find two large flat rocks, or several +small ones of even height use them as andirons; otherwise +lay down two short cuts off a five or six inch log, +facing you and about three feet apart. On these rocks +or billets lay two four foot logs parallel, and several +inches apart, as rests for your utensils. Arrange the +kindling between and under them, with small sticks laid +across the top of the logs, a couple of long ones lengthwise, +then more short ones across, another pair length<span class='pagenum'><a name="Page_330" id="Page_330">[330]</a></span>wise, +and thicker short ones across. Then light it. +Many prefer to light the kindling at once and feed the +fire gradually; but I do as above, so as to have an even +glow under several pots at once, and then the sticks +will all burn down to coals together.</p> + +<div class="figright" style="width: 350px;"> +<img src="images/i051.png" width="350" height="215" alt="CAMP CRANE" title="" /> +<span class="caption">CAMP CRANE</span> +</div> + +<p>"This is the usual way to build a cooking fire when +there is no time to do better. The objection is that the +supporting logs must be close enough together to hold +up the pots and pans, and, being round, this leaves too +little space between them for the fire to heat the balance +evenly; besides, a pot is liable to slip and topple over. +A better way, if one has time, is to hew both the inside +surfaces and the tops of the logs flat. Space these +supports close enough together at one end for the narrowest +pot and wide enough apart at the other for the +frying pan.</p> + +<p>"If you carry fire-irons much bother is saved. Simply +lay down two flat rocks or a pair of billets far +enough apart for the purpose, place the flat irons on +them, and space them to suit the utensils.</p> + +<p>"If a camp grate is used, build a crisscross fire of +short sticks under it.</p> + +<p>"Split wood is better than round sticks for cooking; +it catches easier and burns more easily.</p> + +<p>"Camp Crane—Pots for hot water, stews, coffee, and<span class='pagenum'><a name="Page_331" id="Page_331">[331]</a></span> +so on, are more manageable when hung above the fire. +The heat can easily be regulated, the pots hanging low +at first to boil quickly, and then being elevated or shifted +aside to simmer.</p> + +<div class="figleft" style="width: 425px;"> +<img src="images/i052.png" width="425" height="265" alt="PINE TREE HORSE" title="" /> +<span class="caption">PINE TREE HORSE</span> +</div> + +<p>"Set up two forked stakes about five feet apart and +four feet to the crotches. Across them lay a green +stick (lug-pole) somewhat thicker than a broomstick. +Now cut three or four green crotches from branches, +drive a nail in the small end of each, or cut a notch +in it, invert the crotches, and hang them on the lug-pole +to suspend kettles from. These pothooks are to be of +different length so that the kettle can be adjusted to +different heights above the fire, first for hard boiling, +and then for simmering. If kettles were hung from +the lug-pole itself, this adjustment could not be made, +and you would have to dismount the whole business in +order to get one kettle off.</p> + +<p>"If forked stakes are not easily found in the neighborhood, +drive straight ones, then split the tops, flatten +the ends of the cross poles and insert them in the clefts +of the stakes.<span class='pagenum'><a name="Page_332" id="Page_332">[332]</a></span></p> + +<p>"You do not want a big fire to cook over. Many +and many a time I have watched old and experienced +woodsmen spoil their grub, and their tempers, too, by +trying to cook in front of a roaring winter campfire, +and have marveled at their lack of common sense. Off +to one side of such a fire, lay your bed log as above; +then shovel from the campfire enough hard coal to fill +the space between the logs within three inches of the +top. You now have a steady, even heat from end to +end; it can easily be regulated; there is level support +for every vessel; and you can wield a short-handled +frying pan over such an outdoor range without scorching +either the meat or yourself.</p> + +<p>"<i>Fire for Baking</i>—For baking in a reflector, or roasting +a joint, a high fire is best, with a backing to throw +the heat forward. Sticks three feet long can be leaned +against a big log or a sheer-faced rock, and the kindlings +started under them.</p> + +<p>"Often a good bed of coals is wanted. The campfire +generally supplies these, but sometimes they are +needed in a hurry, soon after camp is pitched. To get +them, <i>take sound hardwood</i>, either green or dead, and +split it into sticks of uniform thickness (say, 1-1/4-inch +face). Lay down two bed-sticks, cross these near the +end with two others, and so on up until you have a pen +a foot high. Start a fire in this pen. Then cover it +with a layer of parallel sticks laid an inch apart. Cross +this with a similar layer at right angles, and so upward +for another foot. The free draught will make a roaring +fire, and all will burn down to coals together.</p> + +<p>"The thick bark of hemlock, and the hard woods generally, +will soon yield coals for ordinary cooking.</p> + +<p>"To keep coals a long time, cover them with ashes, +or with bark which will soon burn to ashes. In wet +weather a bed of coals can be shielded by slanting broad<span class='pagenum'><a name="Page_333" id="Page_333">[333]</a></span> +strips of green bark over it and overlapping them at +the edges.</p> + +<p>"<i>Fire in a Trench</i>—In time of drought when everything +is tinder-dry, or in windy weather, especially if +the ground be strewn with dead leaves or pine needles, +build your fire in a trench. This is the best way, too, +if fuel is scarce and you must depend on brushwood, +as a trench conserves heat.</p> + +<p>"Dig the trench in line with the prevailing wind. +The point is to get a good draught. Make the windward +end somewhat wider than the rest, and deeper, +sloping the trench upward to the far end. Line the +sides with flat rocks if they are to be found, as they +hold heat a long time and keep the sides from crumbling +in. Lay other rocks, or a pair of green poles along +the edges to support vessels. A little chimney of flat +stones or sod, at the leeward end, will make the fire +draw well. If there is some sheet-iron to cover the +trench a quite practical stove is made, but an open +trench will do very well if properly managed.</p> + +<p>"<i>The Indian's Fire</i>—Best where fuel is scarce, or +when one has only a small hatchet with which to cut +night wood. Fell and trim a lot of hardwood saplings. +Lay three or four of them on the ground, butts on top +of each other, tips radiating from this center like the +spokes of a wheel. On and around this build a small +hot fire. Place butts of other saplings on this, radiating +like the others. As the wood burns away, shove the +sticks in toward the center, butts on top of each other +as before. This saves much chopping, and economizes +fuel. Build a little wind break behind you and lie close +to the fire. Doubtless you have heard the Indian's +dictum (southern Indians express it just as the northern +<span class='pagenum'><a name="Page_334" id="Page_334">[334]</a></span>ones do): 'White man heap fool; make um big +fire—can't git near; Injun make um little fire—git close. +Uh, good.'</p> + + +<div class='center'><br /><b>Kindling</b></div> + +<p>"The best kindling is fat pine or the bark of the paper +birch. Fat pine is found in the stumps and butt cuts +of pine trees, particularly those that died on the stump. +The resin has collected there and dried. This wood is +usually easy to split. Pine knots are the tough, heavy +resinous stubs of limbs that are found on dead pine trees. +They, as well as fat pine, are almost imperishable, and +those sticking out of old rotten logs are as good as any. +In collecting pine knots go to fallen trees that are almost +rotted away. Hit the knot a lick with the pole of the +axe and generally it will yield; if you must chop, cut deep +to get it all and to save the axe edge. The knots of old +dead balsams are similarly used. Usually a dead stump +of pine, spruce, or balsam, all punky on the outside, has +a core very rich in resin that makes excellent kindling.</p> + +<p>"Hemlock knots are worthless and hard as glass—keep +your axe out of them.</p> + +<p>"The thick bark of hemlock is good to make glowing +coals in a hurry; so is that of hard woods generally. +Good kindling sure to be dry underneath the bark in all +weather, is procured by snapping off the small dead +branches, or stubs of branches, that are left on the trunks +of small or medium-sized trees, near the ground. Do +not pick up twigs from the ground, but choose those +among the downwood that are held up free from the +ground. Where a tree is found that has been shivered +by lightning, or one that has broken off without uprooting, +good splinters of dry wood will be found. In every +laurel thicket there is plenty of dead laurel, and, since +it is of sprangling growth, most of the branches will be<span class='pagenum'><a name="Page_335" id="Page_335">[335]</a></span> +free from the ground and snap-dry. They ignite readily +and give out intense heat.</p> + +<p>"The bark of all species of birch, but of paper birch +especially, is excellent for kindling and for torches. It +is full of resinous oil, blazes up at once, will burn in any +wind, and wet sticks can be ignited with it.</p> + +<p>"<i>Making Fire in the Wet</i>—It is a good test of one's +resourcefulness to make a fire out of doors in rainy +weather. The best way to go about it depends upon +local conditions. If fat pine can be found, the trick is +easy; just split it up, and start your fire under a big +fallen log. Dry fuel and a place to build a fire can +often be found under big up-tilted logs, shelving rocks, +and similar natural shelters, or in the core of an old +stump. In default of these, look for a dead softwood +tree that leans to the south. The wood and bark on the +under side will be dry; chop some off, split it fine, and +build your fire under the shelter of the trunk.</p> + +<p>"<i>Lighting a Match</i>—When there is nothing dry to +strike it on, jerk the tip of the match forward against +your teeth.</p> + +<p>"To light a match in the wind, <i>face</i> the wind. Cup +your hands, with their backs toward the wind, and hold +the match with its head pointing toward the rear of the +cup; <i>i. e.</i>, toward the wind. Remove the right hand +just long enough to strike the match on something very +close by; then instantly resume the former position. +The flame will run up the match stick, instead of being +blown away from it, and so will have something to feed +on.</p> + +<p>"<i>Fire Regulations</i>—On state lands and on national +forest reserves it is forbidden to use any but fallen +timber for firewood. Different states have various other +restrictions, some, I believe, not permitting trampers to<span class='pagenum'><a name="Page_336" id="Page_336">[336]</a></span> +light a fire in the woods at all unless accompanied by a +registered guide.</p> + +<p>"In New York the regulations prescribe that fires +will be permitted for the purposes of cooking, warmth +and insect smudges; but before such fires are kindled +sufficient space around the spot where the fire is to be +lighted must be cleared from all combustible material; +and before the place is abandoned fires so lighted must +be thoroughly quenched.</p> + +<p>"In Pennsylvania forest reserves no fire may be made +except in a hole or pit one foot deep, the pit being encircled +by the excavated earth. In those of California, +no fire at all may be lighted without first procuring a +permit from the authorities.</p> + +<p>"Fire regulations are posted on all public lands, and +if campers disregard them they are subject to arrest.</p> + +<p>"These are wise and good laws. Every camper who +loves the forest, and who has any regard for public interest, +will do his part in obeying them to the letter. +However, if he occupies private property where he may +use his own judgment, or if he travels in the wilderness +far from civilization, where there are no regulations, +it will be useful for him to know something about the +fuel value of all kinds of wood, green as well as dead, +and for such people the following information is given:</p> + +<p>"The arts of fire building are not so simple as they +look. To practice them successfully in all sorts of wild +regions we must know the different species of trees +one from another, and their relative fuel values, which +as we shall see, vary a great deal. We must know +how well, or ill, each of them burns in a green state, +as well as when seasoned. It is important to discriminate +between wood that makes lasting coals and such +as soon dies down to ashes. Some kinds of wood pop +violently when burning and cast out embers that may<span class='pagenum'><a name="Page_337" id="Page_337">[337]</a></span> +burn holes in tents and bedding or set the neighborhood +afire; others burn quietly, with clear, steady flame. +Some are stubborn to split, others almost fall apart +under the axe. In wet weather it takes a practiced +woodsman to find tinder and dry wood, and to select +a natural shelter where fire can be kept going during +a storm or rain or snow, when a fire is most needed.</p> + +<p>"There are several handy little manuals by which +one who has no botanical knowledge can soon learn +how to identify the different species of trees by merely +examining their leaves, or, late in the season, by their +bark, buds and habit of growth.</p> + +<p>"But no book gives the other information that I have +referred to; so I shall offer, in the present chapter, a +little rudimentary instruction in this important branch +of woodcraft.</p> + +<p>"It is convenient for our purpose to divide the trees +into two great groups, hard woods and soft woods, using +these terms not so loosely as lumbermen do, but drawing +the line between sycamore, yellow birch, yellow +pine, and slippery elm, on the one side, and red cedar, +sassafras, pitch pine and white birch, on the other.</p> + +<p>"<i>As a general rule</i>, hard woods make good, slow-burning +fuel that yields lasting coals, and soft woods +make a quick, hot fire that is soon spent. But each +species has peculiarities that deserve close attention.</p> + +<p>"<i>Best Fuel</i>—Best of all northern fire woods is hickory, +green or dry. It makes a hot fire, but lasts a long +time, burning down to a bed of hard coals that keep +up an even, generous heat for hours. Hickory, by the +way, is distinctly an American tree; no other region on +earth produces it. The live oak of the south is most +excellent fuel; so is holly. Following the hickory, in +fuel value, are chestnut, oak, overcup, white, blackjack, +post and basket oaks, pecan, the hornbeams (iron<span class='pagenum'><a name="Page_338" id="Page_338">[338]</a></span>woods), +and dogwood. The latter burns finely to a +beautiful white ash that is characteristic; apple wood +does the same. Black birch also ranks here; it has the +advantage of 'doing its own blowing,' as a Carolina +mountaineer said to me, meaning that the oil in the +birch assists its combustion so that the wood needs no +coaxing. All of the birches are good fuel, ranking in +about this order: Black, yellow, red, paper, and white. +Sugar maple was the favorite fuel of our old-time hunters +and surveyors because it ignites easily, burns with +a clear, steady flame, and leaves good coals.</p> + +<p>"Locust is a good, lasting fuel; it is easy to cut, and, +when green, splits fairly well; the thick bark takes fire +readily and the wood then burns slowly, with little +flame, leaving pretty good coals; hence it is good for +night wood. Mulberry has similar qualities. The scarlet +and willow oaks are among the poorest of the hard +woods for fuel. Cherry makes only fair fuel. White +elm is poor stuff, but slippery elm is better. Yellow +pine burns well, as its sap is resinous instead of watery +like that of the soft pines.</p> + +<p>"In some respects white ash is the best of green +woods for campers fuel. It is easily cut and split, is +lighter to tote than most other woods, and is of so +dry a nature that even the green wood catches fire +readily. It burns with clear flame, and lasts longer +than any other free-burning wood of its weight. On a +wager, I have built a bully fire from a green tree of +white ash, one match, and no dry kindling. I split some +of the wood very fine and 'frilled' a few of the little +sticks with my knife.</p> + +<p>"<i>Soft Woods</i>—Most of the soft woods are good only +for kindling, or for quick cooking fires, and then only +when seasoned. For these purposes, however, some of<span class='pagenum'><a name="Page_339" id="Page_339">[339]</a></span> +them are superior, as they split and shave readily and +catch fire easily.</p> + +<p>"Liquidambar, magnolia, tulip, catalpa, and willow +are poor fuel. Seasoned chestnut and yellow poplar +make a hot fire, but crackle and leave no coals. Balsam +fir, basswood, and the white and loblolly pines make +quick fires, but are soon spent. The grey (Labrador) +or jack pine is considered good fuel in the far north, +where hard woods are scarce. Seasoned tamarack is +good. Spruce is poor fuel, although, being resinous, +it kindles easily and makes a good blaze for 'branding +up' a fire. Pitch pine, which is the most inflammable +of all woods when dry and 'fat,' will scarcely burn at +all in a green state. <ins title="Transcriber's Note: original reads 'Syacmore'">Sycamore</ins> and buckeye, when thoroughly +seasoned, are good fuel, but will not split. Alder +burns readily and gives out considerable heat, but +is not lasting.</p> + +<p>"The dry wood of the northern poplar (large-toothed +aspen) is a favorite for cooking fires, because it gives +an intense heat, with little or no smoke, lasts well, and +does not blacken the utensils. Red cedar has similar +qualities, but is rather hard to ignite and must be fed +fine at the start.</p> + +<p>"The best green soft woods for fuel are white birch, +paper birch, soft maple, cottonwood, and quaking aspen.</p> + +<p>"As a rule, the timber growing along the margins of +large streams is softwood. Hence, driftwood is generally +a poor mainstay unless there is plenty of it on +the spot; but driftwood on the sea coast is good fuel.</p> + +<p>"<i>Precautions</i>—I have already mentioned the necessity +of clearing the camp ground of inflammable stuff +before starting a fire on it, raking it toward a common +center and burning all the dead leaves, pine needles and +trash; otherwise it may catch and spread beyond your<span class='pagenum'><a name="Page_340" id="Page_340">[340]</a></span> +control as soon as your back is turned. Don't build +your fire against a big old punky log; it may smoulder +a day or two after you have left and then burst out +into flame when the breeze fans it.</p> + +<p>"<i>Never</i> leave a spark of fire when breaking camp, +or when leaving it for the day. Make absolutely sure +of this by drenching the campfire thoroughly, or by +smothering it completely with earth or sand. Never +drop a lighted match on the ground without stamping it +out. Have you ever seen a forest fire? It is terrible. +Thousands of acres are destroyed and many a time men +and women and children have been cut off by a tornado +of flame and burned alive. The person whose carelessness +starts such a holocaust is worse than a fool—he is +a criminal, and a disgrace to the good earth he treads."</p> + +<div class="figright" style="width: 250px;"> +<img src="images/i053.png" width="250" height="278" alt="HAVERSACK FOR CARRYING KITCHEN UTENSILS" title="" /> +<span class="caption">HAVERSACK FOR CARRYING KITCHEN UTENSILS</span> +</div> + + +<div class='center'><br /><b>Cooking Devices</b></div> + +<p>When it is convenient carry a hatchet. Scouts should +carry a small folding grate. The best form of grate +is one with folding legs.<span class='pagenum'><a name="Page_341" id="Page_341">[341]</a></span></p> + +<p>After laying the fire the legs of the grate are driven +into the ground. As the fire burns down, the grate may +be lowered by driving the legs in deeper. This is a +very useful utensil for supporting hot water pails or +frying pan.</p> + +<p>When no forks can be found use the "Pine Tree +Horse," as shown in cut.</p> + +<p>In order to boil water hard it will only be necessary +to slip the kettle down the pole, holding it in place by +graduated notches.</p> + +<p>Equipment and supplies for one meal may be carried +in one or two haversacks like the one shown. Indeed, +a meal may be cooked without any equipment whatever +other than a knife which every Scout should be +provided with.</p> + +<p><i>Improvised Grate</i>—A few sticks 1/2 inch in diameter +laid about 2 inches apart and about 2 inches above +the coals form a good enough broiler. Steak and +chops cook perfectly well if laid right on the coals.</p> + +<p>Cooking kits allow for more variety, as they provide +a frying pan, in which bacon and potatoes can be cooked, +and a small pail for boiling water. It is convenient for +each Scout to carry her own cup, knife, fork and spoon. +The cooking kit and supplies can then be divided among +the party.</p> + +<p>At a permanent camp a frying board is a great convenience. +It is simply a flat, smooth board with a +pointed end which can be driven into the ground. Fish, +meat, game and "Injun" bread can be cooked on this +board better than in any other way, as the food receives +the heat without becoming charred, and is much +more wholesome than when fried in a pan. As long +as the board is to windward of the flame, a constant +heat is maintained without smoke. A small fire will +cook a very large fish in a short time. An old canoe<span class='pagenum'><a name="Page_342" id="Page_342">[342]</a></span> +paddle may be used for this purpose. The food is hung +on nails driven in the board, a strip of bacon, hung +above the fish and dripping on it would improve the +flavor.</p> + +<div class="figleft" style="width: 250px;"> +<img src="images/i054.png" width="250" height="201" alt="THE FOLDING BAKER" title="" /> +<span class="caption">THE FOLDING BAKER</span> +</div> + +<p>It is a good plan to use a separate frying board when +cooking fish, as the juice from the fish seeps into the +board and it is practically impossible to remove it by +cleaning. The flavor of fish is not pleasant on other +food. If it is not practicable to carry two frying boards +one can be careful to reserve the same side of one +board for cooking fish.</p> + +<p>A long cooking spoon for dishing vegetables out of +the pots is very useful. A roll of paper towels for drying +dishes and for use as napkins, or cloth dish towels +and paper napkins are also useful. Other useful articles +are a dish mop with a wooden handle, and a pancake +turner.</p> + +<p><i>The Folding Baker</i>—The baker may be placed before +the blazing fire. It is a perfect arrangement for baking +biscuits and roasting meats.</p> + +<p><i>Friction Top Cans</i>—It is well to have these varying +in capacity from one to three quarts. Use one +quart size for washing soda, powdered soap, and sugar.<span class='pagenum'><a name="Page_343" id="Page_343">[343]</a></span> +The larger sizes should carry flour, cornmeal, etc. +Eggs may be placed in the one used for the cornmeal.</p> + +<div class="figright" style="width: 122px;"> +<img src="images/i055.png" width="122" height="200" alt="FRICTION TOP CAN" title="" /> +<span class="caption">FRICTION TOP CAN</span> +</div> + +<p>Where convenient to provide a large equipment the +following utensils are suggested:</p> + +<p>Camp grate, 3 wire toasters (one for meat, one for +fish, one for bread), 2 frying boards (one for meat, +one for fish), 6-quart pail for reserve water, 9-quart +pail for boiling vegetables, agate or paper plates, agate +or paper cups, knives, forks, spoons, kit knife, paper +towels, dish mops, powdered soap, cotton gloves for +handling hot or smoky pots, candles, matches (in waterproof +packages), non-rusting wire 1/8 inch thick for hanging +pots, etc.</p> + +<p>A large permanent camp may add greatly to the pleasure +of its members, and make a delightful break in the +day, by sending off troops of, say, eight girls to cook +a camp lunch at a place about a mile distant. For this +purpose, when a group plans to do a great deal of camping +the above equipment is suggested. It could all be +packed in the pack basket, and the girls could take turns +carrying it.<span class='pagenum'><a name="Page_344" id="Page_344">[344]</a></span></p> + +<div class="figleft" style="width: 400px;"> +<img src="images/i056.png" width="400" height="174" alt="FOLDING FRYING PAN" title="" /> +<span class="caption">FOLDING FRYING PAN</span> +</div> + +<p>Such a basket without a canvas cover costs about $8 +and is extremely useful in permanent camp equipment.</p> + + +<div class='center'><br /><b>Utensils Required for a Party of Eight and their Uses</b></div> + +<p>If the group of girls plans for a camping trip of +several days and transport is available, all the following +utensils will be found useful. These may be purchased +in any sporting goods store.</p> + +<p><i>Three Wire Toasters</i>—One for meat, one for fish, one +for toast.</p> + +<p>In cooking meat or fish, and in making toast before +a blazing fire, stand the wire toaster upright before the +fire and prop it up with a stick.</p> + +<p>A board may be used in the same manner. It is +often desirable to do this in order to avoid the delay of +waiting for the fire to burn down.</p> + +<p><i>Cooking Pots</i>—Size 5 quarts, for boiling vegetables; +size 6-1/2 quarts, for boiling vegetables; size 9 quarts, +for hot water; size 15 quarts, for reserve cold water.</p> + +<p>Each of these pots nests in the next larger size, making +one package. A cocoa pot of this type nests into the +5-quart pail.</p> + +<p><i>Two Frying Pans</i>—The handles fold in and the pans +pack in a case with the nest of cooking pots. In addition +to their usual uses, the frying pans are also used<span class='pagenum'><a name="Page_345" id="Page_345">[345]</a></span> +as dish-washing pans, one for the washing and one for +the rinsing.</p> + +<div class="figcenter" style="width: 450px;"> +<img src="images/i057.png" width="450" height="249" alt="COMPLETE COOKING OUTFIT FOR EIGHT SCOUTS" title="" /> +<span class="caption">COMPLETE COOKING OUTFIT FOR EIGHT SCOUTS</span> +</div> + +<p>A heaped teaspoon of washing soda dissolved in hot +water will so perfectly clean the frying pans as to +permit their use as dish-pans.</p> + +<p>Eight agate plates, or aluminum if possible; eight +agate cups, or aluminum if possible; eight knives, forks +and spoons; one large, long-handled cooking spoon.</p> + +<p>The complete cooking outfit may be nested together +and packed in a canvas bag and takes up about as much +space as a water pail.</p> + + +<div class='center'><br /><b>Provisions</b></div> + +<p>"When a party camps where fresh meat and farm +products can be procured as they are wanted, its provisioning +is chiefly a matter of taste, and calls for no +special comment here. But to have good meals in the +wilderness is a different matter. A man will eat five +or six pounds a day of fresh food. That is a heavy +load on the trail. And fresh meat, dairy products, fruit +and vegetables are generally <ins title="Transcriber's Note: original reads 'to'">too</ins> bulky, too perishable. +So it is up to the woodsman to learn how to get the<span class='pagenum'><a name="Page_346" id="Page_346">[346]</a></span> +most nourishment out of the least weight and bulk in +materials that 'keep' well.</p> + +<p>"Light outfitting, as regards food, is mainly a question +of <i>how much water</i> we are willing to carry in our +rations. For instance, canned peaches are 88 per cent. +water. Can one afford to carry so much water from +home when there is plenty of it at camp?</p> + +<p>"The following table is suggestive:</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Water table"> +<tr><td align='center'>More than 3/4 water</td></tr> +<tr><td align='left'>Fresh milk, fruit, vegetables (except potatoes).</td></tr> +<tr><td align='left'>Canned soups, tomatoes, peaches, pears, etc.</td></tr> +<tr><td align='center'>More than 1/2 water</td></tr> +<tr><td align='left'>Fresh beef, veal, mutton, poultry, eggs, potatoes.</td></tr> +<tr><td align='left'>Canned corn, baked beans, pineapple.</td></tr> +<tr><td align='left'>Evaporated milk (unsweetened).</td></tr> +<tr><td align='center'>More than 1/3 water</td></tr> +<tr><td align='left'>Fresh bread, rolls, pork chops.</td></tr> +<tr><td align='left'>Potted chicken, etc.</td></tr> +<tr><td align='left'>Cheese.</td></tr> +<tr><td align='left'>Canned blackberries.</td></tr> +<tr><td align='center'>Less than 1/3 water</td></tr> +<tr><td align='left'>Dried apples, apricots, peaches, prunes.</td></tr> +<tr><td align='left'>Fruit jelly.</td></tr> +<tr><td align='center'>Less than 1/5 water</td></tr> +<tr><td align='left'>Salt pork, bacon, dried fish, butter.</td></tr> +<tr><td align='left'>Dessicated eggs, concentrated soups.</td></tr> +<tr><td align='left'>Powdered milk.</td></tr> +<tr><td align='left'>Wheat flour, cornmeal, etc., macaroni.</td></tr> +<tr><td align='left'>Rice, oatmeal, hominy, etc.</td></tr> +<tr><td align='left'>Dried beans, split peas.</td></tr> +<tr><td align='left'>Dehydrated vegetables.</td></tr> +<tr><td align='left'>Dried dates, figs, raisins.</td></tr> +<tr><td align='left'>Orange marmalade, sugar, chocolate.</td></tr> +<tr><td align='left'>Nuts, nut butter.</td></tr> +</table></div> + +<p>"Although this table is good in its way, it is not a<span class='pagenum'><a name="Page_347" id="Page_347">[347]</a></span> +fair measure of the relative value of foods. Even the +solid part of some foodstuffs contains a good deal of +refuse (potatoes 20 per cent), while others have none.</p> + +<div class="figleft" style="width: 236px;"> +<img src="images/i058.png" width="236" height="300" alt="FIVE QUART PAIL TO NEST CANS" title="" /> +<span class="caption">FIVE QUART PAIL TO NEST CANS</span> +</div> + +<p>"<i>Nutritive Values</i>—The nutritive elements of foodstuffs +are protein, a little mineral matter, fats, and carbohydrates. +Protein is the basis of muscles, bone, tendon, +cartilage, skin and corpuscles of the blood. Fats +and carbohydrates supply heat and muscular energy. +In other words, the human body is an engine; protein +keeps it in repair; fats and carbohydrates are the fuel +to run it.</p> + +<p>"Familiar examples of proteids are lean meat and +white of egg. The chief food fats are fat meat, butter, +lard, oil and cream. Carbohydrates are starchy foods +(flour, cereals, etc.) and sugar (sweets of almost any +kind).<span class='pagenum'><a name="Page_348" id="Page_348">[348]</a></span></p> + +<p>"The problem of a well-balanced ration consists in +supplying daily the right proportion of nutritive elements +in agreeable and digestible form. The problem +of a campaign ration is the same, but cutting out most +of the water and waste in which fresh foods abound. +However, in getting rid of the water in fresh meats, +fruits and vegetables we lose, unfortunately, much of +the volatile essences that give these foods their good +flavor. This loss—and it is a serious one—must be +made up by the camp cook, changing the menu as often +as he can by varying the ingredients and the processes +of cooking.</p> + +<p>"<i>Variety</i> is quite as welcome at the camp board as +anywhere else, in fact, more so; for it is harder to get. +Variety need not mean adding to the load. It means +<i>substituting</i>, say, three 5-pound parcels for one 15-pound +parcel, so as to have something 'different' from +day to day.</p> + +<p>"<i>Digestibility</i>—We must bear in mind the adage +that 'we live not upon what we eat but upon what +we digest.' Some foods rich in protein, especially +beans, peas, and oatmeal, are not easily assimilated, +unless cooked for a longer time than campers +generally can spare. A considerable part of their protein +is liable to putrefy in the alimentary canal, and so +be worse than wasted. An excess of meat or fish will +do the same thing. Other foods of very high theoretical +value are constipating if used in large amounts, as +cheese, nuts, chocolate.</p> + +<p>"<i>Food Components</i>—Let us now consider the material +of field rations, item by item.</p> + +<p>"<i>Bacon</i>—Good old breakfast bacon worthily heads +the list, for it is the campaigner's standby. It keeps +well in any climate, and demands no special care in +packing. It is easy to cook, combines well with almost<span class='pagenum'><a name="Page_349" id="Page_349">[349]</a></span> +anything, is handier than lard to fry things with, does +just as well to shorten bread or biscuits, is very nutritious, +and nearly everybody likes it. Take it with you +from home, for you can seldom buy it away from railroad +towns. Get the boneless, in 5 to 8 pound flitches. +Let canned bacon alone; it lacks flavor and costs more +than it is worth. A little mould on the outside of a +flitch does no harm, but reject bacon that is soft and +watery, or with yellow fat, or with brownish or black +spots in the lean.</p> + +<p>"<i>Smoked Ham</i>—Small ones generally are tough and +too salty. Hard to keep in warm or damp weather; +moulds easily. Is attractive to blow-flies, which quickly +fill it with 'skippers' if they can get at it. If kept in a +cheesecloth bag and hung in a cool, airy place a ham +will last until eaten up and will be relished. Ham will +keep, even in warm weather, if packed in a stout paper +bag so as to exclude flies. It will keep indefinitely if +sliced, boiled or fried and put up in tins with melted +lard poured over it to keep out air. * * *</p> + +<p>"<i>Canned Soups</i>—These are wholesome enough, but +their fluid kinds are very bulky for their meager nutritive +value. However, a few cans of consomme are fine +for 'stock' in camp soups or stews, and invaluable in +case of sickness. Here, as in canned meat, avoid the +country grocery kind.</p> + +<p>"<i>Condensed Soups</i>—Soup powders are a great help +in time of trouble—but don't rely on them for a full +meal. There are some that are complete in themselves +and require nothing but 15 to 20 minutes' cooking; +others take longer, and demand (in small type on the +label) the addition of ingredients that generally you +haven't got. Try various brands at home till you find +what you like.</p> + +<p>"<i>Cured Fish</i>—Shredded codfish and smoked halibut,<span class='pagenum'><a name="Page_350" id="Page_350">[350]</a></span> +sprats, boneless herring are portable and keep well. They +will be relished for variety's sake.</p> + +<p>"<i>Eggs</i>—To vary the camp bill of fare, eggs are simply +invaluable, not only by themselves, but as ingredients +in cooking. * * *</p> + +<p>"When means of transportation permit, fresh eggs +may be carried to advantage. A hand crate holding 12 +dozen weighs about 24 pounds, filled.</p> + +<p>"Eggs can be packed along in winter without danger +of breakage by carrying them frozen. Do not try to +boil a frozen egg; <ins title="Transcriber's Note: original reads 'peal'">peel</ins> it as you would a hard-boiled one +and then fry or poach.</p> + +<p>"To test an egg for freshness, drop it into cold water; +if it sinks quickly it is fresh; if it stands on end it is +doubtful; if it floats it is surely bad.</p> + +<p>"To preserve eggs, rub them all over with vaseline, +being careful that no particle of shell is uncoated. They +will keep good much longer than if treated with lime +water, salt, paraffine, water-glass or any of the other +common expedients.</p> + +<p>"On hard trips it is impracticable to carry eggs in +the shell. Some campers break fresh eggs and pack +them in friction-top cans. The yolks soon break and +they keep but a short time. <i>A good brand</i> of desiccated +eggs is the solution of this problem. It does away +with all risk of breaking and spoiling and reduces bulk +very much. Desiccated eggs vary a great deal in quality, +according to material and process employed. Desiccated +eggs made of the yolks are merely useful as ingredients +in cooking.</p> + +<p>"<i>Milk</i>—Sweetened condensed milk (the 'salve of the +lumberjacks') is distasteful to most people. Plain evaporated +milk is the thing to carry—and don't leave it +out if you can practicably tote it. The notion that this +is a 'baby food' to be scorned by real woodsmen is<span class='pagenum'><a name="Page_351" id="Page_351">[351]</a></span> +nothing but a foolish conceit. Few things pay better +for their transportation. It will be allowed that Admiral +Peary knows something about food values. Here is +what he says in <i>The North Pole</i>: 'The essentials, and +the only essentials, needed in a serious Arctic sledge +journey, no matter what the season, the temperature, +or the duration of the journey—whether one month or +six—are four: pemmican, tea, ship's biscuit, condensed +milk. The standard daily ration for work on the final +sledge journey toward the Pole on all expeditions has +been as follows: 1 lb. pemmican, 1 lb. ship's biscuit, 4 oz. +condensed milk, 1/2 oz. compressed tea.'</p> + +<p>"Milk, either evaporated or powdered, is a very important +ingredient in camp cookery.</p> + +<p>"<i>Butter</i>—This is another 'soft' thing that pays its +freight.</p> + +<p>"For ordinary trips it suffices to pack butter firmly +into pry-up tin cans which have been sterilized by thorough +scalding and then cooled in a perfectly clean place. +Keep it in a spring or in cold running water (hung in a +net, or weighted in a rock) whenever you can. When +traveling, wrap the cold can in a towel or other insulating +material.</p> + +<p>"If I had to cut out either lard or butter I would +keep the butter. It serves all the purposes of lard in +cooking, is wholesomer, and beyond that, it is the most +concentrated source of energy that one can use with +impunity.</p> + +<p>"<i>Cheese</i>—Cheese has nearly twice the fuel value of +a porterhouse steak of equal weight, and it contains a +fourth more protein. It is popularly supposed to be +hard to digest, but in reality it is not so if used in moderation. +The best kind for campers is potted cheese, or +cream or 'snappy' cheese put up in tinfoil. If not so +protected from air it soon dries out and grows stale.<span class='pagenum'><a name="Page_352" id="Page_352">[352]</a></span> +A tin of imported Camembert will be a pleasant surprise +on some occasion.</p> + +<p>"<i>Bread Biscuits</i>—It is well to carry enough yeast +bread for two or three days, until the game country is +reached and camp routine is established. To keep it +fresh, each loaf must be sealed in wax paper or +parchment paper (the latter is best, because it is tough, +waterproof, greaseproof). Bread freezes easily; for +cold weather luncheons carry toasted bread.</p> + +<p>"<i>Hardtack</i> (pilot bread, ship biscuit) can be recommended +only for such trips or cruises as do not permit +baking. It is a cracker prepared of plain flour and +water, not even salted, and kiln-dried to a chip, so as to +keep indefinitely, its only enemies being weevils. Get +the coarsest grade. To make hardtack palatable toast +it until crisp, or soak in hot coffee and butter it, or at +least salt it.</p> + +<p>"Swedish hardtack, made of whole rye flour, is good +for a change.</p> + +<p>"Plasmon biscuit, imported from England, is the most +nutritious breadstuff I have ever used. It is a round +cracker, firm but not hard, of good flavor, containing +a large percentage of the protein of milk, six of the +small biscuits holding as much proteid as a quarter of +a pound of beef.</p> + +<p>"<i>Flour</i>—Graham and entire wheat flours contain more +protein than patent flour, but this is offset by the fact +that it is not so digestible as the protein of standard +flour. Practically there is little or no difference between +them in the amount of protein assimilated. The +same seems to be true of their mineral ingredients.</p> + +<p>"Many campers depend a good deal on self-raising +flour because it saves a little trouble in mixing. But +such flour is easily spoiled by dampness, it does not +make as good biscuits or flapjacks as one can turn out<span class='pagenum'><a name="Page_353" id="Page_353">[353]</a></span> +in camp by doing his own mixing, and it will not do +for thickening, dredging, etc.</p> + +<p>"Flour and meal should be sifted before starting on an +expedition. There will be no sieve in camp."</p> + +<p>"<i>Baking Powder</i>—Get the best available powder, put +up in air and damp-eight tins, so that your material will +be in good condition when you come to use it in camp. +Baking soda will not be needed on short trips, but is +required for longer ones, in making sour-dough, as a +steady diet of baking-powder bread or biscuit will ruin +the stomach if persisted in for a considerable time. Soda +also is useful medicinally.</p> + +<p>"<i>Cornmeal</i>—Some like yellow, some prefer white. The +flavor of freshly ground meal is best, but the ordinary +granulated meal of commerce keeps better, because it +has been kiln-dried. Cornmeal should not be used as +the leading breadstuff, for reasons already given, but +johnnycake, corn pancakes, and mush are a welcome +change from hot wheat bread or biscuit, and the average +novice at cooking may succeed better with them. +The meal is useful to roll fish in before frying.</p> + +<p>"<i>Breakfast Cereals</i>—These according to taste, and for +variety's sake. Plain cereals, particularly oatmeal, require +a long cooking, either in a double boiler or with +constant stirring, to make them digestible; and then there +is a messy pot to clean up. They do more harm than +good to campers who hurry their cooking. So it is best +to buy the partially cooked cereals that take only a few +minutes to prepare. Otherwise the 'patent breakfast +foods' have no more nutritive quality than plain grain; +some of them not so much. The notion that bran has +remarkable food value is a delusion; it actually makes +the protein of the grain less digestible. As for mineral +matter, 'to build up bone and <ins title="Transcriber's Note: original reads 'eth'">teeth</ins> and brawn,' there<span class='pagenum'><a name="Page_354" id="Page_354">[354]</a></span> +is enough of it in almost any mixed diet, without swallowing +a lot of crude fiber.</p> + +<p>"Rice, although not very appetizing by itself, combines +so well in stew or the like, and goes so well in +pudding, that it deserves a place in the commissariat.</p> + +<p>"<i>Macaroni</i>—The various pastes (pas-tay, as the Italians +call them) take the place of bread, may be cooked in +many ways to lend variety, and are especially good in +soups which otherwise would have little nourishing power. +Spaghetti, vermicelli, and noodles all are good in +their way. Break macaroni into inch pieces and pack +so that insects cannot get into it. It is more wholesome +than flapjacks and it 'sticks to the ribs.'</p> + +<p>"<i>Sweets</i>—Sugar is stored-up energy, and is <ins title="Transcriber's Note: original reads 'assimiated'">assimilated</ins> +more quickly than any other food. Men in the +open soon get to craving sweets.</p> + +<p>"Maple sugar is always welcome. Get the soft kind +that can be spread on bread for luncheons. Syrup is +easily made from it in camp by simply bringing it to a +boil with the necessary amount of water. Ready-made +syrup is mean to pack around.</p> + +<p>"Sweet chocolate (not too sweet) has remarkable sustaining +power.</p> + +<p>"When practicable, take along some jam and marmalade. +The commissaries of the British Army were +wise when they gave jam an honorable place in Tommy +Atkins' field ration. Yes: jam for soldiers in time of +war. So many ounces of it, substituted, mind you, for +so many ounces of the porky, porky, porky, that has +ne'er a streak of lean. So, a little current jelly with +your duck or venison is worth breaking all rules for. +Such conserves can be repacked by the buyer in pry-up +cans that have been sterilized as recommended under +the heading <i>Butter</i>.</p> + +<p>"<i>Fresh Vegetables</i>—The only ones worth taking along<span class='pagenum'><a name="Page_355" id="Page_355">[355]</a></span> +are potatoes and onions. Choose potatoes with small +eyes and of uniform medium size, even if you have to +buy half a bushel to sort out a peck. They are very +heavy and bulky in proportion to their food value; so +you cannot afford to be burdened with any but the best. +Cereals and beans take the place of potatoes when you +go light.</p> + +<p>"Fresh onions are almost indispensable for seasoning +soups, stews, etc. A few of them can be taken along +almost anywhere. I generally carry at least one, even +on a walking trip. Onions are good for the suddenly +overtaxed system, relieve the inordinate thirst that one +experiences the first day or two, and assist excretion. +Freezing does not spoil onions if they are kept frozen +until used.</p> + +<p>"<i>Beans</i>—A prime factor in cold weather camping. +Take a long time to cook ('soak all day and cook all +night' is the rule). Cannot be cooked done at altitudes +of 5,000 feet and upward. Large varieties cook quickest, +but the small white navy beans are best for baking. +Pick them over before packing, as there is much waste.</p> + +<p>"<i>Split Peas</i>—Used chiefly in making a thick, nourishing +soup.</p> + +<p>"<i>Dehydrated Vegetables</i>—Much of the flavor of fresh +vegetables is lost when the juice is expressed or evaporated, +but all of their nutriment is retained and enough +of the flavor for them to serve as fair substitutes when +fresh vegetables cannot be carried. They help out a +camp stew and may even be served as side dishes if one +has butter and milk to season them. Generally they require +soaking (which can be done over night); then they +are to be boiled slowly until tender, taking about as +much time as fresh vegetables. If cooking is hurried +they will be woody and tasteless.</p> + +<p>"Dehydrated vegetables are very portable, keep in any<span class='pagenum'><a name="Page_356" id="Page_356">[356]</a></span> +climate, and it is well to carry some on trips far from +civilization.</p> + +<p>"<i>Canned Vegetables</i>—In our table of food values it +will be noticed that the least nourishing article for its +weight and bulk is a can of tomatoes. Yet these 'air-tights' +are great favorites with outdoors men, especially +in the West and South, where frequently they are eaten +raw out of the can. It is not so much their flavor as +their acid that is grateful to a stomach overtaxed with +fat or canned meat and hot bread three times a day. +If wanted only as an adjuvant to soups, stews, rice, +macaroni, etc., the more concentrated puree will serve +very well.</p> + +<p>"Canned corn (better still, 'kornlet,' which is concentrated +milk of sweet corn) is quite nourishing, and +everybody likes it.</p> + +<p>"A few cans of baked beans (<i>without</i> tomato sauce) +will be handy in wet weather. The B. & M. 3/4 lb. cans +are convenient for a lone camper or for two going light.</p> + +<p>"<i>Nuts</i>—A handful each of shelled nuts and raisins, +with a cake of sweet chocolate, will carry a man far +on the trail or when he has lost it. The kernels of butternuts +and hickory nuts have the highest fuel value of +our native species; peanuts and almonds are very rich +in protein; Brazil nuts, filberts and pecans, in fat. Peanut +butter is a concentrated food that goes well in sandwiches. +One can easily make nut butter of any kind +(except almonds or Brazil nuts) for himself by using +the nut grinder that comes with a kitchen food chopper, +and can add ground dates, ground popcorn, or whatever +he likes; but such preparations will soon grow rancid +if not sealed airtight. Nut butter is more digestible than +kernels unless the latter are thoroughly chewed.</p> + +<p>"<i>Fruits</i>—All fruits are very deficient in protein and +(except olives) in fat, but dried fruit is rich in carbo<span class='pagenum'><a name="Page_357" id="Page_357">[357]</a></span>hydrates. +Fruit acid (that of prunes, dried apricots, +and dehydrated cranberries, when fresh fruit cannot be +carried) is a good corrective of a too fatty and starchy +or sugary diet, and a preventive of scurvy. Most fruits +are laxative, and for that reason, if none other, a good +proportion of dried fruit should be included in the +ration, no matter how light one travels; otherwise one +is likely to suffer from constipation when he changes +from 'town grub' to 'trail grub.'</p> + +<p>"Among canned fruits those that go farthest are pineapples +and blackberries. Excellent jelly can be made +in camp from dried apples.</p> + +<p>"There is much nourishment in dates, figs (those dried +round are better than layer figs) and raisins. Pitted +dates and seedless raisins are best for light outfits. And +do not despise the humble prune; buy the best grade in +the market (unknown to landladies) and soak over night +before stewing; it will be a revelation. Take a variety +of dried fruits, and mix them in different combinations, +sweet and tart, so as not to have the same sauce twice +in succession; then you will learn that dried fruits are +by no means a poor substitute for fresh or canned ones.</p> + +<p>"In hot weather I carry a few lemons whenever practicable. +Limes are more compact and better medicinally, +but they do not keep well. Lime juice in bottles is excellent, +if you carry it.</p> + +<p>"Citric acid crystals may be used in lieu of lemons +when going light, but the flavor is not so good as that +of lemonade powder that one can put up for himself. +The process is described by A. W. Barnard: 'Squeeze +out the lemons and sift into the clear juice four to six +spoonfuls of sugar to a lemon; let stand a few days if +the weather is dry, or a week if wet, till it is dried up, +then pulverize and put up into capsules.' Gelatin capsules +of any size, from one oz. down, can be procured<span class='pagenum'><a name="Page_358" id="Page_358">[358]</a></span> +at a drug store. They are convenient to carry small +quantities of spices, flavoring, medicines, etc., on a hike.</p> + +<p>"Vinegar and pickles are suitable only for fixed camps +or easy cruises.</p> + +<p>"<i>Fritures</i>—Lard is less wholesome than olive oil, or +'Crisco,' or the other preparations of vegetable fats. +Crisco can be heated to a higher temperature than lard +without burning, thus ensuring the 'surprise' which prevents +getting a fried article sodden with grease; +it does as well as lard for shortening; and it can be used +repeatedly without transmitting the flavor of one dish to +the next one. Olive oil is superior as a friture, especially +for fish, but expensive.</p> + +<p>"<i>Beverages</i>—Tea is better than coffee. Even if +you don't use it at home, take along on your camping +trip enough for midday meals. Tea tabloids are not +bad, but I advise using the real thing. On a hike, with +no tea-ball, I tie up enough for each pint in a bit of +washed cheesecloth, loosely, leaving enough string attached +whereby to whisk it out after exactly four minutes' +steeping.</p> + +<p>"Cocoa is not only a drink but a food. It is best for +the evening meal because it makes one sleepy, whereas +tea and coffee have the opposite effect.</p> + +<p>"Get the soluble kind if you want it quickly prepared.</p> + +<p>"<i>Condiments</i>—Do not leave out a small assortment of +condiments wherewith to vary the taste of common articles +and serve a new sauce or gravy or pudding now +and then.</p> + +<p>"Salt is best carried in a wooden box. The amount +used in cooking and at table is small.</p> + +<p>"White pepper is better than black. Some Cayenne +or Chili should also be taken. Red pepper is not only +a good stomachic, but also is fine for a chili (made into +a tea with hot water and sugar).<span class='pagenum'><a name="Page_359" id="Page_359">[359]</a></span></p> + +<p>"Among condiments I class beef extract, bouillon +cubes or capsules, and the like. They are of no use as +food except to stimulate a feeble stomach or furnish a +spurt of energy, but invaluable for flavoring camp-made +soups and stews when you are far away from beef. +The powder called Oystero yields an oyster flavor.</p> + +<p>"Mustard is useful not only at table but for medicinal +purposes; cloves, not only for its more obvious purposes, +but to stick in an onion for a stew, and perchance +for a toothache.</p> + +<p>"Celery and parsley can now be had in dehydrated +form. Some sage may be needed for stuffing." Onion +and celery salt are real additions to the camp cooking +outfit.</p> + +<p>"If you aim at cake-making and puddings, ginger +and cinnamon may be required. Curry powder is relished +by many; its harshness may be tempered with sweet fruits +or sugar.</p> + +<p>"On short trips, salt and pepper will meet all requirements.<br /><br /></p> + +<p>"<i>Packing Food</i>—Meat of any kind will quickly mould +or spoil if packed in tins from which air is not exhausted.</p> + +<p>"Flour should not be carried in the original sacks; they +wet through or absorb moisture from the air, snag easily, +and burst under the strain of a lashrope. Pack your +flour, cereals, vegetables, dried fruits, etc., in the round-bottomed +paraffined bags sold by outfitters (various sizes, +from 10 lbs. down), which are damp-proof and have the +further merit of standing up on their bottoms instead of +always falling over. Put a tag on each bag and label +it in <i>ink</i>. These small bags may then be stowed in 9-inch +waterproof canvas provision bags (see outfitter's catalogues), +but in that case the thing you want is generally +at the bottom. * * *</p> + +<p>"Butter, lard, ground coffee, tea, sugar, jam, matches,<span class='pagenum'><a name="Page_360" id="Page_360">[360]</a></span> +go in pry-up tin cans, sold by outfitters (small quantities +in mailing tubes), or in common capped tins with +tops secured by surgeon's plaster. Get pepper and spices +in shaker-top cans, or, if you carry common shakers, +cover tops with cloth and snap stout rubber bands around +them.</p> + +<p>"Often it is well to carry separately enough food to +last the party between the jumping-off place and the +main camp site, as it saves the bother of breaking bulk +en route.</p> + +<p>"When transportation is easy it pays to pack the bread, +bags of flour, etc., in a tin wash-boiler or two, which are +wrapped in burlaps and crated. These make capital grub +boxes in camp, securing their contents from wet, insects +and rodents. Ants in summer and mice at all times +are downright pests of the woods, to say nothing of the +wily coon, the predatory mink, the inquisitive skunk, and +the fretful porcupine. The boilers are useful, too, on +many occasions to catch rain-water, boil clothes, waterproof +and dye tents, and so forth.</p> + +<p>"<i>A Last Look Around</i>—Check off every article in the +outfit as it is stowed, and keep the inventory for future +reference. Then note what is left over at the end of the +trip. This will help in outfitting for the next season."</p> + + +<div class='center'><br /><b>Camp Cooking</b></div> + +<p>Meat and fish are easy to cook and require few utensils. +Steaks or chops require from four to twelve minutes to +broil rare over a good bed of live coals, depending on +the thickness of the meat. Place either directly on the +coals in wire broiler and raise only an inch or two above +the fire. Turn after about 1-1/2 minutes, and afterward +turn a little oftener to prevent burning.</p> + +<p>Chicken or duck of broiling size takes about 20 minutes +to broil and requires very particular care in frequent<span class='pagenum'><a name="Page_361" id="Page_361">[361]</a></span> +turning to prevent burning. Turn about every 1/2 minute. +As portions of the skin show signs of getting too +brown baste them with a few drops of hot water from a +large spoon. This also tends to keep them moist. The +poultry may be cooked by propping the wire broiler upright +six to nine inches from a blazing fire. Often +the poultry is started this way and finished over the +coals, as this saves considerable time in waiting for the +fire to burn down. The chicken or duck may be hung +close to the fire by a wire from a slanting pole, revolving +frequently. An hour is required to roast poultry.</p> + +<p><i>Stew</i>—Cut meat in small pieces, brown in frying pan +(use drippings), remove and place in stew pan in which +there is sufficient water to cover stew. Cut vegetables +in small pieces, place in frying pan a few minutes—long +enough to soften—place in stew pan, season with salt +and pepper, cook one-half hour—add flour thickening +(water and flour), cover with enough water to prevent +stew becoming dry and bury in hot oven for two or +three hours.</p> + +<p><i>Broiled Fish</i>—Place in wire broiler, rubbing broiler +first with salt pork or lard to prevent sticking, and broil +over coals for about 20 minutes. All fish that is broiled +should be served with a little butter sauce.</p> + + +<div class='center'><br /><b>Frying Pan Dishes</b></div> + +<p><i>Fried Fish</i>—Cut the fish in pieces; that is, serving +portions. Roll fish in cornmeal (this is not absolutely +necessary). Fry for about 20 minutes (depending upon +thickness of fish) over hot fire, in about 2 tablespoons +of heated frying oil. Tried-out bacon, salt pork, lard, +<ins title="Transcriber's Note: original reads 'crisco'">Crisco</ins>, or prepared cooking oil may be used.</p> + +<p><i>Fish Balls</i>—Fish balls prepared at home and carried +along make good camp food. For group of eight: Ingredients—1 +bowl dried codfish soaked several hours in<span class='pagenum'><a name="Page_362" id="Page_362">[362]</a></span> +cold water, 1 egg, 2 raw potatoes cut in pieces, 2 ozs. +butter, frying oil, 2 tablespoons milk. Boil codfish and +potatoes together for about 10 minutes, mash, add 1 +beaten egg, butter size of 1/2 small egg (about 2 ozs.), 2 +tablespoons milk and stir thoroughly. This mixture +should be about the consistency of stiff oatmeal. Heat +small amount of frying oil in pan. Drop batter from +large spoon into hot oil. When brown, turn and cook +on other side. Each patty should cook about three minutes +to the side, about six minutes for the whole.</p> + +<p><i>Fried Ham</i>—Boil in frying pan for about 5 minutes, +then pour off water and fry about two minutes on each +side.</p> + +<p><i>Fried Bacon</i>—Fry gently until fat is tried out (Save +drippings.) Bacon may also be fried on a hot rock, or +cooked on sharp pointed stick with forked ends.</p> + +<p><i>Fried Country Sausage</i>—Fry sausages over moderate +fire for about 15 minutes till they are brown.</p> + +<p><i>Corn Beef Hash</i>—Carry with the ingredients already +prepared 1 part corned beef, chopped, 2 parts chopped +cold boiled potatoes. Melt butter or suet into the frying +pan. Fry.</p> + + +<div class='center'><br /><b>Vegetables</b></div> + +<p><i>Boiled Potatoes</i>—Clean and scrape potatoes. Do not +peel. Have water boiling and salted before putting potatoes +in pot and keep water boiling until potatoes are +soft. Large ones take about 25 minutes to cook. Plan +to serve the meal about 25 minutes after the potatoes +are put on the fire, for they are best served hot. When +potatoes are cooked, drain water and keep hot until +served.</p> + +<p><i>Fried Potatoes</i>—Slice cold boiled potatoes uniformly +and fry in hot butter until brown.</p> + +<p><i>Fried Raw Potatoes</i>—Slice raw potatoes uniformly,<span class='pagenum'><a name="Page_363" id="Page_363">[363]</a></span> +boil in frying pan 5 minutes and then fry in butter until +brown.</p> + +<p><i>Onions</i>—Boil in salted water 30 minutes until tender. +Onions and potatoes go well together and campers should +boil them together.</p> + +<p><i>Green Peas</i>—Buy them fresh from a farmer near camp +if possible. Reject over-ripe pods. Shell and boil about +20 minutes in salted water, keeping peas barely covered. +Drain almost all water when cooked and add one ounce +of butter.</p> + +<p><i>Green Corn</i>—Boil corn about five minutes in boiling +salted water.</p> + + +<div class='center'><br /><b>Cocoa</b></div> + +<p>One teaspoonful (level) to each person, 1/2 cup of +water to each person, 1/2 cup of milk to each person. +Cook cocoa in water 5 minutes; add to warm milk and +allow it to reach boiling point. <i>Do not boil.</i></p> + + +<div class='center'><br /><b>Bread</b></div> + +<p>When possible carry along a supply of bread.</p> + +<p><i>Toast</i>—Toast may either be made over coals or by +propping wire broiler upright before blazing fire.</p> + +<p>"<i>Biscuit Loaf</i>—This is a standard camp bread, because +it bakes quickly. It is good so long as it is hot, but it +dries out soon and will not keep. For four: 3 pints +flour, 3 heaping teaspoonfuls baking powder, 1 heaping +teaspoonful salt, 2 heaping tablespoonfuls cold grease, +1 scant pint cold water. Amount of water varies according +to quality of flour. Baking powders vary in +strength; follow directions on can. Mix thoroughly, with +big spoon or wooden paddle, first the baking powder with +the flour and then the salt. Rub into this the cold grease +(which may be lard, cold pork fat, drippings) until there +are no lumps left and no grease adhering to bottom of +pan. This is a little tedious, but don't shirk it. Then<span class='pagenum'><a name="Page_364" id="Page_364">[364]</a></span> +stir in the water and work it with spoon until you have +a rather stiff dough. Have the pan greased. Turn the +loaf into it and bake. Test center of loaf with a sliver +when you think it properly done. When no dough adheres +remove bread. All hot breads should be broken +with the hand, never cut.</p> + +<p>"To freshen any that is left over and dried out, sprinkle +a little water over it and heat through. This can be done +but once."</p> + + +<div class='center'><br /><b>Washing Dishes</b></div> + +<p>Every part of the camp work should be a pleasure, +and there is no reason whatever that dish washing should +be an exception. If the following directions for dish +washing are followed the work may be so quickly and +perfectly done as to be part of the fun.</p> + +<p>1. Each girl should throw scraps from her plate into +a trench or receptacle. Do not throw food scraps on +the camp fire, as they make a disagreeable smoke.</p> + +<p>2. Wipe each plate and other utensils as clean as possible +with paper napkin, and throw napkin in the fire.</p> + +<p>3. Scrape out all cooking pots. If any material has +burned on them, boil them out with one ounce of washing +soda to one quart of water.</p> + +<p>4. Pile all dishes thus prepared beside the two dish-pans. +Partly fill the dish-pans with boiling water, putting +a heaping teaspoonful of powdered soap in one.</p> + +<p>5. Wash dishes with dish mop, and rinse in other pan +of hot water.</p> + +<p>If the water is kept hot one girl can keep two busy +drying, and the whole operation for a party of four +should not take over ten minutes. If unskillfully done, +without sufficient hot water or preparation, it is a disagreeable +task. Try to make it a pleasant one.</p> + +<p>The coffee pot should be frequently boiled out with +washing soda.<span class='pagenum'><a name="Page_365" id="Page_365">[365]</a></span></p> + +<p>The wire broilers may be cleaned by rubbing them +with ashes from the camp fire.</p> + +<p>In nesting a blackened cooking pail, wrap it in paper +to prevent soiling the inside of the pail into which it fits.</p> + +<p>Use the fewest dishes possible in cooking and you will +lighten your labor.</p> + +<p>Use the same plates for different courses, rinsing them +with hot water.</p> + +<p>Be sure to carry in your dish washing outfit, washing +soda, powdered soap and dish mops.</p> + +<p>"Dutch Cleanser" is very useful in cleaning dishes, +pots and pans.</p> + +<p>After washing up for the night, put utensils and provision +box together and cover with rubber cloth to protect +them from the weather.</p> + + +<div class='center'><br /><b>Cleaning Up</b></div> + +<p><i>This is important!</i> If you leave your camping place +littered with tin cans, paper, etc., you will be spoiling +that place for future campers.</p> + +<p>Burn all waste paper and string.</p> + +<p>Bury tin cans and empty bottles.</p> + +<p>Bury food scraps and refuse.</p> + +<p><i>Be absolutely certain that you have extinguished your +fire.</i></p> + +<p>You should take pride in leaving your camp site so +clean that not one evidence of your camping remains +except the ashes of the fire.<span class='pagenum'><a name="Page_366" id="Page_366">[366]</a></span></p> + +<div class="figcenter" style="width: 345px;"> +<img src="images/i059.jpg" width="345" height="450" alt="PHOTOGRAPH BY G. CLYDE FISHER." title="" /> +<span class="caption">PHOTOGRAPH BY G. CLYDE FISHER.</span> +</div> +<div class='blockquot'> +<p><i>Climb the mountains and get their good tidings.</i></p> + +<p><i>Nature's peace will flow into you as sunshine +flows into trees. The winds will blow their own +freshness into you and the storms their energy, +while cares will drop off like autumn leaves.</i></p> + +<div class='sig'> +—<i>John Muir.</i><br /> +</div></div> + + +<p><span class='pagenum'><a name="Page_367" id="Page_367">[367]</a></span></p> + + +<h3><br />MOUNTAIN CLIMBING</h3> + +<div class='center'>BY ELOISE ROORBACH, GARDEN EDITOR OF "TOUCHSTONE."</div> + +<p>Mountain climbing is the final test of a Girl Scout's +perseverance in following a trail, in endurance, courage +and woodcraftmanship. Nature reserves her choicest +beauties and secrets for those who know how to conquer +all difficulties. No Girl Scout's education is complete +until she has seen mountain peaks like waves of the sea +flashing with white snow foam, piercing the blue sky +as far as the eye can reach; clouds forming below her +feet; breathed rare air found only in high places; drunk +from the pure source of rivers, and heard the mighty +roar of waterfalls. A climb to a high mountain top is +an experience that will enrich and influence the entire +after life of whoever has had the hardihood and wisdom +to accomplish it.</p> + +<p>Before attempting this last test of scouting the girl +must be in perfect physical trim, be able to sleep on the +ground, have learned to live simply. Girls should train +for this experience by taking graduated hikes. On these +hikes the girls can practice using the condensed foods +that must be depended upon in mountain climbing. The +rations for those who wish to climb to high places must +necessarily be condensed, for each Scout must carry her +own rations for two weeks.</p> + +<p>The foundation of a mountain climber's bill of fare is +rice, bacon, cheese, chocolate, raisins, dates, dried fruits, +powdered soups, whole wheat crackers, and tea. <i>Tea +should be used instead of coffee.</i> The eating chocolate +is sometimes made into a refreshing drink. Only a small +amount of sugar and salt can be carried. This fare is +augmented by mushrooms, wild fruit and berries and +fish. Watercress is a refreshing addition and a good +Scout knows where to find it. Some hardened climbers +add a little "jerky" (dried meats) to this bill of fare.<span class='pagenum'><a name="Page_368" id="Page_368">[368]</a></span></p> + +<p>No definite rule of distance to be covered in a day +can be laid down. In the high mountains ten or twelve +miles a day should be considered a maximum, for part +of the benefit to be gained from such trips is the enjoyment +of the trip itself. It is better to go a few miles +slowly, observing keenly all the time, stopping for frequent +rests to examine a flower, to drink at a clear +spring, to feast upon the view, than to cover more ground +in a hurried way.</p> + +<p>The following is a suggestion for the management of +a day in high mountain altitudes. Arise with the sun or +a little before breakfast. Breakfast consists of rice, +dried fruit (put to soak the night before), bacon, and +shredded wheat biscuit. Before packing, make a small +package of cheese, chocolate, raisins and biscuit for the +noon lunch that can be reached without having to unpack +equipment. There should be a rest of at least an hour +at noon, eating slowly, throwing off the pack, and if +possible relaxing flat on the back for a while. Then another +hike of three or four miles, making camp early in +the evening, about 5 o'clock. This divides the day into +three periods of hikes with a rest in between. The +dinner is like breakfast, with the addition of soup. +Soup can be prepared and eaten while the rice is cooking. +Mountain trout can be fried with bacon.</p> + +<p>The equipment must be of the lightest. Clothing +should consist of one pair of stout, high, waterproof, +hob-nailed boots; one pair of light moccasins, to rest the +feet in camp; short skirt; middy; riding breeches or +bloomers (for in crossing difficult passes skirts must be +discarded); hat; gauntlet gloves; one change of underclothes; +three pairs of wool stockings; one sweater; one +comb (no brush); one small pocket mirror; ivory soap +or soap leaves; one tube of cold cream; compass; fishing +rod, lines and hooks; rope; leather thongs; stout<span class='pagenum'><a name="Page_369" id="Page_369">[369]</a></span> +string; note-book and map; small hatchet; matches (in +waterproof case).</p> + +<div class="figleft" style="width: 400px;"> +<img src="images/i060.jpg" width="400" height="374" alt="GIANT ALASKAN MOOSE" title="" /> +<span class="caption">GIANT ALASKAN MOOSE<br /> The largest member of the deer tribe. The antlers which are worn +only by the male are shed once a year. Range: This and related +forms found in northern United States, Canada, and Alaska. Courtesy +of American Museum of Natural History.</span> +</div> + + + +<p>No guns, books or cameras can be carried on a high +hike, for their weight is prohibitive. A sleeping bag +made of eiderdown, lined with canton flannel and covered +with oiled silk or duck's back can be rolled and carried +across the shoulders. A knife, fork and spoon in +addition to the big sheath knife worn at the belt, one frying +pan, tin plate and cup (aluminum should be used in +preference as tin rusts easily), a rice and a soup kettle +are all the cooking utensils needed. If a company of<span class='pagenum'><a name="Page_370" id="Page_370">[370]</a></span> +Girl Scouts attempts a high mountain climb, additional +covers of clothing and food can be carried on a pack +mule, but this chapter is for those who wish to climb unencumbered +with pack animals. It is by far the finest +way to see the high mountains, though it must be admitted +few have the hardihood or courage to try it. +The new Roosevelt National Park, one of the most magnificent +playgrounds in the world, can be visited in the +way just described.</p> + +<p>The writer of this chapter has walked all through this +park carrying the clothing, food and equipment just described. +Every day of the journey found her in better +physical trim, vigor, strength, and with keenness of vision +and joy of life increased daily.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i061.jpg" width="400" height="302" alt="BUSY BEAVERS AT WORK" title="" /> +<span class="caption">BUSY BEAVERS AT WORK<br /> The largest gnawing animal in this country, noted for damming +streams with trees (which they cut down by gnawing), mud, and +stones. Range: This or related races formerly found practically all +over this country, and northward into Canada. Detail from Habitat +Group in American Museum of Natural History.</span> +</div> + +<p><span class='pagenum'><a name="Page_371" id="Page_371">[371]</a></span></p> + + +<div class='center'><br /><b>THE RED GOD</b></div> + +<div class='poem3'> +Now the Four-way Lodge is opened: Now the hunting winds are loose,<br /> +<span style="margin-left: 1em;">Now the Smokes of Spring go up to clear the brain;</span><br /> +Now the young men's hearts are troubled for the whisper of the trues,<br /> +<span style="margin-left: 1em;">Now the Red Gods make their medicine again!</span><br /> +Who hath seen the beaver busied? Who hath watched the black-tail mating?<br /> +<span style="margin-left: 1em;">Who hath lain alone to hear the wild goose cry?</span><br /> +Who hath worked the chosen waters where the ouananiche is waiting?<br /> +<span style="margin-left: 1em;">Or the sea-trout's jumping crazy for the fly?</span><br /> +Who hath smelled wood-smoke at twilight? Who hath smelled the birch log burning?<br /> +<span style="margin-left: 1em;">Who is quick to read the noises of the night?</span><br /> +Let him follow with the others, for the young men's feet are turning<br /> +<span style="margin-left: 1em;">To the camps of proved desire and known delight!</span><br /> +Do you know the blackened timber? Do you know that racing stream<br /> +<span style="margin-left: 1em;">With the raw, right-angled log-jam at the end?</span><br /> +And the bar of sun-warmed shingle where a man may bask and dream<br /> +<span style="margin-left: 1em;">To the click of shod canoe-poles round the bend?</span><br /> +It is there that we are going with our rods and reels and traces<br /> +<span style="margin-left: 1em;">To a silent, smoky Indian that we know,</span><br /> +To a couch of new-pulled hemlock with the starlight on our faces,<br /> +<span class='pagenum'><a name="Page_372" id="Page_372">[372]</a></span><span style="margin-left: 1em;">For the Red Gods call us out and we must go!</span><br /> +<i>He must go—go—go away from here!</i><br /> +<span style="margin-left: 1em;"><i>On the other side the world he's overdue.</i></span><br /> +<i>'Send your road is clear before you when the old spring-fret comes o'er you</i><br /> +<span style="margin-left: 1em;"><i>And the Red Gods call for you!</i></span><br /> +</div> + +<div class='sig'> +—Rudyard Kipling.<br /><br /> +</div> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i062.jpg" width="400" height="304" alt="LOON WITH NEST" title="" /> +<span class="caption">LOON WITH NEST<br />From Group in American Museum of Natural History</span> +</div> + + + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_373" id="Page_373">[373]</a></span></p> +<h2>SECTION XV</h2> + +<h3>NATURE STUDY FOR GIRL SCOUTS</h3> + + +<div class='center'><br /><b>FOREWORD</b></div> + +<p>The following section was specially prepared for the +Girl Scouts by Mr. George H. Sherwood, Curator, and +Dr. G. Clyde Fisher, Associate Curator, of the Department +of Public Education of the American Museum of +Natural History. All the illustrations used were supplied +by the Museum, and the tests in the various subjects were +devised by the same authors.</p> + +<p>The American Museum of Natural History in New +York conducts special courses of lectures in all of the +branches of Natural <ins title="Transcriber's Note: original reads 'Hisory'">History</ins>, and extends a cordial <ins title="Transcriber's Note: original reads 'inviation'">invitation</ins> +to all Girl Scouts to visit the Department of Education +if wishing help in preparation for their Nature +Study tests.</p> + + +<div class='center'><br /><i>Contents</i></div> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Contents"> +<tr><td align='left'>1. Introduction to Nature Study.</td></tr> +<tr><td align='left'>2. Plants: Flowers and Ferns and Trees.</td></tr> +<tr><td align='left'>3. Animals: Mammals</td></tr> +<tr><td align='left'><span style="margin-left: 4.5em;">Birds</span></td></tr> +<tr><td align='left'><span style="margin-left: 4.5em;">Reptiles</span></td></tr> +<tr><td align='left'><span style="margin-left: 4.5em;">Amphibians</span></td></tr> +<tr><td align='left'><span style="margin-left: 4.5em;">Fishes</span></td></tr> +<tr><td align='left'><span style="margin-left: 4.5em;">Invertebrates</span></td></tr> +<tr><td align='left'>4. Geology.</td></tr> +</table></div><p><span class='pagenum'><a name="Page_374" id="Page_374">[374]</a></span></p> + +<div class="figcenter" style="width: 290px;"> +<img src="images/i063.jpg" width="290" height="500" alt="AN EGRET "ROOKERY" IN SOUTH CAROLINA." title="" /> +<span class="caption">AN EGRET "ROOKERY" IN SOUTH CAROLINA.<br /> The demand for the nuptial plumes of this bird in the millinery +trade brought it to the verge of extermination. Range: Temperate +and tropical America. Habitat Group in The American Museum +of Natural History. +</span> +</div> + + +<p><span class='pagenum'><a name="Page_375" id="Page_375">[375]</a></span></p> + + +<div class='center'><br /><b>1. Introduction to Nature Study</b></div> + +<div class='poem'> +<span style="margin-left: 4.5em;"><i>To the solid ground</i></span><br /> +<i>Of Nature trusts the mind which builds for aye.</i><br /> +</div> + +<div class='sig'> +—<i>Wordsworth.</i><br /> +</div> + +<div class="blockquot"><i>To understand nature is to gain one of the greatest +resources of life.</i><br /> + +<div class='sig'> +—<i>John Burroughs.</i><br /> +</div></div> + +<p>Nature Study means getting acquainted with the multitude +of creatures, great and small, which inhabit the land, +the water, and the air, and with the objects which surround +them. Mother Nature has many, many secrets +which she will reveal to sharp eyes and alert minds. It +is, of course, impossible for any one to learn all these +secrets, but the mastering of a few makes it easier to +learn others, until finally it becomes clear that all life +is related and that the humblest creature may be of the +greatest importance to the welfare of the highest.</p> + +<p>It is for these reasons that the <i>Girl Scout</i> should learn +as much as possible of the Wonders of Nature. This +study may begin wherever you are, but rapid progress +will be made by rambles afield and by visits to the great +Natural History Museums. For example, a visit to the +exhibition halls of the American Museum of Natural +History in New York will answer many of your questions +about animals you have seen and will enable you to +answer many others for yourself, when you go out into +the country.</p> + +<p>Nature Study in its broadest application includes all of +the natural sciences, such as zoology, botany, geology, +meteorology, and astronomy. So, there are many fascinating +fields for study and enjoyment, and it does not +matter much where we begin, whether it be Wild Flowers, +Trees, Birds, Butterflies, or Stars.</p> + +<div class="figcenter" style="width: 500px;"> +<img src="images/i064.jpg" width="500" height="297" alt="THE BULLFROG IN ITS NATURAL SURROUNDINGS See Snake, Turtle and Dragonfly and notice the tongue of the frog. Habitat Group in Museum of Natural History" title="" /> +<span class="caption">THE BULLFROG IN ITS NATURAL SURROUNDINGS<br /> See Snake, Turtle and Dragonfly and notice the tongue of the frog. Habitat Group in Museum of Natural History</span> +</div><p><span class='pagenum'><a name="Page_376" id="Page_376">[376]</a></span></p> + +<p>Of the more practical subjects especially suited to the<span class='pagenum'><a name="Page_377" id="Page_377">[377]</a></span> +activities of the Girl Scout are those civic problems which +can only be solved by team-play; that is, by working +together. Among these may be mentioned: The preservation +of birds, wild flowers, and forests; control of +mosquitoes, house-flies, rats, weeds; diseases of plants +and animals, including man.</p> + +<p>The civic nature of these problems is appreciated when +we realize that it would do little good, for example, for +one person to destroy the breeding-places of mosquitoes +on his premises, if his neighbors did not do likewise +about their homes; or for one orchardist to cut out the +blight from his pear-trees or the black-knot from his +plum-trees, if his neighbors did not co-operate with him +by ridding their orchards of these diseases.</p> + +<p>These <ins title="Transcriber's Note: original reads 'pratical'">practical</ins> questions are so well presented, together +with plans for their solution, in <i>Civic Biology</i>, by +Clifton F. Hodge and Jean Dawson (Ginn & Co.), that +instead of going into details here, both the <i>Girl Scouts</i> +and their Leaders are referred to this most useful work.</p> + +<p>All objects of Nature are either living (organic) or +non-living (inorganic). The non-living bodies include +the minerals and rocks. The living bodies are either +plants or animals. Plants may be divided into two great +groups, the flowerless plants and flowering plants. In +general the flowerless plants reproduce by means of +spores, like the mushroom and the ferns, while the flowering +plants reproduce by means of seeds.</p> + +<div class="figcenter" style="width: 500px;"> +<img src="images/i065.jpg" width="500" height="259" alt="ROCKY MOUNTAIN GOAT This animal is really not a goat, but is more nearly related to the antelopes. Range: The higher mountains from Alaska south to California. Group in American Museum of Natural History." title="" /> +<span class="caption">ROCKY MOUNTAIN GOAT<br />This animal is really not a goat, but is more nearly related to the antelopes. Range: The higher mountains from Alaska south to California. Group in American Museum of Natural History.</span> +</div><p><span class='pagenum'><a name="Page_378" id="Page_378">[378]</a></span></p> + +<p>Animals may be separated into two great groups, +those without backbones (invertebrates) like an oyster, +a cricket, or an earthworm, and those with backbones, +e.g., a dog, a fish. In this brief study we shall not go +into much detail about invertebrates, but with the backboned +animals or vertebrates we shall go a little further. +These may be divided into five general groups: (1) +Fishes; (2) Amphibians, which include frogs, toads, and<span class='pagenum'><a name="Page_379" id="Page_379">[379]</a></span> +salamanders; (3) Reptiles, which include alligators, +crocodiles, turtles, lizards, and snakes; (4) Birds; (5) +Mammals.</p> + +<p>This simple analysis may be clearly shown by the +following diagram:</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary=""> +<tr><td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='right' rowspan='5'><div class="figcenter" style="width: 10px;"><img src="images/i066e.png" width="10" height="119" alt="{" title="" /></div></td><td align='left'><i>Mammals</i></td></tr> + +<tr><td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left' rowspan='5'><div class="figcenter" style="width: 14px;"><img src="images/i066c.png" width="14" height="101" alt="{" title="" /></div></td> +<td align='left'><i>Vertebrates</i></td> +<td align='left'><i>Birds</i></td></tr> + +<tr><td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'><i>Reptiles</i></td></tr> + +<tr><td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left' rowspan='5'><div class="figcenter" style="width: 14px;"><img src="images/i066b.png" width="14" height="107" alt="{" title="" /></div></td> +<td align='left'><i>Animals</i></td> +<td align='left'> </td> +<td align='left'><i>Amphibians</i></td></tr> + +<tr><td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'><i>Fishes</i></td></tr> + +<tr><td align='left'> </td> +<td align='left' rowspan='8'><div class="figcenter" style="width: 13px;"><img src="images/i066a.png" width="13" height="131" alt="{" title="" /></div></td> +<td align='left'><i>Living Bodies</i></td> +<td align='left'> </td> +<td align='left'><i>Invertebrates</i></td></tr> + +<tr><td align='left'> </td> +<td align='left'> (<i>Organic</i>)</td> +<td align='left'> </td> +<td align='left' rowspan='2'><div class="figcenter" style="width: 8px;"><img src="images/i066d.png" width="8" height="42" alt="{" title="" /></div></td> +<td align='left'><i>Flowering Plants</i></td></tr> + +<tr><td align='left'><i>Objects</i></td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'><i>Flowerless Plants</i></td></tr> + +<tr><td align='left'><i>of</i></td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td> +<td align='left'> </td></tr> + +<tr><td align='left'><i>Nature</i></td> +<td align='left'><i>Non-living Bodies</i></td></tr> + +<tr><td align='left'> </td><td align='left'> (<i>Inorganic</i>)</td></tr> + +</table></div> + + +<p>This classification could be carried further at every +point, but this will be far enough for present purposes. +It should be remembered in any classification that there +are no hard and fast lines in Nature. For example, some +creatures are on the border-land between plants and animals, +and again some animals are between the backboned +animals and those without backbones.<span class='pagenum'><a name="Page_380" id="Page_380">[380]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i067.jpg" width="400" height="324" alt="GREAT-LEAVED MAGNOLIA" title="" /> +<span class="caption">GREAT-LEAVED MAGNOLIA<br />A forest tree with large solitary white flowers. Range: Southern +and Southeastern United States.</span> +</div> + + + + +<div class='center'><br /><b>2. Plants</b><br /> + +<b>Wild Flowers and Ferns</b></div> + +<div class='poem'> +<i>Flower in the crannied wall,</i><br /> +<i>I pluck you out of the crannies;</i><br /> +<i>Hold you here, root and all, in my hand.</i><br /> +<i>Little flower—but if I could understand</i><br /> +<i>What you are, root and all, and all in all,</i><br /> +<i>I should know what God and man is.</i><br /> + + +<div class='sig'> +—<i>Tennyson.</i><br /> +</div></div> + +<p>Do you know the earliest spring flower in your neighborhood? +In the northern United States it is usually +found in bloom before all the snow of winter is gone. In +some swamp or along some stream where the snow has +melted away in patches it is possible to find the Skunk<span class='pagenum'><a name="Page_381" id="Page_381">[381]</a></span> +Cabbage in bloom very early in the spring. See how +early you can find it. In the southern United States, one +of the earliest spring flowers is the yellow Jessamine, +which twines over bushes and trees thus displaying its +fragrant, golden bells.</p> + +<div class="figleft" style="width: 400px;"> +<img src="images/i068.jpg" width="400" height="305" alt="TRAILING ARBUTUS" title="" /> +<span class="caption">TRAILING ARBUTUS<br /> +One of our earliest spring flowers, usually growing in patches in +sandy or rocky woods. Range: Eastern United States westward +to Michigan. Photograph by G. Clyde Fisher.</span> +</div> + +<p>As the season advances, other flowers appear, and we +find the Spring Beauty, the Trailing Arbutus, the Bloodroot, +and the Hepatica. What delightful associations +each of these names brings to our minds! By the time +summer is here we have an entirely different flower-population +in the fields and woods—the Cardinal Flower with +its intense red color and the Pink Lady's-Slipper with its +drooping moccasin-shaped lip are to be found then. In +the autumn we have a different group of flowers still—the +Goldenrods, the Asters, and the Fringed Gentian, the<span class='pagenum'><a name="Page_382" id="Page_382">[382]</a></span> +season closing with our latest fall flower, the Witch-hazel.</p> + +<div class="figright" style="width: 232px;"> +<img src="images/i069.jpg" width="232" height="500" alt="PINK MOCCASIN-FLOWER" title="" /> +<span class="caption">PINK MOCCASIN-FLOWER<br /></span> +</div> + + +<p>Some flowers and ferns grow best in the shady woods, +others in the sunny fields, some on the rocks and others<span class='pagenum'><a name="Page_383" id="Page_383">[383]</a></span> +in the marshes. We soon learn where to look for our +favorites. In taking tramps along the roads, across the +fields, through the woods, and into the swamps, we could +notice along the roadside Bouncing-Bet, Common Yarrow, +Dandelion, Thistles, and Goldenrod; in the fields +and meadows, we would see the Ox-eye Daisy, Black-eyed +Susan, Wild Carrot, and the most beautiful fall +flower of the northeastern United States, the Fringed +Gentian; in the woods, Mountain Laurel, Pink Azalea, a +number of wild Orchids, Maidenhair Fern, and Jack-in-the +Pulpit; in the marshes, Pink Rose-mallow, which reminds +us of the Hollyhocks of our Grandmother's garden, +Pickerel-weed, Water-lily, and Marsh Marigold.</p> + +<p>It is natural to want to know the name of any plant +that interests us, and this is important. As in the subjects +of Birds, there are many helpful books on Flowers +and Ferns. Beginners will find "The Flower Guide," by +Chester A. Reed (Doubleday, Page & Co.) to be useful. +After a good start has been made, such books as Gray's +<i>Manual</i>, or Britton and Brown's <i>Illustrated Flora</i> should +be used.</p> + +<p>Our pursuit, however, should not stop with the name +of a plant. That is a mere beginning. Even slight attention +will uncover many fascinating things in the lives of +plants. Why cannot a farmer raise a good crop of +clover-seed without the bumble-bees? What devices are +there among the Orchids to bring about cross-pollination? +(See "Our Native Orchids," by William Hamilton Gibson). +Examine the flower of the wild Blue Flag, and +see whether you can determine how the bumble-bee cross-pollinates +this plant. Do the Hummingbirds cross-pollinate +some flowers? In what plants is the pollen scattered +by the wind? Do these plants produce nectar?</p> + +<div class="figcenter" style="width: 351px;"> +<img src="images/i070.jpg" width="351" height="475" alt="GAILLARDIA OR BLANKET-FLOWER" title="" /> +<span class="caption">GAILLARDIA OR BLANKET-FLOWER<br />Daisy family. Range: Hills and plains of western United States +and Canada. Photograph by Albert E. Butler.</span> +</div> + + + +<p>How do the various plants scatter their seeds? How +are the Hickory-nuts and Walnuts scattered? The<span class='pagenum'><a name="Page_384" id="Page_384">[384]</a></span> +Dandelion's and Thistle's seeds have flying-hairs or +parachutes and are blown about by the wind. What +other plants can you find whose seeds are scattered in<span class='pagenum'><a name="Page_385" id="Page_385">[385]</a></span> +the same way? Can you discover a plant whose seeds +are carried by water? The Witch-hazel shoots its seeds. +What other plants can you find that have explosive +fruits? Cherry-seeds are carried by birds. Mention +some other seeds that are carried in this way. It would +take very little observation to learn how Burdock-burs, +Cockle-burs, Stick-tights, Beggar-lice, Spanish-needles, +and such hooked fruits are scattered.</p> + +<div class="figcenter" style="width: 213px;"> +<img src="images/i071.jpg" width="213" height="298" alt="BLACK-EYED SUSAN" title="" /> +<span class="caption">BLACK-EYED SUSAN<br /> + +A beautiful and abundant flower of the fields. +Range: Eastern North America westward to +the Rocky Mountains. Photograph by G. +Clyde Fisher.</span> +</div> + +<p>Learn the names of the principal noxious weeds of +the farm and garden, and also learn the best methods +of combating them.</p> + +<p>Learn to know the plants in your vicinity which are +used in the making of drugs.<span class='pagenum'><a name="Page_386" id="Page_386">[386]</a></span></p> + +<div class="figcenter" style="width: 380px;"> +<img src="images/i072.jpg" width="380" height="500" alt="LOCO-WEED" title="" /> +<span class="caption">LOCO-WEED<br /> + +A poisonous plant which produces loco-disease in cattle, sheep, and +horses that eat it. Range: Plains from Montana to Colorado. +Photograph by Albert E. Butler.</span> +</div> + +<p>Learn to know the poisonous plants around your +home and summer camp. Are the following to be found +there: Poison Ivy, Poison Sumach, Loco-weed, Bitter<span class='pagenum'><a name="Page_387" id="Page_387">[387]</a></span>sweet +(<i>Salanum Dulcamara</i>), Black Nightshade, Jimsonweed, +Poke-weed, Poison Hemlock?</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i073.jpg" width="400" height="304" alt="SHOWY PRIMROSE" title="" /> +<span class="caption">SHOWY PRIMROSE<br /> + +Not a true Primrose, but a member of the Evening Primrose Family. +Range: Prairies of western United States and northern Mexico; also +naturalized farther east. Photograph by Mr. and Mrs. Leo E. Miller.</span> +</div> + + +<div class='center'><br /><b>Trees</b></div> + +<div class='poem'> +<i>He who wanders widest lifts</i><br /> +<i>No more of beauty's jealous veils,</i><br /> +<i>Than he who from his doorway sees</i><br /> +<i>The miracle of flowers and trees.</i><br /> + +<div class='sig'> +—<i>Whittier.</i><br /> +</div></div> + +<p>The trees of the forest are of two classes, deciduous +trees and evergreen trees. To the former belong those +which shed their leaves in the fall, are bare in the winter, +and then grow a new crop of leaves in the spring, +e.g., oaks, elms, maples. The evergreen trees shed their +leaves also, but not all at one time. In fact, they always<span class='pagenum'><a name="Page_388" id="Page_388">[388]</a></span> +have a goodly number of leaves, and are consequently +green all the year round, e.g., pines, spruces, firs.</p> + +<div class="figcenter" style="width: 326px;"> +<img src="images/i074.jpg" width="326" height="450" alt="RHODODENDRON OR GREAT LAUREL." title="" /> +<span class="caption">RHODODENDRON OR GREAT LAUREL<br /> + +A tall shrub, or sometimes a tree, growing in woods and along +streams. Range: Eastern North America from Nova Scotia to +Georgia. Photograph by Albert E. Butler.</span> +</div> + +<p>The uses of wood are so many and various that we<span class='pagenum'><a name="Page_389" id="Page_389">[389]</a></span> +can only begin to mention them. In looking about us +we see wood used in building houses, in making furniture, +for railroad ties, and for shoring timbers in mines. +In many country districts wood is used for fuel. And +do you realize that only a short time ago the newspaper +which you read this morning and the book which you +now hold in your hand were parts of growing trees in +the forest? Paper is made of wood-pulp, mostly from +Spruce.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i075.jpg" width="400" height="282" alt="CHRISTMAS FERN" title="" /> +<span class="caption">CHRISTMAS FERN<br /> + +An evergreen fern growing in woods and rocky places. Range: +Eastern United States and Canada. Photograph by Mary C. Dickerson.</span> +</div> + +<p>Besides the direct uses of wood, we turn to the forest +for many interesting and valuable products, varying in +importance from a balsam-pillow filled with the fragrant +leaves or needles of the Balsam Fir, to turpentine +and rosin (naval stores), produced chiefly by the Long-leaved +Pine of the Southeastern States. Spruce gum is +obtained from the Black Spruce and Red Spruce. Canada +balsam used in cementing lenses together in micro<span class='pagenum'><a name="Page_390" id="Page_390">[390]</a></span>scopes, +telescopes, and the like, comes from the Balsam +Fir. Bark for tanning comes from Oak and Hemlock. +The Indians of the Eastern Woodlands or Great Lakes +area made canoes and many other useful articles of the +bark of the Canoe or Paper Birch. Baskets are made +from Willow twigs. Maple sugar comes chiefly from +the Sugar Maple.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i076.jpg" width="400" height="296" alt="IN A TURPENTINE GROVE" title="" /> +<span class="caption">IN A TURPENTINE GROVE<br /> + +The long-leaved Pine furnishes most of the turpentine and rosin +of commerce. Range: Virginia to Florida and Texas. Photograph +by G. <ins title="Transcriber's Note: original reads 'Cylde'">Clyde</ins> Fisher.</span> +</div> + +<div class="figcenter" style="width: 340px;"> +<img src="images/i077.jpg" width="340" height="450" alt="BLACK SUGAR MAPLE" title="" /> +<span class="caption">BLACK SUGAR MAPLE<br /> + +The sap of this tree, as well as the more common Sugar +Maple, is the source of maple sugar. Range: Eastern +United States and southeastern Canada.</span> +</div> + +<p>The turpentine industry is the chief one in parts of +the South where the Long-leaved Pine thrives. The +United States produces more turpentine and rosin than +any other country in the world. The turpentine is used +in paints and in various arts. The rosin is used in varnish, +laundry soap, etc. These two products come from +the sap or "gum" of the pine tree. The sap is secured +by tapping or "boxing" the tree, and then keeping the +cut ducts of the sap-wood open by "chipping" or "pull<span class='pagenum'><a name="Page_391" id="Page_391">[391]</a></span>ing," +that is, by putting a new "streak" on the tree. This +has to be done once a week from March 1 to November +1. The sap used to be collected in a "box" or deep notch +cut in the base of the tree, but the modern method is to +have it run into cups made of zinc or of burned clay +similar to flower-pots. The sap is taken to a turpentine<span class='pagenum'><a name="Page_392" id="Page_392">[392]</a></span> +still where it is heated over a furnace. This drives off +the turpentine or "spirits" as steam or vapor, which is +condensed to liquid again by passing through the worm +of the still surrounded by cold water. The rosin or +resin is left behind.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i078.jpg" width="400" height="298" alt="COMMON FALL MUSHROOM" title="" /> +<span class="caption">COMMON FALL MUSHROOM<br /> + +An excellent article of food growing commonly in old pasture +fields. Range: Temperate and tropical regions all over the +world. Photograph by G. Clyde Fisher.</span> +</div> + +<p>The Sugar Maple grows from Florida and Texas +northward to Manitoba and Quebec, but it is only in the +northern part of its range that the maple sugar industry +thrives. This delicious food is one of the many that +we learned to utilize from the Indians. The sap is obtained +by tapping the tree in the spring before the leaves +come out, the best weather for the flow of sap being +that when it freezes at night and thaws in the daytime. +The sap is boiled down; that is, the water is driven off +and the sugar remains. It takes about three gallons, or +a little more, of sap to make a pound of maple sugar.<span class='pagenum'><a name="Page_393" id="Page_393">[393]</a></span> +Three to four pounds of sugar is an average yield for +one tree in a season. Much of the sap, however, is not +boiled down into sugar, but the boiling is stopped while +it is in the form of syrup. If you have ever eaten buckwheat +cakes with real maple syrup you will always esteem +the Sugar Maple tree.</p> + +<p>The forests perform extremely valuable services for +mankind entirely apart from the products they yield.</p> + +<p>First, they prevent erosion, or the washing away of +soil by the water that falls as rain. After the trees have +been cut away, very often, especially upon hillsides, the +most productive soil is washed away, usually clear off of +the original owner's farm, and deposited in the flood-plains +or bottoms of creeks and rivers or in river deltas—in +places where it cannot be utilized to any great extent. +Thus erosion causes a tremendous loss to farmers, +and it is chiefly due to the thoughtlessness of the American +people in destroying the forests.</p> + +<p>Second, and chiefly related to this, is the fact that the +floods upon our rivers, which every year take such heavy +toll in property and in human life, are due to the cutting +away of the forests. This allows the water from rain +and melting snow to reach the streams at times faster +than it can be carried off, and so we have a flood. The +forest floor, with its undergrowth and humus, in those +localities where the forests still exist about the headwaters +of our rivers, acts like a huge layer of blotting +paper which holds the water back and allows it to escape +to the streams slowly, and so floods are avoided.</p> + +<p>Third, and related to the above, is the fact that the +water supply of our cities would be more constant if +the forests had not been cut away. In these cases the +summer droughts make much greater the danger from +water-borne diseases.</p> + +<div class="figcenter" style="width: 305px;"> +<img src="images/i079.jpg" width="305" height="525" alt="WESTERN YELLOW PINE + +A magnificent tree which furnishes valuable timber. Range: +Hills and mountains of western United States. Photograph by +Albert E. Butler." title="" /> +<span class="caption">WESTERN YELLOW PINE + +A magnificent tree which furnishes valuable timber. Range: +Hills and mountains of western United States. Photograph by +Albert E. Butler.</span> +</div> + +<div class="figcenter" style="width: 373px;"> +<img src="images/i080.jpg" width="373" height="500" alt="ROADS THROUGH THE ASPENS Range: Northern United States and Canada, south in the Rocky Mountains to Mexico. Photograph by Albert E. Butler." title="" /> +<span class="caption">ROADS THROUGH THE ASPENS<br />Range: Northern United States and Canada, south in the Rocky Mountains to Mexico. Photograph by Albert E. Butler.</span> +</div><p><span class='pagenum'><a name="Page_394" id="Page_394">[394]</a></span></p> + + +<p>It is only in recent years that the American people<span class='pagenum'><a name="Page_395" id="Page_395">[395]</a></span> +have begun to realize the necessity of the conservation +of our forests, and in many sections much has been done +to redeem the criminal thoughtlessness in destroying our +forests and to restore those devastated by forest fires. +Reforestation operations have accomplished a great deal, +and the organization to prevent forest fires emphasizes<span class='pagenum'><a name="Page_397" id="Page_397">[397]</a></span> +the old adage that "an ounce of prevention is worth a +pound of cure." Also the people are being taught correct +forestry practices, such as cutting only ripe trees +and allowing the rest to grow, instead of clearing the +land entirely, as was formerly done so universally.</p> + +<div class="figcenter" style="width: 340px;"> +<img src="images/i081.jpg" width="340" height="500" alt="BALD CYPRESS DRAPED WITH SPANISH "MOSS." This tree is almost entirely hidden by this "moss," which is really a flowering plant of the Pineapple family. Range: In swamps and along rivers from Delaware to Florida, west to Texas, north to Missouri and southern Indiana. Photograph by G. Clyde Fisher." title="" /> +<span class="caption">BALD CYPRESS DRAPED WITH SPANISH "MOSS."<br />This tree is almost entirely hidden by this "moss," which is really a flowering plant of the Pineapple family. Range: In swamps and along rivers from Delaware to Florida, west to Texas, north to Missouri and southern Indiana. Photograph by G. Clyde Fisher.</span> +</div><p><span class='pagenum'><a name="Page_396" id="Page_396">[396]</a></span></p> + +<p>The life history of every tree is interesting; how it +breathes by means of its leaves, just as the animals do +by means of gills or lungs; how it manufactures starch +by means of the green matter in the leaves; how the +starch is changed to sugar and other substances which +are carried to other parts of the tree in the sap; how +the sap flows upward in the vessels in the sap-wood and +downward in the vessels of the inner bark; how the +entire heart-wood of a tree is dead and the only living +part is the sap-wood and the innermost bark.</p> + +<p>One of the first things we shall want to know when +we get out into the woods is the name of the tree that +interests us. For this purpose the books given as references +under "Trees" will be useful.<span class='pagenum'><a name="Page_398" id="Page_398">[398]</a></span></p> + +<div class="figcenter" style="width: 525px;"> +<img src="images/i082.jpg" width="525" height="291" alt="TIMBER WOLVES ON THE TRAIL Closely related to foxes and dogs. Range: Formerly over most of North America. Habitat Group in American Museum +of Natural History." title="" /> +<span class="caption">TIMBER WOLVES ON THE TRAIL<br /> + +Closely related to foxes and dogs. Range: Formerly over most of North America. Habitat Group in American Museum +of Natural History.</span> +</div><p><span class='pagenum'><a name="Page_399" id="Page_399">[399]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i083.jpg" width="400" height="296" alt="BABY OPOSSUMS RIDING ON THEIR MOTHER'S BACK" title="" /> +<span class="caption">BABY OPOSSUMS RIDING ON THEIR MOTHER'S BACK<br /> + +For the first few weeks after they are born the mother carries her +babies in her pocket; later they ride on her back holding on by +clinging to her fur with their paws and by wrapping their tails +about that of their mother. Range: Middle and Southern States. +From Group in American Museum of Natural History.</span> +</div> + + +<div class='center'><br /><b>3. ANIMALS</b><br /> + +<b>Mammals</b></div> + +<p>Mammals differ from birds in that they have hair +instead of feathers, and that they are first fed upon +milk produced by the mother. Unfortunately the mammals +are usually called simply <i>animals</i>, but the latter is +obviously too inclusive a term and should not be used +in this way. There is no reason why the name <i>mammal</i> +should not be commonly used, just as <i>birds</i>, <i>reptiles</i>, +<i>amphibians</i>, and <i>fishes</i> are used for the other groups of +backboned animals.</p> + +<div class="figcenter" style="width: 375px;"> +<img src="images/i084.jpg" width="375" height="291" alt="NEW YORK WEASEL IN SUMMER PELAGE" title="" /> +<span class="caption">NEW YORK WEASEL IN SUMMER PELAGE</span> +</div> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i084b.jpg" width="400" height="298" alt="OTTER WITH ITS FAVORITE FOOD The Otter belongs to the Weasel family, and feeds almost entirely upon fish. Range: This and related varieties over Northern and Eastern North America. From Group in American Museum of Natural History." title="" /> +<span class="caption">OTTER WITH ITS FAVORITE FOOD<br />The Otter belongs to the Weasel family, and feeds almost entirely upon fish. Range: This and related varieties over Northern and Eastern North America. From Group in American Museum of Natural History.</span> +</div><p><span class='pagenum'><a name="Page_400" id="Page_400">[400]</a></span></p> + +<p>In the United States the lowest or most primitive +mammal is the Opossum. The baby Opossums—from +six to a dozen of them—are born when very small and<span class='pagenum'><a name="Page_401" id="Page_401">[401]</a></span> +undeveloped and are immediately placed by the mother +in an external pouch, where they continue to grow until +they are too large to get into their mother's pocket; then +they frequently ride upon their mother's back, clinging +to her fur with their finger-like toes and wrapping their +tails about their mother's tail. The Opossum is the only +animal in this country the young of which are carried +around in the mother's pocket, and the only one which +has a prehensile tail; that is, one used for coiling around +and clinging to branches, and the like. Its food is various, +consisting of both animal and plant material—insects, +young birds, pawpaws, persimmons, etc. In the<span class='pagenum'><a name="Page_402" id="Page_402">[402]</a></span> +food devoured the Opossum probably does more good +than harm.</p> + +<div class="figcenter" style="width: 290px;"> +<img src="images/i085.jpg" width="290" height="375" alt="NEW YORK WEASEL IN WINTER" title="" /> +<span class="caption">NEW YORK WEASEL IN WINTER<br /> + +A blood-thirsty cousin of the Otter and the +Mink. Range: This and related species +found all over United States and Canada. +Group in American Museum of Natural +History.</span> +</div> + + +<p>In their food habits many mammals are decidedly +injurious. Rats, Weasels, Minks, and Foxes destroy +poultry; Wolves and Pumas kill domestic and game +animals; Woodchucks or Groundhogs eat clover and +various garden plants; Moles damage the lawns; Rats, +Mice, and Gophers spoil and devour grain; Mice and +Rabbits girdle fruit trees, thus killing them.</p> +<div class="figcenter" style="width: 400px;"> +<img src="images/i086.jpg" width="400" height="305" alt="RACCOON AT ENTRANCE TO ITS DEN IN A HOLLOW TREE" title="" /> +<span class="caption">RACCOON AT ENTRANCE TO ITS DEN IN A HOLLOW TREE<br /> + +A near relative of the bears. Note the black face-mark and the +ringed tail. Range: This or a related variety occurs in all parts +of United States. Photograph from American Museum of Natural +History.</span> +</div> + +<p>On the other hand, many mammals furnish food; +<i>e. g.</i>, Rabbits, Elk, and Deer. This was more important +in pioneer times than at present. Many furnish furs +used as articles of clothing; <i>e. g.</i>, Raccoon, Fox, Muskrat, +Mink, Otter, Marten, Mole, New York Weasel and +other northern weasels in their winter coats.<span class='pagenum'><a name="Page_403" id="Page_403">[403]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i087.jpg" width="400" height="302" alt="POLAR BEAR" title="" /> +<span class="caption">POLAR BEAR<br /> + +An expert swimmer. Feeds upon seals, fish and other animal +food. Range: <ins title="Transcriber's Note: original reads 'Artic'">Arctic</ins> regions of the world. Habitat Group in +American Museum of Natural History.</span> +</div> + +<p>Many furs are usually sold under trade names that +are entirely different from the true name of the animal. +A list of a few fur-bearing mammals of the United +States having trade names differing from the true names +follows:</p> + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="True Fur vs. Trade name"> +<tr><td align='center'><i>The True Fur</i></td><td align='center'><i>The Trade Name</i></td></tr> +<tr><td align='left'>Dark blended Muskrat</td><td align='left'>Russian Otter</td></tr> +<tr><td align='left'>Mink blended Muskrat</td><td align='left'>Natural River Mink</td></tr> +<tr><td align='left'>Natural Muskrat<a name="FNanchor_6_6" id="FNanchor_6_6"></a><a href="#Footnote_6_6" class="fnanchor">[6]</a></td><td align='left'>River Mink</td></tr> +<tr><td align='left'>Natural Jersey Muskrat</td><td align='left'>River Sable</td></tr> +<tr><td align='left'>Plucked and Seal-dyed Muskrat</td><td align='left'>Hudson Seal</td></tr> +<tr><td align='left'>Plucked and Seal-dyed Muskrat </td><td align='left'>Aleutian Seal</td></tr> +<tr><td align='left'>Skunk</td><td align='left'>Black Marten</td></tr> +<tr><td align='left'>Striped Skunk</td><td align='left'>Civet Cat</td></tr> +<tr><td align='left'>N.Y. Weasel in winter pelage</td><td align='left'>Ermine</td></tr> +</table></div> +<p><span class='pagenum'><a name="Page_404" id="Page_404">[404]</a></span></p> +<div class="figcenter" style="width: 550px;"> +<img src="images/i088.jpg" width="550" height="322" alt="SKUNKS—MOTHER AND YOUNG HUNTING FOR GRASSHOPPERS AND CRICKETS" title="" /> +<span class="caption">SKUNKS—MOTHER AND YOUNG HUNTING FOR GRASSHOPPERS AND CRICKETS<br /> + +Noted for its ability to emit a most unpleasant odor when disturbed. Range: Eastern North America. Portion of +Group in American Museum of Natural History.</span> +</div><p><span class='pagenum'><a name="Page_405" id="Page_405">[405]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i089.jpg" width="400" height="307" alt="MINK" title="" /> +<span class="caption">MINK<br /> + +A cousin of the Weasel and Otter, the Mink feeds upon frogs, crayfish, +mice, bird's eggs, etc. Range: This and closely related forms +over most of United States, Canada, and Alaska. From Group in +American Museum of Natural History.</span> +</div> + +<p>A few suggestions for observation or study:</p> + +<p>1. What peculiar instinct or habit has the Opossum developed?</p> + +<p>2. How does the flight of a Bat differ from that of a +Flying Squirrel?</p> + +<p>3. Can you notice any peculiarity in the Rabbit's +track?</p> + +<p>4. Mention three mammals that hibernate.</p> + +<p>5. Describe the methods of defense in the following +mammals: Armadillo, Porcupine, Skunk.</p> + +<p>6. Why do the front teeth of the Squirrel and the +Beaver continue to grow?<span class='pagenum'><a name="Page_406" id="Page_406">[406]</a></span></p> + +<p>The best way to find the answers to these questions is +by actual observation of the animals, but when this is +impossible, the references given under "Mammals" will +be found useful.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i090.jpg" width="400" height="313" alt="RED FOX RETURNING TO ITS YOUNG FROM SOME FARMER'S HEN-ROOST" title="" /> +<span class="caption">RED FOX RETURNING TO ITS YOUNG FROM SOME +FARMER'S HEN-ROOST<br /> + +The Cross Fox, the Silver Fox, and the Black Fox are color +phases of the Red Fox, and not different species. Range: +Northern North America south to Georgia. Habitat Group +in American Museum of Natural History.</span> +</div><p><span class='pagenum'><a name="Page_407" id="Page_407">[407]</a></span></p> + +<div class="figcenter" style="width: 344px;"> +<img src="images/i091.jpg" width="344" height="425" alt="BALD-EAGLE" title="" /> +<span class="caption">BALD-EAGLE<br /> + +The American Eagle, the Emblem of our Country. +Range: United States</span> +</div> + + +<div class='center'><br /><b>Birds</b></div> + +<div class="blockquot"><p><i>He who takes the first step in ornithology is +ticketed for the whole trip.</i>—<i>John Burroughs.</i></p></div> + +<div class="figcenter" style="width: 550px;"> +<img src="images/i092.jpg" width="550" height="318" alt="A GREBE COLONY IN SASKATCHEWAN" title="" /> +<span class="caption">A GREBE COLONY IN SASKATCHEWAN<br /> + +Showing the Western Grebe and the smaller Grebe. Note the young Grebe riding on its mothers' back. Another +parent is covering its eggs preparatory to leaving the nest. Range of both these species: Western North +America. Habitat Group in the American Museum of Natural History.</span> +</div> + +<p>The love of the beautiful seems to be innate; that is, +born in us. And the birds appeal to this in at least two +ways: First, on account of the beauty of their songs,<span class='pagenum'><a name="Page_409" id="Page_409">[409]</a></span> +and second, on account of the beauty of their plumage.</p> + +<div class="figcenter" style="width: 363px;"> +<img src="images/i093.jpg" width="363" height="400" alt="SCREECH OWL The Screech Owl feeds largely upon mice and other destructive rodents. Range: Eastern North America." title="" /> +<span class="caption">SCREECH OWL<br />The Screech Owl feeds <ins title="Transcriber's Note: original reads 'largly'">largely</ins> upon mice and other destructive rodents. Range: Eastern North America.</span> +</div><p><span class='pagenum'><a name="Page_408" id="Page_408">[408]</a></span></p> + +<p>Among the birds that have especially beautiful songs +are the Thrushes, which include the Robin and the Bluebird, +the finest singer in this family probably being the +Hermit Thrush. In the Southern States there is no more +popular singer among the birds than the Mockingbird. +But it should be remembered that a bird's song cannot +be separated from the associations which it calls up in +one's memory. So that the performance of an ordinary<span class='pagenum'><a name="Page_411" id="Page_411">[411]</a></span> +songster may be more pleasing to one than that of some +finer one because of youthful associations.</p> + +<div class="figcenter" style="width: 500px;"> +<img src="images/i094.jpg" width="500" height="345" alt="SAND HILL CRANES IN FLORIDA" title="" /> +<span class="caption">SAND HILL CRANES IN FLORIDA<br />Unlike the Herons, these birds fly with neck fully extended. Their loud, resonant trumpeting is as characteristic as the honking of Wild Geese. Range: North America. Habitat Group in The American Museum of Natural History.</span> +</div><p><span class='pagenum'><a name="Page_410" id="Page_410">[410]</a></span></p> + +<div class="figcenter" style="width: 257px;"> +<img src="images/i095.jpg" width="257" height="450" alt="GREAT HORNED OWL Rabbits constitute a favorite food when available. Poultry and other birds are also destroyed by this owl. Range: Eastern North America." title="" /> +<span class="caption">GREAT HORNED OWL<br />Rabbits constitute a favorite food when available. Poultry and other birds are also destroyed by this owl. Range: Eastern North America.</span> +</div> + +<p>It seems to be a general law of nature that the finest +songsters have the plainest coats.</p> + +<div class="figcenter" style="width: 550px;"> +<img src="images/i096.jpg" width="550" height="327" alt="BROWN PELICANS IN FLORIDA The Pelicans nest in colonies, and the young feed from the parents' throats. Range: Gulf coast of U. S. and southward. Habitat Group in The American Museum of Natural History." title="" /> +<span class="caption">BROWN PELICANS IN FLORIDA<br />The Pelicans nest in colonies, and the young feed from the parents' throats. Range: Gulf coast of U. S. and southward. Habitat Group in The American Museum of Natural History.</span> +</div> + +<div class="figright" style="width: 343px;"> +<img src="images/i097.jpg" width="343" height="400" alt="EGRETS: PARENT BIRDS" title="" /> +<span class="caption">EGRETS: PARENT BIRDS</span> +</div><p><span class='pagenum'><a name="Page_412" id="Page_412">[412]</a></span></p> + + +<p>Among the birds that we enjoy on account of their +beautiful plumage are the Egrets, every feather of their<span class='pagenum'><a name="Page_413" id="Page_413">[413]</a></span> +coats being as white as snow, and the plumes of these +birds are so beautiful, and human beings have been so +thoughtless that the Egrets have been almost exterminated +in order to supply the millinery trade. These plumes, +known as aigrettes, grow on the backs between the shoulders +of both the male and female birds, and are worn +only during the nesting season. The only time during the +nesting season that the plume hunter finds it profitable to +hunt these birds is when the young are in the nest. At any +other time the birds would be so wild that the plume hunter +could not easily shoot them. When the young are in +the nest the parental love is so strong that the adult birds +cannot resist the instinct to return to feed the nestlings<span class='pagenum'><a name="Page_414" id="Page_414">[414]</a></span> +when they are begging for food. In this way both the +father bird and the mother bird become an easy prey +for the ambushed plume hunter, and there is but one +thing that can happen to the baby Egrets in the nest +after both of their parents have been killed—they starve +to death. This is one of the most cruel phases of the +plume trade, and there is no other way to secure the +aigrette plumes of the Egrets than by killing the adult +birds. Fortunately, in the United States it is against +the law to shoot these birds, and it is against the law +to import the plumes. Until recently it has not been +illegal to wear these plumes, and the fact that there +are still a few women who adorn their hats with them +has encouraged the illegal and cruel killing of these +birds in our country, or the smuggling in of the plumes<span class='pagenum'><a name="Page_415" id="Page_415">[415]</a></span> +from some other country. In the latter part of 1919 +the federal regulations have been interpreted to make it +illegal to possess aigrette plumes, and henceforth the +law will be so enforced. This is the successful culmination +of a long fight by the Audubon Society.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i098.jpg" width="400" height="300" alt="GOLDEN PLOVER" title="" /> +<span class="caption">GOLDEN PLOVER<br /> + +The Golden Plover makes the longest single flight known to be +made by any bird in migration,—that is, 2,500 miles from Nova +Scotia across the open ocean to South America. Range: North +and South America.</span> +</div> + +<div class="figcenter" style="width: 375px;"> +<img src="images/i099.jpg" width="375" height="382" alt="BOBOLINK" title="" /> +<span class="caption">BOBOLINK<br /> + +During the autumn migration this bird is the Reedbird +or Ricebird. Range: North and South America.</span> +</div> + +<p>A few other birds of striking plumage are the Bluejay, +the Bluebird, the Baltimore Oriole, the Scarlet Tanager, +the Cedar Waxwing, and Red-winged Blackbird.</p> + +<p>Turning from the esthetic value of birds, which depends, +among other things, upon the beauty of their +songs and the beauty of other plumage, we may consider +the value of birds in dollars and cents.<span class='pagenum'><a name="Page_416" id="Page_416">[416]</a></span></p> + +<div class="figcenter" style="width: 550px;"> +<img src="images/i100.jpg" width="550" height="311" alt="WILD TURKEY IN WEST VIRGINIA" title="" /> +<span class="caption">WILD TURKEY IN WEST VIRGINIA + +Our most magnificent game-bird. Note how much the young resembles the dead leaves. Range: Eastern United +States west to Nebraska and Texas. Habitat Group in The American Museum of Natural History.</span> +</div><p><span class='pagenum'><a name="Page_417" id="Page_417">[417]</a></span></p> + +<div class="figcenter" style="width: 363px;"> +<img src="images/i101.jpg" width="363" height="450" alt="NORTHERN SHRIKE IMPALING A HOUSE SPARROW UPON A THORN" title="" /> +<span class="caption">NORTHERN SHRIKE IMPALING A HOUSE SPARROW UPON<br /> +A THORN + +The habit illustrated here has given the Shrike the name of +Butcher-bird. It is surprising to find a song-bird with the habits +of a bird of prey. Range: Northern North America.</span> +</div> + +<div class="figcenter" style="width: 525px;"> +<img src="images/i102.jpg" width="525" height="333" alt="DUCK HAWKS ON THE PALISADES OF THE HUDSON The "Noble Peregrine" of falconry carrying a pigeon to its young. Range: North and South America. Habitat Group in The American Museum of Natural History." title="" /> +<span class="caption">DUCK HAWKS ON THE PALISADES OF THE HUDSON The "Noble Peregrine" of falconry carrying a pigeon to its young. Range: North and South America. Habitat Group in The American Museum of Natural History.</span> +</div><p><span class='pagenum'><a name="Page_418" id="Page_418">[418]</a></span></p> + +<p>Every farmer and gardener must cultivate his crops +and fight the weeds which are always crowding out the +plants he is trying to raise, and in this fight he is helped +by a great many birds of various kinds. Among these +are the Mourning Dove, the Bob-White, and members<span class='pagenum'><a name="Page_419" id="Page_419">[419]</a></span> +of the Sparrow family, such as the Goldfinch, the Junco, +and the Song Sparrow. In this country, in the aggregate, +these seed-eating birds destroy every year tons of +seeds of the noxious weeds, and are therefore valuable +friends of the gardener and farmer. For more definite +data see bulletins published by the U. S. Department +of Agriculture, or "Useful Birds and Their Protection," +by Edward Howe Forbush (Massachusetts Board of +Agriculture).</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i103.jpg" width="400" height="297" alt="A KILLDEER FAMILY" title="" /> +<span class="caption">A KILLDEER FAMILY<br /> + +This plover is common in meadows, cultivated fields, and about +ponds and lakes. It gets its name from its note. Range: North +and South America.</span> +</div> + +<p>Thousands of bushels of grain are eaten or spoiled +by small mammals, such as mice, rats, and spermophiles +or gophers. To the relief of the farmer, many +birds feed upon these destructive little rodents. The +Crow occasionally captures a mouse, while the Shrikes +or Butcher-birds catch a great many. The Screech Owl +feeds largely upon mice. The Red-tailed Hawk is +called the Hen-hawk or Chicken-hawk by most farmers,<span class='pagenum'><a name="Page_420" id="Page_420">[420]</a></span> +but this is very unfair to the bird, for its principal food +is mice. In fact, most of the Hawks and Owls of the +United States are really valuable friends of the farmer +because of the injurious rodents which they devour. +(See "<i>Hawks and Owls of the United States</i>," by A. +K. Fisher.)</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i104.jpg" width="400" height="273" alt="STARLING" title="" /> +<span class="caption">STARLING<br /> + +Introduced 1890 into New York City; since spread over northeastern +states. Western and central Europe, New England +and Middle Atlantic States.</span> +</div> + +<p>To be fair, it must be admitted that there are a few +exceptions; that is, that there are a few Hawks and +Owls which do more harm than good. The Sharp-shinned +Hawk kills many harmless songbirds and occasionally +young game birds and young chickens. The +Cooper's Hawk, which nests throughout the United +States, is a real chicken hawk, and the worst one in the +country. The Duck Hawk, the "Noble Peregrine" of +falconry, in this country feeds largely upon domestic +pigeons, but no bird student would wish to see it exterminated +on account of this habit.<span class='pagenum'><a name="Page_421" id="Page_421">[421]</a></span></p> + +<p>There are a number of birds which are valuable +friends to all the people because they are scavengers. +The Herring Gull, which is the commonest gull of the +harbors of the United States, and which is also found +on inland lakes and rivers, by feeding upon all kinds +of refuse animal and plant materials makes the waters +about our cities more healthful. This is especially true +of the coast cities which dump their garbage into the +waters not far distant. The Turkey Vulture, the Black +Vulture or Carrion-Crow, and the California Condor +make the fields and woods of the country more healthful +by devouring the carcasses of animals, and the first +two species eat the offal from slaughter houses and even +scraps of meat from the markets in some of our Southern +cities.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i105.jpg" width="400" height="282" alt="COMMON TERN" title="" /> +<span class="caption">COMMON TERN<br /> + +A close relative of the gulls. Range: Northern Hemisphere, +northern South America and Africa.</span> +</div> + +<div class="figleft" style="width: 346px;"> +<img src="images/i106.jpg" width="346" height="450" alt="GREAT BLUE HERON" title="" /> +<span class="caption">GREAT BLUE HERON<br /> + +Frequently miscalled Blue "Crane." The long legs indicate +that this is a wading bird. Range: Western Hemisphere.</span> +</div> + +<p>The most valuable group of birds from the standpoint +of the farmers, the orchardists, and the gardeners<span class='pagenum'><a name="Page_422" id="Page_422">[422]</a></span> +is the insect-eating birds. Among these are the Wood +Pewee, the Phoebe, the Kingbird, and all of the Flycatchers; +the Purple Martin and all of the Swallows; +the Nighthawk and Whip-poor-will. The Yellow-billed +and Black-billed Cuckoos and the Baltimore Oriole feed +largely upon tent caterpillars and others caterpillars<span class='pagenum'><a name="Page_423" id="Page_423">[423]</a></span> +which defoliate the fruit and shade trees. The Sparrow +Hawk has been wrongly named, for it eats a thousand +times as many grasshoppers as it does sparrows. The +Chickadees, Brown Creepers, and many of the Warblers +feed largely upon insects and insect eggs which they +glean chiefly from the trees. The Rose-breasted Grosbeak +and the Bob-White eat the Colorado potato-beetle. +In the West the Franklin's Gull follows the farmer in +the fields and picks up great numbers of destructive +insects.</p> + +<p>In learning the value of our feathered friends it is +necessary to learn to know the birds, and in this quest +great help can be obtained from books. Beginners will +find the following useful:</p> + +<p>"Land Birds East of the Rockies," by Chester A. +Reed.</p> + +<p>"Water and Game Birds," by Chester A. Reed.</p> + +<p>"Western Bird Guide," by Chester A. Reed. (All +published by Doubleday, Page & Co.)</p> + +<p>For more advanced students the following are recommended:</p> + +<p>"Handbook of Birds of Eastern North America," by +Frank M. Chapman (D. Appleton & Co.).</p> + +<p>"Handbook of Birds of Eastern North America," by +Florence Merriam Bailey (Houghton, Mifflin & Co.).</p> + +<p>Our study of birds should not stop with the name, because +we shall find many things of interest in the home +life of birds, many things that seem to reflect our own +lives. (See "Home Life of Wild Birds," by F. H. Herrick. +G. P. Putnam's Sons.)</p> + +<p>If we like to hear birds sing, if we enjoy the beauty +of their coats, and if they are valuable neighbors from +the standpoint of dollars and cents, then it is worth +while to consider how we may have more of them about<span class='pagenum'><a name="Page_424" id="Page_424">[424]</a></span> +our homes. Every girl can do a great deal to attract +birds.</p> + +<p>First, by putting up nesting boxes. Since the people +of our country have destroyed so much of our native +forests and undergrowth, have drained so many of our +swamps, and have cultivated so much of the grassy +prairie, many birds have difficulty in finding suitable +places to nest. This can be remedied in the case of +birds that nest in cavities, such as the House Wren, +Tree Swallow, Purple Martin, Screech Owl, Chickadee, +and Bluebird, by putting up nesting boxes. For +those that nest in shrubbery, like the Catbird and the +Brown Thrasher, shrubs and vines may be planted so +that the desirable tangle may be had.</p> + +<div class="figright" style="width: 400px;"> +<img src="images/i107.jpg" width="400" height="297" alt="A MOTHER MALLARD AND HER FAMILY" title="" /> +<span class="caption">A MOTHER MALLARD AND HER FAMILY<br /> + +The Wild Mallard is the original of many of the domesticated +ducks. Range: Northern Hemisphere.</span> +</div> + +<p>Second, by putting out bird baths. In this improved +country of ours, there are doubtless large areas in which<span class='pagenum'><a name="Page_425" id="Page_425">[425]</a></span> +wild birds have difficulty in finding suitable places to +bathe. Artificial bird baths are more attractive to +birds in the summer time than during cold weather, but +they will be used even in winter if kept free from ice. +Do not place a bird bath so close to a shrub, tree, or +building that a house cat may stalk the birds from behind +it. The house cat is probably the worst enemy of +our native songbirds.</p> + +<p>Third, by establishing feeding stations, especially in +winter when snow covers the natural food of so many +birds. When birds have enough to eat they rarely suffer +severely from the cold.</p> + +<p>Fourth, by cooperating with the authorities in seeing +that the laws protecting the birds are enforced.</p> + +<p>The Audubon Society has done much effective work +along these lines, and a Girl Scout should join this society, +whose headquarters are 1974 Broadway, New York +City.</p> + + +<div class='center'><br /><b>Amphibians</b></div> + +<div class="blockquot"><p><i>All nature is so full that that district produces +the greatest variety which is most examined.</i></p> + +<div class='right'> +—<i>Gilbert White, Natural History of Selborne.</i><br /> +</div></div> + +<p>The group of back-boned animals next above the fishes +is the Amphibians, which includes the frogs, toads, salamanders,<a name="FNanchor_7_7" id="FNanchor_7_7"></a><a href="#Footnote_7_7" class="fnanchor">[7]</a> +and their relatives. The name "amphibian" +refers to two modes of life as shown by most of the +frogs and toads. A good example is the Common Toad, +whose eggs are laid in the water. These eggs hatch out +not into toads, but into tadpoles, which have no legs and +which breathe by means of gills, as the fishes do. They +grow rapidly, develop a pair of hind legs and then a pair<span class='pagenum'><a name="Page_426" id="Page_426">[426]</a></span> +of front legs, while the tail and gills are absorbed, all +within a little more than a month from the time the eggs +are laid. During this change a pair of lungs is developed, +so that the toads breathe air as human beings do. +The eggs of toads and frogs may be collected in the +spring in ponds, and this remarkable change from the +egg through the tadpole stage to the adult form may be +observed in a simple home aquarium. Toads' eggs may +be distinguished from those of frogs by the fact that +toads' eggs are laid in strings, while frogs' eggs are laid +in masses.</p> + +<div class="figcenter" style="width: 350px;"> +<img src="images/i108.jpg" width="350" height="236" alt="TOAD" title="" /> +<span class="caption">TOAD<br /> + +A valuable animal in the garden because of the insects +which it eats. Range: <ins title="Transcriber's Note: original reads 'Eastrn'">Eastern</ins> United States. Photograph +by Herbert Lang.</span> +</div> + +<p>Every Girl Scout should know the song of the toad. +William Hamilton Gibson says it is "the sweetest sound +in nature." (<i>Sharp Eyes</i>, p. 54.) If you do not know it, +take a lantern or electric flash-lamp after dark some evening +in the spring at egg-laying time, and go to the +edge of some pond and see the toad sing. Notice how +the throat is puffed out while the note is being produced.<span class='pagenum'><a name="Page_427" id="Page_427">[427]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i109.jpg" width="400" height="299" alt="BULLFROG" title="" /> +<span class="caption">BULLFROG<br /> + +The largest of our frogs, remarkable for its sonorous bass notes. +Range: Eastern United States westward to Kansas. Photograph by +Herbert Lang.</span> +</div> + +<p>The belief that warts are caused by handling toads has +no foundation in fact.</p> + +<p>The toad is a valuable friend of the <ins title="Transcriber's Note: original reads 'gardner'">gardener</ins>, for it +feeds upon a great variety of destructive insects.</p> + +<p>The life of our Salamanders is very similar to that +of the frogs and toads. The eggs hatch out into tadpoles, +then legs are developed, but the tail is not absorbed. +Unlike the frogs and toads, the Salamander +keeps its tail throughout life, and in some kinds of Salamanders +which spend all of their time in the water, the +gills are used throughout life. Salamanders have various +common names, some being called newts, others +water-dogs or mud-puppies. The mud-eel and the Congo +"snake" of the Southern States, and the "hell-bender" +of the Ohio valley and south are all Salamanders. The<span class='pagenum'><a name="Page_428" id="Page_428">[428]</a></span> +belief that any of the Salamanders is poisonous is a +myth and has no basis in fact.</p> + +<div class="figcenter" style="width: 228px;"> +<img src="images/i110.jpg" width="228" height="350" alt="SPRING PEEPER" title="" /> +<span class="caption">SPRING PEEPER<br /> + +The note of this piping hyla is a welcome +sound about the ponds and +swamps in early spring. Range: Eastern +United States. Photograph by Herbert +Lang.</span> +</div> + + +<div class='center'><br /><b>Reptiles</b></div> + +<p>Reptiles include Alligators, Crocodiles, Turtles, Lizards +and Snakes. It is commonly said that reptiles are +cold-blooded. This means that the temperature of their +blood varies and is the same as the surrounding medium. +The temperature of an Alligator that has been floating +with its nose out of the water is the same as the surrounding +water. The temperature of a turtle in the<span class='pagenum'><a name="Page_429" id="Page_429">[429]</a></span> +winter time is the same as the mud in which it is buried, +while in the summer time it is much higher. What is +true of the reptiles in respect to temperature is also true +of Amphibians and Fishes. However, this is not true +of Birds and Mammals, for these have a uniform temperature +so high that they are called warm-blooded.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i111.jpg" width="400" height="216" alt="GILA MONSTER" title="" /> +<span class="caption">GILA MONSTER<br /> + +So called from the Gila River in Arizona. The only member of +the lizard family known to be venomous except the very similar +crust-lizard found in Mexico. Range: Desert regions of southern +Arizona and New Mexico.</span> +</div> + +<p>In the United States there is but one species of Alligator +and but one species of Crocodile, both limited to +the Southeastern States.</p> + +<p>There are about fifty kinds of Turtle and Tortoises +in North America, some of which live on the land and +feed largely upon plants, <i>e. g.</i>, the Common Box Turtle, +found from the New England States to South Carolina +and westward to Kansas, and the Gopher Tortoise +of the Southern States. Others are aquatic, like the +Painted Turtles, which are found in one form or another +practically all over the United States.</p> + +<p>Many of these reptiles are highly prized as food, <i>e. g.</i>, +Diamond-backed Terrapin, Soft-shelled Turtle, Snapping +Turtle and Gopher Tortoise.<span class='pagenum'><a name="Page_430" id="Page_430">[430]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i112.jpg" width="400" height="302" alt="COMMON BOX TURTLE" title="" /> +<span class="caption">COMMON BOX TURTLE<br /> +Range: Eastern United States</span> +</div> + +<p>There are about one hundred species of Lizards in +North America, the greatest number being found in the +drier parts of the continent. Of this whole number only +two species are poisonous, and only one of these, the +Gila Monster, is found within the United States, being +confined in its range to desert regions of Southern Arizona +and New Mexico.</p> + +<p>The Blue-tailed Lizard or Skink, which occurs from +Massachusetts to Florida and westward to Central Texas, +is commonly believed to be poisonous in the Southern +States, where it is called the Red-headed "Scorpion," but +this is one of the popular myths still too common among +intelligent people.</p> + +<p>The Glass "Snake" of the Central and Southern States +is a peculiar lizard in that it has no legs. That it is able, +after being broken to pieces, to collect itself together +again and continue to live is another old myth.<span class='pagenum'><a name="Page_431" id="Page_431">[431]</a></span></p> + +<div class="figcenter" style="width: 350px;"> +<img src="images/i113.jpg" width="350" height="245" alt="DIAMOND-BACKED TERRAPIN" title="" /> +<span class="caption">DIAMOND-BACKED TERRAPIN<br /> + +Range: Salt marshes of the Atlantic Coast and Gulf of +Mexico from Massachusetts to Texas.</span> +</div> + +<p>About a dozen kinds of Horned "Toads" are found +in the western portions of the United States. Although +toad-like in the shape of their bodies and in some of +their habits, they are really lizards.</p> + +<p>The American Chameleon or "Green" Lizard, which +ranges in this country in the coastal regions from North +Carolina to the Rio Grande River, has a remarkable +power of changing the color of its skin through shades +of brown, gray, and green. In fact, it is said to rival +or possibly excel the true chameleons of the Old World.</p> + +<p>For treatment of the Snakes see <a href="#woodcraft">Woodcraft</a>, Section +XIII.</p> + + +<div class='center'><br /><b>FISHES</b><br /> + +<i>"It is not all of fishing to fish."</i></div> + +<div class="figcenter" style="width: 550px;"> +<img src="images/i114.jpg" width="550" height="303" alt="PADDLE-FISH So-called from the paddle-like or spoon-shaped snout. Eggs used for caviar. Range: The Mississippi River and its tributaries." title="" /> +<span class="caption">PADDLE-FISH<br />So-called from the paddle-like or spoon-shaped snout. Eggs used for caviar. Range: The Mississippi River and its tributaries.</span> +</div><p><span class='pagenum'><a name="Page_432" id="Page_432">[432]</a></span></p> + +<p>The fishes are the lowest of the true vertebrates or +animals with backbones, and all live in the water. They +do not have lungs, but breathe through gills on the sides +of the head. They are cold-blooded animals; i. e., the +temperature of the blood is the same as that of the water<span class='pagenum'><a name="Page_433" id="Page_433">[433]</a></span> +in which they are living. Fishes are found in both fresh +and salt water all over the world and have adapted themselves +to many conditions; for example, certain fishes +have lived in caves so long that they are blind; some live +in the coldest water, while others can revel in the heat +of the hot springs.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i115.jpg" width="400" height="204" alt="COMMON CATFISH" title="" /> +<span class="caption">COMMON CATFISH<br /> + +The barbels which suggest the whiskers of a cat are responsible +for the name. This fish has no scales. Range: Eastern and +Central United States.</span> +</div> + +<p>Many fishes are valuable as food and the fisheries are +extensive industries, in which large sums of money are +invested.</p> + +<p>There are four great groups of fishes:</p> + +<p>1. The sharks and rays, with cartilaginous skeletons.</p> + +<p>2. The ganoids of which the sturgeon and garpike are +examples, with heavy plates or scales.</p> + +<p>3. The bony fishes—salmon, pickerel, mackerel, cod, +halibut, etc.</p> + +<p>4. The lung fishes, that live partly in air.</p> + +<div class="figcenter" style="width: 550px;"> +<img src="images/i116.jpg" width="550" height="326" alt="SHOVEL-NOSED STURGEON This fish is covered with bony plates instead of scales. The roe is made into caviar. Range: Upper and middle Mississippi Valley." title="" /> +<span class="caption">SHOVEL-NOSED STURGEON<br />This fish is covered with bony plates instead of scales. The roe is made into caviar. Range: Upper and middle Mississippi Valley.</span> +</div><p><span class='pagenum'><a name="Page_434" id="Page_434">[434]</a></span></p> + +<p>There are many species of sharks. Among the more +common ones in Atlantic waters are the Smooth Dogfish +which have pavement-like teeth; the Sand Shark with catlike +teeth; the Hammerhead Shark with its eyes on +stalks. The near relatives of the sharks are the Skates.<span class='pagenum'><a name="Page_435" id="Page_435">[435]</a></span> +The most common example of the ganoid fish is the +sturgeon, which is heavily clad with a bony armor. Most +of the fishes that we find, however, belong to the third +group, i. e., bony fishes. Among the salt-water species, +the cod, the halibut, the mackerel, and the bluefish are +especially valuable as food. Of the salt-water fishes +that go up the rivers into fresh water to breed, the +salmon and the shad are widely known. Of a strictly +fresh-water fish, the sunfish and catfish are very common. +Among the game-fish are the trout, bass, pickerel, +and salmon.</p> + +<p>For those who live in cities, a convenient place to begin +the study of fishes is in the fish-market. Here we may +learn to know the common food-fishes by name, and to +know many interesting things about them. If there is a +Public Aquarium or a Natural History Museum in your +city, you can use it in connection with the fish-market. +Especially valuable in Museums are the habitat groups of +fishes, that is, those in which the fishes are shown in their +natural surroundings. But, best of all, the place to study +fishes, as is true of all other animals, is out-of-doors in +their native haunts. With your dip-net or hook and line, +catch the fish, and then by the aid of one of the books +listed below find out what its name is. Then, by observation +of the fish see what is interesting in its life-history. +Find out where the mother-fish lays her eggs. Does +either parents guard them? Has the fish any natural +weapons of defense? If so, what are they? Does either +parent care for the young after they are hatched? What +does the fish feed upon? In what way is the fish protectively +colored? In the study of fishes, an interesting +means is the home aquarium. Any Girl Scout can easily +learn how to install and maintain a balanced aquarium, +that is, one in which the water does not have to be changed +and in fact should not be changed. In such an aquarium<span class='pagenum'><a name="Page_436" id="Page_436">[436]</a></span> +one may keep and study a great variety of fishes. Some +of our local fishes, such as young catfish and suckers, +will prove fully as interesting as the goldfish and many +other animals besides fishes will thrive in a small aquarium, +such as tadpoles of frogs, toads, and salamanders, +adult water-newts, soft-shelled turtles, snails, and water-beetles +and nymphs of dragon-flies.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i117.jpg" width="400" height="200" alt="HAMMERHEAD SHARK" title="" /> +<span class="caption">HAMMERHEAD SHARK<br /> + +The eyes are on the ends of blunt stalks, or extensions of the +sides of the head, which suggest the name. Range: All warm +seas, north to Cape Cod.</span> +</div><p><span class='pagenum'><a name="Page_437" id="Page_437">[437]</a></span></p> + +<div class="figcenter" style="width: 550px;"> +<img src="images/i118.jpg" width="550" height="337" alt="A GARDEN UNDER WATER Starfishes, Crabs and Sea-anemones" title="" /> +<span class="caption">A GARDEN UNDER WATER<br /> + +Starfishes, Crabs and Sea-anemones</span> +</div><p><span class='pagenum'><a name="Page_438" id="Page_438">[438]</a></span></p> + +<div class="figcenter" style="width: 253px;"> +<img src="images/i119.jpg" width="253" height="350" alt="SQUID" title="" /> +<span class="caption">SQUID<br /> + +Member of same family as Octopus, and is related +to the Oyster. Has ink bag for protection.</span> +</div> + + +<div class='center'><br /><b>Animals Without Backbones</b></div> + +<p>In general the Invertebrates are animals without a +backbone; that is, they do not have an internal supporting +skeleton of bone, as does the dog or cat. Compared +with mammals or birds, they are all small and some +are so very tiny that they can be seen only with a very +powerful microscope. Most of them live in the water +or in the mud or sand under the water. Hence the best +place to get acquainted with them is along the seashore +or near some lake or stream.</p> + +<p>There are several different groups of Invertebrates +and between these groups there are greater differences<span class='pagenum'><a name="Page_439" id="Page_439">[439]</a></span> +of structure than there is between a horse and a hummingbird. +The principal groups are:</p> + +<p>1. The Protozoa, or one-celled animals (nearly all +microscopic).</p> + +<p>2. The Sponges.</p> + +<p>3. The Jellyfishes, Sea-anemones, and Corals.</p> + +<p>4. Worms of several groups.</p> + +<p>5. Starfishes, Sea-urchins, and Sea-cucumbers.</p> + +<p>6. Segmented Worms.</p> + +<p>7. Crabs, Lobsters, etc.</p> + +<p>8. Oysters, Snails, and Octopi.</p> + +<p>9. Insects and Spiders.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i120.jpg" width="400" height="313" alt="SNAILS AND THEIR TRACKS ON THE BEACH" title="" /> +<span class="caption">SNAILS AND THEIR TRACKS ON THE BEACH<br /><span style="margin-left: 6em;">—<i>Photograph by Mary C. Dickerson.</i></span></span> +</div> + + + + +<div class='center'><br /><b>Seashore Life</b></div> + +<p>Because of their connection with our industries or +our food supply, some of the Invertebrates are familiar<span class='pagenum'><a name="Page_440" id="Page_440">[440]</a></span> +to all; for instance, sponges, corals, starfishes, crabs, +shrimps, lobsters, clams, and oysters. Others are seldom +seen unless one takes pains to look for them.</p> + +<div class="figcenter" style="width: 195px;"> +<img src="images/i121.jpg" width="195" height="350" alt="JELLY FISH" title="" /> +<span class="caption">JELLY FISH</span> +</div> + +<p>All life comes from pre-existing life. So every animal +living to-day has come from some other living animal +and every plant living to-day has come from some other +previously living plant. It is believed that the first forms +of life came from the water. At any rate, the oldest and +lowest forms of life to-day, the Protozoa, are found in +the water. As these are nearly all very minute and can +be studied only with a microscope, they are omitted from +the suggested field work.</p> + +<div class="figcenter" style="width: 337px;"> +<img src="images/i122.jpg" width="337" height="500" alt="ANIMALS OF THE WHARF-PILES Habitat Group in the American Museum of Natural History" title="" /> +<span class="caption">ANIMALS OF THE WHARF-PILES<br />Habitat Group in the American Museum of Natural History</span> +</div><p><span class='pagenum'><a name="Page_441" id="Page_441">[441]</a></span></p> + +<p>All who have access to the seashore have a wonderful +opportunity to study the Invertebrates. The long stretches<span class='pagenum'><a name="Page_442" id="Page_442">[442]</a></span> +of sandy beach, the sections of shore covered with water-rolled +pebbles and stones, even the steep, jagged cliffs, +are all pebbled with these animals of the sea. Twice +every twenty-four hours the sea water creeps slowly up +the beach until high water is reached, and twice every +twenty-four hours it recedes again toward the ocean. +It is therefore about twelve hours from one low water +to the next. On a gently sloping beach, the distances +between the high water mark and the low water mark +may be many hundreds of feet, while on a steep beach +or a straight cliff this area may be only a few feet in +width. It is this area between the high and low water +marks that is the haunt of many Invertebrates. These +are animals that can live if they are not continually +covered with water. Here are the rock barnacles, the +soft clams, crabs of many kinds, beach fleas, numerous +sea worms in their special houses, snails, and hermit +crabs. Others will be found in the pools between the +rocks or in the crevices of the cliffs, which as the +tide falls becomes great natural aquaria. Here will be +found hydroids, sea-anemones, starfishes, sea-urchins, +barnacles, <ins title="Transcriber's Note: original reads 'muscles'">mussels</ins>. In the shallow water, crabs and +shrimps are crawling along the sandy bottom or are lying +concealed in the mud, while schools of little fishes scoot +across the pool. If a fine silk net is drawn through the +water and then emptied into a glass dish a whole new +world of creatures will be revealed—jellyfishes, ctenophores, +hydroids, eggs of fish, tiny copepods, the larvae or +young of sea-urchins, starfishes, or oysters. If an old +wharf is near by, examine the posts supporting it. The +pilings seem to be coated with a shaggy mass of seaweed. +Scrape some of this off and put in a dish of water. Sea-spiders, +starfishes, hydroids that look like moss, sea-anemones, +many varieties of worms, mussels and crabs +are all living here.</p> + +<div class="figcenter" style="width: 500px;"> +<img src="images/i123.jpg" width="500" height="319" alt="UNDER THE SEA BED Marine Worms, Whelk, Pecten or Scallop and Periwinkle" title="" /> +<span class="caption">UNDER THE SEA BED<br /> + +Marine Worms, Whelk, Pecten or Scallop and Periwinkle</span> +</div> + + +<p>Begin your study of these seashore animals with a +stroll along the beach. Examine the windrows of seawrack<span class='pagenum'><a name="Page_443" id="Page_443">[443]</a></span> +or seaweed. Whole troops of sandhoppers rise +ahead of you. Oftentimes animals from distant shores +or deep water will be found. The empty shells have +many a story to tell. The papery egg-cases of the periwinkle<span class='pagenum'><a name="Page_444" id="Page_444">[444]</a></span> +remind one of a beautiful necklace. The air +bubbles rising from the sand or mud as the wave recedes +mark the entrance to the burrows of worms. +Stamp hard on the sand. A little fountain of water +announces the abode of the soft clam. Watch the sand +at the edges of the rippling water. The mole-crab may +be seen scuttling to cover. In the little hollows between +rocks a rock-crab or a green-crab may be found on +guard.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i124.jpg" width="400" height="289" alt="WHELK (FULGUR CANALICULATA) AND EGG-CASES" title="" /> +<span class="caption">WHELK (FULGUR CANALICULATA) AND EGG-CASES<br /> + +Common Mollusk Found on Sandy Shores Along the Atlantic +Coast of the United States.</span> +</div> + +<p>For collecting in the pools and shallow water a fine-meshed +net is desirable. Many of the animals can be +caught and placed in glass dishes of sea water for close +observation.<span class='pagenum'><a name="Page_445" id="Page_445">[445]</a></span></p> + +<div class="figcenter" style="width: 550px;"> +<img src="images/i125.jpg" width="550" height="345" alt="Group showing a starfish attacking an oyster; soft shelled clams; hermit crabs; fiddler crabs, etc." title="" /> +<span class="caption">Group showing a starfish attacking an oyster; soft shelled clams; hermit crabs; fiddler crabs, etc.</span> +</div><p><span class='pagenum'><a name="Page_446" id="Page_446">[446]</a></span></p> + +<p><i>A few animals that may be found at the seashore:</i></p> + +<p><i>Rocky Shores</i>—Hydroids on the rock-weed, rock-barnacles, +snails, amphipods, lobsters, and oysters.</p> + +<p><i>Sandy Shores</i>—Worms, in tube houses, mole-crab, +sand-hopper, egg-cases, whelks, shrimps.</p> + +<p><i>Muddy Shores</i>—Snails, clams, worms of many varieties, +mud-crabs, hermit-crabs, blue crabs, scallops.</p> + +<p><i>Wharves and Bridges</i> (on the piling)—Sponges, hydroids, +sea-anemones, ascidians, starfishes, sea-urchins, +worms.</p> + +<p>On the shores of lakes, ponds, and streams will also +be found many invertebrates.</p> + +<div class="figcenter" style="width: 348px;"> +<img src="images/i126.jpg" width="348" height="235" alt="HUMMINGBIRD MOTH" title="" /> +<span class="caption">HUMMINGBIRD MOTH<br /> + +Range: Eastern North America. The larvae or caterpillars +of this moth feed upon virburnum, snowberry and hawthorn.</span> +</div> + +<div class="figcenter" style="width: 333px;"> +<img src="images/i127.jpg" width="333" height="450" alt="SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR "LOCUST"" title="" /> +<span class="caption">SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR +"LOCUST"<br /> + +Range: Eastern United States. Pupae emerging from the +ground. Detail from Group in the American Museum of +Natural History.</span> +</div> + + +<p>Insects play an important part in Nature's activities. +From the point of view of man some are beneficial and +some are destructive. In the former group may be +mentioned the Dragonflies which feed upon mosquitoes, +the Cochineal insects of Mexico, which furnish a dye-stuff,<span class='pagenum'><a name="Page_447" id="Page_447">[447]</a></span> +the Lady-bird beetles, which in the larval stage feed +upon plant lice; the scale insects of India, which furnish +shellac; the Bumblebees, which cross-pollinate the +clover, and the Wasps, which fertilize the figs. Dr. Lutz +says that the manna which fed the Children of Israel<span class='pagenum'><a name="Page_448" id="Page_448">[448]</a></span> +was honeydew secreted by a scale insect, and that it is +still eaten.</p> + +<div class="figcenter" style="width: 333px;"> +<img src="images/i128.jpg" width="333" height="450" alt="SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR "LOCUST"" title="" /> +<span class="caption">SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR +"LOCUST"<br /> + +Range: Eastern United States. The pupa climbing tree trunk. +Then it bursts its horny outer skin and crawls out an adult.</span> +</div> + +<p>The Silkworm and the Honey-bee have been domesticated +since prehistoric times, the former supplying a +valuable fiber for clothing and the latter an important +article of food.<span class='pagenum'><a name="Page_449" id="Page_449">[449]</a></span></p> + +<p>Among the injurious insects a few may be mentioned: +the House Fly or Filth Fly, which may carry disease +germs on its feet to the food that we eat; the mosquitoes, +which transmit yellow fever and malaria, the rat flea, +which carries bubonic plague; the weevils, which destroy +rice, beans, chestnuts, etc., and the plant lice, or aphids, +which, by sucking the juices from ornamental and food +plants, are among the most destructive of all insects.</p> + +<p>There are so many insects in the world that we cannot +hope to learn of them all, even if we wanted to do so, but +most of us wish to know the names of those that attract +our attention, and to know what they do that is important +or interesting. There are approximately 400,000 +species or kinds of insects known in the world; that is, +about three times as many as there are species or kinds +of all the rest of the animals in the world put together. +This fact should not hinder us from making a start and +becoming familiar with the interesting habits of a few +of the insects about us.</p> + +<p>The eggs of the Monarch Butterfly may be collected +upon the milkweed and brought in, so that the whole +life history or metamorphosis of this beautiful insect, +from the egg through the larva or caterpillar stage and +the pupa or chrysalis stage to the adult butterfly, may be +watched. The larvae or caterpillar must be supplied +daily with fresh milkweed leaves. Other butterflies and +moths and many other insects may be reared in the same +way by supplying the larvae with suitable food. If we +should find a caterpillar feeding upon the leaves of a +maple tree we should continue to feed it maple leaves +if we wish to rear it. Silkworms will eat the leaves of +Osage-orange, but they seem to prefer <ins title="Transcriber's Note: original reads 'mullberry'">mulberry</ins> leaves.</p> + +<p>Cocoons of moths may be easily collected in winter +after the leaves have fallen, and brought in and kept in<span class='pagenum'><a name="Page_450" id="Page_450">[450]</a></span> +a cool place until spring when the coming out of the +adult moths will be an occurrence of absorbing interest.</p> + +<div class="figcenter" style="width: 339px;"> +<img src="images/i129.jpg" width="339" height="450" alt=""A GATHERING OF MONARCHS"" title="" /> +<span class="caption">"A GATHERING OF MONARCHS"<br /> + +Monarch Butterflies resting during migration. The Monarch +ranges all over North and South America and it migrates like +the birds. Photograph of group in American Museum of +Natural History.</span> +</div> + +<p>The spiders, although not insects, are interesting little +animals. See how many types of webs you can find. +Mention a few insects which you know to be preyed<span class='pagenum'><a name="Page_451" id="Page_451">[451]</a></span> +upon by spiders. Mention one insect that catches +spiders and stores them away as food for its young.</p> + +<div class="figcenter" style="width: 389px;"> +<img src="images/i130.png" width="389" height="500" alt="TRACKS OF THE GLACIER" title="" /> +<span class="caption">TRACKS OF THE GLACIER<br /> + +North America at the time of the maximum stage of the Great Ice Age, +showing area covered by ice. (After Chamberlin and Salisbury). Photograph +used by courtesy of Henry Holt & Co.</span> +</div><p><span class='pagenum'><a name="Page_452" id="Page_452">[452]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i131.jpg" width="400" height="346" alt="THE KING OF THE NORTHLANDS" title="" /> +<span class="caption">THE KING OF THE NORTHLANDS</span> +</div> + + +<div class='center'><br /><b>GEOLOGY</b></div> + +<div class='poem2'> +<i>Finds tongues in trees, books in the running brooks,</i><br /> +<i>Sermons in stones, and good in everything.</i><br /> +</div> + +<div class='sig'> +—<i>Shakespeare, As You Like It.</i><br /> +</div> + + +<div class='center'><br /><b>The Structure and History of the Earth</b></div> + +<p>There is nothing eternal about the earth except eternal +change, some one has said. It requires only a little looking +about us to see that this is true. The earth is not as +it was in the past. Every shower of rain changes or +modifies its surface. And many other and some very +great changes have occurred during the past few millions<span class='pagenum'><a name="Page_453" id="Page_453">[453]</a></span> +of years. During one age, the coal was formed of plants +that grew luxuriantly on the earth's surface. At one +period in the development of the earth there were many +kinds of invertebrate animals, but no animals with backbones. +Later, the vertebrates appeared. At one time the +whole Mississippi Valley was under the water of the sea. +("The Story of Our Continent," by N. S. Shaler. Ginn +& Co.). These statements suggest just a few of the +things that have been going on in the history of the earth. +By the study of Geology we can learn much more about +it, and we should supplement our study of books with the +more important actual observation of conditions out-of-doors. +To those living in that part of North America, +which is shaded in the map on <a href="#Page_451">page 451</a>, the easiest and +most natural approach to the subject of the structure and +history of the earth is by studying the effects of the +continental glacier which formerly moved down over +this region.</p> + + +<div class='center'><br /><b>Tracks of the Glacier</b></div> + +<p>When we see the foot-prints of an animal in the mud +or in the snow, we are sure that an animal has passed +that way at some previous time. Those who live in Canada +or northern United States (See map <a href="#Page_451">page 451</a>) can be +just as sure that a great glacier or ice-sheet formerly +moved down over northern North America, by the tracks +it has left. Although it is estimated by geologists that +between 10,000 and 40,000 years have elapsed since the +Great Ice Age, these tracks or evidences can still be seen +by any one who lives in this region or who can visit it. +The principal ones are: (1) Boulders or Lost Rocks +which were brought down by this glacier; (2) The Glacial +Drift or Boulder Clay which covers nearly all of the +glaciated region; (3) Scratches on the bed-rock which +show the direction the glacier moved.</p> + +<p>Notice in the field the size and shape of the glacial<span class='pagenum'><a name="Page_454" id="Page_454">[454]</a></span> +boulders, where they are found, evidence of the place +where the glacier melted off (terminal moraine). Do +these boulders increase or decrease in size as we go south +over the glaciated area? Can you discover any place +where they can be traced back in their native ledge? +Present-day glaciers, like the Muir Glacier in Alaska, +can be seen transporting boulders and drift just as this +great prehistoric ice-sheet must have done.</p> + +<p>The drift which consists of clay mixed with pebbles, +cobblestones, and boulders, varies greatly in depth. In +some places there is none, while at St. Paris, Ohio, it is +550 feet deep. It probably averages 100 feet thick or less.</p> + +<p>In your locality note the depth of the drifts in cuts made +naturally by creeks and rivers or those made artificially +for railroads. Oil-wells furnish evidence on this point. +Collect a few good examples of scratched or glaciated +pebbles or cobblestones which are abundant in the drift. +These were scratched while frozen in the bottom of the +glacier and pushed along on the bed-rock under the weight +of the ice above.</p> + +<p>Collect ten different kinds of rock from the glacial +boulders and drift,—there are more than one hundred +kinds to be found,—and with the aid of some such book +as "Rocks and Rock Minerals," by Louis V. Pirsson +(John Wiley & Sons) or "Common Minerals and Rocks," +by Wm. O. Crosby (D. C. Heath & Co.) try to identify +them.</p> + +<p>All soil is composed of disintegrated or decayed rock. +And it has been observed that the soil of northern North +America is foreign to the bed-rock. Therefore it must +have been transported from some other place. The +glacier did this huge piece of work. The soil of southern +United States contains no boulders or cobblestones and +has been formed by the disintegration and decay of rocks +in place.<span class='pagenum'><a name="Page_455" id="Page_455">[455]</a></span></p> + +<p>Observe glacial scratches and grooves on the bed-rock, +those on Kelley's Island in Lake Erie are famous.</p> + +<p>Agassiz was the first to realize that it was a glacier that +did this stupendous piece of work, and this conception or +discovery greatly added to his fame. It is now easy for +us to find the evidences and to enjoy their interpretation.</p> + +<p>In fact, the Greenland ice-sheet is a remnant of this +prehistoric continental glacier.</p> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_456" id="Page_456">[456]</a></span></p> +<h2>SECTION XVI</h2> + +<h3>GIRL SCOUT'S OWN GARDEN</h3> + +<div class='center'><small>BY DAVID M. HUNTER</small><br /><br /></div> + +<div class='poem'> +<i>A Garden is a lovesome thing, God wot!</i><br /> +<span style="margin-left: 2em;"><i>Rose plot</i></span><br /> +<span style="margin-left: 1em;"><i>Fringed pool,</i></span><br /> +<span style="margin-left: 2em;"><i>Fern'd grot—</i></span><br /> +<span style="margin-left: 1em;"><i>The veriest school</i></span><br /> +<span style="margin-left: 1em;"><i>Of peace; and yet the fool</i></span><br /> +<i>Contends that God is not—</i><br /> +<span style="margin-left: 2em;"><i>Not God! in gardens! when the eve is cool?</i></span><br /> +<i>Nay, but I have a sign;</i><br /> +<span style="margin-left: 1em;"><i>'Tis very sure God walks in mine.</i></span><br /> +</div> + +<div class='sig'> +—<i>Thomas Edward Brown.</i><br /> +</div> + +<p>A very old story tells us that when man was created +he was put by the Creator into a garden to dress it and +to keep it. He could not have been put into a better +place nor could a more honorable and necessary occupation +have been given to him. No doubt the woman who +lived in the garden with him aided him in this work. +Not having a house to care for or dressmaking and +sewing to do, or cooking to take her attention, there +was nothing to prevent her from helping in the dressing +and keeping of the lovely garden. At any rate, that is +what Milton thought, for he makes Adam speak to Eve +of "our delightful task to prune these growing plants +and tend these flowers."</p> + +<p>Two persons would not need a very large garden, +and I will commend this early example to the beginner +in gardening and urge a very small garden to start +with. For it is well to undertake only what can be +easily handled or what can be done thoroughly. There<span class='pagenum'><a name="Page_457" id="Page_457">[457]</a></span> +is joy in the contemplation of a perfect work, even +though it be on a small scale, that never comes from +a more ambitious undertaking imperfectly carried out. +Better six square feet of well tilled, weedless, thrifty +garden than an acre poorly cultivated and full of weeds.</p> + +<p>A Girl Scout who proposes to make a garden will +naturally ask herself certain questions. If she has the +ground, if she knows already where her garden is to be +placed, the next thing, perhaps, that she will wish to +know is, what tools will be needed. Then follows the +way to treat the soil in order to prepare it for planting +the seeds. After that comes the question of seeds and +the way to plant them. Then the cultivation of the +crops until they are ready to be gathered.</p> + +<p>Here, then, we have material for short sections on +(1) tools, (2) preparation of the soil, (3) selection of +seeds, (4) planting, and (5) cultivation.</p> + + +<div class='center'><br /><b>(1) Tools</b></div> + +<p>Not many tools will be needed, but some seem to be +indispensable. I would suggest: 1. A spading fork. +Some like a long-handled fork, others prefer a short-handled +one. 2. A hoe. 3. A garden or iron-toothed +rake. 4. A hand weeder of some kind. 5. A shovel. +In addition to these tools every gardener will find it +necessary to have a line for making straight rows. This +should be at least the length of the longest dimension +of the garden and white that it may be easily seen. +There should be two pegs to stick it in with. I should +add a board about ten inches wide with straight edges +and as long as the bed is wide, and a pointed stick.</p> + + +<div class='center'><br /><b>(2) The Preparation of the Seed Bed</b></div> + +<p>The first thing to do, after having determined the +location of your garden, is to measure your bed. If +you have a single bed, one twelve feet long by six feet<span class='pagenum'><a name="Page_458" id="Page_458">[458]</a></span> +wide is enough to start with. I should prefer, however, +to have two beds, each three feet wide by twelve feet +long with a narrow path between, say, twelve inches. +The reason for thus laying out the ground in two beds +is that it will be easier to reach the whole bed from +either side without stepping or kneeling on the cultivated +soil. All cultivation can be done from the paths.</p> + +<p><i>The soil</i> for flower beds needs most careful preparation. +The bed should be dug out to a depth of two +feet, and if the soil is clay, two feet six inches. In the +latter case, put broken stones, cinders or gravel on the +bottom for drainage. The soil should be a mixture of +one-half good sandy loam, one-fourth leaf mould or muck +that has been left out all winter. Mix these thoroughly +together before filling the beds, sprinkle wood ashes over +the beds and rake them in before planting. This is to +sweeten the soil. Lime may be used for the same purpose, +but in either case get advice as to the amount needed +for the soil in question.</p> + +<p><i>Manure.</i> Next in order will come the enriching of +this plot of ground by spreading upon it a good coating +of well rotted cow manure. In case barnyard manure +is not available, a good mixture of commercial fertilizer +consists of four parts ground bone to one of muriate of +potash applied at the rate of four pounds to the square +rod. This done, proceed to fork the whole piece over, +thrusting the spading fork into the ground its full length +each time, and turning the forkful of earth so that the +manure will be covered and not lie on top of the ground.</p> + +<p>When the spading has been done, then use your rake +and spare it not. Rake until the earth in the beds is +finely pulverized and until the whole bed is as level as +you can make it.<span class='pagenum'><a name="Page_459" id="Page_459">[459]</a></span></p> + +<p>Now construct your central or dividing path, throwing +the soil moved on the beds on either side. To do +this you will need a shovel.</p> + +<p>Next define or limit your beds, making the sides and +ends as straight as possible. You ought now to have +two rectangular beds, each three feet by twelve feet, +with a narrow path separating them all ready to put in +the seeds. It would be a good thing to have your beds +raised a little, two or three inches above the general +level of the surrounding earth. This will make them +more distinct and will obviate the settling of water on +your beds; in other words, will drain them.</p> + + +<div class='center'><br /><b>Seeds</b></div> + +<p>The principal counsel to be given here is to use great +care in the selection of seeds because it is a bitter disappointment +and a discouraging experience to find that +after all your labor your seeds are worthless. It would +be well to test a sample of your seeds to determine their +germinating power. If you have a reliable friend from +whom you can secure your seeds, you are fortunate, but +if you must purchase at the dealer by all means patronize +one of established reputation.</p> + +<p>For the first garden I should plant lettuce, radishes, +beets and beans in one of the beds. The other bed may +be devoted to flowers.</p> + + +<div class='center'><br /><b>Planting</b></div> + +<p>Your beds are now supposed to be all ready for the +seeds. That is to say, they are shaped and graded and +raked fine. The next thing to do is to lay your board +across the bed, with one edge six inches from the edge +of the bed. Then stand on the board and with a pointed +stick make a shallow furrow on each side of the board +close to the board. Here I should put the lettuce. It +is desirable to have the seeds evenly and not too thickly<span class='pagenum'><a name="Page_460" id="Page_460">[460]</a></span> +distributed in the shallow furrows. One way of accomplishing +this is by mixing your seeds with some very fine +wood ashes in a bowl and spreading the mixed ashes and +seeds along the furrows. A better way, I think, in the +case of a small quantity of seeds would be to place each +seed at a proper distance from the others. This distance +will vary according to the size of the full grown heads +of lettuce. The smaller varieties might stand six inches +apart, while the largest ones would need to be twice that +distance or more.</p> + +<p>Having planted your lettuce seeds, turn your board +over carefully twice. That will bring it into position +for two more rows of vegetables. Stand on the board +again and proceed as before, making two shallow furrows +with a pointed stick. Here I should put the radish +seeds. These may be sown more thickly, for the reason +that as soon as the radishes become large enough +to eat they may be pulled out, leaving room for the +rest of the radishes to develop.</p> + +<p>Having planted your radish seeds, repeat the preceding +operations, making two furrows again, this time for +beet seeds. These may also be sown thickly. The plants +may be thinned out afterward. The small plants that +are pulled out will make excellent greens. When the +thinning is completed the remaining plants should stand +from four to six inches apart, according to variety; +some beets are much larger than others.</p> + +<p>The rest of the bed devote to string or butter beans. +You will have left for these a space of eighty-eight +inches, or a little more than seven feet. The rows of +beans must be farther apart than the other vegetables +you have planted. Two feet between the rows is not +too much. You will have space enough for three rows. +Measure from your last row of beets one foot six inches +<span class='pagenum'><a name="Page_461" id="Page_461">[461]</a></span>at each side of your bed. Now stretch your line across +your bed at this distance from the beets, then with a +hoe make a furrow close to the line. This furrow +should be two inches deep at least. Much deeper, you +see, than the shallow furrows for the smaller seeds. +Having made this furrow, measure two feet from it on +each side of the bed and place your line at this point +and make a furrow as before. Repeat the process for +a third furrow. You should now have left a space of +eighteen inches between your last furrow and the end +of the bed. Into these three furrows place the beans, +spacing them.</p> + +<p>Your seeds are now all in. At this juncture take +your rake and cover the seeds, leaving the whole bed +level and smooth.</p> + +<p>There is nothing more to be done just at present except +to leave these seeds to the forces of nature, to the +darkness and the moisture and the warmth of their +earthy bed. They are put to bed not that they may +sleep, but in order to wake them up. Soon the delicate +shoots will begin to appear above the ground, and +with them will also appear the shoots of many weeds +whose seeds were in the soil. These weeds constitute a +call to your next operation which is</p> + + +<div class='center'><br /><b>Cultivation</b></div> + +<p>Declare war on the weeds. Use your hand weeder +between the rows of smaller vegetables and let not a +weed escape. If they are in the rows so near to the +<ins title="Transcriber's Note: original reads 'stedlings'">seedlings</ins> that you cannot use the weeder without danger +to the delicate little plants that you are attending, +then employ your fingers.</p> + +<p>For a time you may use the hoe or rake between the +rows of beans, but even here near the paths themselves +the weeder or hands should be preferred.</p> + +<p>There is one caution that old gardeners give which<span class='pagenum'><a name="Page_462" id="Page_462">[462]</a></span> +is not to work among beans when they are wet with +dew or rain for fear of "rust." Wait till the sun has +dried the foliage.</p> + +<hr style="width: 45%;" /> + +<p>Frequent and thorough cultivation not only destroys +the weeds, thus giving your vegetables a better chance +and giving your garden a tidy, well-kept appearance, +but it keeps the soil loose and forms a sort of mulch +whereby the moisture is conserved. The dryer the season +the greater the need of cultivation.</p> + +<hr style="width: 45%;" /> + +<p>It may seem to you that you are obliged to wait long +and spend a good deal of labor without results, but +when you have for the breakfast table some cool, crisp +radishes and for dinner a head of fresh lettuce, and +later a dish of sweet, luscious beets or mess of string +beans, you will feel well repaid.</p> + +<p>Let us now turn our attention to the other bed, in +which you are to grow flowers. This may be treated +as a sort of background for the vegetable bed. To +do this let the rows of plants run the other way. That +is to say, lengthwise of the bed instead of across. It is +assumed that the ground has been treated as in the +case of the vegetable bed.</p> + +<p>When you have accomplished this work of preparation +set <ins title="Transcriber's Note: original reads 'you'">your</ins> line six inches from the side of the bed +nearest your vegetables, or the patch between the two +beds. Make a shallow furrow the full length of the +bed with your pointed stick. In this furrow sow your +flower seeds of some low-growing plant such as <i>sweet +alyssum</i>. Then move your line back toward the other +side of the bed one foot. Here you should place some +taller plants, such as <i>asters</i>. The aster plants should +have been raised in the house, or purchased from some +grower. Again move your line one foot nearer the rear +margin of your bed and in this row plant your tallest<span class='pagenum'><a name="Page_463" id="Page_463">[463]</a></span> +plants. <i>Dahlias</i> or <i>cosmos</i> would be very effective. +You must get the roots for the dahlias somewhere. +Cosmos is planted from seeds. In planting the dahlias +it would be well to dig a hole for each plant so deep +that when the root is set it will be two or three inches +below the surface of the ground. Good results will be +obtained if before putting in the roots you put a handful +or two of good manure in the hole and sprinkle a +little soil over it.</p> + +<p>I have mentioned these particular plants simply as +specimens. Other choices may be made and a suggested +list is given at the end of this section. But whatever +the selection, two things should be kept in mind. First, +that the rows should contain plants that vary in height, +the lowest being placed in the front row, the tallest at +the back; and second, that plants should be chosen that +will be in bloom at the same time, for at least a part +of the season.</p> + +<p>If your work has been well done you ought to have +a small bed of <ins title="Transcriber's Note: original reads 'vegtables'">vegetables</ins>, thrifty, in straight rows, well +cultivated, clean, and back of that, looking from the +side, another bed of flowering plants that should be a +delight to the eye, especially the eye of the possessor +and maker. Of course, the beds will not present this +perfect appearance for a long time because as the vegetables +are used the beds will show where the vegetables +have been removed. It should be mentioned, however, +that it is possible to have more than one planting of +radishes in a season; also of lettuce, and these may be +replaced after the first planting has been used.</p> + +<p>There are many satisfactions in gardening. The intimacy +with nature furnishes one of them. To be with +growing things through all the stages of their growth, +in all weathers and all hours of the day gives a quiet +<span class='pagenum'><a name="Page_464" id="Page_464">[464]</a></span>pleasure that is a healing and soothing influence. To +produce something so valuable, so necessary as food +by one's own exertion and care confers true dignity +upon one and a sense of worth. To eat what one has +raised oneself adds a flavor to it.</p> + +<p>From the garden as a center path, lead out in every +direction, paths for thought and study.</p> + +<p>My wish for every Girl Scout who undertakes a garden +is that she may have all these satisfactions, and +may follow all these delightful paths that lead to knowledge, +and through knowledge to joy.</p> + + +<div class='center'><br /><b>Suggested Flowers for Border</b></div> + +<p><i>Biennials</i> such as Canterbury Bells, Foxgloves and +Sweet William should be seeded early in the spring in a +reserve bed to be ready for the season's bloom. In order +to secure a succession of bloom they should be taken +out after flowering and replaced with annuals.</p> + +<p><i>Annuals</i>—Of these some of the most satisfactory are +Asters, Calendula, Lupin, Petunias, Rosy Morn, Snapdragon, +Stock and Rose Zinnias.</p> + +<p>Take out any plants that are not the right colors. +Brown earth is better than purple annual Larkspur, magenta +Petunias, orange Calendulas or red Zinnias. Keep +the color scheme ranging from true blues through rose +and salmon pinks, lavenders and deep blue purples and +white yellows. If you want brilliant reds or magentas +have them in a bed apart.</p> + +<p><i>Bulbs</i>—Tulips, such as Murillo, or <i>early varieties</i> (La +Reine, Pink Beauty, President Lincoln, Proserpine, +Queen of the Netherlands and Rose Luisante), or <i>late +varieties</i> (La Merveille, La Reve, Moonlight, The Fawn) +and Mertensiav Virginica can be along the borders.</p> + +<p>Darwin Tulips, such as Clara Butt, Dream, Gretchen, +La Tristesse, La Tulipe Noire, Mrs. Potter Palmer, +Philippe de Commines, Psyche, Rev. Ewbank, Suzon, +should be planted in more shaded places.<span class='pagenum'><a name="Page_465" id="Page_465">[465]</a></span></p> + +<div class="figcenter" style="width: 600px;"> +<a href="images/i132-big.png"><img src="images/i132.png" width="600" height="382" alt="Plan for a border of Perennials" title="" /></a> +<span class="caption">Plan for a border of Perennials</span> +</div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_466" id="Page_466">[466]</a></span></p> +<h2>SECTION XVII</h2> + +<h3>MEASUREMENTS, MAP MAKING +AND KNOTS</h3> + + +<div class='center'><br /><b>1. MEASUREMENTS</b></div> + +<p>Every country has national standards of measures and +weights which are made and kept by the governments +as patterns, for measuring and comparing the instruments +made for business purposes. The units of measure have +been fixed by law, for it is most important that people +and countries in dealing with each other shall know exactly +what is meant by such words as yard, foot, pint +and pound.</p> + +<p>The unit of length used in this country is the yard. It +is divided into three feet and each foot into twelve inches. +The foot refers to the length of a man's foot. It is said +that the length of the yard was based upon the length of +the arm of an English king, but that sounds like a fairy +tale. Many of our units of distance and weight have +been borrowed from the English and are more complicated +than those used by the French, whose unit of length +is the meter. In 1799, or thereabouts, an international +convention met at Paris to decide what the exact length +of a meter should be, for several countries at that time +were using what was known as the Metric System of +Weights and Measures. It was finally agreed that the +length of a meter should be equal to one ten-millionth +of the distance on the earth's surface, from the pole to +the equator, or 39.37 inches.</p> + +<p>At the same convention a unit of weight was determined. +Because water is so important and familiar it was +chosen as the basis for this unit. A cube of water at 40 +centigrade, and measuring on each edge 1/100 of a meter<span class='pagenum'><a name="Page_467" id="Page_467">[467]</a></span> +was taken and called a gram, which is about equal to 15 +of our grains.</p> + +<p>All peoples find it necessary in the house, out in the +open and in nearly all forms of occupation to measure +and weigh in order to accomplish their work.</p> + +<p>It is part of a Scout's preparedness to know how to +measure and weigh and how to judge measurements and +numbers without using measures and weights.</p> + +<p>There are rules for determining length and weight, and +it is important to understand them. Measuring a distance +means to find out the length of the straight line from one +point to another. To get a straight line in the open when +walking fix the eyes upon two objects directly in front, +one nearer and smaller than the other. With eyes high +walk toward these objects keeping them always in line. +When approaching the first one choose another to take +its place in line with it and the second. Always have two +objects in direct line with the eyes.</p> + +<p>This method can be used in marching, rowing, swimming, +and when staking out the points of triangles for +measuring distance and height, as it will give the shortest +distance between two points.</p> + +<p>There are three general methods of measuring distance +accurately. (1) chaining or taping; (2) telemetry, and +(3) triangulation. Less accurate means of measuring are +by sound, pacing and timing.</p> + +<p>(1) Chaining and Taping. The regulation chain or +tape used by surveyors is 100 feet long. A Scout may +use a shorter line but must follow the same rules.</p> + +<p>Three things must be kept in mind when using a line. +a. The straight distance between two points is to be obtained. +b. The point where the end of the line comes +each time must be marked. c. The line must be stretched +tight.</p> + +<p>This method can be used in measuring off the distance<span class='pagenum'><a name="Page_468" id="Page_468">[468]</a></span> +for pacing to obtain the average length of one's pace, as +suggested in a later paragraph under Useful Personal +Measurements.</p> + +<p>(2) Telemetry. The second method is used in determining +long distances for artillery practice and in surveying. +It is called telemetry and the use of an instrument +is necessary.</p> + +<p>(3) Triangulation. This is a long word but one a +Scout can learn to know and use. It means that the +length of the distance can be computed by means of +triangles staked out on the ground, when to measure +with a line would be impossible or not satisfactory. It +is not necessary to make the sides of the triangles, only +the points need to be indicated as it is the relative position +of the points which make a triangle and not the lines. +These can be marked in the country with poles, stakes +or stones; in the city Scouts could stand in position at the +necessary points.</p> + +<p>When using triangles where shall a Scout place the +points?</p> + +<p>If the width of a stream, road or field is wanted +choose a place where its sides are on about the same +level and if possible fairly straight. Then proceed as +shown in the accompanying diagram A. Select a conspicuous +object on the farther bank of the stream, such as a +tree, bush or stone and call it X. Stand opposite it at the +near edge of the stream or on the bank, and place a +stake A in front of you keeping X and A in direct line, +walk backward a few feet and plant a stake B in direct +line with them. Right or left face—(for a right angle +is necessary at this point). Pace a straight line for say +20 feet and plant a stake C, one high enough to be plainly +seen; continue the straight line for say 10 feet more and +plant a stake D. Turn inland, (another right angle +is here necessary) and pace to the point where the ob<span class='pagenum'><a name="Page_469" id="Page_469">[469]</a></span>ject +X on the far side of the stream can be seen in direct +line with the stake C. At this point place stake E. +Measure the distance from E to D. With paper and +pencil mark down the example—for such it is—in this +way:</p> + +<div class='center'> +DC : CB :: DE : BX<br /> +or<br /> +as the length from D to C is to the length of C to B<br /> +so<br /> +is the length from D to E to the length from B to X<br /> +or as in this example,<br /> +</div> + +<p>as 10 is to 20 so 8 is to the distance from B to X, which +would be 16. Having discovered the distance between A +and B in the case given, to be 4 feet, take this from the +distance between B and X and the result will give the +width of the stream, which is 12 feet.</p> + +<div class="figleft" style="width: 300px;"> +<img src="images/i133.png" width="300" height="223" alt="Diagram A. To Measure Width of Stream or Road" title="" /> +<span class="caption">Diagram A. To Measure Width of Stream or Road</span> +</div> + +<p>It may not be always necessary to use the line A—B +but if the edge of the stream or road is crooked it is +necessary in order to make B—D a straight line at right +angles to A—X.</p> + +<p>In calculating a height, as that of a tree, house or +tower, the triangles can again be used, as shown in +diagram B. Choose a level strip of ground; pace the +distance in a straight line, from the base of the tree A, or<span class='pagenum'><a name="Page_470" id="Page_470">[470]</a></span> +tower, to a point some distance from the tree, and plant +a pole or stake say 5 feet high B; continue pacing the +straight line to the point where, lying down with eyes +level with the tree base, the top of the tree can be seen +on a line with the top of the pole; plant here stake C. +The height of the tree AA' will be to the length of the +distance from C to A as the height of the pole, BB' is to +the distance between B and C. A Scout can stand in the +place of the stake B.</p> + +<div class="figcenter" style="width: 325px;"> +<img src="images/i134.png" width="325" height="142" alt="Diagram B. To Measure Height of Tree, Etc." title="" /> +<span class="caption">Diagram B. To Measure Height of Tree, Etc.</span> +</div> + +<div class="figcenter" style="width: 300px;"> +<img src="images/i134b.png" width="300" height="106" alt="Diagram C. To Measure Height with a Mirror" title="" /> +<span class="caption">Diagram C. To Measure Height with a Mirror</span> +</div> + +<p>There are other ways of determining height. As +shown in the diagram C, place a mirror (M) horizontally +on the ground reflector side up, some distance from the +base of the object to be measured, in this case a tent. +Walk backward from the mirror in a straight line until +the top of the tent pole can be seen in it. The problem +will read in this way: the distance from the mirror to +your heels (MS) is to the distance from your heels to +your eyes (GS) as the distance from the mirror to the +base of the object (MT) is to the height of the object +(TT'). Water in a dark pan or tray or a pool on a still +day will answer for a mirror.<span class='pagenum'><a name="Page_471" id="Page_471">[471]</a></span></p> + +<div class="figright" style="width: 118px;"> +<img src="images/i135.png" width="118" height="125" alt="Diagram D. To Test a Right Angle" title="" /> +<span class="caption">Diagram D. To Test a Right Angle</span> +</div> + +<p>A right angle can be tested by measuring off 3 feet on +one side of the corner and 4 feet on the other side, as +shown in diagram d. If the distance between the two +points is 5 feet the angle is true; if not 5 feet move one +point as much as is necessary to make 5 feet.</p> + +<p>South American natives estimate height fairly correctly +by turning the back to the object, walking straight +away from it to the point where the top of the object +can be seen by bending over and looking between the +legs. Plant a peg at this point and the distance from the +peg to the base of the object is roughly equal to the +height.</p> + +<p>Sound travels at the rate of 365 yards every second, +as many yards as there are days in the year. By counting +the seconds between seeing the flash from a gun, +or the steam puff from a locomotive and hearing the +sound of the explosion or whistle it is possible to figure +the length of the distance between yourself and the gun +or locomotive.</p> + +<p>It is said that the number of seconds between a flash of +lightning and the thunder will give the distance between +you and the place where the lightning struck.</p> + +<p>We use weighing machines or scales in buying food, so +that we may compare the actual amount of food we buy +with a standard weight, otherwise there would be much +confusion and business could not be carried on between +peoples. For this reason we use pint, quart, peck and<span class='pagenum'><a name="Page_472" id="Page_472">[472]</a></span> +bushel measures, all of which are regulated by law as to +the amount they hold.</p> + +<p>There are some people who have a true feeling or +sense for weight and can tell almost to an ounce the +weight of a parcel by lifting it. Others have a good +memory and can tell the weight of a quantity by looking +at it. Others know distance and can estimate it correctly +without use of rule or measure, and likewise judge numbers.</p> + +<p>Very few people have this ability naturally, but many +have acquired it by practice and patience and a Scout +can do so: she will find many times that this particular +form of knowledge whether in or out of doors is of +benefit.</p> + +<p>How often a housekeeper wishes she could tell about +how much material to buy for this or that purpose without +getting the yard stick and measuring. The seamstress +and dressmaker must judge length and width and even +height, and the cook constantly has need of a sense of +quantity and size. The photographer, the pioneer, the +camper, all must know measurements. This matter of +judging is something we are called upon to do much +more than we have realized. The point is how can we +learn the trick? We should start with something we +know and compare to it something whose size we do not +know. This is where knowing your personal measurement +will be of value. Always prove when practicing +your idea, otherwise you will not improve your ability. +That is, make your estimate, then see how near right it is +by measuring. Learn to know how an inch, a foot, a yard +look. Then work with longer lengths out of doors with +several feet, and several yards. Fences, roads, streets, +dooryards, houses, all can be judged as to length.</p> + +<p>Height is less easy to estimate for we are not so accustomed +to looking up and down as we are to looking<span class='pagenum'><a name="Page_473" id="Page_473">[473]</a></span> +forward or back and forth, but the same rules hold good. +Learn to know the height of a chair seat, a table, your +own height, a room, a house, trees: by measuring and +looking, and looking and measuring, you will <ins title="Transcriber's Note: original reads 'accomlish'">accomplish</ins> +much.</p> + +<p>To learn to judge weight begin by holding in your hand +something that weighs a pound; after holding it a few +moments put it down and then take it up again always +trying to sense the weight. Do not use your eyes, only +your hand. Try a two pound weight and so on. Then +take up something else the weight of which you do not +know and see if you can tell its weight. Practice, patience +and memory are necessary in this work.</p> + +<p>There is another way of judging weight, one in which +our eyes help us. Knowing how a pound of butter looks +as to size we can judge the weight of a mass of butter by +looking at it and comparing it mentally with what we +know. We can follow this method in judging the weight +of different goods, but as each kind when put in pound +quantities looks more or less different from every other +kind, experience and knowledge of the character of the +goods is necessary. A pound of butter and a pound of +feathers do not make the same size bundle so the weight +of each could not be judged by the same eye standard.</p> + +<p>By practice a Girl Scout should be able to do the following +things in the way of judging height, weight and distance:</p> + +<div class="hang1">(1) Be able to judge within 25 per cent the following: +Height of a tree, house, pole, etc., not exceeding +50 feet. Material, 1, 3, 15, 18, 27, 30, 36, +42 and 56 inches. Diameter of the trunk of a +tree, a pole, water pipe or similar object. Distance +of 6, 10, 15, 25 and 100 feet. (This is useful in +camera work.)<span class='pagenum'><a name="Page_474" id="Page_474">[474]</a></span></div> + + +<div class='hang1'>(2) Pick out from a miscellaneous assortment bottles +of 2, 4, 6 and 8 ounces. Bottles of 1 pint, 1 quart, +1 gallon. Pails, 1 pint, 1 quart, 2 quarts, 1 gallon.</div> + +<div class='hang1'>(3) Be able without scales to weigh out specified +amounts of sugar, flour or other household materials, +for example, 1, 5 or 10 pounds.</div> + +<div class='hang1'>(4) Be able to pick out from an assortment, packages +of rice, tea, cornmeal, etc., weighing 1/2, 1, 2, 5 +and 10 pounds.</div> + +<div class='hang1'>(5) Be able to give in the usual measures, either +avoirdupois or metric, capacity of the standard +teaspoon, tablespoon, teacup.</div> + +<div class='hang1'>(6) Be able to tell when you have walked a mile in +open country. This may be done by using Scout's +Pace for 12 minutes, on a fifty walk, fifty run +rhythm, or by knowing one's own walking step +length.</div> + +<div class='hang1'>(7) Be able to judge of spaces between distant objects +such as the distance between two trees, the +width of a road, or a brook, by the triangulation +method.</div> + + +<div class='center'><br /><b>USEFUL PERSONAL MEASURES</b></div> + +<p>It is sometimes a great convenience to measure a length +of ribbon, lace or other goods without the use of a rule +or tape measure; but what shall we use in their place? +Look at your thumb—how long is it from the end to the +first joint? And the middle finger, from the end to the +knuckle on the back of the hand? Isn't it nearly four and +one-half inches or one-eighth of a yard? That is what +the average grown person's finger measures. To get the +correct length of your finger, hold the end of a tape +line to the end of the finger with the thumb of the same +hand, draw the tape measure tight over the bent finger to +the knuckle. This is a very useful measure for short +lengths.<span class='pagenum'><a name="Page_475" id="Page_475">[475]</a></span></p> + +<p>Another measure for longer lengths is the distance +from the end of your nose, when your head is turned +sharply to one side, to the end of your thumb when your +arm is stretched straight out from the shoulder in the +opposite direction. Measure and find out this distance +for yourself by holding the very end of a ribbon, tape or +rope with the left hand to the end of the nose, head +turned to the left, and with the right hand run the fingers +along the edge of the ribbon until it is stretched to arm's +length. Marking the ribbon with a pin where the right +thumb and forefinger have held it, measure the distance +with a yard measure or rule from the end of the ribbon +to the pin. This length will be about the same as the +standard unit of length used in this country. When measuring +a long length of goods, use the point held by the +right hand as the starting point to be held by left hand.</p> + +<p>If you know the distance between the end of your little +finger and the end of your thumb when they are stretched +apart, the palm of the hand being flat, you can measure +a distance such as the length of a table, shelf, pole, +etc. When judging the height of a person, remember that +the distance from the top of the head to the chin is about +one-ninth of the height of the body. The distance between +the middle fingers when the arms are stretched +straight out from the shoulders is about equal to the +height of the body.</p> + +<p>Another personal measure that is of value is the length +of one's average pace or stride; that is, the distance from +the toe of one boot to the toe of the other when walking +a natural gait. It is also useful to know the average +number of paces taken in walking a given distance, such +as a mile, and the time required to make them. All of +this information can be obtained in a very simple way. +Measure off as accurately as possible 220 yards, which is +one-eighth of a mile, or take a known distance, and pace<span class='pagenum'><a name="Page_476" id="Page_476">[476]</a></span> +it back and forth at least eight times, but not all in one +day. Each time keep a record of the number of paces +taken and the time required to pace the distance. Divide +the sum of the paces by the number of times paced and +the result will be the average number of paces for the +distance. Then divide the whole distance by the average +number of paces and get the average length of your +pace. Divide the sum of the minutes spent in pacing the +distance by the number of times paced, and get the average +length of time required to walk the distance. When +the average length of pace is known, the distance between +two points can be quite accurately estimated by pacing, if +the ground is open, level and solid. If up or down grade, +if the ground is muddy or heavy, or there are other +causes which retard the gait, a reduction must be made.</p> + +<p>None of the above methods for measuring are scientific, +therefore are not accurate, but they are useful ways +of measuring <i>approximately</i> lengths and distances by +means of a guide always at hand.</p> + + +<div class='center'><br /><b>2. MAP MAKING FOR GIRL SCOUTS</b></div> + +<p>The word map calls to our mind a picture of lines, +angles, dots and circles which tell us something about a +position of the surface of the earth. It gives us an idea +of distance and direction, indicates heights and sometimes +tells of interesting land conditions. What we see are +but symbols representing a more or less true picture. +This method of telling a story is very old; as long ago +as 1370 B. C. it was used to show the location of the then +famous Nubian Gold Mines. This ancient map is now +preserved in the Museum of Turin.</p> + +<p>Later, in 611 B. C. the first map of the world was +made—the world as men knew it then. They thought +it was like a hollow cylinder and surrounded by a river. +By 276 B. C. maps were used and understood quite generally.<span class='pagenum'><a name="Page_477" id="Page_477">[477]</a></span></p> + +<p>They were named originally after the material upon +which they were painted or drawn. Map from Mappa, +meaning cloth, and chart from charta, meaning parchment. +Even today maps are made on cloth when for +use in the open by cyclists, military men, and so forth, +and charts are those maps filling the needs of seamen. +Savage tribes used maps made of horn, bone and wood.</p> + +<p>In the 15th century the first printed maps were made +and now many processes are used in reproducing these +valuable and necessary graphic pictures, every line and +dot of which have been made out of someone's experience. +The explorer, the pioneer, the navigator, all contributing +to the store of knowledge of the earth's surface, +and many times having thrilling adventures, surviving terrible +conditions that the earth may be known as it really +appears.</p> + +<p>Although maps are made to scale and every distance +computed most accurately by the use of very fine instruments, +Scouts can accomplish the real purpose of maps +in a small and simple way, for they are after all, but +guides to those who follow.</p> + +<p>Knowing a delightful road or trail, one can by a map +guide others to it, or by making a map of a city, or country +district helps a stranger to find his way about. Our +maps must contain as the all important features: Direction, +Distance, Points of Identification, and the explanation +on the margin of the map of all symbols or conventional +signs used. For hiking purposes a starting-point +and a goal are necessary, all cross-roads must be indicated—streams, +bridges, trails, springs, points of interest, vantage +points for extended views, and so forth.</p> + +<p>A city map should note beside streets, the car lines or +bus lines, public buildings, library, churches, hotels, +stores, police station, public telephone booths, a doctor's +office, fire alarm box and post box.<span class='pagenum'><a name="Page_478" id="Page_478">[478]</a></span></p> + +<p>A village map should show in addition the way to the +nearest large town or city, give the railroad station, and +so forth.</p> + +<p>Direction is shown by symbol, an arrow or a line with +an N pointing to the North, which should be at the top of +the map, and all lines and signs should be made in relation +to it.</p> + +<p>Distance is shown by what is known as scale. It would +be impossible and unnecessary in making a map to use the +exact measurements of distances existing in any given +portion of the country, but we can indicate those distances +by drawing our map even though very small so that lines, +angles, circles and dots will bear the same relation to each +other as the points they represent bear to each other. +This is done by using a small measure to represent a large +measure. If 1 inch was used to represent a mile, a map +showing 80 square miles of ground, measuring 8×10 +miles could be drawn on a comparatively small piece of +paper. Whatever scale is used must be noted on the map, +however.</p> + +<p>The true distances are found by pacing or by triangulation. +The interesting, helpful and necessary points are +learned by observation. These are the real guides when +using a map and these should be placed most correctly. +Some of the symbols most generally used in map making +are shown in the accompanying cut.</p> + +<p>To be able to read a map is quite as important as making +one. Signs must be understood, distances read, and +directions known. It will help in ascertaining the latter +point to hold the map so its position will be true to the +points of the compass—the East to the East. This is +called orienting a map.</p> + +<div class="figcenter" style="width: 411px;"> +<img src="images/i136.png" width="411" height="700" alt="CONVENTIONAL SIGNS OF MAP MAKING" title="" /> +<span class="caption">CONVENTIONAL SIGNS OF MAP MAKING</span> +</div><p><span class='pagenum'><a name="Page_479" id="Page_479">[479]</a></span></p> + +<div class="figcenter" style="width: 423px;"> +<img src="images/i137.png" width="423" height="700" alt="MORE CONVENTIONAL SIGNS OF MAP MAKING" title="" /> +<span class="caption">MORE CONVENTIONAL SIGNS OF MAP MAKING</span> +</div><p><span class='pagenum'><a name="Page_480" id="Page_480">[480]</a></span></p> + +<div class="figcenter" style="width: 423px;"> +<img src="images/i138.png" width="423" height="700" alt="MAP OF GIRL SCOUT CAMP MADE BY SCOUT" title="" /> +<span class="caption">MAP OF GIRL SCOUT CAMP MADE BY SCOUT</span> +</div><p><span class='pagenum'><a name="Page_481" id="Page_481">[481]</a></span></p> + +<p>A sketch map, not made to scale or true as to direction +or distance, but giving enough accurate information to +serve in guiding a stranger truly, can be made very<span class='pagenum'><a name="Page_482" id="Page_482">[482]</a></span> +quickly and easily if the district sketched has been observed +closely. Observation is at the root of map making.</p> + +<p>The reproduced sketch of a map made by Girl Scout, +will be a guide to the Scout who is learning how to tell +a story by symbols.</p> + + +<div class='center'><br /><b>THE COMPASS</b></div> + +<div class="blockquot"><p>The Mariner's Compass is an instrument which shows where +the North, and other directions, are. Boxing the Compass consists +in enumerating the points beginning with North and working +around the circle as follows:</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Compass Points"> +<tr><td align='center'>NORTH</td></tr> +<tr><td align='left'>North by East</td></tr> +<tr><td align='left'>North, Northeast</td></tr> +<tr><td align='left'>Northeast by North</td></tr> +<tr><td align='left'>Northeast</td></tr> +<tr><td align='left'>Northeast by East</td></tr> +<tr><td align='left'>East, Northeast</td></tr> +<tr><td align='left'>East by North</td></tr> +<tr><td align='center'>EAST</td></tr> +<tr><td align='left'>East by South</td></tr> +<tr><td align='left'>East, Southeast</td></tr> +<tr><td align='left'>Southeast by East</td></tr> +<tr><td align='left'>Southeast</td></tr> +<tr><td align='left'>Southeast by South</td></tr> +<tr><td align='left'>South, Southeast</td></tr> +<tr><td align='left'>South by East</td></tr> +<tr><td align='center'>SOUTH</td></tr> +<tr><td align='left'>South by West</td></tr> +<tr><td align='left'>South, Southwest</td></tr> +<tr><td align='left'>Southwest by South</td></tr> +<tr><td align='left'>Southwest</td></tr> +<tr><td align='left'>Southwest by West</td></tr> +<tr><td align='left'>West, Southwest</td></tr> +<tr><td align='left'>West by South</td></tr> +<tr><td align='center'>WEST</td></tr> +<tr><td align='left'>West by North</td></tr> +<tr><td align='left'>West, Northwest</td></tr> +<tr><td align='left'>Northwest by West</td></tr> +<tr><td align='left'>Northwest</td></tr> +<tr><td align='left'>Northwest by North</td></tr> +<tr><td align='left'>North by West</td></tr> +<tr><td align='center'>NORTH</td></tr> +</table></div> + + + +<div class='center'><br /><b>How to Find Points of Compass Without a Compass</b></div> + +<p>Every Scout should be able to find the North without a compass. +By day the sun will tell you where the North is, and the +stars by night.</p> + + +<div class='center'><br /><b>How to Tell the Points of the Compass by the Sun</b></div> + +<p>The sun rises in the east and sets in the west. Any time before +noon, if you stand facing the sun, North is at your left hand: +after noon, if you face the sun, North is at your right hand.</p> + +<p>The Phoenicians, who sailed round Africa in ancient times, +noticed that when they started the sun rose on their left-hand +side—they were going south. Then they reported that they got to +a strange country where the sun got up in the wrong quarter, +namely on their right hand. The truth was that they had gone +round the Cape of Good Hope and were steering north again up +the coast of Africa.</p></div><p><span class='pagenum'><a name="Page_483" id="Page_483">[483]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i139.png" width="400" height="398" alt="Mariner's Compass" title="" /> +</div> + +<p>Probably the most accurate way to find North, if you have +no compass, is to use an open-faced watch. Holding the watch +flat, turn it so that the small or hour hand points directly toward +the sun. The South will then be half way between the hour hand +and the figure XII on the dial. Before noon the halfway point is +between the hour hand and XII clockwise, and after noon it is +between the hour hand and XII counter-clockwise.</p> + + +<div class='center'><br /><b>How to Find North by the Stars</b></div> + +<p>All stars appear to rise in the east and set in the west, which +is really due to our earth turning around under them. But one +star never moves in relation to us, and that is Polaris, the North +Star, which stands still over the north pole to show us where North +is.<span class='pagenum'><a name="Page_484" id="Page_484">[484]</a></span></p> + + +<div class='center'><br /><b>3. KNOTS AND THEIR USES FOR GIRL SCOUTS</b></div> + +<p>It doubtless seems very strange to you that a Girl +Scout should have to know how to handle a rope and +tie knots according to rules. Most people have never +dreamed that there are rules for these things; they have +made knots, when necessary, in a way peculiar to themselves +and have been quite surprised that the knots come +out when they are expected to hold fast and hold fast +when they are expected to come out.</p> + +<p>Ropes and knots have been in use by all peoples for +many years. The rules concerning them have been developed +and perfected as time has passed until now +there is no question as to the usefulness of these things +and the way to handle them correctly.</p> + +<p>As the sailors and the engineers have worked with +ropes and knots more than others, it is to them that we +go for our information. We need all we can get, for today +in nearly all forms of occupation twine, cord and +rope are used and knots are tied. As the Girl Scout +who wants to be a Golden Eaglet takes up many of these +occupations, she needs to know how to tie knots quickly, +in the dark if necessary, and correctly, for then they +will hold fast yet can be readily untied. These are +essential requirements to be remembered, but just as +important is the fact that purposes and uses of knots +differ greatly.</p> + +<p>Every Scout should have five feet of one-quarter inch +Manila rope, whipped at both ends. With this small +piece, which only represents the much larger rope needed +in many cases for practical purposes, all of the required +knots can be made and nearly all of their uses demonstrated.</p> + +<p>Have you ever made a blanket roll, put it across your +shoulder, hiked through the woods or over the hills for +a sleep in the open? Where would all your necessary<span class='pagenum'><a name="Page_485" id="Page_485">[485]</a></span> +articles have been if you had not tied them snugly in the +roll? Without them you would have been far from +happy.</p> + +<p>Or have you pulled a sled up a long hill over and +over again for the sake of the slide down? How about +the little knots that held the rope in place—did you ever +think of them? There are many things we do for the +sake of a good time where knots and rope are indispensable.</p> + +<p>An interesting story is told by a Girl Scout who +watched two men trying to hang a very large and heavy +curtain which was to be used as part of the stage setting +for an entertainment. The men tried to tie two ropes +together, one of which was considerably larger than +the other. Every knot they tied was pulled out by +the weight of the curtains. Finally the men were quite +ready to say "It cannot be done." It was then that +the Girl Scout offered her services. The men looked +at her doubtfully, but said, "Go ahead." Of course she +tied a knot that held fast; then she had to teach it to +the men. You see, she could be helpful, for she knew +the kind of knot that would hold two ropes of unequal +thickness together and knew how to make it.</p> + +<p>Did you ever notice how few people know how to +tie bundles and packages securely and neatly? Yet this +is a most helpful thing to do. Parcels that go through +the post or by express are handled roughly and unless +tied with special care they are not delivered in good +condition.</p> + +<p>Sometimes we find ourselves in the midst of unusual +surroundings where we can be of service if we know +what to do and how to do it. A Scout is sometimes +called upon to give First Aid, possibly to tie on splints, +a bandage, or a sling; or use a life-line.</p> + +<p>Once a boat was swept over one of the lesser falls<span class='pagenum'><a name="Page_486" id="Page_486">[486]</a></span> +at Niagara. In it were three people—a father, mother +and their son. A group of men and women standing on +the bridge saw the accident; one of them ran for a rope +and threw the end over the side of the bridge calling +to those in the water to catch it. One succeeded, but +the rope slipped through his hands almost immediately +because there was neither a loop nor a knot to hold on to.</p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i140.png" width="400" height="431" alt="1. Square or Reef Knot" title="" /> +<span class="caption">1. Square or Reef Knot</span> +</div> + +<p>These stories, which are true, make us realize the<span class='pagenum'><a name="Page_487" id="Page_487">[487]</a></span> +importance of knowing something of ropes and knots, +that we may Be Prepared when our services are needed.</p> + + +<div class='center'><br /><b>Parts of a Rope</b></div> + +<p>The three parts of a rope are:</p> + +<div class="hang1">1. The End, the part used in leading;</div> + +<div class="hang1">2. The Bight, a loop made by bending the rope back +on itself and holding it in place;</div> + +<div class="hang1">3. The Standing Part, the long portion of the rope +not used when tying a knot.</div> + + +<div class='center'><br /><b>1. Square or Reef Knot</b></div> + +<p>The name of the knot the purpose of which is to tie +together two ends of equal thickness, either to make +them fast or to lengthen a rope, is the Square or Reef +knot. It is made so that the ends come out alongside +of the standing part and the knot will not jam. It is +used when tying bundles, such as the blanket-roll, and +packages; for tying on splints, fastening the ends of a +sling or mending broken strings, ropes or cords, as shoestrings, +clotheslines, etc. It is the knot used more commonly +than any other.</p> + +<p>To make the Square Knot:</p> + +<p>Take an end in each hand;</p> + +<p>Cross the end in the right hand over the end in the +left hand;</p> + +<p>Bend it around the rope in the left hand;</p> + +<p>Cross the end in the left hand over the end in the +right hand;</p> + +<p>Bend it around the rope in the right hand;</p> + +<p>Pull tight.</p> + + +<div class='center'><br /><b>2. Sheet-bend</b></div> + +<p>Another knot that is used for tying two ends together, +generally those of unequal thickness, or for fastening an +end to a permanent loop, is the Sheet-bend.<span class='pagenum'><a name="Page_488" id="Page_488">[488]</a></span></p> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i141a.png" width="400" height="137" alt="2a. Sheet Bend: Loose" title="" /> +<span class="caption">2a. Sheet Bend: Loose</span> +</div> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i141b.png" width="400" height="109" alt="2b. Sheet Bend: Drawn Tight" title="" /> +<span class="caption">2b. Sheet Bend: Drawn Tight</span> +</div> + +<p>To make a Sheet-bend:</p> + +<p>Make in the end of the larger rope a small bight or +use the permanent loop in its place;</p> + +<p>Pass the end of the smaller rope up through the bight;</p> + +<p>Under the bight;</p> + +<p>Over the bight;</p> + +<p>Under its own standing part;</p> + +<p>Pull the loops tight.</p> + +<p>This is the way the Girl Scout tied the rope together +for the stage hands.</p> + + +<div class='center'><br /><b>3. Bowline-Knot</b></div> + +<p>If the people on the bridge at Niagara Falls had made +a Bowline-knot in the end of the rope before throwing +it as a life-line they might have saved one if not three +lives. A Bowline is used chiefly for hoisting and lowering; +it can be used for a halter or with the Sheet-bend in +making a guard-line or fence. It is a knot holding fast +a loop which can be made of any size and which will +not jam or give.</p> + +<p>To make a Bowline-knot:<span class='pagenum'><a name="Page_489" id="Page_489">[489]</a></span></p> + +<p>Take the end in the right hand;</p> + +<p>Draw the rope toward you over the palm of the left +hand, measuring off as much as is needed to make the +required size loop;</p> + +<p>Drop the end;</p> + +<p>Make a small bight in the palm of the left hand by +turning the rope toward the ends of the fingers;</p> + +<p>Take the end in the right hand;</p> + +<p>Pass it up through the bight;</p> + +<p>Back of and around the standing part;</p> + +<p>Down through the bight;</p> + +<p>Pull the end and the rope forming the loop against +the standing part.</p> + +<p>When the Bowline is used for hoisting or lowering +a person as in case of fire, the loop should be large +enough to be used as a seat; it should be passed over +the head and shoulders, the standing part in front of +the body, to be held on to with both hands.</p> + +<p>When using a rope for a life-line:</p> + +<p>Fasten securely one end to something that will not give.</p> + +<p>Make a Bowline at the other end of the line large +enough to go over the head and shoulders;</p> + +<p>Hold the knot in the right hand, the end toward you;</p> + +<p>Take the standing part in the left hand, measure off +about three feet of rope;</p> + +<p>Draw the rope toward you, pass it over the palm of +the right hand and hold fast.</p> + +<p>Again measure off the same amount, draw the rope +toward you, pass it over the palm of the right hand, and +hold fast;</p> + +<p>Continue this process until enough rope is coiled to +more than cover the distance to the person in the water.</p> + +<p>Grasp the coil firmly in the right hand;</p> + +<p>Hold the standing part in the left hand;</p> + +<p>Draw the right arm back from the shoulder;<span class='pagenum'><a name="Page_490" id="Page_490">[490]</a></span></p> + +<div class="figcenter" style="width: 390px;"> +<img src="images/i142.png" width="390" height="450" alt="3. Bowline" title="" /> +<span class="caption">3. Bowline</span> +</div> + +<p>Swing the arm forward and throw the coil out over +the water to the person in distress;</p> + +<p>Make sure that the person in the water gets a firm +grasp on the rope;</p> + +<p>Quickly take the standing part in both hands;</p> + +<p>Pull on the rope with a hand over hand motion, keep +the line taut and pull the person to safety.</p> + +<p>Do not make the mistake of throwing the coil "up"; +throw it <i>out</i> over the water.<span class='pagenum'><a name="Page_491" id="Page_491">[491]</a></span></p> + +<p>The important points to remember when using a rope +for rescue work are to fasten the free end so the rope +will not slip out of reach; to coil the rope properly so +it will not kink or knot when let out; and to make a +Bowline large enough to go around the body.</p> + +<p>When a group of Scouts make a guard line, each girl +makes a Bowline in the end of her rope, large enough +to put her hand through, fasten her right-hand neighbor's +rope to it by means of a Sheet-bend and holds her +portion of the line in place by using the Bowline in her +rope for a handle.</p> + + +<div class="figcenter" style="width: 425px;"> +<img src="images/i143.png" width="425" height="252" alt="4. Two Half-Hitches" title="" /> +<span class="caption">4. Two Half-Hitches</span> +</div> + +<p>Two Half-hitches are used to make fast an end of +rope to a pole, post, etc. It is a knot that can be easily +undone. It is used for hauling, fastening awning ropes, +flag ropes, etc.</p> + +<p>To make a Half-hitch:</p> + +<p>Take the end in the right hand;</p> + +<p>Pass the end under and around the pole;</p> + +<p>Around the standing part:</p> + +<p>Under itself, forming a bight out of which the standing +part comes. Repeat this for the second half-hitch, +using standing part in place of pole.<span class='pagenum'><a name="Page_492" id="Page_492">[492]</a></span></p> + + +<div class="figcenter" style="width: 270px;"> +<img src="images/i144.png" width="270" height="450" alt="5. Clove-Hitch" title="" /> +<span class="caption">5. Clove-Hitch</span> +</div> + +<p>The purpose of a Clove-hitch, which is also called +the Builders' Knot, is to make fast an end of rope, generally +to a post or tree. This knot holds securely and +does not slip laterally. It is of value when tethering +an animal or tying a boat. It can be used for fastening +an awning rope, tent ropes, for tying on splints or fastening +the end of a bandage when it is used to confine a delirious +person.</p> + +<p>A fence or guard-line can be made where trees or posts +are available by tying the end of the rope by means of +a Half-hitch to the first tree, and then using a Clove<span class='pagenum'><a name="Page_493" id="Page_493">[493]</a></span>-hitch +on the other trees or posts.</p> + +<p>To tie the Clove-hitch:</p> + +<p>Take the end in the right hand;</p> + +<p>Pass it around the post;</p> + +<p>Over the standing part;</p> + +<p>Continue around the post;</p> + +<p>Under the standing part;</p> + +<p>Slip the end up through the lower loop;</p> + +<p>Pull tight.</p> + + +<div class="figcenter" style="width: 435px;"> +<img src="images/i145.png" width="435" height="241" alt="6. Sheep-Shank" title="" /> +<span class="caption">6. Sheep-Shank</span> +</div> + +<p>The purpose of a Sheep-shank is to take up slack or +shorten a rope temporarily. It is used on tent ropes, +tow lines.</p> + +<p>To make the Sheep-shank:</p> + +<p>Cross the hands and take hold of the rope;</p> + +<p>Take up the slack by drawing the hands past each +other;</p> + +<p>Hold the two long loops firmly in one hand;</p> + +<p>Make a bight in the rope between the loop and the end;</p> + +<p>Pass the loop through the bight;</p> + +<p>Do the same thing at the other end.<span class='pagenum'><a name="Page_494" id="Page_494">[494]</a></span></p> + +<p>The knot will stay in place so long as the rope is taut.</p> + +<p>If it is necessary to shorten a rope when neither end +is held fast, make the Sheep-shank and pass each end +through the bight nearest to it.</p> + + +<div class="figcenter" style="width: 300px;"> +<img src="images/i146.png" width="300" height="86" alt="Ready For Transportation or Storage" title="" /> +<span class="caption">Ready For Transportation or Storage</span> +</div> + +<p>When in uniform a Girl Scout hangs her rope on a +belt-hook placed in her belt or skirt-binding.</p> + +<p><i>To have the rope in a convenient form:</i></p> + +<p>Make two loops five or six inches long at one end +of the rope;</p> + +<p>Leaving a small bight at the top to go over the hook, +bind the loops together by winding the standing part +around them;</p> + +<p>Hold the end fast by putting it through the remaining +bight.</p> + +<p><i>To serve or whip the ends of a Scout rope so they +will not fray:</i></p> + +<p>Take a piece of soft twine twelve or fourteen inches +long;</p> + +<p>Make a loop two inches long at one end;</p> + +<p>Lay the loop on the rope, the end of the twine extending +beyond the rope end an inch;</p> + +<p>Bind the rope and loop together by winding the standing +part tightly and closely around them;</p> + +<p>Slip the end down through the loop, which must not +be entirely covered by the binding;</p> + +<p>Pull the other end of the twine and draw the loop +under the binding.</p> + +<p>As the twine will be held fast, the ends can be cut off +close to the rope.<span class='pagenum'><a name="Page_495" id="Page_495">[495]</a></span></p> + +<p>A "knot board," showing the various knots tied perfectly +and names attached, ends of rope whipped, bights, +loops and coils, is an interesting bit of work for a Troop +of Girl Scouts to do. The board hung in the Troop +room would be a help to new Scouts, and it could be +loaned to Troops that are not registered, but are learning +the Tenderfoot test, which includes knot-tying.</p> + + +<div class='center'><br /><b>Glossary</b></div> + +<div class="hang2">Belt-hook—A double hook in the form of the letter S. +Sometimes called S-hook.</div> + +<div class='hang2'>Bight—A loop made by bending a rope back on itself +and holding it in place.</div> + +<div class='hang2'>Coil—A series of rings, one on top of another, into which +a rope is wound.</div> + +<div class='hang2'>Cord—A string or small rope composed of several strands +of thread or vegetable fiber twisted and woven together.</div> + +<div class='hang2'>End—One of the terminal points of that which has more +length than breadth. The part of a rope used in +leading.</div> + +<div class='hang2'>Hemp—An annual herbaceous plant. The fiber, obtained +from the skin or rind by rotting the stalks of the +plant under moisture is prepared in various ways +for twisting into ropes, cables, and weaving coarse +fabrics.</div> + +<div class='hang2'>Knot—An interlacement of twine, cord, rope or other +flexible material formed by twisting the ends about +each other and then drawing tight the loop thus +made.</div> + +<div class='hang2'>Life-line—A rope used in rescuing; it should have a +Bowline in one end and the other end should be +secured to something that will not give.</div> + +<div class='hang2'>Loop—An opening through which something can be +passed.<span class='pagenum'><a name="Page_496" id="Page_496">[496]</a></span></div> + +<div class='hang2'>Manila rope—A rope made from Manila hemp, a fibrous +material which is obtained from the leaves of plants +which grow in the Philippine Islands.</div> + +<div class='hang2'>Rope—A cord of considerable thickness, technically over +one inch in circumference. Ropes are made of hemp, +manila, flax, cotton or other vegetable fiber or of +iron, steel or other metallic wire. A rope is sometimes +called a line. They are composed of threads +which are spun or twisted into strands and the finished +ropes have special names, according to the +number of the strands, and the various sizes are +indicated by the circumference in inches.</div> + +<div class='hang2'>Standing part—The long portion of a rope not used when +tying a knot.</div> + +<div class='hang2'>String—A slender cord, a thick thread.</div> + +<div class='hang2'>Twine—A double thread; a thread made of two strands +twisted.</div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_497" id="Page_497">[497]</a></span></p> +<h2>SECTION XVIII</h2> + +<h3>GIRL SCOUT PROFICIENCY TESTS AND +SPECIAL MEDALS<a name="proficiency" id="proficiency"></a></h3> + +<div class='center'>For details regarding these badges see the<br /> +"BLUE BOOK OF RULES FOR GIRL SCOUT CAPTAINS"</div> + + +<div class='center'><br /><b>CONTENTS</b></div> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Tests"> +<tr><td align='right'>I.</td><td align='left'> Introduction to Proficiency Tests.</td></tr> +<tr><td align='right'>II.</td><td align='left'> Proficiency Tests:</td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 1em;">*** Subjects marked thus are specially recommended for First Class Scouts or girls at least sixteen years old.</span></td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 1em;">**** Subjects marked thus are for Scouts eighteen years and over.</span><br /><br /></td></tr> +<tr><td align='left' colspan='2'><div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Proficiency Tests"> +<tr><td align='left'>Artist</td><td align='left'>Economist</td><td align='left'>Milliner</td></tr> +<tr><td align='left'>Athlete***</td><td align='left'>Electrician</td><td align='left'>Motorist****</td></tr> +<tr><td align='left'>Bee-Keeper</td><td align='left'>Farmer</td><td align='left'>Musician</td></tr> +<tr><td align='left'>Bird Hunter</td><td align='left'>First Aide***</td><td align='left'>Needlewoman</td></tr> +<tr><td align='left'>Bugler</td><td align='left'>Flower Finder</td><td align='left'>Pathfinder</td></tr> +<tr><td align='left'>Business Women*** </td><td align='left'>Gardener</td><td align='left'>Photographer</td></tr> +<tr><td align='left'>Canner</td><td align='left'>Handy Woman</td><td align='left'>Pioneer***</td></tr> +<tr><td align='left'>Child Nurse</td><td align='left'>Health Guardian*** </td><td align='left'>Rock Tapper</td></tr> +<tr><td align='left'>Citizen***</td><td align='left'>Health Winner</td><td align='left'>Sailor***</td></tr> +<tr><td align='left'>Cook</td><td align='left'>Home Maker</td><td align='left'>Scribe</td></tr> +<tr><td align='left'>Craftsman</td><td align='left'>Home Nurse***</td><td align='left'>Signaller</td></tr> +<tr><td align='left'>Cyclist</td><td align='left'>Horsewoman</td><td align='left'>Star Gazer</td></tr> +<tr><td align='left'>Dairy Maid</td><td align='left'>Hostess</td><td align='left'>Swimmer</td></tr> +<tr><td align='left'>Dancer</td><td align='left'>Interpreter</td><td align='left'>Telegrapher</td></tr> +<tr><td align='left'>Dressmaker</td><td align='left'>Journalist****</td><td align='left'>Zoologist</td></tr> +<tr><td align='left'>Drummer</td><td align='left'>Laundress</td></tr> +</table></div></td></tr> +<tr><td align='right'><br />III.</td><td align='left'><br /> Group Badge</td></tr> +<tr><td align='right'>IV.</td><td align='left'> Golden Eaglet.</td></tr> +<tr><td align='right'>V.</td><td align='left'> Special Medals:</td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 1em;">Attendance Stars</span></td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 1em;">Life Saving Medals</span></td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 2em;">Bronze Cross</span></td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 2em;">Silver Cross</span></td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 1em;">Medal of Merit</span></td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 1em;">Thanks Badge</span></td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 1em;">Community Service Award</span></td></tr> +<tr><td align='left'> </td><td align='left'> <span style="margin-left: 1em;">Scholarship Badge</span></td></tr> +</table></div> + + + +<p><span class='pagenum'><a name="Page_498" id="Page_498">[498]</a></span></p> + +<h3><br />Proficiency Tests and Merit Badges</h3> + +<div class='center'>1. INTRODUCTION</div> + +<p>A girl must be a Second Class Scout before receiving a Merit Badge +in any subject. However, this does not mean that she cannot begin to +study her subject and plan for passing the test at any time.</p> + +<p>Proficiency in these tests is to be determined by the Local Council, +or by persons competent (in the opinion of the Council) to judge it. If +no Local Council exists, certificates should be secured from persons +competent to judge each subject, such as teachers of music, dancing +or drawing, riding masters, motorists, electricians, milliners, dressmakers, +artists, craftsmen, scientists and so forth. These certificates +should be sent to the National Headquarters or to the nearest District +Headquarters for inspection. Headquarters will either pass on these, +or indicate the nearest local body competent to deal with them.</p> + +<p>The tests as given are topical outlines of what a Scout should know +about the subject rather than formal questions. Captains and others +giving the tests will adapt the wording to the needs of the particular case.</p> + +<p>With many subjects a list of standard references is given. It is +desirable that a girl should read at least one of these books, not in +order to pass an examination but that she may be familiar with the +general field and the great names and principles associated with it. Where +a whole troop is working on a subject, portions of the books may be read +at troop meetings, or several Scouts can read together and discuss their +impressions.</p> + +<p>It is important that every Girl Scout should understand that the +winning of any one of the following Merit Badges does not mean that +she is a finished expert in the subject.</p> + +<p>What does it mean then? It means three things:</p> + +<div class="hang1">1. She has an intelligent interest in the subject</div> + +<div class="hang1">2. She has a reasonable knowledge of its broad principles</div> + +<div class="hang1">3. She is able to present some practicable proofs of her knowledge, +so that a competent examiner can see that she has not simply +"crammed it up" from a book. Doing, not talking or writing +is the principle of the Girl Scouts</div> + +<p>One of the great things about these Merit Badges is that they require +a definite amount of perseverance. This is a quality in which women +are sometimes said to be lacking; if this is a fair criticism, the Merit +Badges will certainly test it.</p> + +<p>Nobody compels any Scout to earn these Badges; she deliberately +chooses to do so. Therefore, to fail in a task she has voluntarily set herself, +comes straight back to her and shows her what stuff she is made of. +For while it is of no particular importance how many things you start +in this life, it is of great importance how many things you finish! Out +OF GOODNESS of heart, or quick interest, or sudden resolution, a girl will +start out to master a subject, earn a certain sum of money, make something +for herself or someone else, form some good habit or break some bad +one; and after her first enthusiasm has died out, where is she? So that +a great many people laugh at a girl's plans—and with reason.</p> + +<p>Now while this may be merely amusing, so long as it affects only the +girl herself, it becomes very annoying when other people's affairs are +involved, and may be positively dangerous if carried too far. If your +life depended upon a Girl Scout's efforts to resuscitate you from drowning, +you would be very glad if she stuck to it. But if she happened to be a +girl who had started to win five different Merit Badges, and had given +them all up, half way through, what sort of chance do you think you would +have?</p> + +<p>Girl Scouts are slower to begin than other girls, perhaps, but they +stick to it till they've made good. "She carried that through like a Girl +Scout" ought to become a common saying.<span class='pagenum'><a name="Page_499" id="Page_499">[499]</a></span></p> + + +<div class='center'><br /><b>2. PROFICIENCY TESTS</b></div> + + +<div class='center'><a name="Artist" id="Artist"></a> +<table border="0" cellpadding="16" cellspacing="0" summary="Artist"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i147-artist.png" width="150" height="148" alt="Artist" title="" /> +</div></td><td align='center'><b>ARTIST<br /> +SYMBOL—A PALETTE</b></td></tr> +</table></div> + + + + +<p>Submit a drawing, a painting, or a model of sculpture which in the +judgment of a competent professional represents a sufficiently high +order of ability to merit recognition.</p> + +<div class="blockquot"><p>This badge is offered with the object of encouraging a talent already +existing, and it is not suggested that Girl Scouts should select this +badge unless they are possessed of sufficient natural talent to warrant +presenting their work to a good judge. The standard required for +winning the badge is left to the judgment of the professional as it is +impossible for the organization to lay down strict requirements in +these subjects.</p></div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Children's Book of Art," A. E. Conway, Adam and Charles Black.</p> + +<p>"Knights of Art," Amy Steedman, George W. Jacobs and Company.</p> + +<p>"Gabriel and the Hour Book," Evaleen Stein.</p> + +<p>"Apollo," by S. Reinach, from the French by Florence Simmonds, +Scribners.</p> + +<div class='center'><a name="Athletics" id="Athletics"></a> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>ATHLETE***<br /> +SYMBOL—BASKET BALL</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i147-athletics.png" width="150" height="144" alt="Athletics" title="" /> +</div></td></tr> +</table></div> + + + +<p>To qualify for this a Girl Scout must be at least fourteen, and must +hold the badge for personal health, the "Health Winner."</p> + +<div class="hang2">1. State briefly the value and effect of exercise.</div> + +<div class='hang2'>2. Demonstrate habitual good posture, sitting and standing.</div> + +<div class='hang2'>3. Demonstrate (a) marching steps, quick and double time, and Scout's +Pace.</div> + +<div class='hang2'><span style="margin-left: 6em;">(b) Setting-up exercises, (as shown in Handbook).</span></div> + +<div class='hang2'>4. Present statement from troop Captain, of a hike of at least 5 miles.</div> + +<div class='hang2'>5. Demonstrate with basket ball 5 goals out of 7 trials standing at +least 5 feet from basket, OR demonstrate with basket ball distance +throw of 40 feet.</div> + +<div class='hang2'>6. Demonstrate with indoor base ball accurate pitching for distance +of forty feet.</div> + +<div class='hang2'>7. Write brief description of rules for five popular games.</div> + +<div class='hang2'>8. Play well and be able to coach in any three of the following games: +Basket Ball, Battle Ball, Bowling, Captain Ball, Dodge Ball, Long +Ball, Punch Ball, Indoor Baseball, Hockey—field or ice, Prisoners' +Base, Soccer, Tennis, Golf, Volley Ball Newcomb.</div><div><span class='pagenum'><a name="Page_500" id="Page_500">[500]</a></span></div> + +<div class='hang2'>9. Hold swimming badge or bring statement of ability to demonstrate +three strokes, swim 100 yards, float and dive. Note: For alternate +to swimming requirements see First Class Test, question 7,<a href="#Page_65"> page 65</a>.</div> + +<div class='hang2'>10. Demonstrate three folk dances, using any nationality, OR be a +qualified member of a school or society athletic team, playing one +summer and one winter sport, OR be able to qualify for entry in a +regular competition in some sport such as Tennis, Skating, Skiing. +Running, Pitching Quoits, etc.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Games for the Playground, Home, School and Gymnasium," Jessie +H. Bancroft, Macmillan.</p> + +<p>"Summer in the Girls' Camp," A. W. Coale, Century.</p> + +<p>"Book of Athletics," Paul Withington, Lothrop.</p> + +<p>"Outdoor Sports and Games," C. H. Miller, Doubleday Page.</p> + +<div class='center'><a name="Beekeeper" id="Beekeeper"></a> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i148-beekeeper.png" width="150" height="150" alt="Beekeeper" title="" /> +</div></td><td align='center'><b>BEE KEEPER<br /> +SYMBOL—HIVE</b></td></tr> +</table></div> + + + + +<div class="hang2">1. What constitutes a swarm of bees? How do they live? Tell how +honey is gathered and stored and honeycomb is built, and what +part the queen, drones and workers play in the life of the colony.</div> + +<div class='hang2'>2. Be able to recognize and describe each of the following: queen, +drones, workers, eggs, larvae, pupae, honey, bee food, wax, pollen, +propolis, brood-nest, comb, different queen cells.</div> + +<div class='hang2'>3. Have a practicable knowledge of bee keeping and assist in hiving a +swarm, examining a colony, removing the comb, finding the queen, +putting foundation in sections, filling and removing supers, and +preparing honey in comb and strained for market, and present a +certificate to this effect.</div> + +<div class='hang2'>4. Know which flowers afford the best food for bees, and how honey +varies according to the flowers in color and flavor.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Productive Bee Keeping," Pellett.</p> + +<p>Bulletins from Bureau of Animal Industry, U. S. Department of Agriculture.</p> + +<p>"Life of the Bee," Maurice Maeterlinck, Dodd.</p> + +<p>"Queen Bee," Carl Ewald, Thomas Nelson and Sons.</p> + +<p>"How to Keep Bees," A. B. Comstock, Doubleday Page.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>BIRD HUNTER<br /> +SYMBOL—BLUE BIRD</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i148-bird.png" width="150" height="150" alt="BIRD HUNTER" title="" /> +</div> +</td></tr> +</table></div> + + + + + +<p>To qualify for this badge a Girl Scout should +belong to the Audubon Society<a name="FNanchor_8_8" id="FNanchor_8_8"></a><a href="#Footnote_8_8" class="fnanchor">[8]</a> and be able +to answer the following:</p> +<p><span class='pagenum'><a name="Page_501" id="Page_501">[501]</a></span></p> + +<div class="hang2"><ins title="Transcriber's Note: original omits this number">1.</ins> Give list of twenty wild birds personally observed and identified in +the open and show field notes including at least the date seen, +markings, food habits, nesting habits if known, and migration, if any.</div> + +<div class="hang2">2. Give game-bird laws of her State.</div> + +<div class="hang2">3. Name five birds that destroy rats and mice.</div> + +<div class="hang2">4. Give list of ten birds of value to farmers and fruit growers in the +destruction of insects on crops and trees.</div> + +<div class="hang2">5. (a) Tell what the Audubon Society is and how it endeavors to protect +the birds.</div> + +<div class="hang2"><span style="margin-left: 1em;">(b) Give name and location of two large bird refuges; explain +the reason for their establishment and give names of the birds +they protect.</span></div> + +<div class="hang2">6. (a) Know what an aigret is. How obtained and from what bird.</div> + +<div class="hang2"><span style="margin-left: 1em;">(b) Tell methods to attract birds winter and summer.</span></div> + + +<div class="unindent">1. GENERAL REFERENCES: (At least one must be read to qualify +for badge).</div> + +<p>"Method of Attracting Wild Birds," Gilbert H. Trafton, Houghton, +Mifflin Co.</p> + +<p>"Bird Study Book," T. Gilbert Pearson, Doubleday Page Co.</p> + +<p>"Wild Bird Guests," Ernest Harold Baynes, E. P. Dutton Co.</p> + +<div class="unindent">2. HANDBOOKS AND SPECIAL BIRD BOOKS:</div> + +<p>"Hawks and Owls of the United States," A. K. Fisher.</p> + +<p>"Useful Birds and Their Protection," Edward H. Forbush, Massachusetts +Board of Agriculture.</p> + +<p>"Home Life of Wild Birds," F. H. Herrick, G. F. Putnam Co.</p> + +<p>"Land Birds East of the Rockies," Chester A. Reed, Doubleday Page Co.</p> + +<p>"Water and Game Birds," Chester A. Reed, Doubleday Page Co.</p> + +<p>"Western Birds," Chester A. Reed, Doubleday Page Co.</p> + +<p>"Handbook of Birds of Eastern North America," Frank M. Chapman, +D. Appleton and Co.</p> + +<p>"Bird Life," Frank M. Chapman, D. Appleton and Co.</p> + +<p>"Handbook of Birds of Western United States," Florence Merriam +Bailey, Houghton, Mifflin and Co.</p> + +<p>"Children's Book of Birds," O. T. Miller, Houghton, Mifflin Co.</p> + +<p>"Burgess Bird Book for Children," W. T. Burgess, Little Brown Co.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i149-bugler.png" width="150" height="207" alt="Bugler" title="" /> +</div> +</td><td align='center'><b>BUGLER***<br /> +SYMBOL—BUGLE</b></td></tr> +</table></div> + + + +<p>Play correctly as to notes and time the following calls and marches +and play at sight any calls selected:</p> + +<p>1, First Call; 2, Reveille; 3, Assembly; 4, Mess; 5, Recall; 6, Fire; 7, Drill; +8, Officers; 9, Retreat; 10, To Colors; 11, To quarters; 12, Taps.</p> + +<p>Reference: Cadet Manual, E. L. Steever, Lippincott.<span class='pagenum'><a name="Page_502" id="Page_502">[502]</a></span></p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>BUSINESS WOMAN***<br /> +SYMBOL—NOTE-BOOK</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i150-business.png" width="150" height="150" alt="Business Woman" title="" /> +</div> +</td></tr> +</table></div> + + + +<div class="hang2">1. Must have a legible and neat handwriting and show a knowledge +of spelling and punctuation by writing from dictation a paragraph +necessitating use of commas, periods, quotation marks, apostrophe.</div> + +<div class="hang2">2. Must typewrite 40 words a minute, or as an alternative write in +shorthand from dictation 70 words a minute as a minimum, and +transcribe them at the rate of 35 words.</div> + +<div class="hang2">3. Must show a knowledge of simple bookkeeping and arithmetic.</div> + +<div class="hang2">4. Must show how to make out, and know how and when to use receipts, +notes and drafts, and money orders.</div> + +<div class="hang2">5. Must know how to write a simple business letter, such as asking +for employment, or a letter recommending a person for employment.</div> + +<div class="hang2">6. Must show how to keep a check book, make out checks and deposit +slips, endorse checks, and balance checking accounts.</div> + +<div class="hang2">7. Must keep a simple cash account to show receipts and expenditures +of personal funds for three months, OR the household accounts of +the family for three months. (This account may be fictitious.)</div> + +<div class="hang2">8. Must be able to write a letter from memory on facts given five minutes +previously.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Thrift by Household Accounting," American Economics Association, +Baltimore.</p> + +<p>"Household Accounts and Economics," Shaeffer, Macmillan.</p> + +<p>"What every Business Woman Should Know," Lillian C. Kearney, +Stokes.</p> + +<p>"Bookkeeping and Accounting," J. J. Klein, Appleton.</p> + +<p>"Essential Elements of Business Character," H. G. Stockwell, Revell.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i150-canner.png" width="150" height="144" alt="Canner" title="" /> +</div> +</td><td align='center'><b>CANNER<br /> +SYMBOL—JAR AND FRUIT</b></td></tr> +</table></div> + + + +<div class="hang2">1. Submit the following specimens of canning work: (a) six pint jars +of two kinds of vegetables, showing the cold pack method; (b) six +jars of preserved fruit, at least two kinds; (c) six glasses of jelly, +jam or marmalade.</div> + +<div class="hang2">2. What are the essential things to be considered when selecting vegetables +to be canned, fruit to be preserved or made into jelly, jam +or marmalade?</div> + +<div class="hang2">3. Give general rules for preparing fruits and vegetables for preserving +in any way.</div><div><span class='pagenum'><a name="Page_503" id="Page_503">[503]</a></span></div> + +<div class="hang2">4. What kind of jars are considered best for preserving? What other +materials are used for making holders besides glass? How should +all utensils and jars, glasses, rubbers, be prepared before using?</div> + +<div class="hang2">5. What is essential regarding the heat?</div> + +<div class="hang2">6. What are the general rules for preserving fruit? Give proportions +by measure or weight, time of cooking, amount of sugar, water +or any other ingredient for the fruits that you have preserved, and +for at least two others.</div> + +<div class="hang2">7. Give same rules for jams, marmalades and jellies.</div> + +<div class="hang2">8. Give directions for filling and sealing jars. How can jars be tested +within twenty-four hours after filling? If not air tight what should +be done?</div> + +<div class="hang2">9. What should be done to all jars, tumblers, etc., before storing? +How are canned goods best stored?</div> + + +<div class='unindent'>REFERENCES:</div> + +<p>Government Bulletin—U. S. Department of Agriculture.</p> + +<p>"Canning, Preserving and Jelly Making," J. McK. Hill, Little.</p> + + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>CHILD NURSE<br /> +SYMBOL—A MALTESE CROSS</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i151-child.png" width="150" height="146" alt="Child Nurse" title="" /> +</div> +</td></tr> +</table></div> + + +<div class="hang2">1. During a period of three months care for a little child, under two +years, for a time equivalent to two hours daily for four weeks. During +this period all of the necessary work for routine care of a child +must be demonstrated, including feeding, bathing, dressing, preparing +for bed, arranging bed and windows, amusing, giving the +air, and exercise, and so forth, according to directions in Handbook.</div> + +<div class='hang2'>2. What are the most necessary things to be considered when caring +for a child under three years of age? Elaborate on these points.</div> + +<div class='hang2'>3. What are some of the results of neglecting to do these things? What +is the importance of regularity in care, to child, to mother, or nurse?</div> + +<div class='hang2'>4. Should a child be picked up or fed every time he cries? What is +the result of so doing?</div> + +<div class='hang2'>5. What are the important things to remember in lifting and handling +children?</div> + +<div class='hang2'>6. What things are important in connection with their sleeping, either +in or out of doors? Up to what age should a child have two naps +a day? One nap? What time should a child be put to bed?</div> + +<div class='hang2'>7. How can a baby be encouraged to move itself and take exercise?</div> + +<div class='hang2'>8. What should be done when preparing a baby's bath? How should +the bath be given to a little baby? To an older child?</div> + +<div class='hang2'>9. How is a child prepared for bed? How are the bed and room prepared?</div> + +<div class='hang2'>10. What is the best food for a child up to nine months? If he cannot +have this food, what can take its place, and how should it be given? +What are the principal things to remember concerning the ingredients +and preparation of this food, and the care of utensils?</div> + +<div class='hang2'>11. At what age may a child be given solid food with safety? What +foods are best and how should they be prepared?</div> +<div><span class='pagenum'><a name="Page_504" id="Page_504">[504]</a></span></div> +<div class='hang2'>12. When feeding a child either from a bottle or a spoon, what +precautions should be taken? How often should a child under one +year be fed? from one to two years?</div> + +<div class='hang2'>13. When suffering from a cold what precautions should be taken? +If it is necessary to continue to care for a child in spite of your cold? +What is the wisest thing to do first if a child is ill?</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"The Baby, His Care and Training," M. Wheeler, Harper.</p> + +<p>"Care and Feeding of Children," Ernest Holt, Appleton.</p> + +<p>"The Home and Family," Kinne and Cooley, Macmillan.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i152-citizen.png" width="150" height="152" alt="THE CITIZEN" title="" /> +</div> +</td><td align='center'><b>THE CITIZEN***<br /> +SYMBOL—EIGHT-POINTED STAR</b></td></tr> +</table></div> + + + +<div class="hang2">1. Who is responsible for the government of your country?</div> + +<div class='hang2'>2. Whose business is it to see that the laws are enforced?</div> + +<div class='hang2'>3. How can you help make your Government better?</div> + +<div class='hang2'>4. Give the best definition you know of our Government.</div> + +<div class='hang2'>5. What are the principal qualifications for the vote in your State?</div> + +<div class='hang2'>6. a. Who is a citizen? b. How can a person not a citizen become +a citizen? c. What is the advantage of being a citizen?</div> + +<div class='hang2'>7. Who makes the law for you in your State?</div> + +<div class='hang2'>8. What part will you have in making that law?</div> + +<div class='hang2'>9. What are the duties of the President of the United States and of +each of his Cabinet?</div> + +<div class='hang2'>10. Name five things on which the comfort and welfare of your family +depend, which are controlled by your Government.</div> + +<div class='hang2'>11. a. What is meant by a secret ballot? b. How can anyone tell +how you vote?</div> + +<div class='hang2'>12. What is the difference between registering to vote and enrolling +in a political party?</div> + +<div class='hang2'>13. If you enroll in a political party must you vote the straight ticket +of that party?</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"The Woman Movement in America," McClurg and Co., Chicago.</p> + +<p>"The Woman Voter's Manual," Forman and Shuler, Century Co., 1918.</p> + +<p>"Democracy in Reconstruction," Houghton Mifflin, 1919. Cleveland +and Schafer.</p> + +<p>"History of Politics," Edward Jenks, Macmillan Co.</p> + +<p>"The Subjection of Women," John Stuart Mill, Frederick Stokes.</p> + +<p>"Your Vote and How to Use It," Mrs. Raymond Brown, Harper Bros.</p> + +<p>"The Story of a Pioneer," Anna Howard Shaw.</p> + +<p>"American Commonwealth," James Bryce.</p> + +<p>"Promised Land," Mary Antin, Houghton Mifflin.</p> + +<p>"Land of Fair Play," Geoffrey Parsons, Scribner.</p> + +<p>"Making of an American," J. A. Rils, Macmillan.</p> + +<p>"Peace and Patriotism," E. S. Smith, Lothrop, Lee and Shepard.</p> + +<p>"The Children in the Shadow," Ernest Kent Coulter, McBride Nest +and Co.</p> + +<p>"American Citizenship," Charles and Mary Beard, Macmillan.<span class='pagenum'><a name="Page_505" id="Page_505">[505]</a></span></p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>COOK<br /> +SYMBOL—GRIDIRON</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i153-cook.png" width="150" height="144" alt="COOK" title="" /> +</div> +</td></tr> +</table></div> + + + +<p>This test is based on the thorough knowledge of the article on "Cooking" +in the handbook. It may be taken in sections. A certificate may be +presented from a Domestic Science teacher, or from the mother if the +Captain knows her and can testify to her competency to judge.</p> + +<div class="hang2">1. Build and regulate the fire in a coal or wood stove, or if a gas range +is used know how to regulate the heat in the oven, broiler and top.</div> + +<div class='hang2'>2. What does it mean to boil a food? To broil? To bake? Why is it +not advisable to fry food?</div> + +<div class='hang2'>3. How many cupfuls make a quart? How many tablespoonfuls to +a cup? Teaspoonfuls to a tablespoon?</div> + +<div class='hang2'>4. Be able to cook two kinds of cereal.</div> + +<div class='hang2'>5. Be able to make tea, coffee and cocoa properly.</div> + +<div class='hang2'>6. Be able to cook a dried and a fresh fruit.</div> + +<div class='hang2'>7. Be able to cook three common vegetables in two ways.</div> + +<div class='hang2'>8. Be able to prepare two kinds of salad. How are salads kept crisp?</div> + +<div class='hang2'>9. Know the difference in food value between whole milk and skimmed +milk.</div> + +<div class='hang2'>10. Be able to boil or coddle or poach eggs properly.</div> + +<div class='hang2'>11. Be able to select meat and prepare the cuts for broiling, roasting +and stewing OR be able to clean, dress and cook a fowl.</div> + +<div class='hang2'>12. Be able to make two kinds of quick bread, such as biscuits or muffins.</div> + +<div class='hang2'>13. Be able to plan menus for one day, choosing at least three dishes +in which left-overs may be utilized.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"The Junior Cook Book," Girl Scout Edition, Clara Ingram, Barse and +Hopkins.</p> + +<p>"Fun of Cooking," C. F. Benton, Century.</p> + +<p>"Boston Cooking School Cook Book," Little.</p> + +<p>"Hot Weather Dishes," S. T. Rorer, Arnold and Co.</p> + +<p>"Food and Health," Helen Kinne and Anna M. Cooley, Macmillan.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i153-craftsman.png" width="150" height="150" alt="CRAFTSMAN" title="" /> +</div> +</td><td align='center'><b>CRAFTSMAN<br /> +SYMBOL—PRIMITIVE DECORATIVE DESIGN</b></td></tr> +</table></div> + +<p>To earn this badge a Girl Scout must qualify in at least one of the following +and must read at least one general reference:</p> + +<div class="hang2">1. Tie-dying: Make a tie-dyed scarf using two kinds of <ins title="Transcriber's Note: original reads 'tieing'">tying</ins>.<br /> + +Reference: "Dyes and Dyeing," Charles E. Pellew, McBride.<br /> + +<span style="margin-left: 6em;">"Industrial and Applied Art Books, Book 6," Bush.</span></div> +<div><span class='pagenum'><a name="Page_506" id="Page_506">[506]</a></span></div> +<div class="hang2">2. Block Printing: Make an original design for a block print unit +using a flower or bird motif. Apply to a bag or collar in one color +using oil paint or dyes.</div> + +<div class='hang2'>3. Stencilling: Make an original stencil design for a border, use flower, +bird, boat or tree motif. Apply in two colors to a bag, collar or scarf +using oil paint or dyes.</div> + +<div class='hang2'>4. Crochet, Cross-stitch, Darning: Make an original border design +on square paper using any two geometric units, or a conventional +flower or animal form. Apply the design to a towel in crochet, cross-stitch +or darning.<br /> + +Reference: "Cross-stitch Patterns," Dorothy Bradford, "Industrial +Art Text Books, Book 6," "Modern Priscilla," Snow.</div> + +<div class='hang2'>6. Weaving, Baskets: Design a basket shape with its widest dimension +not less than six inches, and make the basket of raffia over +a reed or cord foundation. Use eight stitch or lazy squaw.<br /> + +Reference: "How To Make Baskets," White—"Practical Basketry," +McKay. "Inexpensive Basketry," Marten. "Raffia and +Reed Weaving," Knapp.<br /> + +Weaving Wool: Weave a girdle, a hat band, or a dress ornament +use a simple striped or geometric design, in three or more colors.<br /> + +Reference: "Hand Weaving," Dorothy Bradford. "Hand-loom +Weaving," Todd.<br /> + +Weaving Beads: Design and weave a bead chain or a bead band +for trimming: use two or more colors.</div> + +<div class='hang2'>7. <ins title="Transcriber's Note: original reads 'Applique'">Appliqué</ins>: Design an appliqué unit in a 7-inch square that might +be applied to a pin cushion top, a bag or a square for a patchwork +quilt. Use geometric units or conventional flower or bird forms +suggested by cretonnes. Work out in cotton materials using two +tones of one color or closely related colors, as brown and orange; +grey and violet.</div> + +<div class='hang2'>8. Pottery: Design an original shape for a bowl, vase or paper weight, +and model shape in clay.<br /> + +Reference: "The Potter's Craft," Binns—"Pottery," Cox. "Industrial +Work for the Middle Grades," E. Z. Worst.</div> + +<div class='hang2'>9. Posters: Design a Girl Scout poster that will illustrate some law +or activity. Poster to be at least 9×12 inches and to consist of a simple +illustration and not less than three words of lettering. Finish in +crayon, water color, pen and ink, or tempera.<br /> + +Reference: "School Arts Magazine," Jan. 1920. "Poster Magazine."</div> + +<div class='hang2'>10. China Painting: Make a conventional design for a border that +can be used on a plate, bowl, or cup and saucer. Work out on the +object in one color in a tinted background.<br /> + +References: Keramic Studio—any number.</div> + +<div class='hang2'>11. Decoration: Make an original design for a box top or a tray center +adapting units found in cretonnes. Apply to the object using enamel +paints and in a color scheme suggested by the same or another cretonne.</div> + +<div class='unindent'>GENERAL REFERENCE BOOKS:</div> + +<p>Read regularly: School Arts Magazine, Davis Press. Art Crafts for +Beginners, Frank G. Sanford, Century; Handicraft for Girls, McGloughlin—See +also: "Wood Carving," P. Hasbruck, McKay.<span class='pagenum'><a name="Page_507" id="Page_507">[507]</a></span></p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>CYCLIST<br /> +SYMBOL—WHEEL</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i154-cyclist.png" width="150" height="150" alt="CYCLIST" title="" /> +</div> +</td></tr> +</table></div> + + + +<div class="hang2">1. Own a bicycle, and care for it, cleaning, oiling, and making minor +repairs, readjusting chain, bars and seat.</div> + +<div class="hang2">2. Be able to mend a tire.</div> + +<div class="hang2">3. <ins title="Transcriber's Note: original reads 'Demonsrrate'">Demonstrate</ins> the use of a road map.</div> + +<div class="hang2">4. Demonstrate leading another bicycle while riding.</div> + +<div class="hang2">5. Know the laws of the road, right of way, lighting and so forth.</div> + +<div class="hang2">6. Make satisfactory report to Captain, of a bicycle Scouting expedition +as to the condition of a road with camping site for an overnight +hike.</div> + +<div class="hang2">7. Pledge the bicycle to the Government in time of need.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"American Girl's Handibook," L. Beard, Scribner.</p> + +<p>"For Playground, Field and Forest," D. C. Beard, Scribner.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i154-dairy.png" width="150" height="146" alt="DAIRY MAID" title="" /> +</div> +</td><td align='center'><b>DAIRY MAID<br /> +SYMBOL—MILKING STOOL</b></td></tr> +</table></div> + + + +<div class='hang2'>1. Take entire care of a cow and the milk of one cow for one month, +keeping a record of quantity of each milking.</div> + +<div class='hang2'>2. Make butter at four different times, and submit statement of amount +made and of the process followed in making.</div> + +<div class='hang2'>3. Make pot cheese; give method.</div> + +<div class='hang2'>4. Name four breeds of cows. How can they be distinguished? Which +breed gives the most milk? Which breed gives the richest milk?</div> + +<div class='hang2'>5. What are the rules for feeding, watering and pasturing cows? What +feed is best for cows? What care should be given cows to keep them +in perfect condition? What diseases must be guarded against in +cows? Why is it so imperative to have a cow barn, all implements, +workers and cows <ins title="Transcriber's Note: original reads 'scrupulouly'">scrupulously</ins> clean?</div> + +<div class='hang2'>6. Of what is milk composed? How is cream separated from milk? +Name two processes and explain each. How and why should milk +be strained and cooled before being bottled or canned?</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Stories of Industry," Vol. 2, A. Chase, Educational Pub. Co.</p> + +<p>"How the World is Fed," F. G. Carpenter, American Book Co.</p> + +<p>"Foods and their uses," F. G. Carpenter, Scribner.<span class='pagenum'><a name="Page_508" id="Page_508">[508]</a></span></p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>DANCER<br /> +SYMBOL—FOOT IN SLIPPER</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i155-dancer.png" width="150" height="146" alt="DANCER" title="" /> +</div> +</td></tr> +</table></div> + + + +<p>This test is being revised. Following is a +Temporary ruling (July 1922).</p> + +<div class='hang2'>1. Demonstrate three folk dances.</div> + +<div class='hang2'>2. Demonstrate three modern social dances in correct form. See +rules of American Association of Dancing Masters. OR</div> + +<div class='hang2'>3. Where social dancing is not given approval by parents, three additional +folk dances may be substituted.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Dances of the People," Elizabeth Burchenal, Schirmer.</p> + +<p>"Folk Dances and Singing Games," Elizabeth Burchenal, Schirmer.</p> + +<p>"Social Games and Group Dances," J. C. Elsom, Lippincott.</p> + +<p>"Country Dance Book," C. J. Sharp, Novello.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i155-dressmaker.png" width="150" height="146" alt="DRESSMAKER" title="" /> +</div></td><td align='center'><b>DRESSMAKER<br /> +SYMBOL—SCISSORS</b></td></tr> +</table></div> + + + + + + +<div class='hang2'>1. Must hold Needlewoman's Badge.</div> + +<div class='hang2'>2. Must know the bias, selvage, and straight width of goods.</div> + +<div class='hang2'>3. Must cut and make a garment from a pattern following all rules +and directions given. It is suggested that two girls work together +on this.</div> + +<div class='hang2'>4. Be able to clean, oil and use a sewing machine.</div> + +<div class='hang2'>5. Demonstrate on other persons the way to measure for length of +skirt, length of sleeve, length from neck to waist line. Sew on hooks +and eyes so they will not show. Hang a skirt, make a placket, put +skirt on belt. Skirt must be hemmed evenly and hang evenly.</div> + +<div class='hang2'>6. Know what to do if a waist is too long from the neck to the waist +line and does not fit well.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Complete Dressmaker," C. E. Laughlin, Appleton.</p> + +<p>"The Dress You Wear and How to Make It," M. J. Rhoe, Putnam.</p> + +<p>"The Dressmaker," Butterick Publishing Co.</p> + +<p>"Clothing and Health," Helen Kinne and Anna M. Cooley, Macmillan.</p> + +<p>"Clothing: Choice, Care, Cost," Mary Schenet Woolman, Lippincott +1920.<span class='pagenum'><a name="Page_509" id="Page_509">[509]</a></span></p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>DRUMMER<br /> +SYMBOL—DRUM AND STICKS</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i156-drummer.png" width="150" height="191" alt="Drummer" title="" /> +</div> +</td></tr> +</table></div> + + + +<p>Be prepared to play all of the following taps and steps and in order +further to show proficiency on the drum, perform any feat selected.</p> + +<p>1. "Roll off"; 2. Flam (right and left hand); 3. Five-stroke roll; 4. +Seven-stroke roll; 5. "Taps" step; 6. Six-eight step; 7. two-four step; +8. Single Stroke.</p> + +<div class='unindent'>REFERENCES:</div> + +<p>"Recollections of a Drummer Boy," H. M. Kieffer, Houghton Mifflin</p> + + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>ECONOMIST<br /> +SYMBOL—BEE</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i156-economist.png" width="150" height="152" alt="ECONOMIST" title="" /> +</div> +</td></tr> +</table></div> + +<p>A Girl Scout must qualify for 1 and 2, and either 3 or 4.</p> + +<div class='hang2'>1. Offer record of ten per cent. savings from earnings or allowance +for three months.<br /> + +Show card for Postal Savings, or a Savings Bank Account.</div> + +<div class='hang2'>2. Show record from parent or guardian that she has:<br /> + +a. Darned stockings.<br /> + +b. Keep shoes shined and repaired.<br /> + +c. Not used safety pins or other makeshift for buttons, hooks, +hems of skirts, belts, etc.<br /> + +d. Kept clothes mended and cleansed from small spots.</div> + +<div class='hang2'>3. For girls who have the spending of their money, either in allowance +or earnings, show by character of shoes, stockings and gloves, +hair-ribbons, handkerchiefs and other accessories that they know +how to select them for wearing qualities and how to keep them +in repair.</div> + +<div class='hang2'>4. Show record of one week's buying and menus with plans for using +food economically, such as left-overs, cheap but nourishing cuts +of meat, butter substitutes, thrifty use of milk such as sour, skimmed +or powdered milk, and so forth.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Scout Law in Practice," A. A. Carey, Little.</p> + +<p>"Thrift and Conservation," A. H. Chamberlain, Lippincott.<span class='pagenum'><a name="Page_510" id="Page_510">[510]</a></span></p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i157-electrician.png" width="150" height="146" alt="ELECTRICIAN" title="" /> +</div> +</td><td align='center'><b>ELECTRICIAN<br /> +SYMBOL—LIGHTNING</b></td></tr> +</table></div> + + + +<div class='hang2'>1. Explain the use of magnets for attraction and repulsion.</div> + +<div class='hang2'>2. Describe the use of electricity for forming electro-magnets and +their use in: Electric bell; Telegraph; Telephone.</div> + +<div class='hang2'>3. What is meant by low and high voltage in electric current? Describe +the use of current in: Dry cell; Storage Battery; Dynamo.</div> + +<div class='hang2'>4. a. Describe how current is sent through resistance wire resulting +in heat and light, in case of Electric lights, Electric stoves, toasters, +flat irons, etc., and<br /> + +b. How it is converted into working energy in Motors.</div> + +<div class='hang2'>5. Describe fuses and their use, and how to <ins title="Transcriber's Note: original reads 'relpace'">replace</ins> a burnt-out fuse.</div> + +<div class='hang2'>6. Connect two batteries in series with a bell and push button.</div> + +<div class='hang2'>7. Demonstrate methods of rescuing a person in contact with live wires, +and of resuscitating a person insensible from shock.</div> + +<div class='hang2'>8. Know how electricity is used as motive power for street cars, trains, +and automobiles.</div> + +<div class='hang2'>9. Know the proper way to connect electric appliances such as flat +irons, toasters, etc.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Electricity in Every Day Use," J. F. Woodfull, Doubleday Page.</p> + +<p>"How to Understand Electrical Work," W. H. Onken, Harper.</p> + +<p>"Harper's Electricity Book for Boys," J. H. Adams, Harper.</p> + +<p>"Electricity for Young People," Tudor Jenks, Stokes.</p> + +<p>"Heroes of Progress in America," Charles Morris, Lippincott.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>FARMER<br /> +SYMBOL—SICKLE</b></td><td align='left'> +<div class="figcenter" style="width: 150px;"> +<img src="images/i157-farmer.png" width="150" height="146" alt="FARMER" title="" /> +</div> +</td></tr> +</table></div> + + + + +<p>This badge is given for proficiency in general farming. A Scout farmer +may have her chief interest in rearing animals but she should know +something about the main business of the farmer which is tilling the +soil. Therefore, the Scout must fulfill four requirements: either A +or B under I, and II, III, and IV.<span class='pagenum'><a name="Page_511" id="Page_511">[511]</a></span></p> + +<div class='hang2'> I. A. Animal Care<br /> + +A Scout must have reared successfully one of the following:<br /> + +a) A brood of at least 12 chickens under hen or with incubator.<br /> + +b) A flock of at least 12 pigeons, 12 ducks, 12 geese or 12 guinea-fowl.<br /> + +c) A family of rabbits or guinea pigs.<br /> + +d) A calf, a colt, or a pig.<br /> + + A certificate as to the condition of the animals must be presented, made by some competent judge who has seen them. Wherever possible a chart should be made by the Scout, showing the schedule of care followed, including feeding, and notes on the development of the animals.<br /> + + AND she must also have planted and cultivated a small vegetable garden like the one described in the Handbook, in the Section "The Girl Scout's Own Garden" OR<br /> + +<span style="margin-left: -.5em;">B.Vegetable raising</span><br /> + + A Scout may make her main interest the raising of some +sort of vegetable or fruit and may do one of the following:<br /> + +<div class='hang2'>1. Plant, cultivate and gather the crop from<br /> + +(a) A small truck garden, with at least six vegetables, two berries, and two salads or greens, OR<br /> + +(b) Where the soil is not suitable for a variety of plants, she may raise a single vegetable, like corn or tomatoes, or tubers.</div> + +<div class='hang2'>2. Tend and gather a fruit crop such as apples, peaches, pears, cherries, oranges, or any other tree fruit, OR Cultivate and tend a small vineyard or grape arbor, and gather the grapes, OR<br /> + +Plant and cultivate and gather the berries from strawberry, +raspberry, blackberry, currant or gooseberry plants. +Whatever the vegetable or fruit chosen a chart should be +made and presented, showing the schedule of digging, +planting, sowing and tending, with notes on the time of +appearance of the first shoots, the size and condition of +the crop and so forth. Any obstacles met and overcome, +such as insect pests, drouths or storms should be mentioned. +No special size is mentioned for the garden, as the conditions +vary so greatly in different parts of the country. The quality +of the work, and the knowledge gained is the important +thing.</div></div> + +<div class='hang2'> II. Identify and collect ten common weeds and tell how to get rid of +each.</div> + +<div class='hang2'>III. Identify ten common insect pests, tell what plant or animal each +attacks, and how to get rid of each.</div> + +<div class='hang2'> IV. Describe four different kinds of soil and tell what is best planted +in each. Tell what sort of fertilizer should be used in each soil. +Explain the value of stable manure.</div> + +<div class='unindent'>STANDARD REFERENCES:</div> + +<p>Farmers Bulletin, published by the Department of Agriculture, +Washington, D. C. Write for catalogue and select the titles bearing +on your special interest. The bulletins are free.</p> + +<p>The Beginner's Garden Book by Allen French, Macmillan Co.</p> + +<p>Manual of Gardening, L. H. Bailey, Macmillan.</p> + +<p>Principles of Agriculture, L. H. Bailey, Macmillan.</p> + +<p>Essentials of Agriculture, H. J. Waters, Ginn.<span class='pagenum'><a name="Page_512" id="Page_512">[512]</a></span></p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i158-firstaid.png" width="150" height="148" alt="FIRST AIDE***" title="" /> +</div></td><td align='center'><b>FIRST AIDE***<br /> +SYMBOL—RED CROSS IN BLACK CIRCLE</b></td></tr> +</table></div> + + +<div class='hang2'>A Girl Scout should know:</div> + +<div class='hang2'>1. What to do first in case of emergency.</div> + +<div class='hang2'>2. Symptoms and treatment of shock.</div> + +<div class='hang2'>3. How and when to apply stimulants.</div> + +<div class='hang2'>4. How to put on a sling.</div> + +<div class='hang2'>5. How to bandage the head, arm, hand, finger, leg ankle, eye, jaw.</div> + +<div class='hang2'>6. What to do for: a. bruises, strains, sprains, dislocations, fractures; +b. wounds; c. burns, frost bite, freezing, sunstroke, heat exhaustion; +d. drowning, electric shock, gas accidents; e. apoplexy, convulsions; +f. snake bite; g. common emergencies such as: 1. cinders in the +eye; 2. splinter under the nail; 3. wound from rusty nail; 4. oak +and ivy poisoning; 5. insect in the ear.</div> + +<div class='hang2'>A Girl Scout should demonstrate:</div> + +<div class='hang2'>7. Applying a sterile dressing.</div> + +<div class='hang2'>8. Stopping bleeding.</div> + +<div class='hang2'>9. Putting on a splint.</div> + +<div class='hang2'>10. Making a stretcher from uniform blanket or Scout neckerchief +and poles.</div> + +<div class='hang2'>11. The Schaefer method of artificial respiration.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>Section on First Aid in this Handbook.</p> + +<p>American Red Cross Abridged Text Books on First Aid, Blakiston.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>FLOWER FINDER<br /> +SYMBOL—FLOWER</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i158-flower.png" width="150" height="146" alt="FLOWER FINDER" title="" /> +</div> +</td></tr> +</table></div> + + + +<div class='hang2'>1. To pass this test a Scout must be able to tell the difference between +plants and animals and the difference between the two general +types of plants.</div> + +<div class='hang2'>2. A Scout must also pass either the test for Flowers and Ferns or Trees +given below.</div> + +<div class='center'>A. FLOWERS AND FERNS</div> + +<div class='hang2'>1. Make a collection of fifty kinds of wild flowers and ferns and correctly +name them or make twenty-five photographs or colored drawings +of wild flowers and ferns.</div> + +<div class='hang2'>2. Why were the following ferns so named: Christmas Fern, Sensitive +Fern, Walkingleaf Fern, Cinnamon Fern, Flowering Fern?</div> + +<div class='hang2'>3. Name and describe twenty cultivated plants in your locality.</div> + +<div class='hang2'>4. Be able to recognize ten weeds.</div><div><span class='pagenum'><a name="Page_513" id="Page_513">[513]</a></span></div> + +<div class='hang2'>5. How can you distinguish Poison Ivy from Virginia Creeper? What +part of Pokeweed is poisonous? What part of Jimsonweed is poisonous? +Be able to recognize at least one poisonous mushroom.</div> + +<div class='center'>B. TREES</div> + +<div class='hang2'>1. Give examples of the two great groups of trees and distinguish between +them.</div> + +<div class='hang2'>2. Why is forest conservation important? What are the laws of your +State concerning forest conservation?</div> + +<div class='hang2'>3. Mention at least three uses of trees.</div> + +<div class='hang2'>4. Collect, identify and preserve leaves from twenty-five different species +of trees.</div> + +<div class='hang2'>5. Mention three trees that have opposite branching and three that +have alternate.</div> + +<div class='hang2'>6. How do the flower-buds of Flowering Dogwood differ from the leaf-buds? +When are the flower-buds formed?</div> + +<div class='hang2'>7. The buds of what tree are protected by a natural varnish?</div> + +<div class='hang2'>8. Mention one whose outer bud-scales are covered by fine hairs. Can +you find a tree that has naked buds?</div> + +<div class='hang2'>9. From a Sassafras-tree or from a Tulip-tree collect and preserve +leaves of as many shapes as possible.</div> + +<div class='hang2'>10. Name five trees in this country which produce edible nuts.</div> + +<div class='unindent'>REFERENCES:</div> + +<div class='center'>A. FLOWERS AND FERNS</div> + +<p>"New Manual of Botany," Asa Gray, American Book Co.</p> + +<p>"Illustrated Flora of the Northern States and Canada," (three volumes), +N. L. Britton, Brown and Addison, Scribner.</p> + +<p>"Flower Guide," Chester A. Reed, Doubleday Page.</p> + +<p>"Flora of the Southeastern States," John K. Small, published by the +author, New York Botanical Garden.</p> + +<p>"Flora of the Rocky Mountain Region," P. A. Rydberg, published +by the author, New York Botanical Garden.</p> + +<p>"State Floras."—<ins title="Transcriber's Note: original reads 'Three'">There</ins> are some excellent State Floras, and in order +to keep this list from being too long, it is suggested that the Scout leader +write to the Professor of Botany in her State University and ask for the +name, author and publisher of the best Flora of her State. Especially +is this advisable for those living in sections of the country not covered +by the above references.</p> + +<p>"Our Native Orchids," William Hamilton Gibson.</p> + +<p>"Wild Flower Book for Young People," A. Lounsberry, Stokes.</p> + +<p>"Field Book of American Wild Flowers," F. S. Matthews, Putnam.</p> + +<p>"Emerald Story Book," A. M. Skinner, Duffield.</p> + +<p>"Mushrooms," George F. Atkinson, Henry Holt Co., (See Handbook, +"Scouting for Girls," Section on Woodcraft.)</p> + +<div class='center'>B. TREES</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Field Book of American Trees and Shrubs," F. S. Matthews, Putnam.</p> + +<p>"Trees of the Northern United States," Austin C. Apgar, American +Book Co.</p> + +<p>"Manual of Trees of North America," Charles S. Sargent, Houghton +Mifflin Co.</p> + +<p>"Handbook of the Trees of United States and Canada," Romeyn B. +Hough, <ins title="Transcriber's Note: original reads 'Published'">published</ins> by the author, Lowville, N. Y.</p> + +<p>"Trees in Winter," A. F. Blakeslee, and C. D. Jarvis, Macmillan Co.</p> + +<p>"The Book of Forestry," F. F. Moon, Appleton.<span class='pagenum'><a name="Page_514" id="Page_514">[514]</a></span></p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i159-gardener.png" width="150" height="144" alt="GARDENER" title="" /> +</div> +</td><td align='center'><b>GARDENER<br /> +SYMBOL—TROWEL</b></td></tr> +</table></div> + + + +<p>The test may well be worked for by a patrol or even a troop who can +share expenses for tools, and cultivate together a larger plot of ground +than would be possible for any one girl. Arrangements may frequently +be made through the school garden authorities.</p> + +<p>Alternate: For Scouts already members of the Girls' Garden and +Canning Club throughout the country, a duplicate of their reports, +sent in for their season's work, to the State agricultural agents, or agricultural +colleges, in cooperation with the Department of Agriculture +of the United States, may be submitted as their test material for this +badge, in place of the Test given.</p> + +<div class='hang2'>1. What are the necessary things to be considered before starting a +garden? List them in the correct order.</div> + +<div class='hang2'>2. What exposure is best for the garden? Why? At what season of +the year is it best to prepare the soil? What care should be given +garden tools?</div> + +<div class='hang2'>3. Why is it necessary to fertilize the soil for a garden? What kind +of fertilizer will you use in your garden, and why?</div> + +<div class='hang2'>4. Do all seeds germinate? What precautions must be taken when +purchasing seed? During what month should seed be sown in the +ground in your locality? What are the rules for sowing seed as +regards depth?</div> + +<div class='hang2'>5. What does it mean to thin out and to transplant? When and why +are both done?</div> + +<div class='hang2'>6. What does it mean to cultivate? Why is it very important? How +is it best done? What should be done with pulled weeds?</div> + +<div class='hang2'>7. When is the proper time of day to water a garden? Is moistening +the surface of the ground sufficient? If not, why not?</div> + +<div class='hang2'>8. Name five garden pests common in your locality and tell how to +eradicate them. Name three garden friends and tell what they do.</div> + +<div class='hang2'>9. At what time of day is it best to pick flowers and vegetables? Mention +two things to be considered in both cases.</div> + +<div class='hang2'>10. What are tender and hardy plants? Herbaceous plants, annuals, +perennials and biennials? Bulbs and tubers?</div> + +<div class='hang2'>11. Select a garden site, or if space is lacking use boxes, barrels, window +boxes, tubs and so forth; prepare the soil, choose the seed of not +less than six flowers, and six vegetables that will grow well in +the soil and climate in which they are planted; take entire care +of the garden and bring to blossom and fruit at least 75 per cent. +of the seed planted. Keep and submit a record of the garden, including +size, time and money spent, dates of planting, blooming, +and gathering of vegetables, or colors of flowers, and so forth.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Harper's Book for Young Gardeners," A. H. Verill, Harper.</p> + +<p>"Beginner's Garden Book," Allen French, Macmillan.</p> + +<p>"Home Vegetable Gardening from A to Z," Adolph Krulm, Doubleday.</p> + +<p>"Suburban Gardens," Grace Tabor, Outing Publishing Co.</p> + +<p>"The Vegetable Garden," R. L. Watts, Outing Publishing Co.<span class='pagenum'><a name="Page_515" id="Page_515">[515]</a></span></p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>HANDY-WOMAN<br /> +SYMBOL—HAMMER</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i160-handy.png" width="150" height="150" alt="HANDY-WOMAN" title="" /> +</div> +</td></tr> +</table></div> + + +<div class='hang2'>1. Know how to mend, temporarily with soap, a small leak in a water +or gas pipe.</div> + +<div class='hang2'>2. Know how to turn off the water or gas supply for the house and +whom to notify in case of accident, OR<br /> + +Know what to do to thaw out frozen water pipes, OR<br /> + +Be able to put on a washer on a faucet, OR<br /> + +Cover a hot water boiler neatly and securely to conserve the heat, +using newspaper and string.</div> + +<div class='hang2'>3. Know the use of and how to use a wrench and pliers.</div> + +<div class='hang2'>4. Demonstrate the way to use a hammer, screw-driver, awl, saw +can-opener, corkscrew.</div> + +<div class='hang2'>5. Locate by sounding, an upright in a plaster wall, and know why +and when this is necessary to be done.</div> + +<div class='hang2'>6. Put up a shelf using brackets, strips of wood or both and know under +what conditions to use either.</div> + +<div class='hang2'>7. Be able to put up hooks for clothes or other articles and properly +space them.</div> + +<div class='hang2'>8. Be able to measure for and put up a rod in a clothes closet, OR<br /> + +Be able to repair the spring in a window shade and tack the shade +on the roller, OR<br /> + +Know how to keep clean and care for window and door screens.</div> + +<div class='hang2'>9. Must wrap, tie securely and neatly, and label a parcel for delivery +by express or parcel post.</div> + +<div class='hang2'>10. Be able to sharpen knives using either a grindstone, whetstone, +the edge of an iron stove, or another knife.</div> + +<div class='hang2'>11. Clean, trim and fill an oil lamp, or put on a gas mantle, OR +Clean, oil and know how to repair the belt of a sewing machine, OR +Lay a fire in a fireplace and tell what to do with the ashes.</div> + +<div class='hang2'>12. Choose a wall space for a picture, measure for the wire, fasten the +wire to the picture frame and give the rule concerning height for +hanging pictures.</div> + +<div class='hang2'>13. State how brooms, dry mops, dustpans, and brushes should be placed +when not in use, and be able to wash brushes and place them properly +for drying.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"What a Girl Can Make and Do," Lina Beard, Scribner.</p> + +<p>"Harper's Handy Book for Girls," A. P. Paret, Harper.</p> + +<p>"Handicraft for Handy Girls," A. N. Hall, Lothrop.</p> + +<p>"In the Days of the Guild," L. Lamprey, Stokes.<span class='pagenum'><a name="Page_516" id="Page_516">[516]</a></span></p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i161-healthguard.png" width="150" height="146" alt="HEALTH GUARDIAN***" title="" /> +</div> +</td><td align='center'><b>HEALTH GUARDIAN***<br /> +SYMBOL—THE CADUCEUS</b></td></tr> +</table></div> + + +<div class='hang2'> I. Recreation and Health. What is offered to the public in the town +you live in, or in that part of the city in which you live, in the way +of Play Grounds, Gymnasiums, Baths, Skating Rinks, Tennis Courts, +Golf Links, Water Sports?<br /> + + If there is a public park in or near the town; what privileges does +it offer, especially for young people? Is it well taken care of? Well +patronized?<br /> + + Discuss briefly why you think the Government should provide +these things and what results may be expected when it does not +supply them. How does the lack of them affect the grown people +of a town, in the end?</div> + +<div class='hang2'>II. Special Health Facilities in your Locality.<br /> + +<div class='hang2'>1. What is the rule as to registering births? What is the advantage +of this? What is the infant mortality rate?<br /> + +Of what diseases should the local authorities be notified?<br /> + +What diseases must be quarantined? Isolated? Posted? +Reported?</div> + +<div class='hang2'>2. Food Supplies. What are milk stations? Does your community +control the marketing of milk to any degree? Why is the milk +question so important?<br /> + +Are there any laws for your bakeries?<br /> + +What are the regulations as to the storage and protection of +meat in local markets?</div> + +<div class='hang2'>3. Housing. If three families are willing to live in three rooms +in your town, may they do so?<br /> + +Is there anything to prevent your erecting a building of any +size and material you wish in any place?</div> + +<div class='hang2'>4. Medical Institutions. Is there a public hospital in your town? +Who has a right to use it? Who pays for it?<br /> + +Is there a public clinic? Why should there be?<br /> + +Is there a public laboratory? How would it benefit your community +if there were?<br /> + +Is there a district nurse? How could Girl Scouts assist such +a nurse?</div> + +<div class='hang2'>5. Schools. Is there any medical inspection in your schools? How +did it ever effect you?<br /> + +Is its work followed up in the home? How are Girl Scouts particularly +fitted to help in this?<br /> + +Is there a school nurse? Why does it pay the community to +<ins title="Transcriber's Note: original reads 'employee'">employ</ins> one?<br /> + +Are luncheons served in your school free, or at low cost? +Mention at least two advantages in this and one disadvantage.<br /> + +Are there school clinics for eyes and teeth? Why are some +cities providing such clinics?</div> + +<div class='hang2'>6. Baby Hygiene. Is there any place in your town where young +or ignorant mothers can ask advice and instruction in the +care of infants? State briefly why you think such help would +benefit the community in the end.</div></div> +<div><span class='pagenum'><a name="Page_517" id="Page_517">[517]</a></span></div> + +<div class='hang2'>III. Public Services and Sanitation.<br /> + +<div class='hang2'>1. Who is responsible for the cleaning of the streets? Dry or wet +method used?</div> +<div class='hang2'>2. What are the laws concerning the public collection and disposal +of garbage? How much responsibility in this line has +your family? Can you do what you please? Is there any +practical use for garbage?</div> + +<div class='hang2'>3. What is the source of your local water supply? What measures +are taken to make and keep it pure?—State some of the +results of lack of care in this matter.</div> + +<div class='hang2'>4. Why should there be regulations about spitting in public places? +Why are common towels and drinking cups forbidden? What +are the general rules for prevention and treatment of tuberculosis?</div> + +<div class='hang2'>5. Trace the life history of the house fly or filth fly and tell why +it is a menace. How may the fly be exterminated? How are +mosquitoes dangerous? How may they be eliminated?</div></div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Democracy in Reconstruction," Frederick A. Cleveland and Joseph +Schafer, Houghton Mifflin.</p> + +<p>"A Manual for Health Officers," J. Scott MacNutt, John Wiley and +Sons.</p> + +<p>"House of the Good Neighbor," Esther Lovejoy, Macmillan.</p> + +<p>"Community Civics," J. Field, Macmillan.</p> + +<p>"Town and City," F. G. Jewett, Ginn and Co.</p> + +<p>"Good Citizenship," J. Richman, American Book Co.</p> + +<p>"Healthy Living," Charles E. Winslow, Merrill Co.</p> + + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>HEALTH WINNER<br /> +SYMBOL—THE CADUCEUS IN TREFOIL</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i162-healthwin.png" width="150" height="152" alt="HEALTH WINNER" title="" /> +</div> +</td></tr> +</table></div> + + +<div class='hang2'>I. To earn this badge a Girl Scout must for three months pay attention +to those conditions upon which health depends. She should +keep a Health Record like that shown in the Handbook, which must +cover at least the following points:<br /> + +<div class='hang2'>1. Position of body: Show improvement in posture.</div> + +<div class='hang2'>2. Exercise (a) Walk a mile briskly or walk steadily and vigorously +for fifteen minutes, or take some other active and vigorous +outdoor exercise for at least thirty minutes. OR in case of bad +weather, (b) Do setting-up exercises as given in Handbook +every day. At least twenty minutes should be spent on these, +either at one time, or ten minutes night and morning. To +make this point will require a record of compliance for at least +seventy-five days in three months.</div> + +<div class='hang2'>3. Rest. (a) Go to bed early. Be in bed by at least 9:30 and sleep +from eight to ten hours. Do not go to parties, the theatre, +movies or any other late entertainment on nights before school +or work.</div> + +<div class='hang2'>4. Supply needs for Air, Water and Food in the right way:<br /> + +(a) Sleep with window open.<br /> + +(b) Drink at least six glasses of water during the day, between +meals; taking one before breakfast, two between breakfast +and lunch, two between lunch and dinner, and one before +going to bed.<br /> + +(c) Eat no sweets, candy, cake or ice cream except as dessert +after meals.</div></div> +<div><span class='pagenum'><a name="Page_518" id="Page_518">[518]</a></span></div> +<div class='hang2'><div class='hang2'>5. Keep Clean:<br /> + +(a) Have a bowel movement at least once every day, preferably +immediately after breakfast or the last thing at night.<br /> + +(b) Wash hands after going to the toilet, and before eating. +Take a daily tub, shower or sponge bath, or rub down with +a rough towel every day; and take a full bath of some sort at +least twice a week.<br /> + +(c) Brush teeth twice a day: after breakfast and just before +bed.<br /> + +(d) Wash hair at least once a month, and brush well every day.</div></div> + +<div class='hang2'>II. In addition to doing the things that make for health, the Girl Scout +must know the answers to the following questions:<br /> + +<div class='hang2'>1. What is the best way to care for your teeth?</div> + +<div class='hang2'>2. Why is care for the eyes especially necessary? How are the +eyes rested? What are the points to remember about light +for work?</div> + +<div class='hang2'>3. What is the difference in effect between a hot and cold bath?</div> + +<div class='hang2'>4. How can you care for your feet on a hike so that they will not +become blistered or over-tired?</div></div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Good Health," F. G. Jewett, Ginn and Co.</p> + +<p>"How to Get Strong and How to Stay So," William Blaikie, Harper.</p> + +<p>"Keeping Physically Fit," Wm. J. Cromie, Macmillan.</p> + +<p>"Exercise and Health," Woods Hutcheson, Outing Pub. Co.</p> + +<p>"Handbook of Health and Nursing," American School of Home Economics, +Chicago.</p> + +<p>"Food and Health," Helen Kinne and Anna M. Cooley, Macmillan.</p> + +<p>"Healthy Living," Chas. E. Winslow, Chas E. Merrill Co.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i163-homemaker.png" width="150" height="150" alt="HOMEMAKER" title="" /> +</div> +</td><td align='center'><b>HOMEMAKER<br /> +SYMBOL—CROSSED KEYS</b></td></tr> +</table></div> + + +<div class='hang2'>1. In planning a house and choosing a site for it what things should +be considered?</div> + +<div class='hang2'>2. Draw the floor plan of an imaginary house or apartment to be built +in your locality for a family of four, and list the furnishings for +each room.</div> + +<div class='hang2'>3. Choose a system for heating and state reasons for choice.</div> + +<div class='hang2'>4. How will water be furnished? What precautions should always +be taken about the water supply and why?</div> + +<div class='hang2'>5. How will the house be lighted? How will it be ventilated?</div> + +<div class='hang2'>6. State how the walls and floors will be finished and why?</div> + +<div class='hang2'>7. Describe the cook stove and the ice box; tell why they were selected +and the best way to keep them clean.</div> + +<div class='hang2'>8. List the utensils used in keeping the house clean.</div> + +<div class='hang2'>9. State why it is particularly necessary to keep the cellar, closets, +cupboards, wash basins, toilets, sinks, clean. Give ways of cleaning +each.</div> + +<div class='hang2'>10. State the proper way to prepare dishes for washing and the order +in which silver, glass, table <ins title="Transcriber's Note: original reads 'and and'">and</ins> kitchen dishes should be washed.</div> + +<div class='hang2'>11. How should rugs, mattresses, pillows, upholstered furniture, paper +walls, and windows be cleaned?</div> + +<div class='hang2'>12. How should winter clothes and blankets be stored during the +summer? What should be done with soiled laundry prior to washing?</div><div><span class='pagenum'><a name="Page_519" id="Page_519">[519]</a></span></div> + +<div class='hang2'>13. What is the most economical way to buy flour, sugar, cereals, butter +and vegetables? How should they be kept in the house?</div> + +<div class='hang2'>14. What is the law in your community concerning the disposition of +trash, ashes and garbage? How will you care for these things in +the house? If there is no law what will you do with them and why?</div> + +<div class='hang2'>15. Under what conditions do germs thrive and vermin infest? How +can both be kept away?</div> + +<div class='hang2'>16. Plan the work in your house for one week giving the daily schedule +and covering all necessary points.</div> + +<div class='hang2'>17. Tell how to make and use a fireless cooker. Explain what it is good for.</div> + +<div class='hang2'>18. Take care of your own bedroom for one month. Report just what +you do and how long it takes.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Housewifery," L. Ray Balderston, Lippincott.</p> + +<p>"The Home and the Family," Helen Kinne and Anna Cooley, The +Macmillan Co.</p> + +<p>"Foods and Household Management," Helen Kinne and Anna Cooley, +Macmillan.</p> + +<p>"Shelter and Clothing," Helen Kinne and Anna Cooley, Macmillan.</p> + +<p>"Feeding the Family," M. S. Rose, Macmillan.</p> + +<p>"Handbook of Food and Diet," American School of Home Economics, +Chicago.</p> + +<div class='unindent'>MAGAZINES:</div> + +<p>"The House Beautiful," "Ladies Home Journal," "Delineator," "Good +Housekeeping."</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>HOME NURSE***<br /> +SYMBOL—GREEN CROSS</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i164-homenurse.png" width="150" height="154" alt="HOME NURSE***" title="" /> +</div> +</td></tr> +</table></div> + + + +<div class='hang2'>1. Describe care of the room under following points:<br /> + +(a) Ventilation heat and sun; (b) Character and amount of furniture; +(c) Cleanliness and order; (d) Daily routine; (e) General +"atmosphere."</div> + +<div class='hang2'>2. Demonstrate bed making with patient in bed. Bed must be made +in fifteen minutes.</div> + +<div class='hang2'>3. (a) Show how to help a patient in the use of a bedpan. (b) Care of +utensils, dishes, linen and their disinfection.</div> + +<div class='hang2'>4. Bodily care of patient. Know all the following and be able to demonstrate +any two points asked for:<br /> + +(a) Bathing; (b) Rubbing; (c) Changing of body linen; (d) Combing +hair; (e) Lifting and changing position; (f) Arranging of supports; +(g) Temperature, pulse and respiration; (h) Feeding when +helpless.</div> + +<div class='hang2'>5. Local applications, hot and cold, (fomentations, compresses etc.) +(Demonstrate at least one point).</div> + +<div class='hang2'>6. Common household remedies and their use: castor oil, soda, olive +oil, epsom salts, aromatic spirits of ammonia.</div> + +<div class='hang2'>7. First treatment of some common household emergencies, cramps, +earache, headache, cold, chills, choking, nosebleed, and fainting.</div> + +<div class='hang2'>8. How to give an enema.</div> + +<div class='hang2'>9. Proper food for invalids and serving it. Be able to prepare and +serve five of the following. Two foods must be shown to examiner +and three may be certified to by mother or other responsible +person.</div><div><span class='pagenum'><a name="Page_520" id="Page_520">[520]</a></span></div> + +<div class='hang2'><div class='hang2'>1. Cereal, as oatmeal, gruel; cereal water, as barley water.</div> + +<div class='hang2'>2. Toast, toast water, milk toast, cream toast.</div> + +<div class='hang2'>3. Plain albumen, albuminized water, albuminized milk.</div> + +<div class='hang2'>4. Eggnog, soft cooked egg, poached egg.</div> + +<div class='hang2'>5. Pasteurized milk, junket, custard.</div> + +<div class='hang2'>6. Beef, mutton, chicken, clam or oyster broth.</div> + +<div class='hang2'>7. Fruit beverage, stewed dried fruit, baked apple.</div> + +<div class='hang2'>8. Gelatin jellies, chicken jelly.</div> + +<div class='hang2'>9. Tea, coffee, cocoa.</div></div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Home Hygiene and Care of the Sick." Red Cross Text by Jane A. +Delano, R. N. Revised by Anne H. Strong, R. N., Blakiston, Philadelphia, +1922.</p> + +<p>"What to do Before the Doctor Comes," Frieda E. Lippert, Lippincott.</p> + +<p>"Home Nurses Handbook of Practical Nursing," C. A. Aikens, Saunders.</p> + +<p>"Home Nursing," Louisa C. Lippitt, World Book Co.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i165-horsewoman.png" width="150" height="148" alt="HORSEWOMAN" title="" /> +</div></td><td align='center'><b>HORSEWOMAN<br /> +SYMBOL—STIRRUP</b></td></tr> +</table></div> + + + + +<div class='hang2'>1. Demonstrate saddling and bridling a saddle horse.</div> + +<div class='hang2'>2. Demonstrate riding at a walk, trot and gallop.</div> + +<div class='hang2'>3. Demonstrate harnessing correctly in single harness.</div> + +<div class='hang2'>4. Demonstrate driving in single harness.</div> + +<div class='hang2'>5. What are the rules of the road as to turning out?</div> + +<div class='hang2'>6. What are the rules for feeding and watering a horse, and how do +these vary according to conditions?</div> + +<div class='hang2'>7. What implements are used for grooming a horse? Show how they +should be used.</div> + +<div class='hang2'>8. Hitch a horse, using the best knot for that purpose.</div> + +<div class='hang2'>9. Know principal causes of and how to detect and how to remedy +lameness and sore back.</div> + +<div class='hang2'>10. Know how to detect and remove a stone from the foot.</div> + +<div class='hang2'>11. Know the principal points of a horse, and the different parts of +the harness.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Riding and Driving for Women," B. Beach, Scribner.</p> + +<p>"Horsemanship," C. C. Fraser.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>HOSTESS<br /> +SYMBOL—CUP AND SAUCER</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i165-hostess.png" width="150" height="154" alt="HOSTESS" title="" /> +</div> +</td></tr> +</table></div> + + + + +<div class='hang2'>1. Demonstrate receiving, introducing and bidding guests goodbye.</div> + +<div class='hang2'>2. Write notes of invitation for a luncheon, dinner party, and write +a letter inviting a friend to make a visit.</div><div><span class='pagenum'><a name="Page_521" id="Page_521">[521]</a></span></div> + +<div class='hang2'>3. Give an out of door party or picnic planning entertainment, and +prepare and serve refreshments, OR<br /> + +Demonstrate ability to plan for an indoor party, arranging the rooms, +a place for wraps, entertainment of guests, serving of refreshments.</div> + +<div class='hang2'>4. Set a table and entertain guests for lunch or dinner or afternoon +tea and demonstrate the duties of a hostess who has no maid, or +one who has a maid, to serve.</div> + +<div class='hang2'>5. What are the duties of a hostess when entertaining a house guest +for a few days or more?<br /> + +GUESTS:</div> + +<div class='hang2'>6. When entertained as a house guest what are some of the necessary +things to be remembered?</div> + +<div class='hang2'>7. What is a "bread and butter" letter? Write one.</div> + +<div class='hang2'>8. When invited to a party, luncheon, dinner, or to make a visit, how +should the invitations be acknowledged? Write at least two letters +to cover the question.</div> + +<div class='hang2'>9. What are the duties of a caller, dinner or party guest as concerns +time of arrival, length of stay and leaving?</div> + + +<div class='unindent'>REFERENCES:</div> + +<p>"Everyday Manners, for American Boys and Girls," by the Faculty +of the South Philadelphia High School for Girls, Macmillan, 1922.</p> + +<p>"Dame Courtesy's Book of Novel Entertainments," E. H. Glover, +McClurg.</p> + +<p>"Hostess of Today," L. H. Larned, Scribner.</p> + +<p>"Bright Ideas for Entertaining," H. B. Linscott, Jacobs.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i166-interpreter.png" width="150" height="149" alt="INTERPRETER" title="" /> +</div> +</td><td align='center'><b>INTERPRETER<br /> +SYMBOL—UNITED STATES ARMY EMBLEM</b></td></tr> +</table></div> + + + +<div class='hang2'>1. Show ability to converse in a language other than English.</div> + +<div class='hang2'>2. Translate quickly and accurately a conversation in a foreign language +into English, and English into a foreign language.</div> + +<div class='hang2'>3. Be able to write a simple letter in a language other than one's own, +subject to be given by examiner.</div> + +<div class='hang2'>4. Read a passage from a book or newspaper written in a language +other than one's own.</div> + +<div class='hang2'>5. Write a clear intelligible letter in a foreign language.</div> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>JOURNALIST****<br /> +SYMBOL—BOTTLE AND PEN</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i166-journalist.png" width="150" height="150" alt="JOURNALIST****" title="" /> +</div> +</td></tr> +</table></div> + + + +<div class='hang2'>1. Know how a newspaper is made, its different departments, functions +of its staff, how the local news is gathered, how the news of +the world is gathered and disseminated—Inquire at newspaper +office.</div> + +<div class='hang2'>2. What is a news item?</div> + +<div class='hang2'>3. What is an editorial?</div><div><span class='pagenum'><a name="Page_522" id="Page_522">[522]</a></span></div> + +<div class='hang2'>4. Describe briefly the three important kinds of type-setting used today.</div> + +<div class='hang2'>5. Write two articles, not to exceed five hundred words each, on events +that come within the observation of the Scouts. For instance give +the school athletic events or describe an entertainment for Scouts +in church or school or rally.</div> + +<div class='hang2'>6. Write some special story about Scoutcraft such as a hike or camping +experience.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Newspaper," G. B. Dibble, Holt.</p> + +<p>"Handbook of Journalism," N. C. Fowler, Sully.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i167-laundress.png" width="150" height="148" alt="LAUNDRESS" title="" /> +</div> +</td><td align='center'><b>LAUNDRESS<br /> +SYMBOL—FLAT IRON</b></td></tr> +</table></div> + + +<div class='hang2'>1. What elements are needed to clean soiled clothes?</div> + +<div class='hang2'>2. Show a blouse that you have starched and folded, OR<br /> + +Show a skirt and coat you have pressed.</div> + +<div class='hang2'>3. How is starch made? How is it prepared for use?</div> + +<div class='hang2'>4. What is soap? How is it made? What is soap powder?</div> + +<div class='hang2'>5. How can you soften hard water? How are a ringer and a mangle used?</div> + +<div class='hang2'>6. Name steps to take in washing colored garments.</div> + +<div class='hang2'>7. Should table linen be starched? Why?</div> + +<div class='hang2'>8. Why do we run clothes through blueing water? What is blueing? +How made?</div> + +<div class='hang2'>9. Know the different kinds of irons and how to take care of irons.</div> + +<div class='hang2'>10. How to remove stains; ink, fruit, rust, grass, cocoa and grease. +Why must stains be removed before laundering?</div> + +<div class='hang2'>11. What clothes should be boiled to make them clean? How are flannels +washed? What should be done to clothes after drying before they +are ironed?</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Saturday Mornings," C. B. Burrell, Dana Estes.</p> + +<p>"First Aid to the Young Housekeeper," C. T. Herrick, Scribner.</p> + +<p>"Guide to Laundry Work," M. D. Chambers, Boston Cooking School.</p> + +<p>"Approved Methods for Home Laundry," Mary Beals Vail, B. S., Proctor +Gamble Co.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>MILLINER<br /> +SYMBOL—BONNET</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i167-milliner.png" width="150" height="144" alt="MILLINER" title="" /> +</div> +</td></tr> +</table></div> + + +<div class='hang2'>1. Renovate a hat by removing, cleaning and pressing all trimmings +and the lining, turn or clean the hat and replace trimmings and +lining.</div> + +<div class='hang2'>2. Trim a felt hat and make and sew in the lining.</div><div><span class='pagenum'><a name="Page_523" id="Page_523">[523]</a></span></div> + +<div class='hang2'>3. Make a gingham, cretonne or straw hat using a wire frame.</div> + +<div class='hang2'>4. What is felt and how is it made into hats?</div> + +<div class='hang2'>5. What is straw and how is it prepared for millinery purposes?</div> + +<div class='hang2'>6. How is straw braid for hats sold?</div> + +<div class='hang2'>7. What is meant by "a hand made hat?"</div> + +<div class='hang2'>8. Can the shape of a felt or straw hat be materially changed? if so +by what process?</div> + +<div class='hang2'>9. What kind of thread is best for sewing trimming on to a hat?</div> + +<div class='hang2'>10. How is the head measured for ascertaining the head size for a hat?</div> + + + +<div class='unindent'>REFERENCES:</div> + +<p>"Art of Millinery," Anna Ben Yusef, Millinery Trade Pub. Co.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i168-motorist.png" width="150" height="146" alt="MOTORIST****" title="" /> +</div> +</td><td align='center'><b>MOTORIST****<br /> +SYMBOL—A WINGED WHEEL</b></td></tr> +</table></div> + + +<p>To qualify for this badge a Scout must be at least eighteen, and must +pass the examination which was required for the Motor Corps of the +National League for Women's Service.</p> + +<p>This includes:</p> + +<div class='hang2'>1. A certificate of health from a physician.</div> + +<div class='hang2'>2. Possessing the First Aide Badge.</div> + +<div class='hang2'>3. A diploma from a training course for motorists, such as that run +by the Y. M. C. A., with a mark of at least 85 per cent.</div> + +<div class='hang2'>4. A driver's license from her State, signed by the Secretary of State.</div> + +<div class='hang2'>5. Taking the oath of allegiance.</div> + + +<div class='unindent'>REFERENCE:</div> + +<p>"The Gasoline Automobile," by Hobbs, Elliott and Consoliver, McGraw, +Hill Book Co.</p> + +<p>Putnam's Automobile Handbook, H. C. Brokaw, Putnam.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>MUSICIAN<br /> +SYMBOL—HARP</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i168-musician.png" width="150" height="152" alt="MUSICIAN" title="" /> +</div> +</td></tr> +</table></div> + + +<p>For pianist, violinist, cellist or singer.</p> + +<div class='hang2'>1. Play or sing a scale and know its composition.</div> + +<div class='hang2'>2. Write a scale in both the treble and bass clef.</div> + +<div class='hang2'>3. Know a half-tone, whole tone, a third, fifth and octave.</div> + +<div class='hang2'>4. Be able to distinguish a march from a waltz, and give the time of +each.</div> + +<div class='hang2'>5. What is a quarter, half and whole note, draw symbols.</div> + +<div class='hang2'>6. Name five great composers and one composition of each, including +an opera, a piano composition, a song. Two of the foregoing +must be American.</div> + +<div class='hang2'>7. Play or sing from memory three verses of the Star Spangled Banner. +The Battle Hymn of the Republic and America.</div> + +<div class='hang2'>8. Play or sing correctly from memory one piece of good music.</div><div><span class='pagenum'><a name="Page_524" id="Page_524">[524]</a></span></div> + +<div class='hang2'>9. For instrumentalist: Be able to play at sight a moderately +difficult piece and explain all signs and terms in it.</div> + +<div class='hang2'>For singers: Show with baton how to lead a group in singing compositions +written in 3/4 and 4/4 time.</div> + +<div class='hang2'>10. What is an orchestra: Name at least five instruments in an orchestra.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Art of the Singer," W. T. Henderson, Scribner.</p> + +<p>"How to Listen to Music," H. E. Krehbiel, Scribner.</p> + +<p>"Orchestral Instruments and What They Do," D. G. Mason, Novello.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='right'><div class="figcenter" style="width: 150px;"> +<img src="images/i169-needlewoman.png" width="150" height="144" alt="NEEDLEWOMAN" title="" /> +</div> +</td><td align='center'><b>NEEDLEWOMAN<br /> +SYMBOL—SPOOL, THREAD AND NEEDLE</b></td></tr> +</table></div> + + + + + + +<div class='hang2'>1. Know how to run a seam, overcast, roll and whip, hem, tuck, gather, +bind, make a French seam, make buttonhole, sew on buttons, +hooks and eyes, darn and patch. Submit samples of each.</div> + +<div class='hang2'>2. Show the difference between "straight" and "on the bias," and +how to make both.</div> + +<div class='hang2'>3. Know the difference between linen, cotton and woolen, and pick +out samples of each.</div> + +<div class='hang2'>4. Know how thread, silk and needles are numbered and what the +numbers indicate.</div> + +<div class='hang2'>5. Know how to measure and plan fullness for edging or lace.</div> + +<div class='hang2'>6. Know how to lay a pattern on cloth, cut out a simple article of wearing +apparel and make same. Use this article to demonstrate as +much of question 1 as possible.</div> + +<div class='hang2'>7. Knit, either a muffler, sweater or baby's jacket and cap and crochet +one yard of lace or make a yard of tatting.</div> + +<div class='hang2'>8. Hemstitch or scallop a towel or bureau scarf and work an initial +on it in cross stitch.</div> + +<div class='unindent'>REFERENCES:</div> + +<p>"Complete Dressmaker," C. E. Laughlin, Appleton.</p> + +<p>"Art in Needlework," S. F. Day, Scribner.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>PATHFINDER<br /> +SYMBOL—A HAND POINTING</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i169-pathfinder.png" width="150" height="148" alt="PATHFINDER" title="" /> +</div> +</td></tr> +</table></div> + + + + +<div class='hang2'>1. Describe the general plan of the city, town or village in which you +live, locate the principal shopping, business and residence districts +and know how to reach them from any quarter of the city, town +or village. Be able to direct a person to the nearest place of worship +to which they desire to go, OR<br /> + +Describe in a general way the township or county in which you live +giving the principal roads, naming two of the nearest and largest +cities or towns, giving their distance from your residence and telling +how to reach them.</div><div><span class='pagenum'><a name="Page_525" id="Page_525">[525]</a></span></div> + +<div class='hang2'>2. Know the route of the principal surface car and subway lines, OR<br /> + +The name of the nearest railroad division to your residence and +four of the principal cities or towns through which it passes within +a distance of one hundred miles.</div> + +<div class='hang2'>3. Know at least three historic points of interest within the limits of +your city, town or village, how to get to them and why they are historic, +OR<br /> + +Tell of three things of interest concerning the history of your own +community.</div> + +<div class='hang2'>4. Know the name and location of the Post Office, Telegraph and Telephone +Stations, Public Library, City or Town Hall, one Hospital +of good standing, one hotel or inn, three churches, one Protestant, +one Catholic, one Synagogue, and the nearest railroad, OR<br /> + +Know the name, location and distance from your home or village +of the nearest Library, Hospital, Church, Post Office, Telegraph +and Telephone and Railroad Stations.</div> + +<div class='hang2'>5. Know the name and location of three buildings or places in your +city, town or village, of interest from a point of beauty either of +architecture, decoration or surroundings, OR<br /> + +Know and locate three places of interest within ten miles of your +home, because of beautiful views or surroundings, OR give directions +for taking a walk through beautiful woods, lanes or roads.</div> + +<div class='hang2'>6. Draw a map of the district around your home covering an area of +one quarter square mile, noting streets, schools and other public +buildings, fire alarm boxes, at least one public telephone booth, +one doctor's office, one drug store, one provision store, and four +points of the compass. Draw to scale, OR<br /> + +Draw a map covering a half square mile of country around your +home noting schools and any other public buildings, roads, lanes, +points of interest, historic or otherwise, streams, lakes and four +cardinal points of the compass. Map must be drawn to scale.</div> + +<div class='hang2'>7. Know how to use the fire alarm, how to consult telephone directory, +how to call for assistance in case of water leak, accident, burglary, +forest fire and how to call the police for any other emergency.</div> + +<div class='hang2'>8. Find any of the four cardinal points of the compass by sun or stars, +by use of a watch and a cane or stick.</div> + + +<div class='unindent'>REFERENCES:</div> + +<p>Sections in Handbook on "Woodcraft," and "Measurements and Map-making," +and publications of local Historical Societies, Guides and +Directories.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i170-photographer.png" width="150" height="146" alt="PHOTOGRAPHER" title="" /> +</div> +</td><td align='center'><b>PHOTOGRAPHER<br /> +SYMBOL—CAMERA ON STANDARD</b></td></tr> +</table></div> + + + +<div class='hang2'>1. <ins title="Transcriber's Note: original reads 'submit'">Submit</ins> six good photographs, interior and out of door, taken, developed +and printed by self, OR twelve good photographs taken +by self including portraits, animals, out of door and indoor subjects.</div> + +<div class='hang2'>2. What constitutes a good picture?</div> + +<div class='hang2'>3. Give three rules to be followed in taking interiors, portraits and +out of door pictures.</div> + +<div class='hang2'>4. Name and describe briefly the processes used in photography.</div> + +<div class='hang2'>5. Tell what a camera is and name and describe the principal parts +of a camera.</div> + +<div class='hang2'>6. What is a film? What is a negative?</div><div><span class='pagenum'><a name="Page_526" id="Page_526">[526]</a></span></div> + +<div class='hang2'>7. What position in relation to the sun should a photographer take +when exposing a film?</div> + +<div class='hang2'>8. Should a shutter be operated slowly? If so, why?</div> + +<div class='hang2'>9. What causes buildings in a picture to look as if they were falling?</div> + +<div class='hang2'>10. What precautions should be taken when reloading a camera and +taking out an exposed film?</div> + +<div class='hang2'>11. What is an enlargement? How is it made?</div> + +<div class='hang2'>12. What are the results of under exposure and over exposure?</div> + +<div class='hang2'>13. What are the results of failing to take the proper camera distance, +having improper light and allowing the camera to move?</div> + +<div class='hang2'>14. If there is more than one method of exposing a film what determines +the method to be used?</div> + + +<div class='unindent'>REFERENCES:</div> + +<p>"How to Make Good Pictures," Eastman Kodak Company.</p> + +<p>"The Photo Miniature," such numbers as appear to be needed.</p> + +<p>"Nature and the Camera," A. R. Dugmore, Doubleday.</p> + +<p>"Photography for Young People," T. Jenks, Stokes.</p> + +<p>"Why My Photographs Are Bad," C. M. Taylor, Jacobs.</p> + + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>PIONEER***<br /> +SYMBOL—AXES</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i171-pioneer.png" width="150" height="152" alt="PIONEER***" title="" /> +</div></td></tr> +</table></div> + + + + +<div class='hang2'>1. Tell four things that must be considered when choosing a camp site.</div> + +<div class='hang2'>2. Know how to use a saw, an axe, a hatchet.</div> + +<div class='hang2'>3. Know how to select and fell a tree for building or fuel purposes. +Know a fork and sapling and their uses.</div> + +<div class='hang2'>4. Build or help three others to build a shack suitable for four occupants.</div> + +<div class='hang2'>5. Make a latrine, an incinerator, a cache.</div> + +<div class='hang2'>6. Make a fireplace for heating and cooking purposes and cook a simple +meal over it.</div> + +<div class='hang2'>7. Know how to tell the directions of the wind.</div> + +<div class='hang2'>8. Know how to mark a trail.</div> + +<div class='hang2'>9. Tell what to do to make water safe for drinking if there is any question +as to its purity.</div> + + +<div class='unindent'>REFERENCES:</div> + +<p>"Campward Ho!" A Manual for Girl Scout Camps, National Headquarters, +Girl Scouts, Inc.</p> + +<p>"Camping and Woodcraft," Horace Kephart, Macmillan.</p> + +<p>"On the Trail," L. Beard, Scribner.</p> + +<p>"Vacation Camps for Girls," Jeannette Marks, D. Appleton.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i171-rocktapper.png" width="150" height="152" alt="ROCK TAPPER" title="" /> +</div></td> +<td align='center'><b>ROCK TAPPER<a name="FNanchor_9_9" id="FNanchor_9_9"></a><a href="#Footnote_9_9" class="fnanchor">[9]</a><br /> +SYMBOL—PICK AND SHOVEL</b></td></tr> +</table></div> + + + +<div class='hang2'>1. Collect and correctly identify ten rocks found among the glacial +boulders.</div><div><span class='pagenum'><a name="Page_527" id="Page_527">[527]</a></span></div> +<div class='hang2'>2. Make photograph or make sketch of glacial boulders.</div> + +<div class='hang2'>3. Collect two or three scratched glaciated pebbles or cobblestones +in the drift.</div> + +<div class='hang2'>4. Make a sketch or photograph of an exposed section of glaciated or +scratched bed-rock and note as accurately as you can the direction +of the scratches or grooves.</div> + + + +<div class='unindent'>REFERENCES:</div> + +<p>"The Story of Our Continent," N. S. Shaler, Ginn and Co.</p> + +<p>"The Great Ice Age and Its Relation to the Antiquity of Man," D. +Appleton and Co.</p> + +<p>"A Text Book of Geology," portion of Chapter XXV entitled "The +Glacial Epoch in North America,"—D. Appleton and Co.</p> + +<p>"Physiography for High School," Chapter V entitled, "The Work of +Snow and Ice," Henry Holt and Co.</p> + +<p>"An Introduction to Physical Geography," Chapter VI entitled, "Glaciers," +D. Appleton, or any other good text-book of geology or physical +geography.</p> + +<p>"Travels in Alaska," John Muir.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>SAILOR***<br /> +SYMBOL—ANCHOR</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i172-sailor.png" width="150" height="150" alt="SAILOR***" title="" /> +</div> +</td></tr> +</table></div> + + + +<p>Qualify for questions under A, one to eleven, and one other test on +rowboat, sailboat, canoe or motor boat.</p> + +<div class='unindent'>A. GENERAL</div> + +<div class='hang2'>1. Swim twenty-five yards with clothes and shoes on, or hold the swimming +merit badge.</div> + +<div class='hang2'>2. Know sixteen points of the compass.</div> + +<div class='hang2'>3. Find any one of the four cardinal points of the compass by sun or +stars.</div> + +<div class='hang2'>4. Know the rules for right of way.</div> + +<div class='hang2'>5. Know how to counteract the effect of current, tide and wind.</div> + +<div class='hang2'>6. Demonstrate making a landing, coming along side, making fast, +pushing off.</div> + +<div class='hang2'>7. What is a calm? What is a squall? What are the sky and water +conditions that denote the approach of the latter?</div> + +<div class='hang2'>8. Why are squalls dangerous?</div> + +<div class='hang2'>9. What are the dangers of moving about or standing in a boat?</div> + +<div class='hang2'>10. Tie four knots for use in handling a boat. Prepare, tie and throw +a life line a distance of 25 feet.</div> + +<div class='hang2'>11. Which is the "port" and which the "starboard" side of the boat, +and what color lights represent each.</div> + +<div class='unindent'>B. ROWBOAT.</div> + +<div class='hang2'>1. Demonstrate correct way to step into a rowboat, to boat the oars, +feather the oars, turn around, row backward, back water, keep a +straight course.</div> + +<div class='hang2'>2. Name two types of row boats.</div> + +<div class='hang2'>3. Demonstrate rowing alone on a straight course for a period of one-half +hour. Keep stroke with another person for the same length +of time.</div> + +<div class='hang2'>4. Demonstrate sculling or poling.</div> + +<div class='hang2'>5. Bail and clean a boat.</div> + +<div class='hang2'>6. What does it mean to "trim ship?"</div> + +<div class='unindent'>C. SAILBOAT.</div> + +<div><span class='pagenum'><a name="Page_528" id="Page_528">[528]</a></span></div> +<div class='hang2'>1. Demonstrate hoisting a sail, taking in a reef, letting out a reef, +steering, sailing close to the wind, before the wind, coming about, +coming up into the wind.</div> + +<div class='hang2'>2. What is meant by tacking?</div> + +<div class='hang2'>3. What is the difference between a keel and centerboard type of boat? +Tell the advantage of each.</div> + +<div class='hang2'>4. Coil the ropes on a sailboat.</div> + +<div class='hang2'>5. Name three different types of sailboats.</div> + +<div class='unindent'>D. CANOE.</div> + +<div class='hang2'>1. Where and how should a canoe be placed when not in use?</div> + +<div class='hang2'>2. Demonstrate putting a canoe into the water, stepping into it, taking +it out, and the technique of bow and stern paddling.</div> + +<div class='hang2'>3. Overturn, right and get back into a canoe.</div> + +<div class='hang2'>4. Name two standard makes of canoes.</div> + +<div class='hang2'>5. What does it mean to make a portage?</div> + +<div class='unindent'>E. MOTORBOAT.</div> + +<div class='hang2'>1. Know how to oil the engine and the best kind of oil with which to oil it.</div> + +<div class='hang2'>2. Demonstrate cleaning the engine; cranking the engine.</div> + +<div class='hang2'>3. Know how to measure gas in tank, how much gas the tank holds, +and how long the engine will run when the tank is full. Know how +to judge good gasoline.</div> + +<div class='hang2'>4. Why should a motor boat never be left without turning off the gas? +State reasons.</div> + +<div class='hang2'>5. Be able to rectify trouble with the carburetor.</div> + +<div class='hang2'>6. Know proper weight of anchor for boat; how to lower and hoist +anchor; how to ground anchor so boat will not drag; know the knot +to fasten rope to anchor and rope to boat, and how to throw out +anchor.</div> + +<div class='hang2'>7. Demonstrate how to coil rope so it will not kink when anchor is +thrown out.</div> + +<div class='hang2'>8. Know channels and right of way by buoys and lights.</div> + + +<div class='unindent'>REFERENCES:</div> + +<p>"Harper's Boating Book for Boys," C. J. Davis, Harper.</p> + +<p>"Boat Sailing," A. J. Kenealy, Outing.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i173-scribe.png" width="150" height="149" alt="SCRIBE" title="" /> +</div> +</td><td align='center'><b>SCRIBE<br /> +SYMBOL—OPEN BOOK</b></td></tr> +</table></div> + + +<div class='hang2'>1. Submit an original short story, an essay or play or poem.</div> + +<div class='hang2'>2. Know three authors of prose and their compositions.</div> + +<div class='hang2'>3. Mention the names and some works of three novelists, two essayists, +three poets, two dramatists of the present century, at least three +of them American.</div> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>SIGNALLER<br /> +SYMBOL—CROSSED FLAGS</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i173-signaller.png" width="150" height="150" alt="SIGNALLER" title="" /> +</div> +</td></tr> +</table></div> + + +<div class='center'>SEMAPHORE</div> + +<div><span class='pagenum'><a name="Page_529" id="Page_529">[529]</a></span></div> + +<div class='hang2'>1. Give alphabet correctly in 30 seconds, or less.</div> + +<div class='hang2'>2. Give the following abbreviations correctly; +AFFIRMATIVE, ACKNOWLEDGE, ATTENTION, ERROR, NEGATIVE, +PREPARATORY, ANNULLING, SIGN OF NUMERALS.</div> + +<div class='hang2'>3. Send message not previously read, of twenty words, containing +three numerals and sent at the rate of 50 letters per minute. Only +one error to be allowed. Technique is to be considered and judged.</div> + +<div class='hang2'>4. Receive unknown message of twenty words, containing three numerals +at the same rate. Two errors to be allowed. Scouts may have +someone take message down in writing as they read it, and five minutes +in which to rewrite it afterwards.</div> + +<div class='center'>WIGWAG</div> + +<div class='hang2'>1. Give alphabet correctly in two and one half minutes or less.</div> + +<div class='hang2'>2. Give numerals up to ten correctly.</div> + +<div class='hang2'>3. Send message not previously read, of twenty words, containing +three numerals, at the rate of ten letters per minute. Only one +error allowed; technique and regularity to be considered and judged.</div> + +<div class='hang2'>4. Receive unknown message of twenty words, containing three numerals, +to be given at the rate of 10 letters per minute—Two errors +to be allowed. Conditions for receiving, the same as in Semaphore.</div> + +<div class='center'>BUZZER<br /> +GENERAL SERVICE CODE</div> + +<div class='hang2'>1. Send message of twenty words, not previously read, at the rate of +ten letters per minute. Two errors allowed.</div> + +<div class='hang2'>2. Receive unknown message of twenty words to be given at the same +rate. Two errors allowed. Scouts to be allowed five minutes in +which to rewrite message, afterwards.</div> + + +<div class='unindent'>REFERENCES:</div> + +<p>"How to Signal by Many Methods," J. Gibson, Gale.</p> + +<p>"Cadet Manual," E. Z. Steever, Lippincott.</p> + +<p>"Boys' Camp Manual," C. K. Taylor, Century.</p> + +<p>"Outdoor Signalling," Elbert Wells, Outing Pub. Co.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i174-stargazer.png" width="150" height="153" alt="STAR GAZER" title="" /> +</div> +</td><td align='center'><b>STAR GAZER<br /> +SYMBOL—STAR GROUP</b></td></tr> +</table></div> + + +<div class='hang2'>1. What is meant by the Solar System?</div> + +<div class='hang2'>2. Make a diagram showing the relative positions and movements of +the earth, sun and moon. What governs the tide? What causes +an eclipse? What is a comet, a shooting star, a sun spot?</div> + +<div class='hang2'>3. Name the planets in their order from the sun. Which planet is +nearest the earth and give its distance?</div> + +<div class='hang2'>4. How fast does light travel?</div> + +<div class='hang2'>5. What is the difference between planets and fixed stars and name +three of the latter.</div> + +<div class='hang2'>6. What is a constellation? Name and be able to point out six. Name +two constellations which are visible throughout the year.</div> + +<div class='hang2'>7. Draw a chart of the Big Dipper and Cassiopeia and the North +Star at intervals of three hours through the night using a fixed +frame and drawing from the same spot.</div><div><span class='pagenum'><a name="Page_530" id="Page_530">[530]</a></span></div> + +<div class='hang2'>8. Observe a sunrise and a sunset.</div> + +<div class='hang2'>9. What is the Milky-Way? Give its course through the heavens.</div> + +<div class='hang2'>10. What is a morning star? What is an evening star?</div> + +<div class='hang2'>11. Explain zenith and nadir.</div> + +<div class='hang2'>12. What is the Aurora Borealis? Have you seen it?</div> + + + + +<div class='unindent'>REFERENCES:</div> + +<p>"Field Book of Stars," W. T. Olcott, Putnam.</p> + +<p>"The Book of Stars," R. F. Collins, D. Appleton.</p> + +<p>"Around the Year With the Stars," Garrett P. Serviss, Harper.</p> + +<p>"Monthly Evening Sky Map," Barrett, 360 Fulton Street, Brooklyn, N. Y.</p> + +<p>"The Star People," Gaylord Johnson, Macmillan 1921. Especially for +Younger Scouts.</p> + +<p>"The Call of the Stars," John, R. Kilfax.</p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>SWIMMER<br /> +SYMBOL—LIFE BUOY</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i175-swimmer.png" width="150" height="150" alt="SWIMMER" title="" /> +</div></td></tr> +</table></div> + + + +<p>The following is identical with the life-saving +test for Juniors of the American Red Cross. If +the test is given by one of the various examiners +of the First Aid Service of the American Red Cross +the Scout may wear in addition to the regular +Scout Badge the Junior Life Saving Badge. It is +recommended that Girl Scout troops work toward +the establishment of Junior Life Saving Crews, +directions for the formation of which may be +secured from any American Red Cross Division.</p> + +<div class='hang2'> I. Pass the swimmer's test for American Red Cross as follows: a. Swim +100 yards, using two or more strokes. b. Dive properly from a take-off. +c. Swim on back 50 feet. d. Retrieve objects at reasonable depth +from surface (at least 8 feet).</div> + +<div class='hang2'>II. Life Savers must pass the following test, winning at least 75 points. +The value in points for each section of the test is given in parenthesis +after it:<br /> + +<div class='hang2'>1. Carry a person of own weight 10 yards, by: a. Head carry. (10 +points). b. Cross Chest Carry. (10 points). c. Hair or two point +carry, or repeat cross chest carry. (9 points). d. Tired Swimmer's +carry. (5 points).</div> + +<div class='hang2'>2. Break three grips, turning after break, bring subject to surface, +and start ashore: a. Wrist hold. (8 points). b. Front neck hold +(10 points). c. Back neck hold. (10 points).</div> + +<div class='hang2'>3. Make surface dive and recover object +from bottom. (10 points).</div> + +<div class='hang2'>4. Demonstrate the Schaefer method of +inducing artificial respiration. (18 +points).</div> + +<div class='hang2'>5. Disrobe in water from middy blouse, +skirt or bloomers, and camp shoes, and +then swim one hundred yards, not touching +shore from time entering water. (10 +points).</div></div> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i175-telegrapher.png" width="150" height="146" alt="TELEGRAPHER" title="" /> +</div> +</td><td align='center'><b>TELEGRAPHER<br /> +SYMBOL—TELEGRAPH POLE</b></td></tr> +</table></div> + +<div class='unindent'>Either: a. Telegraphy,</div> + +<div class='hang2'>1. Send 22 letters per minute using a sounder and American Morse +Code.</div> + +<div class='hang2'>2. Receive 25 letters per minute and write out the message in long hand +or on a typewriter directly from sound.<br /> + +No mistakes allowed. OR</div> + +<div class='hang2'>b. Wireless. Pass examination for lowest grade wireless operator according +to U. S. N. regulations.</div> + +<div class='unindent'>REFERENCE:</div> + +<p>"Harper's Beginning Electricity," D. C. Shafer, Harper.<span class='pagenum'><a name="Page_531" id="Page_531">[531]</a></span></p> + +<div class='center'> +<table border="0" cellpadding="16" cellspacing="0" summary="Badge"> +<tr><td align='center'><b>ZOOLOGIST<br /> +SYMBOL—SEAHORSE</b></td><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i176-zoologist.png" width="150" height="150" alt="ZOOLOGIST" title="" /> +</div> +</td></tr> +</table></div> + + + + +<div class='hang2'> I. To pass this test a Scout must be able to tell in a general way the +differences between plants and animals, the different kinds of animals, +Invertebrates and Vertebrates, and among the Vertebrates +to distinguish between Fishes, Amphibia, Reptiles, Birds and Mammals.</div> + +<div class='hang2'>II. She must also pass the test on Mammals and the test on at least +one other group: either Invertebrates, Fishes, Amphibia, Reptiles or +Birds, (For this see special test under Bird Hunter).</div> + +<div class='center'>A. MAMMALS</div> + +<div class='hang2'>1. Describe and give life history of ten wild mammals personally observed +and identified.</div> + +<div class='hang2'>2. Name two mammals that kill fruit trees by girdling them.</div> + +<div class='hang2'>3. Mention three mammals that destroy the farmer's grain.</div> + +<div class='hang2'>4. State game laws of your State which apply to mammals.</div> + +<div class='hang2'>5. Name and locate one great game preserve in the United States and +mention five game mammals protected there.</div> + +<div class='center'>B. REPTILES</div> + +<div class='hang2'>1. Give the life history of one reptile.</div> + +<div class='hang2'>2. Give names of three Turtles that you have identified in the open.</div> + +<div class='hang2'>3. What is the only poisonous Lizard in the United States?</div> + +<div class='hang2'>4. Name and describe the poisonous Snakes of your State.</div> + +<div class='center'>C. AMPHIBIANS</div> + +<div class='hang2'>1. Describe the life history of the frog or the toad.</div> + +<div class='hang2'>2. Describe the wonderful power of changing color shown by the common +Tree-frog.</div> + +<div class='hang2'>3. What is the difference in the external appearance of a salamander +and a lizard?</div> + +<div class='hang2'>4. Give a list of five Amphibians that you have identified in the open.</div> + +<div class='center'>D. FISHES</div> + +<div class='hang2'>1. Describe the habits of feeding and egg-laying in one of our native +fishes.</div> + +<div class='hang2'>2. Mention a common fish that has no scales, one that has very small +scales, and one that has comparatively large scales.</div> + +<div class='hang2'>3. Name five much-used food fishes of the sea, and five fresh-water +food-fishes.</div> + +<div class='hang2'>4. What are some necessary characteristics of a game-fish? Mention +a well-known salt-water game fish, and two fresh-water ones.</div> + +<div class='hang2'>5. Describe the nest of some local fish, giving location, size, etc.</div><div><span class='pagenum'><a name="Page_532" id="Page_532">[532]</a></span></div> + +<div class='center'>E. INVERTEBRATES<br /> + +(EITHER of the following)<br /> +a. Insects and Spiders</div> + +<div class='hang2'>1. How may mosquitoes be exterminated?</div> + +<div class='hang2'>2. Collect, preserve and identify ten butterflies, five moths, ten other +insects, and three spiders.</div> + +<div class='hang2'>3. Describe the habit that certain ants have of caring for plant-lice +or aphids which secrete honey-dew.</div> + +<div class='hang2'>4. Describe the life-history of one of our solitary wasps. (See "Wasps +Social and Solitary," by George W. and Elizabeth G. Peckham; +Houghton Mifflin Co.)</div> + +<div class='hang2'>5. Describe the life of a hive or colony of honey bees. (See "The Life +of the Bee," by Maurice Maeterlinck, Dodd Mead Co.)</div> + +<div class='center'>b. Sea Shore Life</div> + +<div class='hang2'>1. Name five invertebrates used as food and state where they are found.</div> + +<div class='hang2'>2. What is the food of the starfish? How are starfish destroyed?</div> + +<div class='hang2'>3. Name twenty invertebrates which you have seen and give the locality +where they were found.</div> + +<div class='hang2'>4. Name five invertebrates that live in the water only and five that +burrow in the mud or sand.</div> + +<div class='hang2'>5. What invertebrate was eaten by the Indians and its shell used in +making wampum? Where have you seen this animal?</div> + +<div class='center'>GENERAL REFERENCES<br /> + +A. MAMMALS</div> + +<p>"Life-Histories of Northern Animals," 2 vols., Ernest Thompson Seton, +Scribner.</p> + +<p>"American Animals," Stone, Witmer and Wm. E. Cram, Doubleday +Page.</p> + +<p>"American Natural History, Vol. I, Mammals," Wm. T. Hornaday, +Scribner.</p> + +<p>"Squirrels and Other Fur-Bearers," John Burroughs, Houghton, +Mifflin.</p> + +<p>"Kindred of the Wild," C.G.D. Roberts, Doubleday Page.</p> + +<p>"Animals, Their Relation and Use to Man," C.D. Wood, Ginn and Co.</p> + +<p>"Popular Natural History," J.G. Wood, Winston.</p> + +<div class='center'>B. REPTILES</div> + +<p>"Reptile Book," Raymond L. Ditmars, Doubleday Page.</p> + +<p>"The Poisonous Snakes of North America," Leonhard Stejnegar, Report +U. S. National Museum, 1893.</p> + +<div class='center'>C. AMPHIBIANS</div> + +<p>"The Frog Book," Mary Cynthia Dickerson, Doubleday Page.</p> + +<p>"Manual of Vertebrates of the Northern United States," David Starr +Jordon, A.C. McClurg Pub. Co.</p> + +<p>"Nature Study and Life," Clifton F. Hodge, Ginn and Co.</p> + +<div class='center'>D. FISHES</div> + +<p>"American Food and Game Fishes," David Starr Jordan and Barton +W. Evermann, Doubleday Page.</p> + +<p>"The Care of Home Aquaria," Raymond C. Osburn, New York Zoological +Society.</p> + +<p>"The Story of the Fishes," James Newton Baskett, D. Appleton and Co.<span class='pagenum'><a name="Page_533" id="Page_533">[533]</a></span></p> + +<div class='center'>E. INVERTEBRATES</div> + +<p>a. Insects and Spiders</p> + +<p>"Butterfly Guide," W. J. Holland, Doubleday Page.—(For beginners).</p> + +<p>"Our Common Butterflies," Frank E. Lutz, (Guide Leaflet No. 38, +American Museum of Natural History).</p> + +<p>"How to Collect and Preserve Insects," Frank E. Lutz, (Guide Leaflet +No. 39, American Museum of Natural History).</p> + +<p>"The Moth Book," W. J. Holland, Doubleday Page.</p> + +<p>"The Butterfly Book," W. J. Holland, Doubleday Page.</p> + +<p>"The Spider Book," J. H. Comstock, Doubleday Page.</p> + +<p>"Moths and Butterflies," Mary C. Dickerson, Ginn and Co.</p> + +<p>"Manual for the Study of Insects," J. H. and A. B. Comstock, Comstock +Publishing Co.</p> + +<p>"The Wonders of Instinct," Jean Henri Fabre, Century Co.</p> + +<p>"Field Book of Insects," Frank E. Lutz, Putnam.</p> + +<p>b. Sea Shore Life</p> + +<p>"The Sea-Beach at Ebb Tide," A. F. Arnold, The Century Co.</p> + +<p>"Sea-Shore Life," A. G. Mayer, (New York Zoological Society 1906).</p> + +<p>"Introduction to Zoology," C. B. and G. C. Davenport, Macmillan +Co., 1900.</p> + + +<h3><br />III. GROUP BADGES</h3> + +<p>The Scout who follows one line of interest sufficiently long to qualify +in several related subjects may take a Group Badge signifying proficiency +in the general field.</p> + + + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="Scout Neighbor"> +<tr><td align='left'>1. SCOUT NEIGHBOR (any four)<br /> +<span style="margin-left: 1em;">Citizen***</span><br /> +<span style="margin-left: 1em;">Health Guardian***</span><br /> +<span style="margin-left: 1em;">Economist</span><br /> +<span style="margin-left: 1em;">Business Woman***</span><br /> +<span style="margin-left: 1em;">Telegrapher</span><br /> +<span style="margin-left: 1em;">Interpreter</span><br /> +<span style="margin-left: 1em;">Motorist****</span><br /> +<span style="margin-left: 1em;">Canner</span><br /> +</td><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i177-neighbor.png" width="160" height="152" alt="1. SCOUT NEIGHBOR (any four)" title="" /> +</div> +</td></tr> +</table></div> + +<p><span class='pagenum'><a name="Page_534" id="Page_534">[534]</a></span></p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="Scout Aide"> +<tr><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i178a-scoutaide.png" width="160" height="153" alt="SCOUT AIDE" title="" /> +</div></td><td align='left'>3. SCOUT AIDE<a name="FNanchor_10_10" id="FNanchor_10_10"></a><a href="#Footnote_10_10" class="fnanchor">[10]</a><br /> +<span style="margin-left: 1em;">First Aide***</span><br /> +<span style="margin-left: 1em;">Home Nurse***</span><br /> +<span style="margin-left: 1em;">Homemaker</span><br /> +<span style="margin-left: 1em;">Health Winner</span><br /> +<span style="margin-left: 1em;">Health Guardian***</span><br /> +<span style="margin-left: 1em;">Child Nurse*** or Cook</span><br /> +</td></tr> +</table></div> + + + + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="WOODCRAFT"> +<tr><td align='left'>4. WOODCRAFT SCOUT (any three)<br /> +<span style="margin-left: 1em;">Athlete***</span><br /> +<span style="margin-left: 1em;">Motorist****</span><br /> +<span style="margin-left: 1em;">Horsewoman</span><br /> +<span style="margin-left: 1em;">Sailor</span><br /> +<span style="margin-left: 1em;">Swimmer</span><br /> +<span style="margin-left: 1em;">Pioneer</span><br /> +<span style="margin-left: 1em;">Pathfinder</span><br /> +</td><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i178b-woodcraft.png" width="160" height="162" alt="4. WOODCRAFT SCOUT (any three)" title="" /> +</div></td></tr> +</table></div> + + + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="SCOUT NATURALIST"> +<tr><td align='left'><div class="figcenter" style="width: 150px;"> +<img src="images/i178c-naturalist.png" width="150" height="150" alt="5. SCOUT NATURALIST" title="" /> +</div> +</td><td align='left'>5. SCOUT NATURALIST</td></tr> +</table></div> + + + +<p>To earn this Badge a Scout must have passed three of the tests of Bird +Hunter, Flower Finder, Rock Tapper, Star Gazer or Zoologist. She must +also pass the following brief test:</p> + +<p>1. What sorts of things are included in Nature Study?</p> + +<p>2. What are the other names for living and non-living objects?</p> + +<p>3. Read one of the following general books on Nature Study.</p> + +<div class='unindent'>GENERAL NATURE STUDY REFERENCES:</div> + +<p>"Handbook of Nature Study," Anna Botsford Comstock, Comstock +Publishing Co. (Manual for Leaders).</p> + +<p>"Nature Study and Life," Clifton F. Hodge, Ginn and Co.</p> + +<p>"The Story Book of Science," J. Henri Fabre, Century Co.</p> + +<p>"Leaf and Tendril," John Burroughs, Houghton Mifflin.</p> + +<p>"Wake Robin," John Burroughs, Houghton Mifflin.</p> + +<p>"Natural History of Selbourne," Gilbert White.</p> + +<p>"Travels in Alaska," John Muir.</p> + +<p>"My First Summer in the Sierras," John Muir.<span class='pagenum'><a name="Page_535" id="Page_535">[535]</a></span></p> + + + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="LAND SCOUT"> +<tr><td align='left'>6. LAND SCOUT<br /> + +<span style="margin-left: 1em;">Gardener</span><br /> +<span style="margin-left: 1em;">Farmer</span><br /> +<span style="margin-left: 1em;">Dairy Maid</span><br /> +<span style="margin-left: 1em;">Bee Keeper</span><br /></td><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i179a-land.png" width="160" height="153" alt="LAND SCOUT" title="" /> +</div> +</td></tr> +</table></div> + + + + + +<h3><br />IV. GOLDEN EAGLET<br /> + +SYMBOL—A GOLD EAGLET PIN OR PENDANT</h3> + +<div class="figcenter" style="width: 180px;"> +<img src="images/i179b-goldeaglet.jpg" width="180" height="176" alt="Gold Eaglet" title="" /> +</div> + +<p>Qualifications: Only First Class Scouts are eligible for this, the highest +award offered to Girl Scouts. To obtain this a girl must have been given +the Medal of Merit and in addition have won twenty-one Proficiency +Badges, of which fifteen must be:</p> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Golden Eaglet badges"> +<tr><td align='left'>Athlete***</td><td align='left'>Health Guardian***</td></tr> +<tr><td align='left'>Bird Hunter or Flower Finder or Zoologist </td><td align='left'>Health Winner</td></tr> +<tr><td align='left'>Citizen***</td><td align='left'>Homemaker</td></tr> +<tr><td align='left'>Cook</td><td align='left'>Home Nurse***</td></tr> +<tr><td align='left'>Dressmaker</td><td align='left'>Hostess</td></tr> +<tr><td align='left'>Economist</td><td align='left'>Laundress</td></tr> +<tr><td align='left'>First Aide***</td><td align='left'>Child Nurse***</td></tr> +<tr><td align='left'>Pioneer</td></tr> +</table></div> +<p><span class='pagenum'><a name="Page_536" id="Page_536">[536]</a></span></p> + + +<h3><br />V. SPECIAL MEDALS</h3> + + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="ATTENDANCE STAR"> +<tr><td align='left'><b>ATTENDANCE STAR</b></td><td align='left'><div class="figcenter" style="width: 130px;"> +<img src="images/i180a-attendancestar.jpg" width="130" height="64" alt="ATTENDANCE STAR" title="" /> +</div> +</td></tr> +</table></div> + + + +<p>To earn this a Scout must attend every troop meeting for a year. +A year is counted as one meeting a week for eight months, or two meetings +a week for four months.</p> + +<div class='hang2'>1. The gold star is given for attendance at all regular troop meetings +held during a period of one year. Punctuality is required and no +excuses allowed.</div> + +<div class='hang2'>2. The silver star is given for attendance at 90 per cent of all regular +troop meetings.</div> + +<div class='hang2'>3. The attendance badge may be given only to a girl who has belonged +to the organization for one year; the badges therefore denote how +many years a girl has been a Scout.</div> + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="LIFE SAVING MEDALS"> +<tr><td align='left'><div class="figcenter" style="width: 90px;"> +<img src="images/i180b-lifesaving.jpg" width="90" height="200" alt="LIFE SAVING MEDALS" title="" /> +</div> +</td><td align='left'><b>LIFE SAVING MEDALS</b></td></tr> +</table></div> + + +<div class='hang2'>1. The Bronze Cross is given as the highest possible award for gallantry, +and may be won only when the claimant has shown special +heroism or has faced extraordinary risk of life.</div> + +<div class='hang2'>2. The Silver Cross is awarded for saving life with considerable risk +to oneself.</div> + +<div class='hang2'>3. These two medals are worn over the right pocket.</div> + +<div class='hang2'>4. Applications must be made by the girl's Captain, who should send +to National Headquarters, through the Local Council, if there is +one, a full account with written evidence from two witnesses of +the deed.</div> + +<p><span class='pagenum'><a name="Page_537" id="Page_537">[537]</a></span></p> + +<div class='center'><b>MEDAL OF MERIT</b></div> + +<div class="figcenter" style="width: 400px;"> +<img src="images/i181a-merit.jpg" width="400" height="200" alt="MEDAL OF MERIT" title="" /> +</div> + + + +<div class='hang2'>1. The Medal of Merit is designed for the Scout who does her duty exceptionally +well, though without grave risk to herself.</div> + +<div class='hang2'>2. This medal is worn over the right pocket.</div> + +<div class='hang2'>3. Only registered Scouts are entitled to this medal.</div> + +<div class='hang2'>4. Application for this medal should be made by the girl's Captain, +who should send to National Headquarters, through the Local +Council, if there is one, a full account of the circumstances upon +which the claim is based.</div> + + +<div class='center'><br /><b>THANKS BADGE</b></div> + +<div class="figcenter" style="width: 150px;"> +<img src="images/i181.jpg" width="150" height="150" alt="THANKS BADGE" title="" /> +</div> + + +<div class='hang2'>1. The Thanks Badge may be given to anyone to whom a Scout owes +gratitude for assistance in promoting Scouting. Every Girl Scout +anywhere in the whole world when she sees the Thanks Badge, +recognizes that the person who wears it is a friend and it is her duty +to salute and ask if she can be of service to the wearer of the badge.</div> + +<div class='hang2'>2. The Thanks Badge may be worn on a chain or ribbon.</div> + +<div class='hang2'>3. The approval of National Headquarters must be obtained before +the Thanks Badge is presented to anyone. Applications may be +sent to National Headquarters by any registered Scout (whether +Captain, Lieutenant, or Girl Scout) giving the name of the person +to whom the badge is to be given and the circumstances which justify +the award. Unless the badge is to be presented to the Captain herself, +her recommendation is required.</div> + + +<p>SCHOLARSHIP BADGE; For this see Blue Book of Rules, Edition, +March 1922, p-4.<span class='pagenum'><a name="Page_538" id="Page_538">[538]</a></span></p> + + +<h3><br />VI. GIRL SCOUT OFFICERS AND CLASS INSIGNIA</h3> + + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="GIRL SCOUT OFFICERS AND CLASS INSIGNIA"> +<tr><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i182a.jpg" width="160" height="159" alt="CAPTAIN'S PIN" title="" /> +<span class="caption">CAPTAIN'S PIN</span> +</div> +</td><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i182b.jpg" width="160" height="160" alt="LIEUTENANT'S PIN" title="" /> +<span class="caption">LIEUTENANT'S PIN</span> +</div> +</td></tr> +<tr><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i182c.jpg" width="160" height="159" alt="TENDERFOOT PIN" title="" /> +<span class="caption">TENDERFOOT PIN</span> +</div> +</td><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i182d.png" width="160" height="159" alt="SECOND-CLASS BADGE" title="" /> +<span class="caption">SECOND-CLASS BADGE</span> +</div> +</td></tr> +<tr><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i182e.png" width="160" height="154" alt="FIRST-CLASS BADGE" title="" /> +<span class="caption">FIRST-CLASS BADGE</span> +</div> +</td><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i182.png" width="160" height="127" alt="CORPORAL" title="" /> +<span class="caption">CORPORAL</span> +</div> +</td></tr> +<tr><td align='left'><div class="figcenter" style="width: 160px;"> +<img src="images/i182f.png" width="160" height="158" alt="PATROL LEADER" title="" /> +<span class="caption">PATROL LEADER</span> +</div> +</td><td align='left'><div class="figcenter" style="width: 132px;"> +<img src="images/i182g.png" width="132" height="158" alt="EX-PATROL LEADER" title="" /> +<span class="caption">EX-PATROL LEADER</span> +</div></td></tr> +</table></div> + + + + + + + +<p><span class='pagenum'><a name="Page_539" id="Page_539">[539]</a></span></p> + +<div class="figcenter" style="width: 600px;"> +<a href="images/i183-big.jpg"><img src="images/i183.jpg" width="600" height="853" alt="FLOWER CRESTS FOR TROOPS" title="" /></a> +<span class="caption">VII. FLOWER CRESTS FOR TROOPS</span> +</div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_540" id="Page_540">[540]</a></span></p> +<h2>SECTION XIX</h2> + +<h3>REFERENCE READING FOR GIRL +SCOUTS</h3> + +<p>The following books have been selected for the Girl Scouts with two +ideas in mind: first, to list some of the best books of the world, with +which all persons should be familiar, and second, to give books that should +easily be available in all parts of the country. In some cities the Public +Libraries have "Girl Scout Shelves." Has your library one? In some +places the Libraries have Reading Clubs for young people, conducted +by the boys and girls themselves under the guidance of specially trained +librarians who know just how to help bring the right book to hand, on +any subject a Scout would be interested in. In Manhattan there are no +less than thirty such clubs in connection with the various district +libraries. Why not have one of these in your town?</p> + +<p>The American Library Association, whose headquarters are in Chicago, +Ill., at 78 East Washington Street, will help to bring books to rural districts +and places without regular public libraries. Write to them for +help if you need it.</p> + +<p>The Congressional Library may be called upon at any time for bibliography +on any special topic.</p> + +<p>The books in this section are in addition to the special references for +Proficiency Tests in <a href="#proficiency">Section XVIII</a>.</p> + + +<div class='center'><br /><b>HANDBOOKS OF ALLIED ORGANIZATIONS</b></div> + +<p>Boy Scouts of America, Handbook for Boys, 200 Fifth Ave., N. Y. C.</p> + +<p>Boy Scout Camp Book, Edward Cave, Doubleday and Page.</p> + +<p>The Book of the Camp Fire Girls, 31 East 17th Street, New York City.</p> + +<p>Girl Guiding, Sir Robert Baden-Powell, C. Arthur Pearson, Ltd., +London.</p> + +<p>Scouting for Boys, Sir Robert Baden-Powell, C. Arthur Pearson, Ltd., +London.</p> + +<p>Woodcraft Manual for Boys and Woodcraft Manual for Girls by Ernest +Thompson Seton, Doubleday and Page.</p> + + +<div class='center'><br /><b>ADVENTURE</b></div> + +<p>Robinson Crusoe, Daniel DeFoe.</p> + +<p>Jim Davis, John Masefield.</p> + +<p>A Woman Tenderfoot: Two Little Savages: Ernest Thompson Seton and +Grace Gallatin.</p> + +<p>David Balfour, Kidnapped, Treasure Island, Robert Louis Stevenson.</p> + +<p>Around the World in Eighty Days, Twenty Thousand Leagues Under +the Sea, The Mysterious Island, Jules Verne.</p> + +<p>Swiss Family Robinson, Wyss.</p> + + +<div class='center'><br /><b>ANIMAL STORIES</b></div> + +<p>Jungle Books, First and Second; Just So Stories; Rudyard Kipling.</p> + +<p>The Call of the Wild, Jack London.</p> + +<p>Bob, Son of Battle, Ollivant.</p> + +<p>Wild Animals I Have Known, Ernest Thompson Seton.</p> + +<p>Black Beauty, Sewell.</p> + +<p>Lad, a Dog; Albert Payson Terhune.<span class='pagenum'><a name="Page_541" id="Page_541">[541]</a></span></p> + + +<div class='center'><br /><b>FAIRY AND FOLK TALES</b></div> + +<p>Fairy Tales, Hans Christian Anderson—Mrs Edgar Lucas' Edition.</p> + +<p>Arabian Nights.</p> + +<p>Peter Pan in Kensington Gardens, James M. Barrie.</p> + +<p>Granny's Wonderful Chair, F. Browne.</p> + +<p>Davy and the Goblin, Guy Wetmore Carryl.</p> + +<p>Celtic Fairy Tales, J. Jacobs.</p> + +<p>Norse Fairy Tales, Sir George Dasent.</p> + +<p>Folk Tales of Flanders, Jean De Bosschere.</p> + +<p>Fairy Tales, Grimm Bros., Mrs. Lucas, Editor.</p> + +<p>Uncle Remus, His Songs and Sayings, Joel Chandler Harris.</p> + +<p>Mopse the Fairy, Jean Ingelow.</p> + +<p>Water Babies, Charles Kingsley.</p> + +<p>Wonderful Adventures of Nils, Selma Lagerlöf.</p> + +<p>Blue, Red, Green and Brown Fairy Books, Andrew Lang.</p> + +<p>Pinocchio, C. Lorenzini.</p> + +<p>Back of the North Wind; Double Story; <ins title="Transcriber's Note: original reads 'the'">The</ins> Princess and Curdie; The Princess and the Goblin; George MacDonald.</p> + +<p>Czecho-Slovak Fairy Tales, Parker Fillmore.</p> + +<p>Ting a Ling Tales; The Queen's Museum and Other Fanciful Tales, Frank Stockton.</p> + + +<div class='center'><br /><b>HISTORY AND PERIOD NOVELS</b></div> + +<p>The Story of France, Mary MacGregor.</p> + +<p>The Little Book of the War, Eva March Tappan.</p> + +<p>Story of the World, Elizabeth O'Neill.</p> + +<p>Story of the War for Young People, F. A. Kummer, Century 1919.</p> + +<p>Story of the Great War, Roland Usher.</p> + +<p>Story of a Pioneer, Anna Howard Shaw.</p> + +<p>Old Timers in the Colonies, Charles C. Coffin.</p> + +<p>The Boys of '76, Charles C. Coffin.</p> + +<p>Drum-Beat of the Nation, Charles C. Coffin.</p> + +<p>Redeeming the Republic, Charles C. Coffin.</p> + +<p>Lafayette, We Come! Rupert S. Holland.</p> + +<p>Historic Events of Colonial Days, Rupert S. Holland.</p> + +<p>History of England, Rudyard Kipling.</p> + +<p>Hero Tales from American History, Lodge and Roosevelt.</p> + +<p>Famous Scouts, Charles H. Johnston.</p> + +<p>Famous Frontiersmen and Heroes of the Border, Charles H. Johnston.</p> + +<p>Boy's Life of Theodore Roosevelt, Herman Hagedorn.</p> + +<p>Boy's Life of Abraham Lincoln, Helen Nicolay.</p> + +<p>American Hero Stories, Eva March Tappan.</p> + +<p>A Gentleman of France, Weyman.</p> + +<p>A Tale of Two Cities, Charles Dickens.</p> + +<p>Cardigan, Robert Chambers.</p> + +<p>Deerslayer, Fenimore Cooper.</p> + +<p>Fortunes of Nigel, Walter Scott.</p> + +<p>Henry Esmond, William Makepeace Thackeray.</p> + +<p>Hugh Wynne, Weir Mitchell.</p> + +<p>Ivanhoe, Walter Scott.</p> + +<p>Janice Meredith, Paul Leicester Ford.</p> + +<p>Joan of Arc, Laura E. Richards.</p> + +<p>Last of the Mohicans, Fenimore Cooper.</p> + +<p>Maid at Arms, Robert Chambers.</p> + +<p>Man Without a Country, Edward Everett Hale.</p> + +<p>Master Simon's Garden, Caroline Meigs.</p> + +<p>Pool of Stars, Caroline Meigs.</p> + +<p>Master Skylark, Bennett.</p> + +<p>Merry Lips, Beulah Marie Dix.</p> + +<p>Otto of Silver Hand, Howard Pyle.</p> + +<p>Quentin Durward, Walter Scott.<span class='pagenum'><a name="Page_542" id="Page_542">[542]</a></span></p> + +<p>Ramona, Helen Hunt Jackson.</p> + +<p>Rewards and Fairies, Rudyard Kipling.</p> + +<p>Richard Carvel, Winston Churchill.</p> + +<p>Soldier Rigdale, Beulah Marie Dix.</p> + +<p>The Crisis, Winston Churchill.</p> + +<p>The Perfect Tribute, M. S. Andrews.</p> + +<p>The Prince and the Pauper, Mark <ins title="Transcriber's Note: original reads 'Twai'">Twain</ins>.</p> + +<p>The Refugees, Conan Doyle.</p> + +<p>The Scarlet Pimpernel, Baroness Orczy.</p> + +<p>The Spartan, Caroline Snediker.</p> + +<p>The Three Musketeers, Alexandre Dumas.</p> + +<p>The White Company, Conan Doyle.</p> + +<p>Two Little Confederates, Thomas Nelson Page.</p> + +<p>Via Crucis, Marion Crawford.</p> + +<p>Westward Ho, Charles Kingsley.</p> + +<p>A Yankee at King Arthur's Court, Mark Twain.</p> + + +<div class='center'><br /><b>MYTH AND LEGEND</b></div> + +<p>Story of Roland, James Baldwin.</p> + +<p>The Sampo (Finnish), James Baldwin.</p> + +<p>The Story of Siegfried, James Baldwin.</p> + +<p>Children of the Dawn, (Greek), Elsie Buckley.</p> + +<p>Pilgrim's Progress, John Bunyan.</p> + +<p>The Stories of Norse Heroes, Wilmot Buxton.</p> + +<p>Don Quixote, Cervantes.</p> + +<p>Stories of Charlemagne and the Twelve Peers of France, A. J. Church.</p> + +<p>Greek Tragedies, Church.</p> + +<p>Adventures of Odysseus and The Tale of Troy, Padraic Colum.</p> + +<p>Undine, De la Motte <ins title="Transcriber's Note: original reads 'Forque'">Forqué</ins>.</p> + +<p>Sintram and His Companions, De la Motte Fouqué.</p> + +<p>Tanglewood Tales, Nathaniel Hawthorne.</p> + +<p>The Wonderbook, Nathaniel Hawthorne.</p> + +<p>Rip Van Winkle, Washington Irving.</p> + +<p>Heroes, Charles Kingsley.</p> + +<p>Robin Hood, Howard Pyle.</p> + +<p>The Story of the Champions of the Round Table, Howard Pyle.</p> + +<p>The Story of the Grail and the Passing of Arthur, Howard Pyle.</p> + +<p>The Story of King Arthur and His Knights, Howard Pyle.</p> + +<p>The Story of Sir Launcelot and His Companions, Howard Pyle.</p> + + +<div class='center'><br /><b>NONSENSE</b></div> + +<p>Goops, Gillett Burgess.</p> + +<p>Inklings for Thinklings, Susan Hale.</p> + +<p>Child's Primer of Natural History, Oliver Herford.</p> + +<p>The Nonsense Book, Edward Lear.</p> + +<p>Alice's Adventures in Wonderland, Lewis Carroll.</p> + +<p>Through the Looking Glass, Lewis Carroll.</p> + +<p>The Hunting of the Snark, Lewis Carroll.</p> + +<p>Nonsense Anthology, Carolyn Wells.</p> + +<p>Parody Anthology, Carolyn Wells.</p> + + +<div class='center'><br /><b>NOVELS AND STORIES</b></div> + +<p>Aldrich, Thomas Bailey; Marjorie Daw.</p> + +<p>Austen, Jane; Pride and <ins title="Transcriber's Note: original reads 'Predjudice'">Prejudice</ins>.</p> + +<p>Bacon, Josephine Daskam; Ten to Seventeen, Madness of Philip.</p> + +<p>Barrie, James N.; Little Minister, Little White Bird, Sentimental Tommy.</p> + +<p>Bjornson, Bjornstjerne; A Happy Boy, Arne, A Fisher Lassie, Synove +Solbaken.</p> + +<p>Blackmore, R. W.; Lorna Doone.<span class='pagenum'><a name="Page_543" id="Page_543">[543]</a></span></p> + +<p>Bronté, Charlotte; Jane Eyre.</p> + +<p>Brunner, H. C.; Short Sixes.</p> + +<p>Chesterton, Gilbert K.; The Club of Queer Trades, the Innocence of Father Brown.</p> + +<p>Collins, Wilkie; The Moonstone.</p> + +<p>Craik, D. M.; (Miss Mulock) John Halifax, Gentleman.</p> + +<p>Crawford, Marion; Marietta, Mr. Isaacs, the Roman Singer.</p> + +<p>Daskam, Josephine; Smith College Stories, Sister's Vocation.</p> + +<p>Davis, Richard Harding; Soldiers of Fortune, Van Bibber.</p> + +<p>Deland, Margaret; Tales of Old Chester.</p> + +<p>Eliot, George; Mill on the Floss.</p> + +<p>Farnol, Jeffrey; The Broad Highway.</p> + +<p>Fox, John; Little Shepherd of Kingdom Come, Trail of the Lonesome Pine.</p> + +<p>Green, Anna Katherine; The Leavenworth Case, The Filigree Ball.</p> + +<p>Haggard, Rider; King Solomon's Mines.</p> + +<p>Holmes, Sherlock; Hound of the Baskervilles.</p> + +<p>Hope, Anthony; Rupert of Hentzau, The Prisoner of Zenda.</p> + +<p>Hornung; Adventures of Raffles, the Gentleman Burglar.</p> + +<p>Jacobs, W. W.; Light Freights, Many Cargoes.</p> + +<p>Johnson, Owen; The Varmint.</p> + +<p>Kipling, Rudyard; Captains Courageous, Soldiers Three, Wee Willie Winkle, Kim, The <ins title="Transcriber's Note: original reads 'Nalaukha'">Naulakha</ins>, The Light That Failed.</p> + +<p>Lincoln, Joseph; Captain Erie.</p> + +<p>McCarthy, Justin; If I Were King.</p> + +<p>Merriman, Henry Seton; Dust, With Edged Tools.</p> + +<p>Meredith, Nicholson; In the Bishop's Carriage.</p> + +<p>Poe, Edgar Allen; Tales, The Gold Bug.</p> + +<p>Reade, Charles; The Cloister and the Hearth, Foul Play.</p> + +<p>Rinehart, Mary Roberts; The Amazing Interlude.</p> + +<p>Smith, F. Hopkinson; Fortunes of Oliver Horne, Colonel Carter of Cartersville.</p> + +<p>Stowe, Harriet Beecher; Little Pussy Willow, Uncle Tom's Cabin.</p> + +<p>Stockton, Frank; Rudder Grange, The Lady or the Tiger, Casting Away of Mrs. Leeks and Mrs. Aleshine.</p> + +<p>Tarkington, Booth; Monsieur Beaucaire, Gentleman from Indiana, Seventeen, Penrod, Penrod and Sam.</p> + +<p>Wells, Carolyn; The Clue, The Gold Bag, A Chain of Evidence, The Maxwell Mystery.</p> + +<p>White, Edward Stewart; The Blazed Trail.</p> + +<p>Wister, Owen; The Virginian.</p> + +<p>Woolson, Constance F.; Anne.</p> + +<p>Alcott, Louisa M.; Eight Cousins, Little Women, Little Men, Rose in Bloom, etc.</p> + +<p>Burnett, Frances Hodgson; Little Lord Fauntleroy, Sarah Crewe, etc.</p> + +<p>Coolidge, Susan; Clover, In the High Valley, What Katy Did and other Katy Books.</p> + +<p>Craik, Mrs.; (Miss Mulock); The Little Lame Prince.</p> + +<p>Cummins, Maria Susanna; The Lamplighter.</p> + +<p>Dodge, Mary Mapes; Donald and Dorothy, Hans Brinker and the Silver Skates.</p> + +<p>Ewing, Juliana; Jackanapes, Six to Sixteen.</p> + +<p>Hale, C. P.; Peterkin Papers.</p> + +<p>Hughes, Thomas; Tom Brown's School Days.</p> + +<p>Jackson, Helen Hunt; Nelly's Silver Mine.</p> + +<p>Jordan, Elizabeth; May Iverson, Her Book.</p> + +<p>Nesbit, E.; The Wouldbegoods, The Phoenix and the Carpet.</p> + +<p>Ouida (de la Ramee); Bimbi Stories.</p> + +<p>Richards, Laura E.; Hildegarde Series, Margaret Montford Series.</p> + +<p>Shaw, F. E.; Castle Blair.</p> + +<p>Spyri, J.; Heidi.</p> + +<p>Twain, Mark; Huckleberry Finn, Tom Sawyer, etc.<span class='pagenum'><a name="Page_544" id="Page_544">[544]</a></span></p> + +<p>Warner, Susan; The Wide Wide World.</p> + +<p>Wiggin, Kate Douglas; The Birds' Christmas Carol, Polly Oliver's Problems, Rebecca of Sunnybrook Farm.</p> + + +<div class='center'><br /><b>GIRL SCOUT STORIES</b></div> + +<p>Abbott, Jane; Keineth, Larkspur.</p> + +<p>Blanchard, Amy E.; A Girl Scout of Red Rose Troop.</p> + +<p>Widdemer, Margaret; Winona's Way and other Winona Books.</p> + + +<div class='center'><br /><b>POETRY</b></div> + +<p>Verse for Patriots, Jean Broadhurst and Clara Lawton Rhodes.</p> + +<p>Golden Staircase, (An Anthology), L. Chisholm.</p> + +<p>Lyra Heroica, William Ernest Henley.</p> + +<p>Blue Book of Poetry, Andrew Lang.</p> + +<p>Story Telling Poems, F. J. Olcot.</p> + +<p>Book of Famous Verse, Agnes Repplier.</p> + +<p>Home Book of Verse for Young Folks, Burton Egbert Stevenson.</p> + +<p>Child's Garden of Verse, Robert Louis Stevenson.</p> + +<p>Children's Book of Ballads, Mary W. Tileston.</p> + +<p>Golden Numbers, Kate Douglas Wiggin.</p> + + +<div class='center'><br /><b>WONDERS OF SCIENCE</b></div> + +<p>Magic of Science, Collins.</p> + +<p>The Story Book of Science, Jean Henri Fabre, Century.</p> + +<p>Field, Forest and Farm, Jean Henri Fabre, Century.</p> + +<p>In the Once Upon a Time, Lillian Gask.</p> + +<p>Book of the Ocean, Ingersoll.</p> + +<p>Careers of Danger and Daring, Cleveland Moffett.</p> + +<p>Science at Home, Russell.</p> + +<p>Wonders of Science, Eva March Tappan.</p> + +<p>The Book of Wonders.</p> + +<p>Magazines: Popular Science, Popular Mechanics, Scientific American, The National Geographic.</p> + + +<div class='center'><br /><b>FOR CAPTAINS, LIEUTENANTS, COMMISSIONERS AND +OTHER GIRL SCOUT OFFICERS</b></div> + +<p>After a thorough study of Scouting for Girls, the authorized American +Handbook, Scout Captains and Lieutenants are urged to read the following +list of allied Handbooks for Leaders as containing many practical hints +for workers with young people, and emphasizing the essential unity of +these movements.</p> + +<p>A study of these manuals will bring out very clearly the fact that though +our methods of approach and phraseology may differ in certain instances, +our ultimate aim and our broad general principles are precisely the +same.</p> + +<p>The books in the following list which have been starred are recommended +as particularly practical for all students and friends of young +people. They represent the latest thought of the greatest authorities +on the subjects most closely allied with the sympathetic study of adolescence. +It is impossible to isolate a study of the girlhood of America +from the kindred topics of women in industry and politics, the growth +of the community spirit, the present theories of education, and in general +a brief survey of economics, sociology and psychology.</p> + +<p>Many of these titles appear technical and dry, but the books have been +carefully selected with a view to their readable and stimulating qualities, +and no one need be a profound student in order to understand and +appreciate them.<span class='pagenum'><a name="Page_545" id="Page_545">[545]</a></span></p> + +<p>It is especially advisable that Leaders in the Girl Scout organization +should be reasonably well informed as to the principal social movements +of the day so as to relate the effective organization of the +young people of the country with corresponding progress along other +lines. The more broadly cultivated our Captains and Councillors become, +the more vital and enduring will be the work of the Girl Scouts, +and this breadth of view cannot be obtained from the knowledge and +practice of what might be called the "technique of Scouting" alone.</p> + + +<div class='center'><br /><b>LEADERS' HANDBOOK OF ALLIED ORGANIZATIONS</b></div> + +<p>The Boy Scout Movement Applied by the Church. Richardson-Loomis, +Scribners.</p> + +<p>Girls Clubs, Helen Ferris. E. P. Dutton and Co., 1919. Suggestions +for programs, community cooperation, practical methods and helps in +organization. Bibliography.</p> + +<p>The Girl Guides. Rules, Policy and Organization, Annual Senior +Guides, Rules, Policy and Organization, 1918. Both official manuals +for Guiders. Nat. Hdqrs. Girl Guides. 76 Victoria Street. London, S. W. 1.</p> + +<p>(1) Handbook for Scout Masters, 200 Fifth Avenue, New York City.</p> + +<p>(2) Community Boy Leadership—A Manual for Scout Executives.</p> + +<p>Model Treasurer's Book for Girls' Clubs. National League of Women +Workers, 25 cents.</p> + +<p>Scoutmastership, Sir Robert Baden-Powell, Putnam, 1920.</p> + +<p>The Girl Reserves. Y. W. C. A. Association Press. 600 Lexington +Avenue, New York City. Manual of Leaders, 1921.</p> + + +<div class='center'><br /><b>PRACTICAL AND GENERAL READING</b></div> + +<p>Abbott, Edith; Women in Industry, Appleton.</p> + +<p>Addams, Jane; Twenty Years at Hull House, Spirit of Youth in the +City Streets, A New Conscience and an Ancient Evil, Macmillan.</p> + +<p>*Angell, Emmett D.; Play.</p> + +<p>*Bancroft, Jessie H.; Games for the Playground, Home, School and +Gymnasium. Macmillan.</p> + +<p>*Burchenal, Elizabeth; Dances of the People—Shirmer.</p> + +<p>*Byington, Margaret; What Social Workers Should Know About Their +Own Communities. Russell Sage Foundation, N. Y.</p> + +<p>Daggett, Mabel Potter; Women Wanted. George H. Doran. A book +about women in all walks of life, as affected by the war.</p> + +<p>*Dewey, John; Schools of Tomorrow, School and Society, E. P. Dutton. +Showing the growth of the "Scout Idea" in our modern educational +methods. Practical and stimulating.</p> + +<p>*Douglass, H. Paul; The Little Town, Macmillan. The latest and +best treatment of rural social conditions. Especially recommended for +Scout leaders in localities outside the great cities.</p> + +<p>Hall, G. Stanley; Adolescence, 2 Volumes, 1907. See also "Youth", +summary volume, by same author, who did pioneer work in the field.</p> + +<p>*Hoerle, Helen, and Salzberg, Florence B.; the Girl and the Job, Henry +Holt, $1.50.</p> + +<p>Gilman, Charlotte Perkins; Women in Economics, In This Our World, +A Man Made World, Concerning Children—All: Small and Maynard. +The most brilliant American writer on the woman movement. Sound +economics and good psychology <ins title="Transcriber's Note: original reads 'clevely'">cleverly</ins> presented.</p> + +<p>James, William; Principles of Psychology, 2 vols. The psychologist +who wrote like a novelist. Chapters of special interest: Habit, Instinct, +Will, Emotions and The Stream of Consciousness. Talks to Teachers +on Psychology, and to Students on Some of Life's Ideals. Memories +and Studies, especially essay on the Moral Equivalents of War—All: Henry +Holt and Co.<span class='pagenum'><a name="Page_546" id="Page_546">[546]</a></span></p> + +<p>Key, Ellen; The Century of the Child.</p> + +<p>*Lovejoy, Esther; The House of the Good Neighbor, Macmillan, 1919. +Social and Medical Work in France during the war by the President of +the Women's International Medical Association.</p> + +<p>*MacDougall, William; Social Psychology, Luce and Co. Study of how +people act and feel in a group.</p> + +<p>Mill, John Stuart; The Subjection of Women. Frederick Stokes.</p> + +<p>*Norsworthy, Naomi, and Whitley: The Psychology of Childhood, Macmillan, +1919. Best and latest general child psychology.</p> + +<p>Parsons, Elsie Clews: Social Control, Social Freedom, The Old Fashioned +Woman, The Family. All: Putnam.</p> + +<p>*Patrick, G. T. W.; Psychology of Relaxation. Houghton Mifflin. +The necessity for and guidance of the play instinct.</p> + +<p>*Perry, Clarence A.; Community Center Activities. Russell Sage Foundation, +New York City.</p> + +<p>Pillsbury, W. B.; Essentials of Psychology, Macmillan. Good, brief +treatment of general psychology for popular reading.</p> + +<p>*Playground and Recreation Association of America Publications: +What the Playground Can Do for Girls, Games Every Child Should Know, +Folk and National Dances, The Home Playground. Headquarters 1 Madison +Avenue, New York City.</p> + +<p>*Puffer, J. Adam; The Boy and His Gang. Houghton Mifflin.</p> + +<p>Putnam, Emily; The Lady.</p> + +<p>Schreiner, Olive; Woman and Labour.</p> + +<p>Sharp, Cecil J.; One Hundred English Folksongs. Charles H. Ditson +and Co.</p> + +<p>*Slattery, Margaret; The Girl in Her Teens, The Girl and Her Religion, +The American Girl and Her Community, The Woman's Press.</p> + +<p>*Thorndike, Edward L.; Individuality, Riverside Educational Monographs, +Houghton Mifflin. What constitutes the "average person." +The danger of "sizing up" people too rapidly.</p> + +<p>*Terman, Lewis; The Hygiene of the Child, Houghton Mifflin.</p> + +<p>Trotter, W.; Instincts of the Herd in Peace and War, Fisher Unwin. How +"public opinion" exerts its influence on conduct.</p> + +<p>Wallas, Graham; Human Nature in Politics, and The Great Society, +Our Social Heritage, Macmillan.</p> + +<p>Ward, Lester F.; Psychic Factors of Civilization and Applied Sociology. +Ginn and Co. Psychological interpretation of civilization.</p> + +<p>*Woods, Robert A.; Young Working Girls, Houghton Mifflin.</p> + + +<div class='center'><br /><b>CAMPING AND HIKING</b></div> + +<p>Campward Ho!, The Camp Manual for Girl Scouts contains a full and +annotated bibliography. The following is an additional list.</p> + +<p>The Boy Camp Manual, Charles Keen Taylor.</p> + +<p>Camping and Outing Activities, Cheley-Baker. Games, Songs, Pageants, +Plays, Water Sports, etc.</p> + +<p>Camp Cookery, Horace Kephart, Macmillan Co.</p> + +<p>The Camp Fire Girls' Vacation Book, Camp Fire Girls, New York City.</p> + +<p>Camping and Woodcraft (2 vols.) Horace Kephart, Macmillan.</p> + +<p>Camp Kits and Camp Life, Charles Stedman Hanks.</p> + +<p>Camping Out, Warren Miller, Geo Doran Co.</p> + +<p><ins title="Transcriber's Note: original reads 'Caravaning'">Caravanning</ins> and Camping-out, J. <ins title="Transcriber's Note: original reads 'Haris'">Harris</ins> Stone—Herbert Jenkins, +Ltd., 12 Arundel Place, London.</p> + +<p>Harper's Camping and Scouting, Joseph Adams, Harper Bros.</p> + +<p>Shelters, Shacks and Shanties, D. C. Beard, Scribners. Illustrated.</p> + +<p>Summer in a Girls' Camp, Anna Worthington Coale, Century.</p> + +<p>Swimming and Watermanship, L. de B. Handley, Macmillan Co.</p> + +<p>Touring Afoot, Dr. C. P. Fordyce, N. Y. Outing Publishing Co.</p> + +<p>Wilderness Homes, Oliver Kamp, Outing Publishing Co.<span class='pagenum'><a name="Page_547" id="Page_547">[547]</a></span></p> + + +<div class='center'><br /><b>GOVERNMENT BULLETINS AND HOW TO GET THEM</b></div> + +<div class='hang2'>1. The publications of all departments of the United States Government +are in the custody of the Superintendent of Documents, +Washington, D. C. Price lists of various subjects are sent free. +The following list of subjects will be found especially useful in preparing +for many of the proficiency tests. The numbers given are +the official ones by which the catalogs of prices and special titles +may be ordered:<br /> + +(11) Foods and Cookery. (16) Farmers' Bulletins. (31) Education. +(38) Animal Industry. (39) Birds and Wild Animals. (41) Insects +(including household and farm pests, and bees). (43) Forestry. +(44) Plants. (50) American History and Biography. (51) Health. +(53) Maps. (54) Political Science. (55) National Museums and +National Academy of Science. (67) Immigration. (68) Farm Management.</div> + +<div class='hang2'>2. The Children's Bureau of the U. S. Dept. of Labor has a special list +of articles on Child and Infant Care and Health. Write direct to the +Bureau for these.</div> + +<div class='hang2'>3. For State publications on Health, Education, etc., apply to Secretary +of State if special officer in charge is unknown.</div> + +<div class='hang2'>4. Apply to town hall or special departments for city documents on +health, child care, education, etc.</div> + +<div class='hang2'>5. The following organizations publish bulletins and cheap authoritative +books and pamphlets for general information on health, +first aid, child care and other topics of interest to Girl Scouts.<br /> + +The Red Cross National Headquarters, Washington, D. C.<br /> + +The Metropolitan Insurance Company, 1 Madison Avenue, N. Y. C.<br /> + +Child Health Organization, 370 Seventh Avenue, Miss Sally Lucas +Jean, Director.<br /> + +The Posture League of America, 1 Madison Avenue, N. Y. C.</div> + + + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_548" id="Page_548">[548]</a></span></p> +<h2>INDEX</h2> + +<div> +Accidents, First Aid for <a href="#Page_164">164</a> ff<br /> +<span style="margin-left: 1em;">Water <a href="#Page_191">191</a> ff</span><br /> +<br /> +Act to Establish Flag <a href="#Page_69">69</a><br /> +<br /> +Adam <a href="#Page_456">456</a><br /> +<br /> +Adventure, books of <a href="#Page_540">540</a><br /> +<br /> +Africa <a href="#Page_27">27</a><br /> +<br /> +Agassiz <a href="#Page_455">455</a><br /> +<br /> +Alaska <a href="#Page_454">454</a><br /> +<br /> +Alcott, Louisa <a href="#Page_23">23</a><br /> +<br /> +Allied Organizations, Handbooks of <a href="#Page_540">540</a><br /> +<br /> +Alignments <a href="#Page_92">92</a><br /> +<br /> +Alligator <a href="#Page_429">429</a><br /> +<br /> +"America" <a href="#Page_74">74</a>, <a href="#Page_75">75</a><br /> +<br /> +"America the Beautiful" <a href="#Page_66">66</a><br /> +<br /> +American Museum of Natural History <a href="#Page_373">373</a> ff<br /> +<br /> +Amphibians <a href="#Page_425">425</a><br /> +<br /> +"Anacreon in Heaven" <a href="#Page_74">74</a><br /> +<br /> +Animal Stories <a href="#Page_540">540</a><br /> +<br /> +Aphids <a href="#Page_449">449</a><br /> +<br /> +Apoplexy, care of <a href="#Page_186">186</a> ff<br /> +<br /> +Aquarium <a href="#Page_435">435</a><br /> +<br /> +Arnold, Sarah Louise <a href="#Page_106">106</a><br /> +<br /> +Artist test <a href="#Page_499">499</a><br /> +<br /> +Aspen <a href="#Page_395">395</a><br /> +<br /> +Asphyxiation, prevention of <a href="#Page_197">197</a> ff<br /> +<br /> +Asters <a href="#Page_381">381</a><br /> +<br /> +At ease <a href="#Page_87">87</a><br /> +<br /> +Athlete test <a href="#Page_499">499</a><br /> +<br /> +Attendance stars <a href="#Page_536">536</a><br /> +<br /> +Attention <a href="#Page_85">85</a><br /> +<br /> +Audubon Society <a href="#Page_425">425</a><br /> +<br /> +Australia <a href="#Page_27">27</a><br /> +<br /> +Axe, use of <a href="#Page_326">326</a> ff<br /> +<br /> +Azalea <a href="#Page_383">383</a><br /> +<br /> +<br /> +Background <a href="#Page_40">40</a><br /> +<br /> +Back step <a href="#Page_89">89</a><br /> +<br /> +Baden-Powell <a href="#Page_1">1</a> ff<br /> +<br /> +Balsam fir <a href="#Page_390">390</a><br /> +<br /> +Bandages, making of <a href="#Page_204">204</a> ff<br /> +<br /> +Barnacles <a href="#Page_442">442</a><br /> +<br /> +Bathroom, care of <a href="#Page_119">119</a><br /> +<br /> +"Battle Hymn of the Republic" <a href="#Page_77">77</a><br /> +<br /> +Beach fleas <a href="#Page_442">442</a><br /> +<br /> +Beaver <a href="#Page_370">370</a><br /> +<br /> +Bedroom, care of <a href="#Page_119">119</a><br /> +<br /> +Beekeeper test <a href="#Page_500">500</a><br /> +<br /> +Birds <a href="#Page_407">407</a> ff<br /> +<br /> +Bird baths <a href="#Page_424">424</a><br /> +<br /> +Birds, economic value of <a href="#Page_415">415</a> ff<br /> +<br /> +Bird Hunter test <a href="#Page_500">500</a><br /> +<br /> +Bird Woman <a href="#Page_21">21</a><br /> +<br /> +Biscuit Loaf <a href="#Page_363">363</a><br /> +<br /> +Bites, care of <a href="#Page_190">190</a>, ff<br /> +<br /> +Black Eyed Susan <a href="#Page_383">383</a>, <a href="#Page_385">385</a><br /> +<br /> +Blood Root <a href="#Page_381">381</a><br /> +<br /> +Blue Bird <a href="#Page_409">409</a><br /> +<br /> +Blue Flag <a href="#Page_383">383</a><br /> +<br /> +Blue-tailed <ins title="Transcriber's Note: original reads 'Lizzard'">Lizard</ins> <a href="#Page_430">430</a><br /> +<br /> +Bobolink <a href="#Page_415">415</a><br /> +<br /> +Bog Potato <a href="#Page_288">288</a><br /> +<br /> +Border, flowers for <a href="#Page_464">464</a> ff<br /> +<br /> +Boulders <a href="#Page_453">453</a><br /> +<br /> +Bouncing Bet <a href="#Page_383">383</a><br /> +<br /> +Bowline, knot <a href="#Page_488">488</a> ff<br /> +<br /> +Box Turtle <a href="#Page_430">430</a><br /> +<br /> +Brandywine, battle of <a href="#Page_469">469</a><br /> +<br /> +Bread <a href="#Page_363">363</a><br /> +<br /> +Breakfast <a href="#Page_133">133</a> ff<br /> +<br /> +Broiled Fish <a href="#Page_361">361</a><br /> +<br /> +Brown, Thomas Edward <a href="#Page_456">456</a><br /> +<br /> +Bubonic Plague <a href="#Page_449">449</a><br /> +<br /> +Bugler's test <a href="#Page_501">501</a><br /> +<br /> +Bull Frog <a href="#Page_376">376</a>, <a href="#Page_427">427</a><br /> +<br /> +Burroughs, John <a href="#Page_375">375</a>, <a href="#Page_407">407</a><br /> +<br /> +Business meeting <a href="#Page_57">57</a><br /> +<br /> +Business Woman test <a href="#Page_502">502</a><br /> +<br /> +Butterfly <a href="#Page_449">449</a><br /> +<br /> +Butler, Albert E. <a href="#Page_384">384</a>, <a href="#Page_388">388</a>, <a href="#Page_394">394</a><br /> +<br /> +Bumble Bees <a href="#Page_447">447</a><br /> +<br /> +<br /> +Cambridge flag <a href="#Page_68">68</a><br /> +<br /> +Camp cooking <a href="#Page_360">360</a> ff<br /> +<span style="margin-left: 1em;">recipes <a href="#Page_362">362</a> ff</span><br /> +<span style="margin-left: 1em;">utensils <a href="#Page_340">340</a>, <a href="#Page_344">344</a>, <a href="#Page_361">361</a></span><br /> +<br /> +Camping and the Guide Law <a href="#Page_36">36</a><br /> +<br /> +Camping for Girl Scouts <a href="#Page_313">313</a> ff<br /> +<span style="margin-left: 1em;">hiking <a href="#Page_314">314</a> ff</span><br /> +<span style="margin-left: 1em;">site <a href="#Page_319">319</a> ff</span><br /> +<span style="margin-left: 1em;">fires <a href="#Page_327">327</a> ff</span><br /> +<span style="margin-left: 1em;">provisions <a href="#Page_345">345</a> ff</span><br /> +<br /> +Camp sanitation <a href="#Page_323">323</a><br /> +<br /> +Canada <a href="#Page_27">27</a><br /> +<br /> +Canner <a href="#Page_502">502</a><br /> +<br /> +Captain <a href="#Page_14">14</a><br /> +<br /> +Captain's pin <a href="#Page_538">538</a><br /> +<br /> +Cardinal flower <a href="#Page_381">381</a><br /> +<br /> +Cassiopeia <a href="#Page_302">302</a><br /> +<br /> +Cat fish <a href="#Page_433">433</a><br /> +<br /> +Cellar <a href="#Page_107">107</a><br /> +<br /> +Ceremonies, Forms for Girl Scouts <a href="#Page_44">44</a> ff<br /> +<span style="margin-left: 1em;">Alternate forms <a href="#Page_48">48</a> ff</span><br /> +<br /> +<span class='pagenum'><a name="Page_549" id="Page_549">[549]</a></span>Chaining <a href="#Page_467">467</a> ff<br /> +<br /> +Chairman <a href="#Page_57">57</a><br /> +<br /> +Chameleon <a href="#Page_431">431</a><br /> +<br /> +Change step <a href="#Page_90">90</a><br /> +<br /> +Chevrons <a href="#Page_538">538</a><br /> +<br /> +Chief Scout <a href="#Page_35">35</a><br /> +<br /> +Child, care of <a href="#Page_157">157</a> ff<br /> +<br /> +Child Health Organization <a href="#Page_547">547</a><br /> +<br /> +Child Nurse <a href="#Page_157">157</a> ff<br /> +<span style="margin-left: 1em;">test <a href="#Page_503">503</a></span><br /> +<br /> +Child, routine of <a href="#Page_162">162</a> ff<br /> +<br /> +Christmas Fern <a href="#Page_389">389</a><br /> +<br /> +Cicada <a href="#Page_447">447</a><br /> +<br /> +Citizen's test <a href="#Page_504">504</a><br /> +<br /> +Civic biology <a href="#Page_377">377</a><br /> +<br /> +Clams <a href="#Page_442">442</a><br /> +<br /> +Class test <a href="#Page_60">60</a> ff<br /> +<br /> +Cleaning <a href="#Page_126">126</a><br /> +<br /> +Clermont <a href="#Page_69">69</a><br /> +<br /> +Closing exercises <a href="#Page_57">57</a><br /> +<br /> +Clothing for Hiking <a href="#Page_317">317</a><br /> +<br /> +Clove hitch <a href="#Page_492">492</a> ff<br /> +<br /> +Cochineal <a href="#Page_446">446</a><br /> +<br /> +Cocoa <a href="#Page_363">363</a><br /> +<br /> +Cod <a href="#Page_433">433</a><br /> +<br /> +Colds, care of <a href="#Page_247">247</a> ff<br /> +<br /> +Color Guard <a href="#Page_46">46</a><br /> +<br /> +"Common minerals and rocks" <a href="#Page_454">454</a><br /> +<br /> +Compass <a href="#Page_482">482</a> ff<br /> +<br /> +Congressional Library <a href="#Page_540">540</a><br /> +<br /> +Conservation of forests <a href="#Page_393">393</a> ff<br /> +<br /> +Continental Code <a href="#Page_97">97</a>, <a href="#Page_99">99</a><br /> +<br /> +Conventional signs for maps <a href="#Page_479">479</a><br /> +<br /> +Convulsions, care of <a href="#Page_186">186</a> ff<br /> +<br /> +Cooking devices <a href="#Page_340">340</a><br /> +<br /> +Cooking in camp <a href="#Page_360">360</a><br /> +<br /> +Cook <a href="#Page_133">133</a> ff<br /> +<span style="margin-left: 1em;">test <a href="#Page_505">505</a></span><br /> +<br /> +Coral <a href="#Page_439">439</a><br /> +<br /> +Corned beef hash <a href="#Page_362">362</a><br /> +<br /> +Corporal <a href="#Page_13">13</a>, <a href="#Page_538">538</a><br /> +<br /> +Council <a href="#Page_14">14</a><br /> +<br /> +Court of Honor <a href="#Page_15">15</a>, <a href="#Page_45">45</a><br /> +<br /> +Crabs <a href="#Page_437">437</a>, <a href="#Page_439">439</a><br /> +<br /> +Craftsman test <a href="#Page_505">505</a><br /> +<br /> +Crinkle root <a href="#Page_289">289</a><br /> +<br /> +Crocodile <a href="#Page_429">429</a><br /> +<br /> +Crosby, William O. <a href="#Page_454">454</a><br /> +<br /> +Cultivation <a href="#Page_461">461</a><br /> +<br /> +Cyclist test <a href="#Page_507">507</a><br /> +<br /> +Cypress, bald <a href="#Page_396">396</a><br /> +<br /> +<br /> +Dancer test <a href="#Page_518">518</a><br /> +<br /> +Dandelion <a href="#Page_383">383</a><br /> +<br /> +Dairy Maid test <a href="#Page_507">507</a><br /> +<br /> +Dash, General Service Code <a href="#Page_98">98</a><br /> +<br /> +Daughter of New France <a href="#Page_20">20</a><br /> +<br /> +Dawson, Jean <a href="#Page_377">377</a><br /> +<br /> +Deciduous <a href="#Page_387">387</a><br /> +<br /> +Declaration of Independence <a href="#Page_68">68</a><br /> +<br /> +Deming, Dr. W. C. <a href="#Page_190">190</a><br /> +<br /> +Diamond Back Terrapin <a href="#Page_431">431</a><br /> +<br /> +Dickerson, Mary C. <a href="#Page_389">389</a><br /> +<br /> +Diminish front <a href="#Page_96">96</a><br /> +<br /> +Dinner <a href="#Page_139">139</a> ff<br /> +<br /> +Director, National <a href="#Page_15">15</a><br /> +<br /> +Dish washing <a href="#Page_117">117</a><br /> +<br /> +Dishes, washing in camp <a href="#Page_364">364</a><br /> +<br /> +Dislocations, care of <a href="#Page_177">177</a> ff<br /> +<br /> +Distance, to take in drill <a href="#Page_92">92</a><br /> +<br /> +Direction <a href="#Page_478">478</a><br /> +<br /> +Dot, in General Service Code <a href="#Page_98">98</a><br /> +<br /> +Double time <a href="#Page_88">88</a><br /> +<br /> +Doughty, Arthur G. <a href="#Page_20">20</a><br /> +<br /> +Dow, Ula M. <a href="#Page_133">133</a><br /> +<br /> +Dragon flies <a href="#Page_446">446</a><br /> +<br /> +Dressmaker <a href="#Page_508">508</a><br /> +<br /> +Dress, right or left <a href="#Page_85">85</a><br /> +<br /> +Drill, Girl Scout <a href="#Page_84">84</a> ff<br /> +<span style="margin-left: 1em;">Tenderfoot <a href="#Page_84">84</a></span><br /> +<span style="margin-left: 1em;">Second Class <a href="#Page_90">90</a></span><br /> +<span style="margin-left: 1em;">First Class <a href="#Page_95">95</a></span><br /> +<br /> +Drummer test <a href="#Page_509">509</a><br /> +<br /> +Duck hawks <a href="#Page_418">418</a><br /> +<br /> +Dutch Cleanser <a href="#Page_365">365</a><br /> +<br /> +<br /> +Eagle <a href="#Page_407">407</a><br /> +<br /> +Eclaireuses de France <a href="#Page_31">31</a><br /> +<br /> +Economist test <a href="#Page_509">509</a><br /> +<br /> +Eel <a href="#Page_456">456</a><br /> +<br /> +Egrets <a href="#Page_374">374</a>, <a href="#Page_411">411</a> ff<br /> +<br /> +Electrician test <a href="#Page_510">510</a><br /> +<br /> +Emergencies, aid for <a href="#Page_164">164</a> ff<br /> +<br /> +Erosion <a href="#Page_393">393</a><br /> +<br /> +Evergreen <a href="#Page_387">387</a><br /> +<br /> +Exercises <a href="#Page_275">275</a> ff<br /> +<br /> +Explorer <a href="#Page_21">21</a><br /> +<br /> +Eyes, Health of <a href="#Page_259">259</a> ff<br /> +<br /> +Eyes right or left <a href="#Page_80">80</a><br /> +<br /> +Eyesight, tested by stars <a href="#Page_303">303</a><br /> +<br /> +<br /> +Facings <a href="#Page_86">86</a><br /> +<br /> +Fall in <a href="#Page_84">84</a><br /> +<span style="margin-left: 1em;">out <a href="#Page_87">87</a></span><br /> +<br /> +Falkland Islands <a href="#Page_27">27</a><br /> +<br /> +Fairy Tales <a href="#Page_541">541</a><br /> +<br /> +Farmer test <a href="#Page_510">510</a><br /> +<br /> +Feet, care of <a href="#Page_315">315</a><br /> +<br /> +Fellowship <a href="#Page_2">2</a><br /> +<br /> +Fire, control of <a href="#Page_199">199</a> ff<br /> +<br /> +Fireless Cooker <a href="#Page_111">111</a> ff<br /> +<br /> +Fishes <a href="#Page_432">432</a> ff<br /> +<br /> +Fishes, group of <a href="#Page_433">433</a><br /> +<br /> +Fishballs <a href="#Page_361">361</a><br /> +<br /> +Fisher, G. Clyde <a href="#Page_366">366</a>, <a href="#Page_373">373</a> ff<br /> +<br /> +First Aide <a href="#Page_164">164</a> ff<br /> +<span style="margin-left: 1em;">test <a href="#Page_512">512</a></span><br /> +<br /> +First Class Badge <a href="#Page_538">538</a><br /> +<span style="margin-left: 1em;">Conferring of <a href="#Page_50">50</a></span><br /> +<span style="margin-left: 1em;">Test <a href="#Page_64">64</a> ff</span><br /> +<br /> +First Girl Scout <a href="#Page_20">20</a><br /> +<br /> +Flag <a href="#Page_67">67</a> ff<br /> +<span style="margin-left: 1em;">Colors <a href="#Page_67">67</a></span><br /> +<span style="margin-left: 1em;">History <a href="#Page_67">67</a> ff</span><br /> +<span style="margin-left: 1em;">How to make <a href="#Page_77">77</a></span><br /> +<span style="margin-left: 1em;">Respect due <a href="#Page_70">70</a> ff</span><br /> +<span style="margin-left: 1em;">Regulations for flying <a href="#Page_71">71</a> ff</span><br /> +<br /> +Flashlight signalling <a href="#Page_100">100</a><br /> +<br /> +Floods, causes of <a href="#Page_393">393</a><br /> +<br /> +<span class='pagenum'><a name="Page_550" id="Page_550">[550]</a></span>Floor, Kitchen <a href="#Page_108">108</a><br /> +<br /> +Flower crests <a href="#Page_539">539</a><br /> +<br /> +Flower Finder test <a href="#Page_512">512</a><br /> +<br /> +Flower garden <a href="#Page_462">462</a> ff<br /> +<br /> +Fly, House, fighting of <a href="#Page_121">121</a><br /> +<br /> +Folk Tales <a href="#Page_541">541</a><br /> +<br /> +Food for Camps <a href="#Page_362">362</a> ff<br /> +<br /> +Food for the Sick <a href="#Page_249">249</a> ff<br /> +<br /> +Food furnishing animals <a href="#Page_402">402</a><br /> +<br /> +Food Habits <a href="#Page_402">402</a><br /> +<br /> +Food, storage of <a href="#Page_123">123</a> ff<br /> +<br /> +Foot <a href="#Page_466">466</a><br /> +<br /> +Forbush, Edward Howe <a href="#Page_419">419</a><br /> +<br /> +Forests, uses of <a href="#Page_393">393</a> ff<br /> +<span style="margin-left: 1em;">fires <a href="#Page_395">395</a></span><br /> +<br /> +Fox <a href="#Page_406">406</a><br /> +<br /> +Fractures, care of <a href="#Page_177">177</a> ff<br /> +<br /> +France <a href="#Page_31">31</a><br /> +<br /> +Freezing <a href="#Page_40">40</a><br /> +<span style="margin-left: 1em;">care of <a href="#Page_188">188</a> ff</span><br /> +<br /> +Fried bacon <a href="#Page_362">362</a><br /> +<br /> +Fried fish <a href="#Page_361">361</a><br /> +<br /> +Fried ham <a href="#Page_361">361</a><br /> +<br /> +Fried country sausage <a href="#Page_362">362</a><br /> +<br /> +Fried potatoes <a href="#Page_362">362</a><br /> +<br /> +Fringed gentian <a href="#Page_381">381</a>, <a href="#Page_383">383</a><br /> +<br /> +Frying pan <a href="#Page_361">361</a> ff<br /> +<br /> +Fulton, Robert <a href="#Page_59">59</a><br /> +<br /> +Fungi <a href="#Page_289">289</a><br /> +<br /> +Furnishing <a href="#Page_107">107</a><br /> +<br /> +<br /> +Gaillardia <a href="#Page_384">384</a><br /> +<br /> +Gamefish <a href="#Page_435">435</a><br /> +<br /> +Ganoid <a href="#Page_433">433</a><br /> +<br /> +Garden, Girl Scout's Own <a href="#Page_456">456</a> ff<br /> +<br /> +Gardener test <a href="#Page_514">514</a><br /> +<br /> +Gas stove <a href="#Page_110">110</a><br /> +<br /> +General service code <a href="#Page_97">97</a><br /> +<br /> +Geology <a href="#Page_452">452</a> ff<br /> +<br /> +Germs, fighting of <a href="#Page_121">121</a><br /> +<br /> +Gibson, William Hamilton <a href="#Page_383">383</a>, <a href="#Page_426">426</a><br /> +<br /> +Gila Monster <a href="#Page_429">429</a><br /> +<br /> +Gills <a href="#Page_431">431</a><br /> +<br /> +Girl Guides <a href="#Page_1">1</a>, <a href="#Page_18">18</a> ff<br /> +<br /> +Girl Scout Stories <a href="#Page_544">544</a><br /> +<br /> +Glacial Drift <a href="#Page_453">453</a><br /> +<br /> +Glacier <a href="#Page_451">451</a> ff<br /> +<br /> +Glass snake <a href="#Page_430">430</a><br /> +<br /> +Golden Eaglet <a href="#Page_45">45</a>, <a href="#Page_52">52</a>, <a href="#Page_535">535</a><br /> +<br /> +Golden Plover <a href="#Page_414">414</a><br /> +<br /> +Goldenrod <a href="#Page_381">381</a><br /> +<br /> +Government Bulletins <a href="#Page_456">456</a><br /> +<br /> +Grand Union Flag <a href="#Page_68">68</a><br /> +<br /> +Great Blue Heron <a href="#Page_422">422</a><br /> +<br /> +Great horned owls <a href="#Page_411">411</a><br /> +<br /> +Great Ice Age <a href="#Page_453">453</a><br /> +<br /> +Grebe <a href="#Page_408">408</a><br /> +<br /> +Grey, Lord <a href="#Page_20">20</a><br /> +<br /> +Group Badges <a href="#Page_533">533</a> ff<br /> +<br /> +Guide, the Flower <a href="#Page_383">383</a><br /> +<br /> +Guides, War Service <a href="#Page_27">27</a><br /> +<br /> +<br /> +Half-hitch <a href="#Page_491">491</a> ff<br /> +<br /> +Halibut <a href="#Page_433">433</a><br /> +<br /> +Half step <a href="#Page_89">89</a><br /> +<br /> +Halt <a href="#Page_89">89</a><br /> +<br /> +Hammerhead shark <a href="#Page_436">436</a><br /> +<br /> +Handbooks of Allied Organizations <a href="#Page_540">540</a><br /> +<br /> +"Handbook of Birds in Eastern North America" <a href="#Page_423">423</a><br /> +<br /> +"Handbook of Birds of Western United States" <a href="#Page_423">423</a><br /> +<br /> +Hand signalling <a href="#Page_103">103</a><br /> +<br /> +Handy-woman test <a href="#Page_515">515</a><br /> +<br /> +Hawks <a href="#Page_420">420</a><br /> +<br /> +"Hawks and Owls of the U. S." <a href="#Page_420">420</a><br /> +<br /> +Health Guardian test <a href="#Page_516">516</a><br /> +<br /> +Health Winner <a href="#Page_257">257</a><br /> +<span style="margin-left: 1em;">test <a href="#Page_517">517</a></span><br /> +<br /> +Heating house <a href="#Page_124">124</a><br /> +<br /> +Heights, to estimate <a href="#Page_459">459</a> ff<br /> +<br /> +Hemlock <a href="#Page_390">390</a><br /> +<br /> +Hepatica <a href="#Page_381">381</a><br /> +<br /> +Hermit crab <a href="#Page_442">442</a><br /> +<br /> +Hickory nut <a href="#Page_383">383</a><br /> +<br /> +Hiking <a href="#Page_314">314</a> ff<br /> +<br /> +History novels <a href="#Page_541">541</a><br /> +<br /> +History of the American Girl Scouts <a href="#Page_1">1</a><br /> +<br /> +Hog peanuts <a href="#Page_289">289</a><br /> +<br /> +Hodge, Clifton <a href="#Page_377">377</a>, <a href="#Page_534">534</a><br /> +<br /> +"Home Life of Wild Birds" <a href="#Page_423">423</a><br /> +<br /> +Hollyhocks <a href="#Page_383">383</a><br /> +<br /> +Homemaker, the <a href="#Page_23">23</a>, <a href="#Page_106">106</a><br /> +<span style="margin-left: 1em;">test <a href="#Page_518">518</a></span><br /> +<br /> +Home Nurse, the <a href="#Page_217">217</a> ff<br /> +<span style="margin-left: 1em;">test <a href="#Page_519">519</a></span><br /> +<br /> +Honeybee <a href="#Page_448">448</a><br /> +<br /> +Honeydew <a href="#Page_448">448</a><br /> +<br /> +Horsewoman test <a href="#Page_520">520</a><br /> +<br /> +Hostess test <a href="#Page_520">520</a><br /> +<br /> +House fly <a href="#Page_449">449</a><br /> +<br /> +House planning <a href="#Page_106">106</a><br /> +<br /> +Howe, Julia Ward <a href="#Page_77">77</a><br /> +<br /> +Hummingbird <a href="#Page_383">383</a><br /> +<br /> +Hummingbird moth <a href="#Page_446">446</a><br /> +<br /> +Hunter, David M. <a href="#Page_456">456</a><br /> +<br /> +Hydroids <a href="#Page_441">441</a><br /> +<br /> +Hyla <a href="#Page_428">428</a><br /> +<br /> +<br /> +Ice Chest <a href="#Page_114">114</a> ff<br /> +<br /> +"Illustrated Flora" <a href="#Page_383">383</a><br /> +<br /> +Illnesses, common <a href="#Page_245">245</a> ff<br /> +<br /> +India <a href="#Page_27">27</a><br /> +<br /> +Indian cucumber <a href="#Page_288">288</a><br /> +<br /> +Indian turnip <a href="#Page_289">289</a><br /> +<br /> +Injuries, major <a href="#Page_177">177</a> ff<br /> +<span style="margin-left: 1em;">minor <a href="#Page_169">169</a> ff</span><br /> +<br /> +Inorganic <a href="#Page_377">377</a><br /> +<br /> +Insects <a href="#Page_439">439</a>, <a href="#Page_446">446</a> ff<br /> +<br /> +Insect eating birds <a href="#Page_421">421</a> ff<br /> +<br /> +Insignia, Scouts and officers <a href="#Page_538">538</a><br /> +<br /> +Inspection <a href="#Page_56">56</a><br /> +<br /> +Interpreter test <a href="#Page_521">521</a><br /> +<br /> +Interval, Gen. Ser. Code <a href="#Page_98">98</a><br /> +<span style="margin-left: 1em;">Semaphore <a href="#Page_101">101</a></span><br /> +<br /> +<span class='pagenum'><a name="Page_551" id="Page_551">[551]</a></span>Invertebrate <a href="#Page_377">377</a>, <a href="#Page_438">438</a> ff<br /> +<br /> +<br /> +Jack in the Pulpit <a href="#Page_383">383</a><br /> +<br /> +Jean, Sally Lucas <a href="#Page_547">547</a><br /> +<br /> +Jelly fish <a href="#Page_439">439</a><br /> +<br /> +Jessamine <a href="#Page_381">381</a><br /> +<br /> +Jones, John Paul <a href="#Page_68">68</a><br /> +<br /> +Journalist test <a href="#Page_521">521</a><br /> +<br /> +Judging weights and measures <a href="#Page_467">467</a> ff<br /> +<br /> +<br /> +Kelley's Island <a href="#Page_455">455</a><br /> +<br /> +<ins title="Transcriber's Note: original reads 'Kephardt'">Kephart</ins>, Horace <a href="#Page_313">313</a> ff<br /> +<br /> +Key, Francis Scott <a href="#Page_73">73</a><br /> +<br /> +Kildeer <a href="#Page_419">419</a><br /> +<br /> +Kindling <a href="#Page_334">334</a> ff<br /> +<br /> +Kipling, Rudyard <a href="#Page_376">376</a><br /> +<br /> +Kitchen <a href="#Page_108">108</a><br /> +<br /> +Knots <a href="#Page_484">484</a> ff<br /> +<span style="margin-left: 1em;">glossary <a href="#Page_495">495</a></span><br /> +<br /> +<br /> +Labor Saving <a href="#Page_124">124</a> ff<br /> +<br /> +Lady Slipper <a href="#Page_281">281</a><br /> +<br /> +Lafayette <a href="#Page_69">69</a><br /> +<br /> +"Land Birds East of the Rockies" <a href="#Page_423">423</a><br /> +<br /> +Land Scout, Group Badge <a href="#Page_535">535</a><br /> +<br /> +Lang, Herbert <a href="#Page_426">426</a><br /> +<br /> +Lantern, signalling <a href="#Page_100">100</a><br /> +<br /> +Latrine in camp <a href="#Page_323">323</a><br /> +<br /> +Laundress test <a href="#Page_522">522</a><br /> +<br /> +Laws of Girl Scouts <a href="#Page_4">4</a> ff<br /> +<br /> +Leader's Handbooks of Allied Organizations <a href="#Page_545">545</a><br /> +<br /> +Legends <a href="#Page_542">542</a><br /> +<br /> +Lewis and Clark Expedition <a href="#Page_21">21</a><br /> +<br /> +Lobsters <a href="#Page_439">439</a><br /> +<br /> +Loco Weed <a href="#Page_383">383</a><br /> +<br /> +Lone Scout <a href="#Page_13">13</a><br /> +<br /> +Loon <a href="#Page_372">372</a><br /> +<br /> +Low, Mrs. Juliette, Founder G. S. <a href="#Page_1">1</a><br /> +<br /> +Lunch <a href="#Page_148">148</a> ff<br /> +<br /> +Lung fishes <a href="#Page_433">433</a><br /> +<br /> +Lutz, Dr. <a href="#Page_447">447</a><br /> +<br /> +Life Saving Medals <a href="#Page_536">536</a><br /> +<br /> +"Little Women" <a href="#Page_23">23</a><br /> +<br /> +Living room <a href="#Page_118">118</a><br /> +<br /> +Library, American Association <a href="#Page_540">540</a><br /> +<br /> +Lieutenants <a href="#Page_14">14</a><br /> +<br /> +<br /> +Mackerel <a href="#Page_433">433</a><br /> +<br /> +Magdelaine de <ins title="Transcriber's Note: original reads 'Vercheres'">Verchères</ins> <a href="#Page_20">20</a><br /> +<br /> +Magnolia <a href="#Page_380">380</a><br /> +<br /> +Maiden Hair Fern <a href="#Page_383">383</a><br /> +<br /> +Malaria <a href="#Page_449">449</a><br /> +<br /> +Mallard Duck <a href="#Page_424">424</a><br /> +<br /> +Mammals <a href="#Page_399">399</a> ff<br /> +<br /> +Manna <a href="#Page_447">447</a><br /> +<br /> +Manners, good <a href="#Page_129">129</a> ff<br /> +<br /> +Manual by Grey <a href="#Page_383">383</a><br /> +<br /> +Manure <a href="#Page_458">458</a><br /> +<br /> +Map of camp <a href="#Page_481">481</a><br /> +<br /> +Maple, black sugar <a href="#Page_391">391</a><br /> +<br /> +Mappa <a href="#Page_477">477</a><br /> +<br /> +Maps, history, uses, how to make <a href="#Page_476">476</a> ff<br /> +<br /> +Marine worms <a href="#Page_443">443</a><br /> +<br /> +Mark time <a href="#Page_88">88</a><br /> +<br /> +Marsh Marigold <a href="#Page_383">383</a><br /> +<br /> +Measurements <a href="#Page_268">268</a> ff <a href="#Page_466">466</a> ff<br /> +<br /> +Medal of Merit <a href="#Page_536">536</a><br /> +<br /> +Medals, special <a href="#Page_536">536</a><br /> +<br /> +Medicines <a href="#Page_241">241</a> ff<br /> +<br /> +Meeting, Girl Scout <a href="#Page_55">55</a> ff<br /> +<br /> +Menus <a href="#Page_133">133</a> ff<br /> +<br /> +Metre <a href="#Page_466">466</a><br /> +<br /> +Metric <ins title="Transcriber's Note: original reads 'Systm'">System</ins> <a href="#Page_466">466</a><br /> +<br /> +Metropolitan Life Insurance Company <a href="#Page_547">547</a><br /> +<br /> +Merit Badges, conferring <a href="#Page_51">51</a><br /> +<br /> +Miller, Mr. and Mrs. Leo <a href="#Page_387">387</a><br /> +<br /> +Milliner test <a href="#Page_522">522</a><br /> +<br /> +Milton <a href="#Page_456">456</a><br /> +<br /> +Mink <a href="#Page_415">415</a><br /> +<br /> +Minutes <a href="#Page_58">58</a><br /> +<br /> +Mississippi Valley <a href="#Page_453">453</a><br /> +<br /> +Moccasin Flower <a href="#Page_382">382</a><br /> +<br /> +Mocking bird <a href="#Page_409">409</a><br /> +<br /> +Mole Crab <a href="#Page_444">444</a><br /> +<br /> +Monarch butterfly <a href="#Page_449">449</a>, <a href="#Page_450">450</a><br /> +<br /> +Moon <a href="#Page_303">303</a><br /> +<br /> +Moose <a href="#Page_369">369</a><br /> +<br /> +Morris, Robert <a href="#Page_68">68</a><br /> +<br /> +Morse Code<br /> +<span style="margin-left: 1em;">American <a href="#Page_97">97</a></span><br /> +<span style="margin-left: 1em;">International <a href="#Page_97">97</a> ff</span><br /> +<br /> +Mosquito <a href="#Page_449">449</a><br /> +<span style="margin-left: 1em;">fighting of <a href="#Page_121">121</a></span><br /> +<br /> +Motorist test <a href="#Page_523">523</a><br /> +<br /> +Motto of Girl Scouts <a href="#Page_3">3</a><br /> +<br /> +Mountain Climbing <a href="#Page_367">367</a> ff<br /> +<br /> +Mountain Laurel <a href="#Page_383">383</a><br /> +<br /> +Mud-eel <a href="#Page_427">427</a><br /> +<br /> +Mud puppy <a href="#Page_427">427</a><br /> +<br /> +Musician test <a href="#Page_523">523</a><br /> +<br /> +Muscular strain, avoiding <a href="#Page_261">261</a> ff<br /> +<br /> +Mushrooms <a href="#Page_289">289</a> ff <a href="#Page_392">392</a><br /> +<br /> +Mussels <a href="#Page_442">442</a><br /> +<br /> +Muir Glacier <a href="#Page_454">454</a><br /> +<br /> +Muir, John <a href="#Page_366">366</a><br /> +<br /> +Myths <a href="#Page_542">542</a><br /> +<br /> +<br /> +National Convention <a href="#Page_1">1</a><br /> +<br /> +National Director <a href="#Page_16">16</a><br /> +<br /> +National Headquarters <a href="#Page_1">1</a><br /> +<br /> +National Organization <a href="#Page_15">15</a><br /> +<br /> +Nature, classification <a href="#Page_379">379</a><br /> +<br /> +Nature in City <a href="#Page_39">39</a><br /> +<br /> +Nature Study <a href="#Page_36">36</a>, <a href="#Page_43">43</a><br /> +<br /> +Nature Study for Girl Scouts <a href="#Page_373">373</a> ff<br /> +<br /> +Naturalist, Scout, group badge <a href="#Page_534">534</a><br /> +<br /> +Needlewoman's test <a href="#Page_524">524</a><br /> +<br /> +Nesting boxes <a href="#Page_424">424</a><br /> +<br /> +Newts <a href="#Page_427">427</a><br /> +<br /> +New York <a href="#Page_1">1</a><br /> +<br /> +Noble Peregrine <a href="#Page_418">418</a>, <a href="#Page_420">420</a><br /> +<br /> +<span class='pagenum'><a name="Page_552" id="Page_552">[552]</a></span>Nonsense <a href="#Page_542">542</a><br /> +<br /> +North America <a href="#Page_451">451</a><br /> +<br /> +North Pole <a href="#Page_69">69</a><br /> +<br /> +Novels <a href="#Page_542">542</a><br /> +<br /> +Nubian Gold Mines <a href="#Page_476">476</a><br /> +<br /> +Nurse, the Child <a href="#Page_157">157</a> ff<br /> +<span style="margin-left: 1em;">home <a href="#Page_217">217</a> ff</span><br /> +<br /> +<br /> +Oak <a href="#Page_390">390</a><br /> +<br /> +Oblique March <a href="#Page_93">93</a><br /> +<br /> +Observation <a href="#Page_39">39</a><br /> +<br /> +Octopus <a href="#Page_439">439</a><br /> +<br /> +Oil stove <a href="#Page_110">110</a><br /> +<br /> +One cell animals <a href="#Page_431">431</a><br /> +<br /> +Onions <a href="#Page_363">363</a><br /> +<br /> +Opossum <a href="#Page_399">399</a>, <a href="#Page_401">401</a><br /> +<br /> +Orchids <a href="#Page_383">383</a><br /> +<br /> +Organic <a href="#Page_377">377</a><br /> +<br /> +Organization <a href="#Page_13">13</a> ff<br /> +<br /> +Orion's Sword <a href="#Page_304">304</a><br /> +<br /> +Otter <a href="#Page_400">400</a><br /> +<br /> +"Our Native Orchids" <a href="#Page_383">383</a><br /> +<br /> +Out of Door Scout <a href="#Page_35">35</a> ff<br /> +<br /> +Ox Eye Daisy <a href="#Page_383">383</a><br /> +<br /> +Oyster <a href="#Page_439">439</a>, <a href="#Page_445">445</a><br /> +<br /> +<br /> +Pace, Scout's <a href="#Page_314">314</a><br /> +<br /> +Pacing <a href="#Page_475">475</a>, <a href="#Page_478">478</a><br /> +<br /> +Paddle fish <a href="#Page_432">432</a><br /> +<br /> +Parade <a href="#Page_87">87</a><br /> +<br /> +Parade formation <a href="#Page_80">80</a> ff<br /> +<br /> +Pathfinder's test <a href="#Page_524">524</a><br /> +<br /> +Patients, amusing of <a href="#Page_251">251</a><br /> +<span style="margin-left: 1em;">feeding <a href="#Page_251">251</a></span><br /> +<span style="margin-left: 1em;">routine <a href="#Page_252">252</a></span><br /> +<br /> +Patriotic songs <a href="#Page_72">72</a><br /> +<br /> +Patrol system <a href="#Page_13">13</a><br /> +<br /> +Peary, Robert <a href="#Page_69">69</a><br /> +<br /> +Pecten <a href="#Page_443">443</a><br /> +<br /> +Peeper, spring <a href="#Page_428">428</a><br /> +<br /> +Pelicans <a href="#Page_412">412</a><br /> +<br /> +Periwinkle <a href="#Page_442">442</a><br /> +<br /> +Personal measures <a href="#Page_474">474</a><br /> +<br /> +Photographer test <a href="#Page_525">525</a><br /> +<br /> +Pickerel <a href="#Page_453">453</a><br /> +<br /> +Pickerel weed <a href="#Page_385">385</a><br /> +<br /> +Pickersgill, Mrs. Mary <a href="#Page_74">74</a><br /> +<br /> +Pine, long leaved <a href="#Page_389">389</a><br /> +<br /> +Pine tree patrol system <a href="#Page_325">325</a><br /> +<br /> +Pine rose mallow <a href="#Page_383">383</a><br /> +<br /> +Pioneer <a href="#Page_25">25</a><br /> +<span style="margin-left: 1em;">test <a href="#Page_526">526</a></span><br /> +<br /> +Pirsson, Louis V. <a href="#Page_454">454</a><br /> +<br /> +Pivot, moving <a href="#Page_93">93</a><br /> +<span style="margin-left: 1em;">fixed <a href="#Page_94">94</a></span><br /> +<br /> +Planting <a href="#Page_459">459</a><br /> +<br /> +Plants <a href="#Page_380">380</a> ff<br /> +<br /> +Plants, edible, wild <a href="#Page_285">285</a> ff<br /> +<br /> +Plants poisonous <a href="#Page_386">386</a> ff<br /> +<br /> +Pledge <a href="#Page_3">3</a><br /> +<br /> +Pleiades <a href="#Page_302">302</a><br /> +<br /> +Poetry <a href="#Page_544">544</a><br /> +<br /> +Poison, antidotes for <a href="#Page_202">202</a> ff<br /> +<br /> +Polar bear <a href="#Page_402">402</a>, <a href="#Page_452">452</a><br /> +<br /> +Policy <a href="#Page_16">16</a><br /> +<br /> +Position, right <a href="#Page_273">273</a> ff<br /> +<br /> +Posture <a href="#Page_257">257</a> ff, <a href="#Page_273">273</a> ff<br /> +<span style="margin-left: 1em;">League <a href="#Page_547">547</a></span><br /> +<br /> +Poultry, destroyed <a href="#Page_402">402</a><br /> +<br /> +Preparation of seed bed <a href="#Page_457">457</a><br /> +<br /> +Presentation of badges <a href="#Page_21">21</a>, <a href="#Page_45">45</a> ff<br /> +<br /> +Princess Pat <a href="#Page_21">21</a><br /> +<br /> +Principles of Girl Scouts <a href="#Page_3">3</a> ff<br /> +<br /> +Proficiency tests <a href="#Page_497">497</a> ff<br /> +<br /> +Promise <a href="#Page_4">4</a><br /> +<br /> +Protozoa <a href="#Page_439">439</a><br /> +<br /> +Proverbs, outdoor <a href="#Page_284">284</a><br /> +<br /> +Provisions for camping <a href="#Page_345">345</a> ff<br /> +<br /> +Public Health <a href="#Page_257">257</a> ff<br /> +<br /> +<br /> +Quick time <a href="#Page_87">87</a><br /> +<br /> +Quebec <a href="#Page_20">20</a><br /> +<br /> +<br /> +<ins title="Transcriber's Note: original reads 'Racoon'">Raccoon</ins> <a href="#Page_402">402</a><br /> +<br /> +Rat flea <a href="#Page_449">449</a><br /> +<br /> +Rally <a href="#Page_45">45</a><br /> +<br /> +Rays <a href="#Page_433">433</a><br /> +<br /> +Recipes, camp <a href="#Page_362">362</a> ff<br /> +<span style="margin-left: 1em;">home <a href="#Page_133">133</a> ff</span><br /> +<br /> +Red Cross, National <a href="#Page_214">214</a> ff, <a href="#Page_547">547</a><br /> +<br /> +"Red Gods," <a href="#Page_371">371</a><br /> +<br /> +Reed, Chester A. <a href="#Page_383">383</a>, <a href="#Page_423">423</a><br /> +<br /> +Reef knot <a href="#Page_487">487</a> ff<br /> +<br /> +Reference reading, Captains' <a href="#Page_544">544</a><br /> +<span style="margin-left: 1em;">Scouts <a href="#Page_540">540</a> ff</span><br /> +<br /> +<ins title="Transcriber's Note: original reads 'Refrigator'">Refrigerator</ins>, iceless <a href="#Page_115">115</a> ff<br /> +<br /> +Remedies <a href="#Page_241">241</a> ff<br /> +<br /> +Reptiles <a href="#Page_428">428</a> ff<br /> +<br /> +Rests <a href="#Page_86">86</a> ff<br /> +<br /> +Rhododendrons or Great Laurel <a href="#Page_388">388</a><br /> +<br /> +Right angle, to test <a href="#Page_471">471</a><br /> +<br /> +Robin <a href="#Page_409">409</a><br /> +<br /> +Rock crab <a href="#Page_444">444</a><br /> +<br /> +"Rocks and Rock Minerals" <a href="#Page_454">454</a><br /> +<br /> +Rocky Mountain Goat <a href="#Page_378">378</a><br /> +<br /> +Rock Tapper test <a href="#Page_526">526</a><br /> +<br /> +Roorbach, Eloise <a href="#Page_367">367</a><br /> +<br /> +Ropes, parts of <a href="#Page_487">487</a><br /> +<br /> +Ross, Betsy <a href="#Page_67">67</a><br /> +<span style="margin-left: 1em;">Colonel <a href="#Page_68">68</a></span><br /> +<br /> +Roumanian Scout <a href="#Page_29">29</a><br /> +<br /> +Russian Revolution <a href="#Page_29">29</a><br /> +<br /> +<br /> +Sacajawea <a href="#Page_21">21</a><br /> +<br /> +Sailor test <a href="#Page_527">527</a><br /> +<br /> +St. Paris, Ohio <a href="#Page_454">454</a><br /> +<br /> +St. Paul <a href="#Page_70">70</a><br /> +<br /> +Salamander <a href="#Page_425">425</a><br /> +<br /> +Salmon <a href="#Page_433">433</a><br /> +<br /> +Sandhill cranes <a href="#Page_410">410</a><br /> +<br /> +Sand hoppers <a href="#Page_442">442</a><br /> +<br /> +Sanitation in Camp <a href="#Page_323">323</a><br /> +<br /> +Scale insect <a href="#Page_447">447</a><br /> +<span style="margin-left: 1em;">maps made to <a href="#Page_478">478</a></span><br /> +<br /> +Scallop <a href="#Page_443">443</a><br /> +<br /> +<ins title="Transcriber's Note: original reads 'Scavangers'">Scavengers</ins>, bird <a href="#Page_421">421</a><br /> +<br /> +Science, wonders of <a href="#Page_544">544</a><br /> +<br /> +Scout Aide <a href="#Page_105">105</a> ff<br /> +<span class='pagenum'><a name="Page_553" id="Page_553">[553]</a></span><span style="margin-left: 1em;">Group Badge <a href="#Page_534">534</a></span><br /> +<br /> +Scout Cook, the <a href="#Page_133">133</a> ff<br /> +<br /> +Scout Naturalist Group Badge <a href="#Page_534">534</a><br /> +<br /> +Scout Neighbor Badge <a href="#Page_533">533</a><br /> +<br /> +Scout's pace <a href="#Page_314">314</a><br /> +<br /> +Scratches glacial <a href="#Page_453">453</a><br /> +<br /> +Screech owl <a href="#Page_409">409</a><br /> +<br /> +Scribe test <a href="#Page_528">528</a><br /> +<br /> +Sea anemone <a href="#Page_439">439</a><br /> +<span style="margin-left: 1em;">cucumber <a href="#Page_439">439</a></span><br /> +<span style="margin-left: 1em;">spiders <a href="#Page_442">442</a></span><br /> +<br /> +Seashore animals <a href="#Page_439">439</a> ff<br /> +<br /> +Second class Badge <a href="#Page_49">49</a><br /> +<span style="margin-left: 1em;">drill <a href="#Page_90">90</a></span><br /> +<span style="margin-left: 1em;">test <a href="#Page_61">61</a> ff</span><br /> +<br /> +Secretary <a href="#Page_57">57</a><br /> +<br /> +Seeds <a href="#Page_459">459</a><br /> +<br /> +Segmented worms <a href="#Page_439">439</a><br /> +<br /> +Semaphore signalling <a href="#Page_101">101</a> ff<br /> +<span style="margin-left: 1em;">code <a href="#Page_102">102</a></span><br /> +<br /> +Setting-up exercises for Girl Scouts <a href="#Page_273">273</a> ff<br /> +<br /> +Seventeen Year Locust <a href="#Page_447">447</a> ff<br /> +<br /> +Shakespeare <a href="#Page_452">452</a><br /> +<br /> +Shaler, N. S. <a href="#Page_453">453</a><br /> +<br /> +Sharks <a href="#Page_433">433</a><br /> +<br /> +Shaw, Anna Howard <a href="#Page_25">25</a><br /> +<br /> +Sheep shank <a href="#Page_493">493</a> ff<br /> +<br /> +Sheet bend <a href="#Page_487">487</a> ff<br /> +<br /> +Sherwood, Geo. H. <a href="#Page_373">373</a> ff<br /> +<br /> +Shocks, care of <a href="#Page_186">186</a> ff<br /> +<br /> +Shoes, for hiking <a href="#Page_315">315</a><br /> +<br /> +Shovel nosed sturgeon <a href="#Page_434">434</a><br /> +<br /> +Showy primrose <a href="#Page_387">387</a><br /> +<br /> +Shrike <a href="#Page_417">417</a><br /> +<br /> +Sick bed <a href="#Page_221">221</a> ff<br /> +<br /> +Sick, care of <a href="#Page_217">217</a> ff<br /> +<br /> +Sick room <a href="#Page_218">218</a> ff<br /> +<br /> +Side step <a href="#Page_89">89</a><br /> +<br /> +Signalling <a href="#Page_97">97</a> ff<br /> +<br /> +Signal flag, Gen'l Service <a href="#Page_97">97</a>,<br /> +<span style="margin-left: 1em;">Semaphore <a href="#Page_101">101</a></span><br /> +<br /> +Signaller test <a href="#Page_528">528</a><br /> +<br /> +Signs and blazes <a href="#Page_305">305</a><br /> +<br /> +Silk worm <a href="#Page_448">448</a><br /> +<br /> +Simmons college <a href="#Page_106">106</a>, <a href="#Page_133">133</a><br /> +<br /> +Sink <a href="#Page_116">116</a> ff<br /> +<br /> +Skink <a href="#Page_430">430</a><br /> +<br /> +Skunk <a href="#Page_404">404</a><br /> +<br /> +Skunk cabbage <a href="#Page_380">380</a><br /> +<br /> +Slogan <a href="#Page_3">3</a><br /> +<br /> +Smith, Samuel F. <a href="#Page_55">55</a><br /> +<br /> +Snail <a href="#Page_439">439</a><br /> +<br /> +Snake bite <a href="#Page_297">297</a><br /> +<br /> +Snakes <a href="#Page_294">294</a> ff<br /> +<br /> +Social forms <a href="#Page_129">129</a> ff<br /> +<br /> +Soft shelled crab <a href="#Page_445">445</a><br /> +<br /> +Soil <a href="#Page_458">458</a><br /> +<br /> +Solomon's Seal <a href="#Page_289">289</a><br /> +<br /> +Song birds <a href="#Page_409">409</a><br /> +<br /> +Sounds, measuring distance by <a href="#Page_471">471</a><br /> +<br /> +Spanish Moss <a href="#Page_396">396</a><br /> +<br /> +Spiders <a href="#Page_439">439</a>, <a href="#Page_450">450</a> 446 ff<br /> +<br /> +Sponges <a href="#Page_439">439</a><br /> +<br /> +Spring Beauty <a href="#Page_381">381</a><br /> +<br /> +Spruce, black, red <a href="#Page_389">389</a><br /> +<br /> +Square knot <a href="#Page_487">487</a> ff<br /> +<br /> +Squid <a href="#Page_438">438</a><br /> +<br /> +Stains <a href="#Page_127">127</a> ff<br /> +<br /> +Stalking <a href="#Page_39">39</a><br /> +<br /> +Stars <a href="#Page_78">78</a> ff <a href="#Page_298">298</a> ff<br /> +<br /> +Starfish <a href="#Page_437">437</a>, <a href="#Page_445">445</a><br /> +<br /> +Star Gazer test <a href="#Page_529">529</a><br /> +<br /> +Starling <a href="#Page_420">420</a><br /> +<br /> +Star Spangled Banner <a href="#Page_73">73</a> ff<br /> +<br /> +Steps and marchings <a href="#Page_87">87</a><br /> +<br /> +Stew <a href="#Page_361">361</a><br /> +<br /> +"Story of Our Country" <a href="#Page_453">453</a><br /> +<br /> +Stove <a href="#Page_109">109</a><br /> +<br /> +Supper <a href="#Page_148">148</a> ff<br /> +<br /> +Sun stroke, care of <a href="#Page_188">188</a> ff<br /> +<br /> +Swimmer's test <a href="#Page_530">530</a><br /> +<br /> +<br /> +Table manners <a href="#Page_130">130</a> ff<br /> +<span style="margin-left: 1em;">setting <a href="#Page_131">131</a></span><br /> +<br /> +Tadpoles <a href="#Page_425">425</a><br /> +<br /> +Taping <a href="#Page_467">467</a> ff<br /> +<br /> +Tenderfoot enrollment <a href="#Page_44">44</a>, <a href="#Page_48">48</a><br /> +<span style="margin-left: 1em;">pin <a href="#Page_538">538</a></span><br /> +<span style="margin-left: 1em;">test <a href="#Page_60">60</a> ff</span><br /> +<br /> +Tennyson <a href="#Page_380">380</a><br /> +<br /> +Tents <a href="#Page_322">322</a> ff<br /> +<br /> +Telegrapher test <a href="#Page_530">530</a><br /> +<br /> +Telemetry <a href="#Page_467">467</a>, <a href="#Page_468">468</a><br /> +<br /> +Teodorroiu, Ecaterina <a href="#Page_29">29</a><br /> +<br /> +Timber wolves <a href="#Page_398">398</a><br /> +<br /> +Thanks <ins title="Transcriber's Note: original reads 'badeg'">badge</ins> <a href="#Page_537">537</a><br /> +<br /> +Thistle <a href="#Page_383">383</a><br /> +<br /> +Thrushes <a href="#Page_409">409</a><br /> +<br /> +Toad <a href="#Page_425">425</a> ff<br /> +<br /> +Toadstools <a href="#Page_289">289</a> ff<br /> +<br /> +Toast <a href="#Page_363">363</a><br /> +<br /> +Tools <a href="#Page_457">457</a><br /> +<br /> +Totem <a href="#Page_309">309</a><br /> +<br /> +Tracking <a href="#Page_40">40</a><br /> +<br /> +Trade <ins title="Transcriber's Note: original reads 'anmes'">names</ins> and true names of furs <a href="#Page_403">403</a><br /> +<br /> +Trailing arbutus <a href="#Page_381">381</a><br /> +<br /> +Trans-Atlantic flight <a href="#Page_69">69</a><br /> +<br /> +Treasurer, report of <a href="#Page_57">57</a> ff<br /> +<br /> +Trees <a href="#Page_387">387</a> ff<br /> +<br /> +Triangulation <a href="#Page_467">467</a> ff <a href="#Page_478">478</a><br /> +<br /> +Troop <a href="#Page_14">14</a><br /> +<br /> +Troop crest <a href="#Page_539">539</a><br /> +<br /> +Turin <a href="#Page_476">476</a><br /> +<br /> +Turpentine <a href="#Page_389">389</a> ff<br /> +<br /> +Turtles <a href="#Page_429">429</a> ff<br /> +<br /> +<br /> +<ins title="Transcriber's Note: original reads 'Unifom'">Uniform</ins>, one piece <a href="#Page_83">83</a><br /> +<span style="margin-left: 1em;">two piece <a href="#Page_92">92</a></span><br /> +<br /> +Union, the <a href="#Page_70">70</a><br /> +<br /> +Union Jack <a href="#Page_68">68</a><br /> +<br /> +Units of measure <a href="#Page_466">466</a><br /> +<br /> +<span class='pagenum'><a name="Page_554" id="Page_554">[554]</a></span>"Useful Birds and their Protection" <a href="#Page_419">419</a><br /> +<br /> +Vega <a href="#Page_304">304</a><br /> +<br /> +Vegetable garden <a href="#Page_459">459</a> ff<br /> +<br /> +Vertebrates <a href="#Page_377">377</a><br /> +<br /> +<br /> +Walnuts <a href="#Page_383">383</a><br /> +<br /> +Wapato <a href="#Page_288">288</a><br /> +<br /> +War service <a href="#Page_266">266</a> ff<br /> +<br /> +Water and game birds <a href="#Page_423">423</a><br /> +<br /> +Water dog <a href="#Page_427">427</a><br /> +<br /> +Water lily <a href="#Page_383">383</a><br /> +<br /> +Water, selection <a href="#Page_320">320</a><br /> +<span style="margin-left: 1em;">supply <a href="#Page_125">125</a> ff</span><br /> +<br /> +Wasp <a href="#Page_447">447</a><br /> +<br /> +Waste <a href="#Page_122">122</a><br /> +<br /> +Weasel <a href="#Page_400">400</a> ff<br /> +<br /> +Weather wisdom <a href="#Page_282">282</a> ff<br /> +<br /> +Weeds <a href="#Page_461">461</a><br /> +<br /> +Weevils <a href="#Page_449">449</a><br /> +<br /> +Weights and measures <a href="#Page_135">135</a> ff<br /> +<span style="margin-left: 1em;">judging <a href="#Page_467">467</a> ff</span><br /> +<br /> +West Indies <a href="#Page_27">27</a><br /> +<br /> +"Western Bird Guide" <a href="#Page_423">423</a><br /> +<br /> +Wharf pile animals <a href="#Page_441">441</a><br /> +<br /> +Whelk <a href="#Page_443">443</a>, <a href="#Page_444">444</a><br /> +<br /> +Who are the Scouts <a href="#Page_17">17</a> ff<br /> +<br /> +Whistle <a href="#Page_100">100</a>, <a href="#Page_103">103</a><br /> +<br /> +White, Gilbert <a href="#Page_425">425</a><br /> +<br /> +Whitman, Walt <a href="#Page_313">313</a><br /> +<br /> +Whittier <a href="#Page_387">387</a><br /> +<br /> +Width, to estimate <a href="#Page_468">468</a> ff<br /> +<br /> +Wig Wag <a href="#Page_97">97</a><br /> +<br /> +Wild carrot <a href="#Page_383">383</a><br /> +<br /> +Wild flowers and ferns <a href="#Page_380">380</a> ff<br /> +<br /> +Wild turkey <a href="#Page_416">416</a><br /> +<br /> +Witch Hazel <a href="#Page_382">382</a><br /> +<br /> +Wood, uses of <a href="#Page_388">388</a> ff<br /> +<br /> +Woodcraft <a href="#Page_280">280</a> ff<br /> +<br /> +Woodcraft Scout Group Badge <a href="#Page_534">534</a><br /> +<br /> +Woods, twelve secrets of the <a href="#Page_280">280</a> ff<br /> +<br /> +Woolen things <a href="#Page_122">122</a> ff<br /> +<span style="margin-left: 1em;">clothes <a href="#Page_317">317</a> ff</span><br /> +<br /> +Wordsworth <a href="#Page_375">375</a><br /> +<br /> +Wounds, care of <a href="#Page_181">181</a> ff<br /> +<br /> +Wright, Wilbur <a href="#Page_69">69</a><br /> +<br /> +<br /> +Yard <a href="#Page_466">466</a><br /> +<br /> +Yarrow <a href="#Page_383">383</a><br /> +<br /> +Yellow fever <a href="#Page_449">449</a><br /> +<br /> +Yellow pine <a href="#Page_394">394</a><br /> +<br /> +<br /> +Zoologist test <a href="#Page_531">531</a><br /> +</div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_555" id="Page_555">[555]</a></span></p> +<h2>GIRL SCOUTS</h2> + +<h4>(INCORPORATED)</h4> + +<hr style="width: 25%;" /> +<h3>NATIONAL HEADQUARTERS<br /> + +189 Lexington Ave., New York City</h3> + +<hr style="width: 25%;" /> +<h3>OFFICERS, 1924</h3> + +<div class='center'> +<i>Founder</i><br /> +<span class="smcap">Mrs. Juliette Low</span><br /> +<br /> +<i>Honorary President</i><br /> +<span class="smcap">Mrs. Calvin Coolidge</span><br /> +<br /> +<i>Honorary Vice-Presidents</i><br /></div> + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="Honorary Vice-Presidents"> +<tr><td align='left'><span class="smcap">Mrs. Warren G. Harding</span></td><td align='left'><span class="smcap">Mrs. William H. Taft</span></td></tr> +<tr><td align='left'><span class="smcap">Mrs. T. J. Preston, Jr.</span></td><td align='left'><span class="smcap">Mrs. Woodrow Wilson</span></td></tr> +<tr><td align='left'><span style="margin-left: 1em;">(<i>Formerly Mrs. Grover Cleveland</i>)</span></td></tr> +</table></div> +<div class='center'><br /> +<i>President</i><br /> +<span class="smcap">Mrs. Herbert Hoover</span><br /> +</div> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="more officers"> +<tr><td align='center'><br /><i>First Vice-President</i></td><td align='center'><br /><i>Second Vice-President</i></td></tr> +<tr><td align='center'><span class="smcap">Mrs. Arthur O. Choate</span></td><td align='center'><span class="smcap">Mrs. Julius Rosenwald</span></td></tr> +<tr><td align='center'><br /><i>Third Vice-President</i></td><td align='center'><br /><i>Fourth Vice-President</i></td></tr> +<tr><td align='center'><span class="smcap">Mrs. William Hoffman</span></td><td align='center'><span class="smcap">Mrs. M. E. Olmsted</span></td></tr> +<tr><td align='center'><br /><i>Treasurer</i></td><td align='center'><br /><i>Chairman Executive Board</i></td></tr> +<tr><td align='center'><span class="smcap">Mrs. Nicholas F. Brady</span> </td><td align='center'><span class="smcap">Mrs. V. Everit Macy</span></td></tr> +</table></div> + + +<div class='center'><br /> +<i>Counsel</i><br /> +<span class="smcap">Mr. Douglas Campbell</span><br /> +<br /> +<i>Director</i><br /> +<span class="smcap">Mrs. Jane Deeter Rippin</span><br /> +</div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_556" id="Page_556">[556]</a></span></p> +<h2>ADVISORY COMMITTEE ON BUSINESS<br /> +AND FINANCE</h2> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="ADVISORY COMMITTEE ON BUSINESS"> +<tr><td align='center' colspan='2'><span class="smcap">Mr. Frederic W. Allen</span>, <i>Chairman</i></td></tr> +<tr><td align='left'><span class="smcap">Mr. Gordon Abbott</span></td><td align='left'><span class="smcap">Mr. Charles E. Mitchell</span></td></tr> +<tr><td align='left'><span class="smcap">Mr. Robert Cassatt</span></td><td align='left'><span class="smcap">Mr. John D. Ryan</span></td></tr> +<tr><td align='left'><span class="smcap">Mr. Herbert Lloyd</span></td><td align='left'><span class="smcap">Mr. Frederick Strauss</span></td></tr> +<tr><td align='left'><span class="smcap">Mr. Dunlevy Milbank</span> </td><td align='left'><span class="smcap">Mr. Felix Warburg</span></td></tr> +</table></div> + + + + + + +<h2>EXECUTIVE BOARD</h2> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="EXECUTIVE BOARD"> +<tr><td align='left'><span class="smcap">Miss Sarah Louise Arnold</span></td><td align='left'><span class="smcap">Mrs. V. Everit Macy</span></td></tr> +<tr><td align='left'><span class="smcap">Mrs. Leo Arnstein</span></td><td align='left'><span class="smcap">Miss E. Gwen Martin</span></td></tr> +<tr><td align='left'><span class="smcap">Mrs. John T. Baxter</span></td><td align='left'><span class="smcap">Mrs. William G. McAdoo</span></td></tr> +<tr><td align='left'><span class="smcap">Mrs. Nicholas F. Brady</span></td><td align='left'><span class="smcap">Miss Llewellyn Parsons</span></td></tr> +<tr><td align='left'><span class="smcap">Mrs. Frederick H. Brooke</span> </td><td align='left'><span class="smcap">Mrs. William L. Phelps</span></td></tr> +<tr><td align='left'><span class="smcap">Mrs. Francis K. Carey</span></td><td align='left'><span class="smcap">Mrs. Harold I. Pratt</span></td></tr> +<tr><td align='left'><span class="smcap">Mrs. Lyman Delano</span></td><td align='left'><span class="smcap">Mrs. W. N. Rothschild</span></td></tr> +<tr><td align='left'><span class="smcap">Mr. Francis P. Dodge</span></td><td align='left'><span class="smcap">Mrs. Helen R. Scudder</span></td></tr> +<tr><td align='left'><span class="smcap">Mrs. Frederick Edey</span></td><td align='left'><span class="smcap">Mrs. A. Clifford Shinkle</span></td></tr> +<tr><td align='left'><span class="smcap">Mrs. Arthur W. Hartt</span></td><td align='left'><span class="smcap">Mrs. Edward A. Skae</span></td></tr> +<tr><td align='center' colspan='2'><span class="smcap">Mrs. Percy H. Williams</span></td></tr> +</table></div> + + +<h2>PERMANENT COMMITTEES</h2> + + + +<div class='center'> +<table border="0" cellpadding="0" cellspacing="0" summary="PERMANENT COMMITTEES"> +<tr><td align='left'><b>Education</b></td><td align='left'><i>Chairman</i>, <span class="smcap">Miss Sarah Louise Arnold</span></td></tr> +<tr><td align='left'><b>Field</b></td><td align='left'><i>Chairman</i>, <span class="smcap">Mrs. Frederick Edey</span></td></tr> +<tr><td align='left'><b>Finance</b></td><td align='left'><i>Chairman</i>, <span class="smcap">Mrs. Nicholas F. Brady</span></td></tr> +<tr><td align='left'><b>Policies</b></td><td align='left'><i>Chairman</i>, <span class="smcap">Mrs. Frederick H. Brooke</span></td></tr> +<tr><td align='left'><b>Publication</b> </td><td align='left'><i>Chairman</i>, <span class="smcap">Mrs. William Hoffman</span></td></tr> +<tr><td align='left'><b>Standards</b></td><td align='left'><i>Chairman</i>, <span class="smcap">Mrs. Arthur O. Choate</span></td></tr> +</table></div> + + + +<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_557" id="Page_557">[557]</a></span></p> +<h2>GIRL SCOUT PUBLICATIONS</h2> + +<h4>See Latest Price List for Cost</h4> + +<div class='hang2'><i>Scouting for Girls.</i> Official Handbook of the Girl Scouts. 572 pages, profuse +illustrations. Bibliography. Khaki cloth cover, flexible. Officers' Edition, +board.</div> + +<div class='hang2'><i>Campward Ho!</i> Manual for Girl Scout Camps. 192 pages. Illustrations. Bibliography, +cuts and diagrams. Cloth.</div> + +<div class='hang2'><i>The Blue Book Of Rules For Girl Scout Captains.</i> All official regulations, and +Constitution and By-Laws. Lefax form. No. 12</div> + +<div class='hang2'><i>Introductory Training Course For Girl Scout Officers.</i> Outline of 10 lessons. Equipment +and references. Lefax form. No. 13.</div> + +<div class='hang2'><i>The Girl Scouts' Health Record.</i> A convenient form for recording the points needed +to cover for badge of "Health Winner." No. 7</div> + +<div class='hang2'><i>Girl Scouts, Their Works, Ways and Plays.</i> Pamphlet. No. 5</div> + +<div class='hang2'><i>Your Girl and Mine</i>, by Josephine Daskam Bacon, Pamphlet. No. 9.</div> + +<div class='hang2'><i>Why I Believe in Scouting for Girls.</i> Mary Roberts Rinehart. Pamphlet No. 10</div> + +<div class='hang2'><i>Field Note Book For Girl Scout Officers.</i> Blue canvas cover, filler, envelope, for +Blue Book of Rules, Training Courses, Miscellaneous Publications and Notes. +Lefax form.</div> + +<div class='hang2'><i>The Citizen Scout, A Program for Senior Girl Scouts.</i> Lefax form. No. 14.</div> + +<div class='hang2'><i>Why Scouting for Girls Should Interest College Women.</i> Louise Stevens Bryant +Pamphlet. Lefax form. No. 16.</div> + +<div class='hang2'><i>Girl Scout Councils, Their Organization and Training.</i> 20 pp. Lefax form No. 17.</div> + +<div class='hang2'><i>Why My Girls are Girl Scouts</i> by Rear-Admiral W. S. Sims, U. S. N. Pamphlet. +No. 15</div> + +<div class='hang2'><i>Community Service for Girl Scouts.</i> Lefax form. No. 18.</div> + +<div class='hang2'><i>Girl Scouts, Inc., Annual Reports for 1920 and 1921.</i> Lefax form. No. 25 and 26.</div> + +<div class='hang2'><i>Has She Got Pep? What the Girl Scout Leader Needs.</i> Josephine Daskam Bacon. +Pamphlet. No. 21.</div> + +<div class='hang2'><i>Educational Work of the Girl Scouts.</i> Louise Stevens Bryant. Written for Biennial +Survey, 1918-1920, Bureau of Education, Washington, D. C.</div> + +<div class='hang2'><i>The American Girl.</i> A Scouting Magazine for all girls. Monthly. 15 cents the +copy; $1.50 the year. Special Section for Officers, "The Field News."</div> + + +<h4>Other Publications in Stock</h4> + +<div class='hang2'><i>Scoutmastership.</i> A Handbook for Scoutmasters on the Theory of Scout Training, +by Sir Robert Baden-Powell. Putnam's Sons, N. Y. 1920.</div> + +<div class='hang2'><i>Brownies or Blue Birds.</i> A Handbook for Young Girl Guides, by Sir Robert Baden-Powell, +London. C. Arthur Pearson. 1920.</div> + +<div class='hang2'><i>The Patrol System for Girl Guides.</i> London. C. Arthur Pearson.</div> + +<div class='hang2'><i>The Junior Cook Book. Girl Scout Edition.</i> Clara Ingram. Barse and Hopkins.</div> + + +<div class='copyright'><br /> +Order From<br /> +<b><big>GIRL SCOUTS, INC.</big></b><br /> +National Headquarters<br /> +189 Lexington Ave.<br /> +New York City<br /></div> + +<hr style="width: 65%;" /><p> +<span class='pagenum'><a name="Page_558" id="Page_558">[558]</a></span></p> + +<p>The Woodcraft Section of <span class="smcap">Scouting For +Girls</span> gives the Girl Scout a taste of one of +the jolliest, most readable books about the +out of door life that any girl can have: "<i>The +Woodcraft Manual for Girls</i>," by Ernest +Thompson Seton, published by Doubleday +Page and Company for the Woodcraft League +Of America, Inc.</p> + +<p>Mr. Seton has long been loved by the young +people of many countries for his marvelous +understanding of animals and their homes, +and in this book he has shared his secrets with +the boys and girls of America; so that any +Girl Scout who wants to be sure of herself on +the trail and equipped for all emergencies of +the woods, could add no better guide book to +her Troop or personal life than this one.<span class='pagenum'><a name="Page_559" id="Page_559">[559]</a></span></p> + +<div class="figcenter" style="width: 150px;"> +<img src="images/i004.png" width="150" height="146" alt="GIRL SCOUTS" title="" /> +</div> +<hr style="width: 65%;" /> + +<div class="footnotes"><h3>FOOTNOTES:</h3> + +<div class="footnote"><p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> By permission of the author.</p></div> + +<div class="footnote"><p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> <i>All ranks count off beginning with right end: 1, 2, 3, 4.</i></p></div> + +<div class="footnote"><p><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3"><span class="label">[3]</span></a> Courtesy of William C. Deming, M.D.</p></div> + +<div class="footnote"><p><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4"><span class="label">[4]</span></a> This article is chiefly a condensation of his pamphlet on +"Poisonous Snakes of the United States," and is made with his +permission and approval.</p></div> + +<div class="footnote"><p><a name="Footnote_5_5" id="Footnote_5_5"></a><a href="#FNanchor_5_5"><span class="label">[5]</span></a> The passages in this section, from "Camping and Woodcraft," +by Horace Kephart, are used by permission of the author +and the publisher, the Macmillan Company, and are copyrighted, +1916, by the Macmillan Company.</p></div> + +<div class="footnote"><p><a name="Footnote_6_6" id="Footnote_6_6"></a><a href="#FNanchor_6_6"><span class="label">[6]</span></a> Muskrat fur is now also sold under its true name.</p></div> + +<div class="footnote"><p><a name="Footnote_7_7" id="Footnote_7_7"></a><a href="#FNanchor_7_7"><span class="label">[7]</span></a> Unfortunately in the Southern States there is an entirely +different animal commonly called a "Salamander" which is in +reality a pocket-gopher of the group of mammals.</p></div> + +<div class="footnote"><p><a name="Footnote_8_8" id="Footnote_8_8"></a><a href="#FNanchor_8_8"><span class="label">[8]</span></a> Any Captain can form a Junior Audubon Club by applying to "The +National Association of Audubon Societies," 1974 Broadway, N. Y. City. +The club dues are ten cents annually, per member, and must be paid +for by the Club. If 25 or more belong, the Magazine "Bird Lore" will +be sent.</p></div> + +<div class="footnote"><p><a name="Footnote_9_9" id="Footnote_9_9"></a><a href="#FNanchor_9_9"><span class="label">[9]</span></a> Note: Scouts in non-glacial regions may apply to Headquarters for +other tests in preparation.</p></div> + +<div class="footnote"><p><a name="Footnote_10_10" id="Footnote_10_10"></a><a href="#FNanchor_10_10"><span class="label">[10]</span></a> This must be passed on by National Headquarters.</p></div> +</div> +<hr style="width: 65%;" /> + +<div class='tnote'><h3>Transcriber's Notes:</h3> +<p>Obvious punctuation errors repaired.</p> + +<p>Page numbering inconsistencies. Images were moved out of paragraphs so as to not interrupt the flow of +reading. For the text version, this made little difference. However, in this html edition, it may mean that some page +numbers are not visible, while others are out of order. Every attempt has been made to make this as +logical and easy on the reader as possible.</p> + +<p>Page 506, number 5 on the list was omitted. This was retained.</p> +<p>Page 518, original list under "5. Keep Clean:" went from b to d, omitting c. List was reordered.</p> + +<p>Page 553, in original text, entry for "Hornung" came after "Johnson, Owen". This was repaired.</p> +<p>Page 543, the list of books restarts alphabetically after Woolson.</p> +<p>Page 546, the entry Woods was originally located between Terman and Trotter. This was repaired.</p> +<p>Page 552, in original text, entry for "Position" came after "Posture". This was repaired.</p> +<p>Page 553, in original text, entry for "Sharks" came after "Shovel". This was repaired.</p> + +<p>Page 553, entries for "Sick bed" and "Sick, care of" were repeated in the original text. They have been +deleted.</p> + +<p>Page 553, in original text, entries for "Steps" and "Stew" came before "Stars". This was repaired.</p> + +<p>Page 553, entries for "Thistle" and "Thrushes" were repeated in the original text. They have been +deleted.</p> + +<p>Page 554, in original text, entry for "Water dog" came before "Water and game". This was repaired.</p> + + +<p>The remaining corrections made are indicated by dotted lines under the corrections. Scroll the mouse over the word and the original text will <ins title="Transcriber's Note: original reads 'apprear'">appear</ins>.</p></div> + + + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of Scouting For Girls, Official Handbook +of the Girl Scouts, by Girl Scouts + +*** END OF THIS PROJECT GUTENBERG EBOOK OFFICIAL HANDBOOK OF GIRL SCOUTS *** + +***** This file should be named 28490-h.htm or 28490-h.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/2/8/4/9/28490/ + +Produced by David Edwards, Emmy and the Online Distributed +Proofreading Team at https://www.pgdp.net (This file was +produced from images generously made available by The +Internet Archive)Music by Linda Cantoni. + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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