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+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.
+
+
+
+
+
+
+
+
+
+
+
+SCOUTING for GIRLS
+
+
+[Illustration]
+
+
+THIS BOOK BELONGS TO
+
+___________________________________________________________
+
+
+MEMBER OF
+
+_____________________________________________________ Troop
+
+
+MY SCOUT RECORD
+
+Registration Date and Place _______________________________
+
+Passed Tenderfoot Test ____________________________________
+
+Passed Second Class Test __________________________________
+
+Passed ____________________________________________________
+
+
+
+
+SCOUTING _for_ GIRLS
+
+
+[Illustration]
+
+[Illustration: 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.]
+
+
+
+
+SCOUTING _for_ GIRLS
+
+
+_OFFICIAL HANDBOOK_
+
+OF THE
+
+GIRL SCOUTS
+
+[Illustration]
+
+SIXTH REPRINT
+
+1925
+
+
+          PUBLISHED BY THE GIRL SCOUTS, INC.
+          NATIONAL HEADQUARTERS
+          670 LEXINGTON AVENUE, NEW YORK, N.Y.
+
+
+          _Copyright 1920 by Girl Scouts, Inc._
+          _All Rights Reserved._
+
+PRINTED IN NEW YORK CITY
+
+
+
+
+_To_
+
+JULIETTE LOW
+
+THEIR FOUNDER
+
+          in grateful acknowledgment of all that
+          she has done for them, the American
+          Girl Scouts dedicate this Handbook
+
+
+
+
+FOREWORD
+
+_How Scouting Began_
+
+
+_"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._
+
+_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._
+
+_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._
+
+_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 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._
+
+_They did not merely want to be imitators of the boys; they wanted a
+line of their own._
+
+_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._
+
+_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._
+
+_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._
+
+_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._
+
+_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._
+
+_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._
+
+_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._
+
+_How can that be? In this way:_
+
+_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._
+
+                                       _Robert Baden Powell._
+          _May, 1919_
+
+
+
+
+PREFACE
+
+
+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.
+
+Grateful acknowledgments are due to the following:
+
+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.
+
+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.
+
+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.
+
+                                         JOSEPHINE DASKAM BACON,
+          _Chairman of Publications._
+
+_March 1, 1920._
+
+
+
+
+CONTENTS
+
+
+  Foreword by Sir Robert Baden-Powell.
+  Preface by Josephine Daskam Bacon, _Editor_.
+
+  SECTION:
+      I. HISTORY OF THE GIRL SCOUTS                      1
+     II. PRINCIPLES OF THE GIRL SCOUTS                   3
+    III. ORGANIZATION OF THE GIRL SCOUTS                13
+     IV. WHO ARE THE SCOUTS?                            17
+      V. THE OUT OF DOOR SCOUT                          35
+     VI. FORMS FOR GIRL SCOUT CEREMONIES                44
+    VII. GIRL SCOUT CLASS REQUIREMENTS                  60
+   VIII. WHAT A GIRL SCOUT SHOULD KNOW ABOUT THE FLAG   67
+     IX. GIRL SCOUT DRILL                               84
+      X. SIGNALLING FOR GIRL SCOUTS                     97
+     XI. THE SCOUT AIDE                                105
+
+         Part 1. The Home Maker                        106
+         Part 2. The Child Nurse                       157
+         Part 3. The First Aide                        164
+         Part 4. The Home Nurse                        217
+         Part 5. The Health Guardian                   254
+         Part 6. The Health Winner                     257
+
+    XII. SETTING-UP EXERCISES                          273
+   XIII. WOODCRAFT                                     280
+    XIV. CAMPING FOR GIRL SCOUTS                       313
+     XV. NATURE STUDY FOR GIRL SCOUTS                  373
+    XVI. THE GIRL SCOUTS' OWN GARDEN                   456
+   XVII. MEASUREMENTS, MAP-MAKING AND KNOTS            466
+  XVIII. PROFICIENCY TESTS AND SPECIAL MEDALS          497
+    XIX. REFERENCE READING FOR GIRL SCOUTS             540
+         INDEX                                         548
+
+
+
+
+GIRL SCOUTS
+
+
+Motto--"Be Prepared"
+
+Slogan--"Do a Good Turn Daily"
+
+
+[Illustration: SYMBOL
+
+TREFOIL: TO INDICATE THREEFOLD PROMISE]
+
+
+
+PROMISE
+
+                On My Honor, I will Try:
+          To do my duty to God and my Country.
+          To help other people at all times.
+          To obey the Scout Laws.
+
+
+LAWS
+
+     I A Girl Scout's Honor is to be Trusted
+    II A Girl Scout is Loyal
+   III A Girl Scout's Duty is to be Useful and to Help Others
+    IV A Girl Scout is a Friend to All and a Sister to every other
+         Girl Scout
+    V A Girl Scout is Courteous
+   VI A Girl Scout is a Friend to Animals
+   VII A Girl Scout obeys Orders
+  VIII A Girl Scout is Cheerful
+    IX A Girl Scout is Thrifty
+     X A Girl Scout is Clean in Thought, Word and Deed
+
+
+
+
+SECTION I
+
+HISTORY OF THE AMERICAN GIRL SCOUTS
+
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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!
+
+
+
+
+SECTION II
+
+PRINCIPLES OF THE GIRL SCOUTS
+
+
+The Motto:
+
+=Be Prepared=
+
+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.
+
+
+The Slogan:
+
+="Do a Good Turn Daily"=
+
+This simple recipe for making a very little girl perform every day some
+slight act of kindness for somebody else is the _seed_ from which grows
+the larger _plant_ 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.
+
+
+The Pledge:
+
+          ="I pledge allegiance to my flag, and to the
+          Republic for which it stands; one nation
+          indivisible, with liberty and justice for all."=
+
+This pledge, though not original with the Girl Scouts, expresses in
+every phrase their principles and practice. 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.
+
+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.
+
+
+The Promise:
+
+              =On My Honor I will try:=
+          To do my duty to God and my country.
+          To help other people at all times.
+          To obey the Scout Laws.
+
+This binds the Scouts together as nothing else could do. It is a promise
+each girl _voluntarily_ 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.
+
+
+THE LAWS OF THE GIRL SCOUTS
+
+=I. A Girl Scout's Honor Is To Be Trusted=
+
+This means that a Girl Scout's standards of honor are so high and sure
+that no one would dream of doubting her simple statement of a fact when
+she says: "This is so, on my honor as a Girl Scout."
+
+She is not satisfied, either, with keeping the letter of the law, when
+she really breaks it in spirit. When she answers you, _she_ means what
+_you_ mean.
+
+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.
+
+
+=II. A Girl Scout Is Loyal=
+
+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.
+
+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.
+
+
+=III. A Girl Scout's Duty Is To Be Useful and to Help Others=
+
+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 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 _giver_ and not a _taker_. 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.
+
+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. _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._
+
+
+=IV. A Girl Scout Is a Friend to All, and a Sister to Every Other Girl
+Scout=
+
+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 petty barriers of race and class and make
+our sex a great power for democracy in the days to come.
+
+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.
+
+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.
+
+
+=V. A Girl Scout Is Courteous=
+
+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.
+
+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, 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, _any girl can learn to be polite_.
+
+
+=VI. A Girl Scout Is a Friend to Animals=
+
+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.
+
+
+=VII. A Girl Scout Obeys Orders=
+
+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 your Patrol
+Leader, and gives her orders as she would obey yours were you in her
+place.
+
+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.
+
+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. _But she must
+remember to obey first and complain afterward._
+
+
+=VIII. A Girl Scout Is Cheerful=
+
+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.
+
+It has been scientifically proved that if you deliberately _make_ 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.
+
+
+=IX. A Girl Scout Is Thrifty=
+
+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.
+
+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.
+
+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.
+
+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, 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.
+
+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.
+
+[Illustration: SALUTING THE FLAG IN A GIRL SCOUT CAMP]
+
+
+=X. A Girl Scout Is Clean in Thought, Word and Deed=
+
+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.
+
+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 _should_ never do anything except in Patrols; that
+would be ridiculous. But if they find they _could_ 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.
+
+
+
+
+SECTION III
+
+ORGANIZATION OF THE GIRL SCOUTS
+
+
+Lone Scout
+
+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.
+
+
+Patrol
+
+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.
+
+
+Patrol Leader
+
+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.
+
+
+Corporal
+
+The Patrol Leader is assisted by her Corporal, who may be either elected
+or appointed; and she is subject to re-election at regular intervals,
+the office is a practical symbol of the democratic basis of our American
+government and a constant demonstration of it.
+
+
+Troop
+
+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.
+
+
+Captain
+
+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.
+
+
+Lieutenants
+
+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.
+
+
+Council
+
+The work of the Girl Scouts in any community is made many times more
+effective and stimulating by the cooperation 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 neighborhood, 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.
+
+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.
+
+
+National Organization
+
+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.
+
+
+National Director
+
+The National Director is in charge of these Headquarters and directs the
+administrative work under the general heading of Field, Business,
+Publication and Education.
+
+
+Policy
+
+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.
+
+
+
+
+SECTION IV
+
+WHO ARE THE SCOUTS?
+
+
+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.
+
+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.
+
+"_You press a button and we do the rest_" 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.
+
+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 _and be able to do that little pretty quickly_, as safety and
+even life might depend upon it.
+
+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, 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.
+
+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.
+
+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.
+
+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.
+
+
+WHY "GUIDES"?
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+
+MAGDELAINE DE VERCHÈRES
+
+"THE FIRST GIRL SCOUT"
+
+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.
+
+The documents relating this bit of history have been in the Archives for
+many years, but when they were 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.
+
+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.
+
+"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."
+
+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.
+
+
+THE EXPLORER
+
+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."
+
+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!
+
+       *       *       *       *       *
+
+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.
+
+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 _made_
+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.
+
+
+THE HOMEMAKER
+
+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.
+
+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 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.
+
+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!
+
+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.
+
+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 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.
+
+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.
+
+
+THE PIONEER
+
+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.
+
+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.
+
+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 Nature--who rewarded them by giving them the best corn
+and potatoes Dr. Shaw ever ate, she says in her autobiography.
+
+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!
+
+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.
+
+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.
+
+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; 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!
+
+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!
+
+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.
+
+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.
+
+          This is what they have done during the Great War.
+
+          In the towns they have helped at the Military
+          Hospitals.
+
+          In the country they have collected eggs for the
+          sick, and on the moors have gathered sphagnum moss
+          for the hospitals.
+
+          Over in France a great Recreation and Rest Hut for
+          the soldiers 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.
+
+          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.
+
+          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 enemy.
+
+          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.
+
+          There are 100,000 of them, and they are very
+          smart, and ready for any job that may be demanded
+          of them.
+
+          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.
+
+          So even when war came they were "all there" and
+          ready for it.
+
+          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.
+
+          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 neighborhood. 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.
+
+
+          WHAT THE GUIDES DO
+
+          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.
+
+          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.
+
+          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.
+
+
+          FIRST AID.
+
+          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.
+
+          _The Value of Nursing._--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.
+
+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 Girl Scouts 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.
+
+Can we wonder that she is known as the Joan of Arc of Roumania?
+
+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:
+
+          "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.
+
+          "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.
+
+          "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.)
+
+          "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."
+
+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 where we live tells us by its smiles and applause, when we
+go by in uniform, what it thinks of us.
+
+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.
+
+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!
+
+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.
+
+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 dug and ploughed and planted, and learned the lesson
+American girls learned long ago--that team work is what counts!
+
+A bit of one of their reports is translated here:
+
+          "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.)
+
+          "Such has been the reward of the care, given so
+          perseveringly and intelligently to the gardening.
+
+          "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.
+
+          "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?
+
+          "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 the duties of the
+          Eclaireuses and what it is necessary to do to
+          become a good Captain.
+
+          "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."
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+[Illustration: FLAG RAISING AT DAWN]
+
+
+
+
+SECTION V
+
+THE OUT-OF-DOOR SCOUT
+
+
+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.
+
+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.
+
+Our British cousins 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.
+
+
+HOW CAMPING TEACHES THE GUIDE LAW
+
+          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.
+
+          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.
+
+
+NATURE STUDY
+
+          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. 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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          _Habits of Animals._--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 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.
+
+          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.
+
+          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.
+
+          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.
+
+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.
+
+          _Nature in the City._--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 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.
+
+
+OBSERVATION.
+
+          "_Stalking._--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.
+
+          "_How to Hide Yourself._--When you want to observe
+          wild animals you have to stalk them, that is,
+          creep up to them without their seeing or smelling
+          you.
+
+          "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.
+
+          "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.
+
+          "War scouts and hunters stalking game always carry
+          out two important things when they don't want to
+          be seen."
+
+          One is _Background_.--They _take care that the
+          ground behind them, or trees, or buildings, etc.,
+          are of the same colour as their clothes_.
+
+          And the other is "_Freezing_".--If an enemy or a
+          deer is seen looking for them, _they remain
+          perfectly still without moving so long as he is
+          there_.
+
+          _Tracking._--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.
+
+
+TRACKING.
+
+          "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.
+
+          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."
+
+          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.
+
+          _Details in the Country._--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.
+
+          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.
+
+          Remembrance of these things will help you to find
+          your way by night or in fog when other people are
+          losing themselves.
+
+
+HORSES' TRACKS
+
+[Illustration: Walking.]
+
+[Illustration: Trotting.]
+
+[Illustration: Canter.]
+
+[Illustration: _O.H. = Off Hind, etc._
+
+Galloping.]
+
+[Illustration: Lame Horse Walking: Which leg is he lame in?
+
+_N.B.--The long feet are the hind feet._]
+
+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?
+
+          _Using your Eyes._--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.
+
+          With a little practice in observation you can tell
+          pretty accurately a man's character from his
+          dress.
+
+          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.
+
+          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.
+
+          PRACTICE IN OBSERVATION.--_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._
+
+          IN TOWN.--_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._
+
+          _Then to notice and remember the names on the
+          shops._
+
+          _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._
+
+          _The Guides must also notice prominent buildings
+          as landmarks, and the number of turnings off the
+          street they are using._
+
+          IN THE COUNTRY.--_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._
+
+          _Send Guides out in pairs._
+
+          _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
+          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._
+
+          PRACTICES IN NATURAL HISTORY.--_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._
+
+          _Collect leaves of different trees; let Guides
+          make tracings of them and write the name of the
+          tree on each._
+
+          _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._
+
+          _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._
+
+          _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._
+
+          _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._
+
+          _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._
+
+
+
+
+SECTION VI
+
+FORMS FOR SCOUT CEREMONIES
+
+
+1. ENROLLMENT
+
+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.
+
+          (1) The Scouts stand in the form of a horseshoe
+          with the officer who is to enroll at the open
+          side, facing Scouts.
+
+          (2) Officer addresses troops on the subject of
+          what it means to be a Scout.
+
+          (3) Patrol Leader brings candidate to officer and
+          salutes and returns to place.
+
+          (4) Officer addresses candidate in low tone: "What
+          does your honor mean?"
+
+          Candidate answers.
+
+          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?"
+
+          Candidate and officer both salute as candidate
+          repeats Promise. Officer: "I trust you on your
+          honor to keep this Promise."
+
+          (5) Officer pins Tenderfoot Badge on the new
+          scout, explaining what it stands for, that it
+          symbolizes her Scout life, and so forth.
+
+          (6) Scout and officer salute each other. Scout
+          turns and troop salutes her, scout returning
+          salute, and then goes alone to her place.
+
+          (7) All Scouts present repeat Promise and Laws.
+          Troop then breaks ranks to take up some Scout
+          activity.
+
+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.
+
+A Captain may perform this ceremony or she may ask some higher Scout
+officer to do so.
+
+
+2. _Presentation of Other Badges_
+
+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.
+
+_Presentation of Golden Eaglet._--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.
+
+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.
+
+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 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.
+
+1. The Court of Awards enters and takes its place at right angles to the
+assembled guests.
+
+2. The Captain enters, takes post, and gives all commands.
+
+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.
+
+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.
+
+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:
+
+          (1) "Scouts, HALT!"
+
+          (2) "Left, FACE," or
+
+          "Squads, left, MARCH, Squads, HALT," according to
+          the formation of the column.
+
+          (3) "Right, DRESS, FRONT!"
+
+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.
+
+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.
+
+7. The Chairman of the Court of Awards comes forward, the Captain faces
+her, salutes, and presents the Eaglet to her.
+
+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.
+
+If desired this is the opportunity for the Official presenting the badge
+to say a few words.
+
+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.
+
+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.
+
+11. After the Colors have left the "square" the Lieutenant takes her
+position at the left of the leading file.
+
+The Captain gives the commands:
+
+          "Right, FACE, MARCH!" or "Squads right, MARCH!"
+
+          "Column left, MARCH!"
+
+and the Troop marches out. The Captain turns, salutes the Court of
+Awards and passes out.
+
+                 O--LIEUT.
+                0000   0000
+          Troop--
+                0000   0000
+                  O--Capt.
+                 c      xx
+          Color  c      xx Court of
+          Guard  c      xx Awards
+                 c      xx
+                 --------
+                 --------
+                 --------
+                  Guests
+
+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.
+
+
+ALTERNATE FORMS FOR SCOUT CEREMONIES
+
+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.
+
+
+1. Tenderfoot Enrollment
+
+1. The Troop being assembled in any desired formation, the Captain calls
+forward those who have passed the test.
+
+          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?"
+
+          Scout: "I think I do, and I will try my best not
+          to fail in any of them."
+
+          _This is repeated to each Tenderfoot._
+
+          Captain: "Are you ready to make your Promise with
+          your Troop?"
+
+          New Scouts (_together_): "Yes."
+
+          Captain: "Scouts of Troop ----, repeat your
+          promise."
+
+          _All salute and repeat the Promise._
+
+          Captain: "I trust you on your honor to keep this
+          Promise."
+
+          (_Here, when practicable, investiture of hat,
+          neckerchief, etc., takes place._)
+
+          _Captain then pins on Tenderfoot pin While
+          attaching it, she says:_
+
+          Captain: "This pin makes you a Girl Scout. It is
+          yours, so long as you are worthy of it."
+
+          _Captain dismisses recently enrolled Scouts to
+          their Troop position._
+
+          (_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._)
+
+
+2. Conferring Second Class Badges
+
+The Troop being assembled in any desired formation, the Captain calls
+forward those who have passed the test.
+
+          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?"
+
+          Scout: "I think so, and I will always try to =Be
+          Prepared=."
+
+          Captain: "Scouts (_reciting the candidates' names
+          in order_), 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?"
+
+          Scouts (_together_): "Yes."
+
+          Captain (_pinning on each badge, and speaking to
+          each Scout as she does so_): "You are now a Second
+          Class Scout, which means that though you have
+          learned much, you have still much to learn."
+
+          _Captain dismisses Second Class Scouts to their
+          Troop position._
+
+          (_Here the Captain may address the Troop at her
+          discretion._)
+
+
+3. Conferring First Class Badge
+
+_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._
+
+          Captain: "Commissioner ----, these Scouts of ----
+          Troop have passed their First Class Tests. I
+          recommend them to you for First Class badges."
+
+          Official (_to each Scout separately, the Captain
+          giving her the name_): "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."
+
+          Scout: "I am. And I realize that I must help other
+          Scouts to see these things as I see them."
+
+          Official: "Scouts ---- (_reading the candidates'
+          names in order_), 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?"
+
+          Scouts (_together_): "Yes."
+
+          Official (_pinning on each badge and speaking to
+          each Scout as she does so_): "You are now a First
+          Class Scout. Remember that the world will judge us
+          by you."
+
+          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."
+
+          _Captain acknowledges this in suitable manner and
+          dismisses First Class Scouts to Troop position._
+
+          (_Here the Official may address the audience at
+          discretion._)
+
+
+4. Conferring Merit Badges
+
+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.)
+
+          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."
+
+          Official: "Scouts (_reading the list_), you have
+          fairly won the right to wear these badges we are
+          about to present to you, and we are glad to do
+          so. We take this opportunity 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?"
+
+          Scouts (_together_): "Yes."
+
+          Official (_pinning on badges and speaking to each
+          girl separately_): "We congratulate you on your
+          perseverance and wish you all success in your
+          work."
+
+          (_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._)
+
+          _Captain dismisses Scouts to Troop position._
+
+          (_Here the official may address the audience at
+          discretion._)
+
+          _This ceremony being distinctly less formal and
+          intimate than the regular class awards, Scout
+          songs and cheers are in order._
+
+
+5. Golden Eaglet Ceremony
+
+The Troop being assembled in any desired formation, the Captain presents
+the Golden Eaglet to the Official who is to make the award.
+
+          Captain: "Commissioner ----, Scout ----, of Troop
+          ----, of ----, has not only passed the twenty-one
+          Merit Badge Tests required for the 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."
+
+          Official: "What badges does Scout ---- offer?"
+
+          _Captain reads the list Badges earned by the
+          Candidate._
+
+          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?"
+
+          Troop (_together_): "Yes."
+
+          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?"
+
+          Council (_rising if seated_): "Yes."
+
+          Official: "Scout ----, you have won the highest
+          honor in the gift of the Girl Scouts."
+
+          "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?"
+
+          Golden Eaglet: "I agree to it thoroughly."
+
+          Official (_pinning on badge_): "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."
+
+          _Scout salutes or shakes the hand of the Official,
+          as desired, and returns to her troop position._
+
+          _(Here the Official may address the audience at
+          discretion)._
+
+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.
+
+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.
+
+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.
+
+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
+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 the organization among a
+number of other societies; and 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.
+
+[Illustration:
+
+
+                         Guests of honor
+
+     Scout Troop            Candidates    All local and visiting
+        with                  with          Scout personnel,
+  Captain and Lieutenant     Official    Council, Commissioners, etc.
+
+
+                         General Audience
+
+PLAN OF ASSEMBLY FOR GIRL SCOUT CEREMONIES]
+
+
+6. How to Conduct a Scout Meeting
+
+          1. One long whistle blast: Silence, listen for
+          orders.
+
+          2. Three short whistle blasts: "Fall In," or
+          "Assemble," three paces in front of Captain, Squad
+          formation.
+
+         5 6 7 8 5 6 7 8
+         * * * * * * * *
+         * * * * * * * *
+         1 2 3 4 1 2 3 4
+                 * Captain
+  Lieutenant *
+
+          3. "Right Dress," "Front."
+
+          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.
+
+          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.
+
+          6. "Scouts, the flag of your country, Pledge
+          Allegiance." The Pledge of Allegiance should be
+          followed by one verse of the Star Spangled Banner.
+
+          7. "The Scout Promise," "Salute."
+
+          8. "The Scout Laws, Repeat."
+
+          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.
+
+          10. "Fall Out."
+
+          11. Business Meeting.
+
+          12. Scout activities, including work for tests and
+          badges, singing games and discussion of Scout
+          principles.
+
+          13. Closing Exercises.
+
+
+Closing Exercises
+
+1. "Fall In."
+
+2. America, or Battle Hymn of the Republic.
+
+3. "Dismissed." Scouts salute Captain.
+
+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:
+
+(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.
+
+(b) In dismissing, troops with a bugler may play "Taps" or may sing the
+same to words locally composed.
+
+(c) In some troops Corporals give commands. This is good because it
+emphasizes the patrol system.
+
+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.
+
+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.
+
+
+Business Meeting
+
+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 that any and all could act in the capacity of a Business
+Chairman at any kind of meeting.
+
+The meeting is called to order by the Chairman. "Will the meeting please
+come to order?"
+
+The Chairman asks the Secretary to call the roll. "Will the Secretary
+call the roll? And will the Treasurer collect the dues?"
+
+The Chairman calls for the Secretary's report. "Will the Secretary read
+the minutes of the last meeting?"
+
+The Chairman calls for corrections of the minutes. "Are there any
+corrections?"
+
+If there are none she says: "If not, the minutes stand approved."
+
+If there are corrections the Chairman calls for further corrections,
+"Are there further corrections, etc. If not, the minutes stand approved
+as corrected."
+
+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."
+
+The Chairman calls for the Treasurer's report. "Will the Treasurer give
+her report?"
+
+Form of Treasurer's report:
+
+  Balance on hand Jan. 1, 1919                 $2.50
+  Members' dues                       $1.00
+  Fines                                 .30     1.30
+                                               -----
+  Total                                        $3.80
+  Disbursements--
+  Janitor                             $1.00    $1.00
+  Balance on hand                               2.80
+                                               -----
+  Total                                        $3.80
+
+The Chairman calls for corrections as before.
+
+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?"
+
+The member who wishes to make the motion says: "Madam Chairman, I move
+that--"
+
+Another member who agrees to this says: "I second the motion."
+
+If the motion is not seconded at once, the Chairman says: "Will anyone
+second the motion?"
+
+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."
+
+Then the Chairman says, "The motion is carried," or "The motion is not
+carried," as the case may be.
+
+After the old business has been attended to, the Chairman calls for new
+business, saying, "Is there any new business to be discussed?"
+
+The Chairman then dismisses the meeting by calling for a motion for
+adjournment.
+
+Adjournment: "Will some one move that the meeting be adjourned?"
+
+If this is moved and seconded it is not necessary to put it to a vote.
+
+The Chairman says: "The meeting is adjourned."
+
+
+
+
+SECTION VII
+
+GIRL SCOUT CLASS TESTS
+
+
+1. Tenderfoot Test
+
+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.
+
+
+          Tenderfoot Test
+
+          1. What are the Scout Promise and the Scout Laws?
+
+
+          Head
+
+          Give them as printed in Handbook.
+
+          2. Demonstrate the Scout Salute. When do Scouts
+          use the Salute?
+
+          3. What are the Scout Slogan and the Scout Motto?
+
+          4. How is the respect due the American Flag
+          expressed? Give the Pledge of Allegiance.
+
+          5. What are the words of the first and last stanza
+          of The Star-Spangled Banner?
+
+          6. What is the full name of the President of the
+          United States?
+
+          What is the full name of the Governor of your
+          State?
+
+          What is the full name of the highest city, town or
+          village official where you live?
+
+
+          Hands
+
+          7. Make or draw an American Flag, using correct
+          proportions.
+
+          8. Tie the Reef, Bowline, Clove-hitch and
+          Sheep-shank knots according to instructions given
+          in Handbook, and tell use of each.
+
+          Whip the end of a piece of rope. Indicate and
+          define the three parts of a rope.
+
+
+          Helpfulness
+
+          9. Present record that you have saved or earned
+          enough money to buy some part of the Scout uniform
+          or insignia.
+
+Recommended: Practice Setting-up Exercises, Scout positions and
+Tenderfoot Drill as shown in Handbook.
+
+
+II. Second Class Test
+
+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.
+
+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.
+
+
+          Second Class Scout Test
+
+
+          Head
+
+          1. What is the history of the American Flag, and
+          for what does it stand?
+
+          2. Describe six animals, six birds, six trees and
+          six flowers.
+
+          3. What are the sixteen points of the compass?
+          Show how to use a compass.
+
+          4. How may fire be prevented, and what should a
+          Scout do in case of fire?
+
+          5. Send and receive the alphabet of the General
+          Service or Semaphore Code.
+
+          6. Demonstrate ability to observe quickly and
+          accurately by describing the contents of a room or
+          a shop window, _or_ a table with a number of
+          objects upon it, after looking a short time, (not
+          more than ten seconds); _or_ describe a passer-by
+          so that another person could identify him; _or_
+          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.
+
+          (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.)
+
+
+          Hands
+
+          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.
+
+          8. Cook so that it may be eaten, seasoning
+          properly, one simple dish, such as cereal,
+          vegetables, meat, fish or eggs in any other form
+          than boiled.
+
+          9. Set a table correctly for a meal of two
+          courses.
+
+          10. Make ordinary and hospital bed, and show how
+          to air them.
+
+          11. Present samples of seaming, hemming, darning,
+          and either knitting or crocheting, and press out a
+          Scout uniform, as sample of ironing.
+
+
+          Health
+
+          12. Demonstrate the way to stop bleeding, remove
+          speck from eye, treat ivy poisoning, bandage a
+          sprained ankle, remove a splinter.
+
+          13. What do you consider the main points to
+          remember about Health?
+
+          (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.)
+
+          14. What are your height and weight, and how do
+          they compare with the standard?
+
+
+          Helpfulness
+
+          15. Present to Captain or Council the proof of
+          satisfactory service to Troop, Church or
+          Community.
+
+          16. Earn or save enough money for some part of
+          personal or troop equipment.
+
+Recommended: Practice Setting-up Exercises and Second Class Drill.
+
+
+III. First Class Test
+
+Work on this test should not be hurried. It is purposely made more
+thorough and more difficult, because it is 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.
+
+
+          First Class Scout Test
+
+
+          Head
+
+          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.
+
+          2. Demonstrate ability to judge correctly height,
+          weight, number and distance, according to
+          directions in Handbook.
+
+          3. Demonstrate ability to find any of the four
+          cardinal points of the compass, using the sun or
+          stars as guide.
+
+          4. Send and receive messages in the General
+          Service or the Semaphore Code at the rate of
+          sixteen and thirty letters a minute respectively.
+
+          5. Present the following Badges:
+
+          Home Nurse
+
+
+          First Aide
+          Homemaker
+
+          and any two of the following:
+
+          Child Nurse
+          Health Winner
+          Laundress
+          Cook
+          Needlewoman
+          Gardener
+
+
+          Health
+
+          6. Take an overnight hike carrying all necessary
+          equipment and rations; _or_
+
+          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; _or_
+
+          Be one of four to construct a practical lean-to;
+          _or_
+
+          Demonstrate skating backwards, the outer edge, and
+          stopping suddenly; _or_
+
+          Run on skis; _or_
+
+          Show your acquaintance from personal observation
+          of the habits of four animals or four birds.
+
+          7. Be able to swim fifty yards, _or_ 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.
+
+
+          Helpfulness
+
+          8. Present a Tenderfoot trained by candidate.
+
+          9. Present to Captain or Council some definite
+          proof of service to the community.
+
+          10. Earn or save one dollar and start a savings
+          account in bank or Postal Savings, or buy Thrift
+          Stamps.
+
+Recommended: Practice Setting-up Exercises. Practice First Class Drill.
+
+[Illustration: AMERICA THE BEAUTIFUL
+
+ KATHARINE LEE BATES
+
+ Music by
+ WILL C. MACFARLANE,
+ Municipal Organist, Portland, Maine
+
+_Maestoso_
+
+          1. O beautiful for spacious skies,
+             For amber waves of grain,
+             For purple mountain majesties
+             Above the fruited plain!
+             America! America!
+             God shed His grace on thee.
+             And crown thy good with brotherhood.
+             From sea to shining sea!
+             America! America!
+             God shed His grace on thee!
+
+          2. O beautiful for pilgrim feet,
+             Whose stern, impassion'd stress
+             A thoroughfare for freedom beat
+             Across the wilderness!
+             America! America!
+             God mend thine ev'ry flaw.
+             Confirm thy soul in self-control,
+             Thy liberty in law!
+             America! America!
+             God shed His grace on thee!
+
+          3. O beautiful for heroes proved,
+             In liberating strife.
+             Who more than self their country loved.
+             And mercy more than life!
+             America! America!
+             May God thy gold refine,
+             Till all success be nobleness,
+             And ev'ry gain divine!
+             America! America!
+             God shed His grace on thee!
+
+          4. O beautiful for patriot dream
+             That sees beyond the years
+             Thine alabaster cities gleam
+             Undimm'd by human tears!
+             America! America!
+             God shed His grace on thee.
+             And crown thy good with brotherhood.
+             From sea to shining sea!
+             America! America!
+             God shed His grace on thee!
+
+Copyright, 1913, by WILL C. MACFARLANE]
+
+FOOTNOTE:
+
+[1] By permission of the author.
+
+
+
+SECTION VIII
+
+WHAT A GIRL SCOUT SHOULD KNOW ABOUT THE FLAG
+
+
+          _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._--_George Washington._
+
+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."
+
+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, Pennsylvania, Delaware, Maryland,
+Virginia, North Carolina, South Carolina and Georgia. The stars stand
+for the States now in the Union.
+
+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.
+
+
+History of the American Flag
+
+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.
+
+When our forefathers came from Europe to settle in 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
+_Alfred_, 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.
+
+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.
+
+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.
+
+The first American unfurling the Stars and Stripes over a warship was
+John Paul Jones when he took command of the _Ranger_ in June, 1777.
+Tradition says that this 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.
+
+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."
+
+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 _Clermont_.
+
+It was carried by Wilbur Wright on his first successful airplane flight
+in France.
+
+It was the flag planted at the North Pole by Robert Peary.
+
+It was the National emblem painted upon the first airplane to make the
+transatlantic flight, May, 1919.
+
+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:
+
+"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.
+
+"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."
+
+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.
+
+
+RESPECT DUE THE FLAG
+
+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.
+
+2. At retreat, sunset, civilian spectators should stand at attention.
+Girl Scouts, if in uniform, may give their salute.
+
+When the national colors are passing on parade or in review, Scouts
+should, if walking, halt, and if sitting, rise and stand at attention.
+When the flag is stationary it is not saluted.
+
+An old, torn, or soiled flag should not be thrown away, but should be
+destroyed, preferably by burning.
+
+The law specifically forbids the use of and the representation of the
+flag in any manner or in any connection with merchandise for sale.
+
+When the "Star-Spangled Banner" is played or sung, stand and remain
+standing in silence until it is finished.
+
+The flag should, on being retired, never be allowed to touch the ground.
+
+
+Regulations for Flying the Flag
+
+1. The flag should not be raised before sunrise, nor be allowed to
+remain up after sunset.
+
+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.
+
+3. The flag should never be draped.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+9. The flag at half mast is a sign of mourning.
+
+10. The flag flown upside down is a signal of distress.
+
+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.
+
+
+Patriotic Songs for Girl Scouts
+
+
+"The Star-Spangled Banner"
+
+  Oh, say, can you see, by the dawn's early light,
+    What so proudly we hailed at the twilight's last gleaming,
+  Whose broad stripes and bright stars, through the perilous fight,
+    O'er the ramparts we watched were so gallantly streaming!
+  And the rocket's red glare, the bombs bursting in air,
+    Gave proof through the night that our flag was still there;
+  Oh! say, does that star-spangled banner yet wave,
+    O'er the land of the free, and the home of the brave?
+
+  On that shore dimly seen through the mists of the deep,
+    Where the foe's haughty host in dread silence reposes.
+  What is that which the breeze, o'er the towering steep,
+    As it fitfully blows, now conceals, now discloses?
+  Now it catches the gleam of the morning's first beam,
+    In full glory reflected now shines on the stream;
+  'Tis the star-spangled banner; Oh, long may it wave,
+    O'er the land of the free and the home of the brave!
+
+  O! thus be it ever, when freemen shall stand
+    Between their loved homes and the war's desolation
+  Blessed with victory and peace, may the heav'n-rescued land
+    Praise the power that hath made and preserved us a nation.
+  Then conquer we must, when our cause it is just,
+    And this be our motto--"In God is our trust";
+  And the star-spangled banner in triumph shall wave
+    O'er the land of the free and the home of the brave.
+
+                                    --_Francis Scott Key_, 1814.
+
+_The Star Spangled Banner_ 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
+morning at seeing the American flag still flying over Fort McHenry, Key
+wrote the first stanza of the _Star Spangled Banner_ 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 _Anacreon in Heaven_, 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.
+
+
+"America"
+
+          My country, 'tis of thee,
+          Sweet land of liberty,
+              Of thee I sing;
+          Land where my fathers died,
+          Land of the Pilgrims' pride,
+          From every mountain side
+              Let freedom ring.
+
+          My native country, thee,
+          Land of the noble free,
+              Thy name I love;
+          I love thy rocks and rills,
+          Thy woods and templed hills;
+          My heart with rapture thrills
+              Like that above.
+
+          Let music swell the breeze,
+          And ring from all the trees
+              Sweet freedom's song;
+          Let mortal tongues awake,
+          Let all that breathe partake,
+          Let rocks their silence break,
+              The sound prolong!
+
+          Our father's God, to Thee,
+          Author of liberty,
+              To Thee we sing:
+          Long may our land be bright
+          With freedom's holy light;
+          Protect us by Thy might,
+              Great God, our King.
+
+                         --Samuel F. Smith, 1832.
+
+"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:
+
+                          Newton Centre, Mass., June 5, 1887.
+
+          Mr. J. H. Johnson:
+
+          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 Sabbath school
+          celebration of Independence in Park Street Church,
+          Boston, on the 4th of July, 1832.
+
+                             Respectfully,
+                                        S. F. SMITH.
+
+
+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.
+
+_Letter and facts from The Encyclopedia Americana._
+
+
+"Battle Hymn of the Republic"
+
+  Mine eyes have seen the glory of the coming of the Lord:
+  He is trampling out the vintage where the grapes of wrath are stored;
+  He hath loosed the fateful lightning of His terrible swift sword;
+                His truth is marching on.
+
+  I have seen Him in the watch-fires of a hundred circling camps;
+  They have builded Him an altar in the evening dews and damps;
+  I can read his righteous sentence by the dim and flaring lamps:
+                His day is marching on.
+
+  I have read a fiery gospel writ in burnish'd rows of steel:
+  "As you deal with my contemners, so with you my grace shall deal;
+  Let the Hero, born of woman, crush the serpent with his heel,
+                Since God is marching on."
+
+  He has sounded forth the trumpet that shall never call retreat;
+  He is sifting out the hearts of men before His judgment-seat:
+  Oh, be swift my soul, to answer Him, be jubilant my feet!
+                Our God is marching on.
+
+  In the beauty of the lilies Christ was born across the sea,
+  With a glory in His bosom that transfigures you and me;
+  As He died to make men holy, let us die to make them free,
+                While God is marching on.
+
+                                              --Julia Ward Howe.
+
+
+How to Make an American Flag
+
+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:
+
+If the width of the flag be taken as the basis and called 1, then
+
+The length will be 1.9,
+
+Each stripe will be 1/13 of 1,
+
+The blue field will be .76 long and 7/13 of 1 wide.
+
+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.
+
+Beginning with the upper left-hand corner and reading from left to right
+the stars indicate the States in order 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.
+
+          _First Row_
+           1--Delaware
+           2--Pennsylvania
+           3--New Jersey
+           4--Georgia
+           5--Connecticut
+           6--Massachusetts
+           7--Maryland
+           8--South Carolina
+
+          _Second Row_
+           9--New Hampshire
+          10--Virginia
+          11--New York
+          12--North Carolina
+          13--Rhode Island
+          14--Vermont
+          15--Kentucky
+          16--Tennessee
+
+          _Third Row_
+          17--Ohio
+          18--Louisiana
+          19--Indiana
+          20--Mississippi
+          21--Illinois
+          22--Alabama
+          23--Maine
+          24--Missouri
+
+          _Fourth Row_
+          25--Arkansas
+          26--Michigan
+          27--Florida
+          28--Texas
+          29--Iowa
+          30--Wisconsin
+          31--California
+          32--Minnesota
+
+          _Fifth Row_
+          33--Oregon
+          34--Kansas
+          35--West Virginia
+          36--Nevada
+          37--Nebraska
+          38--Colorado
+          39--North Dakota
+          40--South Dakota
+
+          _Sixth Row_
+          41--Montana
+          42--Washington
+          43--Idaho
+          44--Wyoming
+          45--Utah
+          46--Oklahoma
+          47--New Mexico
+          48--Arizona
+
+[Illustration]
+
+
+AN EASY WAY TO DRAW THE FLAG
+
+          The sketch shows the steps in getting a flag drawn
+          according to national requirements.
+
+          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.
+
+          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 _whole_ flag.
+
+          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 _seven_
+          stripes.
+
+          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.
+
+          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.
+
+          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.
+
+                        Band
+                       Leader
+                         O
+                      ------
+                     | BAND |
+                      ------
+                National O President
+   Nat'l Field Capt.-> O O O <- National Director
+                         |
+                   Vice-President
+                   ---------------
+                   |NAT'L COUNCIL|
+                   ---------------
+                   State O Com'sioner
+    State Field Capt.->O O O<-State Director
+                         |
+           State Deputy Commissioner
+                    -------------
+                   |STATE COUNCIL|
+                    -------------
+                   Local O Com'sioner
+  Local Field Captain->O O O<-Local Deputy Com'sioner
+                         |
+                   Local Director
+                   -------------
+                  |LOCAL COUNCIL|
+                   -------------
+                   Troop O Capt.
+             O Lieut.
+                      ------
+                     |SCOUTS|
+                      ------
+                      ------
+                     |SCOUTS|
+                      ------
+            Color Guard     Color Guard
+                      |     |
+                      O O O O
+                        | |
+             Council Flag American Flag
+               O Lieut.
+                        ______
+                       |SCOUTS|
+                        ------
+                        ______
+                       |SCOUTS|
+                        ------
+
+
+[Illustration: (1) SIMPLE PARADE FORMATION]
+
+                      -------------------
+                     |      BAND         |
+                      -------------------
+
+                Color Guard->O O O<-Color Guard
+                               |
+                          American Flag
+
+                       Officer O in Charge
+
+                               O Captain
+                     O Lieut.
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+                              O Captain
+                     O Lieut.
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+
+                               O Captain
+                     O Lieut.
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+
+
+[Illustration: (2) SIMPLE PARADE FORMATION]
+
+
+PARADE FORMATION FOR GIRL SCOUTS
+
+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.
+
+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.
+
+It is not usually possible, nor is it necessarily advisable, to use one
+troop 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.
+
+When Scout troop flags are used, they are carried in the column at the
+extreme right.
+
+[Illustration: GIRL SCOUT UNIFORM--TWO PIECE]
+
+
+SECTION IX
+
+GIRL SCOUT DRILL
+
+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.
+
+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.
+
+In case of rallies and parades it is practically the only way of
+handling large bodies of Scouts from different localities.
+
+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.
+
+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.
+
+Commands are divided into two classes:
+
+(a) The preparatory, to tell the Scout _what_ to do, and
+
+(b) The command of execution, to tell _how_ to do it.
+
+
+Tenderfoot Drill Schedule
+
+"FALL IN"
+
+At this command each Scout immediately takes her 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
+"_Attention_" three paces in front of Captain.
+
+The position of _Attention_ 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.
+
+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.
+
+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.
+
+          5678   5678   5678   5678
+          1234   1234   1234   1234
+                Lieut.  Capt.
+
+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.
+
+1. _Right_ (or left) _Dress_. 2. _Front._
+
+At the command _"Dress"_ 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 "_Eyes Right!_" 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 be in rear or in advance
+of the line: only the Scouts designated move.[2]
+
+At the command "_Front,_" given when the ranks are aligned, each Scout
+turns her head and eyes to the front and drops the hand at her side.
+
+To march the patrol or troop in column of twos, the preliminary commands
+would be as just given: 1. _Fall in._ 2. _Right Dress._ 3. _Front._
+
+The troop is then drawn up facing the Captain in two ranks as described.
+The Captain then commands:
+
+1. _Right_ (or left) _Face_ (According to the direction in which the
+column is to proceed.)
+
+2. _Forward._ 3. _March._
+
+At the command "_March_," each Scout steps off smartly with the _left_
+foot.
+
+
+Facings
+
+To the flank: "_Right_ (or left) _Face_."
+
+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.
+
+To the rear: _About Face._
+
+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.
+
+
+Eyes Right or Left
+
+1. _Eyes Right_ (or left). 2. _Front._
+
+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 "_Front_" turn the head and eyes to the front.
+
+
+The Rests
+
+Being at halt, the commands for the different rests are as follows:
+
+FALL OUT, REST, AT EASE and 1 PARADE, 2 REST.
+
+At the command _Fall Out_, 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 "_Fall In_."
+
+At the command "_Rest_" each Scout keeps one foot in place, but is not
+required to keep silence or immobility.
+
+At the command _"At Ease"_ each Scout keeps one foot in place and is
+required to keep silence but not immobility.
+
+
+_1 Parade, 2 Rest._
+
+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.
+
+To resume the attention: _1 Squad (or Company) 2 Attention._
+
+
+Steps and Marchings
+
+All steps and marchings executed from the halt, except right step, begin
+with the left foot.
+
+The length of the full step in "_Quick Time_" 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.
+
+The length of the full step in "_Double Time_," for a Scout, is about
+twenty-four inches; the cadence is at the rate of one hundred eighty
+steps per minute.
+
+The instructor, when necessary, indicates the cadence of the step by
+calling "One, Two, Three, Four," or "Left, Right, Left, Right," the
+instant the left and right foot, respectively, should be planted.
+
+All steps and marchings and movements involving march are executed in
+"Quick Time" unless the squad (or company) be marching in "Double Time."
+
+Quick Time
+
+Being at a halt, to march forward in quick time: 1 _Forward_, 2 _March_.
+
+At the command "_Forward_," shift the weight of the body to the right
+leg, left knee straight.
+
+At the command "_March_" 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.
+
+Being at a halt, or in march in quick time, to march in double time; 1
+_Double time_, 2 _March_.
+
+If at a halt, at the first command shift the weight of the body to the
+right leg. At the command "_March_" 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.
+
+If marching in quick time, at the command "_March_," given as either
+foot strikes the ground, take one step in quick time, and then step off
+in double time.
+
+To resume the quick time: 1 _Quick Time_, 2 _March_.
+
+At the command _March_, 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.
+
+
+To Mark Time
+
+Being in march: 1 _Mark Time_, 2 _March_.
+
+At the command _March_, given as either foot strikes the 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.
+
+Being at a halt, at the command _March_, raise and plant the feet as
+described above.
+
+
+The Half Step
+
+1 _Half Step_, 2 _March_.
+
+Take steps of ten inches in quicktime, twelve inches in double time.
+_Forward_, _Half Step_, _Halt_ and _Mark Time_ may be executed one from
+the other in quick or double time.
+
+To resume the full step from half step or mark time: _Forward March._
+
+
+Side Step
+
+Being at halt or mark time: 1 _Right (or left) Step_, 2 _March_. 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.
+
+The side step is used for short distances only and is not executed in
+double time.
+
+
+Back Step
+
+Being at a halt or mark time: 1 _Backward_, 2 _March_. 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.
+
+
+To Halt
+
+To arrest the march in quick or double time: 1 _Squad_ (or if the full
+troop is drilling _Company_), 2 _Halt_.
+
+At the command _Halt_, 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.
+
+
+To March by the Flank
+
+Being in march: 1 _By the Right (or left) Flank_, 2 _March_.
+
+At the command _March_, 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.
+
+
+To March to the Rear
+
+Being in march: 1 _To the Rear_, 2 _March_.
+
+At the command _March_, 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.
+
+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.
+
+
+Change Step
+
+Being in march: 1 _Change Step_, 2 _March_.
+
+At the command _March_, 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.
+
+The change on the right foot is similarly executed, the command _March_
+being given as the left foot strikes the ground.
+
+
+SECOND CLASS DRILL
+
+_Fall In._ (_Described in Tenderfoot Drill._)
+
+_Count Off._
+
+At this command all except the right file execute _Eyes Right_, and
+beginning on the right, the Scouts in each rank count _One_, _Two_,
+_Three_, _Four_; each turns her head and eyes to the front as she
+counts.
+
+[Illustration: GIRL SCOUT UNIFORM--ONE PIECE]
+
+
+Alignments
+
+1 _Right (or Left) Dress_, 2 _Front_. (Described in Tenderfoot Drill.)
+
+To preserve the alignment when marching; _Guide Right_ (_or left_). 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.
+
+
+To Take Distance
+
+(Formation for signalling or for setting-up exercises.)
+
+Being in line at a halt having counted off: 1 _Take Distance at four
+paces_, 2 _March_; 3 _Squad (or company), Halt_.
+
+At the command _March_, 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 _Halt_ is given when all have
+their distances.
+
+(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.)
+
+If more than one squad is in line, each squad executes the movement as
+above simultaneously.
+
+Being at distances, to assemble the squad (or company):
+
+1 _Assemble_, 2 _March_.
+
+At the command _March_, No. 1 of the front rank stands fast; the other
+members move forward to their proper places in the line.
+
+
+The Oblique March
+
+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.
+
+1 _Right (or Left) Oblique_, 2 _March_.
+
+At the command _March_, 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.
+
+At the command _Halt_ the Scouts face to the front.
+
+To resume the original directions: 1 _Forward_, 2 _March_.
+
+The Scouts half face to the left in marching and then move straight to
+the front.
+
+
+To Turn on Moving Pivot
+
+Begin in line: 1 _Right (or left) Turn_, 2 _March_.
+
+(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 _Column Right_
+(_or left_), 2 _March_.)
+
+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.
+
+_Right_ (_or left_) 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.
+
+
+To Turn on a Fixed Pivot
+
+Being in line, to turn and march: 1 _Squad Right_ (_or left_), 2
+_March_.
+
+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 _Forward
+March_ without further command.
+
+Being in line to turn and halt: 1 _Squad Right_ (_or left_), 2 _March_,
+3 _Squad_, 4 _Halt_.
+
+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.
+
+Being in line to turn about and march: 1 _Squad Right (or left) About_,
+2 _March_.
+
+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 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 _Forward March_ without command.
+
+
+FIRST CLASS DRILL
+
+_On Right (or left) Into Line._
+
+Being in columns of squads, to form line on right or left; 1 _On Right
+(or left) Into Line_, 2 _March_, 3 _Company_, 4 _Halt_, 5 _Front_.
+
+At the first command the leader of the leading unit commands: _Right
+Turn._ The leaders of the other units command: _Forward_, if at a halt.
+At the second command the leading unit turns to the right on moving
+pivot. The command _Halt_ is given when the leading unit has advanced
+the desired distance in the new direction; it halts; its leader then
+commands: _Right Dress._
+
+The units in the rear continue to march straight to the front; each,
+when opposite its place on the line, executes _Right Turn_ at the
+command of its leader; each is halted on the line at the command of its
+leader, who then commands: _Right Dress._ All dress on the first unit on
+the line.
+
+If executed in double time, the leading squad marches in double time
+until halted.
+
+_Front Into Line._
+
+Being in columns of squads, to form line to the front; _Right (or left)
+Front Into Line_, 2 _March_, 3 _Company_, 4 _Halt_, 5 _Front_.
+
+At the first command the leaders of the units in the rear of the leading
+one command: _Right Oblique._ If at a halt, the leader of the leading
+unit commands: _Forward._ At the second command the leading unit moves
+straight forward: the rear units oblique as indicated. The command
+_Halt_ is given when the leading unit has advanced the desired distance;
+it halts; its leader then commands: _Left Dress_. 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: _Left Dress_. All dress on the first
+unit in line.
+
+
+To Diminish the Front of a Column of Squads
+
+Being in column of squads: 1 _Right (or left) By Twos_, 2 _March_. At
+the command _March_, all files except the two right files of the leading
+squad execute _In Place Halt_; 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.
+
+Being in columns of twos: (1) _Right (or left) By File_, 2 _March_. At
+the command _March_, all files execute _In Place Halt_, 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.
+
+Being in column of files of twos, to form column of squads; or being in
+column of files, to form column of twos: 1 _Squads (Twos) Right (or
+left) Front Into Line_, 2 _March_.
+
+At the command _March_, 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.
+
+The movement described in this paragraph will be ordered _Right_ or
+_Left_, so as to restore the files to their normal relative positions in
+the two or squad.
+
+FOOTNOTE:
+
+[2] _All ranks count off beginning with right end: 1, 2, 3, 4._
+
+
+
+
+SECTION X
+
+SIGNALLING FOR SCOUTS
+
+
+A. GENERAL SERVICE CODE
+
+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.
+
+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.
+
+Wig Wag Signalling
+
+GENERAL SERVICE CODE
+
+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.
+
+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.
+
+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
+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.
+
+[Illustration: POSITION DOT DASH FRONT]
+
+DOT: To make the dot, swing the flag down to the right until the stick
+reaches the horizontal and bring it back to Position.
+
+DASH: To make the dash, swing the flag to the left until it reaches the
+horizontal and bring it back to Position.
+
+INTERVAL: The third position is made by swinging the flag down directly
+in front and returning to Position.
+
+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.
+_It is also best to learn the code before attempting to wig wag it, so
+that the mind will be free to concentrate upon the technique or correct
+managing of the flag._
+
+
+THE GENERAL SERVICE CODE
+
+(The International Morse or Continental)
+
+Uses: Commercial wireless, submarine cables, Army and Navy. Methods:
+flags by day, torches, lanterns, flashlight, searchlight, by night;
+whistle, drum, bugle, tapping.
+
+          A .-
+          B -...
+          C -.-.
+          D -..
+          E .
+          F ..-.
+          G --.
+          H ....
+          I ..
+          J .---
+          K -.-
+          L .-..
+          M --
+          N -.
+          O ---
+          P .--.
+          Q --.-
+          R .-.
+          S ...
+          T -
+          U ..-
+          V ...-
+          W .--
+          X -..-
+          Y -.--
+          Z --..
+          1 .----
+          2 ..---
+          3 ...--
+          4 ....-
+          5 .....
+          6 -....
+          7 --...
+          8 ---..
+          9 ----.
+          0 -----
+
+          Period .. .. ..
+          Comma .-.-.-
+          Quotation Marks .-..-.
+          Colon     ---...
+          Semicolon -.-.-.
+          Interrogation ..--..
+
+A convenient form for learning the letters is as follows:
+
+DOTS
+
+          E .
+          I ..
+          S ...
+          H ....
+
+DASHES
+
+          T -
+          M --
+          O ---
+
+OPPOSITES
+
+          A .-        -. N
+          B -...    ...- V
+          D -..      ..- U
+          G --.      .-- W
+          F ..-.    .-.. L
+          Y -.---  ---.- Q
+
+SANDWICH LETTERS
+
+          K -.-     P .--.
+          X -..-     R .-.
+
+LETTERS WITH NO OPPOSITES
+
+          Z --..
+          C -.-.
+          J .---
+
+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.
+
+One Interval (Front) indicates the completion of a word.
+
+Two Intervals indicate the completion of a sentence.
+
+Three Intervals indicate the completion of a message.
+
+_Do not try for speed._ 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.
+
+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.
+
+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.
+
+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.
+
+
+B. SEMAPHORE SIGNALLING
+
+SEMAPHORE CODE
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+[Illustration: CODE FOR SEMAPHORE SIGNALLING]
+
+Note: The extended arm should always make a straight line with the flag
+staff.
+
+_From the very beginning practice reading as well as sending._ 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.
+
+
+Whistle Signals
+
+1. One blast, "Attention"; "Assemble" (if scattered).
+
+2. Two short blasts, "All right."
+
+3. Four short blasts, calls "Patrol Leaders come here."
+
+4. Alternate long and short blasts, "Mess Call."
+
+
+Hand Signals
+
+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.
+
+_Forward_, _March_:
+
+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.)
+
+_Halt_:
+
+Carry the hand to the shoulder; thrust hand upward and hold the arm
+vertically.
+
+_Double Time_, _March_:
+
+Carry the hand to the shoulder, rapidly thrust the hand upward the full
+extent of the arm several times.
+
+_Squads Right_, _March_:
+
+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.
+
+_Squads Left_, _March_:
+
+Raise the arm laterally until horizontal; carry it downward to the side
+and swing it several times between the downward and horizontal
+positions.
+
+_Change Direction or Column Right (Left) March_:
+
+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.
+
+_Assemble_:
+
+Raise the arm vertically to its full extent and describe horizontal
+circles.
+
+
+THE GIRL SCOUT SALUTE.
+
+          =How To Salute.= 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.
+
+          =When To Salute.= When Scouts meet for the first
+          time during the day, whether comrades or
+          strangers, of whatever rank, they should salute
+          each other.
+
+          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.
+
+          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.
+
+          In ordinary gatherings when the anthem is played,
+          a Girl Scout stands at attention but does not
+          salute.
+
+          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."
+
+          When repeating the Promise, a Girl Scout stands at
+          salute.
+
+          When in uniform a Girl Scout should salute her
+          officers when speaking to them, or when being
+          spoken to by them.
+
+          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.
+
+          Girl Scouts may salute each other whether they are
+          in uniform or not.
+
+          =Pledge of Allegiance.= "I pledge allegiance to
+          the flag and to the republic for which it stands;
+          one nation indivisible, with liberty and justice
+          for all."
+
+          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.
+
+          =Parades.= 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.
+
+
+
+
+SECTION XI
+
+THE SCOUT AIDE
+
+
+Introduction.
+
+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.
+
+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.
+
+No young child could pretend to represent ALL this medal stands for. Any
+grown girl or woman should be proud to own it.
+
+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.
+
+Home Nursing and First Aid will save lives for the nation in the two
+great emergencies of illness and accident.
+
+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.
+
+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.
+
+[Illustration]
+
+
+1. THE HOME MAKER
+
+BY SARAH LOUISE ARNOLD
+
+Formerly Dean of Simmons College
+
+_The Keeper of the House._ 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."
+
+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.
+
+_Planning Your House._ 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
+cool in the summer, so you will look out for windows, doors and porches.
+
+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.
+
+_Furnishings._ 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 _needed_ (not just _wanted_) for each room with
+the cost of each piece.
+
+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.
+
+So when you make a list of furniture--with its price--make sure that
+everything you choose, suits, or fits, _your_ house.
+
+_The Cellar._ Most houses are built over cellars, for purposes of
+sanitation, heating and water supply, as well as for storage.
+
+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.
+
+Look at the cellars of two or three houses. How are they built? Did you
+plan for one in your house?
+
+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.
+
+A cellar should be a clean place, corners and all.
+
+_The Kitchen._ The kitchen is a work-shop; it should be sunny and airy.
+
+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.
+
+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.
+
+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.
+
+_The Kitchen Floor._ 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 will be needed. The oiled floor
+can be wiped and dried, then oiled lightly from time to time.
+
+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.
+
+_The Kitchen Stove._ 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.
+
+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. 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.
+
+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.
+
+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 _must_ 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.
+
+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.
+
+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.
+
+_Gas and Oil Stoves._ 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.
+
+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.
+
+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.
+
+
+The Fireless Cooker
+
+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 a better way? How can I save labor? Save time? Save money?
+
+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?
+
+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.
+
+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.
+
+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.
+
+America was slow to learn from her thrifty cousins, but at last she
+adopted the fireless cooker; and this is what it does:
+
+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
+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:
+
+(1) _A cooker or container_, 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.
+
+(2) _A case_, 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.
+
+(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.
+
+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 to the very
+top, using a stick of wood or mallet to press it down.
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+The Ice Chest. How It Is Made
+
+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.
+
+The ice chest is built much as the fireless cooker is 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.
+
+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 _clean_
+at once.
+
+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.
+
+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.
+
+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.
+
+Put no hot dishes in the ice box; it wastes the ice.
+
+
+The Iceless Refrigerator
+
+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 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.
+
+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.
+
+The iceless refrigerator works well on days when dry air is moving
+about. It does not do well on damp, quiet days.
+
+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.
+
+
+The Kitchen Sink
+
+Next to the stove, the sink is the most important piece of kitchen
+furniture.
+
+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.
+
+The Keeper of the House takes pride in a perfectly clean sink.
+
+
+Taking Care of the House and the Things in It
+
+Taking care of a house and its furniture means keeping the house clean,
+neat, and orderly, and keeping everything 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.
+
+First, there's the Dish Washing.
+
+
+Dish Washing
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+Taking Care of Rooms
+
+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 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.
+
+[Illustration: HEIGHT OF SINK]
+
+
+The Living Room
+
+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.
+
+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. 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.
+
+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.
+
+Do not keep useless furniture nor have too many things in your room.
+
+_The Bathroom_ 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.
+
+_The Bedroom._ 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!
+
+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 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.
+
+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!
+
+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.
+
+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 _do_ all these
+things;--not guess or suppose how others do them and how long it takes.
+That is the honest way to learn. So find out how long it takes to put
+your room in order. There is only one way to find out.
+
+
+Fighting Germs
+
+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.
+
+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.
+
+
+Fighting the House Fly and Mosquito
+
+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.
+
+Clean up all heaps of rubbish where flies may breed. Keep your garbage
+pail _absolutely clean_. 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.
+
+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 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.
+
+
+Taking Care of Waste
+
+All waste must be carefully disposed of. It should never accumulate in
+the kitchen; but the important thing is to have _no real waste_. 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.
+
+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?
+
+
+Taking Care of Woolen Things
+
+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.
+
+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.
+
+The housekeeper must therefore, carefully brush and 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.
+
+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.
+
+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.
+
+
+Storage of Food
+
+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 _must_ 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 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.
+
+
+Heating the House
+
+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.
+
+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.
+
+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.
+
+
+Labor Saving
+
+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 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?
+
+
+The Water Supply
+
+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.
+
+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.
+
+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?
+
+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.
+
+Girl Scouts will interest themselves in municipal or neighborhood
+housekeeping, for that is a responsibility which all share together.
+
+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.
+
+
+Little Things Worth Remembering
+
+The stove should be cleaned with crumpled newspaper whenever the kitchen
+is put in order. All ashes should be neatly brushed off.
+
+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.
+
+Watch the floor of closets and see that no dusty corners are hidden out
+of sight.
+
+Air and dry soiled clothing before putting it in the laundry basket. If
+damp clothes are hidden away they will mildew.
+
+Learn to make out a laundry list and to check it when the laundry comes
+home.
+
+Save the soap chips and use a soap shaker.
+
+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.
+
+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.
+
+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!
+
+
+Making Things Clean and Keeping Clean
+
+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
+while, but who litters and spills and spreads dirt and lets dust collect
+in corners all the rest of the time.
+
+"Keeping clean" is the housekeeper's regular business, and "cleaning up"
+never need stir up the whole house.
+
+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.
+
+
+Ten Ways of Removing Stains
+
+1. When you have _raspberry_ or _blueberry_ or _strawberry_ 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.
+
+2. _Peach_ 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.
+
+3. _Ink_ 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 a day or two; but it will disappear in the end, with rinsing
+and a little rubbing.
+
+4. _Ink_ 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"
+_is_ 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.
+
+5. The _spots_ made on silk or woolen by _acids_ 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.
+
+6. _Egg stains_ 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.
+
+7. _Liquid shoe blacking_ is almost worse than ink. It must be treated
+in the same way, _and at once_.
+
+8. _Coffee_ and _tea stains_ 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.
+
+9. _Grease spots_ may be removed from washable fabrics by soap and
+water. For silk and woolen, gasoline should be used. Use gasoline in
+daytime only, to avoid lamps or gas in the neighborhood; and _never_
+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.
+
+10. _Paint_ 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.
+
+_Remember_: All spots and stains should be removed before washing the
+garment.
+
+
+GOOD MANNERS AND SOCIAL FORMS
+
+It is easier to meet people socially if we are acquainted 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.
+
+Stand where guests can see you at once when they enter.
+
+Always introduce a younger person _to_ an older one, as "Mrs. Smith, may
+I present Miss Jones, or Mr. Brown?" A man is always presented _to_ a
+woman, or a girl, as "Miss Brewster, may I present Mr. Duncan?"
+
+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.
+
+If you ask other girls to help you ask each to do a 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.
+
+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.
+
+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.
+
+
+TABLE MANNERS
+
+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.
+
+Do not drink while food is in the mouth.
+
+Take soup quietly from the side of the spoon, dipping it into the plate
+_from_ instead of towards you, to avoid dripping the soup.
+
+Break bread or roll, and spread with butter only the piece which you are
+about to eat.
+
+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.
+
+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.
+
+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.
+
+Do not begin a course until all are served.
+
+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.
+
+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 breeding
+and pleasant atmosphere are essential to all entertainment.
+
+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.
+
+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.
+
+
+Preparing the Meal
+
+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.
+
+
+Setting the Table
+
+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 everything 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.
+
+[Illustration]
+
+Salt, pepper, water, bread and butter should be on the table, and if
+necessary, vinegar, mustard, sugar, pickles, etc.
+
+When possible a few flowers add to the appearance of the table.
+
+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.
+
+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.
+
+
+THE GIRL SCOUT COOK
+
+BY ULA M. DOW, A. M.
+
+_In charge of Division of Food, Simmons College_
+
+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.
+
+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.
+
+WHAT TO HAVE FOR BREAKFAST--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 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.
+
+          SIMPLE BREAKFAST
+            Apple sauce or sliced peaches.
+            Oatmeal or cornmeal mush.
+            Toast or muffins.
+            Coffee (for adults).
+            Milk (for children).
+
+          HEARTY BREAKFAST
+            Apple sauce or sliced peaches.
+            Oatmeal or cornmeal mush.
+            Toast or muffins.
+            Coffee (for adults).
+            Milk (for children).
+            Poached eggs or minced lamb on toast.
+
+FRUIT--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.
+
+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 should then be added if they are not sweet
+enough.
+
+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.
+
+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.
+
+CEREAL--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.
+
+Cracked wheat, 1/4 cup to 1 cup water; 3-12 hours.
+
+Rolled oats, 1/2 cup to 1 cup water; 1/2-3 hours
+
+Cornmeal, 3 tablespoonfuls to 1 cup water; 1-4 hours.
+
+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 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.
+
+TOAST--Good toast is worth knowing how to make. The cook should not be
+satisfied with toast which is either white or burned.
+
+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.
+
+MUFFINS--Any good cook book has numerous recipes for muffins, most of
+which, can be made easily if the directions are followed exactly.
+
+Cornmeal Muffins (for four persons):
+
+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.
+
+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.
+
+COFFEE--If the family drink coffee, they will want 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:
+
+One-half cup coffee finely ground, 4 cups cold water, 2 eggshells.
+
+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.
+
+A method for making coffee used by the guides in the White Mountains is
+as follows:
+
+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.
+
+MILK--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 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.
+
+EGGS--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.
+
+_Poached Eggs_--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.
+
+_Soft Boiled Eggs_--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 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.
+
+USE OF LEFT-OVERS FOR BREAKFAST--If the family likes 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 salted enough. Some people
+like a very small amount of onion with any of these made-over meat
+dishes.
+
+
+DINNER
+
+WHAT TO HAVE FOR DINNER--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.
+
+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 likes 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 little remainders of two or more vegetables
+may be very attractively combined in this way.
+
+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.
+
+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 bit 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.
+
+SIMPLE DINNERS:
+
+  1. Hamburg steak.
+     Baked potato.
+     Squash or baked tomatoes.
+     Apple Betty.
+
+  2. Roast chicken or roast lamb with dressing and currant jelly.
+     Mashed potato and gravy.
+     Peas or string beans.
+    Orange jelly and whipped cream.
+
+MEAT--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.
+
+_Pan Broiled Hamburg Steak_--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 like a
+little salt pork or onion ground with the meat.
+
+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.
+
+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.
+
+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.
+
+Lamb chops may be broiled in either way.
+
+_Roast Leg of Lamb_--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.
+
+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.
+
+Beef is roasted in the same way, but is usually cooked for a shorter
+time (15 to 20 minutes for each pound).
+
+BEEF STEW (for four):
+
+          2-1/2 pounds beef shoulder or shin.
+          2 cups diced potato.
+          1/3 cup turnip cut in half inch cubes.
+          1/3 cup carrot cut in half inch cubes.
+          1/4 onion chopped.
+          2 tablespoons flour.
+          Salt and pepper.
+
+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.
+
+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.
+
+CHICKEN--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.
+
+_To Dress and Clean a Chicken_--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 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.
+
+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.
+
+If the chicken comes from the market dressed it should be washed
+carefully and any pinfeathers removed which were overlooked by the
+market man.
+
+_To Stuff, Truss and Roast a Chicken_--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 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.
+
+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.
+
+_Stuffing_--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.
+
+_Giblet Gravy_--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 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.
+
+VEGETABLES--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 carefully 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.
+
+_Baked Potato_--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.
+
+_Mashed Potato_--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.
+
+_Steamed Squash_--Wash and cut in one-inch slices. Steam until tender,
+scrape from the shell, mash thoroughly, season with salt, pepper and
+butter, and serve.
+
+_String Beans_--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.
+
+Canned string beans should be rinsed, reheated in as little water as
+possible, drained, and seasoned.
+
+_Baked Tomatoes_--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.
+
+The buttered crumbs are prepared by melting a tablespoon of butter or
+oleomargarine and stirring in six tablespoonfuls of dry bread crumbs.
+
+DESSERTS--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.
+
+_Apple Betty_--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 sugar and
+cinnamon and heat in the oven. Serve with cream.
+
+_Orange Jelly_--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.
+
+
+SUPPER OR LUNCH
+
+WHAT TO HAVE FOR SUPPER.--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 when dinner is being prepared and simply reheated
+for supper.
+
+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.
+
+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.
+
+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.
+
+
+SIMPLE SUPPERS
+
+          1. Macaroni and cheese or cold meat
+             Stewed or fresh fruit
+             Cookies
+             Bread and butter
+             Tea (for adults)
+             Milk or cocoa (for children)
+
+          2. Cream of potato soup
+             Vegetable or fruit salad
+             Baking powder biscuit
+             Tea (for adults)
+             Milk or cocoa (for children).
+
+_Macaroni and Cheese._--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 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.
+
+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.
+
+_Cream of Potato Soup_--
+
+          3 potatoes
+          1 quart milk
+          2 slices of onion
+          3 tablespoons flour
+          1-1/2 teaspoons salt
+          1/4 teaspoon celery salt
+          1/8 teaspoon pepper
+          2 tbsp. butter or oleomargarine
+
+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.
+
+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 and most other vegetables, the celery salt should be
+omitted. Onion salt is very useful.
+
+Creamed soups are very good made from skimmed milk if there is a supply
+in the house which should be used.
+
+SALAD--The pleasure in a salad is in its crispness, attractiveness or
+arrangement, 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.
+
+_To wash lettuce._--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.
+
+_French Dressing._--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.
+
+_Cooked Salad Dressing._--
+
+          3/4 tablespoon sugar
+          1/4 tablespoon butter
+          1 egg yolk
+          1/4 cup vinegar
+          1/4 tablespoon flour
+          1/8 teaspoon mustard
+          1/4 teaspoon salt
+          Dash of red pepper.
+
+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.
+
+_Mayonnaise._--
+
+  1 egg yolk
+  2 tablespoons lemon juice or 2 tablespoons vinegar
+  1/2 teaspoon mustard
+  2/3 teaspoon salt
+  Dash of cayenne pepper
+  2/3 cup of oil (olive oil, cotton seed oil or other edible oil).
+
+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.
+
+_Fruit and Vegetable Salads._--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.
+
+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.
+
+_Baking Powder Biscuit._--
+
+          2 cups flour
+          4 teaspoons baking powder
+          1 teaspoon salt
+          3 tablespoons shortening
+          3/4 to 1 cup milk or milk and water.
+
+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.
+
+_Tea._--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.
+
+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.
+
+_Cocoa._--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.
+
+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.
+
+
+General Suggestions
+
+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, 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.
+
+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.
+
+Enjoyment of a meal depends quite as much on neat and comfortable
+service as it does upon good food. The 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.
+
+
+HOUSEHOLD WEIGHTS AND MEASURES
+
+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.
+
+TABLE OF HOUSEHOLD WEIGHTS AND MEASURES
+
+(_Reprinted by permission of publisher from "Housewifery," by L. Ray
+Balderston, M. A._ J. B. Lippincott, 1919)
+
+_Linear Measure:_
+
+          12 inches        = l foot
+          3 feet           = 1 yard
+          5-1/2 yards      = 1 rod
+          320 rods         = 1 mile
+          1760 yards       = 1 mile
+          5280 feet        = 1 mile
+
+          _Square Measure:_
+
+            144 square inches     =  1 square foot
+              9 square feet       =  1 square yard
+             30-1/4 square yards  =  1 square rod
+            160 square rods       =  1 acre
+              1 square mile       =  1 section
+             36 square miles      =  1 township
+
+          _Avoirdupois Weight:_
+
+             27.3 grains          =  1 dram
+             16 drams             =  1 ounce (oz.)
+             16 ounces            =  1 pound (lb.)
+            100 pounds            =  1 cwt. (hundredweight)
+          2,000 pounds            =  1 ton
+
+          _Liquid Measure:_
+
+              4 gills             =  1 pint
+              2 pints             =  1 quart
+              4 quarts            =  1 gallon
+             31-1/2 gallons       =  1 bbl.
+
+          _Dry Measure:_
+
+              2 pints             =  1 quart
+              8 quarts            =  1 peck
+              4 pecks             =  1 bushel
+            105 dry quarts        =  1 bbl. (fruit, vegetables, etc.)
+
+          _Miscellaneous Household Measures:_
+
+              4 saltspoonfuls     =  1 teaspoonful
+              3 teaspoonfuls      =  1 tablespoonful
+             16 tablespoonfuls    =  1 cupful
+              2 gills             =  1 cupful
+              2 cupfuls           =  1 pint
+              1 cupful            =  8 fluid ounces
+             32 tablespoonfuls    =  1 lb. butter
+              2 cups of butter    =  1 lb.
+              1 lb. butter        = 40 butter balls
+              4 cups flour        =  1 lb.
+                   2 cups sugar   =  1 lb.
+                   5 cups coffee  =  1 lb.
+          1 lb. coffee = 40 cups of liquid coffee
+          1-7/8 cups rice = 1 lb.
+          2-2/3 cups oatmeal = 1 lb.
+          2-2/3 cups cornmeal = 1 lb.
+          1 cup of liquid to 3 cups of flour = a dough
+          1 cup of liquid to 2 cups of flour = a thick batter
+          1 cup of liquid to 1 cup of flour = a thin batter
+          1 teaspoonful soda to 1 pint sour milk
+          1 teaspoonful soda to one cup of molasses
+          1 teaspoonful cream of tartar plus 1/2 teaspoonful
+          soda = 2 teaspoonfuls baking powder
+
+
+2. THE CHILD NURSE
+
+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:
+
+          1. The care necessary for the child's bones.
+          2. When it should exercise its muscles.
+          3. Its rest.
+          4. The air, sun and food and water which it needs.
+          5. How to keep it clean.
+
+_Bones_--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 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.
+
+_Exercise_--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.
+
+_Rest_--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.
+
+_Air and Sun_--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 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.
+
+_Food and Water_--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.
+
+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.
+
+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.
+
+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 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.
+
+_Bath_--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.
+
+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 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.
+
+Daily Routine--Child Under Two Years of Age
+
+6.00 A.M. Feed warm milk.
+
+7.30 A.M. 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.
+
+9.00 A.M. Give bath, and immediately after, feed, then put to bed in a
+well ventilated room, darkened, 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.
+
+1.00 P.M. Take up, make comfortable, and feed.
+
+2.00 P.M. 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.
+
+3 to 5 P.M. Hold child, or let it stay in crib and play or kick.
+
+6.00 P.M. Undress, rub with soft, dry towel, put on nightclothes, feed
+and put to bed in well ventilated room.
+
+10.00 P.M. A young baby should be fed at this time, dried, and not fed
+again until 6. A.M.
+
+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.
+
+
+Things to Remember
+
+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.
+
+
+Bowel Movements
+
+At least once a day.
+
+Should be medium soft, not loose, smooth, and when on milk diet, light
+in color.
+
+If child is constipated, give one teaspoonful of milk of magnesia clear,
+at night.
+
+See doctor if child is not well.
+
+
+Feedings
+
+Children from birth to five months should be fed every three hours.
+
+Children over one and a half years old need three meals a day, dinner in
+the middle of the day.
+
+Little children need to be kept very quiet. No confusion or loud noises
+around them. They will then grow better and stronger.
+
+
+Colds
+
+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.
+
+
+3. THE FIRST AIDE IN ACCIDENTS AND EMERGENCIES
+
+General Rules
+
+The sorrow and unhappiness of the world is increased enormously every
+year by injury and loss from 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.
+
+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.
+
+Let us review briefly some of the many small things in our daily lives
+which cause accidents, and therefore suffering and loss.
+
+1. _Carelessness in the Street._ 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.
+
+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.
+
+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.
+
+2. _Carelessness at Home._ 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.
+
+3. _Disobedience_, 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.
+
+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.
+
+
+After the Accident
+
+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.
+
+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.
+
+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.
+
+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.
+
+4. Loosen the clothing, especially any band around the neck, tight
+corsets or anything else that may interfere with breathing.
+
+5. _Keep the patient flat on his back_ 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.
+
+6. _If there is vomiting_, 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.
+
+7. _Remove clothing_, 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.
+
+8. _Transportation._ There are three methods for emergency
+transportation of accident victims which can be used according to the
+degree of the injury:
+
+(a) _Fireman's Lift._ 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:
+
+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.)
+
+(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 secure back, however, as it is not easy to hold the arm against
+much of a weight from the patient's body.
+
+(c) _Improvised Stretcher._ 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.
+
+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.
+
+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.
+
+
+Minor Injuries and Emergencies
+
+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.
+
+1. (a) BRUISES; (b) STRAINS; (c) SPRAINS
+
+(a) A _Bruise_ 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 to flow into the surrounding tissues, producing
+the discoloration known as "black and blue."
+
+(b) _A Strain_ 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.
+
+(c) _A Sprain_ is produced by the overstretching of the muscles or
+ligaments or both about a _joint_. 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.
+
+_Treatment_--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.
+
+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.
+
+In case of _sprain_, 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.
+
+
+2. (a) BURNS; (b) SCALDS; (c) SUNBURN; (d) FROSTBITE
+
+(a) _Burns_ 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.
+
+(b) _Scalds_ are produced by moist heat, and may be of the same degrees
+as those produced by dry heat.
+
+(c) _Sunburn_ is produced by the sun, and is usually superficial, but
+may be quite severe.
+
+(d) _Frostbite_ is produced by freezing the tissues and is usually not
+dangerous. The more severe types will be treated later under Freezing.
+
+
+_Treatment_--(a) _Burns_; (b) _Scalds_
+
+1. Except in the minor burns and scalds, send for the doctor at once.
+
+2. The first thing to do is allay pain by protecting the injured part
+from the air.
+
+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.
+
+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.
+
+(c) _Sunburn_ is an inflammation of the skin produced by the action of
+the sun's rays and may be prevented by gradually accustoming the skin
+to exposure to the sun. It is treated as are other minor burns.
+
+(d) _Frostbite_--_Prevention_--1. Wear sufficient clothing in cold
+weather and keep exposed parts, such as ears and fingers, covered.
+
+2. Rub vigorously any part that has become cold. This brings the warm
+blood to the surface and prevents chilling.
+
+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.
+
+_Treatment_--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
+_gradually_ 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.
+
+
+3. SPLINTERS, SMALL CUTS, SCRATCHES AND PIN PRICKS
+
+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.
+
+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 is at hand). After the splinter is out, the wound is
+treated like a cut or scratch.
+
+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.
+
+_Treatment_--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.
+
+
+4. STINGS AND BITES OF INSECTS
+
+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.
+
+
+5. FOREIGN BODIES IN THE (a) EYE (Cinder) (b) EAR (Insect), (c) NOSE
+(Button)
+
+(a) _Eye_--If a cinder, eyelash, or any tiny speck gets into the eye it
+causes acute pain, and in a few minutes considerable redness.
+
+_Treatment_--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 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:
+
+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.
+
+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.
+
+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.
+
+(b) _Ear_ (Insect); (c) _Button in Nose_--Foreign bodies in the ear and
+nose are not very common.
+
+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.
+
+
+6. IVY AND OAK POISONING
+
+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.
+
+_Treatment_--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 _grindelia robusta_, 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.
+
+7. (a) FAINTING; (b) HEAT EXHAUSTION
+
+(a) _Fainting_ is caused by lack of blood in the brain, and usually
+occurs in overheated, crowded places, from fright or from overfatigue.
+
+_Symptoms_--1. The patient is very pale and partially or completely
+unconscious.
+
+2. The pulse is weak and rapid.
+
+3. The pupils of the eyes are normal.
+
+_Treatment_--1. If possible put the patient flat on his back, with the
+head slightly lower than the rest of the body.
+
+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.
+
+3. Then get the patient into the fresh air as soon as possible.
+
+4. Keep the crowd back.
+
+5. Loosen the clothing about the neck.
+
+6. Apply smelling salts to the nose.
+
+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.
+
+(b) _Heat Exhaustion_ is exhaustion or collapse due to overheating where
+there is not sufficient evaporation from the surface of the body to keep
+the temperature normal.
+
+_Symptoms_--1. The patient is usually very weak.
+
+2. The face is pale and covered with a clammy sweat.
+
+3. The pulse is weak and rapid.
+
+4. The patient is usually not unconscious.
+
+_Treatment_--1. Remove the patient to a cool place and have him lie
+down.
+
+2. Loosen the clothing.
+
+3. Give him a cold drink to sip.
+
+4. Put cold cloths on his head.
+
+5. Send for the doctor.
+
+6. If necessary, give stimulant as in fainting.
+
+
+8. (a) CHOKING: (b) HICCOUGH
+
+(a) _Choking_--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.
+
+(b) _Hiccough_--This is usually due to indigestion or 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.
+
+
+9. NOSE BLEED
+
+The ordinary nose bleed will soon stop from the normal clotting of the
+blood and does not require treatment.
+
+(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.
+
+(b) If the bleeding seems excessive, apply cloths wrung out of ice water
+to the back of the neck and over the nose.
+
+(c) 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) _and send for the doctor at once_.
+
+
+=Major Injuries and Emergencies=
+
+
+1. (a) DISLOCATIONS; (b) FRACTURES
+
+(a) _Dislocations_--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.
+
+_Symptoms_--1. When you looked at the injured part it does not look like
+the other side.
+
+2. If you attempt to move it you find it will no longer move as a joint
+does, but is stiff.
+
+3. There is great pain and rapid swelling usually.
+
+4. There may or may not be black and blue spots around the joint.
+
+_Treatment_--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.
+
+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.
+
+(b) _Fractures_--_Broken bones_--There are two classes of fractures:
+
+1. _Simple_--In a simple fracture the bone is broken, but the skin is
+not broken; that is, there is no outward wound.
+
+2. _Compound_--In a _compound_ 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.
+
+_Symptoms_--As in dislocation, you should be familiar with the main
+symptoms of a broken bone.
+
+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.
+
+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.
+
+3. The least movement causes great pain.
+
+4. The swelling is usually rapid.
+
+5. The discoloration (black and blue) appears later; not at once, unless
+there is also a superficial bruise.
+
+6. The patient is unable to move the injured part.
+
+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.
+
+_Treatment_--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.
+
+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.
+
+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.
+
+
+_The Most Important "What Not to Do Points" for Fractures Are_:
+
+1. If there is reason to think a bone _may_ be broken try in all ways to
+prevent motion at _point_ of fracture lest it be made compound.
+
+2. Do not go hunting for symptoms of fracture (such as the false point
+of motion or the sound "crepitus") just to be sure.
+
+3. The best treatment is to try to immobilize the part till the doctor
+comes.
+
+_Splints_--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.
+
+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.
+
+In applying splints remember they must extend beyond the next joint
+below and the next joint above, otherwise movement of the joint will
+cause movement of the broken part.
+
+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.
+
+
+2. (a) SERIOUS WOUNDS; (b) SERIOUS BLEEDING
+
+Send for the doctor at once, and then stop the bleeding and keep as
+clean as possible till he arrives.
+
+_Dangers_--1. In any wound with a break in the skin, there is the danger
+of infection or blood poisoning, as you have already learned.
+
+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.
+
+_Infection_--You already know how the germs which can cause the blood
+poisoning get into the wound.
+
+(a) by the object that makes the wound
+
+(b) from the clothing of the patient through which the wound is made
+
+(c) from the rescuer's hands
+
+(d) from the water which has not been sterilized used in washing the
+wound
+
+(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.
+
+The first two of these chances the Girl Scout will not be able to
+control. The last three she can to some extent prevent. _Do not wash,
+touch or put anything into a serious wound_ unless a doctor cannot be
+found. Only this sort of thing justifies running risk of infection.
+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.
+
+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.
+
+2. Try not to touch the wound with your hands unless it is absolutely
+necessary.
+
+3. Many wounds do not have to be washed, but dressing may be applied
+directly.
+
+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 satisfactory.
+If, however, these cannot be had, remember any cloth like a folded
+handkerchief that has been recently washed and _ironed_ 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.
+
+(b) _Serious Bleeding_:
+
+It is important that you should learn what is serious bleeding and this
+will often help you to be cool under trying circumstances.
+
+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-inforcing 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.
+
+[Illustration: Tourniquet
+
+Showing where stone for pressing against artery is placed
+
+Loop through which stick for tightening is inserted]
+
+_Bleeding from an Artery_: 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 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.
+
+_Tourniquet_: 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.
+
+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:
+
+1. It must be long enough to tie around the limb--a big handkerchief,
+towel or wide bandage.
+
+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.
+
+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.
+
+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 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.
+
+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. _Usually
+it should not be left on for more than an hour._
+
+_Bleeding from Veins_--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.
+
+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.
+
+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.
+
+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 run about in a line with
+the inside seam of a man's trousers.
+
+_Stimulants_--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.
+
+
+(a) SHOCKS; (b) APOPLEXY; (c) CONVULSIONS
+
+(a) _Shocks_--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.
+
+_Symptoms of Shock_--1. The patient may or may not be unconscious, but
+he may take no notice of what is going on around him.
+
+2. The face is pale and clammy.
+
+3. The skin is cold.
+
+4. The pulse is weak.
+
+5. The breathing is shallow.
+
+In any serious injury the shock is liable to be severe and will need to
+be treated before the doctor arrives.
+
+_Treatment_--Send for the doctor if serious.
+
+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.
+
+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.
+
+3. Rub the arms and legs, toward the body, but under the covers.
+
+4. Give stimulants only after the patient has recovered enough to
+swallow, and when there is no serious bleeding.
+
+_Stimulants_--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.
+
+(b) _Apoplexy_--When a person has a "stroke" of apoplexy send for the
+doctor at once.
+
+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.
+
+_Symptoms of Apoplexy_--1. The patient is unconscious.
+
+2. The face is usually flushed--red.
+
+3. The skin is not cold and clammy.
+
+4. The pulse is slow and full.
+
+5. The breathing is snoring instead of shallow.
+
+6. The pupils of the eye are usually unequally dilated.
+
+_Treatment_--1. Lay the patient flat on his back with head slightly
+raised.
+
+2. Do not give any stimulants.
+
+3. Wait for the doctor.
+
+(c) _Convulsions_--This condition resembles the foregoing shock and
+apoplexy in that the patient is unconscious.
+
+_Symptoms of Convulsions_--1. The patient is unconscious.
+
+2. The face is usually pale at first, but not so white as in shock, and
+later is flushed, often even purplish.
+
+3. The skin is not usually cold.
+
+4. The breathing may be shallow or snoring.
+
+5. There are twitchings of the muscles of the face and body or a
+twisting motion of the body.
+
+6. The pulse may be rapid, but is usually regular.
+
+7. The mouth may be flecked with foam.
+
+8. The pupils of the eye may be contracted or equally dilated.
+
+_Treatment_--Convulsions come from various causes, and are always
+serious, therefore send for the doctor at once.
+
+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.
+
+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.
+
+3. No stimulant is needed.
+
+
+(a) SUNSTROKE; (b) FREEZING
+
+(a) _Sunstroke_--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.
+
+_Prevention_--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. Drink plenty of cool water
+between meals.
+
+_Symptoms of Sunstroke_--1. The patient is unconscious.
+
+2. The face is red.
+
+3. The pupils large.
+
+4. The skin very hot and dry, with _no_ perspiration.
+
+5. The pulse is full and slow.
+
+6. The breathing is sighing.
+
+_Treatment_--1. Get the patient into the shade where it is as cool as
+possible.
+
+2. Send for the doctor.
+
+3. Remove the greater part of the clothing.
+
+4. Apply cold water or ice to the head, face, chest and armpits.
+
+Often the patient recovers consciousness before the doctor arrives; give
+cold water to drink; never stimulants.
+
+(b) _Freezing_--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.
+
+_Symptoms of Freezing_--1. The patient may or may not be unconscious.
+
+2. The frozen parts are an intense white and are without any feeling or
+motion.
+
+_Treatment_--Send for the doctor at once.
+
+1. Take the patient into a cold room.
+
+2. Remove the clothing.
+
+3. Rub the body with rough cloths wet in cold water.
+
+4. Very gradually increase the warmth of the water used for rubbing.
+
+5. Increase the temperature of the room gradually.
+
+6. When the patient can swallow, give him stimulants.
+
+7. When the skin becomes more normal in color and the tissues are soft,
+showing that the blood is once more 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.
+
+
+Dog Bite[3]
+
+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:
+
+_Immediate._ 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.
+
+_Subsequent._ 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.
+
+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 to all physicians. The fact that the period of
+development of the disease is so long makes the possibility of
+prevention greater.
+
+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.
+
+_Snake Bite._ For treatment of snake bite see page 297.
+
+
+WATER ACCIDENTS
+
+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.
+
+
+PREVENTION
+
+Below are five rules for preventing drowning accidents.
+
+1. Do not change seats in a canoe or rowboat.
+
+2. Do not rock the boat.
+
+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.
+
+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.
+
+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.
+
+6. Always wade upstream.
+
+
+RESCUE [Illustration]
+
+When a person gives up the struggle in the water, the body goes down,
+and then because of its buoyancy it comes to the surface and some air is
+expelled from the lungs, making the body less buoyant. It immediately
+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 buoyancy 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.
+
+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.
+
+
+EMERGENCIES
+
+_Grips_--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.
+
+_Wrist Grip_--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.
+
+_Neck Grip_--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, meanwhile
+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.
+
+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.
+
+_Back Grip_--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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+ARTIFICIAL RESPIRATION
+
+If the apparently drowned person is to be saved, no 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.
+
+[Illustration]
+
+If there is a messenger handy send for a doctor at once, but in the
+meantime lose no time in attempting restoration.
+
+The best method for getting the water out of the lungs and breathing
+re-established is the _Schaefer Method_, because it is the simplest,
+requiring only one operator and no equipment. It can be kept up alone
+for a long time.
+
+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.
+
+2. Kneel astride of the patient facing toward his head.
+
+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.
+
+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.
+
+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.
+
+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.
+
+It may be necessary to work for an hour or 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.
+
+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.
+
+
+ICE RESCUE
+
+Prevention: Below are two rules for preventing ice accidents:
+
+1. Do not skate or walk on thin ice.
+
+2. Watch for air holes.
+
+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.
+
+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.
+
+
+ASPHYXIATION
+
+Prevention: Below are seven rules for preventing asphyxiation:
+
+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.
+
+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.
+
+3. Do not blow out a gas jet.
+
+4. Be careful to turn off gas jet completely.
+
+[Illustration]
+
+5. Report gas leaks promptly.
+
+6. Charcoal stoves and braziers are especially dangerous from escaping
+gas and should not be used in sleeping rooms.
+
+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.
+
+Rescue: 1. Remove the patient _at once_ 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 breathe until you reach
+the fresh air.
+
+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.
+
+
+ELECTRIC SHOCK
+
+This is caused by some part of the body coming in 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.
+
+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 _at once_, the patient must be
+rescued by pulling him away from the wire.
+
+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 _dry boards_, or glass, or in dire necessity _dry_
+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.
+
+Prevention: 1. Do not touch the "third rail" of electric railways.
+
+2. Do not catch hold of swinging wires, they may be "live wires."
+
+3. Report broken wires to the right authorities.
+
+Treatment:
+
+1. Get patient loose from the current.
+
+2. Send for the doctor.
+
+3. Lay the patient flat on his back.
+
+4. Loosen the clothing, and perform artificial respiration according to
+the Schaefer method if necessary.
+
+5. Give first aid treatment to the burns.
+
+
+FIRE ACCIDENTS
+
+The first thought about a fire is to get it put out before it spreads
+any further. There are methods which will 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.
+
+
+FIRE IN CLOTHING
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+RESULTS
+
+Results of fire in the clothing are sure to be more or less serious
+burns.
+
+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.
+
+
+FIRE IN BUILDINGS
+
+Keep cool, in order to remember what to do, and do it quickly.
+
+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," 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. _Wait there
+until the firemen arrive and direct them to the fire._ When the firemen
+come do just as they tell you, for they know exactly what to do.
+
+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.
+
+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.
+
+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.
+
+Keep the doors and windows closed if possible to prevent draughts from
+fanning the flames to fiercer effort.
+
+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.
+
+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.
+
+In searching for persons remember always to begin 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.
+
+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.
+
+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 _another_ line
+to be filled again and passed on as before.
+
+
+FIRES FROM KEROSENE, GASOLINE, BENZINE
+
+_Prevention._--1. Do not light a fire with kerosene.
+
+2. Do not clean gloves or clothing with gasoline or benzine in a room
+with a lamp or gas jet lighted.
+
+3. Do not try to dry clothing that has been cleaned with gasoline or
+benzine near a hot stove or lighted gas jet.
+
+_Extinction._--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.
+
+
+COMMON POISON AND ANTIDOTES
+
+_Poisoning_--Cases of poisoning happen most often because people do not
+examine the bottles before taking medicines from them.
+
+_Prevention_--Disinfectants, liniments and medicines in bottles and
+boxes should be correctly and plainly labelled.
+
+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.
+
+_Treatment_--1. _Send for the doctor at once_, 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.
+
+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.
+
+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.
+
+4. If the patient seems drowsy, suspect opium and keep patient awake at
+all costs till the doctor arrives.
+
+5. If delirium threatens, dash cold water on the patient's head and face
+to try to prevent the fit from coming on.
+
+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
+_not_ stained or burned, give an emetic.
+
+
+Bandages
+
+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.
+
+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.
+
+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.
+
+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.
+
+Learn to put on all bandages smoothly and securely, but not too
+tightly.
+
+_Triangular Bandages_--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.
+
+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.
+
+The bandage may be applied unfolded or folded into a narrow strip,
+called cravat bandage.
+
+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.
+
+The cravat bandage is convenient to use in bandaging the hand, foot,
+head, eyes, throat and jaw; for tying on splints; for tying around the
+limb in case of snake bite, and in making a tourniquet.
+
+[Illustration]
+
+Always tie the bandage with a square knot to prevent slipping. Care must
+be used in applying the triangular bandage to have it smooth and firm,
+folding the loose ends into pleats evenly.
+
+_Bandage for Hand_--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.
+
+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.
+
+_Bandage for Foot_--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.
+
+_Bandage for the Head_--The bandage may be used flat or as a cravat,
+according to the nature of the injury and the part to be bandaged.
+
+[Illustration]
+
+_For a cap bandage_, 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 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.
+
+_For the eyes, jaw and throat_ the triangular bandage is used by folding
+smoothly into a cravat and tying securely over the part to be covered.
+
+_Arm Sling._--The triangular bandage makes the best arm sling to support
+the forearm or for supporting injuries to the elbow or shoulder.
+
+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.
+
+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.
+
+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.
+
+_The Four-tailed Bandage_--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.
+
+[Illustration]
+
+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 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.
+
+_Roller Bandages_--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.
+
+Rules for applying roller bandages:
+
+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.
+
+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.
+
+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.
+
+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.
+
+5. Bandage from below upward. That is, from the tip of a finger or toe
+toward the hand or foot. From the hand or foot toward the shoulder or
+groin. This is in the general direction of the return of the
+circulation.
+
+6. Bandage over a splint and not under it.
+
+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.
+
+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.
+
+Kinds of roller bandages:
+
+1. Circular for parts uniform in size, as the body.
+
+2. Spiral for conical surfaces, as fingers or toes.
+
+3. Reverse for more conical surfaces, as arms and legs.
+
+_Circular Bandages_--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 when the muscles move under it with the activity of the
+patient. This is especially true of a body bandage.
+
+_Spiral Bandage_--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.
+
+_Reverse Bandages_--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.
+
+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.
+
+_Bandaging Fingers and Toes_--In bandaging fingers and toes it is
+usually best to bandage the whole of the injured member. Cover the end
+of the finger, for instance, 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.
+
+_Bandaging Two or More Fingers or Toes_--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.
+
+[Illustration]
+
+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 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.
+
+[Illustration]
+
+In bandaging the foot, carry the bandage to the ankle to make secure and
+hold in place.
+
+_Bandaging Arms and Legs_--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 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.
+
+_The Figure Eight Bandage_--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.
+
+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.
+
+
+The National Red Cross and Girl Scout Instruction in First Aid
+
+[Illustration]
+
+By special arrangement with the National Red Cross, it is possible for a
+Girl Scout completing satisfactorily 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:
+
+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. _Scouts must be
+at least sixteen years of age to be admitted to these classes._
+
+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.
+
+The Red Cross class roll must be sent in to the local Chapter early in
+the course.
+
+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.
+
+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.
+
+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.
+
+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 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.
+
+
+_Advanced Courses_
+
+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.
+
+
+_Fees_
+
+A fee of fifty cents is required for the elementary course. The local
+Red Cross Chapter has the right to reduce this fee.
+
+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.
+
+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.
+
+
+_Information_
+
+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 Avenue, New York, N. Y., or to the
+Department of First Aid, American Red Cross National Headquarters,
+Washington, D. C.
+
+
+4. THE HOME NURSE
+
+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.
+
+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."
+
+To earn the badge she should know:
+
+How to keep the sick room clean and comfortable.
+
+How to make a bed properly.
+
+How to prepare for and help a sick person in taking a bath.
+
+How to make a sick person comfortable in bed, changing position, etc.
+
+How to take temperature, pulse and respiration.
+
+How to prepare and serve simple, nourishing food for the sick.
+
+How to feed a helpless person.
+
+How to prepare and use simple remedies for slight ailments.
+
+How to occupy and amuse the sick.
+
+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 hands frequently, _always_ 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.
+
+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, _never_ illnesses
+either that of the patient nor of others.
+
+The best nursing aims not only to bring relief and comfort to those
+already sick, but to guard against _spreading_ sickness.
+
+We know, now, that many diseases are spread by means of _germs_ 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.
+
+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.
+
+
+The Room, Its Order and Arrangement
+
+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 chair it should be for the use of the sick person only. Seeing
+and hearing other people rock may be very disturbing.
+
+If carpets are movable, so much the better, as they can be taken out to
+be cleaned.
+
+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 being returned to the room in the
+morning. Never have faded flowers around.
+
+The room should be kept neat--a place for everything and everything in
+its place.
+
+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.
+
+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.
+
+
+_Ventilating and Lighting the Room_
+
+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.
+
+When "airing" the room great care must be taken to keep the sick person
+free from draughts.
+
+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.
+
+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.
+
+
+Cleaning the Room
+
+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.
+
+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.
+
+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.
+
+When the dusting is finished the dusters should be thoroughly washed
+and scalded and hung out of doors to dry.
+
+
+The Bed
+
+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.
+
+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.
+
+
+To Make an Unoccupied Bed
+
+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.
+
+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.
+
+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 cover
+the rubber sheet, which is usually put on between the bottom and the
+draw sheet.
+
+[Illustration]
+
+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 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.
+
+
+When Rubber and Draw Sheets Are Used
+
+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.
+
+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
+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.
+
+
+To Change the Under Sheet When the Patient Is in Bed
+
+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.
+
+
+If the Bed Is to Be Occupied at Once
+
+If the bed is to be occupied at once the coverings should be tucked in
+only at foot, corners and one side, then turned back diagonally from the
+head to foot.
+
+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.
+
+
+Bathing
+
+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.
+
+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 _avoid_ taking colds. (See
+Red Cross Text Book on Home Hygiene and Care of the Sick, page 156.)
+
+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.
+
+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.
+
+
+To Prepare For a Bath in Bed
+
+Have the room warm and free from draughts. A good temperature is 70
+degrees. An old person or a baby may have it warmer.
+
+Bring into the room everything needed. This will include:
+
+An extra blanket to wrap around the sick person.
+
+Two or more bath towels.
+
+Two wash cloths--one for the face and another for the rest of the body.
+
+Soap--Ivory or castile are good.
+
+Pitcher of good hot water, and slop jar.
+
+Alcohol and toilet powder if you have it.
+
+Nail file and scissors.
+
+Comb and brush.
+
+Clean bed linen and nightgown. In cold weather these may be hung near
+the fire or radiator to warm.
+
+A basin of water of a temperature that the sick person finds
+comfortable.
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+Getting Ready a Tub Bath
+
+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.
+
+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.
+
+
+Foot Baths
+
+Foot baths are often used in the home as remedies for colds, headaches,
+sleeplessness and to give relief at the monthly period.
+
+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
+comfortable, 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.
+
+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.
+
+_Changing of position_, 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.
+
+_To turn a patient toward you_ 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.
+
+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.
+
+Rings of any size may be made of cotton wound with bandage. These are
+frequently needed under the heels, particularly for a patient lying on
+her back.
+
+[Illustration]
+
+
+Sitting Up in Bed
+
+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.
+
+
+Raising a Patient Who Has Slipped Down in Bed
+
+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
+hands around your waist. Lift without jerking. When _two_ 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.
+
+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.
+
+Lift in unison without jerking.
+
+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.
+
+It is usually better to shake up and rearrange the pillows after raising
+the patient as the moving disarranges them somewhat.
+
+
+To Change the Pillows
+
+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.
+
+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.
+
+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.
+
+
+To Change the Nightgown
+
+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.
+
+These openings may be sewn up again without in any way damaging the
+gown.
+
+Have the gown well drawn up around the shoulders and neck.
+
+Slip one hand through the arm hole of the gown, and bend the patient's
+arm. With the other hand draw off the sleeve.
+
+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.
+
+
+Combing the Hair
+
+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.
+
+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.
+
+Wash the comb and brush in soap and water once a week.
+
+Wash the hands after combing the hair.
+
+Be careful in removing the towel not to scatter the loose hairs and
+dandruff it may hold.
+
+
+Getting Patient Up in Chair
+
+If possible have a chair with arms.
+
+Place beside the bed.
+
+Put cushions on seat and fresh pillow at back.
+
+Throw a blanket over all corner-wise, to wrap around the patient when
+she sits down.
+
+While in bed put on stockings, slippers, bath robe (and underdrawers or
+flannel petticoat in winter).
+
+Have the patient sit up in bed, and help her to swing her feet over the
+edge.
+
+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.
+
+Place a stool for her feet.
+
+Place the chair so that she will be out of drafts and so that the light
+does not shine directly into her face.
+
+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.
+
+
+Temperature, Pulse, Respiration
+
+The temperature of the average person in health is 98.6° Fahrenheit.
+This is called the _normal_ temperature.
+
+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.
+
+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.
+
+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.
+
+
+To Take the Temperature in the Mouth
+
+Cleanse the thermometer.
+
+Shake down so that the mercury is below 96 degrees.
+
+Have patient moisten lips.
+
+Place the thermometer with bulb under tongue. Lips must be closed while
+holding it.
+
+Hold two or three minutes, in this position.
+
+Be sure that nothing hot or cold has been in the mouth for at least five
+minutes before taking temperature.
+
+
+To Take Temperature in the Armpits
+
+Wipe out armpit.
+
+Insert the thermometer.
+
+Place arm across the chest so that the thermometer is held securely. It
+should remain so for four or five minutes.
+
+
+Pulse
+
+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.
+
+The pulse shows the number of times per minute which the heart beats or
+pumps.
+
+A normal pulse rate for a man is around 72, for a woman 80, for a child
+90, and for a baby 100 beats.
+
+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.
+
+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.
+
+
+Respiration
+
+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.
+
+Respiration above 40 or below 8 is a danger sign. If 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.
+
+_To count the respiration._ 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.
+
+
+Dishes
+
+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 a separate
+room for the sick person are two of the surest ways to prevent the
+spread of the disease.
+
+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.
+
+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.
+
+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.
+
+Stains should be washed out before putting linen in the wash.
+
+
+Utensils and Their Care
+
+_All utensils should be kept clean and ready for instant use._ 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.
+
+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.
+
+Hot water bags should be emptied when not in use and hung upside down.
+The stoppers should be kept fastened to them.
+
+Ice caps should be dried inside and out and stuffed with cotton or
+tissue paper to keep the sides from sticking together.
+
+
+Hot and Cold Applications
+
+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.
+
+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.
+
+_Hot water bags_ or their substitute, electric pads or metal heaters
+should always be wrapped in towels or 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.
+
+_To make a mustard plaster._ 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 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.
+
+[Illustration: ADMINISTERING AN INHALATION]
+
+_Fomentations or stupes_ 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 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.
+
+_Cold_ 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.
+
+_Cold compresses_ 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.
+
+When cold compresses are applied to the head there should be a hot water
+bag at the feet.
+
+_Gargles, sprays, and inhalations_ are often ordered for sore throats
+and colds.
+
+Salt or soda added to water in the proportion of a teaspoonful to a pint
+makes an excellent gargle.
+
+A very cold gargle or one as hot as can be held without burning is
+better than a tepid one.
+
+Do not go out in the cold air directly after using a hot gargle.
+
+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.
+
+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.
+
+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.
+
+_Inhalations_ 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 receptacle, 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 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.
+
+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.
+
+
+Common Medicines and Other Remedies
+
+It is a very safe rule _never_ 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.
+
+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.
+
+Accuracy, attention, cleanliness, regularity should be watchwords.
+
+In giving either food or medicine, the following measures are helpful:
+
+          1 teaspoonful measures 50 grains.
+          2 teaspoonfuls make 1 dessertspoonful.
+          2 dessertspoonfuls make 1 tablespoonful.
+          2 tablespoonfuls make 1 ounce.
+          8 ounces make 1 cupful or glassful.
+          16 ounces make one pint, or pound.
+              (This applies to either liquid or dry measure.)
+
+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.
+
+If there is danger of a pill or tablet choking the patient, crush the
+pill or tablet between two spoons.
+
+When medicines are taken by spoon, the spoon should be licked by the
+patient in order to get the full amount.
+
+Nearly all medicines should be mixed with water, and should be followed
+with a drink of water unless orders are given to the contrary.
+
+Keep all medicines tightly corked.
+
+Buy medicines only in small quantities, as most of them lose their
+strength in time.
+
+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.
+
+
+Common Remedies
+
+Such remedies as the following are to be found in many homes.
+
+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.
+
+Castor oil should be taken in these doses:
+
+          Baby: 1 to 2 teaspoonfuls.
+          Older children: 1 tablespoonful.
+          Adult: 1 to 2 tablespoonfuls.
+
+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 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.
+
+If the dose is vomited, wait a little while, then give another. Do not
+give directly before nor directly after a meal.
+
+_Olive oil_ 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.
+
+_Vaseline_ 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.
+
+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.
+
+_Soda_ 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.
+
+_Salt_ 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.
+
+_Lime water_ is used in mixing the baby's milk and is put in the milk
+for sick people when they cannot take 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.
+
+_Alcohol_ may be used to disinfect the more delicate utensils as the
+thermometer. _Most alcohol now obtainable is wood alcohol or
+denaturated; that is, mixed with powerful poisons, so that it should
+never touch the mouth._ 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.
+
+_Camphorated oil_ 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.
+
+_Spirits of camphor or aromatic spirits of ammonia_, 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.
+
+_Flaxseed tea_ 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.
+
+_The Daily Clean-Out._--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 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.
+
+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.
+
+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
+_regularly_, and when asked for, _immediately_.
+
+_Chill_, 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.
+
+
+Some Common Ills and Their Treatment
+
+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.
+
+_Colds or cramps_, 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 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.
+
+_Convulsions._ 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.
+
+_Croup._ 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.
+
+_Earache._ 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.
+
+_Fever._ 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 if there is restlessness. Only liquid food should be given,
+and even that should not be urged.
+
+_Headaches._ 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
+_cause_ of the headache _remains_, and the headache returns unless the
+cause, such as eye-strain or indigestion, is removed.
+
+_Hiccoughs_ 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.
+
+
+Colds, Their Prevention and Care
+
+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.
+
+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 taken by the first member of the family to take cold,
+it would seldom spread through the family.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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 breathing, great weakness or sleepiness the doctor should be
+called at once.
+
+Any symptom that lasts after a cold, as pain in one part, weakness, or
+high temperature, needs a doctor's attention.
+
+
+Food for the Sick
+
+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.
+
+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.
+
+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.
+
+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.
+
+All food should be tasted before serving. Serve hot food hot, and cold
+food cold.
+
+Milk is the most nourishing of liquid foods. If it is to be heated, do
+not let it boil. Always take the chill off milk served to children.
+
+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.
+
+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
+being 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.
+
+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.
+
+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.
+
+
+A Tray for Liquid and Soft Food
+
+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.
+
+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.
+
+Sick people should have plenty of water to drink. 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.
+
+
+Feeding Helpless Patients
+
+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.
+
+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.
+
+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.
+
+
+Occupying and Amusing the Sick
+
+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 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.
+
+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.
+
+
+Daily Routine
+
+There should be a regular daily routine. Have regular hours for feeding,
+bathing, giving treatment and medicines, giving the bedpan, etc. Be
+punctual.
+
+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.
+
+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
+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.
+
+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.
+
+_Preparations for the Night._ 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.
+
+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.
+
+
+5. THE HEALTH GUARDIAN FOR GIRL SCOUTS
+
+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?
+
+If none of these things are to be found, or not enough of them, wouldn't
+you like to have them?
+
+"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!"
+
+But that's just what you can do.
+
+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.
+
+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?
+
+Women are naturally interested in all that happens 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?
+
+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!"
+
+Remember that Public Health is simply good housekeeping, applied to the
+community.
+
+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.
+
+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.
+
+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.
+
+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.
+
+It is the business of the State to see that food and water can be
+brought into the community. Also that they 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.
+
+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.
+
+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.
+
+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.
+
+But, you may say, as yet, I am too young to vote, anyway; what can I do?
+
+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!
+
+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.
+
+If every troop of Girl Scouts knew the health laws of their town, _and
+helped to get them obeyed_, there would be a wonderful lessening of
+epidemics and a wonderful advance in the health and beauty of our towns.
+
+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.
+
+
+6. THE HEALTH WINNER
+
+          "_... 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--_
+
+          "_To neglect these is sheer treason._"
+
+                     _--Toward Democracy, by Edward Carpenter._
+
+
+Five Points of Health for Girl Scouts
+
+A cheerful Scout, a clean Scout, a helpful Scout, is a well Scout. She
+is the only Scout that really _is prepared_. 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.
+
+1. _Stand Tall_--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 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."
+
+2. _Take Exercise_--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.
+
+A Girl Scout should avoid unusual exercise before, 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.
+
+3. _Rest and Conserve Energy_--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:
+
+          _Age_                _Hours of Sleep_
+
+          10 and 11 years              9-1/2 to 11
+
+          12 and 13 years              9     to 10-1/2
+
+          14 and 15 years              8-1/2 to 10
+
+          16 and 17 years              8     to 9-1/2
+
+          18 and 19 years              8     to 9
+
+          20 and over                  at least 8
+
+
+Save Your Eyes
+
+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, 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 _distant vision_. 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.
+
+The following are some important rules to remember in saving your eyes:
+
+Rest your "near" eye muscles by looking at distant objects and places.
+
+Do not work facing a light or where the rays from a light cross your
+field of vision directly.
+
+Work so far as possible by indirect or reflected light.
+
+If you must work near uncovered artificial lights, wear an eye-shade.
+
+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.
+
+Avoid a glare or light that is in streaks or bars of alternate dark and
+bright. Diffused, even light is best.
+
+Have your eyes examined by a competent oculist immediately:
+
+          If you have headaches,
+
+          If the eyes sting or burn after using,
+
+          If print or other objects dance or blur,
+
+          If you must get close to your work to see it,
+
+          If near work tires your eyes or you,
+
+          If there is the slightest irritation or soreness
+          about the lids or other parts.
+
+
+How to Avoid Muscle Strain
+
+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.
+
+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, try to swing the arm
+free from the body, so as to use the upper arm and back muscles for the
+weight.
+
+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 _push_ against the straps,
+and it is the straps that _pull_ 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. _Get behind and push_ is the rule to
+remember, and never resort to _pulling_ until you have tried every
+device for pushing instead.
+
+If you _must_ pull, try to use heavy muscles, such as _leg_ 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.
+
+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.
+
+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. 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.
+
+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 _always to contract
+the muscle before taking the load_. 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.
+
+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."
+
+4. _Supply Daily Need for Air, Sun, Water and Food_--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.
+
+_Air_--If you cannot work or play outdoors you can still bring out of
+doors in by opening your windows at 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.
+
+_Heat_--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.
+
+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.
+
+_Sunlight_--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 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.
+
+_Water_--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.
+
+_Food_--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:
+
+          Do not eat between meals.
+
+          Eat slowly and chew food thoroughly.
+
+          Eat freely of coarse cereals and breads.
+
+          Eat meat only once a day.
+
+          Have green vegetables, salad or fruit every day.
+
+          Drink as much milk as possible, but no coffee or
+          tea.
+
+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.
+
+5. _Keep Clean_--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 unpleasant sights and smells, we are
+destroying the breeding places of disease.
+
+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.
+
+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.
+
+During menstruation it is particularly important to keep the body and
+clothes scrupulously clean, by bathing or washing with plenty of water.
+
+_Hair_--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.
+
+_Ears_--Keep the outer surfaces of the ears clean, but leave the inner
+part alone. Do not poke for wax or put oil in the ear.
+
+_Feet_--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.
+
+_Teeth_--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.
+
+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.
+
+_Eyes_--Wash eyes carefully for "sleepers" in the morning. Bathing with
+alternate hot and cold will rest and strengthen the muscles.
+
+_General Safeguards_--Do not use public towels or drinking cups.
+
+Do not use towels, handkerchiefs or other toilet articles or glasses or
+cups or table utensils used by others.
+
+Avoid sneezing or coughing into another person's face.
+
+
+Measurements
+
+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 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.
+
+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:
+
+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."
+
+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.
+
+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.
+
+Then look at the left-hand upright row of figures and find your height
+in inches.
+
+Then with a rule or paper find the corresponding number of pounds for
+your height and age.
+
+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.
+
+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.
+
+
+A Health Record Chart for Girl Scouts
+
+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.
+
+Every Scout is naturally a Health Crusader, and she can use the blanks
+provided by the National Modern Health Crusade if she so desires.
+
+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."
+
+  DAILY RECORD OF POINTS                  _Scout_..........................
+
+  1. I did my setting-up
+  exercises                 _Checks for Week Commencing Monday_    No......
+
+  2. I walked, worked or played | Pt.|Mon.|Tues.|Wed.|Thurs.|Fri.|Sat.|Sun.
+  Outdoors at least             |    |    |     |    |      |    |    |
+  a half-hour                   |    |    |     |    |      |    |    |
+                                |    |    |     |    |      |    |    |
+  2a. Time spent walking        |   1|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  2b. Distance walked           |   2|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  3. I went to bed early        |    |    |     |    |      |    |    |
+  last night, and slept         |    |    |     |    |      |    |    |
+  at least 8 hours              |  2a|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  4. I slept with my window open|  2b|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  5. I drank six glasses of     |    |    |     |    |      |    |    |
+  water between meals           |   3|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  6. I ate no sweets, candy,    |    |    |     |    |      |    |    |
+  cake, sweet drinks or ice     |    |    |     |    |      |    |    |
+  cream, except as dessert      |   4|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  7. I ate green vegetables     |    |    |     |    |      |    |    |
+  or fruit or salad             |   5|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  8. I drank no tea or coffee   |   6|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  9. I drank milk or had milk   |    |    |     |    |      |    |    |
+  in some other form            |   7|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  10. I had a bowel movement    |   8|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  11. I washed my hands before  |    |    |     |    |      |    |    |
+  eating, and after going to    |    |    |     |    |      |    |    |
+  the bathroom                  |   9|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  12. I had a bath (at least    |    |    |     |    |      |    |    |
+  two a week must be recorded)  |  10|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  13. I brushed my teeth twice  |    |    |     |    |      |    |    |
+  during the day                |  11|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  14. I brushed my hair night   |    |    |     |    |      |    |    |
+  and morning                   |  12|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  15. I shampooed my hair       |    |    |     |    |      |    |    |
+  (at least once every four     |    |    |     |    |      |    |    |
+  weeks)                        |  13|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+                                |  14|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+                                |  15|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+
+                                 _Date handed to Captain_..................
+
+                       _Captain's Comment_.................................
+
+                          THE GIRL SCOUT'S HEALTH RECORD
+
+RECORD FOR WHOLE PERIOD
+
+1. Posture at beginning:
+    (Comment by Captain).....................
+
+2. Posture at end:
+    (Comment by Captain).....................
+
+3. Total distance walked.....................
+     (Must be at least 75 miles)
+
+4. At least three shampoos...............................
+
+5. Any colds during period?..............................
+
+6. Constipation during period?...........................
+
+7. Answered correctly the following questions:
+  How do you care for your teeth properly?...............
+  Why is it important to care for your eyes?.............
+  How can you rest them?.................................
+  What are points to remember about light for work?......
+  What is the difference in effect between a hot
+    and a cold bath?.....................................
+  How do you care for feet on a hike?....................
+
+8. Height in inches at beginning of period...............
+   Weight in pounds at beginning of period...............
+   Standard weight for height and age?...................
+   Difference plus or minus in your weight...............
+   Height in inches at end of period.....................
+   Standard weight for height and age....................
+     Difference plus or minus in your weight.............
+   If growth is shown what rate is this per month?.......
+     Standard?...........................................
+
+
+  RIGHT HEIGHT AND WEIGHT FOR GIRLS
+
+  Hght.| 10  | 11   | 12  |  13 | 14  |  15 | 16  |  17 | 18
+   ins.|yrs. | yrs. |yrs. | yrs.| yrs.| yrs.| yrs.| yrs.| yrs.
+   47  | 53  |      |     |     |     |     |     |     |
+   48  | 55  |  56  |     |     |     |     |     |     |
+   49  | 57  |  58  |     |     |     |     |     |     |
+   50  | 59  |  60  | 61  |     |     |     |     |     |
+   51  | 62  |  63  | 64  |     |     |     |     |     |
+   52  | 65  |  66  | 67  |     |     |     |     |     |
+   53  | 68  |  68  | 69  | 70  |     |     |     |     |
+   54  | 70  |  71  | 72  | 73  |     |     |     |     |
+   55  | 73  |  74  | 75  | 76  | 77  |     |     |     |
+   56  | 77  |  78  | 79  | 80  | 81  |     |     |     |
+   57  | 81  |  82  | 83  | 84  | 85  | 86  |     |     |
+   58  | 85  |  86  | 87  | 88  | 89  | 90  | 91  |     |
+   59  | 89  |  90  | 91  | 93  | 94  | 95  | 96  | 98  |
+   60  |     |  94  | 95  | 97  | 99  |100  |102  |104  |106
+   61  |     |  99  |101  |102  |104  |106  |108  |109  |111
+   62  |     | 104  |106  |107  |109  |111  |113  |114  |115
+   63  |     | 109  |111  |112  |113  |115  |117  |118  |119
+   64  |     |      |115  |117  |118  |119  |120  |121  |122
+   65  |     |      |117  |119  |120  |122  |123  |124  |125
+   66  |     |      |119  |121  |122  |124  |126  |127  |128
+   67  |     |      |     |124  |126  |127  |128  |129  |130
+   68  |     |      |     |126  |128  |130  |132  |133  |134
+   69  |     |      |     |129  |131  |133  |135  |136  |137
+   70  |     |      |     |     |134  |136  |138  |139  |140
+   71  |     |      |     |     |138  |140  |142  |143  |144
+   72  |     |      |     |     |     |145  |147  |148  |149
+
+PREPARED BY DR. THOMAS D. WOOD
+
+About what a Girl should gain each month
+     AGE                      AGE
+    8 to 11        8 oz.    14 to 16       8 oz.
+   11 to 14       12 oz.    16 to 18       4 oz.
+
+Weights and measures should be taken without shoes and in only the usual
+indoor clothes.
+
+Used by courtesy of the Child Health Organization, 156 Fifth Avenue, New
+York City.
+
+
+FOOTNOTE:
+
+[3] Courtesy of William C. Deming, M.D.
+
+
+SECTION XII
+
+SETTING-UP EXERCISES FOR GIRL SCOUTS
+
+Our bodies are like machines that need frequent oiling and testing to
+see that all parts are working right.
+
+Or they are like instruments that must be tuned before they are played.
+
+If this is not done, the machinery gets rusty and clogged, or the
+instrument gets out of tune and makes horrid noises.
+
+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.
+
+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.
+
+
+=The Right Position=
+
+First of all try to stand in the right position.
+
+[Illustration]
+
+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.
+
+[Illustration]
+
+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.
+
+       *       *       *       *       *
+
+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?"
+
+If your underpinning is all right it is not difficult to be straight
+above.
+
+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. _Don't arch your chest and throw your
+shoulders back!_ 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.
+
+          Remember: a) Feet pointing straight ahead.
+
+          b) Body balanced on legs coming up straight from
+          ankles.
+
+          c) Shoulders easy under ears.
+
+This gives a straight line from top of head through shoulders and hips
+to between ankles.
+
+
+=General Rules=
+
+Stretch to the very tips of your middle fingers--stretching makes your
+muscles flexible.
+
+Breathe in as arms rise and out as they fall.
+
+Stand tall.
+
+Sit tall.
+
+Remember the straight line that comes from the top of your head down to
+between your ankles.
+
+Keep limber, don't let your knees grow stiff.
+
+Sit crosslegged on the floor. Sit on your heels.
+
+Rise without help from your hands.
+
+
+=The Exercises=
+
+Now tune up: begin by repeating each exercise four times; then increase
+to 8, 12, or 16; never more than 16.
+
+          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.
+
+          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.
+
+          3. Stretch arms down, without bending anywhere.
+          Two counts; down 1--relax 2.
+
+          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.
+
+          5. From side stretch palms up to upward stretch
+          (fig. 2)--two counts--up 1--side 2.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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).
+
+          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.
+
+          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.
+
+          13. From upward stretch (fig. 2) bend and touch
+          floor in front of toes (fig. 13). Count two
+          slowly: down 1--up 2. Breathe out as you come
+          down--in as you come up.
+
+14. _Neck Exercises._ Sit crosslegged on floor--hands on knees: head
+up--chin parallel with the floor.
+
+          a) turn head to right and then to left--4
+          counts--right 1--front 2--left 3--front 4.
+
+          b) droop head from side to side (fig. 14); four
+          counts--right 1--up 2--left 3--up 4.
+
+          c) drop chin forward (fig. 15); straighten and
+          drop head back (fig. 16). Count 4--down 1--up
+          2--back 3--up 4.
+
+          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.
+
+          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.
+
+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.
+
+16. Raise both feet without bending knees and touch the floor over your
+head (fig. 20). Lower slowly.
+
+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).
+
+[Illustration: SETTING-UP EXERCISES (Figs. 1-7)]
+
+[Illustration: SETTING-UP EXERCISES (Figs. 8-21)]
+
+
+SECTION XIII
+
+WOODCRAFT
+
+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.
+
+
+TWELVE SECRETS OF THE WOODS
+
+Do you know the twelve secrets of the woods?
+
+Do you know the umbrella that stands up spread to show that there is a
+restaurant in the cellar?
+
+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?
+
+Do you know the vine that climbs above the sedge to whisper on the wind
+"There are cocoanuts in my basement"?
+
+Can you tell why the rabbit puts his hind feet down ahead of his front
+ones as he runs?
+
+Can you tell why the squirrel buries every other nut and who it was that
+planted those shag-barks along the fence?
+
+Can you tell what the woodchuck does in midwinter and on what day?
+
+Have you learned to know the pale villain of the open woods--the deadly
+amanita, for whose fearful poison no remedy is known?
+
+Have you learned to overcome the poison ivy that was once so feared--now
+so lightly held by those who know?
+
+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?
+
+Do you know the wonderful medicine that is in the sky?
+
+[Illustration: 1 Indian Cucumber
+
+2 Rock tripe
+
+3 Bog potato
+
+4 Rabbit
+
+5 For Future use
+
+6 Feb 2
+
+7 Amanita
+
+8 Poison Ivy
+
+9 Balsam
+
+10 (Sun)
+
+11 Jack-o-Pulpit
+
+12 Healing Healing]
+
+Have you tasted the bread of wisdom, the treasure that cures much
+ignorance, that is buried in the aisle of Jack-o-Pulpit's Church?
+
+Can you tell what walked around your tent on the thirtieth night of your
+camp-out?
+
+Then are you wise. You have learned the twelve secrets of the woods. But
+if you have not, come and let us teach you.
+
+
+WEATHER WISDOM
+
+          When the dew is on the grass,
+          Rain will never come to pass.
+          When the grass is dry at night,
+          Look for rain before the light.
+          When grass is dry at morning light,
+          Look for rain before the night.
+          Three days' rain will empty any sky.
+          A deep, clear sky of fleckless blue
+          Breeds storms within a day or two.
+          When the wind is in the east,
+          It's good for neither man nor beast.
+          When the wind is in the north,
+          The old folk should not venture forth.
+          When the wind is in the south,
+          It blows the bait in the fishes' mouth.
+          When the wind is in the west,
+          It is of all the winds the best.
+          An opening and a shetting
+          Is a sure sign of a wetting.
+          (Another version)
+          Open and shet,
+          Sure sign of wet.
+          (Still another)
+          It's lighting up to see to rain.
+          Evening red and morning gray
+          Sends the traveler on his way.
+          Evening gray and morning red
+          Sends the traveler home to bed.
+
+          Red sky at morning, the shepherd takes warning;
+          Red sky at night is the shepherd's delight.
+
+If the sun goes down cloudy Friday, sure of a clear Sunday.
+
+If a rooster crows standing on a fence or high place, it will clear. If
+on the ground, it doesn't count.
+
+          Between eleven and two
+          You can tell what the weather is going to do.
+          Rain before seven, clear before eleven.
+
+Fog in the morning, bright sunny day.
+
+If it rains, and the sun is shining at the same time, the devil is
+whipping his wife and it will surely rain tomorrow.
+
+If it clears off during the night, it will rain again shortly.
+
+Sun drawing water, sure sign of rain.
+
+A circle round the moon means "storm." As many stars as are in circle,
+so many days before it will rain.
+
+Sudden heat brings thunder.
+
+A storm that comes against the wind is always a thunderstorm.
+
+East wind brings rain.
+
+West wind brings clear, bright, cool weather.
+
+North wind brings cold.
+
+South wind brings heat. (On Atlantic coast.)
+
+The rain-crow or cuckoo (both species) is supposed by all hunters to
+foretell rain, when its "Kow, kow, kow" is long and hard.
+
+So, also, the tree-frog cries before rain.
+
+Swallows flying low is a sign of rain; high, of clearing weather.
+
+The rain follows the wind, and the heavy blast is just before the
+shower.
+
+
+OUTDOOR PROVERBS
+
+What weighs an ounce in the morning, weighs a pound at night.
+
+A pint is a pound the whole world round.
+
+Allah reckons not against a man's allotted time the days he spends in
+the chase.
+
+If there's only one, it isn't a track, it's an accident.
+
+Better safe than sorry.
+
+No smoke without fire.
+
+The bluejay doesn't scream without reason.
+
+The worm don't see nuffin pretty 'bout de robin's song.--(Darkey.)
+
+Ducks flying over head in the woods are generally pointed for water.
+
+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.
+
+Cobwebs across a hole mean "nothing inside."
+
+Whenever you are trying to be smart, you are going wrong. Smart Aleck
+always comes to grief.
+
+You are safe and winning, when you are trying to be kind.
+
+
+WHEN LOST IN THE WOODS
+
+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.
+
+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 landmark near the camp. You
+may be sure of these things:
+
+You are not nearly as far from camp as you think you are.
+
+Your friends will soon find you.
+
+You can help them best by signalling.
+
+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.
+
+If there is snow on the ground, you can follow your back track.
+
+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."
+
+In a word, "keep cool, make yourself comfortable, leave a record of your
+travels, and help your friends to find you."
+
+
+EDIBLE WILD PLANTS
+
+No one truly knows the woods until he can find with certainty a number
+of wild plants that furnish good food for man in the season when food
+is scarce; that is, in the winter or early spring.
+
+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.
+
+_Rock Tripe._ 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.
+
+_Basswood Browse or Buds._ 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.
+
+_Slippery Elm._ 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 have always been an important article of food among the
+wild things.
+
+[Illustration: Wild Food--Plants
+
+Rock tripe
+
+Crinkle-root
+
+Basswood
+
+Slippery Elm
+
+Wapato
+
+Hog Peanut
+
+Calopogon or Grass pink
+
+Prairie Turnip
+
+Indian Cucumber
+
+Bog Potato
+
+Jack-in-a-Pulpit
+
+Solomons Seal
+
+False Solomons Seal]
+
+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.
+
+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.
+
+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.
+
+_Wapato._ 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.
+
+_Bog Potato._ 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.
+
+_Indian Cucumber._ 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.
+
+_Calopogon._ 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.
+
+_Hog Peanuts._ 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.
+
+_Indian Turnip or Jack-in-the-Pulpit._ 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.
+
+_Prairie or Indian Turnip, Bread-root or Pomme-blanche of the Prairie._
+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.
+
+_Solomon's Seal._ The two Solomon's Seals (true and false) both produce
+roots that are long, bumpy storehouses of food.
+
+_Crinkle-root._ Every school child in the country digs out and eats the
+pleasant peppery crinkle-root. It abounds in the rich dry woods.
+
+
+MUSHROOMS, FUNGI OR TOADSTOOLS
+
+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.
+
+There is no way to tell them, except by knowing each kind and the
+recorded results of experience with each 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.
+
+_Sporeprint._ 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 _color_ of these spores is the
+first step in identification.
+
+All the deadly toadstools have _white_ spores.
+
+No black-spored toadstool is known to be poisonous.
+
+
+POISONOUS TOADSTOOLS
+
+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 "_poison cup_" which shows either as a
+cup or as a _bulb_; they have _white_ or _yellow_ gills, a ring around
+the stalk, and _white spores_.
+
+
+Deadly Toadstools
+
+All the deadly toadstools known in North America are pictured on the
+plate, or of the types shown on the plate.
+
+The Deadly Amanita may be brownish, yellowish, or white.
+
+The Yellow Amanita of a delicate lemon color.
+
+The White Amanita of a pure silvery, shiny white.
+
+The Fly Amanita with cap pink, brown, yellow, or red in the centre,
+shaded into yellow at the edge, and patched with fragments of pure white
+veil.
+
+[Illustration: Deadly Amanita
+
+Amanita phalloides
+
+Fly amanita
+
+Frosty Amanita
+
+Yellow Amanita
+
+White Amanita]
+
+The Frosty Amanita with yellow cap, pale cadmium in centre, elsewhere
+yellowish white, with white patches on warts.
+
+All are very variable in color, etc.
+
+But all agree in these things. They have _gills_, which are _white_ or
+_yellow_, _a ring on the stalk_, _a cup at the base_, _white spores_,
+and are _deadly poison_.
+
+
+In Case of Poisoning
+
+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.
+
+_Symptoms_. 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.)
+
+_Remedy_: "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.)
+
+
+Wholesome Toadstools
+
+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.
+
+[Illustration: Puffballs
+
+Brain Puffball
+
+Cup Puffball 2 stages
+
+Giant Puffball
+
+Oyster Mushrooms
+
+Moose horn clavaria
+
+Red tipped clavaria
+
+Golden coral mushroom
+
+Gyromitra esculenta
+
+Delicious Morel
+
+Beefsteak mushrooms
+
+Inky coprinus]
+
+All the Puffballs are good before they begin to puff, that is as long as
+their flesh is white and firm.
+
+All the _colored_ coral toadstools are good, but the _White Clavaria_ is
+said to be rather sickening.
+
+All of the Morels are safe and delicious.
+
+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.
+
+So far as known no black-spored toadstool is unwholesome.
+
+The common Mushroom is distinguished by its general shape, its pink or
+brown gills, its white flesh, brown spores, and solid stem.
+
+
+SNAKES GOOD AND BAD
+
+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.
+
+Taking Mr. Raymond L. Ditmars[4] 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.
+
+These may be divided into Coral Snakes, Moccasins, and Rattlers.
+
+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."
+
+The Rattlesnakes are readily told at once by the rattle.
+
+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
+Northern Moccasin or Pilot Snake, found from Massachusetts to Florida
+and west to Illinois and Texas.
+
+[Illustration: Types of Poisonous Snakes
+
+          Coral Snake
+          Copperhead
+          Moccasin
+          Pigmy Rattler
+          Timber Rattler
+          Diamond-back Rattler]
+
+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.
+
+The pupil of the eye is an upright line, as in a cat; the harmless
+snakes have a round pupil.
+
+The Moccasins have a single row of plates under the tail, while the
+harmless snakes have a double row.
+
+The Water Moccasin is dull olive with wide black transverse bands.
+
+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.
+
+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.
+
+Rattlesnakes are found generally distributed over the United States,
+southern Ontario, southern Alberta, and Saskatchewan.
+
+
+How Does a Snake Bite
+
+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.
+
+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.
+
+The snake can strike farthest and surest when it is ready coiled, but
+can strike a little way when traveling.
+
+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.
+
+
+In Case of Snake Bite
+
+First, keep cool, and remember that the bite of American snakes is
+seldom fatal if the proper measures are followed.
+
+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.
+
+"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."
+
+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.
+
+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.
+
+
+Harmless Snakes
+
+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 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.
+
+
+THE STARS AS THE CAMPER SEES THEM
+
+(See Plate of Stars and Principal Constellations)
+
+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.
+
+It is easily discovered by the help of the Big Dipper, _a part of the_
+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.
+
+Why (_the whole group_) 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 _arktos_ (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 fanciful association with the
+namesake, rather than for resemblance to it.
+
+[Illustration]
+
+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.
+
+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.
+
+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."
+
+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.
+
+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.
+
+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.
+
+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 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.
+
+
+THE FIRST TWENTY STARS IN ORDER OF BRIGHTNESS
+
+          1. Sirius, the Dog Star.
+          2. *Canopus, of the Ship.
+          3. *Alpha, of the Centaur.
+          4. Vega, of the Lyre.
+          5. Capella, of the Charioteer.
+          6. Arcturus, of the Herdsman.
+          7. Rigel, of Orion.
+          8. Procyon, the Little Dog-Star.
+          9. *Achernar, of Eridanus.
+          10. *Beta, of the Centaur.
+          11. Altair, of the Eagle.
+          12. Betelgeuze, of Orion's right shoulder.
+          13. *Alpha of the Southern Cross.
+          14. Aldebaran, of the Bull's right eye.
+          15. Pollux, of the Twins.
+          16. Spica, of the Virgin.
+          17. Antares, of the Scorpion.
+          18. Fomalhaut, of the Southern Fish.
+          19. Deneb, of the Swan.
+          20. Regulus, of the Lion.
+
+
+OTHER CONSTELLATIONS
+
+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.
+
+Orion was the hunter giant who went to Heaven when he died, and now
+marches around the great dome, but 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."
+
+Sirius, the Great Dog-Star, is in the head of Orion's Hound, the
+constellation _Canis Major_, and following farther back is the Little
+Dog-Star, Procyon, the chief star of the constellation _Canis Minor_.
+
+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 _Hyades_, and on his
+shoulder are the seven stars, called _Pleiades_.
+
+
+Pleiades
+
+_Pleiades_ (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.
+
+Serviss tells us that the _Pleiades_ have a supposed connection with the
+Great Pyramid, because "about 2170 B.C., 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."
+
+
+Cassiopeia
+
+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
+_Cassiopeia's Chair_. It is easily found and visible the year round on
+clear nights.
+
+Thus we have described ten constellations from which 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).
+
+
+The Moon
+
+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.
+
+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.
+
+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.
+
+
+The Stars as Tests of Eyesight
+
+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.
+
+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 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.
+
+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.
+
+
+Vega of the Lyre
+
+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.
+
+
+The Nebula in Orion's Sword
+
+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.
+
+
+On the Moon
+
+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.
+
+[Illustration: SIGNS AND BLAZES]
+
+
+Blazes
+
+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, "_Here is the trail._"
+
+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.
+
+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 _blind trail_,
+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.
+
+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.
+
+A well-known Indian device, in the brush, is to break a twig and leave
+it hanging. (_Second line._)
+
+Among stones and rocks the recognized sign is one stone set on top of
+another (_top line_) and in places where there is nothing but grass the
+custom is to twist a tussock into a knot (_third line_).
+
+These signs are also used in the whole country from Maine to
+California.
+
+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.
+
+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.
+
+
+Stone Signs
+
+These signs done into stone-talk would be as in the top line of the cut.
+
+These are much used in the Rockies where the trail goes over stony
+places or along stretches of slide rock.
+
+
+Grass and Twig Signs
+
+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.
+
+The Ojibways and other woodland tribes use twigs for a great many of
+these signs. (_See second row._) 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 _warning_ 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.
+
+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.
+
+
+Signal by Shots
+
+The old buffalo hunters had an established signal that is yet used by
+the mountain guides. It is as follows:
+
+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."
+
+
+Totems in Town
+
+A totem is an emblem of a man, a group of men, or an idea. It has no
+reference to words or letters.
+
+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.
+
+Out of this use of totems as owner marks and signs grew the whole
+science of heraldry and national flags.
+
+[Illustration: Northern Pacific R. R.]
+
+[Illustration: Salt Lake R. R.]
+
+[Illustration: Santa Fé R. R.]
+
+[Illustration: Traffic Squad]
+
+[Illustration: Bell Telephone]
+
+[Illustration: Pawnshop]
+
+[Illustration: Liberty]
+
+[Illustration: Army]
+
+[Illustration: Druggist]
+
+[Illustration: Ireland]
+
+[Illustration: Woodcraft]
+
+[Illustration: Navy]
+
+[Illustration]
+
+[Illustration: Sea Power]
+
+[Illustration: Optician]
+
+[Illustration: Union Pacific R. R.]
+
+[Illustration: Islamism]
+
+[Illustration: Skating]
+
+[Illustration: Star Union Lines]
+
+[Illustration: New York City]
+
+[Illustration: Penna. R. R.]
+
+[Illustration: The Power of the People]
+
+[Illustration: Canadian Pacific R. R.]
+
+[Illustration: Barber]
+
+[Illustration: Scotland]
+
+[Illustration: Totems Often Seen]
+
+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 his shield, national flags have replaced the armorial devices, and
+are the principal totems used today.
+
+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.
+
+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.
+
+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.
+
+[Illustration: Christianity]
+
+[Illustration: Mourning]
+
+[Illustration: Electric Power]
+
+[Illustration: Commercial Success]
+
+[Illustration: "AFOOT AND LIGHT-HEARTED."]
+
+FOOTNOTE:
+
+[4] This article is chiefly a condensation of his pamphlet on "Poisonous
+Snakes of the United States," and is made with his permission and
+approval.
+
+
+
+
+SECTION XIV
+
+CAMPING FOR GIRL SCOUTS[5]
+
+
+SONG OF THE OPEN ROAD
+
+  _Afoot and light-hearted I take to the open road,
+   Healthy, free, the world before me,
+   The long brown path before me leading wherever I choose.
+   Henceforth I ask not good-fortune--I myself am good-fortune;
+   Henceforth I whimper no more, postpone no more, need nothing,
+   Strong and content, I travel the open road...._
+
+       *       *       *       *       *
+
+  _Now I see the secret of the making of the best persons,
+   It is to grow in the open air, and to eat and sleep with the earth._
+
+                                               --_Walt Whitman._
+
+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.
+
+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 ready for an overnight hike, a week-end trip or a good vacation
+in the open air, and plan accordingly.
+
+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.
+
+
+Hiking
+
+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.
+
+Skirts are dangerous for cross-country travel on account of brambles,
+rock work and climbing over brooks. Knickerbockers or bloomers should be
+worn.
+
+_In the city_ 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.
+
+_Hiking Order_--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
+_not_ 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.
+
+When returning home use Scout's Pace if weary. This helps to make the
+distance seem shorter.
+
+_Scout's pace_ 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
+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.
+
+
+Feet
+
+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.
+
+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.
+
+
+Shoes
+
+Shoes should be the shape of the feet and have low, wide heels. It rests
+the feet to take the shoes off once 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."
+
+
+Things to Remember
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+Good things to carry in one's pocket are a drinking cup, a geological
+survey map (ten cents), a small pocket compass, a camper's knife, a
+small soapstone to sharpen it, a match box, and a note-book and pencil.
+
+Plan a definite object for the hike. Note how many kinds of trees, wild
+flowers or birds one can find.
+
+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.
+
+
+Personal Equipment
+
+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.
+
+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 _under_
+as well as _over_ you, and a second waterproof covering over the
+blankets.
+
+
+Clothing
+
+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.
+
+"* * * One soon learns that the difference between comfort and misery,
+if not health and illness, may 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.
+
+"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.
+_To help_, mind you--the body must be allowed to do its share.
+
+"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 _permeable_ 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. * * *"
+
+"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.
+
+"_Wool versus Cotton_--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.
+
+"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.
+
+"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 _in_. He wraps ice in a blanket to keep it
+from melting--to keep the heat _out_.' In other words, wool is the best
+material to maintain an equable normal temperature."
+
+Camp Site
+
+"The essentials of a good camp site are these:
+
+1. Pure water.
+
+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.
+
+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....
+
+7. Exposure to direct sunlight during a part of the day, especially
+during the early morning hours.
+
+8. In summer, exposure to whatever breezes may blow; in cold weather,
+protection against the prevailing wind.
+
+9. Privacy.
+
+"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.
+
+"_Water_--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.
+
+"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.
+
+"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.
+
+"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 weighting a canteen, tying a string to
+it and another to the stopper, have brought up cool water from the river
+bed.
+
+"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.
+
+"When a stream is in flood it is likely to be contaminated by decayed
+animal matter.
+
+"_Alkaline Water_--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.
+
+"_Muddy Water_--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.
+
+"_Stagnant Water_--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 water aside
+to cool. Boiling sterilizes, and charcoal deodorizes. * * *"
+
+[Illustration: COOKING THE FIRST MEAL]
+
+
+Arriving at Camp
+
+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.
+
+
+Tents
+
+"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 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.
+
+"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.
+
+
+Camp Sanitation
+
+"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.
+
+"_Destroy at once all refuse that would attract flies._ Or bury it where
+they cannot get at it.
+
+"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.
+
+"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. * * *"
+
+
+The Latrine
+
+One of the first tasks of the camper is to dig a trench 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.
+
+Lime does not keep the flies away. Plenty of fresh dirt is better.
+
+
+Team Work
+
+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:
+
+
+The Pine Tree Patrol System
+
+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.
+
+Each girl in the Patrol is assigned a number which requires of her:
+
+1. Certain well defined duties to perform for her Patrol.
+
+2. Certain specific knowledge expected of her in the exercise of her
+"specialty."
+
+3. Proper care of her special "station gear."
+
+4. Willingness to teach her understudy all she knows.
+
+5. Willingness to learn the duties of the next higher numbers.
+
+[Illustration: --THE PINE TREE PATROL--
+
+          REAR RANK: "THE BLUES"
+
+                                  Water       Wood
+          Junior      Baker       Scout       Scout
+
+             2          4           6           8
+
+             1          3           5           7
+
+          Senior      Scribe      Lighter     Handy
+                                              Scout
+
+          FRONT RANK "THE REDS"]
+
+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 has 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.
+
+_The Senior_ (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.
+
+_The Scribe_ (No. 3)--She is secretary, bookkeeper, log writer,
+recorder, correspondent, tent pitcher and First-Aid Scout.
+
+_The Baker_ (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.
+
+_The Lighter_ (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.
+
+_The Water Scout_ (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."
+
+_The Handy Scout_ (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.
+
+_The Wood Scout_ (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.
+
+This system may be used in either a small or large camp; if the latter,
+corresponding numbers of each Patrol work together.
+
+
+TEAM WORK AND DAILY ROUTINE
+
+6:30 A. M. Junior, Baker, Water Scout and Wood Scout report half an hour
+before Mess.
+
+8:00 A. M. Tent Inspection.
+
+8:30 A. M. Senior, Scribe, Lighter and Handy Scout report.
+
+8:30-9:30 A. M. Main work for day accomplished by both Senior and Junior
+groups.
+
+
+Caution in Use of Knife and Axe
+
+_The Knife_
+
+1. Always whittle away from you.
+
+2. Keep your fingers behind the blade.
+
+3. Keep saying to yourself: "If this knife slips, can it cut my
+fingers?"
+
+4. Learn how to sharpen your knife and keep it sharp.
+
+_The Chopping Block_
+
+"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."
+
+_The Axe_
+
+"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...."
+
+The axe is a most dangerous tool, and a glancing blow may cripple one
+for life.
+
+1. Do not put your foot on a stick you are chopping.
+
+2. Always have in mind where a glancing blow may throw the axe, and keep
+your foot away from that danger.
+
+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.
+
+4. Do not hold the stick on end in one hand while splitting it.
+
+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.
+
+
+The Camp Fire
+
+"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.
+
+"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, or a great bed of coals that will warp iron and
+melt everything else.
+
+[Illustration: LUNCHEON FIRE]
+
+"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.
+
+"_Luncheon Fire_--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.
+
+"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 damp or rotten. Choose hard wood, if
+there is any, for it lasts well.
+
+"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
+_small_ 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.
+
+"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.
+
+"_Dinner Fire_--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 lengthwise, 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.
+
+[Illustration: CAMP CRANE]
+
+"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.
+
+"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.
+
+"If a camp grate is used, build a crisscross fire of short sticks under
+it.
+
+"Split wood is better than round sticks for cooking; it catches easier
+and burns more easily.
+
+"Camp Crane--Pots for hot water, stews, coffee, and 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.
+
+[Illustration: PINE TREE HORSE]
+
+"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.
+
+"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.
+
+"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.
+
+"_Fire for Baking_--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.
+
+"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, _take sound hardwood_, 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.
+
+"The thick bark of hemlock, and the hard woods generally, will soon
+yield coals for ordinary cooking.
+
+"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 strips of green bark over it and overlapping them at
+the edges.
+
+"_Fire in a Trench_--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.
+
+"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.
+
+"_The Indian's Fire_--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 ones do): 'White man heap fool; make um big fire--can't git
+near; Injun make um little fire--git close. Uh, good.'
+
+
+Kindling
+
+"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.
+
+"Hemlock knots are worthless and hard as glass--keep your axe out of
+them.
+
+"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
+free from the ground and snap-dry. They ignite readily and give out
+intense heat.
+
+"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.
+
+"_Making Fire in the Wet_--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.
+
+"_Lighting a Match_--When there is nothing dry to strike it on, jerk the
+tip of the match forward against your teeth.
+
+"To light a match in the wind, _face_ 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. e._, 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.
+
+"_Fire Regulations_--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 light a fire in the woods at all unless accompanied by a
+registered guide.
+
+"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.
+
+"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.
+
+"Fire regulations are posted on all public lands, and if campers
+disregard them they are subject to arrest.
+
+"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:
+
+"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 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.
+
+"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.
+
+"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.
+
+"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.
+
+"_As a general rule_, 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.
+
+"_Best Fuel_--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
+(ironwoods), 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.
+
+"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.
+
+"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.
+
+"_Soft Woods_--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 them are superior, as they split and shave readily and
+catch fire easily.
+
+"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. Sycamore and
+buckeye, when thoroughly seasoned, are good fuel, but will not split.
+Alder burns readily and gives out considerable heat, but is not lasting.
+
+"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.
+
+"The best green soft woods for fuel are white birch, paper birch, soft
+maple, cottonwood, and quaking aspen.
+
+"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.
+
+"_Precautions_--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 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.
+
+"_Never_ 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."
+
+[Illustration: HAVERSACK FOR CARRYING KITCHEN UTENSILS]
+
+
+Cooking Devices
+
+When it is convenient carry a hatchet. Scouts should carry a small
+folding grate. The best form of grate is one with folding legs.
+
+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.
+
+When no forks can be found use the "Pine Tree Horse," as shown in cut.
+
+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.
+
+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.
+
+_Improvised Grate_--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.
+
+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.
+
+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 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.
+
+[Illustration: THE FOLDING BAKER]
+
+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.
+
+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.
+
+_The Folding Baker_--The baker may be placed before the blazing fire. It
+is a perfect arrangement for baking biscuits and roasting meats.
+
+_Friction Top Cans_--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. The larger sizes should carry flour, cornmeal, etc. Eggs may
+be placed in the one used for the cornmeal.
+
+[Illustration: FRICTION TOP CAN]
+
+Where convenient to provide a large equipment the following utensils are
+suggested:
+
+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.
+
+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.
+
+[Illustration: FOLDING FRYING PAN]
+
+Such a basket without a canvas cover costs about $8 and is extremely
+useful in permanent camp equipment.
+
+
+Utensils Required for a Party of Eight and their Uses
+
+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.
+
+_Three Wire Toasters_--One for meat, one for fish, one for toast.
+
+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.
+
+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.
+
+_Cooking Pots_--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.
+
+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.
+
+_Two Frying Pans_--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 as dish-washing pans, one for the washing and one
+for the rinsing.
+
+[Illustration: COMPLETE COOKING OUTFIT FOR EIGHT SCOUTS]
+
+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.
+
+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.
+
+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.
+
+
+Provisions
+
+"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 too bulky, too
+perishable. So it is up to the woodsman to learn how to get the most
+nourishment out of the least weight and bulk in materials that 'keep'
+well.
+
+"Light outfitting, as regards food, is mainly a question of _how much
+water_ 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?
+
+"The following table is suggestive:
+
+          More than 3/4 water
+
+          Fresh milk, fruit, vegetables (except potatoes).
+          Canned soups, tomatoes, peaches, pears, etc.
+
+          More than 1/2 water
+
+          Fresh beef, veal, mutton, poultry, eggs, potatoes.
+          Canned corn, baked beans, pineapple.
+          Evaporated milk (unsweetened).
+
+          More than 1/3 water
+
+          Fresh bread, rolls, pork chops.
+          Potted chicken, etc.
+          Cheese.
+          Canned blackberries.
+
+          Less than 1/3 water
+
+          Dried apples, apricots, peaches, prunes.
+          Fruit jelly.
+
+          Less than 1/5 water
+
+          Salt pork, bacon, dried fish, butter.
+          Dessicated eggs, concentrated soups.
+          Powdered milk.
+          Wheat flour, cornmeal, etc., macaroni.
+          Rice, oatmeal, hominy, etc.
+          Dried beans, split peas.
+          Dehydrated vegetables.
+          Dried dates, figs, raisins.
+          Orange marmalade, sugar, chocolate.
+          Nuts, nut butter.
+
+"Although this table is good in its way, it is not a 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.
+
+[Illustration: FIVE QUART PAIL TO NEST CANS]
+
+"_Nutritive Values_--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.
+
+"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).
+
+"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.
+
+"_Variety_ 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 _substituting_, say, three 5-pound parcels for one
+15-pound parcel, so as to have something 'different' from day to day.
+
+"_Digestibility_--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.
+
+"_Food Components_--Let us now consider the material of field rations,
+item by item.
+
+"_Bacon_--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
+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.
+
+"_Smoked Ham_--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. * * *
+
+"_Canned Soups_--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.
+
+"_Condensed Soups_--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.
+
+"_Cured Fish_--Shredded codfish and smoked halibut, sprats, boneless
+herring are portable and keep well. They will be relished for variety's
+sake.
+
+"_Eggs_--To vary the camp bill of fare, eggs are simply invaluable, not
+only by themselves, but as ingredients in cooking. * * *
+
+"When means of transportation permit, fresh eggs may be carried to
+advantage. A hand crate holding 12 dozen weighs about 24 pounds, filled.
+
+"Eggs can be packed along in winter without danger of breakage by
+carrying them frozen. Do not try to boil a frozen egg; peel it as you
+would a hard-boiled one and then fry or poach.
+
+"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.
+
+"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.
+
+"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. _A good brand_ 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.
+
+"_Milk_--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 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 _The North Pole_: '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.'
+
+"Milk, either evaporated or powdered, is a very important ingredient in
+camp cookery.
+
+"_Butter_--This is another 'soft' thing that pays its freight.
+
+"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.
+
+"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.
+
+"_Cheese_--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. A tin of imported Camembert will be a
+pleasant surprise on some occasion.
+
+"_Bread Biscuits_--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.
+
+"_Hardtack_ (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.
+
+"Swedish hardtack, made of whole rye flour, is good for a change.
+
+"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.
+
+"_Flour_--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.
+
+"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 in camp by doing his own mixing, and it will not do for thickening,
+dredging, etc.
+
+"Flour and meal should be sifted before starting on an expedition. There
+will be no sieve in camp."
+
+"_Baking Powder_--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.
+
+"_Cornmeal_--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.
+
+"_Breakfast Cereals_--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 teeth and
+brawn,' there is enough of it in almost any mixed diet, without
+swallowing a lot of crude fiber.
+
+"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.
+
+"_Macaroni_--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.'
+
+"_Sweets_--Sugar is stored-up energy, and is assimilated more quickly
+than any other food. Men in the open soon get to craving sweets.
+
+"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.
+
+"Sweet chocolate (not too sweet) has remarkable sustaining power.
+
+"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 _Butter_.
+
+"_Fresh Vegetables_--The only ones worth taking along 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.
+
+"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.
+
+"_Beans_--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.
+
+"_Split Peas_--Used chiefly in making a thick, nourishing soup.
+
+"_Dehydrated Vegetables_--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.
+
+"Dehydrated vegetables are very portable, keep in any climate, and it
+is well to carry some on trips far from civilization.
+
+"_Canned Vegetables_--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.
+
+"Canned corn (better still, 'kornlet,' which is concentrated milk of
+sweet corn) is quite nourishing, and everybody likes it.
+
+"A few cans of baked beans (_without_ 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.
+
+"_Nuts_--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.
+
+"_Fruits_--All fruits are very deficient in protein and (except olives)
+in fat, but dried fruit is rich in carbohydrates. 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.'
+
+"Among canned fruits those that go farthest are pineapples and
+blackberries. Excellent jelly can be made in camp from dried apples.
+
+"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.
+
+"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.
+
+"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 at a
+drug store. They are convenient to carry small quantities of spices,
+flavoring, medicines, etc., on a hike.
+
+"Vinegar and pickles are suitable only for fixed camps or easy cruises.
+
+"_Fritures_--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.
+
+"_Beverages_--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.
+
+"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.
+
+"Get the soluble kind if you want it quickly prepared.
+
+"_Condiments_--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.
+
+"Salt is best carried in a wooden box. The amount used in cooking and at
+table is small.
+
+"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).
+
+"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.
+
+"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.
+
+"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.
+
+"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.
+
+"On short trips, salt and pepper will meet all requirements.
+
+"_Packing Food_--Meat of any kind will quickly mould or spoil if packed
+in tins from which air is not exhausted.
+
+"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 _ink_. 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. * * *
+
+"Butter, lard, ground coffee, tea, sugar, jam, matches, 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.
+
+"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.
+
+"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.
+
+"_A Last Look Around_--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."
+
+
+Camp Cooking
+
+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.
+
+Chicken or duck of broiling size takes about 20 minutes to broil and
+requires very particular care in frequent 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.
+
+_Stew_--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.
+
+_Broiled Fish_--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.
+
+
+Frying Pan Dishes
+
+_Fried Fish_--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,
+Crisco, or prepared cooking oil may be used.
+
+_Fish Balls_--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 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.
+
+_Fried Ham_--Boil in frying pan for about 5 minutes, then pour off water
+and fry about two minutes on each side.
+
+_Fried Bacon_--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.
+
+_Fried Country Sausage_--Fry sausages over moderate fire for about 15
+minutes till they are brown.
+
+_Corn Beef Hash_--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.
+
+
+Vegetables
+
+_Boiled Potatoes_--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.
+
+_Fried Potatoes_--Slice cold boiled potatoes uniformly and fry in hot
+butter until brown.
+
+_Fried Raw Potatoes_--Slice raw potatoes uniformly, boil in frying pan
+5 minutes and then fry in butter until brown.
+
+_Onions_--Boil in salted water 30 minutes until tender. Onions and
+potatoes go well together and campers should boil them together.
+
+_Green Peas_--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.
+
+_Green Corn_--Boil corn about five minutes in boiling salted water.
+
+
+Cocoa
+
+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. _Do not boil._
+
+
+Bread
+
+When possible carry along a supply of bread.
+
+_Toast_--Toast may either be made over coals or by propping wire broiler
+upright before blazing fire.
+
+"_Biscuit Loaf_--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 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.
+
+"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."
+
+
+Washing Dishes
+
+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.
+
+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.
+
+2. Wipe each plate and other utensils as clean as possible with paper
+napkin, and throw napkin in the fire.
+
+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.
+
+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.
+
+5. Wash dishes with dish mop, and rinse in other pan of hot water.
+
+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.
+
+The coffee pot should be frequently boiled out with washing soda.
+
+The wire broilers may be cleaned by rubbing them with ashes from the
+camp fire.
+
+In nesting a blackened cooking pail, wrap it in paper to prevent soiling
+the inside of the pail into which it fits.
+
+Use the fewest dishes possible in cooking and you will lighten your
+labor.
+
+Use the same plates for different courses, rinsing them with hot water.
+
+Be sure to carry in your dish washing outfit, washing soda, powdered
+soap and dish mops.
+
+"Dutch Cleanser" is very useful in cleaning dishes, pots and pans.
+
+After washing up for the night, put utensils and provision box together
+and cover with rubber cloth to protect them from the weather.
+
+
+Cleaning Up
+
+_This is important!_ If you leave your camping place littered with tin
+cans, paper, etc., you will be spoiling that place for future campers.
+
+Burn all waste paper and string.
+
+Bury tin cans and empty bottles.
+
+Bury food scraps and refuse.
+
+_Be absolutely certain that you have extinguished your fire._
+
+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.
+
+[Illustration: PHOTOGRAPH BY G. CLYDE FISHER.]
+
+_Climb the mountains and get their good tidings._
+
+_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._
+
+                                                     --_John Muir._
+
+
+MOUNTAIN CLIMBING
+
+BY ELOISE ROORBACH, GARDEN EDITOR OF "TOUCHSTONE."
+
+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.
+
+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.
+
+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. _Tea should be used instead of coffee._ 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.
+
+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.
+
+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.
+
+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 string; note-book and map;
+small hatchet; matches (in waterproof case).
+
+[Illustration: GIANT ALASKAN MOOSE
+
+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.]
+
+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 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.
+
+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.
+
+[Illustration: BUSY BEAVERS AT WORK
+
+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.]
+
+
+THE RED GOD
+
+   Now the Four-way Lodge is opened: Now the hunting winds are loose,
+     Now the Smokes of Spring go up to clear the brain;
+   Now the young men's hearts are troubled for the whisper of the trues,
+     Now the Red Gods make their medicine again!
+   Who hath seen the beaver busied? Who hath watched the black-tail
+         mating?
+     Who hath lain alone to hear the wild goose cry?
+   Who hath worked the chosen waters where the ouananiche is waiting?
+     Or the sea-trout's jumping crazy for the fly?
+   Who hath smelled wood-smoke at twilight? Who hath smelled the birch
+         log burning?
+     Who is quick to read the noises of the night?
+   Let him follow with the others, for the young men's feet are turning
+     To the camps of proved desire and known delight!
+   Do you know the blackened timber? Do you know that racing stream
+     With the raw, right-angled log-jam at the end?
+   And the bar of sun-warmed shingle where a man may bask and dream
+     To the click of shod canoe-poles round the bend?
+   It is there that we are going with our rods and reels and traces
+     To a silent, smoky Indian that we know,
+   To a couch of new-pulled hemlock with the starlight on our faces,
+     For the Red Gods call us out and we must go!
+  _He must go--go--go away from here!
+    On the other side the world he's overdue.
+   'Send your road is clear before you when the old spring-fret comes
+         o'er you
+     And the Red Gods call for you!_
+                                                    --Rudyard Kipling.
+
+[Illustration: LOON WITH NEST
+
+From Group in American Museum of Natural History]
+
+FOOTNOTE:
+
+[5] 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.
+
+
+
+
+SECTION XV
+
+NATURE STUDY FOR GIRL SCOUTS
+
+
+FOREWORD
+
+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.
+
+The American Museum of Natural History in New York conducts special
+courses of lectures in all of the branches of Natural History, and
+extends a cordial invitation to all Girl Scouts to visit the Department
+of Education if wishing help in preparation for their Nature Study
+tests.
+
+
+_Contents_
+
+          1. Introduction to Nature Study.
+
+          2. Plants: Flowers and Ferns and Trees.
+
+          3. Animals: Mammals
+                   Birds
+                   Reptiles
+                   Amphibians
+                   Fishes
+                   Invertebrates
+
+          4. Geology.
+
+[Illustration: AN EGRET "ROOKERY" IN SOUTH CAROLINA.
+
+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.]
+
+
+1. Introduction to Nature Study
+
+                   _To the solid ground
+          Of Nature trusts the mind which builds for aye._
+                                               --_Wordsworth._
+
+          _To understand nature is to gain one of the
+          greatest resources of life._
+                                       --_John Burroughs._
+
+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.
+
+It is for these reasons that the _Girl Scout_ 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.
+
+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.
+
+[Illustration: 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]
+
+Of the more practical subjects especially suited to the 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.
+
+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.
+
+These practical questions are so well presented, together with plans for
+their solution, in _Civic Biology_, by Clifton F. Hodge and Jean Dawson
+(Ginn & Co.), that instead of going into details here, both the _Girl
+Scouts_ and their Leaders are referred to this most useful work.
+
+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.
+
+[Illustration: 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.]
+
+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 salamanders; (3) Reptiles, which include alligators, crocodiles,
+turtles, lizards, and snakes; (4) Birds; (5) Mammals.
+
+This simple analysis may be clearly shown by the following diagram:
+
+                                                   {_Mammals_
+                                                   {_Birds_
+                                     {_Vertebrates_{_Reptiles_
+                                     {             {_Amphibians_
+                                     {             {_Fishes_
+                           {_Animals_{
+                           {         {_Invertebrates_
+           {_Living Bodies_{
+           { (_Organic_)   {         {_Flowering Plants_
+  _Objects_{               {         {_Flowerless Plants_
+    _of_   {
+  _Nature_ {_Non-living Bodies_
+           {  (_Inorganic_)
+
+
+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.
+
+[Illustration: GREAT-LEAVED MAGNOLIA
+
+A forest tree with large solitary white flowers. Range: Southern and
+Southeastern United States.]
+
+
+2. Plants
+
+Wild Flowers and Ferns
+
+          _Flower in the crannied wall,
+           I pluck you out of the crannies;
+           Hold you here, root and all, in my hand.
+           Little flower--but if I could understand
+           What you are, root and all, and all in all,
+           I should know what God and man is._
+                                        --_Tennyson._
+
+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 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.
+
+[Illustration: TRAILING ARBUTUS
+
+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.]
+
+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 season
+closing with our latest fall flower, the Witch-hazel.
+
+[Illustration: PINK MOCCASIN-FLOWER
+
+A striking native wild orchid growing in sandy or rocky woods. Range:
+Newfoundland to North Carolina westward to Minnesota. Photograph by G.
+Clyde Fisher.]
+
+Some flowers and ferns grow best in the shady woods, others in the sunny
+fields, some on the rocks and others 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.
+
+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 _Manual_, or Britton and
+Brown's _Illustrated Flora_ should be used.
+
+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?
+
+[Illustration: GAILLARDIA OR BLANKET-FLOWER
+
+Daisy family. Range: Hills and plains of western United States and
+Canada. Photograph by Albert E. Butler.]
+
+
+How do the various plants scatter their seeds? How are the Hickory-nuts
+and Walnuts scattered? The 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 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.
+
+[Illustration: BLACK-EYED SUSAN
+
+A beautiful and abundant flower of the fields. Range: Eastern North
+America westward to the Rocky Mountains. Photograph by G. Clyde Fisher.]
+
+Learn the names of the principal noxious weeds of the farm and garden,
+and also learn the best methods of combating them.
+
+Learn to know the plants in your vicinity which are used in the making
+of drugs.
+
+[Illustration: LOCO-WEED
+
+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.]
+
+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,
+Bittersweet (_Salanum Dulcamara_), Black Nightshade, Jimsonweed,
+Poke-weed, Poison Hemlock?
+
+[Illustration: SHOWY PRIMROSE
+
+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.]
+
+
+Trees
+
+          _He who wanders widest lifts
+           No more of beauty's jealous veils,
+           Than he who from his doorway sees
+           The miracle of flowers and trees._
+                                    --_Whittier_
+
+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 have a
+goodly number of leaves, and are consequently green all the year round,
+e.g., pines, spruces, firs.
+
+[Illustration: RHODODENDRON OR GREAT LAUREL
+
+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.]
+
+The uses of wood are so many and various that we 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.
+
+[Illustration: CHRISTMAS FERN
+
+An evergreen fern growing in woods and rocky places. Range: Eastern
+United States and Canada. Photograph by Mary C. Dickerson.]
+
+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 microscopes, 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.
+
+[Illustration: IN A TURPENTINE GROVE
+
+The long-leaved Pine furnishes most of the turpentine and rosin of
+commerce. Range: Virginia to Florida and Texas. Photograph by G. Clyde
+Fisher.]
+
+[Illustration: BLACK SUGAR MAPLE
+
+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.]
+
+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 "pulling," 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 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.
+
+[Illustration: COMMON FALL MUSHROOM
+
+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.]
+
+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. 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.
+
+The forests perform extremely valuable services for mankind entirely
+apart from the products they yield.
+
+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.
+
+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.
+
+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.
+
+[Illustration: WESTERN YELLOW PINE
+
+A magnificent tree which furnishes valuable timber. Range: Hills and
+mountains of western United States. Photograph by Albert E. Butler.]
+
+[Illustration: ROADS THROUGH THE ASPENS
+
+Range: Northern United States and Canada, south in the Rocky Mountains
+to Mexico. Photograph by Albert E. Butler.]
+
+
+It is only in recent years that the American people 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 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.
+
+[Illustration: 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.]
+
+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.
+
+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.
+
+[Illustration: 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.]
+
+[Illustration: BABY OPOSSUMS RIDING ON THEIR MOTHER'S BACK
+
+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.]
+
+
+3. ANIMALS
+
+Mammals
+
+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 _animals_, but the
+latter is obviously too inclusive a term and should not be used in this
+way. There is no reason why the name _mammal_ should not be commonly
+used, just as _birds_, _reptiles_, _amphibians_, and _fishes_ are used
+for the other groups of backboned animals.
+
+[Illustration: NEW YORK WEASEL IN SUMMER PELAGE]
+
+[Illustration: 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.]
+
+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 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 food devoured the Opossum
+probably does more good than harm.
+
+[Illustration: NEW YORK WEASEL IN WINTER
+
+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.]
+
+[Illustration: RACCOON AT ENTRANCE TO ITS DEN IN A HOLLOW TREE
+
+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.]
+
+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.
+
+On the other hand, many mammals furnish food; _e. g._, Rabbits, Elk, and
+Deer. This was more important in pioneer times than at present. Many
+furnish furs used as articles of clothing; _e. g._, Raccoon, Fox,
+Muskrat, Mink, Otter, Marten, Mole, New York Weasel and other northern
+weasels in their winter coats.
+
+[Illustration: POLAR BEAR
+
+An expert swimmer. Feeds upon seals, fish and other animal food. Range:
+Arctic regions of the world. Habitat Group in American Museum of Natural
+History.]
+
+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:
+
+      _The True Fur_                        _The Trade Name_
+  Dark blended Muskrat                    Russian Otter
+  Mink blended Muskrat                    Natural River Mink
+  Natural Muskrat[6]                      River Mink
+  Natural Jersey Muskrat                  River Sable
+  Plucked and Seal-dyed Muskrat           Hudson Seal
+  Plucked and Seal-dyed Muskrat           Aleutian Seal
+  Skunk                                   Black Marten
+  Striped Skunk                           Civet Cat
+  N.Y. Weasel in winter pelage            Ermine
+
+[Illustration: SKUNKS--MOTHER AND YOUNG HUNTING FOR GRASSHOPPERS AND
+CRICKETS
+
+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.]
+
+[Illustration: MINK
+
+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.]
+
+A few suggestions for observation or study:
+
+1. What peculiar instinct or habit has the Opossum developed?
+
+2. How does the flight of a Bat differ from that of a Flying Squirrel?
+
+3. Can you notice any peculiarity in the Rabbit's track?
+
+4. Mention three mammals that hibernate.
+
+5. Describe the methods of defense in the following mammals: Armadillo,
+Porcupine, Skunk.
+
+6. Why do the front teeth of the Squirrel and the Beaver continue to
+grow?
+
+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.
+
+[Illustration: RED FOX RETURNING TO ITS YOUNG FROM SOME FARMER'S
+HEN-ROOST
+
+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.]
+
+[Illustration: BALD-EAGLE
+
+The American Eagle, the Emblem of our Country. Range: United States]
+
+
+Birds
+
+          _He who takes the first step in ornithology is
+          ticketed for the whole trip._--_John Burroughs._
+
+[Illustration: A GREBE COLONY IN SASKATCHEWAN
+
+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.]
+
+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, and second, on account of the beauty of their
+plumage.
+
+[Illustration: SCREECH OWL
+
+The Screech Owl feeds largely upon mice and other destructive rodents.
+Range: Eastern North America.]
+
+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 songster may be more pleasing to one than that of some
+finer one because of youthful associations.
+
+[Illustration: SAND HILL CRANES IN FLORIDA
+
+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.]
+
+[Illustration: GREAT HORNED OWL
+
+Rabbits constitute a favorite food when available. Poultry and other
+birds are also destroyed by this owl. Range: Eastern North America.]
+
+It seems to be a general law of nature that the finest songsters have
+the plainest coats.
+
+[Illustration: 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.]
+
+[Illustration: EGRETS: PARENT BIRDS]
+
+
+Among the birds that we enjoy on account of their beautiful plumage are
+the Egrets, every feather of their 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 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 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.
+
+[Illustration: GOLDEN PLOVER
+
+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.]
+
+[Illustration: BOBOLINK
+
+During the autumn migration this bird is the Reedbird or Ricebird.
+Range: North and South America.]
+
+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.
+
+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.
+
+[Illustration: 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.]
+
+[Illustration: NORTHERN SHRIKE IMPALING A HOUSE SPARROW UPON 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.]
+
+[Illustration: 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.]
+
+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 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).
+
+[Illustration: A KILLDEER FAMILY
+
+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.]
+
+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, 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 "_Hawks and Owls of the United States_," by A. K. Fisher.)
+
+[Illustration: STARLING
+
+Introduced 1890 into New York City; since spread over northeastern
+states. Western and central Europe, New England and Middle Atlantic
+States.]
+
+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.
+
+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.
+
+[Illustration: COMMON TERN
+
+A close relative of the gulls. Range: Northern Hemisphere, northern
+South America and Africa.]
+
+[Illustration: GREAT BLUE HERON
+
+Frequently miscalled Blue "Crane." The long legs indicate that this is a
+wading bird. Range: Western Hemisphere.]
+
+The most valuable group of birds from the standpoint of the farmers, the
+orchardists, and the gardeners 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 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.
+
+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:
+
+"Land Birds East of the Rockies," by Chester A. Reed.
+
+"Water and Game Birds," by Chester A. Reed.
+
+"Western Bird Guide," by Chester A. Reed. (All published by Doubleday,
+Page & Co.)
+
+For more advanced students the following are recommended:
+
+"Handbook of Birds of Eastern North America," by Frank M. Chapman (D.
+Appleton & Co.).
+
+"Handbook of Birds of Eastern North America," by Florence Merriam Bailey
+(Houghton, Mifflin & Co.).
+
+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.)
+
+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 our homes. Every girl can do a great deal to attract birds.
+
+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.
+
+[Illustration: A MOTHER MALLARD AND HER FAMILY
+
+The Wild Mallard is the original of many of the domesticated ducks.
+Range: Northern Hemisphere.]
+
+Second, by putting out bird baths. In this improved country of ours,
+there are doubtless large areas in which 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.
+
+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.
+
+Fourth, by cooperating with the authorities in seeing that the laws
+protecting the birds are enforced.
+
+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.
+
+
+Amphibians
+
+          _All nature is so full that that district produces
+          the greatest variety which is most examined._
+               --_Gilbert White, Natural History of Selborne._
+
+The group of back-boned animals next above the fishes is the Amphibians,
+which includes the frogs, toads, salamanders,[7] 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 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.
+
+[Illustration: TOAD
+
+A valuable animal in the garden because of the insects which it eats.
+Range: Eastern United States. Photograph by Herbert Lang.]
+
+Every Girl Scout should know the song of the toad. William Hamilton
+Gibson says it is "the sweetest sound in nature." (_Sharp Eyes_, 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.
+
+[Illustration: BULLFROG
+
+The largest of our frogs, remarkable for its sonorous bass notes. Range:
+Eastern United States westward to Kansas. Photograph by Herbert Lang.]
+
+The belief that warts are caused by handling toads has no foundation in
+fact.
+
+The toad is a valuable friend of the gardener, for it feeds upon a great
+variety of destructive insects.
+
+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 belief that any of the Salamanders is
+poisonous is a myth and has no basis in fact.
+
+[Illustration: SPRING PEEPER
+
+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.]
+
+
+Reptiles
+
+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 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.
+
+[Illustration: GILA MONSTER
+
+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.]
+
+In the United States there is but one species of Alligator and but one
+species of Crocodile, both limited to the Southeastern States.
+
+There are about fifty kinds of Turtle and Tortoises in North America,
+some of which live on the land and feed largely upon plants, _e. g._,
+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.
+
+Many of these reptiles are highly prized as food, _e. g._,
+Diamond-backed Terrapin, Soft-shelled Turtle, Snapping Turtle and Gopher
+Tortoise.
+
+[Illustration: COMMON BOX TURTLE
+
+Range: Eastern United States]
+
+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.
+
+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.
+
+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.
+
+[Illustration: DIAMOND-BACKED TERRAPIN
+
+Range: Salt marshes of the Atlantic Coast and Gulf of Mexico from
+Massachusetts to Texas.]
+
+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.
+
+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.
+
+For treatment of the Snakes see Woodcraft, Section XIII.
+
+
+FISHES
+
+_"It is not all of fishing to fish."_
+
+[Illustration: PADDLE-FISH
+
+So-called from the paddle-like or spoon-shaped snout. Eggs used for
+caviar. Range: The Mississippi River and its tributaries.]
+
+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 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.
+
+[Illustration: COMMON CATFISH
+
+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.]
+
+Many fishes are valuable as food and the fisheries are extensive
+industries, in which large sums of money are invested.
+
+There are four great groups of fishes:
+
+1. The sharks and rays, with cartilaginous skeletons.
+
+2. The ganoids of which the sturgeon and garpike are examples, with
+heavy plates or scales.
+
+3. The bony fishes--salmon, pickerel, mackerel, cod, halibut, etc.
+
+4. The lung fishes, that live partly in air.
+
+[Illustration: 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.]
+
+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. 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.
+
+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 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.
+
+[Illustration: HAMMERHEAD SHARK
+
+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.]
+
+[Illustration: A GARDEN UNDER WATER
+
+Starfishes, Crabs and Sea-anemones]
+
+[Illustration: SQUID
+
+Member of same family as Octopus, and is related to the Oyster. Has ink
+bag for protection.]
+
+
+Animals Without Backbones
+
+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.
+
+There are several different groups of Invertebrates and between these
+groups there are greater differences of structure than there is between
+a horse and a hummingbird. The principal groups are:
+
+1. The Protozoa, or one-celled animals (nearly all microscopic).
+
+2. The Sponges.
+
+3. The Jellyfishes, Sea-anemones, and Corals.
+
+4. Worms of several groups.
+
+5. Starfishes, Sea-urchins, and Sea-cucumbers.
+
+6. Segmented Worms.
+
+7. Crabs, Lobsters, etc.
+
+8. Oysters, Snails, and Octopi.
+
+9. Insects and Spiders.
+
+[Illustration: SNAILS AND THEIR TRACKS ON THE BEACH
+
+--_Photograph by Mary C. Dickerson._]
+
+
+Seashore Life
+
+Because of their connection with our industries or our food supply, some
+of the Invertebrates are familiar 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.
+
+[Illustration: JELLY FISH]
+
+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.
+
+[Illustration: ANIMALS OF THE WHARF-PILES
+
+Habitat Group in the American Museum of Natural History]
+
+All who have access to the seashore have a wonderful opportunity to
+study the Invertebrates. The long stretches 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, mussels. 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.
+
+[Illustration: UNDER THE SEA BED
+
+Marine Worms, Whelk, Pecten or Scallop and Periwinkle]
+
+
+Begin your study of these seashore animals with a stroll along the
+beach. Examine the windrows of seawrack 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 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.
+
+[Illustration: WHELK (FULGUR CANALICULATA) AND EGG-CASES
+
+Common Mollusk Found on Sandy Shores Along the Atlantic Coast of the
+United States.]
+
+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.
+
+[Illustration: Group showing a starfish attacking an oyster; soft
+shelled clams; hermit crabs; fiddler crabs, etc.]
+
+_A few animals that may be found at the seashore:_
+
+_Rocky Shores_--Hydroids on the rock-weed, rock-barnacles, snails,
+amphipods, lobsters, and oysters.
+
+_Sandy Shores_--Worms, in tube houses, mole-crab, sand-hopper,
+egg-cases, whelks, shrimps.
+
+_Muddy Shores_--Snails, clams, worms of many varieties, mud-crabs,
+hermit-crabs, blue crabs, scallops.
+
+_Wharves and Bridges_ (on the piling)--Sponges, hydroids, sea-anemones,
+ascidians, starfishes, sea-urchins, worms.
+
+On the shores of lakes, ponds, and streams will also be found many
+invertebrates.
+
+[Illustration: HUMMINGBIRD MOTH
+
+Range: Eastern North America. The larvae or caterpillars of this moth
+feed upon virburnum, snowberry and hawthorn.]
+
+[Illustration: SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR "LOCUST"
+
+Range: Eastern United States. Pupae emerging from the ground. Detail
+from Group in the American Museum of Natural History.]
+
+
+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, 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 was honeydew
+secreted by a scale insect, and that it is still eaten.
+
+[Illustration: SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR "LOCUST"
+
+Range: Eastern United States. The pupa climbing tree trunk. Then it
+bursts its horny outer skin and crawls out an adult.]
+
+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.
+
+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.
+
+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.
+
+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 mulberry leaves.
+
+Cocoons of moths may be easily collected in winter after the leaves have
+fallen, and brought in and kept in a cool place until spring when the
+coming out of the adult moths will be an occurrence of absorbing
+interest.
+
+[Illustration: "A GATHERING OF MONARCHS"
+
+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.]
+
+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 upon by spiders. Mention one insect that catches
+spiders and stores them away as food for its young.
+
+[Illustration: TRACKS OF THE GLACIER
+
+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.]
+
+[Illustration: THE KING OF THE NORTHLANDS]
+
+
+GEOLOGY
+
+     _Finds tongues in trees, books in the running brooks,
+      Sermons in stones, and good in everything._
+                            --_Shakespeare, As You Like It._
+
+
+The Structure and History of the Earth
+
+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 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 page 451, 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.
+
+
+Tracks of the Glacier
+
+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 page 451) 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.
+
+Notice in the field the size and shape of the glacial 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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+Observe glacial scratches and grooves on the bed-rock, those on Kelley's
+Island in Lake Erie are famous.
+
+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.
+
+In fact, the Greenland ice-sheet is a remnant of this prehistoric
+continental glacier.
+
+FOOTNOTES:
+
+[6] Muskrat fur is now also sold under its true name.
+
+[7] 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.
+
+
+
+
+SECTION XVI
+
+GIRL SCOUT'S OWN GARDEN
+
+BY DAVID M. HUNTER
+
+          _A Garden is a lovesome thing, God wot!
+               Rose plot
+             Fringed pool,
+               Fern'd grot--
+             The veriest school
+             Of peace; and yet the fool
+           Contends that God is not--
+               Not God! in gardens! when the eve is cool?
+           Nay, but I have a sign;
+             'Tis very sure God walks in mine._
+                                  --_Thomas Edward Brown._
+
+
+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."
+
+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 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.
+
+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.
+
+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.
+
+
+(1) Tools
+
+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.
+
+
+(2) The Preparation of the Seed Bed
+
+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 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.
+
+_The soil_ 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.
+
+_Manure._ 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.
+
+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.
+
+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.
+
+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.
+
+
+Seeds
+
+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.
+
+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.
+
+
+Planting
+
+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 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.
+
+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.
+
+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.
+
+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 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.
+
+Your seeds are now all in. At this juncture take your rake and cover the
+seeds, leaving the whole bed level and smooth.
+
+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
+
+
+Cultivation
+
+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 seedlings that you cannot use the weeder without danger to
+the delicate little plants that you are attending, then employ your
+fingers.
+
+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.
+
+There is one caution that old gardeners give which 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.
+
+       *       *       *       *       *
+
+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.
+
+       *       *       *       *       *
+
+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.
+
+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.
+
+When you have accomplished this work of preparation set your 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 _sweet alyssum_. Then move your line back
+toward the other side of the bed one foot. Here you should place some
+taller plants, such as _asters_. 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 plants. _Dahlias_ or _cosmos_ 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.
+
+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.
+
+If your work has been well done you ought to have a small bed of
+vegetables, 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.
+
+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
+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.
+
+From the garden as a center path, lead out in every direction, paths for
+thought and study.
+
+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.
+
+
+Suggested Flowers for Border
+
+_Biennials_ 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.
+
+_Annuals_--Of these some of the most satisfactory are Asters, Calendula,
+Lupin, Petunias, Rosy Morn, Snapdragon, Stock and Rose Zinnias.
+
+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.
+
+_Bulbs_--Tulips, such as Murillo, or _early varieties_ (La Reine, Pink
+Beauty, President Lincoln, Proserpine, Queen of the Netherlands and Rose
+Luisante), or _late varieties_ (La Merveille, La Reve, Moonlight, The
+Fawn) and Mertensiav Virginica can be along the borders.
+
+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.
+
+[Illustration: Plan for a border of Perennials]
+
+
+
+
+SECTION XVII
+
+MEASUREMENTS, MAP MAKING AND KNOTS
+
+
+1. MEASUREMENTS
+
+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.
+
+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.
+
+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 was taken and called a gram, which is about equal to 15 of our
+grains.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+(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.
+
+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.
+
+This method can be used in measuring off the distance for pacing to
+obtain the average length of one's pace, as suggested in a later
+paragraph under Useful Personal Measurements.
+
+(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.
+
+(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.
+
+When using triangles where shall a Scout place the points?
+
+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 object 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:
+
+               DC : CB :: DE : BX
+                       or
+    as the length from D to C is to the length of C to B
+                       so
+    is the length from D to E to the length from B to X
+                    or as in this example,
+
+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.
+
+[Illustration: Diagram A. To Measure Width of Stream or Road]
+
+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.
+
+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 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.
+
+[Illustration: Diagram B. To Measure Height of Tree, Etc.]
+
+[Illustration: Diagram C. To Measure Height with a Mirror]
+
+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.
+
+[Illustration: Diagram D. To Test a Right Angle]
+
+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.
+
+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.
+
+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.
+
+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.
+
+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 bushel measures, all of which are regulated by law as to the amount
+they hold.
+
+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.
+
+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.
+
+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.
+
+Height is less easy to estimate for we are not so accustomed to looking
+up and down as we are to looking 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 accomplish much.
+
+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.
+
+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.
+
+By practice a Girl Scout should be able to do the following things in
+the way of judging height, weight and distance:
+
+          (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.)
+
+          (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.
+
+          (3) Be able without scales to weigh out specified
+          amounts of sugar, flour or other household
+          materials, for example, 1, 5 or 10 pounds.
+
+          (4) Be able to pick out from an assortment,
+          packages of rice, tea, cornmeal, etc., weighing
+          1/2, 1, 2, 5 and 10 pounds.
+
+          (5) Be able to give in the usual measures, either
+          avoirdupois or metric, capacity of the standard
+          teaspoon, tablespoon, teacup.
+
+          (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.
+
+          (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.
+
+
+USEFUL PERSONAL MEASURES
+
+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.
+
+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.
+
+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.
+
+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 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.
+
+None of the above methods for measuring are scientific, therefore are
+not accurate, but they are useful ways of measuring _approximately_
+lengths and distances by means of a guide always at hand.
+
+
+2. MAP MAKING FOR GIRL SCOUTS
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+A village map should show in addition the way to the nearest large town
+or city, give the railroad station, and so forth.
+
+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.
+
+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.
+
+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.
+
+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.
+
+[Illustration: CONVENTIONAL SIGNS OF MAP MAKING
+
+  Camp                     Post office              Telegraph
+                                                    office
+
+
+  City, Town or            Buildings                Church
+  village
+
+  School                   W. W.                       Hos.
+                           Water works               Hospital
+
+
+  Windmill                 cem.                       Ruins
+                          Cemetery
+
+
+  Fence                  Barbed  smooth              Stone
+  (any or board)          Wire Fence                  Fence
+
+
+  Wagon                  Footpath or                Wagon Road
+  Road                     Trail                   (unfenced)
+
+
+  Railroad                Double Track             Trolley
+  Station                   R. R.                  Line]
+
+
+[Illustration:
+
+          general symbol           streams       spring
+                                                  or
+          Foot                   Falls and
+                                   Rapids          or
+          Bridges
+                                               Telegraph Lines
+
+          Ferries                Grassland      Cultivated
+                                                 Fields
+
+          Lake or Pool             Corn           Cotton
+
+          Marshes                          Orchard
+
+          Woods of Any Kind               Pine Woods
+
+MORE CONVENTIONAL SIGNS OF MAP MAKING]
+
+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 quickly and easily if the district sketched has
+been observed closely. Observation is at the root of map making.
+
+[Illustration: MAP OF GIRL SCOUT CAMP MADE BY SCOUT]
+
+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.
+
+
+THE COMPASS
+
+          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:
+
+          NORTH
+          North by East
+          North, Northeast
+          Northeast by North
+          Northeast
+          Northeast by East
+          East, Northeast
+          East by North
+
+          EAST
+          East by South
+          East, Southeast
+          Southeast by East
+          Southeast
+          Southeast by South
+          South, Southeast
+          South by East
+
+          SOUTH
+          South by West
+          South, Southwest
+          Southwest by South
+          Southwest
+          Southwest by West
+          West, Southwest
+          West by South
+
+          WEST
+          West by North
+          West, Northwest
+          Northwest by West
+          Northwest
+          Northwest by North
+          North by West
+
+          NORTH
+
+
+          How to Find Points of Compass Without a Compass
+
+          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.
+
+
+          How to Tell the Points of the Compass by the Sun
+
+          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.
+
+          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.
+
+[Illustration: Mariner's Compass]
+
+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.
+
+
+How to Find North by the Stars
+
+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.
+
+
+3. KNOTS AND THEIR USES FOR GIRL SCOUTS
+
+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.
+
+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.
+
+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.
+
+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.
+
+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 articles have been if you had not tied them snugly
+in the roll? Without them you would have been far from happy.
+
+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.
+
+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.
+
+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.
+
+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.
+
+Once a boat was swept over one of the lesser falls 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.
+
+[Illustration: 1. Square or Reef Knot]
+
+These stories, which are true, make us realize the importance of
+knowing something of ropes and knots, that we may Be Prepared when our
+services are needed.
+
+
+Parts of a Rope
+
+The three parts of a rope are:
+
+          1. The End, the part used in leading;
+
+          2. The Bight, a loop made by bending the rope back
+          on itself and holding it in place;
+
+          3. The Standing Part, the long portion of the rope
+          not used when tying a knot.
+
+
+1. Square or Reef Knot
+
+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.
+
+To make the Square Knot:
+
+Take an end in each hand;
+
+Cross the end in the right hand over the end in the left hand;
+
+Bend it around the rope in the left hand;
+
+Cross the end in the left hand over the end in the right hand;
+
+Bend it around the rope in the right hand;
+
+Pull tight.
+
+
+2. Sheet-bend
+
+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.
+
+[Illustration: 2a. Sheet Bend: Loose]
+
+[Illustration: 2b. Sheet Bend: Drawn Tight]
+
+To make a Sheet-bend:
+
+Make in the end of the larger rope a small bight or use the permanent
+loop in its place;
+
+Pass the end of the smaller rope up through the bight;
+
+Under the bight;
+
+Over the bight;
+
+Under its own standing part;
+
+Pull the loops tight.
+
+This is the way the Girl Scout tied the rope together for the stage
+hands.
+
+
+3. Bowline-Knot
+
+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.
+
+To make a Bowline-knot:
+
+Take the end in the right hand;
+
+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;
+
+Drop the end;
+
+Make a small bight in the palm of the left hand by turning the rope
+toward the ends of the fingers;
+
+Take the end in the right hand;
+
+Pass it up through the bight;
+
+Back of and around the standing part;
+
+Down through the bight;
+
+Pull the end and the rope forming the loop against the standing part.
+
+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.
+
+When using a rope for a life-line:
+
+Fasten securely one end to something that will not give.
+
+Make a Bowline at the other end of the line large enough to go over the
+head and shoulders;
+
+Hold the knot in the right hand, the end toward you;
+
+Take the standing part in the left hand, measure off about three feet of
+rope;
+
+Draw the rope toward you, pass it over the palm of the right hand and
+hold fast.
+
+Again measure off the same amount, draw the rope toward you, pass it
+over the palm of the right hand, and hold fast;
+
+Continue this process until enough rope is coiled to more than cover the
+distance to the person in the water.
+
+Grasp the coil firmly in the right hand;
+
+Hold the standing part in the left hand;
+
+Draw the right arm back from the shoulder;
+
+[Illustration: 3. Bowline]
+
+Swing the arm forward and throw the coil out over the water to the
+person in distress;
+
+Make sure that the person in the water gets a firm grasp on the rope;
+
+Quickly take the standing part in both hands;
+
+Pull on the rope with a hand over hand motion, keep the line taut and
+pull the person to safety.
+
+Do not make the mistake of throwing the coil "up"; throw it _out_ over
+the water.
+
+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.
+
+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.
+
+
+[Illustration: 4. Two Half-Hitches]
+
+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.
+
+To make a Half-hitch:
+
+Take the end in the right hand;
+
+Pass the end under and around the pole;
+
+Around the standing part:
+
+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.
+
+
+[Illustration: 5. Clove-Hitch]
+
+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.
+
+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-hitch on the other trees or posts.
+
+To tie the Clove-hitch:
+
+Take the end in the right hand;
+
+Pass it around the post;
+
+Over the standing part;
+
+Continue around the post;
+
+Under the standing part;
+
+Slip the end up through the lower loop;
+
+Pull tight.
+
+
+[Illustration: 6. Sheep-Shank]
+
+The purpose of a Sheep-shank is to take up slack or shorten a rope
+temporarily. It is used on tent ropes, tow lines.
+
+To make the Sheep-shank:
+
+Cross the hands and take hold of the rope;
+
+Take up the slack by drawing the hands past each other;
+
+Hold the two long loops firmly in one hand;
+
+Make a bight in the rope between the loop and the end;
+
+Pass the loop through the bight;
+
+Do the same thing at the other end.
+
+The knot will stay in place so long as the rope is taut.
+
+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.
+
+
+[Illustration: Ready For Transportation or Storage]
+
+When in uniform a Girl Scout hangs her rope on a belt-hook placed in her
+belt or skirt-binding.
+
+_To have the rope in a convenient form:_
+
+Make two loops five or six inches long at one end of the rope;
+
+Leaving a small bight at the top to go over the hook, bind the loops
+together by winding the standing part around them;
+
+Hold the end fast by putting it through the remaining bight.
+
+_To serve or whip the ends of a Scout rope so they will not fray:_
+
+Take a piece of soft twine twelve or fourteen inches long;
+
+Make a loop two inches long at one end;
+
+Lay the loop on the rope, the end of the twine extending beyond the rope
+end an inch;
+
+Bind the rope and loop together by winding the standing part tightly and
+closely around them;
+
+Slip the end down through the loop, which must not be entirely covered
+by the binding;
+
+Pull the other end of the twine and draw the loop under the binding.
+
+As the twine will be held fast, the ends can be cut off close to the
+rope.
+
+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.
+
+
+Glossary
+
+          Belt-hook--A double hook in the form of the letter
+          S. Sometimes called S-hook.
+
+          Bight--A loop made by bending a rope back on
+          itself and holding it in place.
+
+          Coil--A series of rings, one on top of another,
+          into which a rope is wound.
+
+          Cord--A string or small rope composed of several
+          strands of thread or vegetable fiber twisted and
+          woven together.
+
+          End--One of the terminal points of that which has
+          more length than breadth. The part of a rope used
+          in leading.
+
+          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.
+
+          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.
+
+          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.
+
+          Loop--An opening through which something can be
+          passed.
+
+          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.
+
+          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.
+
+          Standing part--The long portion of a rope not used
+          when tying a knot.
+
+          String--A slender cord, a thick thread.
+
+          Twine--A double thread; a thread made of two
+          strands twisted.
+
+
+
+
+SECTION XVIII
+
+GIRL SCOUT PROFICIENCY TESTS AND SPECIAL MEDALS
+
+For details regarding these badges see the "BLUE BOOK OF RULES FOR GIRL
+SCOUT CAPTAINS"
+
+
+CONTENTS
+
+          I. Introduction to Proficiency Tests.
+
+          II. Proficiency Tests:
+
+            *** Subjects marked thus are specially recommended for First
+              Class Scouts or girls at least sixteen years old.
+
+            **** Subjects marked thus are for Scouts eighteen years and
+              over.
+
+          Artist
+          Athlete***
+          Bee-Keeper
+          Bird Hunter
+          Bugler
+          Business Women***
+          Canner
+          Child Nurse
+          Citizen***
+          Cook
+          Craftsman
+          Cyclist
+          Dairy Maid
+          Dancer
+          Dressmaker
+          Drummer
+          Economist
+          Electrician
+          Farmer
+          First Aide***
+          Flower Finder
+          Gardener
+          Handy Woman
+          Health Guardian***
+          Health Winner
+          Home Maker
+          Home Nurse***
+          Horsewoman
+          Hostess
+          Interpreter
+          Journalist****
+          Laundress
+          Milliner
+          Motorist****
+          Musician
+          Needlewoman
+          Pathfinder
+          Photographer
+          Pioneer***
+          Rock Tapper
+          Sailor***
+          Scribe
+          Signaller
+          Star Gazer
+          Swimmer
+          Telegrapher
+          Zoologist
+
+          III. Group Badge
+
+          IV. Golden Eaglet.
+
+          V. Special Medals:
+            Attendance Stars
+            Life Saving Medals
+              Bronze Cross
+              Silver Cross
+            Medal of Merit
+            Thanks Badge
+            Community Service Award
+            Scholarship Badge
+
+
+
+Proficiency Tests and Merit Badges
+
+1. INTRODUCTION
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+What does it mean then? It means three things:
+
+          1. She has an intelligent interest in the subject
+
+          2. She has a reasonable knowledge of its broad
+          principles
+
+          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
+
+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.
+
+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.
+
+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?
+
+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.
+
+
+2. PROFICIENCY TESTS
+
+ARTIST SYMBOL--A PALETTE
+
+[Illustration]
+
+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.
+
+          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.
+
+REFERENCES:
+
+"Children's Book of Art," A. E. Conway, Adam and Charles Black.
+
+"Knights of Art," Amy Steedman, George W. Jacobs and Company.
+
+"Gabriel and the Hour Book," Evaleen Stein.
+
+"Apollo," by S. Reinach, from the French by Florence Simmonds,
+Scribners.
+
+
+ATHLETE*** SYMBOL--BASKET BALL
+
+[Illustration]
+
+To qualify for this a Girl Scout must be at least fourteen, and must
+hold the badge for personal health, the "Health Winner."
+
+          1. State briefly the value and effect of exercise.
+
+          2. Demonstrate habitual good posture, sitting and
+          standing.
+
+          3. Demonstrate (a) marching steps, quick and
+          double time, and Scout's Pace.
+
+          (b) Setting-up exercises, (as shown in Handbook).
+
+          4. Present statement from troop Captain, of a hike
+          of at least 5 miles.
+
+          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.
+
+          6. Demonstrate with indoor base ball accurate
+          pitching for distance of forty feet.
+
+          7. Write brief description of rules for five
+          popular games.
+
+          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.
+
+          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, page 65.
+
+          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.
+
+REFERENCES:
+
+"Games for the Playground, Home, School and Gymnasium," Jessie H.
+Bancroft, Macmillan.
+
+"Summer in the Girls' Camp," A. W. Coale, Century.
+
+"Book of Athletics," Paul Withington, Lothrop.
+
+"Outdoor Sports and Games," C. H. Miller, Doubleday Page.
+
+
+BEE KEEPER SYMBOL--HIVE
+
+[Illustration]
+
+          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.
+
+          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.
+
+          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.
+
+          4. Know which flowers afford the best food for
+          bees, and how honey varies according to the
+          flowers in color and flavor.
+
+REFERENCES:
+
+"Productive Bee Keeping," Pellett.
+
+Bulletins from Bureau of Animal Industry, U. S. Department of
+Agriculture.
+
+"Life of the Bee," Maurice Maeterlinck, Dodd.
+
+"Queen Bee," Carl Ewald, Thomas Nelson and Sons.
+
+"How to Keep Bees," A. B. Comstock, Doubleday Page.
+
+
+BIRD HUNTER SYMBOL--BLUE BIRD
+
+[Illustration]
+
+To qualify for this badge a Girl Scout should belong to the Audubon
+Society[8] and be able to answer the following:
+
+          1. 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.
+
+          2. Give game-bird laws of her State.
+
+          3. Name five birds that destroy rats and mice.
+
+          4. Give list of ten birds of value to farmers and
+          fruit growers in the destruction of insects on
+          crops and trees.
+
+          5. (a) Tell what the Audubon Society is and how it
+          endeavors to protect the birds.
+
+          (b) Give name and location of two large bird
+          refuges; explain the reason for their
+          establishment and give names of the birds they
+          protect.
+
+          6. (a) Know what an aigret is. How obtained and
+          from what bird.
+
+          (b) Tell methods to attract birds winter and
+          summer.
+
+
+          1. GENERAL REFERENCES: (At least one must be read
+          to qualify for badge).
+
+"Method of Attracting Wild Birds," Gilbert H. Trafton, Houghton, Mifflin
+Co.
+
+"Bird Study Book," T. Gilbert Pearson, Doubleday Page Co.
+
+"Wild Bird Guests," Ernest Harold Baynes, E. P. Dutton Co.
+
+2. HANDBOOKS AND SPECIAL BIRD BOOKS:
+
+"Hawks and Owls of the United States," A. K. Fisher.
+
+"Useful Birds and Their Protection," Edward H. Forbush, Massachusetts
+Board of Agriculture.
+
+"Home Life of Wild Birds," F. H. Herrick, G. F. Putnam Co.
+
+"Land Birds East of the Rockies," Chester A. Reed, Doubleday Page Co.
+
+"Water and Game Birds," Chester A. Reed, Doubleday Page Co.
+
+"Western Birds," Chester A. Reed, Doubleday Page Co.
+
+"Handbook of Birds of Eastern North America," Frank M. Chapman, D.
+Appleton and Co.
+
+"Bird Life," Frank M. Chapman, D. Appleton and Co.
+
+"Handbook of Birds of Western United States," Florence Merriam Bailey,
+Houghton, Mifflin and Co.
+
+"Children's Book of Birds," O. T. Miller, Houghton, Mifflin Co.
+
+"Burgess Bird Book for Children," W. T. Burgess, Little Brown Co.
+
+
+BUGLER SYMBOL--BUGLE
+
+[Illustration]
+
+Play correctly as to notes and time the following calls and marches and
+play at sight any calls selected:
+
+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.
+
+Reference: Cadet Manual, E. L. Steever, Lippincott.
+
+
+BUSINESS WOMAN***
+
+SYMBOL--NOTE-BOOK
+
+[Illustration]
+
+          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.
+
+          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.
+
+          3. Must show a knowledge of simple bookkeeping and
+          arithmetic.
+
+          4. Must show how to make out, and know how and
+          when to use receipts, notes and drafts, and money
+          orders.
+
+          5. Must know how to write a simple business
+          letter, such as asking for employment, or a letter
+          recommending a person for employment.
+
+          6. Must show how to keep a check book, make out
+          checks and deposit slips, endorse checks, and
+          balance checking accounts.
+
+          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.)
+
+          8. Must be able to write a letter from memory on
+          facts given five minutes previously.
+
+REFERENCES:
+
+"Thrift by Household Accounting," American Economics Association,
+Baltimore.
+
+"Household Accounts and Economics," Shaeffer, Macmillan.
+
+"What every Business Woman Should Know," Lillian C. Kearney, Stokes.
+
+"Bookkeeping and Accounting," J. J. Klein, Appleton.
+
+"Essential Elements of Business Character," H. G. Stockwell, Revell.
+
+
+CANNER
+
+SYMBOL--JAR AND FRUIT
+
+[Illustration]
+
+          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.
+
+          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?
+
+          3. Give general rules for preparing fruits and
+          vegetables for preserving in any way.
+
+          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?
+
+          5. What is essential regarding the heat?
+
+          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.
+
+          7. Give same rules for jams, marmalades and
+          jellies.
+
+          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?
+
+          9. What should be done to all jars, tumblers,
+          etc., before storing? How are canned goods best
+          stored?
+
+
+REFERENCES:
+
+Government Bulletin--U. S. Department of Agriculture.
+
+"Canning, Preserving and Jelly Making," J. McK. Hill, Little.
+
+
+CHILD NURSE
+
+SYMBOL--A MALTESE CROSS
+
+[Illustration]
+
+          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.
+
+          2. What are the most necessary things to be
+          considered when caring for a child under three
+          years of age? Elaborate on these points.
+
+          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?
+
+          4. Should a child be picked up or fed every time
+          he cries? What is the result of so doing?
+
+          5. What are the important things to remember in
+          lifting and handling children?
+
+          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?
+
+          7. How can a baby be encouraged to move itself and
+          take exercise?
+
+          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?
+
+          9. How is a child prepared for bed? How are the
+          bed and room prepared?
+
+          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?
+
+          11. At what age may a child be given solid food
+          with safety? What foods are best and how should
+          they be prepared?
+
+          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?
+
+          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?
+
+REFERENCES:
+
+"The Baby, His Care and Training," M. Wheeler, Harper.
+
+"Care and Feeding of Children," Ernest Holt, Appleton.
+
+"The Home and Family," Kinne and Cooley, Macmillan.
+
+
+[Illustration: THE CITIZEN***
+
+SYMBOL--EIGHT-POINTED STAR]
+
+          1. Who is responsible for the government of your
+          country?
+
+          2. Whose business is it to see that the laws are
+          enforced?
+
+          3. How can you help make your Government better?
+
+          4. Give the best definition you know of our
+          Government.
+
+          5. What are the principal qualifications for the
+          vote in your State?
+
+          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?
+
+          7. Who makes the law for you in your State?
+
+          8. What part will you have in making that law?
+
+          9. What are the duties of the President of the
+          United States and of each of his Cabinet?
+
+          10. Name five things on which the comfort and
+          welfare of your family depend, which are
+          controlled by your Government.
+
+          11. a. What is meant by a secret ballot? b. How
+          can anyone tell how you vote?
+
+          12. What is the difference between registering to
+          vote and enrolling in a political party?
+
+          13. If you enroll in a political party must you
+          vote the straight ticket of that party?
+
+REFERENCES:
+
+"The Woman Movement in America," McClurg and Co., Chicago.
+
+"The Woman Voter's Manual," Forman and Shuler, Century Co., 1918.
+
+"Democracy in Reconstruction," Houghton Mifflin, 1919. Cleveland and
+Schafer.
+
+"History of Politics," Edward Jenks, Macmillan Co.
+
+"The Subjection of Women," John Stuart Mill, Frederick Stokes.
+
+"Your Vote and How to Use It," Mrs. Raymond Brown, Harper Bros.
+
+"The Story of a Pioneer," Anna Howard Shaw.
+
+"American Commonwealth," James Bryce.
+
+"Promised Land," Mary Antin, Houghton Mifflin.
+
+"Land of Fair Play," Geoffrey Parsons, Scribner.
+
+"Making of an American," J. A. Rils, Macmillan.
+
+"Peace and Patriotism," E. S. Smith, Lothrop, Lee and Shepard.
+
+"The Children in the Shadow," Ernest Kent Coulter, McBride Nest and Co.
+
+"American Citizenship," Charles and Mary Beard, Macmillan.
+
+
+[Illustration: COOK
+
+SYMBOL--GRIDIRON]
+
+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.
+
+          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.
+
+          2. What does it mean to boil a food? To broil? To
+          bake? Why is it not advisable to fry food?
+
+          3. How many cupfuls make a quart? How many
+          tablespoonfuls to a cup? Teaspoonfuls to a
+          tablespoon?
+
+          4. Be able to cook two kinds of cereal.
+
+          5. Be able to make tea, coffee and cocoa properly.
+
+          6. Be able to cook a dried and a fresh fruit.
+
+          7. Be able to cook three common vegetables in two
+          ways.
+
+          8. Be able to prepare two kinds of salad. How are
+          salads kept crisp?
+
+          9. Know the difference in food value between whole
+          milk and skimmed milk.
+
+          10. Be able to boil or coddle or poach eggs
+          properly.
+
+          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.
+
+          12. Be able to make two kinds of quick bread, such
+          as biscuits or muffins.
+
+          13. Be able to plan menus for one day, choosing at
+          least three dishes in which left-overs may be
+          utilized.
+
+REFERENCES:
+
+"The Junior Cook Book," Girl Scout Edition, Clara Ingram, Barse and
+Hopkins.
+
+"Fun of Cooking," C. F. Benton, Century.
+
+"Boston Cooking School Cook Book," Little.
+
+"Hot Weather Dishes," S. T. Rorer, Arnold and Co.
+
+"Food and Health," Helen Kinne and Anna M. Cooley, Macmillan.
+
+
+[Illustration: CRAFTSMAN
+
+SYMBOL--PRIMITIVE DECORATIVE DESIGN]
+
+To earn this badge a Girl Scout must qualify in at least one of the
+following and must read at least one general reference:
+
+          1. Tie-dying: Make a tie-dyed scarf using two
+          kinds of tying.
+
+Reference: "Dyes and Dyeing," Charles E. Pellew, McBride.
+
+"Industrial and Applied Art Books, Book 6," Bush.
+
+
+          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.
+
+          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.
+
+          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.
+
+          Reference: "Cross-stitch Patterns," Dorothy
+          Bradford, "Industrial Art Text Books, Book 6,"
+          "Modern Priscilla," Snow.
+
+          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.
+
+          Reference: "How To Make Baskets,"
+          White--"Practical Basketry," McKay. "Inexpensive
+          Basketry," Marten. "Raffia and Reed Weaving,"
+          Knapp.
+
+          Weaving Wool: Weave a girdle, a hat band, or a
+          dress ornament use a simple striped or geometric
+          design, in three or more colors.
+
+          Reference: "Hand Weaving," Dorothy Bradford.
+          "Hand-loom Weaving," Todd.
+
+          Weaving Beads: Design and weave a bead chain or a
+          bead band for trimming: use two or more colors.
+
+          7. Appliqué: 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.
+
+          8. Pottery: Design an original shape for a bowl,
+          vase or paper weight, and model shape in clay.
+
+          Reference: "The Potter's Craft," Binns--"Pottery,"
+          Cox. "Industrial Work for the Middle Grades," E.
+          Z. Worst.
+
+          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.
+
+          Reference: "School Arts Magazine," Jan. 1920.
+          "Poster Magazine."
+
+          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.
+
+          References: Keramic Studio--any number.
+
+          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.
+
+GENERAL REFERENCE BOOKS:
+
+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.
+
+
+[Illustration: CYCLIST
+
+SYMBOL--WHEEL]
+
+          1. Own a bicycle, and care for it, cleaning,
+          oiling, and making minor repairs, readjusting
+          chain, bars and seat.
+
+          2. Be able to mend a tire.
+
+          3. Demonstrate the use of a road map.
+
+          4. Demonstrate leading another bicycle while
+          riding.
+
+          5. Know the laws of the road, right of way,
+          lighting and so forth.
+
+          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.
+
+          7. Pledge the bicycle to the Government in time of
+          need.
+
+REFERENCES:
+
+"American Girl's Handibook," L. Beard, Scribner.
+
+"For Playground, Field and Forest," D. C. Beard, Scribner.
+
+
+[Illustration: DAIRY MAID
+
+SYMBOL--MILKING STOOL]
+
+          1. Take entire care of a cow and the milk of one
+          cow for one month, keeping a record of quantity of
+          each milking.
+
+          2. Make butter at four different times, and submit
+          statement of amount made and of the process
+          followed in making.
+
+          3. Make pot cheese; give method.
+
+          4. Name four breeds of cows. How can they be
+          distinguished? Which breed gives the most milk?
+          Which breed gives the richest milk?
+
+          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
+          scrupulously clean?
+
+          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?
+
+REFERENCES:
+
+"Stories of Industry," Vol. 2, A. Chase, Educational Pub. Co.
+
+"How the World is Fed," F. G. Carpenter, American Book Co.
+
+"Foods and their uses," F. G. Carpenter, Scribner.
+
+
+[Illustration: DANCER
+
+SYMBOL--FOOT IN SLIPPER]
+
+This test is being revised. Following is a Temporary ruling (July 1922).
+
+          1. Demonstrate three folk dances.
+
+          2. Demonstrate three modern social dances in
+          correct form. See rules of American Association of
+          Dancing Masters. OR
+
+          3. Where social dancing is not given approval by
+          parents, three additional folk dances may be
+          substituted.
+
+REFERENCES:
+
+"Dances of the People," Elizabeth Burchenal, Schirmer.
+
+"Folk Dances and Singing Games," Elizabeth Burchenal, Schirmer.
+
+"Social Games and Group Dances," J. C. Elsom, Lippincott.
+
+"Country Dance Book," C. J. Sharp, Novello.
+
+
+[Illustration: DRESSMAKER
+
+SYMBOL--SCISSORS]
+
+          1. Must hold Needlewoman's Badge.
+
+          2. Must know the bias, selvage, and straight width
+          of goods.
+
+          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.
+
+          4. Be able to clean, oil and use a sewing machine.
+
+          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.
+
+          6. Know what to do if a waist is too long from the
+          neck to the waist line and does not fit well.
+
+REFERENCES:
+
+"Complete Dressmaker," C. E. Laughlin, Appleton.
+
+"The Dress You Wear and How to Make It," M. J. Rhoe, Putnam.
+
+"The Dressmaker," Butterick Publishing Co.
+
+"Clothing and Health," Helen Kinne and Anna M. Cooley, Macmillan.
+
+"Clothing: Choice, Care, Cost," Mary Schenet Woolman, Lippincott 1920.
+
+
+[Illustration: DRUMMER
+
+SYMBOL--DRUM AND STICKS]
+
+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.
+
+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.
+
+REFERENCES:
+
+"Recollections of a Drummer Boy," H. M. Kieffer, Houghton Mifflin
+
+
+[Illustration: ECONOMIST
+
+SYMBOL--BEE]
+
+A Girl Scout must qualify for 1 and 2, and either 3 or 4.
+
+          1. Offer record of ten per cent. savings from
+          earnings or allowance for three months.
+
+          Show card for Postal Savings, or a Savings Bank
+          Account.
+
+          2. Show record from parent or guardian that she
+          has:
+
+          a. Darned stockings.
+
+          b. Keep shoes shined and repaired.
+
+          c. Not used safety pins or other makeshift for
+          buttons, hooks, hems of skirts, belts, etc.
+
+          d. Kept clothes mended and cleansed from small
+          spots.
+
+          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.
+
+          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.
+
+REFERENCES:
+
+"Scout Law in Practice," A. A. Carey, Little.
+
+"Thrift and Conservation," A. H. Chamberlain, Lippincott.
+
+
+[Illustration: ELECTRICIAN
+
+SYMBOL--LIGHTNING]
+
+          1. Explain the use of magnets for attraction and
+          repulsion.
+
+          2. Describe the use of electricity for forming
+          electro-magnets and their use in: Electric bell;
+          Telegraph; Telephone.
+
+          3. What is meant by low and high voltage in
+          electric current? Describe the use of current in:
+          Dry cell; Storage Battery; Dynamo.
+
+          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
+
+          b. How it is converted into working energy in
+          Motors.
+
+          5. Describe fuses and their use, and how to
+          replace a burnt-out fuse.
+
+          6. Connect two batteries in series with a bell and
+          push button.
+
+          7. Demonstrate methods of rescuing a person in
+          contact with live wires, and of resuscitating a
+          person insensible from shock.
+
+          8. Know how electricity is used as motive power
+          for street cars, trains, and automobiles.
+
+          9. Know the proper way to connect electric
+          appliances such as flat irons, toasters, etc.
+
+REFERENCES:
+
+"Electricity in Every Day Use," J. F. Woodfull, Doubleday Page.
+
+"How to Understand Electrical Work," W. H. Onken, Harper.
+
+"Harper's Electricity Book for Boys," J. H. Adams, Harper.
+
+"Electricity for Young People," Tudor Jenks, Stokes.
+
+"Heroes of Progress in America," Charles Morris, Lippincott.
+
+
+[Illustration: FARMER
+
+SYMBOL--SICKLE]
+
+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.
+
+I. A. Animal Care
+
+A Scout must have reared successfully one of the following:
+
+          a) A brood of at least 12 chickens under hen or
+          with incubator.
+
+          b) A flock of at least 12 pigeons, 12 ducks, 12
+          geese or 12 guinea-fowl.
+
+          c) A family of rabbits or guinea pigs.
+
+          d) A calf, a colt, or a pig.
+
+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.
+
+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
+
+B. Vegetable raising
+
+A Scout may make her main interest the raising of some sort of vegetable
+or fruit and may do one of the following:
+
+          1. Plant, cultivate and gather the crop from
+
+          (a) A small truck garden, with at least six
+          vegetables, two berries, and two salads or greens,
+          OR
+
+          (b) Where the soil is not suitable for a variety
+          of plants, she may raise a single vegetable, like
+          corn or tomatoes, or tubers.
+
+          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
+
+          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.
+
+II. Identify and collect ten common weeds and tell how to get rid of
+each.
+
+III. Identify ten common insect pests, tell what plant or animal each
+attacks, and how to get rid of each.
+
+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.
+
+STANDARD REFERENCES:
+
+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.
+
+The Beginner's Garden Book by Allen French, Macmillan Co.
+
+Manual of Gardening, L. H. Bailey, Macmillan.
+
+Principles of Agriculture, L. H. Bailey, Macmillan.
+
+Essentials of Agriculture, H. J. Waters, Ginn.
+
+
+[Illustration: FIRST AIDE***
+
+SYMBOL--RED CROSS IN BLACK CIRCLE]
+
+A Girl Scout should know:
+
+          1. What to do first in case of emergency.
+
+          2. Symptoms and treatment of shock.
+
+          3. How and when to apply stimulants.
+
+          4. How to put on a sling.
+
+          5. How to bandage the head, arm, hand, finger, leg
+          ankle, eye, jaw.
+
+          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.
+
+          A Girl Scout should demonstrate:
+
+          7. Applying a sterile dressing.
+
+          8. Stopping bleeding.
+
+          9. Putting on a splint.
+
+          10. Making a stretcher from uniform blanket or
+          Scout neckerchief and poles.
+
+          11. The Schaefer method of artificial respiration.
+
+REFERENCES:
+
+Section on First Aid in this Handbook.
+
+American Red Cross Abridged Text Books on First Aid, Blakiston.
+
+
+[Illustration: FLOWER FINDER SYMBOL--FLOWER]
+
+          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.
+
+          2. A Scout must also pass either the test for
+          Flowers and Ferns or Trees given below.
+
+A. FLOWERS AND FERNS
+
+          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.
+
+          2. Why were the following ferns so named:
+          Christmas Fern, Sensitive Fern, Walkingleaf Fern,
+          Cinnamon Fern, Flowering Fern?
+
+          3. Name and describe twenty cultivated plants in
+          your locality.
+
+          4. Be able to recognize ten weeds.
+
+          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.
+
+B. TREES
+
+          1. Give examples of the two great groups of trees
+          and distinguish between them.
+
+          2. Why is forest conservation important? What are
+          the laws of your State concerning forest
+          conservation?
+
+          3. Mention at least three uses of trees.
+
+          4. Collect, identify and preserve leaves from
+          twenty-five different species of trees.
+
+          5. Mention three trees that have opposite
+          branching and three that have alternate.
+
+          6. How do the flower-buds of Flowering Dogwood
+          differ from the leaf-buds? When are the
+          flower-buds formed?
+
+          7. The buds of what tree are protected by a
+          natural varnish?
+
+          8. Mention one whose outer bud-scales are covered
+          by fine hairs. Can you find a tree that has naked
+          buds?
+
+          9. From a Sassafras-tree or from a Tulip-tree
+          collect and preserve leaves of as many shapes as
+          possible.
+
+          10. Name five trees in this country which produce
+          edible nuts.
+
+REFERENCES:
+
+A. FLOWERS AND FERNS
+
+"New Manual of Botany," Asa Gray, American Book Co.
+
+"Illustrated Flora of the Northern States and Canada," (three volumes),
+N. L. Britton, Brown and Addison, Scribner.
+
+"Flower Guide," Chester A. Reed, Doubleday Page.
+
+"Flora of the Southeastern States," John K. Small, published by the
+author, New York Botanical Garden.
+
+"Flora of the Rocky Mountain Region," P. A. Rydberg, published by the
+author, New York Botanical Garden.
+
+"State Floras."--There 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.
+
+"Our Native Orchids," William Hamilton Gibson.
+
+"Wild Flower Book for Young People," A. Lounsberry, Stokes.
+
+"Field Book of American Wild Flowers," F. S. Matthews, Putnam.
+
+"Emerald Story Book," A. M. Skinner, Duffield.
+
+"Mushrooms," George F. Atkinson, Henry Holt Co., (See Handbook,
+"Scouting for Girls," Section on Woodcraft.)
+
+B. TREES
+
+REFERENCES:
+
+"Field Book of American Trees and Shrubs," F. S. Matthews, Putnam.
+
+"Trees of the Northern United States," Austin C. Apgar, American Book
+Co.
+
+"Manual of Trees of North America," Charles S. Sargent, Houghton Mifflin
+Co.
+
+"Handbook of the Trees of United States and Canada," Romeyn B. Hough,
+published by the author, Lowville, N. Y.
+
+"Trees in Winter," A. F. Blakeslee, and C. D. Jarvis, Macmillan Co.
+
+"The Book of Forestry," F. F. Moon, Appleton.
+
+
+[Illustration: GARDENER
+
+SYMBOL--TROWEL]
+
+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.
+
+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.
+
+          1. What are the necessary things to be considered
+          before starting a garden? List them in the correct
+          order.
+
+          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?
+
+          3. Why is it necessary to fertilize the soil for a
+          garden? What kind of fertilizer will you use in
+          your garden, and why?
+
+          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?
+
+          5. What does it mean to thin out and to
+          transplant? When and why are both done?
+
+          6. What does it mean to cultivate? Why is it very
+          important? How is it best done? What should be
+          done with pulled weeds?
+
+          7. When is the proper time of day to water a
+          garden? Is moistening the surface of the ground
+          sufficient? If not, why not?
+
+          8. Name five garden pests common in your locality
+          and tell how to eradicate them. Name three garden
+          friends and tell what they do.
+
+          9. At what time of day is it best to pick flowers
+          and vegetables? Mention two things to be
+          considered in both cases.
+
+          10. What are tender and hardy plants? Herbaceous
+          plants, annuals, perennials and biennials? Bulbs
+          and tubers?
+
+          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.
+
+REFERENCES:
+
+"Harper's Book for Young Gardeners," A. H. Verill, Harper.
+
+"Beginner's Garden Book," Allen French, Macmillan.
+
+"Home Vegetable Gardening from A to Z," Adolph Krulm, Doubleday.
+
+"Suburban Gardens," Grace Tabor, Outing Publishing Co.
+
+"The Vegetable Garden," R. L. Watts, Outing Publishing Co.
+
+
+[Illustration: HANDY-WOMAN
+
+SYMBOL--HAMMER]
+
+          1. Know how to mend, temporarily with soap, a
+          small leak in a water or gas pipe.
+
+          2. Know how to turn off the water or gas supply
+          for the house and whom to notify in case of
+          accident, OR
+
+          Know what to do to thaw out frozen water pipes, OR
+
+          Be able to put on a washer on a faucet, OR
+
+          Cover a hot water boiler neatly and securely to
+          conserve the heat, using newspaper and string.
+
+          3. Know the use of and how to use a wrench and
+          pliers.
+
+          4. Demonstrate the way to use a hammer,
+          screw-driver, awl, saw can-opener, corkscrew.
+
+          5. Locate by sounding, an upright in a plaster
+          wall, and know why and when this is necessary to
+          be done.
+
+          6. Put up a shelf using brackets, strips of wood
+          or both and know under what conditions to use
+          either.
+
+          7. Be able to put up hooks for clothes or other
+          articles and properly space them.
+
+          8. Be able to measure for and put up a rod in a
+          clothes closet, OR
+
+          Be able to repair the spring in a window shade and
+          tack the shade on the roller, OR
+
+          Know how to keep clean and care for window and
+          door screens.
+
+          9. Must wrap, tie securely and neatly, and label a
+          parcel for delivery by express or parcel post.
+
+          10. Be able to sharpen knives using either a
+          grindstone, whetstone, the edge of an iron stove,
+          or another knife.
+
+          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.
+
+          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.
+
+          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.
+
+REFERENCES:
+
+"What a Girl Can Make and Do," Lina Beard, Scribner.
+
+"Harper's Handy Book for Girls," A. P. Paret, Harper.
+
+"Handicraft for Handy Girls," A. N. Hall, Lothrop.
+
+"In the Days of the Guild," L. Lamprey, Stokes.
+
+
+[Illustration: HEALTH GUARDIAN***
+
+SYMBOL--THE CADUCEUS]
+
+          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?
+
+          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?
+
+          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?
+
+          II. Special Health Facilities in your Locality.
+
+          1. What is the rule as to registering births? What
+          is the advantage of this? What is the infant
+          mortality rate?
+
+          Of what diseases should the local authorities be
+          notified?
+
+          What diseases must be quarantined? Isolated?
+          Posted? Reported?
+
+          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?
+
+          Are there any laws for your bakeries?
+
+          What are the regulations as to the storage and
+          protection of meat in local markets?
+
+          3. Housing. If three families are willing to live
+          in three rooms in your town, may they do so?
+
+          Is there anything to prevent your erecting a
+          building of any size and material you wish in any
+          place?
+
+          4. Medical Institutions. Is there a public
+          hospital in your town? Who has a right to use it?
+          Who pays for it?
+
+          Is there a public clinic? Why should there be?
+
+          Is there a public laboratory? How would it benefit
+          your community if there were?
+
+          Is there a district nurse? How could Girl Scouts
+          assist such a nurse?
+
+          5. Schools. Is there any medical inspection in
+          your schools? How did it ever effect you?
+
+          Is its work followed up in the home? How are Girl
+          Scouts particularly fitted to help in this?
+
+          Is there a school nurse? Why does it pay the
+          community to employ one?
+
+          Are luncheons served in your school free, or at
+          low cost? Mention at least two advantages in this
+          and one disadvantage.
+
+          Are there school clinics for eyes and teeth? Why
+          are some cities providing such clinics?
+
+          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.
+
+          III. Public Services and Sanitation.
+
+          1. Who is responsible for the cleaning of the
+          streets? Dry or wet method used?
+
+          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?
+
+          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.
+
+          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?
+
+          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?
+
+REFERENCES:
+
+"Democracy in Reconstruction," Frederick A. Cleveland and Joseph
+Schafer, Houghton Mifflin.
+
+"A Manual for Health Officers," J. Scott MacNutt, John Wiley and Sons.
+
+"House of the Good Neighbor," Esther Lovejoy, Macmillan.
+
+"Community Civics," J. Field, Macmillan.
+
+"Town and City," F. G. Jewett, Ginn and Co.
+
+"Good Citizenship," J. Richman, American Book Co.
+
+"Healthy Living," Charles E. Winslow, Merrill Co.
+
+
+[Illustration: HEALTH WINNER
+
+SYMBOL--THE CADUCEUS IN TREFOIL]
+
+          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:
+
+          1. Position of body: Show improvement in posture.
+
+          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.
+
+          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.
+
+          4. Supply needs for Air, Water and Food in the
+          right way:
+
+          (a) Sleep with window open.
+
+          (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.
+
+          (c) Eat no sweets, candy, cake or ice cream except
+          as dessert after meals.
+
+          5. Keep Clean:
+
+          (a) Have a bowel movement at least once every day,
+          preferably immediately after breakfast or the last
+          thing at night.
+
+          (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.
+
+          (c) Brush teeth twice a day: after breakfast and
+          just before bed.
+
+          (d) Wash hair at least once a month, and brush
+          well every day.
+
+          II. In addition to doing the things that make for
+          health, the Girl Scout must know the answers to
+          the following questions:
+
+          1. What is the best way to care for your teeth?
+
+          2. Why is care for the eyes especially necessary?
+          How are the eyes rested? What are the points to
+          remember about light for work?
+
+          3. What is the difference in effect between a hot
+          and cold bath?
+
+          4. How can you care for your feet on a hike so
+          that they will not become blistered or over-tired?
+
+REFERENCES:
+
+"Good Health," F. G. Jewett, Ginn and Co.
+
+"How to Get Strong and How to Stay So," William Blaikie, Harper.
+
+"Keeping Physically Fit," Wm. J. Cromie, Macmillan.
+
+"Exercise and Health," Woods Hutcheson, Outing Pub. Co.
+
+"Handbook of Health and Nursing," American School of Home Economics,
+Chicago.
+
+"Food and Health," Helen Kinne and Anna M. Cooley, Macmillan.
+
+"Healthy Living," Chas. E. Winslow, Chas E. Merrill Co.
+
+
+[Illustration: HOMEMAKER
+
+SYMBOL--CROSSED KEYS]
+
+          1. In planning a house and choosing a site for it
+          what things should be considered?
+
+          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.
+
+          3. Choose a system for heating and state reasons
+          for choice.
+
+          4. How will water be furnished? What precautions
+          should always be taken about the water supply and
+          why?
+
+          5. How will the house be lighted? How will it be
+          ventilated?
+
+          6. State how the walls and floors will be finished
+          and why?
+
+          7. Describe the cook stove and the ice box; tell
+          why they were selected and the best way to keep
+          them clean.
+
+          8. List the utensils used in keeping the house
+          clean.
+
+          9. State why it is particularly necessary to keep
+          the cellar, closets, cupboards, wash basins,
+          toilets, sinks, clean. Give ways of cleaning each.
+
+          10. State the proper way to prepare dishes for
+          washing and the order in which silver, glass,
+          table and kitchen dishes should be washed.
+
+          11. How should rugs, mattresses, pillows,
+          upholstered furniture, paper walls, and windows be
+          cleaned?
+
+          12. How should winter clothes and blankets be
+          stored during the summer? What should be done with
+          soiled laundry prior to washing?
+
+          13. What is the most economical way to buy flour,
+          sugar, cereals, butter and vegetables? How should
+          they be kept in the house?
+
+          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?
+
+          15. Under what conditions do germs thrive and
+          vermin infest? How can both be kept away?
+
+          16. Plan the work in your house for one week
+          giving the daily schedule and covering all
+          necessary points.
+
+          17. Tell how to make and use a fireless cooker.
+          Explain what it is good for.
+
+          18. Take care of your own bedroom for one month.
+          Report just what you do and how long it takes.
+
+REFERENCES:
+
+"Housewifery," L. Ray Balderston, Lippincott.
+
+"The Home and the Family," Helen Kinne and Anna Cooley, The Macmillan
+Co.
+
+"Foods and Household Management," Helen Kinne and Anna Cooley,
+Macmillan.
+
+"Shelter and Clothing," Helen Kinne and Anna Cooley, Macmillan.
+
+"Feeding the Family," M. S. Rose, Macmillan.
+
+"Handbook of Food and Diet," American School of Home Economics, Chicago.
+
+MAGAZINES:
+
+"The House Beautiful," "Ladies Home Journal," "Delineator," "Good
+Housekeeping."
+
+
+[Illustration: HOME NURSE***
+
+SYMBOL--GREEN CROSS]
+
+          1. Describe care of the room under following
+          points:
+
+          (a) Ventilation heat and sun; (b) Character and
+          amount of furniture; (c) Cleanliness and order;
+          (d) Daily routine; (e) General "atmosphere."
+
+          2. Demonstrate bed making with patient in bed. Bed
+          must be made in fifteen minutes.
+
+          3. (a) Show how to help a patient in the use of a
+          bedpan. (b) Care of utensils, dishes, linen and
+          their disinfection.
+
+          4. Bodily care of patient. Know all the following
+          and be able to demonstrate any two points asked
+          for:
+
+          (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.
+
+          5. Local applications, hot and cold,
+          (fomentations, compresses etc.) (Demonstrate at
+          least one point).
+
+          6. Common household remedies and their use: castor
+          oil, soda, olive oil, epsom salts, aromatic
+          spirits of ammonia.
+
+          7. First treatment of some common household
+          emergencies, cramps, earache, headache, cold,
+          chills, choking, nosebleed, and fainting.
+
+          8. How to give an enema.
+
+          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.
+
+          1. Cereal, as oatmeal, gruel; cereal water, as
+          barley water.
+
+          2. Toast, toast water, milk toast, cream toast.
+
+          3. Plain albumen, albuminized water, albuminized
+          milk.
+
+          4. Eggnog, soft cooked egg, poached egg.
+
+          5. Pasteurized milk, junket, custard.
+
+          6. Beef, mutton, chicken, clam or oyster broth.
+
+          7. Fruit beverage, stewed dried fruit, baked
+          apple.
+
+          8. Gelatin jellies, chicken jelly.
+
+          9. Tea, coffee, cocoa.
+
+REFERENCES:
+
+"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.
+
+"What to do Before the Doctor Comes," Frieda E. Lippert, Lippincott.
+
+"Home Nurses Handbook of Practical Nursing," C. A. Aikens, Saunders.
+
+"Home Nursing," Louisa C. Lippitt, World Book Co.
+
+
+[Illustration: HORSEWOMAN
+
+SYMBOL--STIRRUP]
+
+          1. Demonstrate saddling and bridling a saddle
+          horse.
+
+          2. Demonstrate riding at a walk, trot and gallop.
+
+          3. Demonstrate harnessing correctly in single
+          harness.
+
+          4. Demonstrate driving in single harness.
+
+          5. What are the rules of the road as to turning
+          out?
+
+          6. What are the rules for feeding and watering a
+          horse, and how do these vary according to
+          conditions?
+
+          7. What implements are used for grooming a horse?
+          Show how they should be used.
+
+          8. Hitch a horse, using the best knot for that
+          purpose.
+
+          9. Know principal causes of and how to detect and
+          how to remedy lameness and sore back.
+
+          10. Know how to detect and remove a stone from the
+          foot.
+
+          11. Know the principal points of a horse, and the
+          different parts of the harness.
+
+REFERENCES:
+
+"Riding and Driving for Women," B. Beach, Scribner.
+
+"Horsemanship," C. C. Fraser.
+
+
+[Illustration: HOSTESS
+
+SYMBOL--CUP AND SAUCER]
+
+          1. Demonstrate receiving, introducing and bidding
+          guests goodbye.
+
+          2. Write notes of invitation for a luncheon,
+          dinner party, and write a letter inviting a friend
+          to make a visit.
+
+          3. Give an out of door party or picnic planning
+          entertainment, and prepare and serve refreshments,
+          OR
+
+          Demonstrate ability to plan for an indoor party,
+          arranging the rooms, a place for wraps,
+          entertainment of guests, serving of refreshments.
+
+          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.
+
+          5. What are the duties of a hostess when
+          entertaining a house guest for a few days or more?
+
+          GUESTS:
+
+          6. When entertained as a house guest what are some
+          of the necessary things to be remembered?
+
+          7. What is a "bread and butter" letter? Write one.
+
+          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.
+
+          9. What are the duties of a caller, dinner or
+          party guest as concerns time of arrival, length of
+          stay and leaving?
+
+REFERENCES:
+
+"Everyday Manners, for American Boys and Girls," by the Faculty of the
+South Philadelphia High School for Girls, Macmillan, 1922.
+
+"Dame Courtesy's Book of Novel Entertainments," E. H. Glover, McClurg.
+
+"Hostess of Today," L. H. Larned, Scribner.
+
+"Bright Ideas for Entertaining," H. B. Linscott, Jacobs.
+
+
+[Illustration: INTERPRETER
+
+SYMBOL--UNITED STATES ARMY EMBLEM]
+
+          1. Show ability to converse in a language other
+          than English.
+
+          2. Translate quickly and accurately a conversation
+          in a foreign language into English, and English
+          into a foreign language.
+
+          3. Be able to write a simple letter in a language
+          other than one's own, subject to be given by
+          examiner.
+
+          4. Read a passage from a book or newspaper written
+          in a language other than one's own.
+
+          5. Write a clear intelligible letter in a foreign
+          language.
+
+
+[Illustration: JOURNALIST****
+
+SYMBOL--BOTTLE AND PEN]
+
+          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.
+
+          2. What is a news item?
+
+          3. What is an editorial?
+
+          4. Describe briefly the three important kinds of
+          type-setting used today.
+
+          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.
+
+          6. Write some special story about Scoutcraft such
+          as a hike or camping experience.
+
+REFERENCES:
+
+"Newspaper," G. B. Dibble, Holt.
+
+"Handbook of Journalism," N. C. Fowler, Sully.
+
+
+[Illustration: LAUNDRESS
+
+SYMBOL--FLAT IRON]
+
+          1. What elements are needed to clean soiled
+          clothes?
+
+          2. Show a blouse that you have starched and
+          folded, OR
+
+          Show a skirt and coat you have pressed.
+
+          3. How is starch made? How is it prepared for use?
+
+          4. What is soap? How is it made? What is soap
+          powder?
+
+          5. How can you soften hard water? How are a ringer
+          and a mangle used?
+
+          6. Name steps to take in washing colored garments.
+
+          7. Should table linen be starched? Why?
+
+          8. Why do we run clothes through blueing water?
+          What is blueing? How made?
+
+          9. Know the different kinds of irons and how to
+          take care of irons.
+
+          10. How to remove stains; ink, fruit, rust, grass,
+          cocoa and grease. Why must stains be removed
+          before laundering?
+
+          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?
+
+REFERENCES:
+
+"Saturday Mornings," C. B. Burrell, Dana Estes.
+
+"First Aid to the Young Housekeeper," C. T. Herrick, Scribner.
+
+"Guide to Laundry Work," M. D. Chambers, Boston Cooking School.
+
+"Approved Methods for Home Laundry," Mary Beals Vail, B. S., Proctor
+Gamble Co.
+
+
+[Illustration: MILLINER
+
+SYMBOL--BONNET]
+
+          1. Renovate a hat by removing, cleaning and
+          pressing all trimmings and the lining, turn or
+          clean the hat and replace trimmings and lining.
+
+          2. Trim a felt hat and make and sew in the
+          lining.
+
+          3. Make a gingham, cretonne or straw hat using a
+          wire frame.
+
+          4. What is felt and how is it made into hats?
+
+          5. What is straw and how is it prepared for
+          millinery purposes?
+
+          6. How is straw braid for hats sold?
+
+          7. What is meant by "a hand made hat?"
+
+          8. Can the shape of a felt or straw hat be
+          materially changed? if so by what process?
+
+          9. What kind of thread is best for sewing trimming
+          on to a hat?
+
+          10. How is the head measured for ascertaining the
+          head size for a hat?
+
+REFERENCES:
+
+"Art of Millinery," Anna Ben Yusef, Millinery Trade Pub. Co.
+
+
+[Illustration: MOTORIST****
+
+SYMBOL--A WINGED WHEEL]
+
+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.
+
+This includes:
+
+          1. A certificate of health from a physician.
+
+          2. Possessing the First Aide Badge.
+
+          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.
+
+          4. A driver's license from her State, signed by
+          the Secretary of State.
+
+          5. Taking the oath of allegiance.
+
+REFERENCE:
+
+"The Gasoline Automobile," by Hobbs, Elliott and Consoliver, McGraw,
+Hill Book Co.
+
+Putnam's Automobile Handbook, H. C. Brokaw, Putnam.
+
+
+[Illustration: MUSICIAN
+
+SYMBOL--HARP]
+
+For pianist, violinist, cellist or singer.
+
+          1. Play or sing a scale and know its composition.
+
+          2. Write a scale in both the treble and bass clef.
+
+          3. Know a half-tone, whole tone, a third, fifth
+          and octave.
+
+          4. Be able to distinguish a march from a waltz,
+          and give the time of each.
+
+          5. What is a quarter, half and whole note, draw
+          symbols.
+
+          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.
+
+          7. Play or sing from memory three verses of the
+          Star Spangled Banner. The Battle Hymn of the
+          Republic and America.
+
+          8. Play or sing correctly from memory one piece of
+          good music.
+
+          9. For instrumentalist: Be able to play at sight a
+          moderately difficult piece and explain all signs
+          and terms in it.
+
+          For singers: Show with baton how to lead a group
+          in singing compositions written in 3/4 and 4/4
+          time.
+
+          10. What is an orchestra: Name at least five
+          instruments in an orchestra.
+
+REFERENCES:
+
+"Art of the Singer," W. T. Henderson, Scribner.
+
+"How to Listen to Music," H. E. Krehbiel, Scribner.
+
+"Orchestral Instruments and What They Do," D. G. Mason, Novello.
+
+
+[Illustration: NEEDLEWOMAN
+
+SYMBOL--SPOOL, THREAD AND NEEDLE]
+
+          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.
+
+          2. Show the difference between "straight" and "on
+          the bias," and how to make both.
+
+          3. Know the difference between linen, cotton and
+          woolen, and pick out samples of each.
+
+          4. Know how thread, silk and needles are numbered
+          and what the numbers indicate.
+
+          5. Know how to measure and plan fullness for
+          edging or lace.
+
+          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.
+
+          7. Knit, either a muffler, sweater or baby's
+          jacket and cap and crochet one yard of lace or
+          make a yard of tatting.
+
+          8. Hemstitch or scallop a towel or bureau scarf
+          and work an initial on it in cross stitch.
+
+REFERENCES:
+
+"Complete Dressmaker," C. E. Laughlin, Appleton.
+
+"Art in Needlework," S. F. Day, Scribner.
+
+
+[Illustration: PATHFINDER
+
+SYMBOL--A HAND POINTING]
+
+          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
+
+          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.
+
+          2. Know the route of the principal surface car and
+          subway lines, OR
+
+          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.
+
+          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
+
+          Tell of three things of interest concerning the
+          history of your own community.
+
+          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
+
+          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.
+
+          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
+
+          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.
+
+          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
+
+          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.
+
+          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.
+
+          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.
+
+REFERENCES:
+
+Sections in Handbook on "Woodcraft," and "Measurements and Map-making,"
+and publications of local Historical Societies, Guides and Directories.
+
+
+[Illustration: PHOTOGRAPHER
+
+SYMBOL--CAMERA ON STANDARD]
+
+          1. Submit 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.
+
+          2. What constitutes a good picture?
+
+          3. Give three rules to be followed in taking
+          interiors, portraits and out of door pictures.
+
+          4. Name and describe briefly the processes used in
+          photography.
+
+          5. Tell what a camera is and name and describe the
+          principal parts of a camera.
+
+          6. What is a film? What is a negative?
+
+          7. What position in relation to the sun should a
+          photographer take when exposing a film?
+
+          8. Should a shutter be operated slowly? If so,
+          why?
+
+          9. What causes buildings in a picture to look as
+          if they were falling?
+
+          10. What precautions should be taken when
+          reloading a camera and taking out an exposed film?
+
+          11. What is an enlargement? How is it made?
+
+          12. What are the results of under exposure and
+          over exposure?
+
+          13. What are the results of failing to take the
+          proper camera distance, having improper light and
+          allowing the camera to move?
+
+          14. If there is more than one method of exposing a
+          film what determines the method to be used?
+
+REFERENCES:
+
+"How to Make Good Pictures," Eastman Kodak Company.
+
+"The Photo Miniature," such numbers as appear to be needed.
+
+"Nature and the Camera," A. R. Dugmore, Doubleday.
+
+"Photography for Young People," T. Jenks, Stokes.
+
+"Why My Photographs Are Bad," C. M. Taylor, Jacobs.
+
+
+[Illustration: PIONEER***
+
+SYMBOL--AXES]
+
+          1. Tell four things that must be considered when
+          choosing a camp site.
+
+          2. Know how to use a saw, an axe, a hatchet.
+
+          3. Know how to select and fell a tree for building
+          or fuel purposes. Know a fork and sapling and
+          their uses.
+
+          4. Build or help three others to build a shack
+          suitable for four occupants.
+
+          5. Make a latrine, an incinerator, a cache.
+
+          6. Make a fireplace for heating and cooking
+          purposes and cook a simple meal over it.
+
+          7. Know how to tell the directions of the wind.
+
+          8. Know how to mark a trail.
+
+          9. Tell what to do to make water safe for drinking
+          if there is any question as to its purity.
+
+REFERENCES:
+
+"Campward Ho!" A Manual for Girl Scout Camps, National Headquarters,
+Girl Scouts, Inc.
+
+"Camping and Woodcraft," Horace Kephart, Macmillan.
+
+"On the Trail," L. Beard, Scribner.
+
+"Vacation Camps for Girls," Jeannette Marks, D. Appleton.
+
+
+[Illustration: ROCK TAPPER[9]
+
+SYMBOL--PICK AND SHOVEL]
+
+          1. Collect and correctly identify ten rocks found
+          among the glacial boulders.
+
+
+
+          2. Make photograph or make sketch of glacial
+          boulders.
+
+          3. Collect two or three scratched glaciated
+          pebbles or cobblestones in the drift.
+
+          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.
+
+REFERENCES:
+
+"The Story of Our Continent," N. S. Shaler, Ginn and Co.
+
+"The Great Ice Age and Its Relation to the Antiquity of Man," D.
+Appleton and Co.
+
+"A Text Book of Geology," portion of Chapter XXV entitled "The Glacial
+Epoch in North America,"--D. Appleton and Co.
+
+"Physiography for High School," Chapter V entitled, "The Work of Snow
+and Ice," Henry Holt and Co.
+
+"An Introduction to Physical Geography," Chapter VI entitled,
+"Glaciers," D. Appleton, or any other good text-book of geology or
+physical geography.
+
+"Travels in Alaska," John Muir.
+
+
+[Illustration: SAILOR***
+
+SYMBOL--ANCHOR]
+
+Qualify for questions under A, one to eleven, and one other test on
+rowboat, sailboat, canoe or motor boat.
+
+A. GENERAL
+
+          1. Swim twenty-five yards with clothes and shoes
+          on, or hold the swimming merit badge.
+
+          2. Know sixteen points of the compass.
+
+          3. Find any one of the four cardinal points of the
+          compass by sun or stars.
+
+          4. Know the rules for right of way.
+
+          5. Know how to counteract the effect of current,
+          tide and wind.
+
+          6. Demonstrate making a landing, coming along
+          side, making fast, pushing off.
+
+          7. What is a calm? What is a squall? What are the
+          sky and water conditions that denote the approach
+          of the latter?
+
+          8. Why are squalls dangerous?
+
+          9. What are the dangers of moving about or
+          standing in a boat?
+
+          10. Tie four knots for use in handling a boat.
+          Prepare, tie and throw a life line a distance of
+          25 feet.
+
+          11. Which is the "port" and which the "starboard"
+          side of the boat, and what color lights represent
+          each.
+
+B. ROWBOAT.
+
+          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.
+
+          2. Name two types of row boats.
+
+          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.
+
+          4. Demonstrate sculling or poling.
+
+          5. Bail and clean a boat.
+
+          6. What does it mean to "trim ship?"
+
+C. SAILBOAT.
+
+          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.
+
+          2. What is meant by tacking?
+
+          3. What is the difference between a keel and
+          centerboard type of boat? Tell the advantage of
+          each.
+
+          4. Coil the ropes on a sailboat.
+
+          5. Name three different types of sailboats.
+
+D. CANOE.
+
+          1. Where and how should a canoe be placed when not
+          in use?
+
+          2. Demonstrate putting a canoe into the water,
+          stepping into it, taking it out, and the technique
+          of bow and stern paddling.
+
+          3. Overturn, right and get back into a canoe.
+
+          4. Name two standard makes of canoes.
+
+          5. What does it mean to make a portage?
+
+E. MOTORBOAT.
+
+          1. Know how to oil the engine and the best kind of
+          oil with which to oil it.
+
+          2. Demonstrate cleaning the engine; cranking the
+          engine.
+
+          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.
+
+          4. Why should a motor boat never be left without
+          turning off the gas? State reasons.
+
+          5. Be able to rectify trouble with the carburetor.
+
+          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.
+
+          7. Demonstrate how to coil rope so it will not
+          kink when anchor is thrown out.
+
+          8. Know channels and right of way by buoys and
+          lights.
+
+REFERENCES:
+
+"Harper's Boating Book for Boys," C. J. Davis, Harper.
+
+"Boat Sailing," A. J. Kenealy, Outing.
+
+
+[Illustration: SCRIBE
+
+SYMBOL--OPEN BOOK]
+
+          1. Submit an original short story, an essay or
+          play or poem.
+
+          2. Know three authors of prose and their
+          compositions.
+
+          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.
+
+
+[Illustration: SIGNALLER
+
+SYMBOL--CROSSED FLAGS]
+
+SEMAPHORE
+
+          1. Give alphabet correctly in 30 seconds, or
+          less.
+
+          2. Give the following abbreviations correctly;
+          AFFIRMATIVE, ACKNOWLEDGE, ATTENTION, ERROR,
+          NEGATIVE, PREPARATORY, ANNULLING, SIGN OF
+          NUMERALS.
+
+          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.
+
+          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.
+
+WIGWAG
+
+          1. Give alphabet correctly in two and one half
+          minutes or less.
+
+          2. Give numerals up to ten correctly.
+
+          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.
+
+          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.
+
+BUZZER
+
+GENERAL SERVICE CODE
+
+          1. Send message of twenty words, not previously
+          read, at the rate of ten letters per minute. Two
+          errors allowed.
+
+          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.
+
+REFERENCES:
+
+"How to Signal by Many Methods," J. Gibson, Gale.
+
+"Cadet Manual," E. Z. Steever, Lippincott.
+
+"Boys' Camp Manual," C. K. Taylor, Century.
+
+"Outdoor Signalling," Elbert Wells, Outing Pub. Co.
+
+
+[Illustration: STAR GAZER
+
+SYMBOL--STAR GROUP]
+
+          1. What is meant by the Solar System?
+
+          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?
+
+          3. Name the planets in their order from the sun.
+          Which planet is nearest the earth and give its
+          distance?
+
+          4. How fast does light travel?
+
+          5. What is the difference between planets and
+          fixed stars and name three of the latter.
+
+          6. What is a constellation? Name and be able to
+          point out six. Name two constellations which are
+          visible throughout the year.
+
+          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.
+
+          8. Observe a sunrise and a sunset.
+
+          9. What is the Milky-Way? Give its course through
+          the heavens.
+
+          10. What is a morning star? What is an evening
+          star?
+
+          11. Explain zenith and nadir.
+
+          12. What is the Aurora Borealis? Have you seen it?
+
+REFERENCES:
+
+"Field Book of Stars," W. T. Olcott, Putnam.
+
+"The Book of Stars," R. F. Collins, D. Appleton.
+
+"Around the Year With the Stars," Garrett P. Serviss, Harper.
+
+"Monthly Evening Sky Map," Barrett, 360 Fulton Street, Brooklyn, N. Y.
+
+"The Star People," Gaylord Johnson, Macmillan 1921. Especially for
+Younger Scouts.
+
+"The Call of the Stars," John, R. Kilfax.
+
+
+[Illustration: SWIMMER
+
+SYMBOL--LIFE BUOY]
+
+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.
+
+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).
+
+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:
+
+          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).
+
+          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).
+
+          3. Make surface dive and recover object from
+          bottom. (10 points).
+
+          4. Demonstrate the Schaefer method of inducing
+          artificial respiration. (18 points).
+
+          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).
+
+
+[Illustration: TELEGRAPHER
+
+SYMBOL--TELEGRAPH POLE]
+
+Either: a. Telegraphy,
+
+          1. Send 22 letters per minute using a sounder and
+          American Morse Code.
+
+          2. Receive 25 letters per minute and write out the
+          message in long hand or on a typewriter directly
+          from sound.
+
+          No mistakes allowed. OR
+
+b. Wireless. Pass examination for lowest grade wireless operator
+according to U. S. N. regulations.
+
+REFERENCE:
+
+"Harper's Beginning Electricity," D. C. Shafer, Harper.
+
+
+[Illustration: ZOOLOGIST
+
+SYMBOL--SEAHORSE]
+
+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.
+
+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).
+
+A. MAMMALS
+
+          1. Describe and give life history of ten wild
+          mammals personally observed and identified.
+
+          2. Name two mammals that kill fruit trees by
+          girdling them.
+
+          3. Mention three mammals that destroy the farmer's
+          grain.
+
+          4. State game laws of your State which apply to
+          mammals.
+
+          5. Name and locate one great game preserve in the
+          United States and mention five game mammals
+          protected there.
+
+B. REPTILES
+
+          1. Give the life history of one reptile.
+
+          2. Give names of three Turtles that you have
+          identified in the open.
+
+          3. What is the only poisonous Lizard in the United
+          States?
+
+          4. Name and describe the poisonous Snakes of your
+          State.
+
+C. AMPHIBIANS
+
+          1. Describe the life history of the frog or the
+          toad.
+
+          2. Describe the wonderful power of changing color
+          shown by the common Tree-frog.
+
+          3. What is the difference in the external
+          appearance of a salamander and a lizard?
+
+          4. Give a list of five Amphibians that you have
+          identified in the open.
+
+D. FISHES
+
+          1. Describe the habits of feeding and egg-laying
+          in one of our native fishes.
+
+          2. Mention a common fish that has no scales, one
+          that has very small scales, and one that has
+          comparatively large scales.
+
+          3. Name five much-used food fishes of the sea, and
+          five fresh-water food-fishes.
+
+          4. What are some necessary characteristics of a
+          game-fish? Mention a well-known salt-water game
+          fish, and two fresh-water ones.
+
+          5. Describe the nest of some local fish, giving
+          location, size, etc.
+
+E. INVERTEBRATES
+
+(EITHER of the following)
+
+a. Insects and Spiders
+
+          1. How may mosquitoes be exterminated?
+
+          2. Collect, preserve and identify ten butterflies,
+          five moths, ten other insects, and three spiders.
+
+          3. Describe the habit that certain ants have of
+          caring for plant-lice or aphids which secrete
+          honey-dew.
+
+          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.)
+
+          5. Describe the life of a hive or colony of honey
+          bees. (See "The Life of the Bee," by Maurice
+          Maeterlinck, Dodd Mead Co.)
+
+b. Sea Shore Life
+
+          1. Name five invertebrates used as food and state
+          where they are found.
+
+          2. What is the food of the starfish? How are
+          starfish destroyed?
+
+          3. Name twenty invertebrates which you have seen
+          and give the locality where they were found.
+
+          4. Name five invertebrates that live in the water
+          only and five that burrow in the mud or sand.
+
+          5. What invertebrate was eaten by the Indians and
+          its shell used in making wampum? Where have you
+          seen this animal?
+
+GENERAL REFERENCES
+
+A. MAMMALS
+
+"Life-Histories of Northern Animals," 2 vols., Ernest Thompson Seton,
+Scribner.
+
+"American Animals," Stone, Witmer and Wm. E. Cram, Doubleday Page.
+
+"American Natural History, Vol. I, Mammals," Wm. T. Hornaday, Scribner.
+
+"Squirrels and Other Fur-Bearers," John Burroughs, Houghton, Mifflin.
+
+"Kindred of the Wild," C.G.D. Roberts, Doubleday Page.
+
+"Animals, Their Relation and Use to Man," C.D. Wood, Ginn and Co.
+
+"Popular Natural History," J.G. Wood, Winston.
+
+B. REPTILES
+
+"Reptile Book," Raymond L. Ditmars, Doubleday Page.
+
+"The Poisonous Snakes of North America," Leonhard Stejnegar, Report U.
+S. National Museum, 1893.
+
+C. AMPHIBIANS
+
+"The Frog Book," Mary Cynthia Dickerson, Doubleday Page.
+
+"Manual of Vertebrates of the Northern United States," David Starr
+Jordon, A.C. McClurg Pub. Co.
+
+"Nature Study and Life," Clifton F. Hodge, Ginn and Co.
+
+D. FISHES
+
+"American Food and Game Fishes," David Starr Jordan and Barton W.
+Evermann, Doubleday Page.
+
+"The Care of Home Aquaria," Raymond C. Osburn, New York Zoological
+Society.
+
+"The Story of the Fishes," James Newton Baskett, D. Appleton and Co.
+
+E. INVERTEBRATES
+
+a. Insects and Spiders
+
+"Butterfly Guide," W. J. Holland, Doubleday Page.--(For beginners).
+
+"Our Common Butterflies," Frank E. Lutz, (Guide Leaflet No. 38, American
+Museum of Natural History).
+
+"How to Collect and Preserve Insects," Frank E. Lutz, (Guide Leaflet No.
+39, American Museum of Natural History).
+
+"The Moth Book," W. J. Holland, Doubleday Page.
+
+"The Butterfly Book," W. J. Holland, Doubleday Page.
+
+"The Spider Book," J. H. Comstock, Doubleday Page.
+
+"Moths and Butterflies," Mary C. Dickerson, Ginn and Co.
+
+"Manual for the Study of Insects," J. H. and A. B. Comstock, Comstock
+Publishing Co.
+
+"The Wonders of Instinct," Jean Henri Fabre, Century Co.
+
+"Field Book of Insects," Frank E. Lutz, Putnam.
+
+b. Sea Shore Life
+
+"The Sea-Beach at Ebb Tide," A. F. Arnold, The Century Co.
+
+"Sea-Shore Life," A. G. Mayer, (New York Zoological Society 1906).
+
+"Introduction to Zoology," C. B. and G. C. Davenport, Macmillan Co.,
+1900.
+
+
+III. GROUP BADGES
+
+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.
+
+[Illustration: 1. SCOUT NEIGHBOR (any four)
+
+          Citizen***
+          Health Guardian***
+          Economist
+          Business Woman***
+          Telegrapher
+          Interpreter
+          Motorist****
+          Canner]
+
+
+[Illustration: 3. SCOUT AIDE[10]
+
+          First Aide***
+          Home Nurse***
+          Homemaker
+          Health Winner
+          Health Guardian***
+          Child Nurse*** or Cook]
+
+
+[Illustration: 4. WOODCRAFT SCOUT (any three)
+
+          Athlete***
+          Motorist****
+          Horsewoman
+          Sailor
+          Swimmer
+          Pioneer
+          Pathfinder]
+
+
+[Illustration: 5. SCOUT NATURALIST]
+
+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:
+
+          1. What sorts of things are included in Nature
+          Study?
+
+          2. What are the other names for living and
+          non-living objects?
+
+          3. Read one of the following general books on
+          Nature Study.
+
+GENERAL NATURE STUDY REFERENCES:
+
+"Handbook of Nature Study," Anna Botsford Comstock, Comstock Publishing
+Co. (Manual for Leaders).
+
+"Nature Study and Life," Clifton F. Hodge, Ginn and Co.
+
+"The Story Book of Science," J. Henri Fabre, Century Co.
+
+"Leaf and Tendril," John Burroughs, Houghton Mifflin.
+
+"Wake Robin," John Burroughs, Houghton Mifflin.
+
+"Natural History of Selbourne," Gilbert White.
+
+"Travels in Alaska," John Muir.
+
+"My First Summer in the Sierras," John Muir.
+
+
+[Illustration: 6. LAND SCOUT
+
+          Gardener
+          Farmer
+          Dairy Maid
+          Bee Keeper]
+
+
+IV. GOLDEN EAGLET
+
+SYMBOL--A GOLD EAGLET PIN OR PENDANT
+
+[Illustration]
+
+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:
+
+          Athlete***
+          Bird Hunter or Flower Finder or Zoologist
+          Citizen***
+          Cook
+          Dressmaker
+          Economist
+          First Aide***
+          Health Guardian***
+          Health Winner
+          Homemaker
+          Home Nurse***
+          Hostess
+          Laundress
+          Child Nurse***
+          Pioneer
+
+
+V. SPECIAL MEDALS
+
+[Illustration: ATTENDANCE STAR]
+
+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.
+
+          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.
+
+          2. The silver star is given for attendance at 90
+          per cent of all regular troop meetings.
+
+          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.
+
+
+[Illustration: LIFE SAVING MEDALS]
+
+          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.
+
+          2. The Silver Cross is awarded for saving life
+          with considerable risk to oneself.
+
+          3. These two medals are worn over the right
+          pocket.
+
+          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.
+
+
+[Illustration: MEDAL OF MERIT]
+
+          1. The Medal of Merit is designed for the Scout
+          who does her duty exceptionally well, though
+          without grave risk to herself.
+
+          2. This medal is worn over the right pocket.
+
+          3. Only registered Scouts are entitled to this
+          medal.
+
+          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.
+
+
+[Illustration: THANKS BADGE]
+
+          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.
+
+          2. The Thanks Badge may be worn on a chain or
+          ribbon.
+
+          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.
+
+
+SCHOLARSHIP BADGE; For this see Blue Book of Rules, Edition, March 1922,
+p-4.
+
+
+VI. GIRL SCOUT OFFICERS AND CLASS INSIGNIA
+
+[Illustration: CAPTAIN'S PIN]
+
+[Illustration: LIEUTENANT'S PIN]
+
+[Illustration: TENDERFOOT PIN]
+
+[Illustration: SECOND-CLASS BADGE]
+
+[Illustration: FIRST-CLASS BADGE]
+
+[Illustration: CORPORAL]
+
+[Illustration: PATROL LEADER]
+
+[Illustration: EX-PATROL LEADER]
+
+[Illustration: VII. FLOWER CRESTS FOR TROOPS]
+
+FOOTNOTES:
+
+[8] 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.
+
+[9] Note: Scouts in non-glacial regions may apply to Headquarters for
+other tests in preparation.
+
+[10] This must be passed on by National Headquarters.
+
+
+
+
+SECTION XIX
+
+REFERENCE READING FOR GIRL SCOUTS
+
+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?
+
+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.
+
+The Congressional Library may be called upon at any time for
+bibliography on any special topic.
+
+The books in this section are in addition to the special references for
+Proficiency Tests in Section XVIII.
+
+
+HANDBOOKS OF ALLIED ORGANIZATIONS
+
+Boy Scouts of America, Handbook for Boys, 200 Fifth Ave., N. Y. C.
+
+Boy Scout Camp Book, Edward Cave, Doubleday and Page.
+
+The Book of the Camp Fire Girls, 31 East 17th Street, New York City.
+
+Girl Guiding, Sir Robert Baden-Powell, C. Arthur Pearson, Ltd., London.
+
+Scouting for Boys, Sir Robert Baden-Powell, C. Arthur Pearson, Ltd.,
+London.
+
+Woodcraft Manual for Boys and Woodcraft Manual for Girls by Ernest
+Thompson Seton, Doubleday and Page.
+
+
+ADVENTURE
+
+Robinson Crusoe, Daniel DeFoe.
+
+Jim Davis, John Masefield.
+
+A Woman Tenderfoot: Two Little Savages: Ernest Thompson Seton and Grace
+Gallatin.
+
+David Balfour, Kidnapped, Treasure Island, Robert Louis Stevenson.
+
+Around the World in Eighty Days, Twenty Thousand Leagues Under the Sea,
+The Mysterious Island, Jules Verne.
+
+Swiss Family Robinson, Wyss.
+
+
+ANIMAL STORIES
+
+Jungle Books, First and Second; Just So Stories; Rudyard Kipling.
+
+The Call of the Wild, Jack London.
+
+Bob, Son of Battle, Ollivant.
+
+Wild Animals I Have Known, Ernest Thompson Seton.
+
+Black Beauty, Sewell.
+
+Lad, a Dog; Albert Payson Terhune.
+
+
+FAIRY AND FOLK TALES
+
+Fairy Tales, Hans Christian Anderson--Mrs Edgar Lucas' Edition.
+
+Arabian Nights.
+
+Peter Pan in Kensington Gardens, James M. Barrie.
+
+Granny's Wonderful Chair, F. Browne.
+
+Davy and the Goblin, Guy Wetmore Carryl.
+
+Celtic Fairy Tales, J. Jacobs.
+
+Norse Fairy Tales, Sir George Dasent.
+
+Folk Tales of Flanders, Jean De Bosschere.
+
+Fairy Tales, Grimm Bros., Mrs. Lucas, Editor.
+
+Uncle Remus, His Songs and Sayings, Joel Chandler Harris.
+
+Mopse the Fairy, Jean Ingelow.
+
+Water Babies, Charles Kingsley.
+
+Wonderful Adventures of Nils, Selma Lagerlöf.
+
+Blue, Red, Green and Brown Fairy Books, Andrew Lang.
+
+Pinocchio, C. Lorenzini.
+
+Back of the North Wind; Double Story; The Princess and Curdie; The
+Princess and the Goblin; George MacDonald.
+
+Czecho-Slovak Fairy Tales, Parker Fillmore.
+
+Ting a Ling Tales; The Queen's Museum and Other Fanciful Tales, Frank
+Stockton.
+
+
+HISTORY AND PERIOD NOVELS
+
+The Story of France, Mary MacGregor.
+
+The Little Book of the War, Eva March Tappan.
+
+Story of the World, Elizabeth O'Neill.
+
+Story of the War for Young People, F. A. Kummer, Century 1919.
+
+Story of the Great War, Roland Usher.
+
+Story of a Pioneer, Anna Howard Shaw.
+
+Old Timers in the Colonies, Charles C. Coffin.
+
+The Boys of '76, Charles C. Coffin.
+
+Drum-Beat of the Nation, Charles C. Coffin.
+
+Redeeming the Republic, Charles C. Coffin.
+
+Lafayette, We Come! Rupert S. Holland.
+
+Historic Events of Colonial Days, Rupert S. Holland.
+
+History of England, Rudyard Kipling.
+
+Hero Tales from American History, Lodge and Roosevelt.
+
+Famous Scouts, Charles H. Johnston.
+
+Famous Frontiersmen and Heroes of the Border, Charles H. Johnston.
+
+Boy's Life of Theodore Roosevelt, Herman Hagedorn.
+
+Boy's Life of Abraham Lincoln, Helen Nicolay.
+
+American Hero Stories, Eva March Tappan.
+
+A Gentleman of France, Weyman.
+
+A Tale of Two Cities, Charles Dickens.
+
+Cardigan, Robert Chambers.
+
+Deerslayer, Fenimore Cooper.
+
+Fortunes of Nigel, Walter Scott.
+
+Henry Esmond, William Makepeace Thackeray.
+
+Hugh Wynne, Weir Mitchell.
+
+Ivanhoe, Walter Scott.
+
+Janice Meredith, Paul Leicester Ford.
+
+Joan of Arc, Laura E. Richards.
+
+Last of the Mohicans, Fenimore Cooper.
+
+Maid at Arms, Robert Chambers.
+
+Man Without a Country, Edward Everett Hale.
+
+Master Simon's Garden, Caroline Meigs.
+
+Pool of Stars, Caroline Meigs.
+
+Master Skylark, Bennett.
+
+Merry Lips, Beulah Marie Dix.
+
+Otto of Silver Hand, Howard Pyle.
+
+Quentin Durward, Walter Scott.
+
+Ramona, Helen Hunt Jackson.
+
+Rewards and Fairies, Rudyard Kipling.
+
+Richard Carvel, Winston Churchill.
+
+Soldier Rigdale, Beulah Marie Dix.
+
+The Crisis, Winston Churchill.
+
+The Perfect Tribute, M. S. Andrews.
+
+The Prince and the Pauper, Mark Twain.
+
+The Refugees, Conan Doyle.
+
+The Scarlet Pimpernel, Baroness Orczy.
+
+The Spartan, Caroline Snediker.
+
+The Three Musketeers, Alexandre Dumas.
+
+The White Company, Conan Doyle.
+
+Two Little Confederates, Thomas Nelson Page.
+
+Via Crucis, Marion Crawford.
+
+Westward Ho, Charles Kingsley.
+
+A Yankee at King Arthur's Court, Mark Twain.
+
+
+MYTH AND LEGEND
+
+Story of Roland, James Baldwin.
+
+The Sampo (Finnish), James Baldwin.
+
+The Story of Siegfried, James Baldwin.
+
+Children of the Dawn, (Greek), Elsie Buckley.
+
+Pilgrim's Progress, John Bunyan.
+
+The Stories of Norse Heroes, Wilmot Buxton.
+
+Don Quixote, Cervantes.
+
+Stories of Charlemagne and the Twelve Peers of France, A. J. Church.
+
+Greek Tragedies, Church.
+
+Adventures of Odysseus and The Tale of Troy, Padraic Colum.
+
+Undine, De la Motte Fouqué.
+
+Sintram and His Companions, De la Motte Fouqué.
+
+Tanglewood Tales, Nathaniel Hawthorne.
+
+The Wonderbook, Nathaniel Hawthorne.
+
+Rip Van Winkle, Washington Irving.
+
+Heroes, Charles Kingsley.
+
+Robin Hood, Howard Pyle.
+
+The Story of the Champions of the Round Table, Howard Pyle.
+
+The Story of the Grail and the Passing of Arthur, Howard Pyle.
+
+The Story of King Arthur and His Knights, Howard Pyle.
+
+The Story of Sir Launcelot and His Companions, Howard Pyle.
+
+
+NONSENSE
+
+Goops, Gillett Burgess.
+
+Inklings for Thinklings, Susan Hale.
+
+Child's Primer of Natural History, Oliver Herford.
+
+The Nonsense Book, Edward Lear.
+
+Alice's Adventures in Wonderland, Lewis Carroll.
+
+Through the Looking Glass, Lewis Carroll.
+
+The Hunting of the Snark, Lewis Carroll.
+
+Nonsense Anthology, Carolyn Wells.
+
+Parody Anthology, Carolyn Wells.
+
+
+NOVELS AND STORIES
+
+Aldrich, Thomas Bailey; Marjorie Daw.
+
+Austen, Jane; Pride and Prejudice.
+
+Bacon, Josephine Daskam; Ten to Seventeen, Madness of Philip.
+
+Barrie, James N.; Little Minister, Little White Bird, Sentimental Tommy.
+
+Bjornson, Bjornstjerne; A Happy Boy, Arne, A Fisher Lassie, Synove
+Solbaken.
+
+Blackmore, R. W.; Lorna Doone.
+
+Bronté, Charlotte; Jane Eyre.
+
+Brunner, H. C.; Short Sixes.
+
+Chesterton, Gilbert K.; The Club of Queer Trades, the Innocence of
+Father Brown.
+
+Collins, Wilkie; The Moonstone.
+
+Craik, D. M.; (Miss Mulock) John Halifax, Gentleman.
+
+Crawford, Marion; Marietta, Mr. Isaacs, the Roman Singer.
+
+Daskam, Josephine; Smith College Stories, Sister's Vocation.
+
+Davis, Richard Harding; Soldiers of Fortune, Van Bibber.
+
+Deland, Margaret; Tales of Old Chester.
+
+Eliot, George; Mill on the Floss.
+
+Farnol, Jeffrey; The Broad Highway.
+
+Fox, John; Little Shepherd of Kingdom Come, Trail of the Lonesome Pine.
+
+Green, Anna Katherine; The Leavenworth Case, The Filigree Ball.
+
+Haggard, Rider; King Solomon's Mines.
+
+Holmes, Sherlock; Hound of the Baskervilles.
+
+Hope, Anthony; Rupert of Hentzau, The Prisoner of Zenda.
+
+Hornung; Adventures of Raffles, the Gentleman Burglar.
+
+Jacobs, W. W.; Light Freights, Many Cargoes.
+
+Johnson, Owen; The Varmint.
+
+Kipling, Rudyard; Captains Courageous, Soldiers Three, Wee Willie
+Winkle, Kim, The Naulakha, The Light That Failed.
+
+Lincoln, Joseph; Captain Erie.
+
+McCarthy, Justin; If I Were King.
+
+Merriman, Henry Seton; Dust, With Edged Tools.
+
+Meredith, Nicholson; In the Bishop's Carriage.
+
+Poe, Edgar Allen; Tales, The Gold Bug.
+
+Reade, Charles; The Cloister and the Hearth, Foul Play.
+
+Rinehart, Mary Roberts; The Amazing Interlude.
+
+Smith, F. Hopkinson; Fortunes of Oliver Horne, Colonel Carter of
+Cartersville.
+
+Stowe, Harriet Beecher; Little Pussy Willow, Uncle Tom's Cabin.
+
+Stockton, Frank; Rudder Grange, The Lady or the Tiger, Casting Away of
+Mrs. Leeks and Mrs. Aleshine.
+
+Tarkington, Booth; Monsieur Beaucaire, Gentleman from Indiana,
+Seventeen, Penrod, Penrod and Sam.
+
+Wells, Carolyn; The Clue, The Gold Bag, A Chain of Evidence, The Maxwell
+Mystery.
+
+White, Edward Stewart; The Blazed Trail.
+
+Wister, Owen; The Virginian.
+
+Woolson, Constance F.; Anne.
+
+Alcott, Louisa M.; Eight Cousins, Little Women, Little Men, Rose in
+Bloom, etc.
+
+Burnett, Frances Hodgson; Little Lord Fauntleroy, Sarah Crewe, etc.
+
+Coolidge, Susan; Clover, In the High Valley, What Katy Did and other
+Katy Books.
+
+Craik, Mrs.; (Miss Mulock); The Little Lame Prince.
+
+Cummins, Maria Susanna; The Lamplighter.
+
+Dodge, Mary Mapes; Donald and Dorothy, Hans Brinker and the Silver
+Skates.
+
+Ewing, Juliana; Jackanapes, Six to Sixteen.
+
+Hale, C. P.; Peterkin Papers.
+
+Hughes, Thomas; Tom Brown's School Days.
+
+Jackson, Helen Hunt; Nelly's Silver Mine.
+
+Jordan, Elizabeth; May Iverson, Her Book.
+
+Nesbit, E.; The Wouldbegoods, The Phoenix and the Carpet.
+
+Ouida (de la Ramee); Bimbi Stories.
+
+Richards, Laura E.; Hildegarde Series, Margaret Montford Series.
+
+Shaw, F. E.; Castle Blair.
+
+Spyri, J.; Heidi.
+
+Twain, Mark; Huckleberry Finn, Tom Sawyer, etc.
+
+Warner, Susan; The Wide Wide World.
+
+Wiggin, Kate Douglas; The Birds' Christmas Carol, Polly Oliver's
+Problems, Rebecca of Sunnybrook Farm.
+
+
+GIRL SCOUT STORIES
+
+Abbott, Jane; Keineth, Larkspur.
+
+Blanchard, Amy E.; A Girl Scout of Red Rose Troop.
+
+Widdemer, Margaret; Winona's Way and other Winona Books.
+
+
+POETRY
+
+Verse for Patriots, Jean Broadhurst and Clara Lawton Rhodes.
+
+Golden Staircase, (An Anthology), L. Chisholm.
+
+Lyra Heroica, William Ernest Henley.
+
+Blue Book of Poetry, Andrew Lang.
+
+Story Telling Poems, F. J. Olcot.
+
+Book of Famous Verse, Agnes Repplier.
+
+Home Book of Verse for Young Folks, Burton Egbert Stevenson.
+
+Child's Garden of Verse, Robert Louis Stevenson.
+
+Children's Book of Ballads, Mary W. Tileston.
+
+Golden Numbers, Kate Douglas Wiggin.
+
+
+WONDERS OF SCIENCE
+
+Magic of Science, Collins.
+
+The Story Book of Science, Jean Henri Fabre, Century.
+
+Field, Forest and Farm, Jean Henri Fabre, Century.
+
+In the Once Upon a Time, Lillian Gask.
+
+Book of the Ocean, Ingersoll.
+
+Careers of Danger and Daring, Cleveland Moffett.
+
+Science at Home, Russell.
+
+Wonders of Science, Eva March Tappan.
+
+The Book of Wonders.
+
+Magazines: Popular Science, Popular Mechanics, Scientific American, The
+National Geographic.
+
+
+FOR CAPTAINS, LIEUTENANTS, COMMISSIONERS AND OTHER GIRL SCOUT OFFICERS
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+LEADERS' HANDBOOK OF ALLIED ORGANIZATIONS
+
+The Boy Scout Movement Applied by the Church. Richardson-Loomis,
+Scribners.
+
+Girls Clubs, Helen Ferris. E. P. Dutton and Co., 1919. Suggestions for
+programs, community cooperation, practical methods and helps in
+organization. Bibliography.
+
+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.
+
+(1) Handbook for Scout Masters, 200 Fifth Avenue, New York City.
+
+(2) Community Boy Leadership--A Manual for Scout Executives.
+
+Model Treasurer's Book for Girls' Clubs. National League of Women
+Workers, 25 cents.
+
+Scoutmastership, Sir Robert Baden-Powell, Putnam, 1920.
+
+The Girl Reserves. Y. W. C. A. Association Press. 600 Lexington Avenue,
+New York City. Manual of Leaders, 1921.
+
+
+PRACTICAL AND GENERAL READING
+
+Abbott, Edith; Women in Industry, Appleton.
+
+Addams, Jane; Twenty Years at Hull House, Spirit of Youth in the City
+Streets, A New Conscience and an Ancient Evil, Macmillan.
+
+*Angell, Emmett D.; Play.
+
+*Bancroft, Jessie H.; Games for the Playground, Home, School and
+Gymnasium. Macmillan.
+
+*Burchenal, Elizabeth; Dances of the People--Shirmer.
+
+*Byington, Margaret; What Social Workers Should Know About Their Own
+Communities. Russell Sage Foundation, N. Y.
+
+Daggett, Mabel Potter; Women Wanted. George H. Doran. A book about women
+in all walks of life, as affected by the war.
+
+*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.
+
+*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.
+
+Hall, G. Stanley; Adolescence, 2 Volumes, 1907. See also "Youth",
+summary volume, by same author, who did pioneer work in the field.
+
+*Hoerle, Helen, and Salzberg, Florence B.; the Girl and the Job, Henry
+Holt, $1.50.
+
+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 cleverly presented.
+
+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.
+
+Key, Ellen; The Century of the Child.
+
+*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.
+
+*MacDougall, William; Social Psychology, Luce and Co. Study of how
+people act and feel in a group.
+
+Mill, John Stuart; The Subjection of Women. Frederick Stokes.
+
+*Norsworthy, Naomi, and Whitley: The Psychology of Childhood, Macmillan,
+1919. Best and latest general child psychology.
+
+Parsons, Elsie Clews: Social Control, Social Freedom, The Old Fashioned
+Woman, The Family. All: Putnam.
+
+*Patrick, G. T. W.; Psychology of Relaxation. Houghton Mifflin. The
+necessity for and guidance of the play instinct.
+
+*Perry, Clarence A.; Community Center Activities. Russell Sage
+Foundation, New York City.
+
+Pillsbury, W. B.; Essentials of Psychology, Macmillan. Good, brief
+treatment of general psychology for popular reading.
+
+*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.
+
+*Puffer, J. Adam; The Boy and His Gang. Houghton Mifflin.
+
+Putnam, Emily; The Lady.
+
+Schreiner, Olive; Woman and Labour.
+
+Sharp, Cecil J.; One Hundred English Folksongs. Charles H. Ditson and
+Co.
+
+*Slattery, Margaret; The Girl in Her Teens, The Girl and Her Religion,
+The American Girl and Her Community, The Woman's Press.
+
+*Thorndike, Edward L.; Individuality, Riverside Educational Monographs,
+Houghton Mifflin. What constitutes the "average person." The danger of
+"sizing up" people too rapidly.
+
+*Terman, Lewis; The Hygiene of the Child, Houghton Mifflin.
+
+Trotter, W.; Instincts of the Herd in Peace and War, Fisher Unwin. How
+"public opinion" exerts its influence on conduct.
+
+Wallas, Graham; Human Nature in Politics, and The Great Society, Our
+Social Heritage, Macmillan.
+
+Ward, Lester F.; Psychic Factors of Civilization and Applied Sociology.
+Ginn and Co. Psychological interpretation of civilization.
+
+*Woods, Robert A.; Young Working Girls, Houghton Mifflin.
+
+
+CAMPING AND HIKING
+
+Campward Ho!, The Camp Manual for Girl Scouts contains a full and
+annotated bibliography. The following is an additional list.
+
+The Boy Camp Manual, Charles Keen Taylor.
+
+Camping and Outing Activities, Cheley-Baker. Games, Songs, Pageants,
+Plays, Water Sports, etc.
+
+Camp Cookery, Horace Kephart, Macmillan Co.
+
+The Camp Fire Girls' Vacation Book, Camp Fire Girls, New York City.
+
+Camping and Woodcraft (2 vols.) Horace Kephart, Macmillan.
+
+Camp Kits and Camp Life, Charles Stedman Hanks.
+
+Camping Out, Warren Miller, Geo Doran Co.
+
+Caravanning and Camping-out, J. Harris Stone--Herbert Jenkins, Ltd., 12
+Arundel Place, London.
+
+Harper's Camping and Scouting, Joseph Adams, Harper Bros.
+
+Shelters, Shacks and Shanties, D. C. Beard, Scribners. Illustrated.
+
+Summer in a Girls' Camp, Anna Worthington Coale, Century.
+
+Swimming and Watermanship, L. de B. Handley, Macmillan Co.
+
+Touring Afoot, Dr. C. P. Fordyce, N. Y. Outing Publishing Co.
+
+Wilderness Homes, Oliver Kamp, Outing Publishing Co.
+
+
+GOVERNMENT BULLETINS AND HOW TO GET THEM
+
+          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:
+
+          (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.
+
+          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.
+
+          3. For State publications on Health, Education,
+          etc., apply to Secretary of State if special
+          officer in charge is unknown.
+
+          4. Apply to town hall or special departments for
+          city documents on health, child care, education,
+          etc.
+
+          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.
+
+          The Red Cross National Headquarters, Washington,
+          D. C.
+
+          The Metropolitan Insurance Company, 1 Madison
+          Avenue, N. Y. C.
+
+          Child Health Organization, 370 Seventh Avenue,
+          Miss Sally Lucas Jean, Director.
+
+          The Posture League of America, 1 Madison Avenue,
+          N. Y. C.
+
+
+
+
+INDEX
+
+          Accidents, First Aid for 164 ff
+            Water 191 ff
+
+          Act to Establish Flag 69
+
+          Adam 456
+
+          Adventure, books of 540
+
+          Africa 27
+
+          Agassiz 455
+
+          Alaska 454
+
+          Alcott, Louisa 23
+
+          Allied Organizations, Handbooks of 540
+
+          Alignments 92
+
+          Alligator 429
+
+          "America" 74, 75
+
+          "America the Beautiful" 66
+
+          American Museum of Natural History 373 ff
+
+          Amphibians 425
+
+          "Anacreon in Heaven" 74
+
+          Animal Stories 540
+
+          Aphids 449
+
+          Apoplexy, care of 186 ff
+
+          Aquarium 435
+
+          Arnold, Sarah Louise 106
+
+          Artist test 499
+
+          Aspen 395
+
+          Asphyxiation, prevention of 197 ff
+
+          Asters 381
+
+          At ease 87
+
+          Athlete test 499
+
+          Attendance stars 536
+
+          Attention 85
+
+          Audubon Society 425
+
+          Australia 27
+
+          Axe, use of 326 ff
+
+          Azalea 383
+
+
+          Background 40
+
+          Back step 89
+
+          Baden-Powell 1 ff
+
+          Balsam fir 390
+
+          Bandages, making of 204 ff
+
+          Barnacles 442
+
+          Bathroom, care of 119
+
+          "Battle Hymn of the Republic" 77
+
+          Beach fleas 442
+
+          Beaver 370
+
+          Bedroom, care of 119
+
+          Beekeeper test 500
+
+          Birds 407 ff
+
+          Bird baths 424
+
+          Birds, economic value of 415 ff
+
+          Bird Hunter test 500
+
+          Bird Woman 21
+
+          Biscuit Loaf 363
+
+          Bites, care of 190, ff
+
+          Black Eyed Susan 383, 385
+
+          Blood Root 381
+
+          Blue Bird 409
+
+          Blue Flag 383
+
+          Blue-tailed Lizard 430
+
+          Bobolink 415
+
+          Bog Potato 288
+
+          Border, flowers for 464 ff
+
+          Boulders 453
+
+          Bouncing Bet 383
+
+          Bowline, knot 488 ff
+
+          Box Turtle 430
+
+          Brandywine, battle of 469
+
+          Bread 363
+
+          Breakfast 133 ff
+
+          Broiled Fish 361
+
+          Brown, Thomas Edward 456
+
+          Bubonic Plague 449
+
+          Bugler's test 501
+
+          Bull Frog 376, 427
+
+          Burroughs, John 375, 407
+
+          Business meeting 57
+
+          Business Woman test 502
+
+          Butterfly 449
+
+          Butler, Albert E. 384, 388, 394
+
+          Bumble Bees 447
+
+
+          Cambridge flag 68
+
+          Camp cooking 360 ff
+            recipes 362 ff
+            utensils 340, 344, 361
+
+          Camping and the Guide Law 36
+
+          Camping for Girl Scouts 313 ff
+            hiking 314 ff
+            site 319 ff
+            fires 327 ff
+            provisions 345 ff
+
+          Camp sanitation 323
+
+          Canada 27
+
+          Canner 502
+
+          Captain 14
+
+          Captain's pin 538
+
+          Cardinal flower 381
+
+          Cassiopeia 302
+
+          Cat fish 433
+
+          Cellar 107
+
+          Ceremonies, Forms for Girl Scouts 44 ff
+            Alternate forms 48 ff
+
+          Chaining 467 ff
+
+          Chairman 57
+
+          Chameleon 431
+
+          Change step 90
+
+          Chevrons 538
+
+          Chief Scout 35
+
+          Child, care of 157 ff
+
+          Child Health Organization 547
+
+          Child Nurse 157 ff
+            test 503
+
+          Child, routine of 162 ff
+
+          Christmas Fern 389
+
+          Cicada 447
+
+          Citizen's test 504
+
+          Civic biology 377
+
+          Clams 442
+
+          Class test 60 ff
+
+          Cleaning 126
+
+          Clermont 69
+
+          Closing exercises 57
+
+          Clothing for Hiking 317
+
+          Clove hitch 492 ff
+
+          Cochineal 446
+
+          Cocoa 363
+
+          Cod 433
+
+          Colds, care of 247 ff
+
+          Color Guard 46
+
+          "Common minerals and rocks" 454
+
+          Compass 482 ff
+
+          Congressional Library 540
+
+          Conservation of forests 393 ff
+
+          Continental Code 97, 99
+
+          Conventional signs for maps 479
+
+          Convulsions, care of 186 ff
+
+          Cooking devices 340
+
+          Cooking in camp 360
+
+          Cook 133 ff
+            test 505
+
+          Coral 439
+
+          Corned beef hash 362
+
+          Corporal 13, 538
+
+          Council 14
+
+          Court of Honor 15, 45
+
+          Crabs 437, 439
+
+          Craftsman test 505
+
+          Crinkle root 289
+
+          Crocodile 429
+
+          Crosby, William O. 454
+
+          Cultivation 461
+
+          Cyclist test 507
+
+          Cypress, bald 396
+
+
+          Dancer test 518
+
+          Dandelion 383
+
+          Dairy Maid test 507
+
+          Dash, General Service Code 98
+
+          Daughter of New France 20
+
+          Dawson, Jean 377
+
+          Deciduous 387
+
+          Declaration of Independence 68
+
+          Deming, Dr. W. C. 190
+
+          Diamond Back Terrapin 431
+
+          Dickerson, Mary C. 389
+
+          Diminish front 96
+
+          Dinner 139 ff
+
+          Director, National 15
+
+          Dish washing 117
+
+          Dishes, washing in camp 364
+
+          Dislocations, care of 177 ff
+
+          Distance, to take in drill 92
+
+          Direction 478
+
+          Dot, in General Service Code 98
+
+          Double time 88
+
+          Doughty, Arthur G. 20
+
+          Dow, Ula M. 133
+
+          Dragon flies 446
+
+          Dressmaker 508
+
+          Dress, right or left 85
+
+          Drill, Girl Scout 84 ff
+            Tenderfoot 84
+            Second Class 90
+            First Class 95
+
+          Drummer test 509
+
+          Duck hawks 418
+
+          Dutch Cleanser 365
+
+
+          Eagle 407
+
+          Eclaireuses de France 31
+
+          Economist test 509
+
+          Eel 456
+
+          Egrets 374, 411 ff
+
+          Electrician test 510
+
+          Emergencies, aid for 164 ff
+
+          Erosion 393
+
+          Evergreen 387
+
+          Exercises 275 ff
+
+          Explorer 21
+
+          Eyes, Health of 259 ff
+
+          Eyes right or left 80
+
+          Eyesight, tested by stars 303
+
+
+          Facings 86
+
+          Fall in 84
+            out 87
+
+          Falkland Islands 27
+
+          Fairy Tales 541
+
+          Farmer test 510
+
+          Feet, care of 315
+
+          Fellowship 2
+
+          Fire, control of 199 ff
+
+          Fireless Cooker 111 ff
+
+          Fishes 432 ff
+
+          Fishes, group of 433
+
+          Fishballs 361
+
+          Fisher, G. Clyde 366, 373 ff
+
+          First Aide 164 ff
+            test 512
+
+          First Class Badge 538
+            Conferring of 50
+            Test 64 ff
+
+          First Girl Scout 20
+
+          Flag 67 ff
+            Colors 67
+            History 67 ff
+            How to make 77
+            Respect due 70 ff
+            Regulations for flying 71 ff
+
+          Flashlight signalling 100
+
+          Floods, causes of 393
+
+          Floor, Kitchen 108
+
+          Flower crests 539
+
+          Flower Finder test 512
+
+          Flower garden 462 ff
+
+          Fly, House, fighting of 121
+
+          Folk Tales 541
+
+          Food for Camps 362 ff
+
+          Food for the Sick 249 ff
+
+          Food furnishing animals 402
+
+          Food Habits 402
+
+          Food, storage of 123 ff
+
+          Foot 466
+
+          Forbush, Edward Howe 419
+
+          Forests, uses of 393 ff
+            fires 395
+
+          Fox 406
+
+          Fractures, care of 177 ff
+
+          France 31
+
+          Freezing 40
+            care of 188 ff
+
+          Fried bacon 362
+
+          Fried fish 361
+
+          Fried ham 361
+
+          Fried country sausage 362
+
+          Fried potatoes 362
+
+          Fringed gentian 381, 383
+
+          Frying pan 361 ff
+
+          Fulton, Robert 59
+
+          Fungi 289
+
+          Furnishing 107
+
+
+          Gaillardia 384
+
+          Gamefish 435
+
+          Ganoid 433
+
+          Garden, Girl Scout's Own 456 ff
+
+          Gardener test 514
+
+          Gas stove 110
+
+          General service code 97
+
+          Geology 452 ff
+
+          Germs, fighting of 121
+
+          Gibson, William Hamilton 383, 426
+
+          Gila Monster 429
+
+          Gills 431
+
+          Girl Guides 1, 18 ff
+
+          Girl Scout Stories 544
+
+          Glacial Drift 453
+
+          Glacier 451 ff
+
+          Glass snake 430
+
+          Golden Eaglet 45, 52, 535
+
+          Golden Plover 414
+
+          Goldenrod 381
+
+          Government Bulletins 456
+
+          Grand Union Flag 68
+
+          Great Blue Heron 422
+
+          Great horned owls 411
+
+          Great Ice Age 453
+
+          Grebe 408
+
+          Grey, Lord 20
+
+          Group Badges 533 ff
+
+          Guide, the Flower 383
+
+          Guides, War Service 27
+
+
+          Half-hitch 491 ff
+
+          Halibut 433
+
+          Half step 89
+
+          Halt 89
+
+          Hammerhead shark 436
+
+          Handbooks of Allied Organizations 540
+
+          "Handbook of Birds in Eastern North America" 423
+
+          "Handbook of Birds of Western United States" 423
+
+          Hand signalling 103
+
+          Handy-woman test 515
+
+          Hawks 420
+
+          "Hawks and Owls of the U. S." 420
+
+          Health Guardian test 516
+
+          Health Winner 257
+            test 517
+
+          Heating house 124
+
+          Heights, to estimate 459 ff
+
+          Hemlock 390
+
+          Hepatica 381
+
+          Hermit crab 442
+
+          Hickory nut 383
+
+          Hiking 314 ff
+
+          History novels 541
+
+          History of the American Girl Scouts 1
+
+          Hog peanuts 289
+
+          Hodge, Clifton 377, 534
+
+          "Home Life of Wild Birds" 423
+
+          Hollyhocks 383
+
+          Homemaker, the 23, 106
+            test 518
+
+          Home Nurse, the 217 ff
+            test 519
+
+          Honeybee 448
+
+          Honeydew 448
+
+          Horsewoman test 520
+
+          Hostess test 520
+
+          House fly 449
+
+          House planning 106
+
+          Howe, Julia Ward 77
+
+          Hummingbird 383
+
+          Hummingbird moth 446
+
+          Hunter, David M. 456
+
+          Hydroids 441
+
+          Hyla 428
+
+
+          Ice Chest 114 ff
+
+          "Illustrated Flora" 383
+
+          Illnesses, common 245 ff
+
+          India 27
+
+          Indian cucumber 288
+
+          Indian turnip 289
+
+          Injuries, major 177 ff
+            minor 169 ff
+
+          Inorganic 377
+
+          Insects 439, 446 ff
+
+          Insect eating birds 421 ff
+
+          Insignia, Scouts and officers 538
+
+          Inspection 56
+
+          Interpreter test 521
+
+          Interval, Gen. Ser. Code 98
+            Semaphore 101
+
+          Invertebrate 377, 438 ff
+
+
+          Jack in the Pulpit 383
+
+          Jean, Sally Lucas 547
+
+          Jelly fish 439
+
+          Jessamine 381
+
+          Jones, John Paul 68
+
+          Journalist test 521
+
+          Judging weights and measures 467 ff
+
+
+          Kelley's Island 455
+
+          Kephart, Horace 313 ff
+
+          Key, Francis Scott 73
+
+          Kildeer 419
+
+          Kindling 334 ff
+
+          Kipling, Rudyard 376
+
+          Kitchen 108
+
+          Knots 484 ff
+            glossary 495
+
+
+          Labor Saving 124 ff
+
+          Lady Slipper 281
+
+          Lafayette 69
+
+          "Land Birds East of the Rockies" 423
+
+          Land Scout, Group Badge 535
+
+          Lang, Herbert 426
+
+          Lantern, signalling 100
+
+          Latrine in camp 323
+
+          Laundress test 522
+
+          Laws of Girl Scouts 4 ff
+
+          Leader's Handbooks of Allied Organizations 545
+
+          Legends 542
+
+          Lewis and Clark Expedition 21
+
+          Lobsters 439
+
+          Loco Weed 383
+
+          Lone Scout 13
+
+          Loon 372
+
+          Low, Mrs. Juliette, Founder G. S. 1
+
+          Lunch 148 ff
+
+          Lung fishes 433
+
+          Lutz, Dr. 447
+
+          Life Saving Medals 536
+
+          "Little Women" 23
+
+          Living room 118
+
+          Library, American Association 540
+
+          Lieutenants 14
+
+
+          Mackerel 433
+
+          Magdelaine de Verchères 20
+
+          Magnolia 380
+
+          Maiden Hair Fern 383
+
+          Malaria 449
+
+          Mallard Duck 424
+
+          Mammals 399 ff
+
+          Manna 447
+
+          Manners, good 129 ff
+
+          Manual by Grey 383
+
+          Manure 458
+
+          Map of camp 481
+
+          Maple, black sugar 391
+
+          Mappa 477
+
+          Maps, history, uses, how to make 476 ff
+
+          Marine worms 443
+
+          Mark time 88
+
+          Marsh Marigold 383
+
+          Measurements 268 ff 466 ff
+
+          Medal of Merit 536
+
+          Medals, special 536
+
+          Medicines 241 ff
+
+          Meeting, Girl Scout 55 ff
+
+          Menus 133 ff
+
+          Metre 466
+
+          Metric System 466
+
+          Metropolitan Life Insurance Company 547
+
+          Merit Badges, conferring 51
+
+          Miller, Mr. and Mrs. Leo 387
+
+          Milliner test 522
+
+          Milton 456
+
+          Mink 415
+
+          Minutes 58
+
+          Mississippi Valley 453
+
+          Moccasin Flower 382
+
+          Mocking bird 409
+
+          Mole Crab 444
+
+          Monarch butterfly 449, 450
+
+          Moon 303
+
+          Moose 369
+
+          Morris, Robert 68
+
+          Morse Code
+            American 97
+            International 97 ff
+
+          Mosquito 449
+            fighting of 121
+
+          Motorist test 523
+
+          Motto of Girl Scouts 3
+
+          Mountain Climbing 367 ff
+
+          Mountain Laurel 383
+
+          Mud-eel 427
+
+          Mud puppy 427
+
+          Musician test 523
+
+          Muscular strain, avoiding 261 ff
+
+          Mushrooms 289 ff 392
+
+          Mussels 442
+
+          Muir Glacier 454
+
+          Muir, John 366
+
+          Myths 542
+
+
+          National Convention 1
+
+          National Director 16
+
+          National Headquarters 1
+
+          National Organization 15
+
+          Nature, classification 379
+
+          Nature in City 39
+
+          Nature Study 36, 43
+
+          Nature Study for Girl Scouts 373 ff
+
+          Naturalist, Scout, group badge 534
+
+          Needlewoman's test 524
+
+          Nesting boxes 424
+
+          Newts 427
+
+          New York 1
+
+          Noble Peregrine 418, 420
+
+          Nonsense 542
+
+          North America 451
+
+          North Pole 69
+
+          Novels 542
+
+          Nubian Gold Mines 476
+
+          Nurse, the Child 157 ff
+            home 217 ff
+
+
+          Oak 390
+
+          Oblique March 93
+
+          Observation 39
+
+          Octopus 439
+
+          Oil stove 110
+
+          One cell animals 431
+
+          Onions 363
+
+          Opossum 399, 401
+
+          Orchids 383
+
+          Organic 377
+
+          Organization 13 ff
+
+          Orion's Sword 304
+
+          Otter 400
+
+          "Our Native Orchids" 383
+
+          Out of Door Scout 35 ff
+
+          Ox Eye Daisy 383
+
+          Oyster 439, 445
+
+
+          Pace, Scout's 314
+
+          Pacing 475, 478
+
+          Paddle fish 432
+
+          Parade 87
+
+          Parade formation 80 ff
+
+          Pathfinder's test 524
+
+          Patients, amusing of 251
+            feeding 251
+            routine 252
+
+          Patriotic songs 72
+
+          Patrol system 13
+
+          Peary, Robert 69
+
+          Pecten 443
+
+          Peeper, spring 428
+
+          Pelicans 412
+
+          Periwinkle 442
+
+          Personal measures 474
+
+          Photographer test 525
+
+          Pickerel 453
+
+          Pickerel weed 385
+
+          Pickersgill, Mrs. Mary 74
+
+          Pine, long leaved 389
+
+          Pine tree patrol system 325
+
+          Pine rose mallow 383
+
+          Pioneer 25
+            test 526
+
+          Pirsson, Louis V. 454
+
+          Pivot, moving 93
+            fixed 94
+
+          Planting 459
+
+          Plants 380 ff
+
+          Plants, edible, wild 285 ff
+
+          Plants poisonous 386 ff
+
+          Pledge 3
+
+          Pleiades 302
+
+          Poetry 544
+
+          Poison, antidotes for 202 ff
+
+          Polar bear 402, 452
+
+          Policy 16
+
+          Position, right 273 ff
+
+          Posture 257 ff, 273 ff
+            League 547
+
+          Poultry, destroyed 402
+
+          Preparation of seed bed 457
+
+          Presentation of badges 21, 45 ff
+
+          Princess Pat 21
+
+          Principles of Girl Scouts 3 ff
+
+          Proficiency tests 497 ff
+
+          Promise 4
+
+          Protozoa 439
+
+          Proverbs, outdoor 284
+
+          Provisions for camping 345 ff
+
+          Public Health 257 ff
+
+
+          Quick time 87
+
+          Quebec 20
+
+
+          Raccoon 402
+
+          Rat flea 449
+
+          Rally 45
+
+          Rays 433
+
+          Recipes, camp 362 ff
+            home 133 ff
+
+          Red Cross, National 214 ff, 547
+
+          "Red Gods," 371
+
+          Reed, Chester A. 383, 423
+
+          Reef knot 487 ff
+
+          Reference reading, Captains' 544
+            Scouts 540 ff
+
+          Refrigerator, iceless 115 ff
+
+          Remedies 241 ff
+
+          Reptiles 428 ff
+
+          Rests 86 ff
+
+          Rhododendrons or Great Laurel 388
+
+          Right angle, to test 471
+
+          Robin 409
+
+          Rock crab 444
+
+          "Rocks and Rock Minerals" 454
+
+          Rocky Mountain Goat 378
+
+          Rock Tapper test 526
+
+          Roorbach, Eloise 367
+
+          Ropes, parts of 487
+
+          Ross, Betsy 67
+            Colonel 68
+
+          Roumanian Scout 29
+
+          Russian Revolution 29
+
+
+          Sacajawea 21
+
+          Sailor test 527
+
+          St. Paris, Ohio 454
+
+          St. Paul 70
+
+          Salamander 425
+
+          Salmon 433
+
+          Sandhill cranes 410
+
+          Sand hoppers 442
+
+          Sanitation in Camp 323
+
+          Scale insect 447
+            maps made to 478
+
+          Scallop 443
+
+          Scavengers, bird 421
+
+          Science, wonders of 544
+
+          Scout Aide 105 ff
+            Group Badge 534
+
+          Scout Cook, the 133 ff
+
+          Scout Naturalist Group Badge 534
+
+          Scout Neighbor Badge 533
+
+          Scout's pace 314
+
+          Scratches glacial 453
+
+          Screech owl 409
+
+          Scribe test 528
+
+          Sea anemone 439
+            cucumber 439
+            spiders 442
+
+          Seashore animals 439 ff
+
+          Second class Badge 49
+            drill 90
+            test 61 ff
+
+          Secretary 57
+
+          Seeds 459
+
+          Segmented worms 439
+
+          Semaphore signalling 101 ff
+            code 102
+
+          Setting-up exercises for Girl Scouts 273 ff
+
+          Seventeen Year Locust 447 ff
+
+          Shakespeare 452
+
+          Shaler, N. S. 453
+
+          Sharks 433
+
+          Shaw, Anna Howard 25
+
+          Sheep shank 493 ff
+
+          Sheet bend 487 ff
+
+          Sherwood, Geo. H. 373 ff
+
+          Shocks, care of 186 ff
+
+          Shoes, for hiking 315
+
+          Shovel nosed sturgeon 434
+
+          Showy primrose 387
+
+          Shrike 417
+
+          Sick bed 221 ff
+
+          Sick, care of 217 ff
+
+          Sick room 218 ff
+
+          Side step 89
+
+          Signalling 97 ff
+
+          Signal flag, Gen'l Service 97,
+            Semaphore 101
+
+          Signaller test 528
+
+          Signs and blazes 305
+
+          Silk worm 448
+
+          Simmons college 106, 133
+
+          Sink 116 ff
+
+          Skink 430
+
+          Skunk 404
+
+          Skunk cabbage 380
+
+          Slogan 3
+
+          Smith, Samuel F. 55
+
+          Snail 439
+
+          Snake bite 297
+
+          Snakes 294 ff
+
+          Social forms 129 ff
+
+          Soft shelled crab 445
+
+          Soil 458
+
+          Solomon's Seal 289
+
+          Song birds 409
+
+          Sounds, measuring distance by 471
+
+          Spanish Moss 396
+
+          Spiders 439, 450 446 ff
+
+          Sponges 439
+
+          Spring Beauty 381
+
+          Spruce, black, red 389
+
+          Square knot 487 ff
+
+          Squid 438
+
+          Stains 127 ff
+
+          Stalking 39
+
+          Stars 78 ff 298 ff
+
+          Starfish 437, 445
+
+          Star Gazer test 529
+
+          Starling 420
+
+          Star Spangled Banner 73 ff
+
+          Steps and marchings 87
+
+          Stew 361
+
+          "Story of Our Country" 453
+
+          Stove 109
+
+          Supper 148 ff
+
+          Sun stroke, care of 188 ff
+
+          Swimmer's test 530
+
+
+          Table manners 130 ff
+            setting 131
+
+          Tadpoles 425
+
+          Taping 467 ff
+
+          Tenderfoot enrollment 44, 48
+            pin 538
+            test 60 ff
+
+          Tennyson 380
+
+          Tents 322 ff
+
+          Telegrapher test 530
+
+          Telemetry 467, 468
+
+          Teodorroiu, Ecaterina 29
+
+          Timber wolves 398
+
+          Thanks badge 537
+
+          Thistle 383
+
+          Thrushes 409
+
+          Toad 425 ff
+
+          Toadstools 289 ff
+
+          Toast 363
+
+          Tools 457
+
+          Totem 309
+
+          Tracking 40
+
+          Trade names and true names of furs 403
+
+          Trailing arbutus 381
+
+          Trans-Atlantic flight 69
+
+          Treasurer, report of 57 ff
+
+          Trees 387 ff
+
+          Triangulation 467 ff 478
+
+          Troop 14
+
+          Troop crest 539
+
+          Turin 476
+
+          Turpentine 389 ff
+
+          Turtles 429 ff
+
+
+          Uniform, one piece 83
+            two piece 92
+
+          Union, the 70
+
+          Union Jack 68
+
+          Units of measure 466
+
+          "Useful Birds and their Protection" 419
+
+          Vega 304
+
+          Vegetable garden 459 ff
+
+          Vertebrates 377
+
+
+          Walnuts 383
+
+          Wapato 288
+
+          War service 266 ff
+
+          Water and game birds 423
+
+          Water dog 427
+
+          Water lily 383
+
+          Water, selection 320
+            supply 125 ff
+
+          Wasp 447
+
+          Waste 122
+
+          Weasel 400 ff
+
+          Weather wisdom 282 ff
+
+          Weeds 461
+
+          Weevils 449
+
+          Weights and measures 135 ff
+            judging 467 ff
+
+          West Indies 27
+
+          "Western Bird Guide" 423
+
+          Wharf pile animals 441
+
+          Whelk 443, 444
+
+          Who are the Scouts 17 ff
+
+          Whistle 100, 103
+
+          White, Gilbert 425
+
+          Whitman, Walt 313
+
+          Whittier 387
+
+          Width, to estimate 468 ff
+
+          Wig Wag 97
+
+          Wild carrot 383
+
+          Wild flowers and ferns 380 ff
+
+          Wild turkey 416
+
+          Witch Hazel 382
+
+          Wood, uses of 388 ff
+
+          Woodcraft 280 ff
+
+          Woodcraft Scout Group Badge 534
+
+          Woods, twelve secrets of the 280 ff
+
+          Woolen things 122 ff
+            clothes 317 ff
+
+          Wordsworth 375
+
+          Wounds, care of 181 ff
+
+          Wright, Wilbur 69
+
+
+          Yard 466
+
+          Yarrow 383
+
+          Yellow fever 449
+
+          Yellow pine 394
+
+
+          Zoologist test 531
+
+
+
+
+GIRL SCOUTS
+
+(INCORPORATED)
+
+
+NATIONAL HEADQUARTERS
+
+189 Lexington Ave., New York City
+
+
+OFFICERS, 1924
+
+          _Founder_
+          MRS. JULIETTE LOW
+
+          _Honorary President_
+          MRS. CALVIN COOLIDGE
+
+          _Honorary Vice-Presidents_
+          MRS. WARREN G. HARDING
+          MRS. WILLIAM H. TAFT
+          MRS. T. J. PRESTON, JR.
+            (_Formerly Mrs. Grover Cleveland_)
+          MRS. WOODROW WILSON
+
+          _President_
+          MRS. HERBERT HOOVER
+
+          _First Vice-President_
+          MRS. ARTHUR O. CHOATE
+
+          _Second Vice-President_
+          MRS. JULIUS ROSENWALD
+
+          _Third Vice-President_
+          MRS. WILLIAM HOFFMAN
+
+          _Fourth Vice-President_
+          MRS. M. E. OLMSTED
+
+          _Treasurer_
+          MRS. NICHOLAS F. BRADY
+
+          _Chairman Executive Board_
+          MRS. V. EVERIT MACY
+
+          _Counsel_
+          MR. DOUGLAS CAMPBELL
+
+          _Director_
+          MRS. JANE DEETER RIPPIN
+
+
+
+
+ADVISORY COMMITTEE ON BUSINESS AND FINANCE
+
+          MR. FREDERIC W. ALLEN, _Chairman_
+          MR. GORDON ABBOTT
+          MR. ROBERT CASSATT
+          MR. HERBERT LLOYD
+          MR. DUNLEVY MILBANK
+          MR. CHARLES E. MITCHELL
+          MR. JOHN D. RYAN
+          MR. FREDERICK STRAUSS
+          MR. FELIX WARBURG
+
+
+EXECUTIVE BOARD
+
+          MISS SARAH LOUISE ARNOLD
+          MRS. LEO ARNSTEIN
+          MRS. JOHN T. BAXTER
+          MRS. NICHOLAS F. BRADY
+          MRS. FREDERICK H. BROOKE
+          MRS. FRANCIS K. CAREY
+          MRS. LYMAN DELANO
+          MR. FRANCIS P. DODGE
+          MRS. FREDERICK EDEY
+          MRS. ARTHUR W. HARTT
+          MRS. V. EVERIT MACY
+          MISS E. GWEN MARTIN
+          MRS. WILLIAM G. MCADOO
+          MISS LLEWELLYN PARSONS
+          MRS. WILLIAM L. PHELPS
+          MRS. HAROLD I. PRATT
+          MRS. W. N. ROTHSCHILD
+          MRS. HELEN R. SCUDDER
+          MRS. A. CLIFFORD SHINKLE
+          MRS. EDWARD A. SKAE
+          MRS. PERCY H. WILLIAMS
+
+
+PERMANENT COMMITTEES
+
+          =Education=   _Chairman_, MISS SARAH LOUISE ARNOLD
+          =Field=   _Chairman_, MRS. FREDERICK EDEY
+          =Finance=   _Chairman_, MRS. NICHOLAS F. BRADY
+          =Policies=   _Chairman_, MRS. FREDERICK H. BROOKE
+          =Publication=   _Chairman_, MRS. WILLIAM HOFFMAN
+          =Standards=   _Chairman_, MRS. ARTHUR O. CHOATE
+
+
+
+
+GIRL SCOUT PUBLICATIONS
+
+See Latest Price List for Cost
+
+          _Scouting for Girls._ Official Handbook of the
+          Girl Scouts. 572 pages, profuse illustrations.
+          Bibliography. Khaki cloth cover, flexible.
+          Officers' Edition, board.
+
+          _Campward Ho!_ Manual for Girl Scout Camps. 192
+          pages. Illustrations. Bibliography, cuts and
+          diagrams. Cloth.
+
+          _The Blue Book Of Rules For Girl Scout Captains._
+          All official regulations, and Constitution and
+          By-Laws. Lefax form. No. 12
+
+          _Introductory Training Course For Girl Scout
+          Officers._ Outline of 10 lessons. Equipment and
+          references. Lefax form. No. 13.
+
+          _The Girl Scouts' Health Record._ A convenient
+          form for recording the points needed to cover for
+          badge of "Health Winner." No. 7
+
+          _Girl Scouts, Their Works, Ways and Plays._
+          Pamphlet. No. 5
+
+          _Your Girl and Mine_, by Josephine Daskam Bacon,
+          Pamphlet. No. 9.
+
+          _Why I Believe in Scouting for Girls._ Mary
+          Roberts Rinehart. Pamphlet No. 10
+
+          _Field Note Book For Girl Scout Officers._ Blue
+          canvas cover, filler, envelope, for Blue Book of
+          Rules, Training Courses, Miscellaneous
+          Publications and Notes. Lefax form.
+
+          _The Citizen Scout, A Program for Senior Girl
+          Scouts._ Lefax form. No. 14.
+
+          _Why Scouting for Girls Should Interest College
+          Women._ Louise Stevens Bryant Pamphlet. Lefax
+          form. No. 16.
+
+          _Girl Scout Councils, Their Organization and
+          Training._ 20 pp. Lefax form No. 17.
+
+          _Why My Girls are Girl Scouts_ by Rear-Admiral W.
+          S. Sims, U. S. N. Pamphlet. No. 15
+
+          _Community Service for Girl Scouts._ Lefax form.
+          No. 18.
+
+          _Girl Scouts, Inc., Annual Reports for 1920 and
+          1921._ Lefax form. No. 25 and 26.
+
+          _Has She Got Pep? What the Girl Scout Leader
+          Needs._ Josephine Daskam Bacon. Pamphlet. No. 21.
+
+          _Educational Work of the Girl Scouts._ Louise
+          Stevens Bryant. Written for Biennial Survey,
+          1918-1920, Bureau of Education, Washington, D. C.
+
+          _The American Girl._ A Scouting Magazine for all
+          girls. Monthly. 15 cents the copy; $1.50 the year.
+          Special Section for Officers, "The Field News."
+
+
+Other Publications in Stock
+
+          _Scoutmastership._ A Handbook for Scoutmasters on
+          the Theory of Scout Training, by Sir Robert
+          Baden-Powell. Putnam's Sons, N. Y. 1920.
+
+          _Brownies or Blue Birds._ A Handbook for Young
+          Girl Guides, by Sir Robert Baden-Powell, London.
+          C. Arthur Pearson. 1920.
+
+          _The Patrol System for Girl Guides._ London. C.
+          Arthur Pearson.
+
+          _The Junior Cook Book. Girl Scout Edition._ Clara
+          Ingram. Barse and Hopkins.
+
+
+          Order From
+          GIRL SCOUTS, INC.
+          National Headquarters
+          189 Lexington Ave.
+          New York City
+
+The Woodcraft Section of SCOUTING FOR GIRLS 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: "_The Woodcraft Manual for Girls_," by Ernest
+Thompson Seton, published by Doubleday Page and Company for the
+Woodcraft League Of America, Inc.
+
+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.
+
+[Illustration: GIRL SCOUTS]
+
+       *       *       *       *       *
+
+Transcriber's Notes:
+
+Obvious punctuation errors repaired.
+
+Page 15, "nieghborhood" changed to "neighborhood" (interests of the
+neighborhood)
+
+Page 28, "emeny" changed to "enemy" (by the enemy)
+
+Page 28, "neigborhood" changed to "neighborhood" (in their neighborhood)
+
+Page 30, "Souts" changed to "Scouts" (Scouts have sometimes had)
+
+Page 31, "wherewe" changed to "where we" (town where we live)
+
+Page 35, "counsins" changed to "cousins" (British cousins are the)
+
+Page 52, "oportunity" changed to "opportunity" (take this opportunity)
+
+Page 65, "skiis" changed to "skis" (Run on skis)
+
+Page 66, twice, "Macfarlane" changed to "MacFarlane" (Will C.
+MacFarlane)
+
+Page 67, "Pennyslvania" changed to "Pennsylvania" (New Jersey,
+Pennsylvania, Deleware)
+
+Page 82, "troup" changed to "troop" (use one troop in)
+
+Page 86, "3" changed to "2" ((or left). 2. _Front._)
+
+Page 129, "aquainted" changed to "acquainted" (if we are acquainted)
+
+Page 131, "breding" changed to "breeding" (Good breeding)
+
+Page 139, "like" changed to "likes" (likes a hearty breakfast)
+
+Page 139, "salt" changed to "salted" (are salted enough)
+
+Page 139, "like" changed to "likes" (family likes salad)
+
+Page 140, "big" changed to "bit" (least bit soggy)
+
+Page 146, "carefuly" changed to "carefully" (carefully washed as)
+
+Page 151, "arangement" changed to "arrangement" (arrangement, and
+pleasant)
+
+Page 177, "e" changed to "c" ((c) If the bleeding)
+
+Page 182, "satifactory" changed to "satisfactory" (is very satisfactory)
+
+Page 187, "unconcious" changed to "unconscious" (that the patient is
+unconscious)
+
+Page 191, "bouyancy" changed to "buoyancy" (because of its buoyancy)
+
+Page 191, "bouyant" changed to "buoyant" (body less buoyant)
+
+Page 193, "buoyance" changed to "buoyancy" (overcome the buoyancy)
+
+Page 196, "of" changed to "or" (an hour or two)
+
+Page 198, "breath" changed to "breathe" (do not breathe until)
+
+Page 205, "trying" changed to "tying" (tying on splints)
+
+Page 219, word "being" inserted into text (before being returned)
+
+Page 235, word "a" inserted into text (and a separate)
+
+Page 238, "Fomentation" changed to "Fomentations" (Fomentations or
+stupes)
+
+Page 240, "receptable" changed to "receptacle" (contained in the
+receptacle)
+
+Page 250, word "being" inserted into text (before being given)
+
+Page 281, "igorance" changed to "ignorance" (cures much ignorance)
+
+Page 301, "Betelgueze" changed to "Betelgeuze" (Betelgeuze, of Orion's
+right)
+
+Page 313, Footnote marker was inserted into text. (FOR GIRL SCOUTS [1])
+
+Page 325, "as" changed to "has" (Senior has charge of)
+
+Page 339, "Syacmore" changed to "Sycamore" (Sycamore and buckeye)
+
+Page 345, "to" changed to "too" (generally too bulky)
+
+Page 350, "peal" changed to "peel" (peel it as you would)
+
+Page 353, "eth" changed to "teeth" (build up bone and teeth)
+
+Page 354, "assimiated" changed to "assimilated" (and is assimilated)
+
+Page 361, "crisco" changed to "Crisco" (Crisco, or prepared cooking)
+
+Page 373, "Hisory" changed to "History" (branches of Natural History)
+
+Page 373, "inviation" changed to "invitation" (extends a cordial
+invitation)
+
+Page 376, "pratical" changed to "practical" (These practical questions)
+
+Page 390, "Cylde" changed to "Clyde" (by G. Clyde Fisher)
+
+Page 403, "Artic" changed to "Arctic" (Arctic regions of the)
+
+Page 409, "largly" changed to "largely" (feeds largely upon mice)
+
+Page 426, "Eastrn" changed to "Eastern" (Eastern United States)
+
+Page 427, "gardner" changed to "gardener" (of the gardener)
+
+Page 442, "muscles" changed to "mussels" (barnacles, mussels)
+
+Page 449, "mullberry" changed to "mulberry" (prefer mulberry leaves)
+
+Page 461, "stedlings" changed to "seedlings" (seedlings that you)
+
+Page 462, "you" changed to "your" (set your line six)
+
+Page 463, "vegtables" changed to "vegetables" (bed of vegetables)
+
+Page 473, "accopmlish" changed to "accomplish" (you will accomplish)
+
+Page 501, number 1 inserted into text (1. Give list of)
+
+Page 505, "tieing" changed to "tying" (two kinds of tying)
+
+Page 506, number 5 on the list was omitted. This was retained.
+
+Page 506, "Applique" changed to "Appliqué" (Appliqué: Design an
+Appliqué)
+
+Page 507, "Demonsrrate" changed to "Demonstrate" (Demonstrate leading a)
+
+Page 507, "scrupulouly" changed to "scrupulously" (cows scrupulously
+clean)
+
+Page 510, "relpace" changed to "replace" (replace a burnt-out)
+
+Page 513, "Three" changed to "There" (There are some excellent)
+
+Page 513, "Published" changed to "published" (Hough, published by the)
+
+Page 516, "employee" changed to "employ" (employ one)
+
+Page 518, original list under "5. Keep Clean:" went from b to d. List
+was reordered.
+
+Page 525, "submit" changed to "Submit" (1. Submit six good)
+
+Page 532, repeated word "and" deleted from text (table and kitchen
+dishes should)
+
+Page 542, "Twai" changed to "Twain" (Pauper, by Mark Twain)
+
+Page 542, "Forque" changed to "Forqué" (Undine, by De la Motte Forqué)
+
+Page 542, "Predjudice" changed to "Prejudice" (Pride and Prejudice)
+
+Page 544, "the" changed to "The" (The Princess and Curdie)
+
+Page 553, in original text, entry for "Hornung" came after "Johnson,
+Owen". This was repaired.
+
+Page 543, "Nalaukha" changed to "Naulakha" (Kim, The Naulakha)
+
+Page 543, the list of books restarts alphabetically after Woolson.
+
+Page 545, "clevely" changed to "cleverly" (psychology cleverly
+presented)
+
+Page 546, the entry Woods was originally located between Terman and
+Trotter. This was repaired.
+
+Page 546, "Caravaning" changed to "Caravanning" (Caravanning and
+Camping-out)
+
+Page 546, "Haris" changed to "Harris" (J. Harris Stone--Herbert)
+
+Page 548, "lizzard" changed to "Lizard" (Blue-tailed Lizard 430)
+
+Page 551, "Kephardt" changed to "Kephart" (Kephart, Horace 313)
+
+Page 551, "Vercheres" changed to "Verchères" (Magdelaine de Verchères
+20)
+
+Page 551, "Systm" changed to "System" (Metric System 466)
+
+Page 552, in original text, entry for "Position" came after "Posture".
+This was repaired.
+
+Page 552, "Racoon" changed to "Raccoon" (Racoon 402)
+
+Page 552, "Refrigator" changed to "Refrigerator" (Refrigerator, iceless,
+115)
+
+Page 552, "Scavangers" changed to "Scavengers" (Scavengers, bird 421)
+
+Page 553, in original text, entry for "Sharks" came after "Shovel". This
+was repaired.
+
+Page 553, entries for "Sick bed" and "Sick, care of" were repeated in
+the original text. They have been deleted.
+
+Page 553, in original text, entries for "Steps" and "Stew" came before
+"Stars". This was repaired.
+
+Page 553, "badeg" changed to "badge" (Thanks badge 537)
+
+Page 553, entries for "Thistle" and "Thrushes" were repeated in the
+original text. They have been deleted.
+
+Page 553, "anmes" changed to "names" (Trade names and true)
+
+Page 553, "Unifom" changed to "Uniform" (Uniform, one piece)
+
+Page 554, in original text, entry for "Water dog" came before "Water and
+game". This was repaired.
+
+
+
+
+
+
+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 ***
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+<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>&nbsp;<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 VERCH&Egrave;RES The First Girl Scout in the New World. From Statue erected by Lord Grey, near the site of Fort Verch&egrave;res on the St. Lawrence." title="" />
+<span class="caption">MAGDELAINE DE VERCH&Egrave;RES<br />
+
+The First Girl Scout in the New World. From Statue erected by Lord Grey,
+near the site of Fort Verch&egrave;res 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&mdash;that is, wood craft, handiness, and cheery
+helpfulness&mdash;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&mdash;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 &amp; 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'>&nbsp;</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'>&nbsp;</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'>&nbsp;</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'>&nbsp;</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'>&nbsp;</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'>&nbsp;</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'>&nbsp;</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&mdash;"Be Prepared"<br />
+
+Slogan&mdash;"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&mdash;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&mdash;the steady attitude of the older
+Scout. And this grows later into the great tree of organized,
+practical community service for the grown Scout&mdash;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&mdash;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&mdash;yes, and boys and
+girls, too!&mdash;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 VERCH&Egrave;RES<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 Verch&egrave;res 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 Verch&egrave;res 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 Verch&egrave;res
+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 Verch&egrave;res 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,&mdash;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,&mdash;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&mdash;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&mdash;"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)&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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>&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>.&mdash;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>".&mdash;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>&mdash;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>&mdash;If you are in the country, you should
+notice landmarks&mdash;that is, objects which help you to find your way
+to prevent your getting lost&mdash;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.&mdash;The long feet are the hind feet." title="" />
+<span class="caption">Lame Horse Walking: Which leg is he lame in?
+
+N.B.&mdash;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>&mdash;Let nothing be too small for your notice&mdash;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>&mdash;<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>&mdash;<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 />
+
+&nbsp;&nbsp;&nbsp;&nbsp;<i>Then to notice and remember the names on the shops.</i><br />
+
+&nbsp;&nbsp;&nbsp;&nbsp;<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 />
+
+&nbsp;&nbsp;&nbsp;&nbsp;<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>&mdash;<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>&mdash;<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>&mdash;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'>&nbsp;</td><td align='center' colspan='2'>O&mdash;LIEUT.</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>0000</td><td align='left'>0000</td></tr>
+<tr><td align='left' colspan='2'>Troop&mdash;</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>0000</td><td align='left'>0000</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='center' colspan='2'>O&mdash;Capt.</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;c</td><td align='right'>xx&nbsp;</td></tr>
+<tr><td align='left'>Color</td><td align='left'>&nbsp;c</td><td align='right'>xx&nbsp;</td><td align='left'>Court of</td></tr>
+<tr><td align='left'>Guard</td><td align='left'>&nbsp;c</td><td align='right'>xx&nbsp;</td><td align='left'>Awards</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;c</td><td align='right'>xx&nbsp;</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='center' colspan='2'>&mdash;&mdash;&mdash;&mdash;</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='center' colspan='2'>&mdash;&mdash;&mdash;&mdash;</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='center' colspan='2'>&mdash;&mdash;&mdash;&mdash;</td></tr>
+<tr><td align='left'>&nbsp;</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 &mdash;&mdash;, 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 &mdash;&mdash;, 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 &mdash;&mdash;, 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 &mdash;&mdash;, these Scouts of
+&mdash;&mdash; 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 &mdash;&mdash;, 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 &mdash;&mdash; (<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
+&mdash;&mdash;, Troop &mdash;&mdash;, and the members of
+the Council, on these First Class Scouts, and I
+trust that the Town of &mdash;&mdash; 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&mdash;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
+&mdash;&mdash;, 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&mdash;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 &mdash;&mdash;, Scout &mdash;&mdash;, of
+Troop &mdash;&mdash;, of &mdash;&mdash;, 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 &mdash;&mdash; offer?"</div>
+
+<div class='hang1'><i>Captain reads the list Badges earned by the Candidate.</i></div>
+
+<div class='hang1'>Official: "Troop &mdash;&mdash;, do you agree that Scout &mdash;&mdash; 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 &mdash;&mdash; 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 &mdash;&mdash;, you have won the highest
+honor in the gift of the Girl Scouts."<br />
+
+&nbsp;&nbsp;&nbsp;&nbsp;"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'>&nbsp;</td><td align='left'>5</td><td align='left'>6</td><td align='left'>7</td><td align='left'>&nbsp;8</td><td align='left'>&nbsp;5</td><td align='left'>&nbsp;6</td><td align='left'>7</td><td align='left'>8</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>*</td><td align='left'>*</td><td align='left'>*</td><td align='left'>&nbsp;*</td><td align='left'>&nbsp;*</td><td align='left'>&nbsp;*</td><td align='left'>*</td><td align='left'>*</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>*</td><td align='left'>*</td><td align='left'>*</td><td align='left'>&nbsp;*</td><td align='left'>&nbsp;*</td><td align='left'>&nbsp;*</td><td align='left'>*</td><td align='left'>*</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>1</td><td align='left'>2</td><td align='left'>3</td><td align='left'>&nbsp;4</td><td align='left'>&nbsp;1</td><td align='left'>&nbsp;2</td><td align='left'>3</td><td align='left'>4</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='left'>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</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&mdash;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 &mdash;&mdash; took the chair. The minutes
+of the previous meeting were read and approved, dues
+collected amounted to &mdash;&mdash;. After &mdash;&mdash; 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&nbsp; &nbsp; &nbsp; </td><td align='right'>&nbsp; $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&mdash;</span></td></tr>
+<tr><td align='left'>Janitor</td><td align='right'>$1.00</td><td align='right'>&nbsp; $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 &mdash;&mdash;. 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&mdash;"</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'>&nbsp; &nbsp; &nbsp;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>&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='center'><span class="smcap">&nbsp;&nbsp;&nbsp;&nbsp;Will C. <ins title="Transcriber's Note: original reads 'Macfarlane'">MacFarlane</ins>,</span></td></tr>
+<tr><td align='center'>&nbsp;</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>&mdash;<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&mdash;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&mdash;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&mdash;near
+Baltimore&mdash;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&mdash;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&mdash;"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'>
+&mdash;<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'>
+&mdash;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&mdash;because, as
+he said, I could read them and he couldn't&mdash;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&mdash;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&mdash;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'>
+&mdash;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&mdash;Delaware</td><td align='left'>5&mdash;Connecticut</td></tr>
+<tr><td align='left'>2&mdash;Pennsylvania</td><td align='left'>6&mdash;Massachusetts</td></tr>
+<tr><td align='left'>3&mdash;New Jersey</td><td align='left'>7&mdash;Maryland</td></tr>
+<tr><td align='left'>4&mdash;Georgia</td><td align='left'>8&mdash;South Carolina</td></tr>
+<tr><td align='center' colspan='2'><br /><i>Second Row</i></td></tr>
+<tr><td align='left'>9&mdash;New Hampshire&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'>13&mdash;Rhode Island</td></tr>
+<tr><td align='left'>10&mdash;Virginia</td><td align='left'>14&mdash;Vermont</td></tr>
+<tr><td align='left'>11&mdash;New York</td><td align='left'>15&mdash;Kentucky</td></tr>
+<tr><td align='left'>12&mdash;North Carolina</td><td align='left'>16&mdash;Tennessee</td></tr>
+<tr><td align='center' colspan='2'><br /><i>Third Row</i></td></tr>
+<tr><td align='left'>17&mdash;Ohio</td><td align='left'>21&mdash;Illinois</td></tr>
+<tr><td align='left'>18&mdash;Louisiana</td><td align='left'>22&mdash;Alabama</td></tr>
+<tr><td align='left'>19&mdash;Indiana</td><td align='left'>23&mdash;Maine</td></tr>
+<tr><td align='left'>20&mdash;Mississippi</td><td align='left'>24&mdash;Missouri</td></tr>
+<tr><td align='center' colspan='2'><br /><i>Fourth Row</i></td></tr>
+<tr><td align='left'>25&mdash;Arkansas</td><td align='left'>29&mdash;Iowa</td></tr>
+<tr><td align='left'>26&mdash;Michigan</td><td align='left'>30&mdash;Wisconsin</td></tr>
+<tr><td align='left'>27&mdash;Florida</td><td align='left'>31&mdash;California</td></tr>
+<tr><td align='left'>28&mdash;Texas</td><td align='left'>32&mdash;Minnesota</td></tr>
+<tr><td align='center' colspan='2'><br /><i>Fifth Row</i></td></tr>
+<tr><td align='left'>33&mdash;Oregon</td><td align='left'>37&mdash;Nebraska</td></tr>
+<tr><td align='left'>34&mdash;Kansas</td><td align='left'>38&mdash;Colorado</td></tr>
+<tr><td align='left'>35&mdash;West Virginia</td><td align='left'>39&mdash;North Dakota</td></tr>
+<tr><td align='left'>36&mdash;Nevada</td><td align='left'>40&mdash;South Dakota</td></tr>
+<tr><td align='center' colspan='2'><br /><i>Sixth Row</i></td></tr>
+<tr><td align='left'>41&mdash;Montana</td><td align='left'>45&mdash;Utah</td></tr>
+<tr><td align='left'>42&mdash;Washington</td><td align='left'>46&mdash;Oklahoma</td></tr>
+<tr><td align='left'>43&mdash;Idaho</td><td align='left'>47&mdash;New Mexico</td></tr>
+<tr><td align='left'>44&mdash;Wyoming</td><td align='left'>48&mdash;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&acute; F&acute; are guide lines to make
+the new parallel lines. These are made just as in the case of A B
+and A&acute; B&acute; 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&mdash;TWO PIECE" title="" />
+<span class="caption">GIRL SCOUT UNIFORM&mdash;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&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'>5678</td><td align='left'>5678&nbsp;&nbsp;&nbsp;&nbsp;</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'>&nbsp;</td><td align='left'>Lieut.&nbsp;&nbsp;</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&mdash;ONE PIECE" title="" />
+<span class="caption">GIRL SCOUT UNIFORM&mdash;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>&mdash;</b></td><td align='left'><b>M &mdash;</b></td><td align='left'><b>Y &mdash;</b> <b>.</b> <b>&mdash;</b></td></tr>
+<tr><td align='left'><b>B &mdash;</b> <b>.</b> <b>.</b> <b>.</b></td><td align='left'><b>N &mdash;</b> <b>.</b></td><td align='left'><b>Z &mdash;</b> <b>.</b> <b>.</b></td></tr>
+<tr><td align='left'><b>C &mdash;</b> <b>.</b> <b>&mdash;</b> <b>.</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'><b>O &mdash;</b> <b>&mdash;</b></td><td align='left'><b>1 .</b> <b>&mdash;</b> <b>&mdash;</b></td></tr>
+<tr><td align='left'><b>D &mdash;</b> <b>.</b> <b>.</b></td><td align='left'><b>P .</b> <b>&mdash;</b> <b>.</b></td><td align='left'><b>2 .</b> <b>.</b> <b>&mdash;</b> <b>&mdash;</b></td></tr>
+<tr><td align='left'><b>E .</b></td><td align='left'><b>Q &mdash;</b> <b>.</b> <b>&mdash;</b></td><td align='left'><b>3 .</b> <b>.</b> <b>.</b> <b>&mdash;</b></td></tr>
+<tr><td align='left'><b>F .</b> <b>.</b> <b>&mdash;</b> <b>.</b></td><td align='left'><b>R .</b> <b>&mdash;</b> <b>.</b></td><td align='left'><b>4 .</b> <b>.</b> <b>.</b> <b>.</b> <b>&mdash;</b></td></tr>
+<tr><td align='left'><b>G &mdash;</b> <b>&mdash;</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 &mdash;</b></td><td align='left'><b>6 &mdash;</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>&mdash;</b></td><td align='left'><b>7 &mdash;</b> <b>.</b> <b>.</b> <b>.</b></td></tr>
+<tr><td align='left'><b>J .</b> <b>&mdash;</b> <b>&mdash;</b></td><td align='left'><b>V .</b> <b>.</b> <b>.</b> <b>&mdash;</b></td><td align='left'><b>8 &mdash;</b> <b>&mdash;</b> <b>.</b> <b>.</b></td></tr>
+<tr><td align='left'><b>K &mdash;</b> <b>.</b> <b>&mdash;</b></td><td align='left'><b>W .</b> <b>&mdash;</b></td><td align='left'><b>9 &mdash;</b> <b>&mdash;</b> <b>.</b></td></tr>
+<tr><td align='left'><b>L .</b> <b>&mdash;</b> <b>.</b> <b>.</b></td><td align='left'><b>X &mdash;</b> <b>.</b> <b>.</b> <b>&mdash;</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'><b>0 &mdash;</b> <b>&mdash;</b> <b>&mdash;</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 &mdash;</b> <b>&mdash;</b> <b>.</b> <b>.</b> <b>.</b></td></tr>
+<tr><td align='left'><b>Comma .</b> <b>&mdash;</b> <b>.</b> <b>&mdash;</b> <b>.</b> <b>&mdash;</b></td><td align='left'><b>Semicolon &mdash;</b> <b>.</b> <b>&mdash;</b> <b>.</b> <b>&mdash;</b> <b>.</b></td></tr>
+<tr><td align='left'><b>Quotation Marks .</b> <b>&mdash;</b> <b>.</b> <b>.</b> <b>&mdash;</b> <b>.</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'><b>Interrogation .</b> <b>.</b> <b>&mdash;</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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='center'><b>DASHES</b></td></tr>
+<tr><td align='left'><b>E .</b></td><td align='left'><b>T &mdash;</b></td></tr>
+<tr><td align='left'><b>I .</b> <b>.</b></td><td align='left'><b>M &mdash;</b></td></tr>
+<tr><td align='left'><b>S .</b> <b>.</b> <b>.</b></td><td align='left'><b>O &mdash;</b> <b>&mdash;</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>&mdash;</b></td><td align='right'><b>&mdash;</b> <b>. N</b></td></tr>
+<tr><td align='left'><b>B &mdash;</b> <b>.</b> <b>.</b> <b>.</b></td><td align='right'><b>.</b> <b>.</b> <b>.</b> <b>&mdash; V</b></td></tr>
+<tr><td align='left'><b>D &mdash;</b> <b>.</b> <b>.</b></td><td align='right'><b>.</b> <b>.</b> <b>&mdash; U</b></td></tr>
+<tr><td align='left'><b>G &mdash;</b> <b>.</b></td><td align='right'><b>.</b> <b>&mdash; W</b></td></tr>
+<tr><td align='left'><b>F .</b> <b>.</b> <b>&mdash;</b> <b>.</b></td><td align='right'><b>.</b> <b>&mdash;</b> <b>.</b> <b>. L</b></td></tr>
+<tr><td align='left'><b>Y &mdash;</b> <b>.</b> <b>&mdash;</b> <b>&mdash;</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='right'><b>&mdash;</b> <b>&mdash;</b> <b>.</b> <b>&mdash; 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 &mdash;</b> <b>.</b> <b>&mdash;</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'><b>P .</b> <b>&mdash;</b> <b>.</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'><b>X &mdash;</b> <b>.</b> <b>.</b> <b>&mdash;</b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'><b>R .</b> <b>&mdash;</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 &mdash;</b> <b>.</b> <b>.</b></td></tr>
+<tr><td align='left'><b>C &mdash;</b> <b>.</b> <b>&mdash;</b> <b>.</b></td></tr>
+<tr><td align='left'><b>J .</b> <b>&mdash;</b> <b>&mdash;</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&mdash;with its price&mdash;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&mdash;the
+gas company&mdash;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&mdash;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;&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;</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>&mdash;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>&mdash;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>&mdash;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>&mdash;</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&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</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>&mdash;</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>&mdash;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>&mdash;</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'>&frac34; 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>&mdash;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>&mdash;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'>&nbsp;inches</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;foot</td></tr>
+<tr><td align='right'>3</td><td align='left'>&nbsp;feet</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;yard</td></tr>
+<tr><td align='right'>5&frac12;</td><td align='left'>&nbsp;yards</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;rod</td></tr>
+<tr><td align='right'>320</td><td align='left'>&nbsp;rods</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;mile</td></tr>
+<tr><td align='right'>1760</td><td align='left'>&nbsp;yards</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;mile</td></tr>
+<tr><td align='right'>5280</td><td align='left'>&nbsp;feet</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;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'>&nbsp;square inches</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;square foot</td></tr>
+<tr><td align='right'>9</td><td align='left'>&nbsp;square feet</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;square yard</td></tr>
+<tr><td align='right'>30&frac14;</td><td align='left'>&nbsp;square yards</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;square rod</td></tr>
+<tr><td align='right'>160</td><td align='left'>&nbsp;s&nbsp;quare rods</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;acre</td></tr>
+<tr><td align='right'>1</td><td align='left'>&nbsp;square mile</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;section</td></tr>
+<tr><td align='right'>36</td><td align='left'>&nbsp;square miles</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;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'>&nbsp;grains</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;dram</td></tr>
+<tr><td align='right'>16</td><td align='left'>&nbsp;drams</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;ounce (oz.)</td></tr>
+<tr><td align='right'>16</td><td align='left'>&nbsp;ounces</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;pound (lb.)</td></tr>
+<tr><td align='right'>100</td><td align='left'>&nbsp;pounds</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;cwt. (hundredweight)</td></tr>
+<tr><td align='right'>2,000</td><td align='left'>&nbsp;pounds</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;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'>&nbsp;gills</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;pint</td></tr>
+<tr><td align='right'>2</td><td align='left'>&nbsp;pints</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;quart</td></tr>
+<tr><td align='right'>4</td><td align='left'>&nbsp;quarts</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;gallon</td></tr>
+<tr><td align='right'>31&frac12;</td><td align='left'>&nbsp;gallons</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;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'>&nbsp;pints</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;quart</td></tr>
+<tr><td align='right'>8</td><td align='left'>&nbsp;quarts</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;peck</td></tr>
+<tr><td align='right'>4</td><td align='left'>&nbsp;pecks</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;bushel</td></tr>
+<tr><td align='right'>105</td><td align='left'>&nbsp;dry quarts</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;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'>&nbsp;saltspoonfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;teaspoonful</td></tr>
+<tr><td align='right'>3</td><td align='left'>&nbsp;teaspoonfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;tablespoonful</td></tr>
+<tr><td align='right'>16</td><td align='left'>&nbsp;tablespoonfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;cupful</td></tr>
+<tr><td align='right'>2</td><td align='left'>&nbsp;gills</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;cupful</td></tr>
+<tr><td align='right'>2</td><td align='left'>&nbsp;cupfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;pint</td></tr>
+<tr><td align='right'>1</td><td align='left'>&nbsp;cupful</td><td align='center'>=</td><td align='right'>8</td><td align='left'>&nbsp;fluid ounces</td></tr>
+<tr><td align='right'>32</td><td align='left'>&nbsp;tablespoonfuls</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;lb. butter</td></tr>
+<tr><td align='right'>2</td><td align='left'>&nbsp;cups of butter</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;lb.</td></tr>
+<tr><td align='right'>1</td><td align='left'>&nbsp;lb. butter</td><td align='center'>=</td><td align='right'>40</td><td align='left'>&nbsp;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'>&nbsp;cups flour</td><td align='left'>=</td><td align='right'>1</td><td align='left'>&nbsp;lb.</td></tr>
+<tr><td align='right'>2</td><td align='left'>&nbsp;cups sugar</td><td align='center'>=</td><td align='right'>1</td><td align='left'>&nbsp;lb.</td></tr>
+<tr><td align='right'>5</td><td align='left'>&nbsp;cups coffee</td><td align='center'>=</td><td align='left'>1</td><td align='left'>&nbsp;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 &frac12; 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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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&deg; 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>&mdash;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&deg;. Then it should
+gradually decrease, next temperature being 95&deg;, until
+at the age of two it should range between 85&deg; to
+90&deg;. 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&mdash;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&nbsp;A.M.</td><td align='left'>&nbsp;Feed warm milk.</td></tr>
+<tr><td align='right' valign='top'>7.30&nbsp;A.M.</td><td align='left'>&nbsp;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&nbsp;A.M.</td><td align='left'>&nbsp;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&nbsp;P.M.</td><td align='left'>&nbsp;Take up, make comfortable, and feed.</td></tr>
+<tr><td align='right' valign='top'>2.00&nbsp;P.M.</td><td align='left'>&nbsp;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&nbsp;to&nbsp;5 P.M.</td><td align='left'>&nbsp;Hold child, or let it stay in crib and play or kick.</td></tr>
+<tr><td align='right' valign='top'>6.00&nbsp;P.M.</td><td align='left'>&nbsp;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&nbsp;P.M.</td><td align='left'>&nbsp;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&mdash;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>&mdash;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>&mdash;(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&mdash;as
+lard, carron oil (mixture of linseed oil and lime
+water&mdash;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>&mdash;<i>Prevention</i>&mdash;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>&mdash;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>&mdash;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&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;<i>Broken bones</i>&mdash;There are two classes
+of fractures:</p>
+
+<p>1. <i>Simple</i>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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&mdash;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&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;1. The patient is <ins title="Transcriber's Note: original reads 'unconcious'">unconscious</ins>.</p>
+
+<p>2. The face is usually flushed&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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&mdash;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&mdash;that is, put on your hands something
+that will not let the electricity into your body&mdash;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>&mdash;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>&mdash;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>&mdash;Cases of poisoning happen most often because
+people do not examine the bottles before taking
+medicines from them.</p>
+
+<p><i>Prevention</i>&mdash;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>&mdash;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&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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&mdash;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&mdash;the air
+being constantly drawn up the chimney&mdash;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&mdash;one for the face and another for the
+rest of the body.</p>
+
+<p>Soap&mdash;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&mdash;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&deg; 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'>&nbsp;teaspoonful measures 50 grains.</td></tr>
+<tr><td align='right'>2</td><td align='left'>&nbsp;teaspoonfuls make 1 dessertspoonful.</td></tr>
+<tr><td align='right'>2</td><td align='left'>&nbsp;dessertspoonfuls make 1 tablespoonful.</td></tr>
+<tr><td align='right'>2</td><td align='left'>&nbsp;tablespoonfuls make 1 ounce.</td></tr>
+<tr><td align='right'>8</td><td align='left'>&nbsp;ounces make 1 cupful or glassful.</td></tr>
+<tr><td align='right'>16</td><td align='left'>&nbsp;ounces make one pint, or pound.</td></tr>
+<tr><td align='right'>&nbsp;</td><td align='left'>&nbsp;&nbsp;(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>&mdash;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&mdash;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&mdash;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&mdash;and
+taken&mdash;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&mdash;</i></p>
+
+<p>"<i>To neglect these is sheer treason.</i>"</p>
+
+<div class='right'>
+<i>&mdash;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>&mdash;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&mdash;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>&mdash;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>&mdash;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'>&nbsp;9&frac12;</td><td align='center'>to</td><td align='left'>11</td></tr>
+<tr><td align='left'>12 and 13 years</td><td align='left'>&nbsp;9</td><td align='center'>to</td><td align='left'>10&frac12;</td></tr>
+<tr><td align='left'>14 and 15 years</td><td align='left'>&nbsp;8&frac12;</td><td align='center'>to</td><td align='left'>10</td></tr>
+<tr><td align='left'>16 and 17 years</td><td align='left'>&nbsp;8</td><td align='center'>to</td><td align='left'>9&frac12;</td></tr>
+<tr><td align='left'>18 and 19 years&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</td><td align='left'>&nbsp;8</td><td align='center'>to</td><td align='left'>9</td></tr>
+<tr><td align='left'>20 and over</td><td align='left'>&nbsp;at</td><td align='center'>least</td><td align='left'>&nbsp;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&mdash;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&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;Sunlight is one of the best health bringers
+known. Little children&mdash;and grown people, too&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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&nbsp;for&nbsp;Week&nbsp;Commencing&nbsp;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'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>2</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>2a</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>2b</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>3</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>4</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>5</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>6</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>7</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>8</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>9</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>10</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>11</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>12</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>13</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>14</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td></tr>
+<tr><td align='right'>15</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</td><td align='left'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td></tr>
+<tr><td align='right'>48</td><td align='right'>55</td><td align='right'>56</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td></tr>
+<tr><td align='right'>49</td><td align='right'>57</td><td align='right'>58</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td></tr>
+<tr><td align='right'>60</td><td align='right'>&nbsp;</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'>&nbsp;</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'>&nbsp;</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'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp; 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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</td><td align='right'>&nbsp;</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'>&nbsp;</td><td align='center'>AGE</td><td align='center'>&nbsp;</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&nbsp;&nbsp;</td><td align='center'>12 oz.&nbsp;&nbsp;</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&mdash;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&mdash;count 3. Up
+1&mdash;side 2&mdash;down 3&mdash;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&mdash;relax 2.</div>
+
+<div class="hang2">4. From arms down (fig. 1) to side stretch (fig. 3).
+Two counts; to side 1&mdash;down 2. This may be done
+quickly with vigor.</div>
+
+<div class="hang2">5. From side stretch palms up to upward stretch (fig.
+2)&mdash;two counts&mdash;up 1&mdash;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&mdash;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,&mdash;jerk 1&mdash;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&mdash;twist 1&mdash;front 2&mdash;twist 1&mdash;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&mdash;bend
+1&mdash;back to position 2&mdash;alternate sides.</div>
+
+<div class="hang2">10. Bend right knee and kick yourself (fig. 9); left
+knee same. Two counts&mdash;kick right 1&mdash;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&mdash;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:&mdash;on
+toes 1&mdash;bend 2&mdash;up on toes 3&mdash;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&mdash;up 2. Breathe out as you come down&mdash;in as
+you come up.</div>
+
+<div class="hang2">14. <i>Neck Exercises.</i> Sit crosslegged on floor&mdash;hands on
+knees: head up&mdash;chin parallel with the floor.</div>
+
+<div class="blockquot"><div class="hang2">a) turn head to right and then to left&mdash;4 counts&mdash;right
+1&mdash;front 2&mdash;left 3&mdash;front 4.</div>
+
+<div class="hang2">b) droop head from side to side (fig. 14); four
+counts&mdash;right 1&mdash;up 2&mdash;left 3&mdash;up 4.</div>
+
+<div class="hang2">c) drop chin forward (fig. 15); straighten and
+drop head back (fig. 16). Count 4&mdash;down 1&mdash;up
+2&mdash;back 3&mdash;up 4.</div>
+
+<div class="hang2">d) turn head and face right (fig. 17) drop chin 1&mdash;up
+2&mdash;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&mdash;out 1&mdash;down 2&mdash;in 3&mdash;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&mdash;up
+1&mdash;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 &amp; 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&mdash;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&mdash;now so lightly held by those who know?</p>
+
+<p>Have you proved the balsam fir in all its fourfold gifts&mdash;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.&mdash;(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&mdash;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&mdash;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&mdash;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 an&aelig;mic.<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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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="&quot;AFOOT AND LIGHT-HEARTED.&quot;" title="" />
+<span class="caption">&quot;AFOOT AND LIGHT-HEARTED.&quot;</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&mdash;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.&nbsp;.&nbsp;.&nbsp;.</i>
+
+<br /><b>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;.</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'>
+&mdash;<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>&mdash;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&mdash;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&mdash;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&mdash;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>&mdash;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&mdash;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&mdash;to keep the heat <i>in</i>. He wraps ice in a
+blanket to keep it from melting&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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 &times; 9 or a 9 &times; 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 &times; 14 is commonly used; but a 14 &times; 14 with
+4-foot walls and a 9-foot center has double the head-room
+of the standard 12 &times; 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="&mdash;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)&mdash;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>&mdash;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>&mdash;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&mdash;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>&mdash;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>&mdash;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>&mdash;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&mdash;can't git near; Injun make um little fire&mdash;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&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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&mdash;and it is a serious one&mdash;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>&mdash;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>&mdash;Let us now consider the material
+of field rations, item by item.</p>
+
+<p>"<i>Bacon</i>&mdash;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>&mdash;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>&mdash;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>&mdash;Soup powders are a great help
+in time of trouble&mdash;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>&mdash;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>&mdash;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>&mdash;Sweetened condensed milk (the 'salve of the
+lumberjacks') is distasteful to most people. Plain evaporated
+milk is the thing to carry&mdash;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&mdash;whether one month or
+six&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;Used chiefly in making a thick, nourishing
+soup.</p>
+
+<p>"<i>Dehydrated Vegetables</i>&mdash;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>&mdash;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. &amp; M. 3/4 lb. cans
+are convenient for a lone camper or for two going light.</p>
+
+<p>"<i>Nuts</i>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;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&mdash;long
+enough to soften&mdash;place in stew pan, season with salt
+and pepper, cook one-half hour&mdash;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>&mdash;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>&mdash;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>&mdash;Fish balls prepared at home and carried
+along make good camp food. For group of eight: Ingredients&mdash;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>&mdash;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>&mdash;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>&mdash;Fry sausages over moderate
+fire for about 15 minutes till they are brown.</p>
+
+<p><i>Corn Beef Hash</i>&mdash;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>&mdash;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>&mdash;Slice cold boiled potatoes uniformly
+and fry in hot butter until brown.</p>
+
+<p><i>Fried Raw Potatoes</i>&mdash;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>&mdash;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>&mdash;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>&mdash;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>&mdash;Toast may either be made over coals or by
+propping wire broiler upright before blazing fire.</p>
+
+<p>"<i>Biscuit Loaf</i>&mdash;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'>
+&mdash;<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 />&nbsp;&nbsp;&nbsp;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 />&nbsp;&nbsp;&nbsp;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&mdash;go&mdash;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'>
+&mdash;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 &quot;ROOKERY&quot; IN SOUTH CAROLINA." title="" />
+<span class="caption">AN EGRET &quot;ROOKERY&quot; IN SOUTH CAROLINA.<br />&nbsp;&nbsp;&nbsp;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'>
+&mdash;<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'>
+&mdash;<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 &amp; 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'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</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'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</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'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'><i>Reptiles</i></td></tr>
+
+<tr><td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</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'>&nbsp;</td>
+<td align='left'><i>Amphibians</i></td></tr>
+
+<tr><td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'><i>Fishes</i></td></tr>
+
+<tr><td align='left'>&nbsp;</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'>&nbsp;</td>
+<td align='left'><i>Invertebrates</i></td></tr>
+
+<tr><td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;(<i>Organic</i>)</td>
+<td align='left'>&nbsp;</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'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'><i>Flowerless&nbsp;Plants</i></td></tr>
+
+<tr><td align='left'><i>of</i></td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td>
+<td align='left'>&nbsp;</td></tr>
+
+<tr><td align='left'><i>Nature</i></td>
+<td align='left'><i>Non-living Bodies</i></td></tr>
+
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;(<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&mdash;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'>
+&mdash;<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&mdash;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&mdash;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 &amp; 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'>
+&mdash;<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&mdash;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 &quot;MOSS.&quot; This tree is almost entirely hidden by this &quot;moss,&quot; 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 &quot;MOSS.&quot;<br />This tree is almost entirely hidden by this &quot;moss,&quot; 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&#39;S BACK" title="" />
+<span class="caption">BABY OPOSSUMS RIDING ON THEIR MOTHER&#39;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&mdash;from
+six to a dozen of them&mdash;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&mdash;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&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</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&mdash;MOTHER AND YOUNG HUNTING FOR GRASSHOPPERS AND CRICKETS" title="" />
+<span class="caption">SKUNKS&mdash;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&#39;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&#39;S HEN-ROOST" title="" />
+<span class="caption">RED FOX RETURNING TO ITS YOUNG FROM SOME
+FARMER&#39;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>&mdash;<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&#39; 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&#39; 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&#39; 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&mdash;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,&mdash;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 &quot;Noble Peregrine&quot; 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 &quot;Noble Peregrine&quot; 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 &quot;Crane.&quot; 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 &amp; 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 &amp; Co.).</p>
+
+<p>"Handbook of Birds of Eastern North America," by
+Florence Merriam Bailey (Houghton, Mifflin &amp; 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'>
+&mdash;<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&mdash;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;">&mdash;<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&mdash;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>&mdash;Hydroids on the rock-weed, rock-barnacles,
+snails, amphipods, lobsters, and oysters.</p>
+
+<p><i>Sandy Shores</i>&mdash;Worms, in tube houses, mole-crab,
+sand-hopper, egg-cases, whelks, shrimps.</p>
+
+<p><i>Muddy Shores</i>&mdash;Snails, clams, worms of many varieties,
+mud-crabs, hermit-crabs, blue crabs, scallops.</p>
+
+<p><i>Wharves and Bridges</i> (on the piling)&mdash;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 &quot;LOCUST&quot;" title="" />
+<span class="caption">SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR
+&quot;LOCUST&quot;<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 &quot;LOCUST&quot;" title="" />
+<span class="caption">SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR
+&quot;LOCUST&quot;<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="&quot;A GATHERING OF MONARCHS&quot;" title="" />
+<span class="caption">&quot;A GATHERING OF MONARCHS&quot;<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 &amp; 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'>
+&mdash;<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
+&amp; 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,&mdash;there are more than one hundred
+kinds to be found,&mdash;and with the aid of some such book
+as "Rocks and Rock Minerals," by Louis V. Pirsson
+(John Wiley &amp; Sons) or "Common Minerals and Rocks,"
+by Wm. O. Crosby (D. C. Heath &amp; 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&mdash;</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&mdash;</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'>
+&mdash;<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>&mdash;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>&mdash;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&mdash;(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&mdash;for such it is&mdash;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&mdash;B
+but if the edge of the stream or road is crooked it is
+necessary in order to make B&mdash;D a straight line at right
+angles to A&mdash;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&mdash;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&mdash;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&mdash;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&times;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&mdash;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&mdash;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&#39;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&mdash;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&mdash;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&mdash;A double hook in the form of the letter S.
+Sometimes called S-hook.</div>
+
+<div class='hang2'>Bight&mdash;A loop made by bending a rope back on itself
+and holding it in place.</div>
+
+<div class='hang2'>Coil&mdash;A series of rings, one on top of another, into which
+a rope is wound.</div>
+
+<div class='hang2'>Cord&mdash;A string or small rope composed of several strands
+of thread or vegetable fiber twisted and woven together.</div>
+
+<div class='hang2'>End&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;The long portion of a rope not used when
+tying a knot.</div>
+
+<div class='hang2'>String&mdash;A slender cord, a thick thread.</div>
+
+<div class='hang2'>Twine&mdash;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'>&nbsp;Introduction to Proficiency Tests.</td></tr>
+<tr><td align='right'>II.</td><td align='left'>&nbsp;Proficiency Tests:</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;<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'>&nbsp;</td><td align='left'>&nbsp;<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***&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</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***&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</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 />&nbsp;Group Badge</td></tr>
+<tr><td align='right'>IV.</td><td align='left'>&nbsp;Golden Eaglet.</td></tr>
+<tr><td align='right'>V.</td><td align='left'>&nbsp;Special Medals:</td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;<span style="margin-left: 1em;">Attendance Stars</span></td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;<span style="margin-left: 1em;">Life Saving Medals</span></td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;<span style="margin-left: 2em;">Bronze Cross</span></td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;<span style="margin-left: 2em;">Silver Cross</span></td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;<span style="margin-left: 1em;">Medal of Merit</span></td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;<span style="margin-left: 1em;">Thanks Badge</span></td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;<span style="margin-left: 1em;">Community Service Award</span></td></tr>
+<tr><td align='left'>&nbsp;</td><td align='left'>&nbsp;<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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;"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'">Appliqu&eacute;</ins>: Design an appliqu&eacute; 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&mdash;"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&times;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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'>&nbsp;&nbsp;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 />
+
+&nbsp;&nbsp;&nbsp;&nbsp;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 />
+
+&nbsp;&nbsp;&nbsp;&nbsp;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 />
+
+&nbsp;&nbsp;&nbsp;&nbsp;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'>&nbsp;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'>&nbsp;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&mdash;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&mdash;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."&mdash;<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&mdash;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&mdash;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&mdash;THE CADUCEUS</b></td></tr>
+</table></div>
+
+
+<div class='hang2'>&nbsp;&nbsp;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 />
+
+&nbsp;&nbsp;&nbsp;&nbsp;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 />
+
+&nbsp;&nbsp;&nbsp;&nbsp;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?&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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,"&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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'>&nbsp;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&mdash;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&mdash;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'>&nbsp;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.&mdash;(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&mdash;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&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</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&#39;S PIN" title="" />
+<span class="caption">CAPTAIN&#39;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&#39;S PIN" title="" />
+<span class="caption">LIEUTENANT&#39;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&mdash;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 Lagerl&ouml;f.</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'">Forqu&eacute;</ins>.</p>
+
+<p>Sintram and His Companions, De la Motte Fouqu&eacute;.</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>Bront&eacute;, 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&mdash;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&mdash;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&mdash;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&mdash;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&mdash;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'">Verch&egrave;res</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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</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>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</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>&nbsp;&nbsp;&nbsp;</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
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+</pre>
+
+</body>
+</html>
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@@ -0,0 +1,22464 @@
+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: ASCII
+
+*** 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.
+
+
+
+
+
+
+
+
+
+
+
+SCOUTING for GIRLS
+
+
+[Illustration]
+
+
+THIS BOOK BELONGS TO
+
+___________________________________________________________
+
+
+MEMBER OF
+
+_____________________________________________________ Troop
+
+
+MY SCOUT RECORD
+
+Registration Date and Place _______________________________
+
+Passed Tenderfoot Test ____________________________________
+
+Passed Second Class Test __________________________________
+
+Passed ____________________________________________________
+
+
+
+
+SCOUTING _for_ GIRLS
+
+
+[Illustration]
+
+[Illustration: MAGDELAINE DE VERCHERES
+
+The First Girl Scout in the New World. From Statue erected by Lord Grey,
+near the site of Fort Vercheres on the St. Lawrence.]
+
+
+
+
+SCOUTING _for_ GIRLS
+
+
+_OFFICIAL HANDBOOK_
+
+OF THE
+
+GIRL SCOUTS
+
+[Illustration]
+
+SIXTH REPRINT
+
+1925
+
+
+          PUBLISHED BY THE GIRL SCOUTS, INC.
+          NATIONAL HEADQUARTERS
+          670 LEXINGTON AVENUE, NEW YORK, N.Y.
+
+
+          _Copyright 1920 by Girl Scouts, Inc._
+          _All Rights Reserved._
+
+PRINTED IN NEW YORK CITY
+
+
+
+
+_To_
+
+JULIETTE LOW
+
+THEIR FOUNDER
+
+          in grateful acknowledgment of all that
+          she has done for them, the American
+          Girl Scouts dedicate this Handbook
+
+
+
+
+FOREWORD
+
+_How Scouting Began_
+
+
+_"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._
+
+_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._
+
+_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._
+
+_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 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._
+
+_They did not merely want to be imitators of the boys; they wanted a
+line of their own._
+
+_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._
+
+_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._
+
+_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._
+
+_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._
+
+_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._
+
+_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._
+
+_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._
+
+_How can that be? In this way:_
+
+_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._
+
+                                       _Robert Baden Powell._
+          _May, 1919_
+
+
+
+
+PREFACE
+
+
+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.
+
+Grateful acknowledgments are due to the following:
+
+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.
+
+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.
+
+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.
+
+                                         JOSEPHINE DASKAM BACON,
+          _Chairman of Publications._
+
+_March 1, 1920._
+
+
+
+
+CONTENTS
+
+
+  Foreword by Sir Robert Baden-Powell.
+  Preface by Josephine Daskam Bacon, _Editor_.
+
+  SECTION:
+      I. HISTORY OF THE GIRL SCOUTS                      1
+     II. PRINCIPLES OF THE GIRL SCOUTS                   3
+    III. ORGANIZATION OF THE GIRL SCOUTS                13
+     IV. WHO ARE THE SCOUTS?                            17
+      V. THE OUT OF DOOR SCOUT                          35
+     VI. FORMS FOR GIRL SCOUT CEREMONIES                44
+    VII. GIRL SCOUT CLASS REQUIREMENTS                  60
+   VIII. WHAT A GIRL SCOUT SHOULD KNOW ABOUT THE FLAG   67
+     IX. GIRL SCOUT DRILL                               84
+      X. SIGNALLING FOR GIRL SCOUTS                     97
+     XI. THE SCOUT AIDE                                105
+
+         Part 1. The Home Maker                        106
+         Part 2. The Child Nurse                       157
+         Part 3. The First Aide                        164
+         Part 4. The Home Nurse                        217
+         Part 5. The Health Guardian                   254
+         Part 6. The Health Winner                     257
+
+    XII. SETTING-UP EXERCISES                          273
+   XIII. WOODCRAFT                                     280
+    XIV. CAMPING FOR GIRL SCOUTS                       313
+     XV. NATURE STUDY FOR GIRL SCOUTS                  373
+    XVI. THE GIRL SCOUTS' OWN GARDEN                   456
+   XVII. MEASUREMENTS, MAP-MAKING AND KNOTS            466
+  XVIII. PROFICIENCY TESTS AND SPECIAL MEDALS          497
+    XIX. REFERENCE READING FOR GIRL SCOUTS             540
+         INDEX                                         548
+
+
+
+
+GIRL SCOUTS
+
+
+Motto--"Be Prepared"
+
+Slogan--"Do a Good Turn Daily"
+
+
+[Illustration: SYMBOL
+
+TREFOIL: TO INDICATE THREEFOLD PROMISE]
+
+
+
+PROMISE
+
+                On My Honor, I will Try:
+          To do my duty to God and my Country.
+          To help other people at all times.
+          To obey the Scout Laws.
+
+
+LAWS
+
+     I A Girl Scout's Honor is to be Trusted
+    II A Girl Scout is Loyal
+   III A Girl Scout's Duty is to be Useful and to Help Others
+    IV A Girl Scout is a Friend to All and a Sister to every other
+         Girl Scout
+    V A Girl Scout is Courteous
+   VI A Girl Scout is a Friend to Animals
+   VII A Girl Scout obeys Orders
+  VIII A Girl Scout is Cheerful
+    IX A Girl Scout is Thrifty
+     X A Girl Scout is Clean in Thought, Word and Deed
+
+
+
+
+SECTION I
+
+HISTORY OF THE AMERICAN GIRL SCOUTS
+
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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!
+
+
+
+
+SECTION II
+
+PRINCIPLES OF THE GIRL SCOUTS
+
+
+The Motto:
+
+=Be Prepared=
+
+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.
+
+
+The Slogan:
+
+="Do a Good Turn Daily"=
+
+This simple recipe for making a very little girl perform every day some
+slight act of kindness for somebody else is the _seed_ from which grows
+the larger _plant_ 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.
+
+
+The Pledge:
+
+          ="I pledge allegiance to my flag, and to the
+          Republic for which it stands; one nation
+          indivisible, with liberty and justice for all."=
+
+This pledge, though not original with the Girl Scouts, expresses in
+every phrase their principles and practice. 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.
+
+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.
+
+
+The Promise:
+
+              =On My Honor I will try:=
+          To do my duty to God and my country.
+          To help other people at all times.
+          To obey the Scout Laws.
+
+This binds the Scouts together as nothing else could do. It is a promise
+each girl _voluntarily_ 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.
+
+
+THE LAWS OF THE GIRL SCOUTS
+
+=I. A Girl Scout's Honor Is To Be Trusted=
+
+This means that a Girl Scout's standards of honor are so high and sure
+that no one would dream of doubting her simple statement of a fact when
+she says: "This is so, on my honor as a Girl Scout."
+
+She is not satisfied, either, with keeping the letter of the law, when
+she really breaks it in spirit. When she answers you, _she_ means what
+_you_ mean.
+
+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.
+
+
+=II. A Girl Scout Is Loyal=
+
+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.
+
+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.
+
+
+=III. A Girl Scout's Duty Is To Be Useful and to Help Others=
+
+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 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 _giver_ and not a _taker_. 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.
+
+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. _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._
+
+
+=IV. A Girl Scout Is a Friend to All, and a Sister to Every Other Girl
+Scout=
+
+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 petty barriers of race and class and make
+our sex a great power for democracy in the days to come.
+
+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.
+
+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.
+
+
+=V. A Girl Scout Is Courteous=
+
+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.
+
+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, 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, _any girl can learn to be polite_.
+
+
+=VI. A Girl Scout Is a Friend to Animals=
+
+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.
+
+
+=VII. A Girl Scout Obeys Orders=
+
+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 your Patrol
+Leader, and gives her orders as she would obey yours were you in her
+place.
+
+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.
+
+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. _But she must
+remember to obey first and complain afterward._
+
+
+=VIII. A Girl Scout Is Cheerful=
+
+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.
+
+It has been scientifically proved that if you deliberately _make_ 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.
+
+
+=IX. A Girl Scout Is Thrifty=
+
+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.
+
+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.
+
+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.
+
+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, 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.
+
+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.
+
+[Illustration: SALUTING THE FLAG IN A GIRL SCOUT CAMP]
+
+
+=X. A Girl Scout Is Clean in Thought, Word and Deed=
+
+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.
+
+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 _should_ never do anything except in Patrols; that
+would be ridiculous. But if they find they _could_ 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.
+
+
+
+
+SECTION III
+
+ORGANIZATION OF THE GIRL SCOUTS
+
+
+Lone Scout
+
+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.
+
+
+Patrol
+
+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.
+
+
+Patrol Leader
+
+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.
+
+
+Corporal
+
+The Patrol Leader is assisted by her Corporal, who may be either elected
+or appointed; and she is subject to re-election at regular intervals,
+the office is a practical symbol of the democratic basis of our American
+government and a constant demonstration of it.
+
+
+Troop
+
+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.
+
+
+Captain
+
+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.
+
+
+Lieutenants
+
+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.
+
+
+Council
+
+The work of the Girl Scouts in any community is made many times more
+effective and stimulating by the cooperation 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 neighborhood, 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.
+
+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.
+
+
+National Organization
+
+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.
+
+
+National Director
+
+The National Director is in charge of these Headquarters and directs the
+administrative work under the general heading of Field, Business,
+Publication and Education.
+
+
+Policy
+
+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.
+
+
+
+
+SECTION IV
+
+WHO ARE THE SCOUTS?
+
+
+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.
+
+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.
+
+"_You press a button and we do the rest_" 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.
+
+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 _and be able to do that little pretty quickly_, as safety and
+even life might depend upon it.
+
+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, 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.
+
+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.
+
+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.
+
+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.
+
+
+WHY "GUIDES"?
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+
+MAGDELAINE DE VERCHERES
+
+"THE FIRST GIRL SCOUT"
+
+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 Vercheres 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.
+
+The documents relating this bit of history have been in the Archives for
+many years, but when they were shown to Lord Grey about twelve years
+ago he decided to erect a monument to Magdelaine de Vercheres on the St.
+Lawrence. It was Lord Grey who called Magdelaine "The First Girl Scout,"
+and as such she will be known.
+
+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
+Vercheres Chapter of the Daughters of the Empire, and dedicated it to
+Princess Patricia, whose name was given to the famous "Princess Pat"
+regiment.
+
+"On Vercheres 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."
+
+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.
+
+
+THE EXPLORER
+
+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."
+
+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!
+
+       *       *       *       *       *
+
+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.
+
+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 _made_
+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.
+
+
+THE HOMEMAKER
+
+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.
+
+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 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.
+
+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!
+
+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.
+
+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 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.
+
+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.
+
+
+THE PIONEER
+
+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.
+
+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.
+
+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 Nature--who rewarded them by giving them the best corn
+and potatoes Dr. Shaw ever ate, she says in her autobiography.
+
+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!
+
+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.
+
+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.
+
+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; 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!
+
+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!
+
+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.
+
+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.
+
+          This is what they have done during the Great War.
+
+          In the towns they have helped at the Military
+          Hospitals.
+
+          In the country they have collected eggs for the
+          sick, and on the moors have gathered sphagnum moss
+          for the hospitals.
+
+          Over in France a great Recreation and Rest Hut for
+          the soldiers 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.
+
+          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.
+
+          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 enemy.
+
+          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.
+
+          There are 100,000 of them, and they are very
+          smart, and ready for any job that may be demanded
+          of them.
+
+          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.
+
+          So even when war came they were "all there" and
+          ready for it.
+
+          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.
+
+          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 neighborhood. 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.
+
+
+          WHAT THE GUIDES DO
+
+          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.
+
+          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.
+
+          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.
+
+
+          FIRST AID.
+
+          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.
+
+          _The Value of Nursing._--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.
+
+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 Girl Scouts 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.
+
+Can we wonder that she is known as the Joan of Arc of Roumania?
+
+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:
+
+          "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.
+
+          "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.
+
+          "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.)
+
+          "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."
+
+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 where we live tells us by its smiles and applause, when we
+go by in uniform, what it thinks of us.
+
+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.
+
+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!
+
+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.
+
+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 dug and ploughed and planted, and learned the lesson
+American girls learned long ago--that team work is what counts!
+
+A bit of one of their reports is translated here:
+
+          "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.)
+
+          "Such has been the reward of the care, given so
+          perseveringly and intelligently to the gardening.
+
+          "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.
+
+          "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?
+
+          "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 the duties of the
+          Eclaireuses and what it is necessary to do to
+          become a good Captain.
+
+          "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."
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+[Illustration: FLAG RAISING AT DAWN]
+
+
+
+
+SECTION V
+
+THE OUT-OF-DOOR SCOUT
+
+
+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.
+
+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.
+
+Our British cousins 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.
+
+
+HOW CAMPING TEACHES THE GUIDE LAW
+
+          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.
+
+          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.
+
+
+NATURE STUDY
+
+          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. 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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          _Habits of Animals._--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 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.
+
+          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.
+
+          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.
+
+          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.
+
+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.
+
+          _Nature in the City._--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 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.
+
+
+OBSERVATION.
+
+          "_Stalking._--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.
+
+          "_How to Hide Yourself._--When you want to observe
+          wild animals you have to stalk them, that is,
+          creep up to them without their seeing or smelling
+          you.
+
+          "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.
+
+          "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.
+
+          "War scouts and hunters stalking game always carry
+          out two important things when they don't want to
+          be seen."
+
+          One is _Background_.--They _take care that the
+          ground behind them, or trees, or buildings, etc.,
+          are of the same colour as their clothes_.
+
+          And the other is "_Freezing_".--If an enemy or a
+          deer is seen looking for them, _they remain
+          perfectly still without moving so long as he is
+          there_.
+
+          _Tracking._--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.
+
+
+TRACKING.
+
+          "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.
+
+          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."
+
+          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.
+
+          _Details in the Country._--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.
+
+          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.
+
+          Remembrance of these things will help you to find
+          your way by night or in fog when other people are
+          losing themselves.
+
+
+HORSES' TRACKS
+
+[Illustration: Walking.]
+
+[Illustration: Trotting.]
+
+[Illustration: Canter.]
+
+[Illustration: _O.H. = Off Hind, etc._
+
+Galloping.]
+
+[Illustration: Lame Horse Walking: Which leg is he lame in?
+
+_N.B.--The long feet are the hind feet._]
+
+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?
+
+          _Using your Eyes._--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.
+
+          With a little practice in observation you can tell
+          pretty accurately a man's character from his
+          dress.
+
+          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.
+
+          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.
+
+          PRACTICE IN OBSERVATION.--_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._
+
+          IN TOWN.--_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._
+
+          _Then to notice and remember the names on the
+          shops._
+
+          _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._
+
+          _The Guides must also notice prominent buildings
+          as landmarks, and the number of turnings off the
+          street they are using._
+
+          IN THE COUNTRY.--_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._
+
+          _Send Guides out in pairs._
+
+          _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
+          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._
+
+          PRACTICES IN NATURAL HISTORY.--_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._
+
+          _Collect leaves of different trees; let Guides
+          make tracings of them and write the name of the
+          tree on each._
+
+          _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._
+
+          _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._
+
+          _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._
+
+          _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._
+
+          _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._
+
+
+
+
+SECTION VI
+
+FORMS FOR SCOUT CEREMONIES
+
+
+1. ENROLLMENT
+
+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.
+
+          (1) The Scouts stand in the form of a horseshoe
+          with the officer who is to enroll at the open
+          side, facing Scouts.
+
+          (2) Officer addresses troops on the subject of
+          what it means to be a Scout.
+
+          (3) Patrol Leader brings candidate to officer and
+          salutes and returns to place.
+
+          (4) Officer addresses candidate in low tone: "What
+          does your honor mean?"
+
+          Candidate answers.
+
+          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?"
+
+          Candidate and officer both salute as candidate
+          repeats Promise. Officer: "I trust you on your
+          honor to keep this Promise."
+
+          (5) Officer pins Tenderfoot Badge on the new
+          scout, explaining what it stands for, that it
+          symbolizes her Scout life, and so forth.
+
+          (6) Scout and officer salute each other. Scout
+          turns and troop salutes her, scout returning
+          salute, and then goes alone to her place.
+
+          (7) All Scouts present repeat Promise and Laws.
+          Troop then breaks ranks to take up some Scout
+          activity.
+
+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.
+
+A Captain may perform this ceremony or she may ask some higher Scout
+officer to do so.
+
+
+2. _Presentation of Other Badges_
+
+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.
+
+_Presentation of Golden Eaglet._--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.
+
+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.
+
+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 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.
+
+1. The Court of Awards enters and takes its place at right angles to the
+assembled guests.
+
+2. The Captain enters, takes post, and gives all commands.
+
+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.
+
+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.
+
+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:
+
+          (1) "Scouts, HALT!"
+
+          (2) "Left, FACE," or
+
+          "Squads, left, MARCH, Squads, HALT," according to
+          the formation of the column.
+
+          (3) "Right, DRESS, FRONT!"
+
+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.
+
+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.
+
+7. The Chairman of the Court of Awards comes forward, the Captain faces
+her, salutes, and presents the Eaglet to her.
+
+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.
+
+If desired this is the opportunity for the Official presenting the badge
+to say a few words.
+
+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.
+
+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.
+
+11. After the Colors have left the "square" the Lieutenant takes her
+position at the left of the leading file.
+
+The Captain gives the commands:
+
+          "Right, FACE, MARCH!" or "Squads right, MARCH!"
+
+          "Column left, MARCH!"
+
+and the Troop marches out. The Captain turns, salutes the Court of
+Awards and passes out.
+
+                 O--LIEUT.
+                0000   0000
+          Troop--
+                0000   0000
+                  O--Capt.
+                 c      xx
+          Color  c      xx Court of
+          Guard  c      xx Awards
+                 c      xx
+                 --------
+                 --------
+                 --------
+                  Guests
+
+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.
+
+
+ALTERNATE FORMS FOR SCOUT CEREMONIES
+
+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.
+
+
+1. Tenderfoot Enrollment
+
+1. The Troop being assembled in any desired formation, the Captain calls
+forward those who have passed the test.
+
+          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?"
+
+          Scout: "I think I do, and I will try my best not
+          to fail in any of them."
+
+          _This is repeated to each Tenderfoot._
+
+          Captain: "Are you ready to make your Promise with
+          your Troop?"
+
+          New Scouts (_together_): "Yes."
+
+          Captain: "Scouts of Troop ----, repeat your
+          promise."
+
+          _All salute and repeat the Promise._
+
+          Captain: "I trust you on your honor to keep this
+          Promise."
+
+          (_Here, when practicable, investiture of hat,
+          neckerchief, etc., takes place._)
+
+          _Captain then pins on Tenderfoot pin While
+          attaching it, she says:_
+
+          Captain: "This pin makes you a Girl Scout. It is
+          yours, so long as you are worthy of it."
+
+          _Captain dismisses recently enrolled Scouts to
+          their Troop position._
+
+          (_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._)
+
+
+2. Conferring Second Class Badges
+
+The Troop being assembled in any desired formation, the Captain calls
+forward those who have passed the test.
+
+          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?"
+
+          Scout: "I think so, and I will always try to =Be
+          Prepared=."
+
+          Captain: "Scouts (_reciting the candidates' names
+          in order_), 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?"
+
+          Scouts (_together_): "Yes."
+
+          Captain (_pinning on each badge, and speaking to
+          each Scout as she does so_): "You are now a Second
+          Class Scout, which means that though you have
+          learned much, you have still much to learn."
+
+          _Captain dismisses Second Class Scouts to their
+          Troop position._
+
+          (_Here the Captain may address the Troop at her
+          discretion._)
+
+
+3. Conferring First Class Badge
+
+_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._
+
+          Captain: "Commissioner ----, these Scouts of ----
+          Troop have passed their First Class Tests. I
+          recommend them to you for First Class badges."
+
+          Official (_to each Scout separately, the Captain
+          giving her the name_): "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."
+
+          Scout: "I am. And I realize that I must help other
+          Scouts to see these things as I see them."
+
+          Official: "Scouts ---- (_reading the candidates'
+          names in order_), 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?"
+
+          Scouts (_together_): "Yes."
+
+          Official (_pinning on each badge and speaking to
+          each Scout as she does so_): "You are now a First
+          Class Scout. Remember that the world will judge us
+          by you."
+
+          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."
+
+          _Captain acknowledges this in suitable manner and
+          dismisses First Class Scouts to Troop position._
+
+          (_Here the Official may address the audience at
+          discretion._)
+
+
+4. Conferring Merit Badges
+
+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.)
+
+          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."
+
+          Official: "Scouts (_reading the list_), you have
+          fairly won the right to wear these badges we are
+          about to present to you, and we are glad to do
+          so. We take this opportunity 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?"
+
+          Scouts (_together_): "Yes."
+
+          Official (_pinning on badges and speaking to each
+          girl separately_): "We congratulate you on your
+          perseverance and wish you all success in your
+          work."
+
+          (_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._)
+
+          _Captain dismisses Scouts to Troop position._
+
+          (_Here the official may address the audience at
+          discretion._)
+
+          _This ceremony being distinctly less formal and
+          intimate than the regular class awards, Scout
+          songs and cheers are in order._
+
+
+5. Golden Eaglet Ceremony
+
+The Troop being assembled in any desired formation, the Captain presents
+the Golden Eaglet to the Official who is to make the award.
+
+          Captain: "Commissioner ----, Scout ----, of Troop
+          ----, of ----, has not only passed the twenty-one
+          Merit Badge Tests required for the 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."
+
+          Official: "What badges does Scout ---- offer?"
+
+          _Captain reads the list Badges earned by the
+          Candidate._
+
+          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?"
+
+          Troop (_together_): "Yes."
+
+          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?"
+
+          Council (_rising if seated_): "Yes."
+
+          Official: "Scout ----, you have won the highest
+          honor in the gift of the Girl Scouts."
+
+          "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?"
+
+          Golden Eaglet: "I agree to it thoroughly."
+
+          Official (_pinning on badge_): "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."
+
+          _Scout salutes or shakes the hand of the Official,
+          as desired, and returns to her troop position._
+
+          _(Here the Official may address the audience at
+          discretion)._
+
+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.
+
+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.
+
+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.
+
+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
+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 the organization among a
+number of other societies; and 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.
+
+[Illustration:
+
+
+                         Guests of honor
+
+     Scout Troop            Candidates    All local and visiting
+        with                  with          Scout personnel,
+  Captain and Lieutenant     Official    Council, Commissioners, etc.
+
+
+                         General Audience
+
+PLAN OF ASSEMBLY FOR GIRL SCOUT CEREMONIES]
+
+
+6. How to Conduct a Scout Meeting
+
+          1. One long whistle blast: Silence, listen for
+          orders.
+
+          2. Three short whistle blasts: "Fall In," or
+          "Assemble," three paces in front of Captain, Squad
+          formation.
+
+         5 6 7 8 5 6 7 8
+         * * * * * * * *
+         * * * * * * * *
+         1 2 3 4 1 2 3 4
+                 * Captain
+  Lieutenant *
+
+          3. "Right Dress," "Front."
+
+          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.
+
+          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.
+
+          6. "Scouts, the flag of your country, Pledge
+          Allegiance." The Pledge of Allegiance should be
+          followed by one verse of the Star Spangled Banner.
+
+          7. "The Scout Promise," "Salute."
+
+          8. "The Scout Laws, Repeat."
+
+          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.
+
+          10. "Fall Out."
+
+          11. Business Meeting.
+
+          12. Scout activities, including work for tests and
+          badges, singing games and discussion of Scout
+          principles.
+
+          13. Closing Exercises.
+
+
+Closing Exercises
+
+1. "Fall In."
+
+2. America, or Battle Hymn of the Republic.
+
+3. "Dismissed." Scouts salute Captain.
+
+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:
+
+(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.
+
+(b) In dismissing, troops with a bugler may play "Taps" or may sing the
+same to words locally composed.
+
+(c) In some troops Corporals give commands. This is good because it
+emphasizes the patrol system.
+
+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.
+
+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.
+
+
+Business Meeting
+
+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 that any and all could act in the capacity of a Business
+Chairman at any kind of meeting.
+
+The meeting is called to order by the Chairman. "Will the meeting please
+come to order?"
+
+The Chairman asks the Secretary to call the roll. "Will the Secretary
+call the roll? And will the Treasurer collect the dues?"
+
+The Chairman calls for the Secretary's report. "Will the Secretary read
+the minutes of the last meeting?"
+
+The Chairman calls for corrections of the minutes. "Are there any
+corrections?"
+
+If there are none she says: "If not, the minutes stand approved."
+
+If there are corrections the Chairman calls for further corrections,
+"Are there further corrections, etc. If not, the minutes stand approved
+as corrected."
+
+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."
+
+The Chairman calls for the Treasurer's report. "Will the Treasurer give
+her report?"
+
+Form of Treasurer's report:
+
+  Balance on hand Jan. 1, 1919                 $2.50
+  Members' dues                       $1.00
+  Fines                                 .30     1.30
+                                               -----
+  Total                                        $3.80
+  Disbursements--
+  Janitor                             $1.00    $1.00
+  Balance on hand                               2.80
+                                               -----
+  Total                                        $3.80
+
+The Chairman calls for corrections as before.
+
+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?"
+
+The member who wishes to make the motion says: "Madam Chairman, I move
+that--"
+
+Another member who agrees to this says: "I second the motion."
+
+If the motion is not seconded at once, the Chairman says: "Will anyone
+second the motion?"
+
+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."
+
+Then the Chairman says, "The motion is carried," or "The motion is not
+carried," as the case may be.
+
+After the old business has been attended to, the Chairman calls for new
+business, saying, "Is there any new business to be discussed?"
+
+The Chairman then dismisses the meeting by calling for a motion for
+adjournment.
+
+Adjournment: "Will some one move that the meeting be adjourned?"
+
+If this is moved and seconded it is not necessary to put it to a vote.
+
+The Chairman says: "The meeting is adjourned."
+
+
+
+
+SECTION VII
+
+GIRL SCOUT CLASS TESTS
+
+
+1. Tenderfoot Test
+
+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.
+
+
+          Tenderfoot Test
+
+          1. What are the Scout Promise and the Scout Laws?
+
+
+          Head
+
+          Give them as printed in Handbook.
+
+          2. Demonstrate the Scout Salute. When do Scouts
+          use the Salute?
+
+          3. What are the Scout Slogan and the Scout Motto?
+
+          4. How is the respect due the American Flag
+          expressed? Give the Pledge of Allegiance.
+
+          5. What are the words of the first and last stanza
+          of The Star-Spangled Banner?
+
+          6. What is the full name of the President of the
+          United States?
+
+          What is the full name of the Governor of your
+          State?
+
+          What is the full name of the highest city, town or
+          village official where you live?
+
+
+          Hands
+
+          7. Make or draw an American Flag, using correct
+          proportions.
+
+          8. Tie the Reef, Bowline, Clove-hitch and
+          Sheep-shank knots according to instructions given
+          in Handbook, and tell use of each.
+
+          Whip the end of a piece of rope. Indicate and
+          define the three parts of a rope.
+
+
+          Helpfulness
+
+          9. Present record that you have saved or earned
+          enough money to buy some part of the Scout uniform
+          or insignia.
+
+Recommended: Practice Setting-up Exercises, Scout positions and
+Tenderfoot Drill as shown in Handbook.
+
+
+II. Second Class Test
+
+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.
+
+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.
+
+
+          Second Class Scout Test
+
+
+          Head
+
+          1. What is the history of the American Flag, and
+          for what does it stand?
+
+          2. Describe six animals, six birds, six trees and
+          six flowers.
+
+          3. What are the sixteen points of the compass?
+          Show how to use a compass.
+
+          4. How may fire be prevented, and what should a
+          Scout do in case of fire?
+
+          5. Send and receive the alphabet of the General
+          Service or Semaphore Code.
+
+          6. Demonstrate ability to observe quickly and
+          accurately by describing the contents of a room or
+          a shop window, _or_ a table with a number of
+          objects upon it, after looking a short time, (not
+          more than ten seconds); _or_ describe a passer-by
+          so that another person could identify him; _or_
+          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.
+
+          (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.)
+
+
+          Hands
+
+          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.
+
+          8. Cook so that it may be eaten, seasoning
+          properly, one simple dish, such as cereal,
+          vegetables, meat, fish or eggs in any other form
+          than boiled.
+
+          9. Set a table correctly for a meal of two
+          courses.
+
+          10. Make ordinary and hospital bed, and show how
+          to air them.
+
+          11. Present samples of seaming, hemming, darning,
+          and either knitting or crocheting, and press out a
+          Scout uniform, as sample of ironing.
+
+
+          Health
+
+          12. Demonstrate the way to stop bleeding, remove
+          speck from eye, treat ivy poisoning, bandage a
+          sprained ankle, remove a splinter.
+
+          13. What do you consider the main points to
+          remember about Health?
+
+          (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.)
+
+          14. What are your height and weight, and how do
+          they compare with the standard?
+
+
+          Helpfulness
+
+          15. Present to Captain or Council the proof of
+          satisfactory service to Troop, Church or
+          Community.
+
+          16. Earn or save enough money for some part of
+          personal or troop equipment.
+
+Recommended: Practice Setting-up Exercises and Second Class Drill.
+
+
+III. First Class Test
+
+Work on this test should not be hurried. It is purposely made more
+thorough and more difficult, because it is 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.
+
+
+          First Class Scout Test
+
+
+          Head
+
+          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.
+
+          2. Demonstrate ability to judge correctly height,
+          weight, number and distance, according to
+          directions in Handbook.
+
+          3. Demonstrate ability to find any of the four
+          cardinal points of the compass, using the sun or
+          stars as guide.
+
+          4. Send and receive messages in the General
+          Service or the Semaphore Code at the rate of
+          sixteen and thirty letters a minute respectively.
+
+          5. Present the following Badges:
+
+          Home Nurse
+
+
+          First Aide
+          Homemaker
+
+          and any two of the following:
+
+          Child Nurse
+          Health Winner
+          Laundress
+          Cook
+          Needlewoman
+          Gardener
+
+
+          Health
+
+          6. Take an overnight hike carrying all necessary
+          equipment and rations; _or_
+
+          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; _or_
+
+          Be one of four to construct a practical lean-to;
+          _or_
+
+          Demonstrate skating backwards, the outer edge, and
+          stopping suddenly; _or_
+
+          Run on skis; _or_
+
+          Show your acquaintance from personal observation
+          of the habits of four animals or four birds.
+
+          7. Be able to swim fifty yards, _or_ 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.
+
+
+          Helpfulness
+
+          8. Present a Tenderfoot trained by candidate.
+
+          9. Present to Captain or Council some definite
+          proof of service to the community.
+
+          10. Earn or save one dollar and start a savings
+          account in bank or Postal Savings, or buy Thrift
+          Stamps.
+
+Recommended: Practice Setting-up Exercises. Practice First Class Drill.
+
+[Illustration: AMERICA THE BEAUTIFUL
+
+ KATHARINE LEE BATES
+
+ Music by
+ WILL C. MACFARLANE,
+ Municipal Organist, Portland, Maine
+
+_Maestoso_
+
+          1. O beautiful for spacious skies,
+             For amber waves of grain,
+             For purple mountain majesties
+             Above the fruited plain!
+             America! America!
+             God shed His grace on thee.
+             And crown thy good with brotherhood.
+             From sea to shining sea!
+             America! America!
+             God shed His grace on thee!
+
+          2. O beautiful for pilgrim feet,
+             Whose stern, impassion'd stress
+             A thoroughfare for freedom beat
+             Across the wilderness!
+             America! America!
+             God mend thine ev'ry flaw.
+             Confirm thy soul in self-control,
+             Thy liberty in law!
+             America! America!
+             God shed His grace on thee!
+
+          3. O beautiful for heroes proved,
+             In liberating strife.
+             Who more than self their country loved.
+             And mercy more than life!
+             America! America!
+             May God thy gold refine,
+             Till all success be nobleness,
+             And ev'ry gain divine!
+             America! America!
+             God shed His grace on thee!
+
+          4. O beautiful for patriot dream
+             That sees beyond the years
+             Thine alabaster cities gleam
+             Undimm'd by human tears!
+             America! America!
+             God shed His grace on thee.
+             And crown thy good with brotherhood.
+             From sea to shining sea!
+             America! America!
+             God shed His grace on thee!
+
+Copyright, 1913, by WILL C. MACFARLANE]
+
+FOOTNOTE:
+
+[1] By permission of the author.
+
+
+
+SECTION VIII
+
+WHAT A GIRL SCOUT SHOULD KNOW ABOUT THE FLAG
+
+
+          _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._--_George Washington._
+
+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."
+
+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, Pennsylvania, Delaware, Maryland,
+Virginia, North Carolina, South Carolina and Georgia. The stars stand
+for the States now in the Union.
+
+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.
+
+
+History of the American Flag
+
+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.
+
+When our forefathers came from Europe to settle in 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
+_Alfred_, 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.
+
+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.
+
+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.
+
+The first American unfurling the Stars and Stripes over a warship was
+John Paul Jones when he took command of the _Ranger_ in June, 1777.
+Tradition says that this 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.
+
+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."
+
+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 _Clermont_.
+
+It was carried by Wilbur Wright on his first successful airplane flight
+in France.
+
+It was the flag planted at the North Pole by Robert Peary.
+
+It was the National emblem painted upon the first airplane to make the
+transatlantic flight, May, 1919.
+
+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:
+
+"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.
+
+"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."
+
+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.
+
+
+RESPECT DUE THE FLAG
+
+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.
+
+2. At retreat, sunset, civilian spectators should stand at attention.
+Girl Scouts, if in uniform, may give their salute.
+
+When the national colors are passing on parade or in review, Scouts
+should, if walking, halt, and if sitting, rise and stand at attention.
+When the flag is stationary it is not saluted.
+
+An old, torn, or soiled flag should not be thrown away, but should be
+destroyed, preferably by burning.
+
+The law specifically forbids the use of and the representation of the
+flag in any manner or in any connection with merchandise for sale.
+
+When the "Star-Spangled Banner" is played or sung, stand and remain
+standing in silence until it is finished.
+
+The flag should, on being retired, never be allowed to touch the ground.
+
+
+Regulations for Flying the Flag
+
+1. The flag should not be raised before sunrise, nor be allowed to
+remain up after sunset.
+
+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.
+
+3. The flag should never be draped.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+9. The flag at half mast is a sign of mourning.
+
+10. The flag flown upside down is a signal of distress.
+
+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.
+
+
+Patriotic Songs for Girl Scouts
+
+
+"The Star-Spangled Banner"
+
+  Oh, say, can you see, by the dawn's early light,
+    What so proudly we hailed at the twilight's last gleaming,
+  Whose broad stripes and bright stars, through the perilous fight,
+    O'er the ramparts we watched were so gallantly streaming!
+  And the rocket's red glare, the bombs bursting in air,
+    Gave proof through the night that our flag was still there;
+  Oh! say, does that star-spangled banner yet wave,
+    O'er the land of the free, and the home of the brave?
+
+  On that shore dimly seen through the mists of the deep,
+    Where the foe's haughty host in dread silence reposes.
+  What is that which the breeze, o'er the towering steep,
+    As it fitfully blows, now conceals, now discloses?
+  Now it catches the gleam of the morning's first beam,
+    In full glory reflected now shines on the stream;
+  'Tis the star-spangled banner; Oh, long may it wave,
+    O'er the land of the free and the home of the brave!
+
+  O! thus be it ever, when freemen shall stand
+    Between their loved homes and the war's desolation
+  Blessed with victory and peace, may the heav'n-rescued land
+    Praise the power that hath made and preserved us a nation.
+  Then conquer we must, when our cause it is just,
+    And this be our motto--"In God is our trust";
+  And the star-spangled banner in triumph shall wave
+    O'er the land of the free and the home of the brave.
+
+                                    --_Francis Scott Key_, 1814.
+
+_The Star Spangled Banner_ 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
+morning at seeing the American flag still flying over Fort McHenry, Key
+wrote the first stanza of the _Star Spangled Banner_ 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 _Anacreon in Heaven_, 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.
+
+
+"America"
+
+          My country, 'tis of thee,
+          Sweet land of liberty,
+              Of thee I sing;
+          Land where my fathers died,
+          Land of the Pilgrims' pride,
+          From every mountain side
+              Let freedom ring.
+
+          My native country, thee,
+          Land of the noble free,
+              Thy name I love;
+          I love thy rocks and rills,
+          Thy woods and templed hills;
+          My heart with rapture thrills
+              Like that above.
+
+          Let music swell the breeze,
+          And ring from all the trees
+              Sweet freedom's song;
+          Let mortal tongues awake,
+          Let all that breathe partake,
+          Let rocks their silence break,
+              The sound prolong!
+
+          Our father's God, to Thee,
+          Author of liberty,
+              To Thee we sing:
+          Long may our land be bright
+          With freedom's holy light;
+          Protect us by Thy might,
+              Great God, our King.
+
+                         --Samuel F. Smith, 1832.
+
+"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:
+
+                          Newton Centre, Mass., June 5, 1887.
+
+          Mr. J. H. Johnson:
+
+          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 Sabbath school
+          celebration of Independence in Park Street Church,
+          Boston, on the 4th of July, 1832.
+
+                             Respectfully,
+                                        S. F. SMITH.
+
+
+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.
+
+_Letter and facts from The Encyclopedia Americana._
+
+
+"Battle Hymn of the Republic"
+
+  Mine eyes have seen the glory of the coming of the Lord:
+  He is trampling out the vintage where the grapes of wrath are stored;
+  He hath loosed the fateful lightning of His terrible swift sword;
+                His truth is marching on.
+
+  I have seen Him in the watch-fires of a hundred circling camps;
+  They have builded Him an altar in the evening dews and damps;
+  I can read his righteous sentence by the dim and flaring lamps:
+                His day is marching on.
+
+  I have read a fiery gospel writ in burnish'd rows of steel:
+  "As you deal with my contemners, so with you my grace shall deal;
+  Let the Hero, born of woman, crush the serpent with his heel,
+                Since God is marching on."
+
+  He has sounded forth the trumpet that shall never call retreat;
+  He is sifting out the hearts of men before His judgment-seat:
+  Oh, be swift my soul, to answer Him, be jubilant my feet!
+                Our God is marching on.
+
+  In the beauty of the lilies Christ was born across the sea,
+  With a glory in His bosom that transfigures you and me;
+  As He died to make men holy, let us die to make them free,
+                While God is marching on.
+
+                                              --Julia Ward Howe.
+
+
+How to Make an American Flag
+
+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:
+
+If the width of the flag be taken as the basis and called 1, then
+
+The length will be 1.9,
+
+Each stripe will be 1/13 of 1,
+
+The blue field will be .76 long and 7/13 of 1 wide.
+
+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.
+
+Beginning with the upper left-hand corner and reading from left to right
+the stars indicate the States in order 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.
+
+          _First Row_
+           1--Delaware
+           2--Pennsylvania
+           3--New Jersey
+           4--Georgia
+           5--Connecticut
+           6--Massachusetts
+           7--Maryland
+           8--South Carolina
+
+          _Second Row_
+           9--New Hampshire
+          10--Virginia
+          11--New York
+          12--North Carolina
+          13--Rhode Island
+          14--Vermont
+          15--Kentucky
+          16--Tennessee
+
+          _Third Row_
+          17--Ohio
+          18--Louisiana
+          19--Indiana
+          20--Mississippi
+          21--Illinois
+          22--Alabama
+          23--Maine
+          24--Missouri
+
+          _Fourth Row_
+          25--Arkansas
+          26--Michigan
+          27--Florida
+          28--Texas
+          29--Iowa
+          30--Wisconsin
+          31--California
+          32--Minnesota
+
+          _Fifth Row_
+          33--Oregon
+          34--Kansas
+          35--West Virginia
+          36--Nevada
+          37--Nebraska
+          38--Colorado
+          39--North Dakota
+          40--South Dakota
+
+          _Sixth Row_
+          41--Montana
+          42--Washington
+          43--Idaho
+          44--Wyoming
+          45--Utah
+          46--Oklahoma
+          47--New Mexico
+          48--Arizona
+
+[Illustration]
+
+
+AN EASY WAY TO DRAW THE FLAG
+
+          The sketch shows the steps in getting a flag drawn
+          according to national requirements.
+
+          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.
+
+          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 _whole_ flag.
+
+          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 _seven_
+          stripes.
+
+          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.
+
+          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.
+
+          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.
+
+                        Band
+                       Leader
+                         O
+                      ------
+                     | BAND |
+                      ------
+                National O President
+   Nat'l Field Capt.-> O O O <- National Director
+                         |
+                   Vice-President
+                   ---------------
+                   |NAT'L COUNCIL|
+                   ---------------
+                   State O Com'sioner
+    State Field Capt.->O O O<-State Director
+                         |
+           State Deputy Commissioner
+                    -------------
+                   |STATE COUNCIL|
+                    -------------
+                   Local O Com'sioner
+  Local Field Captain->O O O<-Local Deputy Com'sioner
+                         |
+                   Local Director
+                   -------------
+                  |LOCAL COUNCIL|
+                   -------------
+                   Troop O Capt.
+             O Lieut.
+                      ------
+                     |SCOUTS|
+                      ------
+                      ------
+                     |SCOUTS|
+                      ------
+            Color Guard     Color Guard
+                      |     |
+                      O O O O
+                        | |
+             Council Flag American Flag
+               O Lieut.
+                        ______
+                       |SCOUTS|
+                        ------
+                        ______
+                       |SCOUTS|
+                        ------
+
+
+[Illustration: (1) SIMPLE PARADE FORMATION]
+
+                      -------------------
+                     |      BAND         |
+                      -------------------
+
+                Color Guard->O O O<-Color Guard
+                               |
+                          American Flag
+
+                       Officer O in Charge
+
+                               O Captain
+                     O Lieut.
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+                              O Captain
+                     O Lieut.
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+
+                               O Captain
+                     O Lieut.
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+                      -----------------
+                     |      SCOUTS     |
+                      -----------------
+
+
+[Illustration: (2) SIMPLE PARADE FORMATION]
+
+
+PARADE FORMATION FOR GIRL SCOUTS
+
+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.
+
+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.
+
+It is not usually possible, nor is it necessarily advisable, to use one
+troop 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.
+
+When Scout troop flags are used, they are carried in the column at the
+extreme right.
+
+[Illustration: GIRL SCOUT UNIFORM--TWO PIECE]
+
+
+SECTION IX
+
+GIRL SCOUT DRILL
+
+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.
+
+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.
+
+In case of rallies and parades it is practically the only way of
+handling large bodies of Scouts from different localities.
+
+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.
+
+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.
+
+Commands are divided into two classes:
+
+(a) The preparatory, to tell the Scout _what_ to do, and
+
+(b) The command of execution, to tell _how_ to do it.
+
+
+Tenderfoot Drill Schedule
+
+"FALL IN"
+
+At this command each Scout immediately takes her 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
+"_Attention_" three paces in front of Captain.
+
+The position of _Attention_ 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.
+
+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.
+
+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.
+
+          5678   5678   5678   5678
+          1234   1234   1234   1234
+                Lieut.  Capt.
+
+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.
+
+1. _Right_ (or left) _Dress_. 2. _Front._
+
+At the command _"Dress"_ 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 "_Eyes Right!_" 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 be in rear or in advance
+of the line: only the Scouts designated move.[2]
+
+At the command "_Front,_" given when the ranks are aligned, each Scout
+turns her head and eyes to the front and drops the hand at her side.
+
+To march the patrol or troop in column of twos, the preliminary commands
+would be as just given: 1. _Fall in._ 2. _Right Dress._ 3. _Front._
+
+The troop is then drawn up facing the Captain in two ranks as described.
+The Captain then commands:
+
+1. _Right_ (or left) _Face_ (According to the direction in which the
+column is to proceed.)
+
+2. _Forward._ 3. _March._
+
+At the command "_March_," each Scout steps off smartly with the _left_
+foot.
+
+
+Facings
+
+To the flank: "_Right_ (or left) _Face_."
+
+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.
+
+To the rear: _About Face._
+
+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.
+
+
+Eyes Right or Left
+
+1. _Eyes Right_ (or left). 2. _Front._
+
+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 "_Front_" turn the head and eyes to the front.
+
+
+The Rests
+
+Being at halt, the commands for the different rests are as follows:
+
+FALL OUT, REST, AT EASE and 1 PARADE, 2 REST.
+
+At the command _Fall Out_, 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 "_Fall In_."
+
+At the command "_Rest_" each Scout keeps one foot in place, but is not
+required to keep silence or immobility.
+
+At the command _"At Ease"_ each Scout keeps one foot in place and is
+required to keep silence but not immobility.
+
+
+_1 Parade, 2 Rest._
+
+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.
+
+To resume the attention: _1 Squad (or Company) 2 Attention._
+
+
+Steps and Marchings
+
+All steps and marchings executed from the halt, except right step, begin
+with the left foot.
+
+The length of the full step in "_Quick Time_" 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.
+
+The length of the full step in "_Double Time_," for a Scout, is about
+twenty-four inches; the cadence is at the rate of one hundred eighty
+steps per minute.
+
+The instructor, when necessary, indicates the cadence of the step by
+calling "One, Two, Three, Four," or "Left, Right, Left, Right," the
+instant the left and right foot, respectively, should be planted.
+
+All steps and marchings and movements involving march are executed in
+"Quick Time" unless the squad (or company) be marching in "Double Time."
+
+Quick Time
+
+Being at a halt, to march forward in quick time: 1 _Forward_, 2 _March_.
+
+At the command "_Forward_," shift the weight of the body to the right
+leg, left knee straight.
+
+At the command "_March_" 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.
+
+Being at a halt, or in march in quick time, to march in double time; 1
+_Double time_, 2 _March_.
+
+If at a halt, at the first command shift the weight of the body to the
+right leg. At the command "_March_" 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.
+
+If marching in quick time, at the command "_March_," given as either
+foot strikes the ground, take one step in quick time, and then step off
+in double time.
+
+To resume the quick time: 1 _Quick Time_, 2 _March_.
+
+At the command _March_, 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.
+
+
+To Mark Time
+
+Being in march: 1 _Mark Time_, 2 _March_.
+
+At the command _March_, given as either foot strikes the 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.
+
+Being at a halt, at the command _March_, raise and plant the feet as
+described above.
+
+
+The Half Step
+
+1 _Half Step_, 2 _March_.
+
+Take steps of ten inches in quicktime, twelve inches in double time.
+_Forward_, _Half Step_, _Halt_ and _Mark Time_ may be executed one from
+the other in quick or double time.
+
+To resume the full step from half step or mark time: _Forward March._
+
+
+Side Step
+
+Being at halt or mark time: 1 _Right (or left) Step_, 2 _March_. 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.
+
+The side step is used for short distances only and is not executed in
+double time.
+
+
+Back Step
+
+Being at a halt or mark time: 1 _Backward_, 2 _March_. 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.
+
+
+To Halt
+
+To arrest the march in quick or double time: 1 _Squad_ (or if the full
+troop is drilling _Company_), 2 _Halt_.
+
+At the command _Halt_, 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.
+
+
+To March by the Flank
+
+Being in march: 1 _By the Right (or left) Flank_, 2 _March_.
+
+At the command _March_, 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.
+
+
+To March to the Rear
+
+Being in march: 1 _To the Rear_, 2 _March_.
+
+At the command _March_, 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.
+
+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.
+
+
+Change Step
+
+Being in march: 1 _Change Step_, 2 _March_.
+
+At the command _March_, 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.
+
+The change on the right foot is similarly executed, the command _March_
+being given as the left foot strikes the ground.
+
+
+SECOND CLASS DRILL
+
+_Fall In._ (_Described in Tenderfoot Drill._)
+
+_Count Off._
+
+At this command all except the right file execute _Eyes Right_, and
+beginning on the right, the Scouts in each rank count _One_, _Two_,
+_Three_, _Four_; each turns her head and eyes to the front as she
+counts.
+
+[Illustration: GIRL SCOUT UNIFORM--ONE PIECE]
+
+
+Alignments
+
+1 _Right (or Left) Dress_, 2 _Front_. (Described in Tenderfoot Drill.)
+
+To preserve the alignment when marching; _Guide Right_ (_or left_). 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.
+
+
+To Take Distance
+
+(Formation for signalling or for setting-up exercises.)
+
+Being in line at a halt having counted off: 1 _Take Distance at four
+paces_, 2 _March_; 3 _Squad (or company), Halt_.
+
+At the command _March_, 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 _Halt_ is given when all have
+their distances.
+
+(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.)
+
+If more than one squad is in line, each squad executes the movement as
+above simultaneously.
+
+Being at distances, to assemble the squad (or company):
+
+1 _Assemble_, 2 _March_.
+
+At the command _March_, No. 1 of the front rank stands fast; the other
+members move forward to their proper places in the line.
+
+
+The Oblique March
+
+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.
+
+1 _Right (or Left) Oblique_, 2 _March_.
+
+At the command _March_, 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.
+
+At the command _Halt_ the Scouts face to the front.
+
+To resume the original directions: 1 _Forward_, 2 _March_.
+
+The Scouts half face to the left in marching and then move straight to
+the front.
+
+
+To Turn on Moving Pivot
+
+Begin in line: 1 _Right (or left) Turn_, 2 _March_.
+
+(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 _Column Right_
+(_or left_), 2 _March_.)
+
+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.
+
+_Right_ (_or left_) 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.
+
+
+To Turn on a Fixed Pivot
+
+Being in line, to turn and march: 1 _Squad Right_ (_or left_), 2
+_March_.
+
+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 _Forward
+March_ without further command.
+
+Being in line to turn and halt: 1 _Squad Right_ (_or left_), 2 _March_,
+3 _Squad_, 4 _Halt_.
+
+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.
+
+Being in line to turn about and march: 1 _Squad Right (or left) About_,
+2 _March_.
+
+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 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 _Forward March_ without command.
+
+
+FIRST CLASS DRILL
+
+_On Right (or left) Into Line._
+
+Being in columns of squads, to form line on right or left; 1 _On Right
+(or left) Into Line_, 2 _March_, 3 _Company_, 4 _Halt_, 5 _Front_.
+
+At the first command the leader of the leading unit commands: _Right
+Turn._ The leaders of the other units command: _Forward_, if at a halt.
+At the second command the leading unit turns to the right on moving
+pivot. The command _Halt_ is given when the leading unit has advanced
+the desired distance in the new direction; it halts; its leader then
+commands: _Right Dress._
+
+The units in the rear continue to march straight to the front; each,
+when opposite its place on the line, executes _Right Turn_ at the
+command of its leader; each is halted on the line at the command of its
+leader, who then commands: _Right Dress._ All dress on the first unit on
+the line.
+
+If executed in double time, the leading squad marches in double time
+until halted.
+
+_Front Into Line._
+
+Being in columns of squads, to form line to the front; _Right (or left)
+Front Into Line_, 2 _March_, 3 _Company_, 4 _Halt_, 5 _Front_.
+
+At the first command the leaders of the units in the rear of the leading
+one command: _Right Oblique._ If at a halt, the leader of the leading
+unit commands: _Forward._ At the second command the leading unit moves
+straight forward: the rear units oblique as indicated. The command
+_Halt_ is given when the leading unit has advanced the desired distance;
+it halts; its leader then commands: _Left Dress_. 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: _Left Dress_. All dress on the first
+unit in line.
+
+
+To Diminish the Front of a Column of Squads
+
+Being in column of squads: 1 _Right (or left) By Twos_, 2 _March_. At
+the command _March_, all files except the two right files of the leading
+squad execute _In Place Halt_; 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.
+
+Being in columns of twos: (1) _Right (or left) By File_, 2 _March_. At
+the command _March_, all files execute _In Place Halt_, 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.
+
+Being in column of files of twos, to form column of squads; or being in
+column of files, to form column of twos: 1 _Squads (Twos) Right (or
+left) Front Into Line_, 2 _March_.
+
+At the command _March_, 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.
+
+The movement described in this paragraph will be ordered _Right_ or
+_Left_, so as to restore the files to their normal relative positions in
+the two or squad.
+
+FOOTNOTE:
+
+[2] _All ranks count off beginning with right end: 1, 2, 3, 4._
+
+
+
+
+SECTION X
+
+SIGNALLING FOR SCOUTS
+
+
+A. GENERAL SERVICE CODE
+
+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.
+
+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.
+
+Wig Wag Signalling
+
+GENERAL SERVICE CODE
+
+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.
+
+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.
+
+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
+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.
+
+[Illustration: POSITION DOT DASH FRONT]
+
+DOT: To make the dot, swing the flag down to the right until the stick
+reaches the horizontal and bring it back to Position.
+
+DASH: To make the dash, swing the flag to the left until it reaches the
+horizontal and bring it back to Position.
+
+INTERVAL: The third position is made by swinging the flag down directly
+in front and returning to Position.
+
+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.
+_It is also best to learn the code before attempting to wig wag it, so
+that the mind will be free to concentrate upon the technique or correct
+managing of the flag._
+
+
+THE GENERAL SERVICE CODE
+
+(The International Morse or Continental)
+
+Uses: Commercial wireless, submarine cables, Army and Navy. Methods:
+flags by day, torches, lanterns, flashlight, searchlight, by night;
+whistle, drum, bugle, tapping.
+
+          A .-
+          B -...
+          C -.-.
+          D -..
+          E .
+          F ..-.
+          G --.
+          H ....
+          I ..
+          J .---
+          K -.-
+          L .-..
+          M --
+          N -.
+          O ---
+          P .--.
+          Q --.-
+          R .-.
+          S ...
+          T -
+          U ..-
+          V ...-
+          W .--
+          X -..-
+          Y -.--
+          Z --..
+          1 .----
+          2 ..---
+          3 ...--
+          4 ....-
+          5 .....
+          6 -....
+          7 --...
+          8 ---..
+          9 ----.
+          0 -----
+
+          Period .. .. ..
+          Comma .-.-.-
+          Quotation Marks .-..-.
+          Colon     ---...
+          Semicolon -.-.-.
+          Interrogation ..--..
+
+A convenient form for learning the letters is as follows:
+
+DOTS
+
+          E .
+          I ..
+          S ...
+          H ....
+
+DASHES
+
+          T -
+          M --
+          O ---
+
+OPPOSITES
+
+          A .-        -. N
+          B -...    ...- V
+          D -..      ..- U
+          G --.      .-- W
+          F ..-.    .-.. L
+          Y -.---  ---.- Q
+
+SANDWICH LETTERS
+
+          K -.-     P .--.
+          X -..-     R .-.
+
+LETTERS WITH NO OPPOSITES
+
+          Z --..
+          C -.-.
+          J .---
+
+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.
+
+One Interval (Front) indicates the completion of a word.
+
+Two Intervals indicate the completion of a sentence.
+
+Three Intervals indicate the completion of a message.
+
+_Do not try for speed._ 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.
+
+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.
+
+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.
+
+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.
+
+
+B. SEMAPHORE SIGNALLING
+
+SEMAPHORE CODE
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+[Illustration: CODE FOR SEMAPHORE SIGNALLING]
+
+Note: The extended arm should always make a straight line with the flag
+staff.
+
+_From the very beginning practice reading as well as sending._ 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.
+
+
+Whistle Signals
+
+1. One blast, "Attention"; "Assemble" (if scattered).
+
+2. Two short blasts, "All right."
+
+3. Four short blasts, calls "Patrol Leaders come here."
+
+4. Alternate long and short blasts, "Mess Call."
+
+
+Hand Signals
+
+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.
+
+_Forward_, _March_:
+
+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.)
+
+_Halt_:
+
+Carry the hand to the shoulder; thrust hand upward and hold the arm
+vertically.
+
+_Double Time_, _March_:
+
+Carry the hand to the shoulder, rapidly thrust the hand upward the full
+extent of the arm several times.
+
+_Squads Right_, _March_:
+
+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.
+
+_Squads Left_, _March_:
+
+Raise the arm laterally until horizontal; carry it downward to the side
+and swing it several times between the downward and horizontal
+positions.
+
+_Change Direction or Column Right (Left) March_:
+
+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.
+
+_Assemble_:
+
+Raise the arm vertically to its full extent and describe horizontal
+circles.
+
+
+THE GIRL SCOUT SALUTE.
+
+          =How To Salute.= 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.
+
+          =When To Salute.= When Scouts meet for the first
+          time during the day, whether comrades or
+          strangers, of whatever rank, they should salute
+          each other.
+
+          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.
+
+          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.
+
+          In ordinary gatherings when the anthem is played,
+          a Girl Scout stands at attention but does not
+          salute.
+
+          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."
+
+          When repeating the Promise, a Girl Scout stands at
+          salute.
+
+          When in uniform a Girl Scout should salute her
+          officers when speaking to them, or when being
+          spoken to by them.
+
+          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.
+
+          Girl Scouts may salute each other whether they are
+          in uniform or not.
+
+          =Pledge of Allegiance.= "I pledge allegiance to
+          the flag and to the republic for which it stands;
+          one nation indivisible, with liberty and justice
+          for all."
+
+          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.
+
+          =Parades.= 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.
+
+
+
+
+SECTION XI
+
+THE SCOUT AIDE
+
+
+Introduction.
+
+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.
+
+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.
+
+No young child could pretend to represent ALL this medal stands for. Any
+grown girl or woman should be proud to own it.
+
+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.
+
+Home Nursing and First Aid will save lives for the nation in the two
+great emergencies of illness and accident.
+
+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.
+
+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.
+
+[Illustration]
+
+
+1. THE HOME MAKER
+
+BY SARAH LOUISE ARNOLD
+
+Formerly Dean of Simmons College
+
+_The Keeper of the House._ 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."
+
+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.
+
+_Planning Your House._ 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
+cool in the summer, so you will look out for windows, doors and porches.
+
+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.
+
+_Furnishings._ 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 _needed_ (not just _wanted_) for each room with
+the cost of each piece.
+
+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.
+
+So when you make a list of furniture--with its price--make sure that
+everything you choose, suits, or fits, _your_ house.
+
+_The Cellar._ Most houses are built over cellars, for purposes of
+sanitation, heating and water supply, as well as for storage.
+
+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.
+
+Look at the cellars of two or three houses. How are they built? Did you
+plan for one in your house?
+
+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.
+
+A cellar should be a clean place, corners and all.
+
+_The Kitchen._ The kitchen is a work-shop; it should be sunny and airy.
+
+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.
+
+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.
+
+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.
+
+_The Kitchen Floor._ 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 will be needed. The oiled floor
+can be wiped and dried, then oiled lightly from time to time.
+
+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.
+
+_The Kitchen Stove._ 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.
+
+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. 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.
+
+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.
+
+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 _must_ 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.
+
+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.
+
+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.
+
+_Gas and Oil Stoves._ 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.
+
+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.
+
+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.
+
+
+The Fireless Cooker
+
+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 a better way? How can I save labor? Save time? Save money?
+
+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?
+
+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.
+
+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.
+
+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.
+
+America was slow to learn from her thrifty cousins, but at last she
+adopted the fireless cooker; and this is what it does:
+
+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
+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:
+
+(1) _A cooker or container_, 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.
+
+(2) _A case_, 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.
+
+(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.
+
+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 to the very
+top, using a stick of wood or mallet to press it down.
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+The Ice Chest. How It Is Made
+
+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.
+
+The ice chest is built much as the fireless cooker is 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.
+
+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 _clean_
+at once.
+
+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.
+
+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.
+
+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.
+
+Put no hot dishes in the ice box; it wastes the ice.
+
+
+The Iceless Refrigerator
+
+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 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.
+
+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.
+
+The iceless refrigerator works well on days when dry air is moving
+about. It does not do well on damp, quiet days.
+
+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.
+
+
+The Kitchen Sink
+
+Next to the stove, the sink is the most important piece of kitchen
+furniture.
+
+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.
+
+The Keeper of the House takes pride in a perfectly clean sink.
+
+
+Taking Care of the House and the Things in It
+
+Taking care of a house and its furniture means keeping the house clean,
+neat, and orderly, and keeping everything 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.
+
+First, there's the Dish Washing.
+
+
+Dish Washing
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+Taking Care of Rooms
+
+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 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.
+
+[Illustration: HEIGHT OF SINK]
+
+
+The Living Room
+
+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.
+
+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. 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.
+
+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.
+
+Do not keep useless furniture nor have too many things in your room.
+
+_The Bathroom_ 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.
+
+_The Bedroom._ 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!
+
+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 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.
+
+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!
+
+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.
+
+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 _do_ all these
+things;--not guess or suppose how others do them and how long it takes.
+That is the honest way to learn. So find out how long it takes to put
+your room in order. There is only one way to find out.
+
+
+Fighting Germs
+
+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.
+
+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.
+
+
+Fighting the House Fly and Mosquito
+
+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.
+
+Clean up all heaps of rubbish where flies may breed. Keep your garbage
+pail _absolutely clean_. 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.
+
+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 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.
+
+
+Taking Care of Waste
+
+All waste must be carefully disposed of. It should never accumulate in
+the kitchen; but the important thing is to have _no real waste_. 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.
+
+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?
+
+
+Taking Care of Woolen Things
+
+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.
+
+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.
+
+The housekeeper must therefore, carefully brush and 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.
+
+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.
+
+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.
+
+
+Storage of Food
+
+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 _must_ 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 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.
+
+
+Heating the House
+
+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.
+
+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.
+
+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.
+
+
+Labor Saving
+
+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 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?
+
+
+The Water Supply
+
+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.
+
+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.
+
+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?
+
+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.
+
+Girl Scouts will interest themselves in municipal or neighborhood
+housekeeping, for that is a responsibility which all share together.
+
+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.
+
+
+Little Things Worth Remembering
+
+The stove should be cleaned with crumpled newspaper whenever the kitchen
+is put in order. All ashes should be neatly brushed off.
+
+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.
+
+Watch the floor of closets and see that no dusty corners are hidden out
+of sight.
+
+Air and dry soiled clothing before putting it in the laundry basket. If
+damp clothes are hidden away they will mildew.
+
+Learn to make out a laundry list and to check it when the laundry comes
+home.
+
+Save the soap chips and use a soap shaker.
+
+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.
+
+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.
+
+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!
+
+
+Making Things Clean and Keeping Clean
+
+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
+while, but who litters and spills and spreads dirt and lets dust collect
+in corners all the rest of the time.
+
+"Keeping clean" is the housekeeper's regular business, and "cleaning up"
+never need stir up the whole house.
+
+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.
+
+
+Ten Ways of Removing Stains
+
+1. When you have _raspberry_ or _blueberry_ or _strawberry_ 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.
+
+2. _Peach_ 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.
+
+3. _Ink_ 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 a day or two; but it will disappear in the end, with rinsing
+and a little rubbing.
+
+4. _Ink_ 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"
+_is_ 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.
+
+5. The _spots_ made on silk or woolen by _acids_ 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.
+
+6. _Egg stains_ 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.
+
+7. _Liquid shoe blacking_ is almost worse than ink. It must be treated
+in the same way, _and at once_.
+
+8. _Coffee_ and _tea stains_ 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.
+
+9. _Grease spots_ may be removed from washable fabrics by soap and
+water. For silk and woolen, gasoline should be used. Use gasoline in
+daytime only, to avoid lamps or gas in the neighborhood; and _never_
+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.
+
+10. _Paint_ 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.
+
+_Remember_: All spots and stains should be removed before washing the
+garment.
+
+
+GOOD MANNERS AND SOCIAL FORMS
+
+It is easier to meet people socially if we are acquainted 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.
+
+Stand where guests can see you at once when they enter.
+
+Always introduce a younger person _to_ an older one, as "Mrs. Smith, may
+I present Miss Jones, or Mr. Brown?" A man is always presented _to_ a
+woman, or a girl, as "Miss Brewster, may I present Mr. Duncan?"
+
+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.
+
+If you ask other girls to help you ask each to do a 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.
+
+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.
+
+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.
+
+
+TABLE MANNERS
+
+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.
+
+Do not drink while food is in the mouth.
+
+Take soup quietly from the side of the spoon, dipping it into the plate
+_from_ instead of towards you, to avoid dripping the soup.
+
+Break bread or roll, and spread with butter only the piece which you are
+about to eat.
+
+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.
+
+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.
+
+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.
+
+Do not begin a course until all are served.
+
+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.
+
+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 breeding
+and pleasant atmosphere are essential to all entertainment.
+
+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.
+
+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.
+
+
+Preparing the Meal
+
+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.
+
+
+Setting the Table
+
+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 everything 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.
+
+[Illustration]
+
+Salt, pepper, water, bread and butter should be on the table, and if
+necessary, vinegar, mustard, sugar, pickles, etc.
+
+When possible a few flowers add to the appearance of the table.
+
+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.
+
+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.
+
+
+THE GIRL SCOUT COOK
+
+BY ULA M. DOW, A. M.
+
+_In charge of Division of Food, Simmons College_
+
+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.
+
+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.
+
+WHAT TO HAVE FOR BREAKFAST--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 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.
+
+          SIMPLE BREAKFAST
+            Apple sauce or sliced peaches.
+            Oatmeal or cornmeal mush.
+            Toast or muffins.
+            Coffee (for adults).
+            Milk (for children).
+
+          HEARTY BREAKFAST
+            Apple sauce or sliced peaches.
+            Oatmeal or cornmeal mush.
+            Toast or muffins.
+            Coffee (for adults).
+            Milk (for children).
+            Poached eggs or minced lamb on toast.
+
+FRUIT--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.
+
+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 should then be added if they are not sweet
+enough.
+
+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.
+
+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.
+
+CEREAL--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.
+
+Cracked wheat, 1/4 cup to 1 cup water; 3-12 hours.
+
+Rolled oats, 1/2 cup to 1 cup water; 1/2-3 hours
+
+Cornmeal, 3 tablespoonfuls to 1 cup water; 1-4 hours.
+
+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 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.
+
+TOAST--Good toast is worth knowing how to make. The cook should not be
+satisfied with toast which is either white or burned.
+
+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.
+
+MUFFINS--Any good cook book has numerous recipes for muffins, most of
+which, can be made easily if the directions are followed exactly.
+
+Cornmeal Muffins (for four persons):
+
+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.
+
+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.
+
+COFFEE--If the family drink coffee, they will want 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:
+
+One-half cup coffee finely ground, 4 cups cold water, 2 eggshells.
+
+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.
+
+A method for making coffee used by the guides in the White Mountains is
+as follows:
+
+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.
+
+MILK--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 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.
+
+EGGS--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.
+
+_Poached Eggs_--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.
+
+_Soft Boiled Eggs_--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 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.
+
+USE OF LEFT-OVERS FOR BREAKFAST--If the family likes 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 salted enough. Some people
+like a very small amount of onion with any of these made-over meat
+dishes.
+
+
+DINNER
+
+WHAT TO HAVE FOR DINNER--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.
+
+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 likes 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 little remainders of two or more vegetables
+may be very attractively combined in this way.
+
+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.
+
+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 bit 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.
+
+SIMPLE DINNERS:
+
+  1. Hamburg steak.
+     Baked potato.
+     Squash or baked tomatoes.
+     Apple Betty.
+
+  2. Roast chicken or roast lamb with dressing and currant jelly.
+     Mashed potato and gravy.
+     Peas or string beans.
+    Orange jelly and whipped cream.
+
+MEAT--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.
+
+_Pan Broiled Hamburg Steak_--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 like a
+little salt pork or onion ground with the meat.
+
+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.
+
+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.
+
+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.
+
+Lamb chops may be broiled in either way.
+
+_Roast Leg of Lamb_--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.
+
+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.
+
+Beef is roasted in the same way, but is usually cooked for a shorter
+time (15 to 20 minutes for each pound).
+
+BEEF STEW (for four):
+
+          2-1/2 pounds beef shoulder or shin.
+          2 cups diced potato.
+          1/3 cup turnip cut in half inch cubes.
+          1/3 cup carrot cut in half inch cubes.
+          1/4 onion chopped.
+          2 tablespoons flour.
+          Salt and pepper.
+
+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.
+
+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.
+
+CHICKEN--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.
+
+_To Dress and Clean a Chicken_--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 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.
+
+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.
+
+If the chicken comes from the market dressed it should be washed
+carefully and any pinfeathers removed which were overlooked by the
+market man.
+
+_To Stuff, Truss and Roast a Chicken_--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 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.
+
+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.
+
+_Stuffing_--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.
+
+_Giblet Gravy_--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 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.
+
+VEGETABLES--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 carefully 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.
+
+_Baked Potato_--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.
+
+_Mashed Potato_--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.
+
+_Steamed Squash_--Wash and cut in one-inch slices. Steam until tender,
+scrape from the shell, mash thoroughly, season with salt, pepper and
+butter, and serve.
+
+_String Beans_--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.
+
+Canned string beans should be rinsed, reheated in as little water as
+possible, drained, and seasoned.
+
+_Baked Tomatoes_--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.
+
+The buttered crumbs are prepared by melting a tablespoon of butter or
+oleomargarine and stirring in six tablespoonfuls of dry bread crumbs.
+
+DESSERTS--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.
+
+_Apple Betty_--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 sugar and
+cinnamon and heat in the oven. Serve with cream.
+
+_Orange Jelly_--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.
+
+
+SUPPER OR LUNCH
+
+WHAT TO HAVE FOR SUPPER.--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 when dinner is being prepared and simply reheated
+for supper.
+
+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.
+
+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.
+
+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.
+
+
+SIMPLE SUPPERS
+
+          1. Macaroni and cheese or cold meat
+             Stewed or fresh fruit
+             Cookies
+             Bread and butter
+             Tea (for adults)
+             Milk or cocoa (for children)
+
+          2. Cream of potato soup
+             Vegetable or fruit salad
+             Baking powder biscuit
+             Tea (for adults)
+             Milk or cocoa (for children).
+
+_Macaroni and Cheese._--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 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.
+
+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.
+
+_Cream of Potato Soup_--
+
+          3 potatoes
+          1 quart milk
+          2 slices of onion
+          3 tablespoons flour
+          1-1/2 teaspoons salt
+          1/4 teaspoon celery salt
+          1/8 teaspoon pepper
+          2 tbsp. butter or oleomargarine
+
+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.
+
+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 and most other vegetables, the celery salt should be
+omitted. Onion salt is very useful.
+
+Creamed soups are very good made from skimmed milk if there is a supply
+in the house which should be used.
+
+SALAD--The pleasure in a salad is in its crispness, attractiveness or
+arrangement, 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.
+
+_To wash lettuce._--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.
+
+_French Dressing._--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.
+
+_Cooked Salad Dressing._--
+
+          3/4 tablespoon sugar
+          1/4 tablespoon butter
+          1 egg yolk
+          1/4 cup vinegar
+          1/4 tablespoon flour
+          1/8 teaspoon mustard
+          1/4 teaspoon salt
+          Dash of red pepper.
+
+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.
+
+_Mayonnaise._--
+
+  1 egg yolk
+  2 tablespoons lemon juice or 2 tablespoons vinegar
+  1/2 teaspoon mustard
+  2/3 teaspoon salt
+  Dash of cayenne pepper
+  2/3 cup of oil (olive oil, cotton seed oil or other edible oil).
+
+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.
+
+_Fruit and Vegetable Salads._--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.
+
+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.
+
+_Baking Powder Biscuit._--
+
+          2 cups flour
+          4 teaspoons baking powder
+          1 teaspoon salt
+          3 tablespoons shortening
+          3/4 to 1 cup milk or milk and water.
+
+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.
+
+_Tea._--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.
+
+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.
+
+_Cocoa._--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.
+
+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.
+
+
+General Suggestions
+
+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, 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.
+
+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.
+
+Enjoyment of a meal depends quite as much on neat and comfortable
+service as it does upon good food. The 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.
+
+
+HOUSEHOLD WEIGHTS AND MEASURES
+
+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.
+
+TABLE OF HOUSEHOLD WEIGHTS AND MEASURES
+
+(_Reprinted by permission of publisher from "Housewifery," by L. Ray
+Balderston, M. A._ J. B. Lippincott, 1919)
+
+_Linear Measure:_
+
+          12 inches        = l foot
+          3 feet           = 1 yard
+          5-1/2 yards      = 1 rod
+          320 rods         = 1 mile
+          1760 yards       = 1 mile
+          5280 feet        = 1 mile
+
+          _Square Measure:_
+
+            144 square inches     =  1 square foot
+              9 square feet       =  1 square yard
+             30-1/4 square yards  =  1 square rod
+            160 square rods       =  1 acre
+              1 square mile       =  1 section
+             36 square miles      =  1 township
+
+          _Avoirdupois Weight:_
+
+             27.3 grains          =  1 dram
+             16 drams             =  1 ounce (oz.)
+             16 ounces            =  1 pound (lb.)
+            100 pounds            =  1 cwt. (hundredweight)
+          2,000 pounds            =  1 ton
+
+          _Liquid Measure:_
+
+              4 gills             =  1 pint
+              2 pints             =  1 quart
+              4 quarts            =  1 gallon
+             31-1/2 gallons       =  1 bbl.
+
+          _Dry Measure:_
+
+              2 pints             =  1 quart
+              8 quarts            =  1 peck
+              4 pecks             =  1 bushel
+            105 dry quarts        =  1 bbl. (fruit, vegetables, etc.)
+
+          _Miscellaneous Household Measures:_
+
+              4 saltspoonfuls     =  1 teaspoonful
+              3 teaspoonfuls      =  1 tablespoonful
+             16 tablespoonfuls    =  1 cupful
+              2 gills             =  1 cupful
+              2 cupfuls           =  1 pint
+              1 cupful            =  8 fluid ounces
+             32 tablespoonfuls    =  1 lb. butter
+              2 cups of butter    =  1 lb.
+              1 lb. butter        = 40 butter balls
+              4 cups flour        =  1 lb.
+                   2 cups sugar   =  1 lb.
+                   5 cups coffee  =  1 lb.
+          1 lb. coffee = 40 cups of liquid coffee
+          1-7/8 cups rice = 1 lb.
+          2-2/3 cups oatmeal = 1 lb.
+          2-2/3 cups cornmeal = 1 lb.
+          1 cup of liquid to 3 cups of flour = a dough
+          1 cup of liquid to 2 cups of flour = a thick batter
+          1 cup of liquid to 1 cup of flour = a thin batter
+          1 teaspoonful soda to 1 pint sour milk
+          1 teaspoonful soda to one cup of molasses
+          1 teaspoonful cream of tartar plus 1/2 teaspoonful
+          soda = 2 teaspoonfuls baking powder
+
+
+2. THE CHILD NURSE
+
+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:
+
+          1. The care necessary for the child's bones.
+          2. When it should exercise its muscles.
+          3. Its rest.
+          4. The air, sun and food and water which it needs.
+          5. How to keep it clean.
+
+_Bones_--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 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.
+
+_Exercise_--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.
+
+_Rest_--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.
+
+_Air and Sun_--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 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.
+
+_Food and Water_--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.
+
+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 deg. Fahrenheit, kept at that
+temperature for thirty minutes and cooled quickly by placing the bottles
+in cold running water.
+
+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.
+
+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 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.
+
+_Bath_--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 deg. Then it should gradually decrease, next
+temperature being 95 deg., until at the age of two it should range between
+85 deg. to 90 deg. 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.
+
+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 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.
+
+Daily Routine--Child Under Two Years of Age
+
+6.00 A.M. Feed warm milk.
+
+7.30 A.M. 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.
+
+9.00 A.M. Give bath, and immediately after, feed, then put to bed in a
+well ventilated room, darkened, 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.
+
+1.00 P.M. Take up, make comfortable, and feed.
+
+2.00 P.M. 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.
+
+3 to 5 P.M. Hold child, or let it stay in crib and play or kick.
+
+6.00 P.M. Undress, rub with soft, dry towel, put on nightclothes, feed
+and put to bed in well ventilated room.
+
+10.00 P.M. A young baby should be fed at this time, dried, and not fed
+again until 6. A.M.
+
+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.
+
+
+Things to Remember
+
+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.
+
+
+Bowel Movements
+
+At least once a day.
+
+Should be medium soft, not loose, smooth, and when on milk diet, light
+in color.
+
+If child is constipated, give one teaspoonful of milk of magnesia clear,
+at night.
+
+See doctor if child is not well.
+
+
+Feedings
+
+Children from birth to five months should be fed every three hours.
+
+Children over one and a half years old need three meals a day, dinner in
+the middle of the day.
+
+Little children need to be kept very quiet. No confusion or loud noises
+around them. They will then grow better and stronger.
+
+
+Colds
+
+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.
+
+
+3. THE FIRST AIDE IN ACCIDENTS AND EMERGENCIES
+
+General Rules
+
+The sorrow and unhappiness of the world is increased enormously every
+year by injury and loss from 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.
+
+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.
+
+Let us review briefly some of the many small things in our daily lives
+which cause accidents, and therefore suffering and loss.
+
+1. _Carelessness in the Street._ 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.
+
+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.
+
+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.
+
+2. _Carelessness at Home._ 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.
+
+3. _Disobedience_, 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.
+
+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.
+
+
+After the Accident
+
+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.
+
+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.
+
+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.
+
+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.
+
+4. Loosen the clothing, especially any band around the neck, tight
+corsets or anything else that may interfere with breathing.
+
+5. _Keep the patient flat on his back_ 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.
+
+6. _If there is vomiting_, 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.
+
+7. _Remove clothing_, 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.
+
+8. _Transportation._ There are three methods for emergency
+transportation of accident victims which can be used according to the
+degree of the injury:
+
+(a) _Fireman's Lift._ 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:
+
+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.)
+
+(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 secure back, however, as it is not easy to hold the arm against
+much of a weight from the patient's body.
+
+(c) _Improvised Stretcher._ 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.
+
+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.
+
+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.
+
+
+Minor Injuries and Emergencies
+
+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.
+
+1. (a) BRUISES; (b) STRAINS; (c) SPRAINS
+
+(a) A _Bruise_ 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 to flow into the surrounding tissues, producing
+the discoloration known as "black and blue."
+
+(b) _A Strain_ 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.
+
+(c) _A Sprain_ is produced by the overstretching of the muscles or
+ligaments or both about a _joint_. 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.
+
+_Treatment_--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.
+
+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.
+
+In case of _sprain_, 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.
+
+
+2. (a) BURNS; (b) SCALDS; (c) SUNBURN; (d) FROSTBITE
+
+(a) _Burns_ 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.
+
+(b) _Scalds_ are produced by moist heat, and may be of the same degrees
+as those produced by dry heat.
+
+(c) _Sunburn_ is produced by the sun, and is usually superficial, but
+may be quite severe.
+
+(d) _Frostbite_ is produced by freezing the tissues and is usually not
+dangerous. The more severe types will be treated later under Freezing.
+
+
+_Treatment_--(a) _Burns_; (b) _Scalds_
+
+1. Except in the minor burns and scalds, send for the doctor at once.
+
+2. The first thing to do is allay pain by protecting the injured part
+from the air.
+
+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.
+
+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.
+
+(c) _Sunburn_ is an inflammation of the skin produced by the action of
+the sun's rays and may be prevented by gradually accustoming the skin
+to exposure to the sun. It is treated as are other minor burns.
+
+(d) _Frostbite_--_Prevention_--1. Wear sufficient clothing in cold
+weather and keep exposed parts, such as ears and fingers, covered.
+
+2. Rub vigorously any part that has become cold. This brings the warm
+blood to the surface and prevents chilling.
+
+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.
+
+_Treatment_--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
+_gradually_ 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.
+
+
+3. SPLINTERS, SMALL CUTS, SCRATCHES AND PIN PRICKS
+
+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.
+
+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 is at hand). After the splinter is out, the wound is
+treated like a cut or scratch.
+
+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.
+
+_Treatment_--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.
+
+
+4. STINGS AND BITES OF INSECTS
+
+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.
+
+
+5. FOREIGN BODIES IN THE (a) EYE (Cinder) (b) EAR (Insect), (c) NOSE
+(Button)
+
+(a) _Eye_--If a cinder, eyelash, or any tiny speck gets into the eye it
+causes acute pain, and in a few minutes considerable redness.
+
+_Treatment_--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 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:
+
+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.
+
+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.
+
+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.
+
+(b) _Ear_ (Insect); (c) _Button in Nose_--Foreign bodies in the ear and
+nose are not very common.
+
+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.
+
+
+6. IVY AND OAK POISONING
+
+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.
+
+_Treatment_--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 _grindelia robusta_, 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.
+
+7. (a) FAINTING; (b) HEAT EXHAUSTION
+
+(a) _Fainting_ is caused by lack of blood in the brain, and usually
+occurs in overheated, crowded places, from fright or from overfatigue.
+
+_Symptoms_--1. The patient is very pale and partially or completely
+unconscious.
+
+2. The pulse is weak and rapid.
+
+3. The pupils of the eyes are normal.
+
+_Treatment_--1. If possible put the patient flat on his back, with the
+head slightly lower than the rest of the body.
+
+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.
+
+3. Then get the patient into the fresh air as soon as possible.
+
+4. Keep the crowd back.
+
+5. Loosen the clothing about the neck.
+
+6. Apply smelling salts to the nose.
+
+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.
+
+(b) _Heat Exhaustion_ is exhaustion or collapse due to overheating where
+there is not sufficient evaporation from the surface of the body to keep
+the temperature normal.
+
+_Symptoms_--1. The patient is usually very weak.
+
+2. The face is pale and covered with a clammy sweat.
+
+3. The pulse is weak and rapid.
+
+4. The patient is usually not unconscious.
+
+_Treatment_--1. Remove the patient to a cool place and have him lie
+down.
+
+2. Loosen the clothing.
+
+3. Give him a cold drink to sip.
+
+4. Put cold cloths on his head.
+
+5. Send for the doctor.
+
+6. If necessary, give stimulant as in fainting.
+
+
+8. (a) CHOKING: (b) HICCOUGH
+
+(a) _Choking_--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.
+
+(b) _Hiccough_--This is usually due to indigestion or 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.
+
+
+9. NOSE BLEED
+
+The ordinary nose bleed will soon stop from the normal clotting of the
+blood and does not require treatment.
+
+(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.
+
+(b) If the bleeding seems excessive, apply cloths wrung out of ice water
+to the back of the neck and over the nose.
+
+(c) 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) _and send for the doctor at once_.
+
+
+=Major Injuries and Emergencies=
+
+
+1. (a) DISLOCATIONS; (b) FRACTURES
+
+(a) _Dislocations_--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.
+
+_Symptoms_--1. When you looked at the injured part it does not look like
+the other side.
+
+2. If you attempt to move it you find it will no longer move as a joint
+does, but is stiff.
+
+3. There is great pain and rapid swelling usually.
+
+4. There may or may not be black and blue spots around the joint.
+
+_Treatment_--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.
+
+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.
+
+(b) _Fractures_--_Broken bones_--There are two classes of fractures:
+
+1. _Simple_--In a simple fracture the bone is broken, but the skin is
+not broken; that is, there is no outward wound.
+
+2. _Compound_--In a _compound_ 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.
+
+_Symptoms_--As in dislocation, you should be familiar with the main
+symptoms of a broken bone.
+
+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.
+
+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.
+
+3. The least movement causes great pain.
+
+4. The swelling is usually rapid.
+
+5. The discoloration (black and blue) appears later; not at once, unless
+there is also a superficial bruise.
+
+6. The patient is unable to move the injured part.
+
+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.
+
+_Treatment_--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.
+
+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.
+
+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.
+
+
+_The Most Important "What Not to Do Points" for Fractures Are_:
+
+1. If there is reason to think a bone _may_ be broken try in all ways to
+prevent motion at _point_ of fracture lest it be made compound.
+
+2. Do not go hunting for symptoms of fracture (such as the false point
+of motion or the sound "crepitus") just to be sure.
+
+3. The best treatment is to try to immobilize the part till the doctor
+comes.
+
+_Splints_--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.
+
+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.
+
+In applying splints remember they must extend beyond the next joint
+below and the next joint above, otherwise movement of the joint will
+cause movement of the broken part.
+
+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.
+
+
+2. (a) SERIOUS WOUNDS; (b) SERIOUS BLEEDING
+
+Send for the doctor at once, and then stop the bleeding and keep as
+clean as possible till he arrives.
+
+_Dangers_--1. In any wound with a break in the skin, there is the danger
+of infection or blood poisoning, as you have already learned.
+
+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.
+
+_Infection_--You already know how the germs which can cause the blood
+poisoning get into the wound.
+
+(a) by the object that makes the wound
+
+(b) from the clothing of the patient through which the wound is made
+
+(c) from the rescuer's hands
+
+(d) from the water which has not been sterilized used in washing the
+wound
+
+(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.
+
+The first two of these chances the Girl Scout will not be able to
+control. The last three she can to some extent prevent. _Do not wash,
+touch or put anything into a serious wound_ unless a doctor cannot be
+found. Only this sort of thing justifies running risk of infection.
+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.
+
+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.
+
+2. Try not to touch the wound with your hands unless it is absolutely
+necessary.
+
+3. Many wounds do not have to be washed, but dressing may be applied
+directly.
+
+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 satisfactory.
+If, however, these cannot be had, remember any cloth like a folded
+handkerchief that has been recently washed and _ironed_ 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.
+
+(b) _Serious Bleeding_:
+
+It is important that you should learn what is serious bleeding and this
+will often help you to be cool under trying circumstances.
+
+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-inforcing 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.
+
+[Illustration: Tourniquet
+
+Showing where stone for pressing against artery is placed
+
+Loop through which stick for tightening is inserted]
+
+_Bleeding from an Artery_: 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 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.
+
+_Tourniquet_: 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.
+
+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:
+
+1. It must be long enough to tie around the limb--a big handkerchief,
+towel or wide bandage.
+
+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.
+
+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.
+
+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 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.
+
+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. _Usually
+it should not be left on for more than an hour._
+
+_Bleeding from Veins_--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.
+
+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.
+
+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.
+
+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 run about in a line with
+the inside seam of a man's trousers.
+
+_Stimulants_--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.
+
+
+(a) SHOCKS; (b) APOPLEXY; (c) CONVULSIONS
+
+(a) _Shocks_--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.
+
+_Symptoms of Shock_--1. The patient may or may not be unconscious, but
+he may take no notice of what is going on around him.
+
+2. The face is pale and clammy.
+
+3. The skin is cold.
+
+4. The pulse is weak.
+
+5. The breathing is shallow.
+
+In any serious injury the shock is liable to be severe and will need to
+be treated before the doctor arrives.
+
+_Treatment_--Send for the doctor if serious.
+
+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.
+
+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.
+
+3. Rub the arms and legs, toward the body, but under the covers.
+
+4. Give stimulants only after the patient has recovered enough to
+swallow, and when there is no serious bleeding.
+
+_Stimulants_--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.
+
+(b) _Apoplexy_--When a person has a "stroke" of apoplexy send for the
+doctor at once.
+
+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.
+
+_Symptoms of Apoplexy_--1. The patient is unconscious.
+
+2. The face is usually flushed--red.
+
+3. The skin is not cold and clammy.
+
+4. The pulse is slow and full.
+
+5. The breathing is snoring instead of shallow.
+
+6. The pupils of the eye are usually unequally dilated.
+
+_Treatment_--1. Lay the patient flat on his back with head slightly
+raised.
+
+2. Do not give any stimulants.
+
+3. Wait for the doctor.
+
+(c) _Convulsions_--This condition resembles the foregoing shock and
+apoplexy in that the patient is unconscious.
+
+_Symptoms of Convulsions_--1. The patient is unconscious.
+
+2. The face is usually pale at first, but not so white as in shock, and
+later is flushed, often even purplish.
+
+3. The skin is not usually cold.
+
+4. The breathing may be shallow or snoring.
+
+5. There are twitchings of the muscles of the face and body or a
+twisting motion of the body.
+
+6. The pulse may be rapid, but is usually regular.
+
+7. The mouth may be flecked with foam.
+
+8. The pupils of the eye may be contracted or equally dilated.
+
+_Treatment_--Convulsions come from various causes, and are always
+serious, therefore send for the doctor at once.
+
+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.
+
+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.
+
+3. No stimulant is needed.
+
+
+(a) SUNSTROKE; (b) FREEZING
+
+(a) _Sunstroke_--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.
+
+_Prevention_--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. Drink plenty of cool water
+between meals.
+
+_Symptoms of Sunstroke_--1. The patient is unconscious.
+
+2. The face is red.
+
+3. The pupils large.
+
+4. The skin very hot and dry, with _no_ perspiration.
+
+5. The pulse is full and slow.
+
+6. The breathing is sighing.
+
+_Treatment_--1. Get the patient into the shade where it is as cool as
+possible.
+
+2. Send for the doctor.
+
+3. Remove the greater part of the clothing.
+
+4. Apply cold water or ice to the head, face, chest and armpits.
+
+Often the patient recovers consciousness before the doctor arrives; give
+cold water to drink; never stimulants.
+
+(b) _Freezing_--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.
+
+_Symptoms of Freezing_--1. The patient may or may not be unconscious.
+
+2. The frozen parts are an intense white and are without any feeling or
+motion.
+
+_Treatment_--Send for the doctor at once.
+
+1. Take the patient into a cold room.
+
+2. Remove the clothing.
+
+3. Rub the body with rough cloths wet in cold water.
+
+4. Very gradually increase the warmth of the water used for rubbing.
+
+5. Increase the temperature of the room gradually.
+
+6. When the patient can swallow, give him stimulants.
+
+7. When the skin becomes more normal in color and the tissues are soft,
+showing that the blood is once more 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.
+
+
+Dog Bite[3]
+
+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:
+
+_Immediate._ 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.
+
+_Subsequent._ 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.
+
+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 to all physicians. The fact that the period of
+development of the disease is so long makes the possibility of
+prevention greater.
+
+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.
+
+_Snake Bite._ For treatment of snake bite see page 297.
+
+
+WATER ACCIDENTS
+
+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.
+
+
+PREVENTION
+
+Below are five rules for preventing drowning accidents.
+
+1. Do not change seats in a canoe or rowboat.
+
+2. Do not rock the boat.
+
+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.
+
+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.
+
+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.
+
+6. Always wade upstream.
+
+
+RESCUE [Illustration]
+
+When a person gives up the struggle in the water, the body goes down,
+and then because of its buoyancy it comes to the surface and some air is
+expelled from the lungs, making the body less buoyant. It immediately
+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 buoyancy 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.
+
+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.
+
+
+EMERGENCIES
+
+_Grips_--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.
+
+_Wrist Grip_--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.
+
+_Neck Grip_--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, meanwhile
+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.
+
+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.
+
+_Back Grip_--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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+ARTIFICIAL RESPIRATION
+
+If the apparently drowned person is to be saved, no 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.
+
+[Illustration]
+
+If there is a messenger handy send for a doctor at once, but in the
+meantime lose no time in attempting restoration.
+
+The best method for getting the water out of the lungs and breathing
+re-established is the _Schaefer Method_, because it is the simplest,
+requiring only one operator and no equipment. It can be kept up alone
+for a long time.
+
+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.
+
+2. Kneel astride of the patient facing toward his head.
+
+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.
+
+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.
+
+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.
+
+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.
+
+It may be necessary to work for an hour or 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.
+
+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.
+
+
+ICE RESCUE
+
+Prevention: Below are two rules for preventing ice accidents:
+
+1. Do not skate or walk on thin ice.
+
+2. Watch for air holes.
+
+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.
+
+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.
+
+
+ASPHYXIATION
+
+Prevention: Below are seven rules for preventing asphyxiation:
+
+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.
+
+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.
+
+3. Do not blow out a gas jet.
+
+4. Be careful to turn off gas jet completely.
+
+[Illustration]
+
+5. Report gas leaks promptly.
+
+6. Charcoal stoves and braziers are especially dangerous from escaping
+gas and should not be used in sleeping rooms.
+
+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.
+
+Rescue: 1. Remove the patient _at once_ 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 breathe until you reach
+the fresh air.
+
+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.
+
+
+ELECTRIC SHOCK
+
+This is caused by some part of the body coming in 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.
+
+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 _at once_, the patient must be
+rescued by pulling him away from the wire.
+
+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 _dry boards_, or glass, or in dire necessity _dry_
+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.
+
+Prevention: 1. Do not touch the "third rail" of electric railways.
+
+2. Do not catch hold of swinging wires, they may be "live wires."
+
+3. Report broken wires to the right authorities.
+
+Treatment:
+
+1. Get patient loose from the current.
+
+2. Send for the doctor.
+
+3. Lay the patient flat on his back.
+
+4. Loosen the clothing, and perform artificial respiration according to
+the Schaefer method if necessary.
+
+5. Give first aid treatment to the burns.
+
+
+FIRE ACCIDENTS
+
+The first thought about a fire is to get it put out before it spreads
+any further. There are methods which will 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.
+
+
+FIRE IN CLOTHING
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+RESULTS
+
+Results of fire in the clothing are sure to be more or less serious
+burns.
+
+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.
+
+
+FIRE IN BUILDINGS
+
+Keep cool, in order to remember what to do, and do it quickly.
+
+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," 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. _Wait there
+until the firemen arrive and direct them to the fire._ When the firemen
+come do just as they tell you, for they know exactly what to do.
+
+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.
+
+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.
+
+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.
+
+Keep the doors and windows closed if possible to prevent draughts from
+fanning the flames to fiercer effort.
+
+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.
+
+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.
+
+In searching for persons remember always to begin 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.
+
+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.
+
+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 _another_ line
+to be filled again and passed on as before.
+
+
+FIRES FROM KEROSENE, GASOLINE, BENZINE
+
+_Prevention._--1. Do not light a fire with kerosene.
+
+2. Do not clean gloves or clothing with gasoline or benzine in a room
+with a lamp or gas jet lighted.
+
+3. Do not try to dry clothing that has been cleaned with gasoline or
+benzine near a hot stove or lighted gas jet.
+
+_Extinction._--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.
+
+
+COMMON POISON AND ANTIDOTES
+
+_Poisoning_--Cases of poisoning happen most often because people do not
+examine the bottles before taking medicines from them.
+
+_Prevention_--Disinfectants, liniments and medicines in bottles and
+boxes should be correctly and plainly labelled.
+
+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.
+
+_Treatment_--1. _Send for the doctor at once_, 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.
+
+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.
+
+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.
+
+4. If the patient seems drowsy, suspect opium and keep patient awake at
+all costs till the doctor arrives.
+
+5. If delirium threatens, dash cold water on the patient's head and face
+to try to prevent the fit from coming on.
+
+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
+_not_ stained or burned, give an emetic.
+
+
+Bandages
+
+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.
+
+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.
+
+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.
+
+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.
+
+Learn to put on all bandages smoothly and securely, but not too
+tightly.
+
+_Triangular Bandages_--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.
+
+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.
+
+The bandage may be applied unfolded or folded into a narrow strip,
+called cravat bandage.
+
+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.
+
+The cravat bandage is convenient to use in bandaging the hand, foot,
+head, eyes, throat and jaw; for tying on splints; for tying around the
+limb in case of snake bite, and in making a tourniquet.
+
+[Illustration]
+
+Always tie the bandage with a square knot to prevent slipping. Care must
+be used in applying the triangular bandage to have it smooth and firm,
+folding the loose ends into pleats evenly.
+
+_Bandage for Hand_--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.
+
+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.
+
+_Bandage for Foot_--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.
+
+_Bandage for the Head_--The bandage may be used flat or as a cravat,
+according to the nature of the injury and the part to be bandaged.
+
+[Illustration]
+
+_For a cap bandage_, 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 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.
+
+_For the eyes, jaw and throat_ the triangular bandage is used by folding
+smoothly into a cravat and tying securely over the part to be covered.
+
+_Arm Sling._--The triangular bandage makes the best arm sling to support
+the forearm or for supporting injuries to the elbow or shoulder.
+
+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.
+
+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.
+
+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.
+
+_The Four-tailed Bandage_--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.
+
+[Illustration]
+
+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 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.
+
+_Roller Bandages_--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.
+
+Rules for applying roller bandages:
+
+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.
+
+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.
+
+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.
+
+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.
+
+5. Bandage from below upward. That is, from the tip of a finger or toe
+toward the hand or foot. From the hand or foot toward the shoulder or
+groin. This is in the general direction of the return of the
+circulation.
+
+6. Bandage over a splint and not under it.
+
+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.
+
+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.
+
+Kinds of roller bandages:
+
+1. Circular for parts uniform in size, as the body.
+
+2. Spiral for conical surfaces, as fingers or toes.
+
+3. Reverse for more conical surfaces, as arms and legs.
+
+_Circular Bandages_--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 when the muscles move under it with the activity of the
+patient. This is especially true of a body bandage.
+
+_Spiral Bandage_--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.
+
+_Reverse Bandages_--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.
+
+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.
+
+_Bandaging Fingers and Toes_--In bandaging fingers and toes it is
+usually best to bandage the whole of the injured member. Cover the end
+of the finger, for instance, 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.
+
+_Bandaging Two or More Fingers or Toes_--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.
+
+[Illustration]
+
+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 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.
+
+[Illustration]
+
+In bandaging the foot, carry the bandage to the ankle to make secure and
+hold in place.
+
+_Bandaging Arms and Legs_--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 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.
+
+_The Figure Eight Bandage_--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.
+
+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.
+
+
+The National Red Cross and Girl Scout Instruction in First Aid
+
+[Illustration]
+
+By special arrangement with the National Red Cross, it is possible for a
+Girl Scout completing satisfactorily 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:
+
+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. _Scouts must be
+at least sixteen years of age to be admitted to these classes._
+
+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.
+
+The Red Cross class roll must be sent in to the local Chapter early in
+the course.
+
+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.
+
+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.
+
+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.
+
+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 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.
+
+
+_Advanced Courses_
+
+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.
+
+
+_Fees_
+
+A fee of fifty cents is required for the elementary course. The local
+Red Cross Chapter has the right to reduce this fee.
+
+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.
+
+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.
+
+
+_Information_
+
+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 Avenue, New York, N. Y., or to the
+Department of First Aid, American Red Cross National Headquarters,
+Washington, D. C.
+
+
+4. THE HOME NURSE
+
+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.
+
+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."
+
+To earn the badge she should know:
+
+How to keep the sick room clean and comfortable.
+
+How to make a bed properly.
+
+How to prepare for and help a sick person in taking a bath.
+
+How to make a sick person comfortable in bed, changing position, etc.
+
+How to take temperature, pulse and respiration.
+
+How to prepare and serve simple, nourishing food for the sick.
+
+How to feed a helpless person.
+
+How to prepare and use simple remedies for slight ailments.
+
+How to occupy and amuse the sick.
+
+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 hands frequently, _always_ 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.
+
+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, _never_ illnesses
+either that of the patient nor of others.
+
+The best nursing aims not only to bring relief and comfort to those
+already sick, but to guard against _spreading_ sickness.
+
+We know, now, that many diseases are spread by means of _germs_ 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.
+
+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.
+
+
+The Room, Its Order and Arrangement
+
+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 chair it should be for the use of the sick person only. Seeing
+and hearing other people rock may be very disturbing.
+
+If carpets are movable, so much the better, as they can be taken out to
+be cleaned.
+
+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 being returned to the room in the
+morning. Never have faded flowers around.
+
+The room should be kept neat--a place for everything and everything in
+its place.
+
+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.
+
+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.
+
+
+_Ventilating and Lighting the Room_
+
+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.
+
+When "airing" the room great care must be taken to keep the sick person
+free from draughts.
+
+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.
+
+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.
+
+
+Cleaning the Room
+
+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.
+
+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.
+
+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.
+
+When the dusting is finished the dusters should be thoroughly washed
+and scalded and hung out of doors to dry.
+
+
+The Bed
+
+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.
+
+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.
+
+
+To Make an Unoccupied Bed
+
+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.
+
+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.
+
+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 cover
+the rubber sheet, which is usually put on between the bottom and the
+draw sheet.
+
+[Illustration]
+
+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 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.
+
+
+When Rubber and Draw Sheets Are Used
+
+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.
+
+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
+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.
+
+
+To Change the Under Sheet When the Patient Is in Bed
+
+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.
+
+
+If the Bed Is to Be Occupied at Once
+
+If the bed is to be occupied at once the coverings should be tucked in
+only at foot, corners and one side, then turned back diagonally from the
+head to foot.
+
+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.
+
+
+Bathing
+
+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.
+
+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 _avoid_ taking colds. (See
+Red Cross Text Book on Home Hygiene and Care of the Sick, page 156.)
+
+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.
+
+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.
+
+
+To Prepare For a Bath in Bed
+
+Have the room warm and free from draughts. A good temperature is 70
+degrees. An old person or a baby may have it warmer.
+
+Bring into the room everything needed. This will include:
+
+An extra blanket to wrap around the sick person.
+
+Two or more bath towels.
+
+Two wash cloths--one for the face and another for the rest of the body.
+
+Soap--Ivory or castile are good.
+
+Pitcher of good hot water, and slop jar.
+
+Alcohol and toilet powder if you have it.
+
+Nail file and scissors.
+
+Comb and brush.
+
+Clean bed linen and nightgown. In cold weather these may be hung near
+the fire or radiator to warm.
+
+A basin of water of a temperature that the sick person finds
+comfortable.
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+Getting Ready a Tub Bath
+
+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.
+
+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.
+
+
+Foot Baths
+
+Foot baths are often used in the home as remedies for colds, headaches,
+sleeplessness and to give relief at the monthly period.
+
+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
+comfortable, 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.
+
+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.
+
+_Changing of position_, 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.
+
+_To turn a patient toward you_ 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.
+
+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.
+
+Rings of any size may be made of cotton wound with bandage. These are
+frequently needed under the heels, particularly for a patient lying on
+her back.
+
+[Illustration]
+
+
+Sitting Up in Bed
+
+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.
+
+
+Raising a Patient Who Has Slipped Down in Bed
+
+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
+hands around your waist. Lift without jerking. When _two_ 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.
+
+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.
+
+Lift in unison without jerking.
+
+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.
+
+It is usually better to shake up and rearrange the pillows after raising
+the patient as the moving disarranges them somewhat.
+
+
+To Change the Pillows
+
+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.
+
+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.
+
+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.
+
+
+To Change the Nightgown
+
+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.
+
+These openings may be sewn up again without in any way damaging the
+gown.
+
+Have the gown well drawn up around the shoulders and neck.
+
+Slip one hand through the arm hole of the gown, and bend the patient's
+arm. With the other hand draw off the sleeve.
+
+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.
+
+
+Combing the Hair
+
+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.
+
+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.
+
+Wash the comb and brush in soap and water once a week.
+
+Wash the hands after combing the hair.
+
+Be careful in removing the towel not to scatter the loose hairs and
+dandruff it may hold.
+
+
+Getting Patient Up in Chair
+
+If possible have a chair with arms.
+
+Place beside the bed.
+
+Put cushions on seat and fresh pillow at back.
+
+Throw a blanket over all corner-wise, to wrap around the patient when
+she sits down.
+
+While in bed put on stockings, slippers, bath robe (and underdrawers or
+flannel petticoat in winter).
+
+Have the patient sit up in bed, and help her to swing her feet over the
+edge.
+
+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.
+
+Place a stool for her feet.
+
+Place the chair so that she will be out of drafts and so that the light
+does not shine directly into her face.
+
+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.
+
+
+Temperature, Pulse, Respiration
+
+The temperature of the average person in health is 98.6 deg. Fahrenheit.
+This is called the _normal_ temperature.
+
+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.
+
+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.
+
+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.
+
+
+To Take the Temperature in the Mouth
+
+Cleanse the thermometer.
+
+Shake down so that the mercury is below 96 degrees.
+
+Have patient moisten lips.
+
+Place the thermometer with bulb under tongue. Lips must be closed while
+holding it.
+
+Hold two or three minutes, in this position.
+
+Be sure that nothing hot or cold has been in the mouth for at least five
+minutes before taking temperature.
+
+
+To Take Temperature in the Armpits
+
+Wipe out armpit.
+
+Insert the thermometer.
+
+Place arm across the chest so that the thermometer is held securely. It
+should remain so for four or five minutes.
+
+
+Pulse
+
+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.
+
+The pulse shows the number of times per minute which the heart beats or
+pumps.
+
+A normal pulse rate for a man is around 72, for a woman 80, for a child
+90, and for a baby 100 beats.
+
+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.
+
+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.
+
+
+Respiration
+
+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.
+
+Respiration above 40 or below 8 is a danger sign. If 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.
+
+_To count the respiration._ 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.
+
+
+Dishes
+
+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 a separate
+room for the sick person are two of the surest ways to prevent the
+spread of the disease.
+
+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.
+
+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.
+
+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.
+
+Stains should be washed out before putting linen in the wash.
+
+
+Utensils and Their Care
+
+_All utensils should be kept clean and ready for instant use._ 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.
+
+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.
+
+Hot water bags should be emptied when not in use and hung upside down.
+The stoppers should be kept fastened to them.
+
+Ice caps should be dried inside and out and stuffed with cotton or
+tissue paper to keep the sides from sticking together.
+
+
+Hot and Cold Applications
+
+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.
+
+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.
+
+_Hot water bags_ or their substitute, electric pads or metal heaters
+should always be wrapped in towels or 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.
+
+_To make a mustard plaster._ 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 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.
+
+[Illustration: ADMINISTERING AN INHALATION]
+
+_Fomentations or stupes_ 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 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.
+
+_Cold_ 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.
+
+_Cold compresses_ 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.
+
+When cold compresses are applied to the head there should be a hot water
+bag at the feet.
+
+_Gargles, sprays, and inhalations_ are often ordered for sore throats
+and colds.
+
+Salt or soda added to water in the proportion of a teaspoonful to a pint
+makes an excellent gargle.
+
+A very cold gargle or one as hot as can be held without burning is
+better than a tepid one.
+
+Do not go out in the cold air directly after using a hot gargle.
+
+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.
+
+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.
+
+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.
+
+_Inhalations_ 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 receptacle, 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 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.
+
+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.
+
+
+Common Medicines and Other Remedies
+
+It is a very safe rule _never_ 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.
+
+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.
+
+Accuracy, attention, cleanliness, regularity should be watchwords.
+
+In giving either food or medicine, the following measures are helpful:
+
+          1 teaspoonful measures 50 grains.
+          2 teaspoonfuls make 1 dessertspoonful.
+          2 dessertspoonfuls make 1 tablespoonful.
+          2 tablespoonfuls make 1 ounce.
+          8 ounces make 1 cupful or glassful.
+          16 ounces make one pint, or pound.
+              (This applies to either liquid or dry measure.)
+
+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.
+
+If there is danger of a pill or tablet choking the patient, crush the
+pill or tablet between two spoons.
+
+When medicines are taken by spoon, the spoon should be licked by the
+patient in order to get the full amount.
+
+Nearly all medicines should be mixed with water, and should be followed
+with a drink of water unless orders are given to the contrary.
+
+Keep all medicines tightly corked.
+
+Buy medicines only in small quantities, as most of them lose their
+strength in time.
+
+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.
+
+
+Common Remedies
+
+Such remedies as the following are to be found in many homes.
+
+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.
+
+Castor oil should be taken in these doses:
+
+          Baby: 1 to 2 teaspoonfuls.
+          Older children: 1 tablespoonful.
+          Adult: 1 to 2 tablespoonfuls.
+
+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 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.
+
+If the dose is vomited, wait a little while, then give another. Do not
+give directly before nor directly after a meal.
+
+_Olive oil_ 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.
+
+_Vaseline_ 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.
+
+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.
+
+_Soda_ 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.
+
+_Salt_ 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.
+
+_Lime water_ is used in mixing the baby's milk and is put in the milk
+for sick people when they cannot take 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.
+
+_Alcohol_ may be used to disinfect the more delicate utensils as the
+thermometer. _Most alcohol now obtainable is wood alcohol or
+denaturated; that is, mixed with powerful poisons, so that it should
+never touch the mouth._ 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.
+
+_Camphorated oil_ 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.
+
+_Spirits of camphor or aromatic spirits of ammonia_, 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.
+
+_Flaxseed tea_ 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.
+
+_The Daily Clean-Out._--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 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.
+
+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.
+
+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
+_regularly_, and when asked for, _immediately_.
+
+_Chill_, 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.
+
+
+Some Common Ills and Their Treatment
+
+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.
+
+_Colds or cramps_, 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 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.
+
+_Convulsions._ 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.
+
+_Croup._ 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.
+
+_Earache._ 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.
+
+_Fever._ 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 if there is restlessness. Only liquid food should be given,
+and even that should not be urged.
+
+_Headaches._ 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
+_cause_ of the headache _remains_, and the headache returns unless the
+cause, such as eye-strain or indigestion, is removed.
+
+_Hiccoughs_ 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.
+
+
+Colds, Their Prevention and Care
+
+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.
+
+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 taken by the first member of the family to take cold,
+it would seldom spread through the family.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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 breathing, great weakness or sleepiness the doctor should be
+called at once.
+
+Any symptom that lasts after a cold, as pain in one part, weakness, or
+high temperature, needs a doctor's attention.
+
+
+Food for the Sick
+
+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.
+
+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.
+
+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.
+
+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.
+
+All food should be tasted before serving. Serve hot food hot, and cold
+food cold.
+
+Milk is the most nourishing of liquid foods. If it is to be heated, do
+not let it boil. Always take the chill off milk served to children.
+
+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.
+
+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
+being 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.
+
+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.
+
+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.
+
+
+A Tray for Liquid and Soft Food
+
+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.
+
+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.
+
+Sick people should have plenty of water to drink. 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.
+
+
+Feeding Helpless Patients
+
+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.
+
+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.
+
+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.
+
+
+Occupying and Amusing the Sick
+
+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 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.
+
+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.
+
+
+Daily Routine
+
+There should be a regular daily routine. Have regular hours for feeding,
+bathing, giving treatment and medicines, giving the bedpan, etc. Be
+punctual.
+
+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.
+
+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
+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.
+
+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.
+
+_Preparations for the Night._ 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.
+
+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.
+
+
+5. THE HEALTH GUARDIAN FOR GIRL SCOUTS
+
+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?
+
+If none of these things are to be found, or not enough of them, wouldn't
+you like to have them?
+
+"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!"
+
+But that's just what you can do.
+
+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.
+
+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?
+
+Women are naturally interested in all that happens 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?
+
+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!"
+
+Remember that Public Health is simply good housekeeping, applied to the
+community.
+
+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.
+
+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.
+
+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.
+
+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.
+
+It is the business of the State to see that food and water can be
+brought into the community. Also that they 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.
+
+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.
+
+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.
+
+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.
+
+But, you may say, as yet, I am too young to vote, anyway; what can I do?
+
+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!
+
+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.
+
+If every troop of Girl Scouts knew the health laws of their town, _and
+helped to get them obeyed_, there would be a wonderful lessening of
+epidemics and a wonderful advance in the health and beauty of our towns.
+
+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.
+
+
+6. THE HEALTH WINNER
+
+          "_... 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--_
+
+          "_To neglect these is sheer treason._"
+
+                     _--Toward Democracy, by Edward Carpenter._
+
+
+Five Points of Health for Girl Scouts
+
+A cheerful Scout, a clean Scout, a helpful Scout, is a well Scout. She
+is the only Scout that really _is prepared_. 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.
+
+1. _Stand Tall_--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 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."
+
+2. _Take Exercise_--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.
+
+A Girl Scout should avoid unusual exercise before, 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.
+
+3. _Rest and Conserve Energy_--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:
+
+          _Age_                _Hours of Sleep_
+
+          10 and 11 years              9-1/2 to 11
+
+          12 and 13 years              9     to 10-1/2
+
+          14 and 15 years              8-1/2 to 10
+
+          16 and 17 years              8     to 9-1/2
+
+          18 and 19 years              8     to 9
+
+          20 and over                  at least 8
+
+
+Save Your Eyes
+
+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, 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 _distant vision_. 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.
+
+The following are some important rules to remember in saving your eyes:
+
+Rest your "near" eye muscles by looking at distant objects and places.
+
+Do not work facing a light or where the rays from a light cross your
+field of vision directly.
+
+Work so far as possible by indirect or reflected light.
+
+If you must work near uncovered artificial lights, wear an eye-shade.
+
+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.
+
+Avoid a glare or light that is in streaks or bars of alternate dark and
+bright. Diffused, even light is best.
+
+Have your eyes examined by a competent oculist immediately:
+
+          If you have headaches,
+
+          If the eyes sting or burn after using,
+
+          If print or other objects dance or blur,
+
+          If you must get close to your work to see it,
+
+          If near work tires your eyes or you,
+
+          If there is the slightest irritation or soreness
+          about the lids or other parts.
+
+
+How to Avoid Muscle Strain
+
+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.
+
+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, try to swing the arm
+free from the body, so as to use the upper arm and back muscles for the
+weight.
+
+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 _push_ against the straps,
+and it is the straps that _pull_ 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. _Get behind and push_ is the rule to
+remember, and never resort to _pulling_ until you have tried every
+device for pushing instead.
+
+If you _must_ pull, try to use heavy muscles, such as _leg_ 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.
+
+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.
+
+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. 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.
+
+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 _always to contract
+the muscle before taking the load_. 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.
+
+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."
+
+4. _Supply Daily Need for Air, Sun, Water and Food_--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.
+
+_Air_--If you cannot work or play outdoors you can still bring out of
+doors in by opening your windows at 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.
+
+_Heat_--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.
+
+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.
+
+_Sunlight_--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 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.
+
+_Water_--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.
+
+_Food_--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:
+
+          Do not eat between meals.
+
+          Eat slowly and chew food thoroughly.
+
+          Eat freely of coarse cereals and breads.
+
+          Eat meat only once a day.
+
+          Have green vegetables, salad or fruit every day.
+
+          Drink as much milk as possible, but no coffee or
+          tea.
+
+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.
+
+5. _Keep Clean_--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 unpleasant sights and smells, we are
+destroying the breeding places of disease.
+
+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.
+
+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.
+
+During menstruation it is particularly important to keep the body and
+clothes scrupulously clean, by bathing or washing with plenty of water.
+
+_Hair_--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.
+
+_Ears_--Keep the outer surfaces of the ears clean, but leave the inner
+part alone. Do not poke for wax or put oil in the ear.
+
+_Feet_--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.
+
+_Teeth_--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.
+
+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.
+
+_Eyes_--Wash eyes carefully for "sleepers" in the morning. Bathing with
+alternate hot and cold will rest and strengthen the muscles.
+
+_General Safeguards_--Do not use public towels or drinking cups.
+
+Do not use towels, handkerchiefs or other toilet articles or glasses or
+cups or table utensils used by others.
+
+Avoid sneezing or coughing into another person's face.
+
+
+Measurements
+
+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 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.
+
+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:
+
+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."
+
+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.
+
+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.
+
+Then look at the left-hand upright row of figures and find your height
+in inches.
+
+Then with a rule or paper find the corresponding number of pounds for
+your height and age.
+
+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.
+
+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.
+
+
+A Health Record Chart for Girl Scouts
+
+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.
+
+Every Scout is naturally a Health Crusader, and she can use the blanks
+provided by the National Modern Health Crusade if she so desires.
+
+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."
+
+  DAILY RECORD OF POINTS                  _Scout_..........................
+
+  1. I did my setting-up
+  exercises                 _Checks for Week Commencing Monday_    No......
+
+  2. I walked, worked or played | Pt.|Mon.|Tues.|Wed.|Thurs.|Fri.|Sat.|Sun.
+  Outdoors at least             |    |    |     |    |      |    |    |
+  a half-hour                   |    |    |     |    |      |    |    |
+                                |    |    |     |    |      |    |    |
+  2a. Time spent walking        |   1|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  2b. Distance walked           |   2|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  3. I went to bed early        |    |    |     |    |      |    |    |
+  last night, and slept         |    |    |     |    |      |    |    |
+  at least 8 hours              |  2a|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  4. I slept with my window open|  2b|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  5. I drank six glasses of     |    |    |     |    |      |    |    |
+  water between meals           |   3|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  6. I ate no sweets, candy,    |    |    |     |    |      |    |    |
+  cake, sweet drinks or ice     |    |    |     |    |      |    |    |
+  cream, except as dessert      |   4|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  7. I ate green vegetables     |    |    |     |    |      |    |    |
+  or fruit or salad             |   5|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  8. I drank no tea or coffee   |   6|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  9. I drank milk or had milk   |    |    |     |    |      |    |    |
+  in some other form            |   7|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  10. I had a bowel movement    |   8|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  11. I washed my hands before  |    |    |     |    |      |    |    |
+  eating, and after going to    |    |    |     |    |      |    |    |
+  the bathroom                  |   9|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  12. I had a bath (at least    |    |    |     |    |      |    |    |
+  two a week must be recorded)  |  10|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  13. I brushed my teeth twice  |    |    |     |    |      |    |    |
+  during the day                |  11|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  14. I brushed my hair night   |    |    |     |    |      |    |    |
+  and morning                   |  12|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+  15. I shampooed my hair       |    |    |     |    |      |    |    |
+  (at least once every four     |    |    |     |    |      |    |    |
+  weeks)                        |  13|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+                                |  14|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+                                |  15|    |     |    |      |    |    |
+  -------------------------------------------------------------------------
+
+                                 _Date handed to Captain_..................
+
+                       _Captain's Comment_.................................
+
+                          THE GIRL SCOUT'S HEALTH RECORD
+
+RECORD FOR WHOLE PERIOD
+
+1. Posture at beginning:
+    (Comment by Captain).....................
+
+2. Posture at end:
+    (Comment by Captain).....................
+
+3. Total distance walked.....................
+     (Must be at least 75 miles)
+
+4. At least three shampoos...............................
+
+5. Any colds during period?..............................
+
+6. Constipation during period?...........................
+
+7. Answered correctly the following questions:
+  How do you care for your teeth properly?...............
+  Why is it important to care for your eyes?.............
+  How can you rest them?.................................
+  What are points to remember about light for work?......
+  What is the difference in effect between a hot
+    and a cold bath?.....................................
+  How do you care for feet on a hike?....................
+
+8. Height in inches at beginning of period...............
+   Weight in pounds at beginning of period...............
+   Standard weight for height and age?...................
+   Difference plus or minus in your weight...............
+   Height in inches at end of period.....................
+   Standard weight for height and age....................
+     Difference plus or minus in your weight.............
+   If growth is shown what rate is this per month?.......
+     Standard?...........................................
+
+
+  RIGHT HEIGHT AND WEIGHT FOR GIRLS
+
+  Hght.| 10  | 11   | 12  |  13 | 14  |  15 | 16  |  17 | 18
+   ins.|yrs. | yrs. |yrs. | yrs.| yrs.| yrs.| yrs.| yrs.| yrs.
+   47  | 53  |      |     |     |     |     |     |     |
+   48  | 55  |  56  |     |     |     |     |     |     |
+   49  | 57  |  58  |     |     |     |     |     |     |
+   50  | 59  |  60  | 61  |     |     |     |     |     |
+   51  | 62  |  63  | 64  |     |     |     |     |     |
+   52  | 65  |  66  | 67  |     |     |     |     |     |
+   53  | 68  |  68  | 69  | 70  |     |     |     |     |
+   54  | 70  |  71  | 72  | 73  |     |     |     |     |
+   55  | 73  |  74  | 75  | 76  | 77  |     |     |     |
+   56  | 77  |  78  | 79  | 80  | 81  |     |     |     |
+   57  | 81  |  82  | 83  | 84  | 85  | 86  |     |     |
+   58  | 85  |  86  | 87  | 88  | 89  | 90  | 91  |     |
+   59  | 89  |  90  | 91  | 93  | 94  | 95  | 96  | 98  |
+   60  |     |  94  | 95  | 97  | 99  |100  |102  |104  |106
+   61  |     |  99  |101  |102  |104  |106  |108  |109  |111
+   62  |     | 104  |106  |107  |109  |111  |113  |114  |115
+   63  |     | 109  |111  |112  |113  |115  |117  |118  |119
+   64  |     |      |115  |117  |118  |119  |120  |121  |122
+   65  |     |      |117  |119  |120  |122  |123  |124  |125
+   66  |     |      |119  |121  |122  |124  |126  |127  |128
+   67  |     |      |     |124  |126  |127  |128  |129  |130
+   68  |     |      |     |126  |128  |130  |132  |133  |134
+   69  |     |      |     |129  |131  |133  |135  |136  |137
+   70  |     |      |     |     |134  |136  |138  |139  |140
+   71  |     |      |     |     |138  |140  |142  |143  |144
+   72  |     |      |     |     |     |145  |147  |148  |149
+
+PREPARED BY DR. THOMAS D. WOOD
+
+About what a Girl should gain each month
+     AGE                      AGE
+    8 to 11        8 oz.    14 to 16       8 oz.
+   11 to 14       12 oz.    16 to 18       4 oz.
+
+Weights and measures should be taken without shoes and in only the usual
+indoor clothes.
+
+Used by courtesy of the Child Health Organization, 156 Fifth Avenue, New
+York City.
+
+
+FOOTNOTE:
+
+[3] Courtesy of William C. Deming, M.D.
+
+
+SECTION XII
+
+SETTING-UP EXERCISES FOR GIRL SCOUTS
+
+Our bodies are like machines that need frequent oiling and testing to
+see that all parts are working right.
+
+Or they are like instruments that must be tuned before they are played.
+
+If this is not done, the machinery gets rusty and clogged, or the
+instrument gets out of tune and makes horrid noises.
+
+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.
+
+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.
+
+
+=The Right Position=
+
+First of all try to stand in the right position.
+
+[Illustration]
+
+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.
+
+[Illustration]
+
+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.
+
+       *       *       *       *       *
+
+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?"
+
+If your underpinning is all right it is not difficult to be straight
+above.
+
+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. _Don't arch your chest and throw your
+shoulders back!_ 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.
+
+          Remember: a) Feet pointing straight ahead.
+
+          b) Body balanced on legs coming up straight from
+          ankles.
+
+          c) Shoulders easy under ears.
+
+This gives a straight line from top of head through shoulders and hips
+to between ankles.
+
+
+=General Rules=
+
+Stretch to the very tips of your middle fingers--stretching makes your
+muscles flexible.
+
+Breathe in as arms rise and out as they fall.
+
+Stand tall.
+
+Sit tall.
+
+Remember the straight line that comes from the top of your head down to
+between your ankles.
+
+Keep limber, don't let your knees grow stiff.
+
+Sit crosslegged on the floor. Sit on your heels.
+
+Rise without help from your hands.
+
+
+=The Exercises=
+
+Now tune up: begin by repeating each exercise four times; then increase
+to 8, 12, or 16; never more than 16.
+
+          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.
+
+          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.
+
+          3. Stretch arms down, without bending anywhere.
+          Two counts; down 1--relax 2.
+
+          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.
+
+          5. From side stretch palms up to upward stretch
+          (fig. 2)--two counts--up 1--side 2.
+
+          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.
+
+          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.
+
+          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.
+
+          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.
+
+          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).
+
+          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.
+
+          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.
+
+          13. From upward stretch (fig. 2) bend and touch
+          floor in front of toes (fig. 13). Count two
+          slowly: down 1--up 2. Breathe out as you come
+          down--in as you come up.
+
+14. _Neck Exercises._ Sit crosslegged on floor--hands on knees: head
+up--chin parallel with the floor.
+
+          a) turn head to right and then to left--4
+          counts--right 1--front 2--left 3--front 4.
+
+          b) droop head from side to side (fig. 14); four
+          counts--right 1--up 2--left 3--up 4.
+
+          c) drop chin forward (fig. 15); straighten and
+          drop head back (fig. 16). Count 4--down 1--up
+          2--back 3--up 4.
+
+          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.
+
+          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.
+
+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.
+
+16. Raise both feet without bending knees and touch the floor over your
+head (fig. 20). Lower slowly.
+
+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).
+
+[Illustration: SETTING-UP EXERCISES (Figs. 1-7)]
+
+[Illustration: SETTING-UP EXERCISES (Figs. 8-21)]
+
+
+SECTION XIII
+
+WOODCRAFT
+
+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.
+
+
+TWELVE SECRETS OF THE WOODS
+
+Do you know the twelve secrets of the woods?
+
+Do you know the umbrella that stands up spread to show that there is a
+restaurant in the cellar?
+
+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?
+
+Do you know the vine that climbs above the sedge to whisper on the wind
+"There are cocoanuts in my basement"?
+
+Can you tell why the rabbit puts his hind feet down ahead of his front
+ones as he runs?
+
+Can you tell why the squirrel buries every other nut and who it was that
+planted those shag-barks along the fence?
+
+Can you tell what the woodchuck does in midwinter and on what day?
+
+Have you learned to know the pale villain of the open woods--the deadly
+amanita, for whose fearful poison no remedy is known?
+
+Have you learned to overcome the poison ivy that was once so feared--now
+so lightly held by those who know?
+
+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?
+
+Do you know the wonderful medicine that is in the sky?
+
+[Illustration: 1 Indian Cucumber
+
+2 Rock tripe
+
+3 Bog potato
+
+4 Rabbit
+
+5 For Future use
+
+6 Feb 2
+
+7 Amanita
+
+8 Poison Ivy
+
+9 Balsam
+
+10 (Sun)
+
+11 Jack-o-Pulpit
+
+12 Healing Healing]
+
+Have you tasted the bread of wisdom, the treasure that cures much
+ignorance, that is buried in the aisle of Jack-o-Pulpit's Church?
+
+Can you tell what walked around your tent on the thirtieth night of your
+camp-out?
+
+Then are you wise. You have learned the twelve secrets of the woods. But
+if you have not, come and let us teach you.
+
+
+WEATHER WISDOM
+
+          When the dew is on the grass,
+          Rain will never come to pass.
+          When the grass is dry at night,
+          Look for rain before the light.
+          When grass is dry at morning light,
+          Look for rain before the night.
+          Three days' rain will empty any sky.
+          A deep, clear sky of fleckless blue
+          Breeds storms within a day or two.
+          When the wind is in the east,
+          It's good for neither man nor beast.
+          When the wind is in the north,
+          The old folk should not venture forth.
+          When the wind is in the south,
+          It blows the bait in the fishes' mouth.
+          When the wind is in the west,
+          It is of all the winds the best.
+          An opening and a shetting
+          Is a sure sign of a wetting.
+          (Another version)
+          Open and shet,
+          Sure sign of wet.
+          (Still another)
+          It's lighting up to see to rain.
+          Evening red and morning gray
+          Sends the traveler on his way.
+          Evening gray and morning red
+          Sends the traveler home to bed.
+
+          Red sky at morning, the shepherd takes warning;
+          Red sky at night is the shepherd's delight.
+
+If the sun goes down cloudy Friday, sure of a clear Sunday.
+
+If a rooster crows standing on a fence or high place, it will clear. If
+on the ground, it doesn't count.
+
+          Between eleven and two
+          You can tell what the weather is going to do.
+          Rain before seven, clear before eleven.
+
+Fog in the morning, bright sunny day.
+
+If it rains, and the sun is shining at the same time, the devil is
+whipping his wife and it will surely rain tomorrow.
+
+If it clears off during the night, it will rain again shortly.
+
+Sun drawing water, sure sign of rain.
+
+A circle round the moon means "storm." As many stars as are in circle,
+so many days before it will rain.
+
+Sudden heat brings thunder.
+
+A storm that comes against the wind is always a thunderstorm.
+
+East wind brings rain.
+
+West wind brings clear, bright, cool weather.
+
+North wind brings cold.
+
+South wind brings heat. (On Atlantic coast.)
+
+The rain-crow or cuckoo (both species) is supposed by all hunters to
+foretell rain, when its "Kow, kow, kow" is long and hard.
+
+So, also, the tree-frog cries before rain.
+
+Swallows flying low is a sign of rain; high, of clearing weather.
+
+The rain follows the wind, and the heavy blast is just before the
+shower.
+
+
+OUTDOOR PROVERBS
+
+What weighs an ounce in the morning, weighs a pound at night.
+
+A pint is a pound the whole world round.
+
+Allah reckons not against a man's allotted time the days he spends in
+the chase.
+
+If there's only one, it isn't a track, it's an accident.
+
+Better safe than sorry.
+
+No smoke without fire.
+
+The bluejay doesn't scream without reason.
+
+The worm don't see nuffin pretty 'bout de robin's song.--(Darkey.)
+
+Ducks flying over head in the woods are generally pointed for water.
+
+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.
+
+Cobwebs across a hole mean "nothing inside."
+
+Whenever you are trying to be smart, you are going wrong. Smart Aleck
+always comes to grief.
+
+You are safe and winning, when you are trying to be kind.
+
+
+WHEN LOST IN THE WOODS
+
+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.
+
+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 landmark near the camp. You
+may be sure of these things:
+
+You are not nearly as far from camp as you think you are.
+
+Your friends will soon find you.
+
+You can help them best by signalling.
+
+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.
+
+If there is snow on the ground, you can follow your back track.
+
+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."
+
+In a word, "keep cool, make yourself comfortable, leave a record of your
+travels, and help your friends to find you."
+
+
+EDIBLE WILD PLANTS
+
+No one truly knows the woods until he can find with certainty a number
+of wild plants that furnish good food for man in the season when food
+is scarce; that is, in the winter or early spring.
+
+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.
+
+_Rock Tripe._ 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.
+
+_Basswood Browse or Buds._ 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.
+
+_Slippery Elm._ 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 have always been an important article of food among the
+wild things.
+
+[Illustration: Wild Food--Plants
+
+Rock tripe
+
+Crinkle-root
+
+Basswood
+
+Slippery Elm
+
+Wapato
+
+Hog Peanut
+
+Calopogon or Grass pink
+
+Prairie Turnip
+
+Indian Cucumber
+
+Bog Potato
+
+Jack-in-a-Pulpit
+
+Solomons Seal
+
+False Solomons Seal]
+
+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.
+
+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.
+
+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.
+
+_Wapato._ 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.
+
+_Bog Potato._ 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.
+
+_Indian Cucumber._ 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.
+
+_Calopogon._ 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.
+
+_Hog Peanuts._ 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.
+
+_Indian Turnip or Jack-in-the-Pulpit._ 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.
+
+_Prairie or Indian Turnip, Bread-root or Pomme-blanche of the Prairie._
+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.
+
+_Solomon's Seal._ The two Solomon's Seals (true and false) both produce
+roots that are long, bumpy storehouses of food.
+
+_Crinkle-root._ Every school child in the country digs out and eats the
+pleasant peppery crinkle-root. It abounds in the rich dry woods.
+
+
+MUSHROOMS, FUNGI OR TOADSTOOLS
+
+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.
+
+There is no way to tell them, except by knowing each kind and the
+recorded results of experience with each 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.
+
+_Sporeprint._ 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 _color_ of these spores is the
+first step in identification.
+
+All the deadly toadstools have _white_ spores.
+
+No black-spored toadstool is known to be poisonous.
+
+
+POISONOUS TOADSTOOLS
+
+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 "_poison cup_" which shows either as a
+cup or as a _bulb_; they have _white_ or _yellow_ gills, a ring around
+the stalk, and _white spores_.
+
+
+Deadly Toadstools
+
+All the deadly toadstools known in North America are pictured on the
+plate, or of the types shown on the plate.
+
+The Deadly Amanita may be brownish, yellowish, or white.
+
+The Yellow Amanita of a delicate lemon color.
+
+The White Amanita of a pure silvery, shiny white.
+
+The Fly Amanita with cap pink, brown, yellow, or red in the centre,
+shaded into yellow at the edge, and patched with fragments of pure white
+veil.
+
+[Illustration: Deadly Amanita
+
+Amanita phalloides
+
+Fly amanita
+
+Frosty Amanita
+
+Yellow Amanita
+
+White Amanita]
+
+The Frosty Amanita with yellow cap, pale cadmium in centre, elsewhere
+yellowish white, with white patches on warts.
+
+All are very variable in color, etc.
+
+But all agree in these things. They have _gills_, which are _white_ or
+_yellow_, _a ring on the stalk_, _a cup at the base_, _white spores_,
+and are _deadly poison_.
+
+
+In Case of Poisoning
+
+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.
+
+_Symptoms_. 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.)
+
+_Remedy_: "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.)
+
+
+Wholesome Toadstools
+
+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 anaemic.
+
+[Illustration: Puffballs
+
+Brain Puffball
+
+Cup Puffball 2 stages
+
+Giant Puffball
+
+Oyster Mushrooms
+
+Moose horn clavaria
+
+Red tipped clavaria
+
+Golden coral mushroom
+
+Gyromitra esculenta
+
+Delicious Morel
+
+Beefsteak mushrooms
+
+Inky coprinus]
+
+All the Puffballs are good before they begin to puff, that is as long as
+their flesh is white and firm.
+
+All the _colored_ coral toadstools are good, but the _White Clavaria_ is
+said to be rather sickening.
+
+All of the Morels are safe and delicious.
+
+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.
+
+So far as known no black-spored toadstool is unwholesome.
+
+The common Mushroom is distinguished by its general shape, its pink or
+brown gills, its white flesh, brown spores, and solid stem.
+
+
+SNAKES GOOD AND BAD
+
+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.
+
+Taking Mr. Raymond L. Ditmars[4] 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.
+
+These may be divided into Coral Snakes, Moccasins, and Rattlers.
+
+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."
+
+The Rattlesnakes are readily told at once by the rattle.
+
+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
+Northern Moccasin or Pilot Snake, found from Massachusetts to Florida
+and west to Illinois and Texas.
+
+[Illustration: Types of Poisonous Snakes
+
+          Coral Snake
+          Copperhead
+          Moccasin
+          Pigmy Rattler
+          Timber Rattler
+          Diamond-back Rattler]
+
+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.
+
+The pupil of the eye is an upright line, as in a cat; the harmless
+snakes have a round pupil.
+
+The Moccasins have a single row of plates under the tail, while the
+harmless snakes have a double row.
+
+The Water Moccasin is dull olive with wide black transverse bands.
+
+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.
+
+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.
+
+Rattlesnakes are found generally distributed over the United States,
+southern Ontario, southern Alberta, and Saskatchewan.
+
+
+How Does a Snake Bite
+
+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.
+
+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.
+
+The snake can strike farthest and surest when it is ready coiled, but
+can strike a little way when traveling.
+
+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.
+
+
+In Case of Snake Bite
+
+First, keep cool, and remember that the bite of American snakes is
+seldom fatal if the proper measures are followed.
+
+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.
+
+"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."
+
+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.
+
+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.
+
+
+Harmless Snakes
+
+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 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.
+
+
+THE STARS AS THE CAMPER SEES THEM
+
+(See Plate of Stars and Principal Constellations)
+
+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.
+
+It is easily discovered by the help of the Big Dipper, _a part of the_
+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.
+
+Why (_the whole group_) 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 _arktos_ (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 fanciful association with the
+namesake, rather than for resemblance to it.
+
+[Illustration]
+
+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.
+
+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.
+
+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."
+
+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.
+
+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.
+
+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.
+
+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 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.
+
+
+THE FIRST TWENTY STARS IN ORDER OF BRIGHTNESS
+
+          1. Sirius, the Dog Star.
+          2. *Canopus, of the Ship.
+          3. *Alpha, of the Centaur.
+          4. Vega, of the Lyre.
+          5. Capella, of the Charioteer.
+          6. Arcturus, of the Herdsman.
+          7. Rigel, of Orion.
+          8. Procyon, the Little Dog-Star.
+          9. *Achernar, of Eridanus.
+          10. *Beta, of the Centaur.
+          11. Altair, of the Eagle.
+          12. Betelgeuze, of Orion's right shoulder.
+          13. *Alpha of the Southern Cross.
+          14. Aldebaran, of the Bull's right eye.
+          15. Pollux, of the Twins.
+          16. Spica, of the Virgin.
+          17. Antares, of the Scorpion.
+          18. Fomalhaut, of the Southern Fish.
+          19. Deneb, of the Swan.
+          20. Regulus, of the Lion.
+
+
+OTHER CONSTELLATIONS
+
+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.
+
+Orion was the hunter giant who went to Heaven when he died, and now
+marches around the great dome, but 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."
+
+Sirius, the Great Dog-Star, is in the head of Orion's Hound, the
+constellation _Canis Major_, and following farther back is the Little
+Dog-Star, Procyon, the chief star of the constellation _Canis Minor_.
+
+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 _Hyades_, and on his
+shoulder are the seven stars, called _Pleiades_.
+
+
+Pleiades
+
+_Pleiades_ (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.
+
+Serviss tells us that the _Pleiades_ have a supposed connection with the
+Great Pyramid, because "about 2170 B.C., 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."
+
+
+Cassiopeia
+
+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
+_Cassiopeia's Chair_. It is easily found and visible the year round on
+clear nights.
+
+Thus we have described ten constellations from which 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).
+
+
+The Moon
+
+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.
+
+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.
+
+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.
+
+
+The Stars as Tests of Eyesight
+
+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.
+
+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 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.
+
+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.
+
+
+Vega of the Lyre
+
+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.
+
+
+The Nebula in Orion's Sword
+
+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.
+
+
+On the Moon
+
+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.
+
+[Illustration: SIGNS AND BLAZES]
+
+
+Blazes
+
+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, "_Here is the trail._"
+
+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.
+
+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 _blind trail_,
+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.
+
+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.
+
+A well-known Indian device, in the brush, is to break a twig and leave
+it hanging. (_Second line._)
+
+Among stones and rocks the recognized sign is one stone set on top of
+another (_top line_) and in places where there is nothing but grass the
+custom is to twist a tussock into a knot (_third line_).
+
+These signs are also used in the whole country from Maine to
+California.
+
+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.
+
+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.
+
+
+Stone Signs
+
+These signs done into stone-talk would be as in the top line of the cut.
+
+These are much used in the Rockies where the trail goes over stony
+places or along stretches of slide rock.
+
+
+Grass and Twig Signs
+
+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.
+
+The Ojibways and other woodland tribes use twigs for a great many of
+these signs. (_See second row._) 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 _warning_ 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.
+
+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.
+
+
+Signal by Shots
+
+The old buffalo hunters had an established signal that is yet used by
+the mountain guides. It is as follows:
+
+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."
+
+
+Totems in Town
+
+A totem is an emblem of a man, a group of men, or an idea. It has no
+reference to words or letters.
+
+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.
+
+Out of this use of totems as owner marks and signs grew the whole
+science of heraldry and national flags.
+
+[Illustration: Northern Pacific R. R.]
+
+[Illustration: Salt Lake R. R.]
+
+[Illustration: Santa Fe R. R.]
+
+[Illustration: Traffic Squad]
+
+[Illustration: Bell Telephone]
+
+[Illustration: Pawnshop]
+
+[Illustration: Liberty]
+
+[Illustration: Army]
+
+[Illustration: Druggist]
+
+[Illustration: Ireland]
+
+[Illustration: Woodcraft]
+
+[Illustration: Navy]
+
+[Illustration]
+
+[Illustration: Sea Power]
+
+[Illustration: Optician]
+
+[Illustration: Union Pacific R. R.]
+
+[Illustration: Islamism]
+
+[Illustration: Skating]
+
+[Illustration: Star Union Lines]
+
+[Illustration: New York City]
+
+[Illustration: Penna. R. R.]
+
+[Illustration: The Power of the People]
+
+[Illustration: Canadian Pacific R. R.]
+
+[Illustration: Barber]
+
+[Illustration: Scotland]
+
+[Illustration: Totems Often Seen]
+
+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 his shield, national flags have replaced the armorial devices, and
+are the principal totems used today.
+
+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.
+
+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.
+
+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.
+
+[Illustration: Christianity]
+
+[Illustration: Mourning]
+
+[Illustration: Electric Power]
+
+[Illustration: Commercial Success]
+
+[Illustration: "AFOOT AND LIGHT-HEARTED."]
+
+FOOTNOTE:
+
+[4] This article is chiefly a condensation of his pamphlet on "Poisonous
+Snakes of the United States," and is made with his permission and
+approval.
+
+
+
+
+SECTION XIV
+
+CAMPING FOR GIRL SCOUTS[5]
+
+
+SONG OF THE OPEN ROAD
+
+  _Afoot and light-hearted I take to the open road,
+   Healthy, free, the world before me,
+   The long brown path before me leading wherever I choose.
+   Henceforth I ask not good-fortune--I myself am good-fortune;
+   Henceforth I whimper no more, postpone no more, need nothing,
+   Strong and content, I travel the open road...._
+
+       *       *       *       *       *
+
+  _Now I see the secret of the making of the best persons,
+   It is to grow in the open air, and to eat and sleep with the earth._
+
+                                               --_Walt Whitman._
+
+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.
+
+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 ready for an overnight hike, a week-end trip or a good vacation
+in the open air, and plan accordingly.
+
+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.
+
+
+Hiking
+
+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.
+
+Skirts are dangerous for cross-country travel on account of brambles,
+rock work and climbing over brooks. Knickerbockers or bloomers should be
+worn.
+
+_In the city_ 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.
+
+_Hiking Order_--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
+_not_ 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.
+
+When returning home use Scout's Pace if weary. This helps to make the
+distance seem shorter.
+
+_Scout's pace_ 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
+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.
+
+
+Feet
+
+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.
+
+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.
+
+
+Shoes
+
+Shoes should be the shape of the feet and have low, wide heels. It rests
+the feet to take the shoes off once 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."
+
+
+Things to Remember
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+Good things to carry in one's pocket are a drinking cup, a geological
+survey map (ten cents), a small pocket compass, a camper's knife, a
+small soapstone to sharpen it, a match box, and a note-book and pencil.
+
+Plan a definite object for the hike. Note how many kinds of trees, wild
+flowers or birds one can find.
+
+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.
+
+
+Personal Equipment
+
+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.
+
+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 _under_
+as well as _over_ you, and a second waterproof covering over the
+blankets.
+
+
+Clothing
+
+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.
+
+"* * * One soon learns that the difference between comfort and misery,
+if not health and illness, may 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.
+
+"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.
+_To help_, mind you--the body must be allowed to do its share.
+
+"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 _permeable_ 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. * * *"
+
+"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.
+
+"_Wool versus Cotton_--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.
+
+"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.
+
+"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 _in_. He wraps ice in a blanket to keep it
+from melting--to keep the heat _out_.' In other words, wool is the best
+material to maintain an equable normal temperature."
+
+Camp Site
+
+"The essentials of a good camp site are these:
+
+1. Pure water.
+
+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.
+
+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....
+
+7. Exposure to direct sunlight during a part of the day, especially
+during the early morning hours.
+
+8. In summer, exposure to whatever breezes may blow; in cold weather,
+protection against the prevailing wind.
+
+9. Privacy.
+
+"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.
+
+"_Water_--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.
+
+"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.
+
+"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.
+
+"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 weighting a canteen, tying a string to
+it and another to the stopper, have brought up cool water from the river
+bed.
+
+"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.
+
+"When a stream is in flood it is likely to be contaminated by decayed
+animal matter.
+
+"_Alkaline Water_--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.
+
+"_Muddy Water_--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.
+
+"_Stagnant Water_--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 water aside
+to cool. Boiling sterilizes, and charcoal deodorizes. * * *"
+
+[Illustration: COOKING THE FIRST MEAL]
+
+
+Arriving at Camp
+
+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.
+
+
+Tents
+
+"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 x 9 or a 9 x 12, built
+with 3-1/2-foot walls, instead of 3-foot, and 8-foot center, instead of
+7-1/2-foot. For four persons a 12 x 14 is commonly used; but a 14 x 14
+with 4-foot walls and a 9-foot center has double the head-room of the
+standard 12 x 14, and 2-1/2 feet more space between cots, if these are
+set lengthwise of the tent, two on a side.
+
+"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.
+
+
+Camp Sanitation
+
+"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.
+
+"_Destroy at once all refuse that would attract flies._ Or bury it where
+they cannot get at it.
+
+"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.
+
+"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. * * *"
+
+
+The Latrine
+
+One of the first tasks of the camper is to dig a trench 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.
+
+Lime does not keep the flies away. Plenty of fresh dirt is better.
+
+
+Team Work
+
+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:
+
+
+The Pine Tree Patrol System
+
+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.
+
+Each girl in the Patrol is assigned a number which requires of her:
+
+1. Certain well defined duties to perform for her Patrol.
+
+2. Certain specific knowledge expected of her in the exercise of her
+"specialty."
+
+3. Proper care of her special "station gear."
+
+4. Willingness to teach her understudy all she knows.
+
+5. Willingness to learn the duties of the next higher numbers.
+
+[Illustration: --THE PINE TREE PATROL--
+
+          REAR RANK: "THE BLUES"
+
+                                  Water       Wood
+          Junior      Baker       Scout       Scout
+
+             2          4           6           8
+
+             1          3           5           7
+
+          Senior      Scribe      Lighter     Handy
+                                              Scout
+
+          FRONT RANK "THE REDS"]
+
+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 has 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.
+
+_The Senior_ (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.
+
+_The Scribe_ (No. 3)--She is secretary, bookkeeper, log writer,
+recorder, correspondent, tent pitcher and First-Aid Scout.
+
+_The Baker_ (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.
+
+_The Lighter_ (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.
+
+_The Water Scout_ (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."
+
+_The Handy Scout_ (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.
+
+_The Wood Scout_ (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.
+
+This system may be used in either a small or large camp; if the latter,
+corresponding numbers of each Patrol work together.
+
+
+TEAM WORK AND DAILY ROUTINE
+
+6:30 A. M. Junior, Baker, Water Scout and Wood Scout report half an hour
+before Mess.
+
+8:00 A. M. Tent Inspection.
+
+8:30 A. M. Senior, Scribe, Lighter and Handy Scout report.
+
+8:30-9:30 A. M. Main work for day accomplished by both Senior and Junior
+groups.
+
+
+Caution in Use of Knife and Axe
+
+_The Knife_
+
+1. Always whittle away from you.
+
+2. Keep your fingers behind the blade.
+
+3. Keep saying to yourself: "If this knife slips, can it cut my
+fingers?"
+
+4. Learn how to sharpen your knife and keep it sharp.
+
+_The Chopping Block_
+
+"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."
+
+_The Axe_
+
+"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...."
+
+The axe is a most dangerous tool, and a glancing blow may cripple one
+for life.
+
+1. Do not put your foot on a stick you are chopping.
+
+2. Always have in mind where a glancing blow may throw the axe, and keep
+your foot away from that danger.
+
+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.
+
+4. Do not hold the stick on end in one hand while splitting it.
+
+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.
+
+
+The Camp Fire
+
+"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.
+
+"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, or a great bed of coals that will warp iron and
+melt everything else.
+
+[Illustration: LUNCHEON FIRE]
+
+"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.
+
+"_Luncheon Fire_--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.
+
+"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 damp or rotten. Choose hard wood, if
+there is any, for it lasts well.
+
+"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
+_small_ 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.
+
+"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.
+
+"_Dinner Fire_--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 lengthwise, 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.
+
+[Illustration: CAMP CRANE]
+
+"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.
+
+"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.
+
+"If a camp grate is used, build a crisscross fire of short sticks under
+it.
+
+"Split wood is better than round sticks for cooking; it catches easier
+and burns more easily.
+
+"Camp Crane--Pots for hot water, stews, coffee, and 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.
+
+[Illustration: PINE TREE HORSE]
+
+"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.
+
+"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.
+
+"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.
+
+"_Fire for Baking_--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.
+
+"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, _take sound hardwood_, 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.
+
+"The thick bark of hemlock, and the hard woods generally, will soon
+yield coals for ordinary cooking.
+
+"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 strips of green bark over it and overlapping them at
+the edges.
+
+"_Fire in a Trench_--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.
+
+"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.
+
+"_The Indian's Fire_--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 ones do): 'White man heap fool; make um big fire--can't git
+near; Injun make um little fire--git close. Uh, good.'
+
+
+Kindling
+
+"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.
+
+"Hemlock knots are worthless and hard as glass--keep your axe out of
+them.
+
+"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
+free from the ground and snap-dry. They ignite readily and give out
+intense heat.
+
+"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.
+
+"_Making Fire in the Wet_--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.
+
+"_Lighting a Match_--When there is nothing dry to strike it on, jerk the
+tip of the match forward against your teeth.
+
+"To light a match in the wind, _face_ 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. e._, 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.
+
+"_Fire Regulations_--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 light a fire in the woods at all unless accompanied by a
+registered guide.
+
+"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.
+
+"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.
+
+"Fire regulations are posted on all public lands, and if campers
+disregard them they are subject to arrest.
+
+"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:
+
+"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 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.
+
+"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.
+
+"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.
+
+"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.
+
+"_As a general rule_, 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.
+
+"_Best Fuel_--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
+(ironwoods), 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.
+
+"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.
+
+"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.
+
+"_Soft Woods_--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 them are superior, as they split and shave readily and
+catch fire easily.
+
+"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. Sycamore and
+buckeye, when thoroughly seasoned, are good fuel, but will not split.
+Alder burns readily and gives out considerable heat, but is not lasting.
+
+"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.
+
+"The best green soft woods for fuel are white birch, paper birch, soft
+maple, cottonwood, and quaking aspen.
+
+"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.
+
+"_Precautions_--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 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.
+
+"_Never_ 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."
+
+[Illustration: HAVERSACK FOR CARRYING KITCHEN UTENSILS]
+
+
+Cooking Devices
+
+When it is convenient carry a hatchet. Scouts should carry a small
+folding grate. The best form of grate is one with folding legs.
+
+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.
+
+When no forks can be found use the "Pine Tree Horse," as shown in cut.
+
+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.
+
+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.
+
+_Improvised Grate_--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.
+
+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.
+
+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 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.
+
+[Illustration: THE FOLDING BAKER]
+
+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.
+
+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.
+
+_The Folding Baker_--The baker may be placed before the blazing fire. It
+is a perfect arrangement for baking biscuits and roasting meats.
+
+_Friction Top Cans_--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. The larger sizes should carry flour, cornmeal, etc. Eggs may
+be placed in the one used for the cornmeal.
+
+[Illustration: FRICTION TOP CAN]
+
+Where convenient to provide a large equipment the following utensils are
+suggested:
+
+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.
+
+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.
+
+[Illustration: FOLDING FRYING PAN]
+
+Such a basket without a canvas cover costs about $8 and is extremely
+useful in permanent camp equipment.
+
+
+Utensils Required for a Party of Eight and their Uses
+
+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.
+
+_Three Wire Toasters_--One for meat, one for fish, one for toast.
+
+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.
+
+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.
+
+_Cooking Pots_--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.
+
+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.
+
+_Two Frying Pans_--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 as dish-washing pans, one for the washing and one
+for the rinsing.
+
+[Illustration: COMPLETE COOKING OUTFIT FOR EIGHT SCOUTS]
+
+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.
+
+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.
+
+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.
+
+
+Provisions
+
+"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 too bulky, too
+perishable. So it is up to the woodsman to learn how to get the most
+nourishment out of the least weight and bulk in materials that 'keep'
+well.
+
+"Light outfitting, as regards food, is mainly a question of _how much
+water_ 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?
+
+"The following table is suggestive:
+
+          More than 3/4 water
+
+          Fresh milk, fruit, vegetables (except potatoes).
+          Canned soups, tomatoes, peaches, pears, etc.
+
+          More than 1/2 water
+
+          Fresh beef, veal, mutton, poultry, eggs, potatoes.
+          Canned corn, baked beans, pineapple.
+          Evaporated milk (unsweetened).
+
+          More than 1/3 water
+
+          Fresh bread, rolls, pork chops.
+          Potted chicken, etc.
+          Cheese.
+          Canned blackberries.
+
+          Less than 1/3 water
+
+          Dried apples, apricots, peaches, prunes.
+          Fruit jelly.
+
+          Less than 1/5 water
+
+          Salt pork, bacon, dried fish, butter.
+          Dessicated eggs, concentrated soups.
+          Powdered milk.
+          Wheat flour, cornmeal, etc., macaroni.
+          Rice, oatmeal, hominy, etc.
+          Dried beans, split peas.
+          Dehydrated vegetables.
+          Dried dates, figs, raisins.
+          Orange marmalade, sugar, chocolate.
+          Nuts, nut butter.
+
+"Although this table is good in its way, it is not a 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.
+
+[Illustration: FIVE QUART PAIL TO NEST CANS]
+
+"_Nutritive Values_--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.
+
+"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).
+
+"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.
+
+"_Variety_ 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 _substituting_, say, three 5-pound parcels for one
+15-pound parcel, so as to have something 'different' from day to day.
+
+"_Digestibility_--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.
+
+"_Food Components_--Let us now consider the material of field rations,
+item by item.
+
+"_Bacon_--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
+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.
+
+"_Smoked Ham_--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. * * *
+
+"_Canned Soups_--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.
+
+"_Condensed Soups_--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.
+
+"_Cured Fish_--Shredded codfish and smoked halibut, sprats, boneless
+herring are portable and keep well. They will be relished for variety's
+sake.
+
+"_Eggs_--To vary the camp bill of fare, eggs are simply invaluable, not
+only by themselves, but as ingredients in cooking. * * *
+
+"When means of transportation permit, fresh eggs may be carried to
+advantage. A hand crate holding 12 dozen weighs about 24 pounds, filled.
+
+"Eggs can be packed along in winter without danger of breakage by
+carrying them frozen. Do not try to boil a frozen egg; peel it as you
+would a hard-boiled one and then fry or poach.
+
+"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.
+
+"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.
+
+"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. _A good brand_ 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.
+
+"_Milk_--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 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 _The North Pole_: '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.'
+
+"Milk, either evaporated or powdered, is a very important ingredient in
+camp cookery.
+
+"_Butter_--This is another 'soft' thing that pays its freight.
+
+"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.
+
+"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.
+
+"_Cheese_--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. A tin of imported Camembert will be a
+pleasant surprise on some occasion.
+
+"_Bread Biscuits_--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.
+
+"_Hardtack_ (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.
+
+"Swedish hardtack, made of whole rye flour, is good for a change.
+
+"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.
+
+"_Flour_--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.
+
+"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 in camp by doing his own mixing, and it will not do for thickening,
+dredging, etc.
+
+"Flour and meal should be sifted before starting on an expedition. There
+will be no sieve in camp."
+
+"_Baking Powder_--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.
+
+"_Cornmeal_--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.
+
+"_Breakfast Cereals_--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 teeth and
+brawn,' there is enough of it in almost any mixed diet, without
+swallowing a lot of crude fiber.
+
+"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.
+
+"_Macaroni_--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.'
+
+"_Sweets_--Sugar is stored-up energy, and is assimilated more quickly
+than any other food. Men in the open soon get to craving sweets.
+
+"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.
+
+"Sweet chocolate (not too sweet) has remarkable sustaining power.
+
+"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 _Butter_.
+
+"_Fresh Vegetables_--The only ones worth taking along 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.
+
+"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.
+
+"_Beans_--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.
+
+"_Split Peas_--Used chiefly in making a thick, nourishing soup.
+
+"_Dehydrated Vegetables_--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.
+
+"Dehydrated vegetables are very portable, keep in any climate, and it
+is well to carry some on trips far from civilization.
+
+"_Canned Vegetables_--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.
+
+"Canned corn (better still, 'kornlet,' which is concentrated milk of
+sweet corn) is quite nourishing, and everybody likes it.
+
+"A few cans of baked beans (_without_ 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.
+
+"_Nuts_--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.
+
+"_Fruits_--All fruits are very deficient in protein and (except olives)
+in fat, but dried fruit is rich in carbohydrates. 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.'
+
+"Among canned fruits those that go farthest are pineapples and
+blackberries. Excellent jelly can be made in camp from dried apples.
+
+"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.
+
+"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.
+
+"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 at a
+drug store. They are convenient to carry small quantities of spices,
+flavoring, medicines, etc., on a hike.
+
+"Vinegar and pickles are suitable only for fixed camps or easy cruises.
+
+"_Fritures_--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.
+
+"_Beverages_--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.
+
+"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.
+
+"Get the soluble kind if you want it quickly prepared.
+
+"_Condiments_--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.
+
+"Salt is best carried in a wooden box. The amount used in cooking and at
+table is small.
+
+"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).
+
+"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.
+
+"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.
+
+"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.
+
+"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.
+
+"On short trips, salt and pepper will meet all requirements.
+
+"_Packing Food_--Meat of any kind will quickly mould or spoil if packed
+in tins from which air is not exhausted.
+
+"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 _ink_. 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. * * *
+
+"Butter, lard, ground coffee, tea, sugar, jam, matches, 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.
+
+"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.
+
+"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.
+
+"_A Last Look Around_--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."
+
+
+Camp Cooking
+
+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.
+
+Chicken or duck of broiling size takes about 20 minutes to broil and
+requires very particular care in frequent 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.
+
+_Stew_--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.
+
+_Broiled Fish_--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.
+
+
+Frying Pan Dishes
+
+_Fried Fish_--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,
+Crisco, or prepared cooking oil may be used.
+
+_Fish Balls_--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 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.
+
+_Fried Ham_--Boil in frying pan for about 5 minutes, then pour off water
+and fry about two minutes on each side.
+
+_Fried Bacon_--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.
+
+_Fried Country Sausage_--Fry sausages over moderate fire for about 15
+minutes till they are brown.
+
+_Corn Beef Hash_--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.
+
+
+Vegetables
+
+_Boiled Potatoes_--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.
+
+_Fried Potatoes_--Slice cold boiled potatoes uniformly and fry in hot
+butter until brown.
+
+_Fried Raw Potatoes_--Slice raw potatoes uniformly, boil in frying pan
+5 minutes and then fry in butter until brown.
+
+_Onions_--Boil in salted water 30 minutes until tender. Onions and
+potatoes go well together and campers should boil them together.
+
+_Green Peas_--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.
+
+_Green Corn_--Boil corn about five minutes in boiling salted water.
+
+
+Cocoa
+
+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. _Do not boil._
+
+
+Bread
+
+When possible carry along a supply of bread.
+
+_Toast_--Toast may either be made over coals or by propping wire broiler
+upright before blazing fire.
+
+"_Biscuit Loaf_--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 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.
+
+"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."
+
+
+Washing Dishes
+
+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.
+
+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.
+
+2. Wipe each plate and other utensils as clean as possible with paper
+napkin, and throw napkin in the fire.
+
+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.
+
+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.
+
+5. Wash dishes with dish mop, and rinse in other pan of hot water.
+
+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.
+
+The coffee pot should be frequently boiled out with washing soda.
+
+The wire broilers may be cleaned by rubbing them with ashes from the
+camp fire.
+
+In nesting a blackened cooking pail, wrap it in paper to prevent soiling
+the inside of the pail into which it fits.
+
+Use the fewest dishes possible in cooking and you will lighten your
+labor.
+
+Use the same plates for different courses, rinsing them with hot water.
+
+Be sure to carry in your dish washing outfit, washing soda, powdered
+soap and dish mops.
+
+"Dutch Cleanser" is very useful in cleaning dishes, pots and pans.
+
+After washing up for the night, put utensils and provision box together
+and cover with rubber cloth to protect them from the weather.
+
+
+Cleaning Up
+
+_This is important!_ If you leave your camping place littered with tin
+cans, paper, etc., you will be spoiling that place for future campers.
+
+Burn all waste paper and string.
+
+Bury tin cans and empty bottles.
+
+Bury food scraps and refuse.
+
+_Be absolutely certain that you have extinguished your fire._
+
+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.
+
+[Illustration: PHOTOGRAPH BY G. CLYDE FISHER.]
+
+_Climb the mountains and get their good tidings._
+
+_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._
+
+                                                     --_John Muir._
+
+
+MOUNTAIN CLIMBING
+
+BY ELOISE ROORBACH, GARDEN EDITOR OF "TOUCHSTONE."
+
+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.
+
+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.
+
+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. _Tea should be used instead of coffee._ 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.
+
+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.
+
+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.
+
+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 string; note-book and map;
+small hatchet; matches (in waterproof case).
+
+[Illustration: GIANT ALASKAN MOOSE
+
+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.]
+
+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 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.
+
+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.
+
+[Illustration: BUSY BEAVERS AT WORK
+
+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.]
+
+
+THE RED GOD
+
+   Now the Four-way Lodge is opened: Now the hunting winds are loose,
+     Now the Smokes of Spring go up to clear the brain;
+   Now the young men's hearts are troubled for the whisper of the trues,
+     Now the Red Gods make their medicine again!
+   Who hath seen the beaver busied? Who hath watched the black-tail
+         mating?
+     Who hath lain alone to hear the wild goose cry?
+   Who hath worked the chosen waters where the ouananiche is waiting?
+     Or the sea-trout's jumping crazy for the fly?
+   Who hath smelled wood-smoke at twilight? Who hath smelled the birch
+         log burning?
+     Who is quick to read the noises of the night?
+   Let him follow with the others, for the young men's feet are turning
+     To the camps of proved desire and known delight!
+   Do you know the blackened timber? Do you know that racing stream
+     With the raw, right-angled log-jam at the end?
+   And the bar of sun-warmed shingle where a man may bask and dream
+     To the click of shod canoe-poles round the bend?
+   It is there that we are going with our rods and reels and traces
+     To a silent, smoky Indian that we know,
+   To a couch of new-pulled hemlock with the starlight on our faces,
+     For the Red Gods call us out and we must go!
+  _He must go--go--go away from here!
+    On the other side the world he's overdue.
+   'Send your road is clear before you when the old spring-fret comes
+         o'er you
+     And the Red Gods call for you!_
+                                                    --Rudyard Kipling.
+
+[Illustration: LOON WITH NEST
+
+From Group in American Museum of Natural History]
+
+FOOTNOTE:
+
+[5] 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.
+
+
+
+
+SECTION XV
+
+NATURE STUDY FOR GIRL SCOUTS
+
+
+FOREWORD
+
+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.
+
+The American Museum of Natural History in New York conducts special
+courses of lectures in all of the branches of Natural History, and
+extends a cordial invitation to all Girl Scouts to visit the Department
+of Education if wishing help in preparation for their Nature Study
+tests.
+
+
+_Contents_
+
+          1. Introduction to Nature Study.
+
+          2. Plants: Flowers and Ferns and Trees.
+
+          3. Animals: Mammals
+                   Birds
+                   Reptiles
+                   Amphibians
+                   Fishes
+                   Invertebrates
+
+          4. Geology.
+
+[Illustration: AN EGRET "ROOKERY" IN SOUTH CAROLINA.
+
+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.]
+
+
+1. Introduction to Nature Study
+
+                   _To the solid ground
+          Of Nature trusts the mind which builds for aye._
+                                               --_Wordsworth._
+
+          _To understand nature is to gain one of the
+          greatest resources of life._
+                                       --_John Burroughs._
+
+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.
+
+It is for these reasons that the _Girl Scout_ 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.
+
+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.
+
+[Illustration: 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]
+
+Of the more practical subjects especially suited to the 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.
+
+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.
+
+These practical questions are so well presented, together with plans for
+their solution, in _Civic Biology_, by Clifton F. Hodge and Jean Dawson
+(Ginn & Co.), that instead of going into details here, both the _Girl
+Scouts_ and their Leaders are referred to this most useful work.
+
+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.
+
+[Illustration: 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.]
+
+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 salamanders; (3) Reptiles, which include alligators, crocodiles,
+turtles, lizards, and snakes; (4) Birds; (5) Mammals.
+
+This simple analysis may be clearly shown by the following diagram:
+
+                                                   {_Mammals_
+                                                   {_Birds_
+                                     {_Vertebrates_{_Reptiles_
+                                     {             {_Amphibians_
+                                     {             {_Fishes_
+                           {_Animals_{
+                           {         {_Invertebrates_
+           {_Living Bodies_{
+           { (_Organic_)   {         {_Flowering Plants_
+  _Objects_{               {         {_Flowerless Plants_
+    _of_   {
+  _Nature_ {_Non-living Bodies_
+           {  (_Inorganic_)
+
+
+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.
+
+[Illustration: GREAT-LEAVED MAGNOLIA
+
+A forest tree with large solitary white flowers. Range: Southern and
+Southeastern United States.]
+
+
+2. Plants
+
+Wild Flowers and Ferns
+
+          _Flower in the crannied wall,
+           I pluck you out of the crannies;
+           Hold you here, root and all, in my hand.
+           Little flower--but if I could understand
+           What you are, root and all, and all in all,
+           I should know what God and man is._
+                                        --_Tennyson._
+
+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 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.
+
+[Illustration: TRAILING ARBUTUS
+
+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.]
+
+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 season
+closing with our latest fall flower, the Witch-hazel.
+
+[Illustration: PINK MOCCASIN-FLOWER
+
+A striking native wild orchid growing in sandy or rocky woods. Range:
+Newfoundland to North Carolina westward to Minnesota. Photograph by G.
+Clyde Fisher.]
+
+Some flowers and ferns grow best in the shady woods, others in the sunny
+fields, some on the rocks and others 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.
+
+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 _Manual_, or Britton and
+Brown's _Illustrated Flora_ should be used.
+
+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?
+
+[Illustration: GAILLARDIA OR BLANKET-FLOWER
+
+Daisy family. Range: Hills and plains of western United States and
+Canada. Photograph by Albert E. Butler.]
+
+
+How do the various plants scatter their seeds? How are the Hickory-nuts
+and Walnuts scattered? The 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 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.
+
+[Illustration: BLACK-EYED SUSAN
+
+A beautiful and abundant flower of the fields. Range: Eastern North
+America westward to the Rocky Mountains. Photograph by G. Clyde Fisher.]
+
+Learn the names of the principal noxious weeds of the farm and garden,
+and also learn the best methods of combating them.
+
+Learn to know the plants in your vicinity which are used in the making
+of drugs.
+
+[Illustration: LOCO-WEED
+
+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.]
+
+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,
+Bittersweet (_Salanum Dulcamara_), Black Nightshade, Jimsonweed,
+Poke-weed, Poison Hemlock?
+
+[Illustration: SHOWY PRIMROSE
+
+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.]
+
+
+Trees
+
+          _He who wanders widest lifts
+           No more of beauty's jealous veils,
+           Than he who from his doorway sees
+           The miracle of flowers and trees._
+                                    --_Whittier_
+
+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 have a
+goodly number of leaves, and are consequently green all the year round,
+e.g., pines, spruces, firs.
+
+[Illustration: RHODODENDRON OR GREAT LAUREL
+
+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.]
+
+The uses of wood are so many and various that we 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.
+
+[Illustration: CHRISTMAS FERN
+
+An evergreen fern growing in woods and rocky places. Range: Eastern
+United States and Canada. Photograph by Mary C. Dickerson.]
+
+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 microscopes, 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.
+
+[Illustration: IN A TURPENTINE GROVE
+
+The long-leaved Pine furnishes most of the turpentine and rosin of
+commerce. Range: Virginia to Florida and Texas. Photograph by G. Clyde
+Fisher.]
+
+[Illustration: BLACK SUGAR MAPLE
+
+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.]
+
+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 "pulling," 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 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.
+
+[Illustration: COMMON FALL MUSHROOM
+
+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.]
+
+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. 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.
+
+The forests perform extremely valuable services for mankind entirely
+apart from the products they yield.
+
+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.
+
+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.
+
+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.
+
+[Illustration: WESTERN YELLOW PINE
+
+A magnificent tree which furnishes valuable timber. Range: Hills and
+mountains of western United States. Photograph by Albert E. Butler.]
+
+[Illustration: ROADS THROUGH THE ASPENS
+
+Range: Northern United States and Canada, south in the Rocky Mountains
+to Mexico. Photograph by Albert E. Butler.]
+
+
+It is only in recent years that the American people 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 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.
+
+[Illustration: 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.]
+
+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.
+
+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.
+
+[Illustration: 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.]
+
+[Illustration: BABY OPOSSUMS RIDING ON THEIR MOTHER'S BACK
+
+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.]
+
+
+3. ANIMALS
+
+Mammals
+
+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 _animals_, but the
+latter is obviously too inclusive a term and should not be used in this
+way. There is no reason why the name _mammal_ should not be commonly
+used, just as _birds_, _reptiles_, _amphibians_, and _fishes_ are used
+for the other groups of backboned animals.
+
+[Illustration: NEW YORK WEASEL IN SUMMER PELAGE]
+
+[Illustration: 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.]
+
+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 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 food devoured the Opossum
+probably does more good than harm.
+
+[Illustration: NEW YORK WEASEL IN WINTER
+
+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.]
+
+[Illustration: RACCOON AT ENTRANCE TO ITS DEN IN A HOLLOW TREE
+
+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.]
+
+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.
+
+On the other hand, many mammals furnish food; _e. g._, Rabbits, Elk, and
+Deer. This was more important in pioneer times than at present. Many
+furnish furs used as articles of clothing; _e. g._, Raccoon, Fox,
+Muskrat, Mink, Otter, Marten, Mole, New York Weasel and other northern
+weasels in their winter coats.
+
+[Illustration: POLAR BEAR
+
+An expert swimmer. Feeds upon seals, fish and other animal food. Range:
+Arctic regions of the world. Habitat Group in American Museum of Natural
+History.]
+
+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:
+
+      _The True Fur_                        _The Trade Name_
+  Dark blended Muskrat                    Russian Otter
+  Mink blended Muskrat                    Natural River Mink
+  Natural Muskrat[6]                      River Mink
+  Natural Jersey Muskrat                  River Sable
+  Plucked and Seal-dyed Muskrat           Hudson Seal
+  Plucked and Seal-dyed Muskrat           Aleutian Seal
+  Skunk                                   Black Marten
+  Striped Skunk                           Civet Cat
+  N.Y. Weasel in winter pelage            Ermine
+
+[Illustration: SKUNKS--MOTHER AND YOUNG HUNTING FOR GRASSHOPPERS AND
+CRICKETS
+
+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.]
+
+[Illustration: MINK
+
+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.]
+
+A few suggestions for observation or study:
+
+1. What peculiar instinct or habit has the Opossum developed?
+
+2. How does the flight of a Bat differ from that of a Flying Squirrel?
+
+3. Can you notice any peculiarity in the Rabbit's track?
+
+4. Mention three mammals that hibernate.
+
+5. Describe the methods of defense in the following mammals: Armadillo,
+Porcupine, Skunk.
+
+6. Why do the front teeth of the Squirrel and the Beaver continue to
+grow?
+
+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.
+
+[Illustration: RED FOX RETURNING TO ITS YOUNG FROM SOME FARMER'S
+HEN-ROOST
+
+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.]
+
+[Illustration: BALD-EAGLE
+
+The American Eagle, the Emblem of our Country. Range: United States]
+
+
+Birds
+
+          _He who takes the first step in ornithology is
+          ticketed for the whole trip._--_John Burroughs._
+
+[Illustration: A GREBE COLONY IN SASKATCHEWAN
+
+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.]
+
+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, and second, on account of the beauty of their
+plumage.
+
+[Illustration: SCREECH OWL
+
+The Screech Owl feeds largely upon mice and other destructive rodents.
+Range: Eastern North America.]
+
+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 songster may be more pleasing to one than that of some
+finer one because of youthful associations.
+
+[Illustration: SAND HILL CRANES IN FLORIDA
+
+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.]
+
+[Illustration: GREAT HORNED OWL
+
+Rabbits constitute a favorite food when available. Poultry and other
+birds are also destroyed by this owl. Range: Eastern North America.]
+
+It seems to be a general law of nature that the finest songsters have
+the plainest coats.
+
+[Illustration: 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.]
+
+[Illustration: EGRETS: PARENT BIRDS]
+
+
+Among the birds that we enjoy on account of their beautiful plumage are
+the Egrets, every feather of their 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 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 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.
+
+[Illustration: GOLDEN PLOVER
+
+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.]
+
+[Illustration: BOBOLINK
+
+During the autumn migration this bird is the Reedbird or Ricebird.
+Range: North and South America.]
+
+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.
+
+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.
+
+[Illustration: 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.]
+
+[Illustration: NORTHERN SHRIKE IMPALING A HOUSE SPARROW UPON 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.]
+
+[Illustration: 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.]
+
+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 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).
+
+[Illustration: A KILLDEER FAMILY
+
+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.]
+
+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, 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 "_Hawks and Owls of the United States_," by A. K. Fisher.)
+
+[Illustration: STARLING
+
+Introduced 1890 into New York City; since spread over northeastern
+states. Western and central Europe, New England and Middle Atlantic
+States.]
+
+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.
+
+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.
+
+[Illustration: COMMON TERN
+
+A close relative of the gulls. Range: Northern Hemisphere, northern
+South America and Africa.]
+
+[Illustration: GREAT BLUE HERON
+
+Frequently miscalled Blue "Crane." The long legs indicate that this is a
+wading bird. Range: Western Hemisphere.]
+
+The most valuable group of birds from the standpoint of the farmers, the
+orchardists, and the gardeners 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 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.
+
+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:
+
+"Land Birds East of the Rockies," by Chester A. Reed.
+
+"Water and Game Birds," by Chester A. Reed.
+
+"Western Bird Guide," by Chester A. Reed. (All published by Doubleday,
+Page & Co.)
+
+For more advanced students the following are recommended:
+
+"Handbook of Birds of Eastern North America," by Frank M. Chapman (D.
+Appleton & Co.).
+
+"Handbook of Birds of Eastern North America," by Florence Merriam Bailey
+(Houghton, Mifflin & Co.).
+
+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.)
+
+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 our homes. Every girl can do a great deal to attract birds.
+
+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.
+
+[Illustration: A MOTHER MALLARD AND HER FAMILY
+
+The Wild Mallard is the original of many of the domesticated ducks.
+Range: Northern Hemisphere.]
+
+Second, by putting out bird baths. In this improved country of ours,
+there are doubtless large areas in which 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.
+
+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.
+
+Fourth, by cooperating with the authorities in seeing that the laws
+protecting the birds are enforced.
+
+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.
+
+
+Amphibians
+
+          _All nature is so full that that district produces
+          the greatest variety which is most examined._
+               --_Gilbert White, Natural History of Selborne._
+
+The group of back-boned animals next above the fishes is the Amphibians,
+which includes the frogs, toads, salamanders,[7] 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 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.
+
+[Illustration: TOAD
+
+A valuable animal in the garden because of the insects which it eats.
+Range: Eastern United States. Photograph by Herbert Lang.]
+
+Every Girl Scout should know the song of the toad. William Hamilton
+Gibson says it is "the sweetest sound in nature." (_Sharp Eyes_, 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.
+
+[Illustration: BULLFROG
+
+The largest of our frogs, remarkable for its sonorous bass notes. Range:
+Eastern United States westward to Kansas. Photograph by Herbert Lang.]
+
+The belief that warts are caused by handling toads has no foundation in
+fact.
+
+The toad is a valuable friend of the gardener, for it feeds upon a great
+variety of destructive insects.
+
+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 belief that any of the Salamanders is
+poisonous is a myth and has no basis in fact.
+
+[Illustration: SPRING PEEPER
+
+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.]
+
+
+Reptiles
+
+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 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.
+
+[Illustration: GILA MONSTER
+
+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.]
+
+In the United States there is but one species of Alligator and but one
+species of Crocodile, both limited to the Southeastern States.
+
+There are about fifty kinds of Turtle and Tortoises in North America,
+some of which live on the land and feed largely upon plants, _e. g._,
+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.
+
+Many of these reptiles are highly prized as food, _e. g._,
+Diamond-backed Terrapin, Soft-shelled Turtle, Snapping Turtle and Gopher
+Tortoise.
+
+[Illustration: COMMON BOX TURTLE
+
+Range: Eastern United States]
+
+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.
+
+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.
+
+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.
+
+[Illustration: DIAMOND-BACKED TERRAPIN
+
+Range: Salt marshes of the Atlantic Coast and Gulf of Mexico from
+Massachusetts to Texas.]
+
+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.
+
+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.
+
+For treatment of the Snakes see Woodcraft, Section XIII.
+
+
+FISHES
+
+_"It is not all of fishing to fish."_
+
+[Illustration: PADDLE-FISH
+
+So-called from the paddle-like or spoon-shaped snout. Eggs used for
+caviar. Range: The Mississippi River and its tributaries.]
+
+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 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.
+
+[Illustration: COMMON CATFISH
+
+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.]
+
+Many fishes are valuable as food and the fisheries are extensive
+industries, in which large sums of money are invested.
+
+There are four great groups of fishes:
+
+1. The sharks and rays, with cartilaginous skeletons.
+
+2. The ganoids of which the sturgeon and garpike are examples, with
+heavy plates or scales.
+
+3. The bony fishes--salmon, pickerel, mackerel, cod, halibut, etc.
+
+4. The lung fishes, that live partly in air.
+
+[Illustration: 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.]
+
+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. 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.
+
+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 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.
+
+[Illustration: HAMMERHEAD SHARK
+
+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.]
+
+[Illustration: A GARDEN UNDER WATER
+
+Starfishes, Crabs and Sea-anemones]
+
+[Illustration: SQUID
+
+Member of same family as Octopus, and is related to the Oyster. Has ink
+bag for protection.]
+
+
+Animals Without Backbones
+
+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.
+
+There are several different groups of Invertebrates and between these
+groups there are greater differences of structure than there is between
+a horse and a hummingbird. The principal groups are:
+
+1. The Protozoa, or one-celled animals (nearly all microscopic).
+
+2. The Sponges.
+
+3. The Jellyfishes, Sea-anemones, and Corals.
+
+4. Worms of several groups.
+
+5. Starfishes, Sea-urchins, and Sea-cucumbers.
+
+6. Segmented Worms.
+
+7. Crabs, Lobsters, etc.
+
+8. Oysters, Snails, and Octopi.
+
+9. Insects and Spiders.
+
+[Illustration: SNAILS AND THEIR TRACKS ON THE BEACH
+
+--_Photograph by Mary C. Dickerson._]
+
+
+Seashore Life
+
+Because of their connection with our industries or our food supply, some
+of the Invertebrates are familiar 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.
+
+[Illustration: JELLY FISH]
+
+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.
+
+[Illustration: ANIMALS OF THE WHARF-PILES
+
+Habitat Group in the American Museum of Natural History]
+
+All who have access to the seashore have a wonderful opportunity to
+study the Invertebrates. The long stretches 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, mussels. 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.
+
+[Illustration: UNDER THE SEA BED
+
+Marine Worms, Whelk, Pecten or Scallop and Periwinkle]
+
+
+Begin your study of these seashore animals with a stroll along the
+beach. Examine the windrows of seawrack 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 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.
+
+[Illustration: WHELK (FULGUR CANALICULATA) AND EGG-CASES
+
+Common Mollusk Found on Sandy Shores Along the Atlantic Coast of the
+United States.]
+
+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.
+
+[Illustration: Group showing a starfish attacking an oyster; soft
+shelled clams; hermit crabs; fiddler crabs, etc.]
+
+_A few animals that may be found at the seashore:_
+
+_Rocky Shores_--Hydroids on the rock-weed, rock-barnacles, snails,
+amphipods, lobsters, and oysters.
+
+_Sandy Shores_--Worms, in tube houses, mole-crab, sand-hopper,
+egg-cases, whelks, shrimps.
+
+_Muddy Shores_--Snails, clams, worms of many varieties, mud-crabs,
+hermit-crabs, blue crabs, scallops.
+
+_Wharves and Bridges_ (on the piling)--Sponges, hydroids, sea-anemones,
+ascidians, starfishes, sea-urchins, worms.
+
+On the shores of lakes, ponds, and streams will also be found many
+invertebrates.
+
+[Illustration: HUMMINGBIRD MOTH
+
+Range: Eastern North America. The larvae or caterpillars of this moth
+feed upon virburnum, snowberry and hawthorn.]
+
+[Illustration: SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR "LOCUST"
+
+Range: Eastern United States. Pupae emerging from the ground. Detail
+from Group in the American Museum of Natural History.]
+
+
+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, 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 was honeydew
+secreted by a scale insect, and that it is still eaten.
+
+[Illustration: SEVENTEEN-YEAR CICADA OR SEVENTEEN-YEAR "LOCUST"
+
+Range: Eastern United States. The pupa climbing tree trunk. Then it
+bursts its horny outer skin and crawls out an adult.]
+
+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.
+
+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.
+
+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.
+
+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 mulberry leaves.
+
+Cocoons of moths may be easily collected in winter after the leaves have
+fallen, and brought in and kept in a cool place until spring when the
+coming out of the adult moths will be an occurrence of absorbing
+interest.
+
+[Illustration: "A GATHERING OF MONARCHS"
+
+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.]
+
+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 upon by spiders. Mention one insect that catches
+spiders and stores them away as food for its young.
+
+[Illustration: TRACKS OF THE GLACIER
+
+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.]
+
+[Illustration: THE KING OF THE NORTHLANDS]
+
+
+GEOLOGY
+
+     _Finds tongues in trees, books in the running brooks,
+      Sermons in stones, and good in everything._
+                            --_Shakespeare, As You Like It._
+
+
+The Structure and History of the Earth
+
+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 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 page 451, 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.
+
+
+Tracks of the Glacier
+
+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 page 451) 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.
+
+Notice in the field the size and shape of the glacial 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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+Observe glacial scratches and grooves on the bed-rock, those on Kelley's
+Island in Lake Erie are famous.
+
+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.
+
+In fact, the Greenland ice-sheet is a remnant of this prehistoric
+continental glacier.
+
+FOOTNOTES:
+
+[6] Muskrat fur is now also sold under its true name.
+
+[7] 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.
+
+
+
+
+SECTION XVI
+
+GIRL SCOUT'S OWN GARDEN
+
+BY DAVID M. HUNTER
+
+          _A Garden is a lovesome thing, God wot!
+               Rose plot
+             Fringed pool,
+               Fern'd grot--
+             The veriest school
+             Of peace; and yet the fool
+           Contends that God is not--
+               Not God! in gardens! when the eve is cool?
+           Nay, but I have a sign;
+             'Tis very sure God walks in mine._
+                                  --_Thomas Edward Brown._
+
+
+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."
+
+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 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.
+
+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.
+
+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.
+
+
+(1) Tools
+
+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.
+
+
+(2) The Preparation of the Seed Bed
+
+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 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.
+
+_The soil_ 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.
+
+_Manure._ 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.
+
+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.
+
+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.
+
+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.
+
+
+Seeds
+
+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.
+
+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.
+
+
+Planting
+
+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 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.
+
+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.
+
+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.
+
+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 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.
+
+Your seeds are now all in. At this juncture take your rake and cover the
+seeds, leaving the whole bed level and smooth.
+
+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
+
+
+Cultivation
+
+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 seedlings that you cannot use the weeder without danger to
+the delicate little plants that you are attending, then employ your
+fingers.
+
+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.
+
+There is one caution that old gardeners give which 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.
+
+       *       *       *       *       *
+
+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.
+
+       *       *       *       *       *
+
+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.
+
+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.
+
+When you have accomplished this work of preparation set your 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 _sweet alyssum_. Then move your line back
+toward the other side of the bed one foot. Here you should place some
+taller plants, such as _asters_. 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 plants. _Dahlias_ or _cosmos_ 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.
+
+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.
+
+If your work has been well done you ought to have a small bed of
+vegetables, 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.
+
+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
+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.
+
+From the garden as a center path, lead out in every direction, paths for
+thought and study.
+
+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.
+
+
+Suggested Flowers for Border
+
+_Biennials_ 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.
+
+_Annuals_--Of these some of the most satisfactory are Asters, Calendula,
+Lupin, Petunias, Rosy Morn, Snapdragon, Stock and Rose Zinnias.
+
+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.
+
+_Bulbs_--Tulips, such as Murillo, or _early varieties_ (La Reine, Pink
+Beauty, President Lincoln, Proserpine, Queen of the Netherlands and Rose
+Luisante), or _late varieties_ (La Merveille, La Reve, Moonlight, The
+Fawn) and Mertensiav Virginica can be along the borders.
+
+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.
+
+[Illustration: Plan for a border of Perennials]
+
+
+
+
+SECTION XVII
+
+MEASUREMENTS, MAP MAKING AND KNOTS
+
+
+1. MEASUREMENTS
+
+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.
+
+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.
+
+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 was taken and called a gram, which is about equal to 15 of our
+grains.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+(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.
+
+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.
+
+This method can be used in measuring off the distance for pacing to
+obtain the average length of one's pace, as suggested in a later
+paragraph under Useful Personal Measurements.
+
+(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.
+
+(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.
+
+When using triangles where shall a Scout place the points?
+
+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 object 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:
+
+               DC : CB :: DE : BX
+                       or
+    as the length from D to C is to the length of C to B
+                       so
+    is the length from D to E to the length from B to X
+                    or as in this example,
+
+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.
+
+[Illustration: Diagram A. To Measure Width of Stream or Road]
+
+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.
+
+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 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.
+
+[Illustration: Diagram B. To Measure Height of Tree, Etc.]
+
+[Illustration: Diagram C. To Measure Height with a Mirror]
+
+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.
+
+[Illustration: Diagram D. To Test a Right Angle]
+
+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.
+
+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.
+
+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.
+
+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.
+
+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 bushel measures, all of which are regulated by law as to the amount
+they hold.
+
+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.
+
+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.
+
+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.
+
+Height is less easy to estimate for we are not so accustomed to looking
+up and down as we are to looking 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 accomplish much.
+
+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.
+
+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.
+
+By practice a Girl Scout should be able to do the following things in
+the way of judging height, weight and distance:
+
+          (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.)
+
+          (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.
+
+          (3) Be able without scales to weigh out specified
+          amounts of sugar, flour or other household
+          materials, for example, 1, 5 or 10 pounds.
+
+          (4) Be able to pick out from an assortment,
+          packages of rice, tea, cornmeal, etc., weighing
+          1/2, 1, 2, 5 and 10 pounds.
+
+          (5) Be able to give in the usual measures, either
+          avoirdupois or metric, capacity of the standard
+          teaspoon, tablespoon, teacup.
+
+          (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.
+
+          (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.
+
+
+USEFUL PERSONAL MEASURES
+
+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.
+
+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.
+
+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.
+
+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 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.
+
+None of the above methods for measuring are scientific, therefore are
+not accurate, but they are useful ways of measuring _approximately_
+lengths and distances by means of a guide always at hand.
+
+
+2. MAP MAKING FOR GIRL SCOUTS
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+A village map should show in addition the way to the nearest large town
+or city, give the railroad station, and so forth.
+
+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.
+
+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
+8x10 miles could be drawn on a comparatively small piece of paper.
+Whatever scale is used must be noted on the map, however.
+
+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.
+
+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.
+
+[Illustration: CONVENTIONAL SIGNS OF MAP MAKING
+
+  Camp                     Post office              Telegraph
+                                                    office
+
+
+  City, Town or            Buildings                Church
+  village
+
+  School                   W. W.                       Hos.
+                           Water works               Hospital
+
+
+  Windmill                 cem.                       Ruins
+                          Cemetery
+
+
+  Fence                  Barbed  smooth              Stone
+  (any or board)          Wire Fence                  Fence
+
+
+  Wagon                  Footpath or                Wagon Road
+  Road                     Trail                   (unfenced)
+
+
+  Railroad                Double Track             Trolley
+  Station                   R. R.                  Line]
+
+
+[Illustration:
+
+          general symbol           streams       spring
+                                                  or
+          Foot                   Falls and
+                                   Rapids          or
+          Bridges
+                                               Telegraph Lines
+
+          Ferries                Grassland      Cultivated
+                                                 Fields
+
+          Lake or Pool             Corn           Cotton
+
+          Marshes                          Orchard
+
+          Woods of Any Kind               Pine Woods
+
+MORE CONVENTIONAL SIGNS OF MAP MAKING]
+
+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 quickly and easily if the district sketched has
+been observed closely. Observation is at the root of map making.
+
+[Illustration: MAP OF GIRL SCOUT CAMP MADE BY SCOUT]
+
+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.
+
+
+THE COMPASS
+
+          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:
+
+          NORTH
+          North by East
+          North, Northeast
+          Northeast by North
+          Northeast
+          Northeast by East
+          East, Northeast
+          East by North
+
+          EAST
+          East by South
+          East, Southeast
+          Southeast by East
+          Southeast
+          Southeast by South
+          South, Southeast
+          South by East
+
+          SOUTH
+          South by West
+          South, Southwest
+          Southwest by South
+          Southwest
+          Southwest by West
+          West, Southwest
+          West by South
+
+          WEST
+          West by North
+          West, Northwest
+          Northwest by West
+          Northwest
+          Northwest by North
+          North by West
+
+          NORTH
+
+
+          How to Find Points of Compass Without a Compass
+
+          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.
+
+
+          How to Tell the Points of the Compass by the Sun
+
+          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.
+
+          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.
+
+[Illustration: Mariner's Compass]
+
+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.
+
+
+How to Find North by the Stars
+
+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.
+
+
+3. KNOTS AND THEIR USES FOR GIRL SCOUTS
+
+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.
+
+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.
+
+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.
+
+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.
+
+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 articles have been if you had not tied them snugly
+in the roll? Without them you would have been far from happy.
+
+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.
+
+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.
+
+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.
+
+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.
+
+Once a boat was swept over one of the lesser falls 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.
+
+[Illustration: 1. Square or Reef Knot]
+
+These stories, which are true, make us realize the importance of
+knowing something of ropes and knots, that we may Be Prepared when our
+services are needed.
+
+
+Parts of a Rope
+
+The three parts of a rope are:
+
+          1. The End, the part used in leading;
+
+          2. The Bight, a loop made by bending the rope back
+          on itself and holding it in place;
+
+          3. The Standing Part, the long portion of the rope
+          not used when tying a knot.
+
+
+1. Square or Reef Knot
+
+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.
+
+To make the Square Knot:
+
+Take an end in each hand;
+
+Cross the end in the right hand over the end in the left hand;
+
+Bend it around the rope in the left hand;
+
+Cross the end in the left hand over the end in the right hand;
+
+Bend it around the rope in the right hand;
+
+Pull tight.
+
+
+2. Sheet-bend
+
+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.
+
+[Illustration: 2a. Sheet Bend: Loose]
+
+[Illustration: 2b. Sheet Bend: Drawn Tight]
+
+To make a Sheet-bend:
+
+Make in the end of the larger rope a small bight or use the permanent
+loop in its place;
+
+Pass the end of the smaller rope up through the bight;
+
+Under the bight;
+
+Over the bight;
+
+Under its own standing part;
+
+Pull the loops tight.
+
+This is the way the Girl Scout tied the rope together for the stage
+hands.
+
+
+3. Bowline-Knot
+
+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.
+
+To make a Bowline-knot:
+
+Take the end in the right hand;
+
+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;
+
+Drop the end;
+
+Make a small bight in the palm of the left hand by turning the rope
+toward the ends of the fingers;
+
+Take the end in the right hand;
+
+Pass it up through the bight;
+
+Back of and around the standing part;
+
+Down through the bight;
+
+Pull the end and the rope forming the loop against the standing part.
+
+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.
+
+When using a rope for a life-line:
+
+Fasten securely one end to something that will not give.
+
+Make a Bowline at the other end of the line large enough to go over the
+head and shoulders;
+
+Hold the knot in the right hand, the end toward you;
+
+Take the standing part in the left hand, measure off about three feet of
+rope;
+
+Draw the rope toward you, pass it over the palm of the right hand and
+hold fast.
+
+Again measure off the same amount, draw the rope toward you, pass it
+over the palm of the right hand, and hold fast;
+
+Continue this process until enough rope is coiled to more than cover the
+distance to the person in the water.
+
+Grasp the coil firmly in the right hand;
+
+Hold the standing part in the left hand;
+
+Draw the right arm back from the shoulder;
+
+[Illustration: 3. Bowline]
+
+Swing the arm forward and throw the coil out over the water to the
+person in distress;
+
+Make sure that the person in the water gets a firm grasp on the rope;
+
+Quickly take the standing part in both hands;
+
+Pull on the rope with a hand over hand motion, keep the line taut and
+pull the person to safety.
+
+Do not make the mistake of throwing the coil "up"; throw it _out_ over
+the water.
+
+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.
+
+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.
+
+
+[Illustration: 4. Two Half-Hitches]
+
+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.
+
+To make a Half-hitch:
+
+Take the end in the right hand;
+
+Pass the end under and around the pole;
+
+Around the standing part:
+
+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.
+
+
+[Illustration: 5. Clove-Hitch]
+
+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.
+
+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-hitch on the other trees or posts.
+
+To tie the Clove-hitch:
+
+Take the end in the right hand;
+
+Pass it around the post;
+
+Over the standing part;
+
+Continue around the post;
+
+Under the standing part;
+
+Slip the end up through the lower loop;
+
+Pull tight.
+
+
+[Illustration: 6. Sheep-Shank]
+
+The purpose of a Sheep-shank is to take up slack or shorten a rope
+temporarily. It is used on tent ropes, tow lines.
+
+To make the Sheep-shank:
+
+Cross the hands and take hold of the rope;
+
+Take up the slack by drawing the hands past each other;
+
+Hold the two long loops firmly in one hand;
+
+Make a bight in the rope between the loop and the end;
+
+Pass the loop through the bight;
+
+Do the same thing at the other end.
+
+The knot will stay in place so long as the rope is taut.
+
+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.
+
+
+[Illustration: Ready For Transportation or Storage]
+
+When in uniform a Girl Scout hangs her rope on a belt-hook placed in her
+belt or skirt-binding.
+
+_To have the rope in a convenient form:_
+
+Make two loops five or six inches long at one end of the rope;
+
+Leaving a small bight at the top to go over the hook, bind the loops
+together by winding the standing part around them;
+
+Hold the end fast by putting it through the remaining bight.
+
+_To serve or whip the ends of a Scout rope so they will not fray:_
+
+Take a piece of soft twine twelve or fourteen inches long;
+
+Make a loop two inches long at one end;
+
+Lay the loop on the rope, the end of the twine extending beyond the rope
+end an inch;
+
+Bind the rope and loop together by winding the standing part tightly and
+closely around them;
+
+Slip the end down through the loop, which must not be entirely covered
+by the binding;
+
+Pull the other end of the twine and draw the loop under the binding.
+
+As the twine will be held fast, the ends can be cut off close to the
+rope.
+
+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.
+
+
+Glossary
+
+          Belt-hook--A double hook in the form of the letter
+          S. Sometimes called S-hook.
+
+          Bight--A loop made by bending a rope back on
+          itself and holding it in place.
+
+          Coil--A series of rings, one on top of another,
+          into which a rope is wound.
+
+          Cord--A string or small rope composed of several
+          strands of thread or vegetable fiber twisted and
+          woven together.
+
+          End--One of the terminal points of that which has
+          more length than breadth. The part of a rope used
+          in leading.
+
+          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.
+
+          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.
+
+          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.
+
+          Loop--An opening through which something can be
+          passed.
+
+          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.
+
+          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.
+
+          Standing part--The long portion of a rope not used
+          when tying a knot.
+
+          String--A slender cord, a thick thread.
+
+          Twine--A double thread; a thread made of two
+          strands twisted.
+
+
+
+
+SECTION XVIII
+
+GIRL SCOUT PROFICIENCY TESTS AND SPECIAL MEDALS
+
+For details regarding these badges see the "BLUE BOOK OF RULES FOR GIRL
+SCOUT CAPTAINS"
+
+
+CONTENTS
+
+          I. Introduction to Proficiency Tests.
+
+          II. Proficiency Tests:
+
+            *** Subjects marked thus are specially recommended for First
+              Class Scouts or girls at least sixteen years old.
+
+            **** Subjects marked thus are for Scouts eighteen years and
+              over.
+
+          Artist
+          Athlete***
+          Bee-Keeper
+          Bird Hunter
+          Bugler
+          Business Women***
+          Canner
+          Child Nurse
+          Citizen***
+          Cook
+          Craftsman
+          Cyclist
+          Dairy Maid
+          Dancer
+          Dressmaker
+          Drummer
+          Economist
+          Electrician
+          Farmer
+          First Aide***
+          Flower Finder
+          Gardener
+          Handy Woman
+          Health Guardian***
+          Health Winner
+          Home Maker
+          Home Nurse***
+          Horsewoman
+          Hostess
+          Interpreter
+          Journalist****
+          Laundress
+          Milliner
+          Motorist****
+          Musician
+          Needlewoman
+          Pathfinder
+          Photographer
+          Pioneer***
+          Rock Tapper
+          Sailor***
+          Scribe
+          Signaller
+          Star Gazer
+          Swimmer
+          Telegrapher
+          Zoologist
+
+          III. Group Badge
+
+          IV. Golden Eaglet.
+
+          V. Special Medals:
+            Attendance Stars
+            Life Saving Medals
+              Bronze Cross
+              Silver Cross
+            Medal of Merit
+            Thanks Badge
+            Community Service Award
+            Scholarship Badge
+
+
+
+Proficiency Tests and Merit Badges
+
+1. INTRODUCTION
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+What does it mean then? It means three things:
+
+          1. She has an intelligent interest in the subject
+
+          2. She has a reasonable knowledge of its broad
+          principles
+
+          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
+
+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.
+
+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.
+
+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?
+
+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.
+
+
+2. PROFICIENCY TESTS
+
+ARTIST SYMBOL--A PALETTE
+
+[Illustration]
+
+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.
+
+          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.
+
+REFERENCES:
+
+"Children's Book of Art," A. E. Conway, Adam and Charles Black.
+
+"Knights of Art," Amy Steedman, George W. Jacobs and Company.
+
+"Gabriel and the Hour Book," Evaleen Stein.
+
+"Apollo," by S. Reinach, from the French by Florence Simmonds,
+Scribners.
+
+
+ATHLETE*** SYMBOL--BASKET BALL
+
+[Illustration]
+
+To qualify for this a Girl Scout must be at least fourteen, and must
+hold the badge for personal health, the "Health Winner."
+
+          1. State briefly the value and effect of exercise.
+
+          2. Demonstrate habitual good posture, sitting and
+          standing.
+
+          3. Demonstrate (a) marching steps, quick and
+          double time, and Scout's Pace.
+
+          (b) Setting-up exercises, (as shown in Handbook).
+
+          4. Present statement from troop Captain, of a hike
+          of at least 5 miles.
+
+          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.
+
+          6. Demonstrate with indoor base ball accurate
+          pitching for distance of forty feet.
+
+          7. Write brief description of rules for five
+          popular games.
+
+          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.
+
+          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, page 65.
+
+          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.
+
+REFERENCES:
+
+"Games for the Playground, Home, School and Gymnasium," Jessie H.
+Bancroft, Macmillan.
+
+"Summer in the Girls' Camp," A. W. Coale, Century.
+
+"Book of Athletics," Paul Withington, Lothrop.
+
+"Outdoor Sports and Games," C. H. Miller, Doubleday Page.
+
+
+BEE KEEPER SYMBOL--HIVE
+
+[Illustration]
+
+          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.
+
+          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.
+
+          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.
+
+          4. Know which flowers afford the best food for
+          bees, and how honey varies according to the
+          flowers in color and flavor.
+
+REFERENCES:
+
+"Productive Bee Keeping," Pellett.
+
+Bulletins from Bureau of Animal Industry, U. S. Department of
+Agriculture.
+
+"Life of the Bee," Maurice Maeterlinck, Dodd.
+
+"Queen Bee," Carl Ewald, Thomas Nelson and Sons.
+
+"How to Keep Bees," A. B. Comstock, Doubleday Page.
+
+
+BIRD HUNTER SYMBOL--BLUE BIRD
+
+[Illustration]
+
+To qualify for this badge a Girl Scout should belong to the Audubon
+Society[8] and be able to answer the following:
+
+          1. 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.
+
+          2. Give game-bird laws of her State.
+
+          3. Name five birds that destroy rats and mice.
+
+          4. Give list of ten birds of value to farmers and
+          fruit growers in the destruction of insects on
+          crops and trees.
+
+          5. (a) Tell what the Audubon Society is and how it
+          endeavors to protect the birds.
+
+          (b) Give name and location of two large bird
+          refuges; explain the reason for their
+          establishment and give names of the birds they
+          protect.
+
+          6. (a) Know what an aigret is. How obtained and
+          from what bird.
+
+          (b) Tell methods to attract birds winter and
+          summer.
+
+
+          1. GENERAL REFERENCES: (At least one must be read
+          to qualify for badge).
+
+"Method of Attracting Wild Birds," Gilbert H. Trafton, Houghton, Mifflin
+Co.
+
+"Bird Study Book," T. Gilbert Pearson, Doubleday Page Co.
+
+"Wild Bird Guests," Ernest Harold Baynes, E. P. Dutton Co.
+
+2. HANDBOOKS AND SPECIAL BIRD BOOKS:
+
+"Hawks and Owls of the United States," A. K. Fisher.
+
+"Useful Birds and Their Protection," Edward H. Forbush, Massachusetts
+Board of Agriculture.
+
+"Home Life of Wild Birds," F. H. Herrick, G. F. Putnam Co.
+
+"Land Birds East of the Rockies," Chester A. Reed, Doubleday Page Co.
+
+"Water and Game Birds," Chester A. Reed, Doubleday Page Co.
+
+"Western Birds," Chester A. Reed, Doubleday Page Co.
+
+"Handbook of Birds of Eastern North America," Frank M. Chapman, D.
+Appleton and Co.
+
+"Bird Life," Frank M. Chapman, D. Appleton and Co.
+
+"Handbook of Birds of Western United States," Florence Merriam Bailey,
+Houghton, Mifflin and Co.
+
+"Children's Book of Birds," O. T. Miller, Houghton, Mifflin Co.
+
+"Burgess Bird Book for Children," W. T. Burgess, Little Brown Co.
+
+
+BUGLER SYMBOL--BUGLE
+
+[Illustration]
+
+Play correctly as to notes and time the following calls and marches and
+play at sight any calls selected:
+
+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.
+
+Reference: Cadet Manual, E. L. Steever, Lippincott.
+
+
+BUSINESS WOMAN***
+
+SYMBOL--NOTE-BOOK
+
+[Illustration]
+
+          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.
+
+          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.
+
+          3. Must show a knowledge of simple bookkeeping and
+          arithmetic.
+
+          4. Must show how to make out, and know how and
+          when to use receipts, notes and drafts, and money
+          orders.
+
+          5. Must know how to write a simple business
+          letter, such as asking for employment, or a letter
+          recommending a person for employment.
+
+          6. Must show how to keep a check book, make out
+          checks and deposit slips, endorse checks, and
+          balance checking accounts.
+
+          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.)
+
+          8. Must be able to write a letter from memory on
+          facts given five minutes previously.
+
+REFERENCES:
+
+"Thrift by Household Accounting," American Economics Association,
+Baltimore.
+
+"Household Accounts and Economics," Shaeffer, Macmillan.
+
+"What every Business Woman Should Know," Lillian C. Kearney, Stokes.
+
+"Bookkeeping and Accounting," J. J. Klein, Appleton.
+
+"Essential Elements of Business Character," H. G. Stockwell, Revell.
+
+
+CANNER
+
+SYMBOL--JAR AND FRUIT
+
+[Illustration]
+
+          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.
+
+          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?
+
+          3. Give general rules for preparing fruits and
+          vegetables for preserving in any way.
+
+          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?
+
+          5. What is essential regarding the heat?
+
+          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.
+
+          7. Give same rules for jams, marmalades and
+          jellies.
+
+          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?
+
+          9. What should be done to all jars, tumblers,
+          etc., before storing? How are canned goods best
+          stored?
+
+
+REFERENCES:
+
+Government Bulletin--U. S. Department of Agriculture.
+
+"Canning, Preserving and Jelly Making," J. McK. Hill, Little.
+
+
+CHILD NURSE
+
+SYMBOL--A MALTESE CROSS
+
+[Illustration]
+
+          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.
+
+          2. What are the most necessary things to be
+          considered when caring for a child under three
+          years of age? Elaborate on these points.
+
+          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?
+
+          4. Should a child be picked up or fed every time
+          he cries? What is the result of so doing?
+
+          5. What are the important things to remember in
+          lifting and handling children?
+
+          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?
+
+          7. How can a baby be encouraged to move itself and
+          take exercise?
+
+          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?
+
+          9. How is a child prepared for bed? How are the
+          bed and room prepared?
+
+          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?
+
+          11. At what age may a child be given solid food
+          with safety? What foods are best and how should
+          they be prepared?
+
+          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?
+
+          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?
+
+REFERENCES:
+
+"The Baby, His Care and Training," M. Wheeler, Harper.
+
+"Care and Feeding of Children," Ernest Holt, Appleton.
+
+"The Home and Family," Kinne and Cooley, Macmillan.
+
+
+[Illustration: THE CITIZEN***
+
+SYMBOL--EIGHT-POINTED STAR]
+
+          1. Who is responsible for the government of your
+          country?
+
+          2. Whose business is it to see that the laws are
+          enforced?
+
+          3. How can you help make your Government better?
+
+          4. Give the best definition you know of our
+          Government.
+
+          5. What are the principal qualifications for the
+          vote in your State?
+
+          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?
+
+          7. Who makes the law for you in your State?
+
+          8. What part will you have in making that law?
+
+          9. What are the duties of the President of the
+          United States and of each of his Cabinet?
+
+          10. Name five things on which the comfort and
+          welfare of your family depend, which are
+          controlled by your Government.
+
+          11. a. What is meant by a secret ballot? b. How
+          can anyone tell how you vote?
+
+          12. What is the difference between registering to
+          vote and enrolling in a political party?
+
+          13. If you enroll in a political party must you
+          vote the straight ticket of that party?
+
+REFERENCES:
+
+"The Woman Movement in America," McClurg and Co., Chicago.
+
+"The Woman Voter's Manual," Forman and Shuler, Century Co., 1918.
+
+"Democracy in Reconstruction," Houghton Mifflin, 1919. Cleveland and
+Schafer.
+
+"History of Politics," Edward Jenks, Macmillan Co.
+
+"The Subjection of Women," John Stuart Mill, Frederick Stokes.
+
+"Your Vote and How to Use It," Mrs. Raymond Brown, Harper Bros.
+
+"The Story of a Pioneer," Anna Howard Shaw.
+
+"American Commonwealth," James Bryce.
+
+"Promised Land," Mary Antin, Houghton Mifflin.
+
+"Land of Fair Play," Geoffrey Parsons, Scribner.
+
+"Making of an American," J. A. Rils, Macmillan.
+
+"Peace and Patriotism," E. S. Smith, Lothrop, Lee and Shepard.
+
+"The Children in the Shadow," Ernest Kent Coulter, McBride Nest and Co.
+
+"American Citizenship," Charles and Mary Beard, Macmillan.
+
+
+[Illustration: COOK
+
+SYMBOL--GRIDIRON]
+
+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.
+
+          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.
+
+          2. What does it mean to boil a food? To broil? To
+          bake? Why is it not advisable to fry food?
+
+          3. How many cupfuls make a quart? How many
+          tablespoonfuls to a cup? Teaspoonfuls to a
+          tablespoon?
+
+          4. Be able to cook two kinds of cereal.
+
+          5. Be able to make tea, coffee and cocoa properly.
+
+          6. Be able to cook a dried and a fresh fruit.
+
+          7. Be able to cook three common vegetables in two
+          ways.
+
+          8. Be able to prepare two kinds of salad. How are
+          salads kept crisp?
+
+          9. Know the difference in food value between whole
+          milk and skimmed milk.
+
+          10. Be able to boil or coddle or poach eggs
+          properly.
+
+          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.
+
+          12. Be able to make two kinds of quick bread, such
+          as biscuits or muffins.
+
+          13. Be able to plan menus for one day, choosing at
+          least three dishes in which left-overs may be
+          utilized.
+
+REFERENCES:
+
+"The Junior Cook Book," Girl Scout Edition, Clara Ingram, Barse and
+Hopkins.
+
+"Fun of Cooking," C. F. Benton, Century.
+
+"Boston Cooking School Cook Book," Little.
+
+"Hot Weather Dishes," S. T. Rorer, Arnold and Co.
+
+"Food and Health," Helen Kinne and Anna M. Cooley, Macmillan.
+
+
+[Illustration: CRAFTSMAN
+
+SYMBOL--PRIMITIVE DECORATIVE DESIGN]
+
+To earn this badge a Girl Scout must qualify in at least one of the
+following and must read at least one general reference:
+
+          1. Tie-dying: Make a tie-dyed scarf using two
+          kinds of tying.
+
+Reference: "Dyes and Dyeing," Charles E. Pellew, McBride.
+
+"Industrial and Applied Art Books, Book 6," Bush.
+
+
+          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.
+
+          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.
+
+          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.
+
+          Reference: "Cross-stitch Patterns," Dorothy
+          Bradford, "Industrial Art Text Books, Book 6,"
+          "Modern Priscilla," Snow.
+
+          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.
+
+          Reference: "How To Make Baskets,"
+          White--"Practical Basketry," McKay. "Inexpensive
+          Basketry," Marten. "Raffia and Reed Weaving,"
+          Knapp.
+
+          Weaving Wool: Weave a girdle, a hat band, or a
+          dress ornament use a simple striped or geometric
+          design, in three or more colors.
+
+          Reference: "Hand Weaving," Dorothy Bradford.
+          "Hand-loom Weaving," Todd.
+
+          Weaving Beads: Design and weave a bead chain or a
+          bead band for trimming: use two or more colors.
+
+          7. Applique: Design an applique 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.
+
+          8. Pottery: Design an original shape for a bowl,
+          vase or paper weight, and model shape in clay.
+
+          Reference: "The Potter's Craft," Binns--"Pottery,"
+          Cox. "Industrial Work for the Middle Grades," E.
+          Z. Worst.
+
+          9. Posters: Design a Girl Scout poster that will
+          illustrate some law or activity. Poster to be at
+          least 9x12 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.
+
+          Reference: "School Arts Magazine," Jan. 1920.
+          "Poster Magazine."
+
+          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.
+
+          References: Keramic Studio--any number.
+
+          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.
+
+GENERAL REFERENCE BOOKS:
+
+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.
+
+
+[Illustration: CYCLIST
+
+SYMBOL--WHEEL]
+
+          1. Own a bicycle, and care for it, cleaning,
+          oiling, and making minor repairs, readjusting
+          chain, bars and seat.
+
+          2. Be able to mend a tire.
+
+          3. Demonstrate the use of a road map.
+
+          4. Demonstrate leading another bicycle while
+          riding.
+
+          5. Know the laws of the road, right of way,
+          lighting and so forth.
+
+          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.
+
+          7. Pledge the bicycle to the Government in time of
+          need.
+
+REFERENCES:
+
+"American Girl's Handibook," L. Beard, Scribner.
+
+"For Playground, Field and Forest," D. C. Beard, Scribner.
+
+
+[Illustration: DAIRY MAID
+
+SYMBOL--MILKING STOOL]
+
+          1. Take entire care of a cow and the milk of one
+          cow for one month, keeping a record of quantity of
+          each milking.
+
+          2. Make butter at four different times, and submit
+          statement of amount made and of the process
+          followed in making.
+
+          3. Make pot cheese; give method.
+
+          4. Name four breeds of cows. How can they be
+          distinguished? Which breed gives the most milk?
+          Which breed gives the richest milk?
+
+          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
+          scrupulously clean?
+
+          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?
+
+REFERENCES:
+
+"Stories of Industry," Vol. 2, A. Chase, Educational Pub. Co.
+
+"How the World is Fed," F. G. Carpenter, American Book Co.
+
+"Foods and their uses," F. G. Carpenter, Scribner.
+
+
+[Illustration: DANCER
+
+SYMBOL--FOOT IN SLIPPER]
+
+This test is being revised. Following is a Temporary ruling (July 1922).
+
+          1. Demonstrate three folk dances.
+
+          2. Demonstrate three modern social dances in
+          correct form. See rules of American Association of
+          Dancing Masters. OR
+
+          3. Where social dancing is not given approval by
+          parents, three additional folk dances may be
+          substituted.
+
+REFERENCES:
+
+"Dances of the People," Elizabeth Burchenal, Schirmer.
+
+"Folk Dances and Singing Games," Elizabeth Burchenal, Schirmer.
+
+"Social Games and Group Dances," J. C. Elsom, Lippincott.
+
+"Country Dance Book," C. J. Sharp, Novello.
+
+
+[Illustration: DRESSMAKER
+
+SYMBOL--SCISSORS]
+
+          1. Must hold Needlewoman's Badge.
+
+          2. Must know the bias, selvage, and straight width
+          of goods.
+
+          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.
+
+          4. Be able to clean, oil and use a sewing machine.
+
+          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.
+
+          6. Know what to do if a waist is too long from the
+          neck to the waist line and does not fit well.
+
+REFERENCES:
+
+"Complete Dressmaker," C. E. Laughlin, Appleton.
+
+"The Dress You Wear and How to Make It," M. J. Rhoe, Putnam.
+
+"The Dressmaker," Butterick Publishing Co.
+
+"Clothing and Health," Helen Kinne and Anna M. Cooley, Macmillan.
+
+"Clothing: Choice, Care, Cost," Mary Schenet Woolman, Lippincott 1920.
+
+
+[Illustration: DRUMMER
+
+SYMBOL--DRUM AND STICKS]
+
+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.
+
+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.
+
+REFERENCES:
+
+"Recollections of a Drummer Boy," H. M. Kieffer, Houghton Mifflin
+
+
+[Illustration: ECONOMIST
+
+SYMBOL--BEE]
+
+A Girl Scout must qualify for 1 and 2, and either 3 or 4.
+
+          1. Offer record of ten per cent. savings from
+          earnings or allowance for three months.
+
+          Show card for Postal Savings, or a Savings Bank
+          Account.
+
+          2. Show record from parent or guardian that she
+          has:
+
+          a. Darned stockings.
+
+          b. Keep shoes shined and repaired.
+
+          c. Not used safety pins or other makeshift for
+          buttons, hooks, hems of skirts, belts, etc.
+
+          d. Kept clothes mended and cleansed from small
+          spots.
+
+          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.
+
+          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.
+
+REFERENCES:
+
+"Scout Law in Practice," A. A. Carey, Little.
+
+"Thrift and Conservation," A. H. Chamberlain, Lippincott.
+
+
+[Illustration: ELECTRICIAN
+
+SYMBOL--LIGHTNING]
+
+          1. Explain the use of magnets for attraction and
+          repulsion.
+
+          2. Describe the use of electricity for forming
+          electro-magnets and their use in: Electric bell;
+          Telegraph; Telephone.
+
+          3. What is meant by low and high voltage in
+          electric current? Describe the use of current in:
+          Dry cell; Storage Battery; Dynamo.
+
+          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
+
+          b. How it is converted into working energy in
+          Motors.
+
+          5. Describe fuses and their use, and how to
+          replace a burnt-out fuse.
+
+          6. Connect two batteries in series with a bell and
+          push button.
+
+          7. Demonstrate methods of rescuing a person in
+          contact with live wires, and of resuscitating a
+          person insensible from shock.
+
+          8. Know how electricity is used as motive power
+          for street cars, trains, and automobiles.
+
+          9. Know the proper way to connect electric
+          appliances such as flat irons, toasters, etc.
+
+REFERENCES:
+
+"Electricity in Every Day Use," J. F. Woodfull, Doubleday Page.
+
+"How to Understand Electrical Work," W. H. Onken, Harper.
+
+"Harper's Electricity Book for Boys," J. H. Adams, Harper.
+
+"Electricity for Young People," Tudor Jenks, Stokes.
+
+"Heroes of Progress in America," Charles Morris, Lippincott.
+
+
+[Illustration: FARMER
+
+SYMBOL--SICKLE]
+
+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.
+
+I. A. Animal Care
+
+A Scout must have reared successfully one of the following:
+
+          a) A brood of at least 12 chickens under hen or
+          with incubator.
+
+          b) A flock of at least 12 pigeons, 12 ducks, 12
+          geese or 12 guinea-fowl.
+
+          c) A family of rabbits or guinea pigs.
+
+          d) A calf, a colt, or a pig.
+
+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.
+
+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
+
+B. Vegetable raising
+
+A Scout may make her main interest the raising of some sort of vegetable
+or fruit and may do one of the following:
+
+          1. Plant, cultivate and gather the crop from
+
+          (a) A small truck garden, with at least six
+          vegetables, two berries, and two salads or greens,
+          OR
+
+          (b) Where the soil is not suitable for a variety
+          of plants, she may raise a single vegetable, like
+          corn or tomatoes, or tubers.
+
+          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
+
+          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.
+
+II. Identify and collect ten common weeds and tell how to get rid of
+each.
+
+III. Identify ten common insect pests, tell what plant or animal each
+attacks, and how to get rid of each.
+
+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.
+
+STANDARD REFERENCES:
+
+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.
+
+The Beginner's Garden Book by Allen French, Macmillan Co.
+
+Manual of Gardening, L. H. Bailey, Macmillan.
+
+Principles of Agriculture, L. H. Bailey, Macmillan.
+
+Essentials of Agriculture, H. J. Waters, Ginn.
+
+
+[Illustration: FIRST AIDE***
+
+SYMBOL--RED CROSS IN BLACK CIRCLE]
+
+A Girl Scout should know:
+
+          1. What to do first in case of emergency.
+
+          2. Symptoms and treatment of shock.
+
+          3. How and when to apply stimulants.
+
+          4. How to put on a sling.
+
+          5. How to bandage the head, arm, hand, finger, leg
+          ankle, eye, jaw.
+
+          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.
+
+          A Girl Scout should demonstrate:
+
+          7. Applying a sterile dressing.
+
+          8. Stopping bleeding.
+
+          9. Putting on a splint.
+
+          10. Making a stretcher from uniform blanket or
+          Scout neckerchief and poles.
+
+          11. The Schaefer method of artificial respiration.
+
+REFERENCES:
+
+Section on First Aid in this Handbook.
+
+American Red Cross Abridged Text Books on First Aid, Blakiston.
+
+
+[Illustration: FLOWER FINDER SYMBOL--FLOWER]
+
+          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.
+
+          2. A Scout must also pass either the test for
+          Flowers and Ferns or Trees given below.
+
+A. FLOWERS AND FERNS
+
+          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.
+
+          2. Why were the following ferns so named:
+          Christmas Fern, Sensitive Fern, Walkingleaf Fern,
+          Cinnamon Fern, Flowering Fern?
+
+          3. Name and describe twenty cultivated plants in
+          your locality.
+
+          4. Be able to recognize ten weeds.
+
+          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.
+
+B. TREES
+
+          1. Give examples of the two great groups of trees
+          and distinguish between them.
+
+          2. Why is forest conservation important? What are
+          the laws of your State concerning forest
+          conservation?
+
+          3. Mention at least three uses of trees.
+
+          4. Collect, identify and preserve leaves from
+          twenty-five different species of trees.
+
+          5. Mention three trees that have opposite
+          branching and three that have alternate.
+
+          6. How do the flower-buds of Flowering Dogwood
+          differ from the leaf-buds? When are the
+          flower-buds formed?
+
+          7. The buds of what tree are protected by a
+          natural varnish?
+
+          8. Mention one whose outer bud-scales are covered
+          by fine hairs. Can you find a tree that has naked
+          buds?
+
+          9. From a Sassafras-tree or from a Tulip-tree
+          collect and preserve leaves of as many shapes as
+          possible.
+
+          10. Name five trees in this country which produce
+          edible nuts.
+
+REFERENCES:
+
+A. FLOWERS AND FERNS
+
+"New Manual of Botany," Asa Gray, American Book Co.
+
+"Illustrated Flora of the Northern States and Canada," (three volumes),
+N. L. Britton, Brown and Addison, Scribner.
+
+"Flower Guide," Chester A. Reed, Doubleday Page.
+
+"Flora of the Southeastern States," John K. Small, published by the
+author, New York Botanical Garden.
+
+"Flora of the Rocky Mountain Region," P. A. Rydberg, published by the
+author, New York Botanical Garden.
+
+"State Floras."--There 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.
+
+"Our Native Orchids," William Hamilton Gibson.
+
+"Wild Flower Book for Young People," A. Lounsberry, Stokes.
+
+"Field Book of American Wild Flowers," F. S. Matthews, Putnam.
+
+"Emerald Story Book," A. M. Skinner, Duffield.
+
+"Mushrooms," George F. Atkinson, Henry Holt Co., (See Handbook,
+"Scouting for Girls," Section on Woodcraft.)
+
+B. TREES
+
+REFERENCES:
+
+"Field Book of American Trees and Shrubs," F. S. Matthews, Putnam.
+
+"Trees of the Northern United States," Austin C. Apgar, American Book
+Co.
+
+"Manual of Trees of North America," Charles S. Sargent, Houghton Mifflin
+Co.
+
+"Handbook of the Trees of United States and Canada," Romeyn B. Hough,
+published by the author, Lowville, N. Y.
+
+"Trees in Winter," A. F. Blakeslee, and C. D. Jarvis, Macmillan Co.
+
+"The Book of Forestry," F. F. Moon, Appleton.
+
+
+[Illustration: GARDENER
+
+SYMBOL--TROWEL]
+
+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.
+
+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.
+
+          1. What are the necessary things to be considered
+          before starting a garden? List them in the correct
+          order.
+
+          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?
+
+          3. Why is it necessary to fertilize the soil for a
+          garden? What kind of fertilizer will you use in
+          your garden, and why?
+
+          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?
+
+          5. What does it mean to thin out and to
+          transplant? When and why are both done?
+
+          6. What does it mean to cultivate? Why is it very
+          important? How is it best done? What should be
+          done with pulled weeds?
+
+          7. When is the proper time of day to water a
+          garden? Is moistening the surface of the ground
+          sufficient? If not, why not?
+
+          8. Name five garden pests common in your locality
+          and tell how to eradicate them. Name three garden
+          friends and tell what they do.
+
+          9. At what time of day is it best to pick flowers
+          and vegetables? Mention two things to be
+          considered in both cases.
+
+          10. What are tender and hardy plants? Herbaceous
+          plants, annuals, perennials and biennials? Bulbs
+          and tubers?
+
+          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.
+
+REFERENCES:
+
+"Harper's Book for Young Gardeners," A. H. Verill, Harper.
+
+"Beginner's Garden Book," Allen French, Macmillan.
+
+"Home Vegetable Gardening from A to Z," Adolph Krulm, Doubleday.
+
+"Suburban Gardens," Grace Tabor, Outing Publishing Co.
+
+"The Vegetable Garden," R. L. Watts, Outing Publishing Co.
+
+
+[Illustration: HANDY-WOMAN
+
+SYMBOL--HAMMER]
+
+          1. Know how to mend, temporarily with soap, a
+          small leak in a water or gas pipe.
+
+          2. Know how to turn off the water or gas supply
+          for the house and whom to notify in case of
+          accident, OR
+
+          Know what to do to thaw out frozen water pipes, OR
+
+          Be able to put on a washer on a faucet, OR
+
+          Cover a hot water boiler neatly and securely to
+          conserve the heat, using newspaper and string.
+
+          3. Know the use of and how to use a wrench and
+          pliers.
+
+          4. Demonstrate the way to use a hammer,
+          screw-driver, awl, saw can-opener, corkscrew.
+
+          5. Locate by sounding, an upright in a plaster
+          wall, and know why and when this is necessary to
+          be done.
+
+          6. Put up a shelf using brackets, strips of wood
+          or both and know under what conditions to use
+          either.
+
+          7. Be able to put up hooks for clothes or other
+          articles and properly space them.
+
+          8. Be able to measure for and put up a rod in a
+          clothes closet, OR
+
+          Be able to repair the spring in a window shade and
+          tack the shade on the roller, OR
+
+          Know how to keep clean and care for window and
+          door screens.
+
+          9. Must wrap, tie securely and neatly, and label a
+          parcel for delivery by express or parcel post.
+
+          10. Be able to sharpen knives using either a
+          grindstone, whetstone, the edge of an iron stove,
+          or another knife.
+
+          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.
+
+          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.
+
+          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.
+
+REFERENCES:
+
+"What a Girl Can Make and Do," Lina Beard, Scribner.
+
+"Harper's Handy Book for Girls," A. P. Paret, Harper.
+
+"Handicraft for Handy Girls," A. N. Hall, Lothrop.
+
+"In the Days of the Guild," L. Lamprey, Stokes.
+
+
+[Illustration: HEALTH GUARDIAN***
+
+SYMBOL--THE CADUCEUS]
+
+          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?
+
+          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?
+
+          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?
+
+          II. Special Health Facilities in your Locality.
+
+          1. What is the rule as to registering births? What
+          is the advantage of this? What is the infant
+          mortality rate?
+
+          Of what diseases should the local authorities be
+          notified?
+
+          What diseases must be quarantined? Isolated?
+          Posted? Reported?
+
+          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?
+
+          Are there any laws for your bakeries?
+
+          What are the regulations as to the storage and
+          protection of meat in local markets?
+
+          3. Housing. If three families are willing to live
+          in three rooms in your town, may they do so?
+
+          Is there anything to prevent your erecting a
+          building of any size and material you wish in any
+          place?
+
+          4. Medical Institutions. Is there a public
+          hospital in your town? Who has a right to use it?
+          Who pays for it?
+
+          Is there a public clinic? Why should there be?
+
+          Is there a public laboratory? How would it benefit
+          your community if there were?
+
+          Is there a district nurse? How could Girl Scouts
+          assist such a nurse?
+
+          5. Schools. Is there any medical inspection in
+          your schools? How did it ever effect you?
+
+          Is its work followed up in the home? How are Girl
+          Scouts particularly fitted to help in this?
+
+          Is there a school nurse? Why does it pay the
+          community to employ one?
+
+          Are luncheons served in your school free, or at
+          low cost? Mention at least two advantages in this
+          and one disadvantage.
+
+          Are there school clinics for eyes and teeth? Why
+          are some cities providing such clinics?
+
+          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.
+
+          III. Public Services and Sanitation.
+
+          1. Who is responsible for the cleaning of the
+          streets? Dry or wet method used?
+
+          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?
+
+          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.
+
+          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?
+
+          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?
+
+REFERENCES:
+
+"Democracy in Reconstruction," Frederick A. Cleveland and Joseph
+Schafer, Houghton Mifflin.
+
+"A Manual for Health Officers," J. Scott MacNutt, John Wiley and Sons.
+
+"House of the Good Neighbor," Esther Lovejoy, Macmillan.
+
+"Community Civics," J. Field, Macmillan.
+
+"Town and City," F. G. Jewett, Ginn and Co.
+
+"Good Citizenship," J. Richman, American Book Co.
+
+"Healthy Living," Charles E. Winslow, Merrill Co.
+
+
+[Illustration: HEALTH WINNER
+
+SYMBOL--THE CADUCEUS IN TREFOIL]
+
+          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:
+
+          1. Position of body: Show improvement in posture.
+
+          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.
+
+          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.
+
+          4. Supply needs for Air, Water and Food in the
+          right way:
+
+          (a) Sleep with window open.
+
+          (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.
+
+          (c) Eat no sweets, candy, cake or ice cream except
+          as dessert after meals.
+
+          5. Keep Clean:
+
+          (a) Have a bowel movement at least once every day,
+          preferably immediately after breakfast or the last
+          thing at night.
+
+          (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.
+
+          (c) Brush teeth twice a day: after breakfast and
+          just before bed.
+
+          (d) Wash hair at least once a month, and brush
+          well every day.
+
+          II. In addition to doing the things that make for
+          health, the Girl Scout must know the answers to
+          the following questions:
+
+          1. What is the best way to care for your teeth?
+
+          2. Why is care for the eyes especially necessary?
+          How are the eyes rested? What are the points to
+          remember about light for work?
+
+          3. What is the difference in effect between a hot
+          and cold bath?
+
+          4. How can you care for your feet on a hike so
+          that they will not become blistered or over-tired?
+
+REFERENCES:
+
+"Good Health," F. G. Jewett, Ginn and Co.
+
+"How to Get Strong and How to Stay So," William Blaikie, Harper.
+
+"Keeping Physically Fit," Wm. J. Cromie, Macmillan.
+
+"Exercise and Health," Woods Hutcheson, Outing Pub. Co.
+
+"Handbook of Health and Nursing," American School of Home Economics,
+Chicago.
+
+"Food and Health," Helen Kinne and Anna M. Cooley, Macmillan.
+
+"Healthy Living," Chas. E. Winslow, Chas E. Merrill Co.
+
+
+[Illustration: HOMEMAKER
+
+SYMBOL--CROSSED KEYS]
+
+          1. In planning a house and choosing a site for it
+          what things should be considered?
+
+          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.
+
+          3. Choose a system for heating and state reasons
+          for choice.
+
+          4. How will water be furnished? What precautions
+          should always be taken about the water supply and
+          why?
+
+          5. How will the house be lighted? How will it be
+          ventilated?
+
+          6. State how the walls and floors will be finished
+          and why?
+
+          7. Describe the cook stove and the ice box; tell
+          why they were selected and the best way to keep
+          them clean.
+
+          8. List the utensils used in keeping the house
+          clean.
+
+          9. State why it is particularly necessary to keep
+          the cellar, closets, cupboards, wash basins,
+          toilets, sinks, clean. Give ways of cleaning each.
+
+          10. State the proper way to prepare dishes for
+          washing and the order in which silver, glass,
+          table and kitchen dishes should be washed.
+
+          11. How should rugs, mattresses, pillows,
+          upholstered furniture, paper walls, and windows be
+          cleaned?
+
+          12. How should winter clothes and blankets be
+          stored during the summer? What should be done with
+          soiled laundry prior to washing?
+
+          13. What is the most economical way to buy flour,
+          sugar, cereals, butter and vegetables? How should
+          they be kept in the house?
+
+          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?
+
+          15. Under what conditions do germs thrive and
+          vermin infest? How can both be kept away?
+
+          16. Plan the work in your house for one week
+          giving the daily schedule and covering all
+          necessary points.
+
+          17. Tell how to make and use a fireless cooker.
+          Explain what it is good for.
+
+          18. Take care of your own bedroom for one month.
+          Report just what you do and how long it takes.
+
+REFERENCES:
+
+"Housewifery," L. Ray Balderston, Lippincott.
+
+"The Home and the Family," Helen Kinne and Anna Cooley, The Macmillan
+Co.
+
+"Foods and Household Management," Helen Kinne and Anna Cooley,
+Macmillan.
+
+"Shelter and Clothing," Helen Kinne and Anna Cooley, Macmillan.
+
+"Feeding the Family," M. S. Rose, Macmillan.
+
+"Handbook of Food and Diet," American School of Home Economics, Chicago.
+
+MAGAZINES:
+
+"The House Beautiful," "Ladies Home Journal," "Delineator," "Good
+Housekeeping."
+
+
+[Illustration: HOME NURSE***
+
+SYMBOL--GREEN CROSS]
+
+          1. Describe care of the room under following
+          points:
+
+          (a) Ventilation heat and sun; (b) Character and
+          amount of furniture; (c) Cleanliness and order;
+          (d) Daily routine; (e) General "atmosphere."
+
+          2. Demonstrate bed making with patient in bed. Bed
+          must be made in fifteen minutes.
+
+          3. (a) Show how to help a patient in the use of a
+          bedpan. (b) Care of utensils, dishes, linen and
+          their disinfection.
+
+          4. Bodily care of patient. Know all the following
+          and be able to demonstrate any two points asked
+          for:
+
+          (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.
+
+          5. Local applications, hot and cold,
+          (fomentations, compresses etc.) (Demonstrate at
+          least one point).
+
+          6. Common household remedies and their use: castor
+          oil, soda, olive oil, epsom salts, aromatic
+          spirits of ammonia.
+
+          7. First treatment of some common household
+          emergencies, cramps, earache, headache, cold,
+          chills, choking, nosebleed, and fainting.
+
+          8. How to give an enema.
+
+          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.
+
+          1. Cereal, as oatmeal, gruel; cereal water, as
+          barley water.
+
+          2. Toast, toast water, milk toast, cream toast.
+
+          3. Plain albumen, albuminized water, albuminized
+          milk.
+
+          4. Eggnog, soft cooked egg, poached egg.
+
+          5. Pasteurized milk, junket, custard.
+
+          6. Beef, mutton, chicken, clam or oyster broth.
+
+          7. Fruit beverage, stewed dried fruit, baked
+          apple.
+
+          8. Gelatin jellies, chicken jelly.
+
+          9. Tea, coffee, cocoa.
+
+REFERENCES:
+
+"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.
+
+"What to do Before the Doctor Comes," Frieda E. Lippert, Lippincott.
+
+"Home Nurses Handbook of Practical Nursing," C. A. Aikens, Saunders.
+
+"Home Nursing," Louisa C. Lippitt, World Book Co.
+
+
+[Illustration: HORSEWOMAN
+
+SYMBOL--STIRRUP]
+
+          1. Demonstrate saddling and bridling a saddle
+          horse.
+
+          2. Demonstrate riding at a walk, trot and gallop.
+
+          3. Demonstrate harnessing correctly in single
+          harness.
+
+          4. Demonstrate driving in single harness.
+
+          5. What are the rules of the road as to turning
+          out?
+
+          6. What are the rules for feeding and watering a
+          horse, and how do these vary according to
+          conditions?
+
+          7. What implements are used for grooming a horse?
+          Show how they should be used.
+
+          8. Hitch a horse, using the best knot for that
+          purpose.
+
+          9. Know principal causes of and how to detect and
+          how to remedy lameness and sore back.
+
+          10. Know how to detect and remove a stone from the
+          foot.
+
+          11. Know the principal points of a horse, and the
+          different parts of the harness.
+
+REFERENCES:
+
+"Riding and Driving for Women," B. Beach, Scribner.
+
+"Horsemanship," C. C. Fraser.
+
+
+[Illustration: HOSTESS
+
+SYMBOL--CUP AND SAUCER]
+
+          1. Demonstrate receiving, introducing and bidding
+          guests goodbye.
+
+          2. Write notes of invitation for a luncheon,
+          dinner party, and write a letter inviting a friend
+          to make a visit.
+
+          3. Give an out of door party or picnic planning
+          entertainment, and prepare and serve refreshments,
+          OR
+
+          Demonstrate ability to plan for an indoor party,
+          arranging the rooms, a place for wraps,
+          entertainment of guests, serving of refreshments.
+
+          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.
+
+          5. What are the duties of a hostess when
+          entertaining a house guest for a few days or more?
+
+          GUESTS:
+
+          6. When entertained as a house guest what are some
+          of the necessary things to be remembered?
+
+          7. What is a "bread and butter" letter? Write one.
+
+          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.
+
+          9. What are the duties of a caller, dinner or
+          party guest as concerns time of arrival, length of
+          stay and leaving?
+
+REFERENCES:
+
+"Everyday Manners, for American Boys and Girls," by the Faculty of the
+South Philadelphia High School for Girls, Macmillan, 1922.
+
+"Dame Courtesy's Book of Novel Entertainments," E. H. Glover, McClurg.
+
+"Hostess of Today," L. H. Larned, Scribner.
+
+"Bright Ideas for Entertaining," H. B. Linscott, Jacobs.
+
+
+[Illustration: INTERPRETER
+
+SYMBOL--UNITED STATES ARMY EMBLEM]
+
+          1. Show ability to converse in a language other
+          than English.
+
+          2. Translate quickly and accurately a conversation
+          in a foreign language into English, and English
+          into a foreign language.
+
+          3. Be able to write a simple letter in a language
+          other than one's own, subject to be given by
+          examiner.
+
+          4. Read a passage from a book or newspaper written
+          in a language other than one's own.
+
+          5. Write a clear intelligible letter in a foreign
+          language.
+
+
+[Illustration: JOURNALIST****
+
+SYMBOL--BOTTLE AND PEN]
+
+          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.
+
+          2. What is a news item?
+
+          3. What is an editorial?
+
+          4. Describe briefly the three important kinds of
+          type-setting used today.
+
+          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.
+
+          6. Write some special story about Scoutcraft such
+          as a hike or camping experience.
+
+REFERENCES:
+
+"Newspaper," G. B. Dibble, Holt.
+
+"Handbook of Journalism," N. C. Fowler, Sully.
+
+
+[Illustration: LAUNDRESS
+
+SYMBOL--FLAT IRON]
+
+          1. What elements are needed to clean soiled
+          clothes?
+
+          2. Show a blouse that you have starched and
+          folded, OR
+
+          Show a skirt and coat you have pressed.
+
+          3. How is starch made? How is it prepared for use?
+
+          4. What is soap? How is it made? What is soap
+          powder?
+
+          5. How can you soften hard water? How are a ringer
+          and a mangle used?
+
+          6. Name steps to take in washing colored garments.
+
+          7. Should table linen be starched? Why?
+
+          8. Why do we run clothes through blueing water?
+          What is blueing? How made?
+
+          9. Know the different kinds of irons and how to
+          take care of irons.
+
+          10. How to remove stains; ink, fruit, rust, grass,
+          cocoa and grease. Why must stains be removed
+          before laundering?
+
+          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?
+
+REFERENCES:
+
+"Saturday Mornings," C. B. Burrell, Dana Estes.
+
+"First Aid to the Young Housekeeper," C. T. Herrick, Scribner.
+
+"Guide to Laundry Work," M. D. Chambers, Boston Cooking School.
+
+"Approved Methods for Home Laundry," Mary Beals Vail, B. S., Proctor
+Gamble Co.
+
+
+[Illustration: MILLINER
+
+SYMBOL--BONNET]
+
+          1. Renovate a hat by removing, cleaning and
+          pressing all trimmings and the lining, turn or
+          clean the hat and replace trimmings and lining.
+
+          2. Trim a felt hat and make and sew in the
+          lining.
+
+          3. Make a gingham, cretonne or straw hat using a
+          wire frame.
+
+          4. What is felt and how is it made into hats?
+
+          5. What is straw and how is it prepared for
+          millinery purposes?
+
+          6. How is straw braid for hats sold?
+
+          7. What is meant by "a hand made hat?"
+
+          8. Can the shape of a felt or straw hat be
+          materially changed? if so by what process?
+
+          9. What kind of thread is best for sewing trimming
+          on to a hat?
+
+          10. How is the head measured for ascertaining the
+          head size for a hat?
+
+REFERENCES:
+
+"Art of Millinery," Anna Ben Yusef, Millinery Trade Pub. Co.
+
+
+[Illustration: MOTORIST****
+
+SYMBOL--A WINGED WHEEL]
+
+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.
+
+This includes:
+
+          1. A certificate of health from a physician.
+
+          2. Possessing the First Aide Badge.
+
+          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.
+
+          4. A driver's license from her State, signed by
+          the Secretary of State.
+
+          5. Taking the oath of allegiance.
+
+REFERENCE:
+
+"The Gasoline Automobile," by Hobbs, Elliott and Consoliver, McGraw,
+Hill Book Co.
+
+Putnam's Automobile Handbook, H. C. Brokaw, Putnam.
+
+
+[Illustration: MUSICIAN
+
+SYMBOL--HARP]
+
+For pianist, violinist, cellist or singer.
+
+          1. Play or sing a scale and know its composition.
+
+          2. Write a scale in both the treble and bass clef.
+
+          3. Know a half-tone, whole tone, a third, fifth
+          and octave.
+
+          4. Be able to distinguish a march from a waltz,
+          and give the time of each.
+
+          5. What is a quarter, half and whole note, draw
+          symbols.
+
+          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.
+
+          7. Play or sing from memory three verses of the
+          Star Spangled Banner. The Battle Hymn of the
+          Republic and America.
+
+          8. Play or sing correctly from memory one piece of
+          good music.
+
+          9. For instrumentalist: Be able to play at sight a
+          moderately difficult piece and explain all signs
+          and terms in it.
+
+          For singers: Show with baton how to lead a group
+          in singing compositions written in 3/4 and 4/4
+          time.
+
+          10. What is an orchestra: Name at least five
+          instruments in an orchestra.
+
+REFERENCES:
+
+"Art of the Singer," W. T. Henderson, Scribner.
+
+"How to Listen to Music," H. E. Krehbiel, Scribner.
+
+"Orchestral Instruments and What They Do," D. G. Mason, Novello.
+
+
+[Illustration: NEEDLEWOMAN
+
+SYMBOL--SPOOL, THREAD AND NEEDLE]
+
+          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.
+
+          2. Show the difference between "straight" and "on
+          the bias," and how to make both.
+
+          3. Know the difference between linen, cotton and
+          woolen, and pick out samples of each.
+
+          4. Know how thread, silk and needles are numbered
+          and what the numbers indicate.
+
+          5. Know how to measure and plan fullness for
+          edging or lace.
+
+          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.
+
+          7. Knit, either a muffler, sweater or baby's
+          jacket and cap and crochet one yard of lace or
+          make a yard of tatting.
+
+          8. Hemstitch or scallop a towel or bureau scarf
+          and work an initial on it in cross stitch.
+
+REFERENCES:
+
+"Complete Dressmaker," C. E. Laughlin, Appleton.
+
+"Art in Needlework," S. F. Day, Scribner.
+
+
+[Illustration: PATHFINDER
+
+SYMBOL--A HAND POINTING]
+
+          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
+
+          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.
+
+          2. Know the route of the principal surface car and
+          subway lines, OR
+
+          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.
+
+          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
+
+          Tell of three things of interest concerning the
+          history of your own community.
+
+          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
+
+          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.
+
+          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
+
+          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.
+
+          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
+
+          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.
+
+          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.
+
+          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.
+
+REFERENCES:
+
+Sections in Handbook on "Woodcraft," and "Measurements and Map-making,"
+and publications of local Historical Societies, Guides and Directories.
+
+
+[Illustration: PHOTOGRAPHER
+
+SYMBOL--CAMERA ON STANDARD]
+
+          1. Submit 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.
+
+          2. What constitutes a good picture?
+
+          3. Give three rules to be followed in taking
+          interiors, portraits and out of door pictures.
+
+          4. Name and describe briefly the processes used in
+          photography.
+
+          5. Tell what a camera is and name and describe the
+          principal parts of a camera.
+
+          6. What is a film? What is a negative?
+
+          7. What position in relation to the sun should a
+          photographer take when exposing a film?
+
+          8. Should a shutter be operated slowly? If so,
+          why?
+
+          9. What causes buildings in a picture to look as
+          if they were falling?
+
+          10. What precautions should be taken when
+          reloading a camera and taking out an exposed film?
+
+          11. What is an enlargement? How is it made?
+
+          12. What are the results of under exposure and
+          over exposure?
+
+          13. What are the results of failing to take the
+          proper camera distance, having improper light and
+          allowing the camera to move?
+
+          14. If there is more than one method of exposing a
+          film what determines the method to be used?
+
+REFERENCES:
+
+"How to Make Good Pictures," Eastman Kodak Company.
+
+"The Photo Miniature," such numbers as appear to be needed.
+
+"Nature and the Camera," A. R. Dugmore, Doubleday.
+
+"Photography for Young People," T. Jenks, Stokes.
+
+"Why My Photographs Are Bad," C. M. Taylor, Jacobs.
+
+
+[Illustration: PIONEER***
+
+SYMBOL--AXES]
+
+          1. Tell four things that must be considered when
+          choosing a camp site.
+
+          2. Know how to use a saw, an axe, a hatchet.
+
+          3. Know how to select and fell a tree for building
+          or fuel purposes. Know a fork and sapling and
+          their uses.
+
+          4. Build or help three others to build a shack
+          suitable for four occupants.
+
+          5. Make a latrine, an incinerator, a cache.
+
+          6. Make a fireplace for heating and cooking
+          purposes and cook a simple meal over it.
+
+          7. Know how to tell the directions of the wind.
+
+          8. Know how to mark a trail.
+
+          9. Tell what to do to make water safe for drinking
+          if there is any question as to its purity.
+
+REFERENCES:
+
+"Campward Ho!" A Manual for Girl Scout Camps, National Headquarters,
+Girl Scouts, Inc.
+
+"Camping and Woodcraft," Horace Kephart, Macmillan.
+
+"On the Trail," L. Beard, Scribner.
+
+"Vacation Camps for Girls," Jeannette Marks, D. Appleton.
+
+
+[Illustration: ROCK TAPPER[9]
+
+SYMBOL--PICK AND SHOVEL]
+
+          1. Collect and correctly identify ten rocks found
+          among the glacial boulders.
+
+
+
+          2. Make photograph or make sketch of glacial
+          boulders.
+
+          3. Collect two or three scratched glaciated
+          pebbles or cobblestones in the drift.
+
+          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.
+
+REFERENCES:
+
+"The Story of Our Continent," N. S. Shaler, Ginn and Co.
+
+"The Great Ice Age and Its Relation to the Antiquity of Man," D.
+Appleton and Co.
+
+"A Text Book of Geology," portion of Chapter XXV entitled "The Glacial
+Epoch in North America,"--D. Appleton and Co.
+
+"Physiography for High School," Chapter V entitled, "The Work of Snow
+and Ice," Henry Holt and Co.
+
+"An Introduction to Physical Geography," Chapter VI entitled,
+"Glaciers," D. Appleton, or any other good text-book of geology or
+physical geography.
+
+"Travels in Alaska," John Muir.
+
+
+[Illustration: SAILOR***
+
+SYMBOL--ANCHOR]
+
+Qualify for questions under A, one to eleven, and one other test on
+rowboat, sailboat, canoe or motor boat.
+
+A. GENERAL
+
+          1. Swim twenty-five yards with clothes and shoes
+          on, or hold the swimming merit badge.
+
+          2. Know sixteen points of the compass.
+
+          3. Find any one of the four cardinal points of the
+          compass by sun or stars.
+
+          4. Know the rules for right of way.
+
+          5. Know how to counteract the effect of current,
+          tide and wind.
+
+          6. Demonstrate making a landing, coming along
+          side, making fast, pushing off.
+
+          7. What is a calm? What is a squall? What are the
+          sky and water conditions that denote the approach
+          of the latter?
+
+          8. Why are squalls dangerous?
+
+          9. What are the dangers of moving about or
+          standing in a boat?
+
+          10. Tie four knots for use in handling a boat.
+          Prepare, tie and throw a life line a distance of
+          25 feet.
+
+          11. Which is the "port" and which the "starboard"
+          side of the boat, and what color lights represent
+          each.
+
+B. ROWBOAT.
+
+          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.
+
+          2. Name two types of row boats.
+
+          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.
+
+          4. Demonstrate sculling or poling.
+
+          5. Bail and clean a boat.
+
+          6. What does it mean to "trim ship?"
+
+C. SAILBOAT.
+
+          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.
+
+          2. What is meant by tacking?
+
+          3. What is the difference between a keel and
+          centerboard type of boat? Tell the advantage of
+          each.
+
+          4. Coil the ropes on a sailboat.
+
+          5. Name three different types of sailboats.
+
+D. CANOE.
+
+          1. Where and how should a canoe be placed when not
+          in use?
+
+          2. Demonstrate putting a canoe into the water,
+          stepping into it, taking it out, and the technique
+          of bow and stern paddling.
+
+          3. Overturn, right and get back into a canoe.
+
+          4. Name two standard makes of canoes.
+
+          5. What does it mean to make a portage?
+
+E. MOTORBOAT.
+
+          1. Know how to oil the engine and the best kind of
+          oil with which to oil it.
+
+          2. Demonstrate cleaning the engine; cranking the
+          engine.
+
+          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.
+
+          4. Why should a motor boat never be left without
+          turning off the gas? State reasons.
+
+          5. Be able to rectify trouble with the carburetor.
+
+          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.
+
+          7. Demonstrate how to coil rope so it will not
+          kink when anchor is thrown out.
+
+          8. Know channels and right of way by buoys and
+          lights.
+
+REFERENCES:
+
+"Harper's Boating Book for Boys," C. J. Davis, Harper.
+
+"Boat Sailing," A. J. Kenealy, Outing.
+
+
+[Illustration: SCRIBE
+
+SYMBOL--OPEN BOOK]
+
+          1. Submit an original short story, an essay or
+          play or poem.
+
+          2. Know three authors of prose and their
+          compositions.
+
+          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.
+
+
+[Illustration: SIGNALLER
+
+SYMBOL--CROSSED FLAGS]
+
+SEMAPHORE
+
+          1. Give alphabet correctly in 30 seconds, or
+          less.
+
+          2. Give the following abbreviations correctly;
+          AFFIRMATIVE, ACKNOWLEDGE, ATTENTION, ERROR,
+          NEGATIVE, PREPARATORY, ANNULLING, SIGN OF
+          NUMERALS.
+
+          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.
+
+          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.
+
+WIGWAG
+
+          1. Give alphabet correctly in two and one half
+          minutes or less.
+
+          2. Give numerals up to ten correctly.
+
+          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.
+
+          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.
+
+BUZZER
+
+GENERAL SERVICE CODE
+
+          1. Send message of twenty words, not previously
+          read, at the rate of ten letters per minute. Two
+          errors allowed.
+
+          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.
+
+REFERENCES:
+
+"How to Signal by Many Methods," J. Gibson, Gale.
+
+"Cadet Manual," E. Z. Steever, Lippincott.
+
+"Boys' Camp Manual," C. K. Taylor, Century.
+
+"Outdoor Signalling," Elbert Wells, Outing Pub. Co.
+
+
+[Illustration: STAR GAZER
+
+SYMBOL--STAR GROUP]
+
+          1. What is meant by the Solar System?
+
+          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?
+
+          3. Name the planets in their order from the sun.
+          Which planet is nearest the earth and give its
+          distance?
+
+          4. How fast does light travel?
+
+          5. What is the difference between planets and
+          fixed stars and name three of the latter.
+
+          6. What is a constellation? Name and be able to
+          point out six. Name two constellations which are
+          visible throughout the year.
+
+          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.
+
+          8. Observe a sunrise and a sunset.
+
+          9. What is the Milky-Way? Give its course through
+          the heavens.
+
+          10. What is a morning star? What is an evening
+          star?
+
+          11. Explain zenith and nadir.
+
+          12. What is the Aurora Borealis? Have you seen it?
+
+REFERENCES:
+
+"Field Book of Stars," W. T. Olcott, Putnam.
+
+"The Book of Stars," R. F. Collins, D. Appleton.
+
+"Around the Year With the Stars," Garrett P. Serviss, Harper.
+
+"Monthly Evening Sky Map," Barrett, 360 Fulton Street, Brooklyn, N. Y.
+
+"The Star People," Gaylord Johnson, Macmillan 1921. Especially for
+Younger Scouts.
+
+"The Call of the Stars," John, R. Kilfax.
+
+
+[Illustration: SWIMMER
+
+SYMBOL--LIFE BUOY]
+
+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.
+
+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).
+
+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:
+
+          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).
+
+          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).
+
+          3. Make surface dive and recover object from
+          bottom. (10 points).
+
+          4. Demonstrate the Schaefer method of inducing
+          artificial respiration. (18 points).
+
+          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).
+
+
+[Illustration: TELEGRAPHER
+
+SYMBOL--TELEGRAPH POLE]
+
+Either: a. Telegraphy,
+
+          1. Send 22 letters per minute using a sounder and
+          American Morse Code.
+
+          2. Receive 25 letters per minute and write out the
+          message in long hand or on a typewriter directly
+          from sound.
+
+          No mistakes allowed. OR
+
+b. Wireless. Pass examination for lowest grade wireless operator
+according to U. S. N. regulations.
+
+REFERENCE:
+
+"Harper's Beginning Electricity," D. C. Shafer, Harper.
+
+
+[Illustration: ZOOLOGIST
+
+SYMBOL--SEAHORSE]
+
+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.
+
+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).
+
+A. MAMMALS
+
+          1. Describe and give life history of ten wild
+          mammals personally observed and identified.
+
+          2. Name two mammals that kill fruit trees by
+          girdling them.
+
+          3. Mention three mammals that destroy the farmer's
+          grain.
+
+          4. State game laws of your State which apply to
+          mammals.
+
+          5. Name and locate one great game preserve in the
+          United States and mention five game mammals
+          protected there.
+
+B. REPTILES
+
+          1. Give the life history of one reptile.
+
+          2. Give names of three Turtles that you have
+          identified in the open.
+
+          3. What is the only poisonous Lizard in the United
+          States?
+
+          4. Name and describe the poisonous Snakes of your
+          State.
+
+C. AMPHIBIANS
+
+          1. Describe the life history of the frog or the
+          toad.
+
+          2. Describe the wonderful power of changing color
+          shown by the common Tree-frog.
+
+          3. What is the difference in the external
+          appearance of a salamander and a lizard?
+
+          4. Give a list of five Amphibians that you have
+          identified in the open.
+
+D. FISHES
+
+          1. Describe the habits of feeding and egg-laying
+          in one of our native fishes.
+
+          2. Mention a common fish that has no scales, one
+          that has very small scales, and one that has
+          comparatively large scales.
+
+          3. Name five much-used food fishes of the sea, and
+          five fresh-water food-fishes.
+
+          4. What are some necessary characteristics of a
+          game-fish? Mention a well-known salt-water game
+          fish, and two fresh-water ones.
+
+          5. Describe the nest of some local fish, giving
+          location, size, etc.
+
+E. INVERTEBRATES
+
+(EITHER of the following)
+
+a. Insects and Spiders
+
+          1. How may mosquitoes be exterminated?
+
+          2. Collect, preserve and identify ten butterflies,
+          five moths, ten other insects, and three spiders.
+
+          3. Describe the habit that certain ants have of
+          caring for plant-lice or aphids which secrete
+          honey-dew.
+
+          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.)
+
+          5. Describe the life of a hive or colony of honey
+          bees. (See "The Life of the Bee," by Maurice
+          Maeterlinck, Dodd Mead Co.)
+
+b. Sea Shore Life
+
+          1. Name five invertebrates used as food and state
+          where they are found.
+
+          2. What is the food of the starfish? How are
+          starfish destroyed?
+
+          3. Name twenty invertebrates which you have seen
+          and give the locality where they were found.
+
+          4. Name five invertebrates that live in the water
+          only and five that burrow in the mud or sand.
+
+          5. What invertebrate was eaten by the Indians and
+          its shell used in making wampum? Where have you
+          seen this animal?
+
+GENERAL REFERENCES
+
+A. MAMMALS
+
+"Life-Histories of Northern Animals," 2 vols., Ernest Thompson Seton,
+Scribner.
+
+"American Animals," Stone, Witmer and Wm. E. Cram, Doubleday Page.
+
+"American Natural History, Vol. I, Mammals," Wm. T. Hornaday, Scribner.
+
+"Squirrels and Other Fur-Bearers," John Burroughs, Houghton, Mifflin.
+
+"Kindred of the Wild," C.G.D. Roberts, Doubleday Page.
+
+"Animals, Their Relation and Use to Man," C.D. Wood, Ginn and Co.
+
+"Popular Natural History," J.G. Wood, Winston.
+
+B. REPTILES
+
+"Reptile Book," Raymond L. Ditmars, Doubleday Page.
+
+"The Poisonous Snakes of North America," Leonhard Stejnegar, Report U.
+S. National Museum, 1893.
+
+C. AMPHIBIANS
+
+"The Frog Book," Mary Cynthia Dickerson, Doubleday Page.
+
+"Manual of Vertebrates of the Northern United States," David Starr
+Jordon, A.C. McClurg Pub. Co.
+
+"Nature Study and Life," Clifton F. Hodge, Ginn and Co.
+
+D. FISHES
+
+"American Food and Game Fishes," David Starr Jordan and Barton W.
+Evermann, Doubleday Page.
+
+"The Care of Home Aquaria," Raymond C. Osburn, New York Zoological
+Society.
+
+"The Story of the Fishes," James Newton Baskett, D. Appleton and Co.
+
+E. INVERTEBRATES
+
+a. Insects and Spiders
+
+"Butterfly Guide," W. J. Holland, Doubleday Page.--(For beginners).
+
+"Our Common Butterflies," Frank E. Lutz, (Guide Leaflet No. 38, American
+Museum of Natural History).
+
+"How to Collect and Preserve Insects," Frank E. Lutz, (Guide Leaflet No.
+39, American Museum of Natural History).
+
+"The Moth Book," W. J. Holland, Doubleday Page.
+
+"The Butterfly Book," W. J. Holland, Doubleday Page.
+
+"The Spider Book," J. H. Comstock, Doubleday Page.
+
+"Moths and Butterflies," Mary C. Dickerson, Ginn and Co.
+
+"Manual for the Study of Insects," J. H. and A. B. Comstock, Comstock
+Publishing Co.
+
+"The Wonders of Instinct," Jean Henri Fabre, Century Co.
+
+"Field Book of Insects," Frank E. Lutz, Putnam.
+
+b. Sea Shore Life
+
+"The Sea-Beach at Ebb Tide," A. F. Arnold, The Century Co.
+
+"Sea-Shore Life," A. G. Mayer, (New York Zoological Society 1906).
+
+"Introduction to Zoology," C. B. and G. C. Davenport, Macmillan Co.,
+1900.
+
+
+III. GROUP BADGES
+
+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.
+
+[Illustration: 1. SCOUT NEIGHBOR (any four)
+
+          Citizen***
+          Health Guardian***
+          Economist
+          Business Woman***
+          Telegrapher
+          Interpreter
+          Motorist****
+          Canner]
+
+
+[Illustration: 3. SCOUT AIDE[10]
+
+          First Aide***
+          Home Nurse***
+          Homemaker
+          Health Winner
+          Health Guardian***
+          Child Nurse*** or Cook]
+
+
+[Illustration: 4. WOODCRAFT SCOUT (any three)
+
+          Athlete***
+          Motorist****
+          Horsewoman
+          Sailor
+          Swimmer
+          Pioneer
+          Pathfinder]
+
+
+[Illustration: 5. SCOUT NATURALIST]
+
+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:
+
+          1. What sorts of things are included in Nature
+          Study?
+
+          2. What are the other names for living and
+          non-living objects?
+
+          3. Read one of the following general books on
+          Nature Study.
+
+GENERAL NATURE STUDY REFERENCES:
+
+"Handbook of Nature Study," Anna Botsford Comstock, Comstock Publishing
+Co. (Manual for Leaders).
+
+"Nature Study and Life," Clifton F. Hodge, Ginn and Co.
+
+"The Story Book of Science," J. Henri Fabre, Century Co.
+
+"Leaf and Tendril," John Burroughs, Houghton Mifflin.
+
+"Wake Robin," John Burroughs, Houghton Mifflin.
+
+"Natural History of Selbourne," Gilbert White.
+
+"Travels in Alaska," John Muir.
+
+"My First Summer in the Sierras," John Muir.
+
+
+[Illustration: 6. LAND SCOUT
+
+          Gardener
+          Farmer
+          Dairy Maid
+          Bee Keeper]
+
+
+IV. GOLDEN EAGLET
+
+SYMBOL--A GOLD EAGLET PIN OR PENDANT
+
+[Illustration]
+
+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:
+
+          Athlete***
+          Bird Hunter or Flower Finder or Zoologist
+          Citizen***
+          Cook
+          Dressmaker
+          Economist
+          First Aide***
+          Health Guardian***
+          Health Winner
+          Homemaker
+          Home Nurse***
+          Hostess
+          Laundress
+          Child Nurse***
+          Pioneer
+
+
+V. SPECIAL MEDALS
+
+[Illustration: ATTENDANCE STAR]
+
+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.
+
+          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.
+
+          2. The silver star is given for attendance at 90
+          per cent of all regular troop meetings.
+
+          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.
+
+
+[Illustration: LIFE SAVING MEDALS]
+
+          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.
+
+          2. The Silver Cross is awarded for saving life
+          with considerable risk to oneself.
+
+          3. These two medals are worn over the right
+          pocket.
+
+          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.
+
+
+[Illustration: MEDAL OF MERIT]
+
+          1. The Medal of Merit is designed for the Scout
+          who does her duty exceptionally well, though
+          without grave risk to herself.
+
+          2. This medal is worn over the right pocket.
+
+          3. Only registered Scouts are entitled to this
+          medal.
+
+          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.
+
+
+[Illustration: THANKS BADGE]
+
+          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.
+
+          2. The Thanks Badge may be worn on a chain or
+          ribbon.
+
+          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.
+
+
+SCHOLARSHIP BADGE; For this see Blue Book of Rules, Edition, March 1922,
+p-4.
+
+
+VI. GIRL SCOUT OFFICERS AND CLASS INSIGNIA
+
+[Illustration: CAPTAIN'S PIN]
+
+[Illustration: LIEUTENANT'S PIN]
+
+[Illustration: TENDERFOOT PIN]
+
+[Illustration: SECOND-CLASS BADGE]
+
+[Illustration: FIRST-CLASS BADGE]
+
+[Illustration: CORPORAL]
+
+[Illustration: PATROL LEADER]
+
+[Illustration: EX-PATROL LEADER]
+
+[Illustration: VII. FLOWER CRESTS FOR TROOPS]
+
+FOOTNOTES:
+
+[8] 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.
+
+[9] Note: Scouts in non-glacial regions may apply to Headquarters for
+other tests in preparation.
+
+[10] This must be passed on by National Headquarters.
+
+
+
+
+SECTION XIX
+
+REFERENCE READING FOR GIRL SCOUTS
+
+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?
+
+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.
+
+The Congressional Library may be called upon at any time for
+bibliography on any special topic.
+
+The books in this section are in addition to the special references for
+Proficiency Tests in Section XVIII.
+
+
+HANDBOOKS OF ALLIED ORGANIZATIONS
+
+Boy Scouts of America, Handbook for Boys, 200 Fifth Ave., N. Y. C.
+
+Boy Scout Camp Book, Edward Cave, Doubleday and Page.
+
+The Book of the Camp Fire Girls, 31 East 17th Street, New York City.
+
+Girl Guiding, Sir Robert Baden-Powell, C. Arthur Pearson, Ltd., London.
+
+Scouting for Boys, Sir Robert Baden-Powell, C. Arthur Pearson, Ltd.,
+London.
+
+Woodcraft Manual for Boys and Woodcraft Manual for Girls by Ernest
+Thompson Seton, Doubleday and Page.
+
+
+ADVENTURE
+
+Robinson Crusoe, Daniel DeFoe.
+
+Jim Davis, John Masefield.
+
+A Woman Tenderfoot: Two Little Savages: Ernest Thompson Seton and Grace
+Gallatin.
+
+David Balfour, Kidnapped, Treasure Island, Robert Louis Stevenson.
+
+Around the World in Eighty Days, Twenty Thousand Leagues Under the Sea,
+The Mysterious Island, Jules Verne.
+
+Swiss Family Robinson, Wyss.
+
+
+ANIMAL STORIES
+
+Jungle Books, First and Second; Just So Stories; Rudyard Kipling.
+
+The Call of the Wild, Jack London.
+
+Bob, Son of Battle, Ollivant.
+
+Wild Animals I Have Known, Ernest Thompson Seton.
+
+Black Beauty, Sewell.
+
+Lad, a Dog; Albert Payson Terhune.
+
+
+FAIRY AND FOLK TALES
+
+Fairy Tales, Hans Christian Anderson--Mrs Edgar Lucas' Edition.
+
+Arabian Nights.
+
+Peter Pan in Kensington Gardens, James M. Barrie.
+
+Granny's Wonderful Chair, F. Browne.
+
+Davy and the Goblin, Guy Wetmore Carryl.
+
+Celtic Fairy Tales, J. Jacobs.
+
+Norse Fairy Tales, Sir George Dasent.
+
+Folk Tales of Flanders, Jean De Bosschere.
+
+Fairy Tales, Grimm Bros., Mrs. Lucas, Editor.
+
+Uncle Remus, His Songs and Sayings, Joel Chandler Harris.
+
+Mopse the Fairy, Jean Ingelow.
+
+Water Babies, Charles Kingsley.
+
+Wonderful Adventures of Nils, Selma Lagerloef.
+
+Blue, Red, Green and Brown Fairy Books, Andrew Lang.
+
+Pinocchio, C. Lorenzini.
+
+Back of the North Wind; Double Story; The Princess and Curdie; The
+Princess and the Goblin; George MacDonald.
+
+Czecho-Slovak Fairy Tales, Parker Fillmore.
+
+Ting a Ling Tales; The Queen's Museum and Other Fanciful Tales, Frank
+Stockton.
+
+
+HISTORY AND PERIOD NOVELS
+
+The Story of France, Mary MacGregor.
+
+The Little Book of the War, Eva March Tappan.
+
+Story of the World, Elizabeth O'Neill.
+
+Story of the War for Young People, F. A. Kummer, Century 1919.
+
+Story of the Great War, Roland Usher.
+
+Story of a Pioneer, Anna Howard Shaw.
+
+Old Timers in the Colonies, Charles C. Coffin.
+
+The Boys of '76, Charles C. Coffin.
+
+Drum-Beat of the Nation, Charles C. Coffin.
+
+Redeeming the Republic, Charles C. Coffin.
+
+Lafayette, We Come! Rupert S. Holland.
+
+Historic Events of Colonial Days, Rupert S. Holland.
+
+History of England, Rudyard Kipling.
+
+Hero Tales from American History, Lodge and Roosevelt.
+
+Famous Scouts, Charles H. Johnston.
+
+Famous Frontiersmen and Heroes of the Border, Charles H. Johnston.
+
+Boy's Life of Theodore Roosevelt, Herman Hagedorn.
+
+Boy's Life of Abraham Lincoln, Helen Nicolay.
+
+American Hero Stories, Eva March Tappan.
+
+A Gentleman of France, Weyman.
+
+A Tale of Two Cities, Charles Dickens.
+
+Cardigan, Robert Chambers.
+
+Deerslayer, Fenimore Cooper.
+
+Fortunes of Nigel, Walter Scott.
+
+Henry Esmond, William Makepeace Thackeray.
+
+Hugh Wynne, Weir Mitchell.
+
+Ivanhoe, Walter Scott.
+
+Janice Meredith, Paul Leicester Ford.
+
+Joan of Arc, Laura E. Richards.
+
+Last of the Mohicans, Fenimore Cooper.
+
+Maid at Arms, Robert Chambers.
+
+Man Without a Country, Edward Everett Hale.
+
+Master Simon's Garden, Caroline Meigs.
+
+Pool of Stars, Caroline Meigs.
+
+Master Skylark, Bennett.
+
+Merry Lips, Beulah Marie Dix.
+
+Otto of Silver Hand, Howard Pyle.
+
+Quentin Durward, Walter Scott.
+
+Ramona, Helen Hunt Jackson.
+
+Rewards and Fairies, Rudyard Kipling.
+
+Richard Carvel, Winston Churchill.
+
+Soldier Rigdale, Beulah Marie Dix.
+
+The Crisis, Winston Churchill.
+
+The Perfect Tribute, M. S. Andrews.
+
+The Prince and the Pauper, Mark Twain.
+
+The Refugees, Conan Doyle.
+
+The Scarlet Pimpernel, Baroness Orczy.
+
+The Spartan, Caroline Snediker.
+
+The Three Musketeers, Alexandre Dumas.
+
+The White Company, Conan Doyle.
+
+Two Little Confederates, Thomas Nelson Page.
+
+Via Crucis, Marion Crawford.
+
+Westward Ho, Charles Kingsley.
+
+A Yankee at King Arthur's Court, Mark Twain.
+
+
+MYTH AND LEGEND
+
+Story of Roland, James Baldwin.
+
+The Sampo (Finnish), James Baldwin.
+
+The Story of Siegfried, James Baldwin.
+
+Children of the Dawn, (Greek), Elsie Buckley.
+
+Pilgrim's Progress, John Bunyan.
+
+The Stories of Norse Heroes, Wilmot Buxton.
+
+Don Quixote, Cervantes.
+
+Stories of Charlemagne and the Twelve Peers of France, A. J. Church.
+
+Greek Tragedies, Church.
+
+Adventures of Odysseus and The Tale of Troy, Padraic Colum.
+
+Undine, De la Motte Fouque.
+
+Sintram and His Companions, De la Motte Fouque.
+
+Tanglewood Tales, Nathaniel Hawthorne.
+
+The Wonderbook, Nathaniel Hawthorne.
+
+Rip Van Winkle, Washington Irving.
+
+Heroes, Charles Kingsley.
+
+Robin Hood, Howard Pyle.
+
+The Story of the Champions of the Round Table, Howard Pyle.
+
+The Story of the Grail and the Passing of Arthur, Howard Pyle.
+
+The Story of King Arthur and His Knights, Howard Pyle.
+
+The Story of Sir Launcelot and His Companions, Howard Pyle.
+
+
+NONSENSE
+
+Goops, Gillett Burgess.
+
+Inklings for Thinklings, Susan Hale.
+
+Child's Primer of Natural History, Oliver Herford.
+
+The Nonsense Book, Edward Lear.
+
+Alice's Adventures in Wonderland, Lewis Carroll.
+
+Through the Looking Glass, Lewis Carroll.
+
+The Hunting of the Snark, Lewis Carroll.
+
+Nonsense Anthology, Carolyn Wells.
+
+Parody Anthology, Carolyn Wells.
+
+
+NOVELS AND STORIES
+
+Aldrich, Thomas Bailey; Marjorie Daw.
+
+Austen, Jane; Pride and Prejudice.
+
+Bacon, Josephine Daskam; Ten to Seventeen, Madness of Philip.
+
+Barrie, James N.; Little Minister, Little White Bird, Sentimental Tommy.
+
+Bjornson, Bjornstjerne; A Happy Boy, Arne, A Fisher Lassie, Synove
+Solbaken.
+
+Blackmore, R. W.; Lorna Doone.
+
+Bronte, Charlotte; Jane Eyre.
+
+Brunner, H. C.; Short Sixes.
+
+Chesterton, Gilbert K.; The Club of Queer Trades, the Innocence of
+Father Brown.
+
+Collins, Wilkie; The Moonstone.
+
+Craik, D. M.; (Miss Mulock) John Halifax, Gentleman.
+
+Crawford, Marion; Marietta, Mr. Isaacs, the Roman Singer.
+
+Daskam, Josephine; Smith College Stories, Sister's Vocation.
+
+Davis, Richard Harding; Soldiers of Fortune, Van Bibber.
+
+Deland, Margaret; Tales of Old Chester.
+
+Eliot, George; Mill on the Floss.
+
+Farnol, Jeffrey; The Broad Highway.
+
+Fox, John; Little Shepherd of Kingdom Come, Trail of the Lonesome Pine.
+
+Green, Anna Katherine; The Leavenworth Case, The Filigree Ball.
+
+Haggard, Rider; King Solomon's Mines.
+
+Holmes, Sherlock; Hound of the Baskervilles.
+
+Hope, Anthony; Rupert of Hentzau, The Prisoner of Zenda.
+
+Hornung; Adventures of Raffles, the Gentleman Burglar.
+
+Jacobs, W. W.; Light Freights, Many Cargoes.
+
+Johnson, Owen; The Varmint.
+
+Kipling, Rudyard; Captains Courageous, Soldiers Three, Wee Willie
+Winkle, Kim, The Naulakha, The Light That Failed.
+
+Lincoln, Joseph; Captain Erie.
+
+McCarthy, Justin; If I Were King.
+
+Merriman, Henry Seton; Dust, With Edged Tools.
+
+Meredith, Nicholson; In the Bishop's Carriage.
+
+Poe, Edgar Allen; Tales, The Gold Bug.
+
+Reade, Charles; The Cloister and the Hearth, Foul Play.
+
+Rinehart, Mary Roberts; The Amazing Interlude.
+
+Smith, F. Hopkinson; Fortunes of Oliver Horne, Colonel Carter of
+Cartersville.
+
+Stowe, Harriet Beecher; Little Pussy Willow, Uncle Tom's Cabin.
+
+Stockton, Frank; Rudder Grange, The Lady or the Tiger, Casting Away of
+Mrs. Leeks and Mrs. Aleshine.
+
+Tarkington, Booth; Monsieur Beaucaire, Gentleman from Indiana,
+Seventeen, Penrod, Penrod and Sam.
+
+Wells, Carolyn; The Clue, The Gold Bag, A Chain of Evidence, The Maxwell
+Mystery.
+
+White, Edward Stewart; The Blazed Trail.
+
+Wister, Owen; The Virginian.
+
+Woolson, Constance F.; Anne.
+
+Alcott, Louisa M.; Eight Cousins, Little Women, Little Men, Rose in
+Bloom, etc.
+
+Burnett, Frances Hodgson; Little Lord Fauntleroy, Sarah Crewe, etc.
+
+Coolidge, Susan; Clover, In the High Valley, What Katy Did and other
+Katy Books.
+
+Craik, Mrs.; (Miss Mulock); The Little Lame Prince.
+
+Cummins, Maria Susanna; The Lamplighter.
+
+Dodge, Mary Mapes; Donald and Dorothy, Hans Brinker and the Silver
+Skates.
+
+Ewing, Juliana; Jackanapes, Six to Sixteen.
+
+Hale, C. P.; Peterkin Papers.
+
+Hughes, Thomas; Tom Brown's School Days.
+
+Jackson, Helen Hunt; Nelly's Silver Mine.
+
+Jordan, Elizabeth; May Iverson, Her Book.
+
+Nesbit, E.; The Wouldbegoods, The Phoenix and the Carpet.
+
+Ouida (de la Ramee); Bimbi Stories.
+
+Richards, Laura E.; Hildegarde Series, Margaret Montford Series.
+
+Shaw, F. E.; Castle Blair.
+
+Spyri, J.; Heidi.
+
+Twain, Mark; Huckleberry Finn, Tom Sawyer, etc.
+
+Warner, Susan; The Wide Wide World.
+
+Wiggin, Kate Douglas; The Birds' Christmas Carol, Polly Oliver's
+Problems, Rebecca of Sunnybrook Farm.
+
+
+GIRL SCOUT STORIES
+
+Abbott, Jane; Keineth, Larkspur.
+
+Blanchard, Amy E.; A Girl Scout of Red Rose Troop.
+
+Widdemer, Margaret; Winona's Way and other Winona Books.
+
+
+POETRY
+
+Verse for Patriots, Jean Broadhurst and Clara Lawton Rhodes.
+
+Golden Staircase, (An Anthology), L. Chisholm.
+
+Lyra Heroica, William Ernest Henley.
+
+Blue Book of Poetry, Andrew Lang.
+
+Story Telling Poems, F. J. Olcot.
+
+Book of Famous Verse, Agnes Repplier.
+
+Home Book of Verse for Young Folks, Burton Egbert Stevenson.
+
+Child's Garden of Verse, Robert Louis Stevenson.
+
+Children's Book of Ballads, Mary W. Tileston.
+
+Golden Numbers, Kate Douglas Wiggin.
+
+
+WONDERS OF SCIENCE
+
+Magic of Science, Collins.
+
+The Story Book of Science, Jean Henri Fabre, Century.
+
+Field, Forest and Farm, Jean Henri Fabre, Century.
+
+In the Once Upon a Time, Lillian Gask.
+
+Book of the Ocean, Ingersoll.
+
+Careers of Danger and Daring, Cleveland Moffett.
+
+Science at Home, Russell.
+
+Wonders of Science, Eva March Tappan.
+
+The Book of Wonders.
+
+Magazines: Popular Science, Popular Mechanics, Scientific American, The
+National Geographic.
+
+
+FOR CAPTAINS, LIEUTENANTS, COMMISSIONERS AND OTHER GIRL SCOUT OFFICERS
+
+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.
+
+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.
+
+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.
+
+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.
+
+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.
+
+
+LEADERS' HANDBOOK OF ALLIED ORGANIZATIONS
+
+The Boy Scout Movement Applied by the Church. Richardson-Loomis,
+Scribners.
+
+Girls Clubs, Helen Ferris. E. P. Dutton and Co., 1919. Suggestions for
+programs, community cooperation, practical methods and helps in
+organization. Bibliography.
+
+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.
+
+(1) Handbook for Scout Masters, 200 Fifth Avenue, New York City.
+
+(2) Community Boy Leadership--A Manual for Scout Executives.
+
+Model Treasurer's Book for Girls' Clubs. National League of Women
+Workers, 25 cents.
+
+Scoutmastership, Sir Robert Baden-Powell, Putnam, 1920.
+
+The Girl Reserves. Y. W. C. A. Association Press. 600 Lexington Avenue,
+New York City. Manual of Leaders, 1921.
+
+
+PRACTICAL AND GENERAL READING
+
+Abbott, Edith; Women in Industry, Appleton.
+
+Addams, Jane; Twenty Years at Hull House, Spirit of Youth in the City
+Streets, A New Conscience and an Ancient Evil, Macmillan.
+
+*Angell, Emmett D.; Play.
+
+*Bancroft, Jessie H.; Games for the Playground, Home, School and
+Gymnasium. Macmillan.
+
+*Burchenal, Elizabeth; Dances of the People--Shirmer.
+
+*Byington, Margaret; What Social Workers Should Know About Their Own
+Communities. Russell Sage Foundation, N. Y.
+
+Daggett, Mabel Potter; Women Wanted. George H. Doran. A book about women
+in all walks of life, as affected by the war.
+
+*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.
+
+*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.
+
+Hall, G. Stanley; Adolescence, 2 Volumes, 1907. See also "Youth",
+summary volume, by same author, who did pioneer work in the field.
+
+*Hoerle, Helen, and Salzberg, Florence B.; the Girl and the Job, Henry
+Holt, $1.50.
+
+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 cleverly presented.
+
+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.
+
+Key, Ellen; The Century of the Child.
+
+*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.
+
+*MacDougall, William; Social Psychology, Luce and Co. Study of how
+people act and feel in a group.
+
+Mill, John Stuart; The Subjection of Women. Frederick Stokes.
+
+*Norsworthy, Naomi, and Whitley: The Psychology of Childhood, Macmillan,
+1919. Best and latest general child psychology.
+
+Parsons, Elsie Clews: Social Control, Social Freedom, The Old Fashioned
+Woman, The Family. All: Putnam.
+
+*Patrick, G. T. W.; Psychology of Relaxation. Houghton Mifflin. The
+necessity for and guidance of the play instinct.
+
+*Perry, Clarence A.; Community Center Activities. Russell Sage
+Foundation, New York City.
+
+Pillsbury, W. B.; Essentials of Psychology, Macmillan. Good, brief
+treatment of general psychology for popular reading.
+
+*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.
+
+*Puffer, J. Adam; The Boy and His Gang. Houghton Mifflin.
+
+Putnam, Emily; The Lady.
+
+Schreiner, Olive; Woman and Labour.
+
+Sharp, Cecil J.; One Hundred English Folksongs. Charles H. Ditson and
+Co.
+
+*Slattery, Margaret; The Girl in Her Teens, The Girl and Her Religion,
+The American Girl and Her Community, The Woman's Press.
+
+*Thorndike, Edward L.; Individuality, Riverside Educational Monographs,
+Houghton Mifflin. What constitutes the "average person." The danger of
+"sizing up" people too rapidly.
+
+*Terman, Lewis; The Hygiene of the Child, Houghton Mifflin.
+
+Trotter, W.; Instincts of the Herd in Peace and War, Fisher Unwin. How
+"public opinion" exerts its influence on conduct.
+
+Wallas, Graham; Human Nature in Politics, and The Great Society, Our
+Social Heritage, Macmillan.
+
+Ward, Lester F.; Psychic Factors of Civilization and Applied Sociology.
+Ginn and Co. Psychological interpretation of civilization.
+
+*Woods, Robert A.; Young Working Girls, Houghton Mifflin.
+
+
+CAMPING AND HIKING
+
+Campward Ho!, The Camp Manual for Girl Scouts contains a full and
+annotated bibliography. The following is an additional list.
+
+The Boy Camp Manual, Charles Keen Taylor.
+
+Camping and Outing Activities, Cheley-Baker. Games, Songs, Pageants,
+Plays, Water Sports, etc.
+
+Camp Cookery, Horace Kephart, Macmillan Co.
+
+The Camp Fire Girls' Vacation Book, Camp Fire Girls, New York City.
+
+Camping and Woodcraft (2 vols.) Horace Kephart, Macmillan.
+
+Camp Kits and Camp Life, Charles Stedman Hanks.
+
+Camping Out, Warren Miller, Geo Doran Co.
+
+Caravanning and Camping-out, J. Harris Stone--Herbert Jenkins, Ltd., 12
+Arundel Place, London.
+
+Harper's Camping and Scouting, Joseph Adams, Harper Bros.
+
+Shelters, Shacks and Shanties, D. C. Beard, Scribners. Illustrated.
+
+Summer in a Girls' Camp, Anna Worthington Coale, Century.
+
+Swimming and Watermanship, L. de B. Handley, Macmillan Co.
+
+Touring Afoot, Dr. C. P. Fordyce, N. Y. Outing Publishing Co.
+
+Wilderness Homes, Oliver Kamp, Outing Publishing Co.
+
+
+GOVERNMENT BULLETINS AND HOW TO GET THEM
+
+          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:
+
+          (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.
+
+          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.
+
+          3. For State publications on Health, Education,
+          etc., apply to Secretary of State if special
+          officer in charge is unknown.
+
+          4. Apply to town hall or special departments for
+          city documents on health, child care, education,
+          etc.
+
+          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.
+
+          The Red Cross National Headquarters, Washington,
+          D. C.
+
+          The Metropolitan Insurance Company, 1 Madison
+          Avenue, N. Y. C.
+
+          Child Health Organization, 370 Seventh Avenue,
+          Miss Sally Lucas Jean, Director.
+
+          The Posture League of America, 1 Madison Avenue,
+          N. Y. C.
+
+
+
+
+INDEX
+
+          Accidents, First Aid for 164 ff
+            Water 191 ff
+
+          Act to Establish Flag 69
+
+          Adam 456
+
+          Adventure, books of 540
+
+          Africa 27
+
+          Agassiz 455
+
+          Alaska 454
+
+          Alcott, Louisa 23
+
+          Allied Organizations, Handbooks of 540
+
+          Alignments 92
+
+          Alligator 429
+
+          "America" 74, 75
+
+          "America the Beautiful" 66
+
+          American Museum of Natural History 373 ff
+
+          Amphibians 425
+
+          "Anacreon in Heaven" 74
+
+          Animal Stories 540
+
+          Aphids 449
+
+          Apoplexy, care of 186 ff
+
+          Aquarium 435
+
+          Arnold, Sarah Louise 106
+
+          Artist test 499
+
+          Aspen 395
+
+          Asphyxiation, prevention of 197 ff
+
+          Asters 381
+
+          At ease 87
+
+          Athlete test 499
+
+          Attendance stars 536
+
+          Attention 85
+
+          Audubon Society 425
+
+          Australia 27
+
+          Axe, use of 326 ff
+
+          Azalea 383
+
+
+          Background 40
+
+          Back step 89
+
+          Baden-Powell 1 ff
+
+          Balsam fir 390
+
+          Bandages, making of 204 ff
+
+          Barnacles 442
+
+          Bathroom, care of 119
+
+          "Battle Hymn of the Republic" 77
+
+          Beach fleas 442
+
+          Beaver 370
+
+          Bedroom, care of 119
+
+          Beekeeper test 500
+
+          Birds 407 ff
+
+          Bird baths 424
+
+          Birds, economic value of 415 ff
+
+          Bird Hunter test 500
+
+          Bird Woman 21
+
+          Biscuit Loaf 363
+
+          Bites, care of 190, ff
+
+          Black Eyed Susan 383, 385
+
+          Blood Root 381
+
+          Blue Bird 409
+
+          Blue Flag 383
+
+          Blue-tailed Lizard 430
+
+          Bobolink 415
+
+          Bog Potato 288
+
+          Border, flowers for 464 ff
+
+          Boulders 453
+
+          Bouncing Bet 383
+
+          Bowline, knot 488 ff
+
+          Box Turtle 430
+
+          Brandywine, battle of 469
+
+          Bread 363
+
+          Breakfast 133 ff
+
+          Broiled Fish 361
+
+          Brown, Thomas Edward 456
+
+          Bubonic Plague 449
+
+          Bugler's test 501
+
+          Bull Frog 376, 427
+
+          Burroughs, John 375, 407
+
+          Business meeting 57
+
+          Business Woman test 502
+
+          Butterfly 449
+
+          Butler, Albert E. 384, 388, 394
+
+          Bumble Bees 447
+
+
+          Cambridge flag 68
+
+          Camp cooking 360 ff
+            recipes 362 ff
+            utensils 340, 344, 361
+
+          Camping and the Guide Law 36
+
+          Camping for Girl Scouts 313 ff
+            hiking 314 ff
+            site 319 ff
+            fires 327 ff
+            provisions 345 ff
+
+          Camp sanitation 323
+
+          Canada 27
+
+          Canner 502
+
+          Captain 14
+
+          Captain's pin 538
+
+          Cardinal flower 381
+
+          Cassiopeia 302
+
+          Cat fish 433
+
+          Cellar 107
+
+          Ceremonies, Forms for Girl Scouts 44 ff
+            Alternate forms 48 ff
+
+          Chaining 467 ff
+
+          Chairman 57
+
+          Chameleon 431
+
+          Change step 90
+
+          Chevrons 538
+
+          Chief Scout 35
+
+          Child, care of 157 ff
+
+          Child Health Organization 547
+
+          Child Nurse 157 ff
+            test 503
+
+          Child, routine of 162 ff
+
+          Christmas Fern 389
+
+          Cicada 447
+
+          Citizen's test 504
+
+          Civic biology 377
+
+          Clams 442
+
+          Class test 60 ff
+
+          Cleaning 126
+
+          Clermont 69
+
+          Closing exercises 57
+
+          Clothing for Hiking 317
+
+          Clove hitch 492 ff
+
+          Cochineal 446
+
+          Cocoa 363
+
+          Cod 433
+
+          Colds, care of 247 ff
+
+          Color Guard 46
+
+          "Common minerals and rocks" 454
+
+          Compass 482 ff
+
+          Congressional Library 540
+
+          Conservation of forests 393 ff
+
+          Continental Code 97, 99
+
+          Conventional signs for maps 479
+
+          Convulsions, care of 186 ff
+
+          Cooking devices 340
+
+          Cooking in camp 360
+
+          Cook 133 ff
+            test 505
+
+          Coral 439
+
+          Corned beef hash 362
+
+          Corporal 13, 538
+
+          Council 14
+
+          Court of Honor 15, 45
+
+          Crabs 437, 439
+
+          Craftsman test 505
+
+          Crinkle root 289
+
+          Crocodile 429
+
+          Crosby, William O. 454
+
+          Cultivation 461
+
+          Cyclist test 507
+
+          Cypress, bald 396
+
+
+          Dancer test 518
+
+          Dandelion 383
+
+          Dairy Maid test 507
+
+          Dash, General Service Code 98
+
+          Daughter of New France 20
+
+          Dawson, Jean 377
+
+          Deciduous 387
+
+          Declaration of Independence 68
+
+          Deming, Dr. W. C. 190
+
+          Diamond Back Terrapin 431
+
+          Dickerson, Mary C. 389
+
+          Diminish front 96
+
+          Dinner 139 ff
+
+          Director, National 15
+
+          Dish washing 117
+
+          Dishes, washing in camp 364
+
+          Dislocations, care of 177 ff
+
+          Distance, to take in drill 92
+
+          Direction 478
+
+          Dot, in General Service Code 98
+
+          Double time 88
+
+          Doughty, Arthur G. 20
+
+          Dow, Ula M. 133
+
+          Dragon flies 446
+
+          Dressmaker 508
+
+          Dress, right or left 85
+
+          Drill, Girl Scout 84 ff
+            Tenderfoot 84
+            Second Class 90
+            First Class 95
+
+          Drummer test 509
+
+          Duck hawks 418
+
+          Dutch Cleanser 365
+
+
+          Eagle 407
+
+          Eclaireuses de France 31
+
+          Economist test 509
+
+          Eel 456
+
+          Egrets 374, 411 ff
+
+          Electrician test 510
+
+          Emergencies, aid for 164 ff
+
+          Erosion 393
+
+          Evergreen 387
+
+          Exercises 275 ff
+
+          Explorer 21
+
+          Eyes, Health of 259 ff
+
+          Eyes right or left 80
+
+          Eyesight, tested by stars 303
+
+
+          Facings 86
+
+          Fall in 84
+            out 87
+
+          Falkland Islands 27
+
+          Fairy Tales 541
+
+          Farmer test 510
+
+          Feet, care of 315
+
+          Fellowship 2
+
+          Fire, control of 199 ff
+
+          Fireless Cooker 111 ff
+
+          Fishes 432 ff
+
+          Fishes, group of 433
+
+          Fishballs 361
+
+          Fisher, G. Clyde 366, 373 ff
+
+          First Aide 164 ff
+            test 512
+
+          First Class Badge 538
+            Conferring of 50
+            Test 64 ff
+
+          First Girl Scout 20
+
+          Flag 67 ff
+            Colors 67
+            History 67 ff
+            How to make 77
+            Respect due 70 ff
+            Regulations for flying 71 ff
+
+          Flashlight signalling 100
+
+          Floods, causes of 393
+
+          Floor, Kitchen 108
+
+          Flower crests 539
+
+          Flower Finder test 512
+
+          Flower garden 462 ff
+
+          Fly, House, fighting of 121
+
+          Folk Tales 541
+
+          Food for Camps 362 ff
+
+          Food for the Sick 249 ff
+
+          Food furnishing animals 402
+
+          Food Habits 402
+
+          Food, storage of 123 ff
+
+          Foot 466
+
+          Forbush, Edward Howe 419
+
+          Forests, uses of 393 ff
+            fires 395
+
+          Fox 406
+
+          Fractures, care of 177 ff
+
+          France 31
+
+          Freezing 40
+            care of 188 ff
+
+          Fried bacon 362
+
+          Fried fish 361
+
+          Fried ham 361
+
+          Fried country sausage 362
+
+          Fried potatoes 362
+
+          Fringed gentian 381, 383
+
+          Frying pan 361 ff
+
+          Fulton, Robert 59
+
+          Fungi 289
+
+          Furnishing 107
+
+
+          Gaillardia 384
+
+          Gamefish 435
+
+          Ganoid 433
+
+          Garden, Girl Scout's Own 456 ff
+
+          Gardener test 514
+
+          Gas stove 110
+
+          General service code 97
+
+          Geology 452 ff
+
+          Germs, fighting of 121
+
+          Gibson, William Hamilton 383, 426
+
+          Gila Monster 429
+
+          Gills 431
+
+          Girl Guides 1, 18 ff
+
+          Girl Scout Stories 544
+
+          Glacial Drift 453
+
+          Glacier 451 ff
+
+          Glass snake 430
+
+          Golden Eaglet 45, 52, 535
+
+          Golden Plover 414
+
+          Goldenrod 381
+
+          Government Bulletins 456
+
+          Grand Union Flag 68
+
+          Great Blue Heron 422
+
+          Great horned owls 411
+
+          Great Ice Age 453
+
+          Grebe 408
+
+          Grey, Lord 20
+
+          Group Badges 533 ff
+
+          Guide, the Flower 383
+
+          Guides, War Service 27
+
+
+          Half-hitch 491 ff
+
+          Halibut 433
+
+          Half step 89
+
+          Halt 89
+
+          Hammerhead shark 436
+
+          Handbooks of Allied Organizations 540
+
+          "Handbook of Birds in Eastern North America" 423
+
+          "Handbook of Birds of Western United States" 423
+
+          Hand signalling 103
+
+          Handy-woman test 515
+
+          Hawks 420
+
+          "Hawks and Owls of the U. S." 420
+
+          Health Guardian test 516
+
+          Health Winner 257
+            test 517
+
+          Heating house 124
+
+          Heights, to estimate 459 ff
+
+          Hemlock 390
+
+          Hepatica 381
+
+          Hermit crab 442
+
+          Hickory nut 383
+
+          Hiking 314 ff
+
+          History novels 541
+
+          History of the American Girl Scouts 1
+
+          Hog peanuts 289
+
+          Hodge, Clifton 377, 534
+
+          "Home Life of Wild Birds" 423
+
+          Hollyhocks 383
+
+          Homemaker, the 23, 106
+            test 518
+
+          Home Nurse, the 217 ff
+            test 519
+
+          Honeybee 448
+
+          Honeydew 448
+
+          Horsewoman test 520
+
+          Hostess test 520
+
+          House fly 449
+
+          House planning 106
+
+          Howe, Julia Ward 77
+
+          Hummingbird 383
+
+          Hummingbird moth 446
+
+          Hunter, David M. 456
+
+          Hydroids 441
+
+          Hyla 428
+
+
+          Ice Chest 114 ff
+
+          "Illustrated Flora" 383
+
+          Illnesses, common 245 ff
+
+          India 27
+
+          Indian cucumber 288
+
+          Indian turnip 289
+
+          Injuries, major 177 ff
+            minor 169 ff
+
+          Inorganic 377
+
+          Insects 439, 446 ff
+
+          Insect eating birds 421 ff
+
+          Insignia, Scouts and officers 538
+
+          Inspection 56
+
+          Interpreter test 521
+
+          Interval, Gen. Ser. Code 98
+            Semaphore 101
+
+          Invertebrate 377, 438 ff
+
+
+          Jack in the Pulpit 383
+
+          Jean, Sally Lucas 547
+
+          Jelly fish 439
+
+          Jessamine 381
+
+          Jones, John Paul 68
+
+          Journalist test 521
+
+          Judging weights and measures 467 ff
+
+
+          Kelley's Island 455
+
+          Kephart, Horace 313 ff
+
+          Key, Francis Scott 73
+
+          Kildeer 419
+
+          Kindling 334 ff
+
+          Kipling, Rudyard 376
+
+          Kitchen 108
+
+          Knots 484 ff
+            glossary 495
+
+
+          Labor Saving 124 ff
+
+          Lady Slipper 281
+
+          Lafayette 69
+
+          "Land Birds East of the Rockies" 423
+
+          Land Scout, Group Badge 535
+
+          Lang, Herbert 426
+
+          Lantern, signalling 100
+
+          Latrine in camp 323
+
+          Laundress test 522
+
+          Laws of Girl Scouts 4 ff
+
+          Leader's Handbooks of Allied Organizations 545
+
+          Legends 542
+
+          Lewis and Clark Expedition 21
+
+          Lobsters 439
+
+          Loco Weed 383
+
+          Lone Scout 13
+
+          Loon 372
+
+          Low, Mrs. Juliette, Founder G. S. 1
+
+          Lunch 148 ff
+
+          Lung fishes 433
+
+          Lutz, Dr. 447
+
+          Life Saving Medals 536
+
+          "Little Women" 23
+
+          Living room 118
+
+          Library, American Association 540
+
+          Lieutenants 14
+
+
+          Mackerel 433
+
+          Magdelaine de Vercheres 20
+
+          Magnolia 380
+
+          Maiden Hair Fern 383
+
+          Malaria 449
+
+          Mallard Duck 424
+
+          Mammals 399 ff
+
+          Manna 447
+
+          Manners, good 129 ff
+
+          Manual by Grey 383
+
+          Manure 458
+
+          Map of camp 481
+
+          Maple, black sugar 391
+
+          Mappa 477
+
+          Maps, history, uses, how to make 476 ff
+
+          Marine worms 443
+
+          Mark time 88
+
+          Marsh Marigold 383
+
+          Measurements 268 ff 466 ff
+
+          Medal of Merit 536
+
+          Medals, special 536
+
+          Medicines 241 ff
+
+          Meeting, Girl Scout 55 ff
+
+          Menus 133 ff
+
+          Metre 466
+
+          Metric System 466
+
+          Metropolitan Life Insurance Company 547
+
+          Merit Badges, conferring 51
+
+          Miller, Mr. and Mrs. Leo 387
+
+          Milliner test 522
+
+          Milton 456
+
+          Mink 415
+
+          Minutes 58
+
+          Mississippi Valley 453
+
+          Moccasin Flower 382
+
+          Mocking bird 409
+
+          Mole Crab 444
+
+          Monarch butterfly 449, 450
+
+          Moon 303
+
+          Moose 369
+
+          Morris, Robert 68
+
+          Morse Code
+            American 97
+            International 97 ff
+
+          Mosquito 449
+            fighting of 121
+
+          Motorist test 523
+
+          Motto of Girl Scouts 3
+
+          Mountain Climbing 367 ff
+
+          Mountain Laurel 383
+
+          Mud-eel 427
+
+          Mud puppy 427
+
+          Musician test 523
+
+          Muscular strain, avoiding 261 ff
+
+          Mushrooms 289 ff 392
+
+          Mussels 442
+
+          Muir Glacier 454
+
+          Muir, John 366
+
+          Myths 542
+
+
+          National Convention 1
+
+          National Director 16
+
+          National Headquarters 1
+
+          National Organization 15
+
+          Nature, classification 379
+
+          Nature in City 39
+
+          Nature Study 36, 43
+
+          Nature Study for Girl Scouts 373 ff
+
+          Naturalist, Scout, group badge 534
+
+          Needlewoman's test 524
+
+          Nesting boxes 424
+
+          Newts 427
+
+          New York 1
+
+          Noble Peregrine 418, 420
+
+          Nonsense 542
+
+          North America 451
+
+          North Pole 69
+
+          Novels 542
+
+          Nubian Gold Mines 476
+
+          Nurse, the Child 157 ff
+            home 217 ff
+
+
+          Oak 390
+
+          Oblique March 93
+
+          Observation 39
+
+          Octopus 439
+
+          Oil stove 110
+
+          One cell animals 431
+
+          Onions 363
+
+          Opossum 399, 401
+
+          Orchids 383
+
+          Organic 377
+
+          Organization 13 ff
+
+          Orion's Sword 304
+
+          Otter 400
+
+          "Our Native Orchids" 383
+
+          Out of Door Scout 35 ff
+
+          Ox Eye Daisy 383
+
+          Oyster 439, 445
+
+
+          Pace, Scout's 314
+
+          Pacing 475, 478
+
+          Paddle fish 432
+
+          Parade 87
+
+          Parade formation 80 ff
+
+          Pathfinder's test 524
+
+          Patients, amusing of 251
+            feeding 251
+            routine 252
+
+          Patriotic songs 72
+
+          Patrol system 13
+
+          Peary, Robert 69
+
+          Pecten 443
+
+          Peeper, spring 428
+
+          Pelicans 412
+
+          Periwinkle 442
+
+          Personal measures 474
+
+          Photographer test 525
+
+          Pickerel 453
+
+          Pickerel weed 385
+
+          Pickersgill, Mrs. Mary 74
+
+          Pine, long leaved 389
+
+          Pine tree patrol system 325
+
+          Pine rose mallow 383
+
+          Pioneer 25
+            test 526
+
+          Pirsson, Louis V. 454
+
+          Pivot, moving 93
+            fixed 94
+
+          Planting 459
+
+          Plants 380 ff
+
+          Plants, edible, wild 285 ff
+
+          Plants poisonous 386 ff
+
+          Pledge 3
+
+          Pleiades 302
+
+          Poetry 544
+
+          Poison, antidotes for 202 ff
+
+          Polar bear 402, 452
+
+          Policy 16
+
+          Position, right 273 ff
+
+          Posture 257 ff, 273 ff
+            League 547
+
+          Poultry, destroyed 402
+
+          Preparation of seed bed 457
+
+          Presentation of badges 21, 45 ff
+
+          Princess Pat 21
+
+          Principles of Girl Scouts 3 ff
+
+          Proficiency tests 497 ff
+
+          Promise 4
+
+          Protozoa 439
+
+          Proverbs, outdoor 284
+
+          Provisions for camping 345 ff
+
+          Public Health 257 ff
+
+
+          Quick time 87
+
+          Quebec 20
+
+
+          Raccoon 402
+
+          Rat flea 449
+
+          Rally 45
+
+          Rays 433
+
+          Recipes, camp 362 ff
+            home 133 ff
+
+          Red Cross, National 214 ff, 547
+
+          "Red Gods," 371
+
+          Reed, Chester A. 383, 423
+
+          Reef knot 487 ff
+
+          Reference reading, Captains' 544
+            Scouts 540 ff
+
+          Refrigerator, iceless 115 ff
+
+          Remedies 241 ff
+
+          Reptiles 428 ff
+
+          Rests 86 ff
+
+          Rhododendrons or Great Laurel 388
+
+          Right angle, to test 471
+
+          Robin 409
+
+          Rock crab 444
+
+          "Rocks and Rock Minerals" 454
+
+          Rocky Mountain Goat 378
+
+          Rock Tapper test 526
+
+          Roorbach, Eloise 367
+
+          Ropes, parts of 487
+
+          Ross, Betsy 67
+            Colonel 68
+
+          Roumanian Scout 29
+
+          Russian Revolution 29
+
+
+          Sacajawea 21
+
+          Sailor test 527
+
+          St. Paris, Ohio 454
+
+          St. Paul 70
+
+          Salamander 425
+
+          Salmon 433
+
+          Sandhill cranes 410
+
+          Sand hoppers 442
+
+          Sanitation in Camp 323
+
+          Scale insect 447
+            maps made to 478
+
+          Scallop 443
+
+          Scavengers, bird 421
+
+          Science, wonders of 544
+
+          Scout Aide 105 ff
+            Group Badge 534
+
+          Scout Cook, the 133 ff
+
+          Scout Naturalist Group Badge 534
+
+          Scout Neighbor Badge 533
+
+          Scout's pace 314
+
+          Scratches glacial 453
+
+          Screech owl 409
+
+          Scribe test 528
+
+          Sea anemone 439
+            cucumber 439
+            spiders 442
+
+          Seashore animals 439 ff
+
+          Second class Badge 49
+            drill 90
+            test 61 ff
+
+          Secretary 57
+
+          Seeds 459
+
+          Segmented worms 439
+
+          Semaphore signalling 101 ff
+            code 102
+
+          Setting-up exercises for Girl Scouts 273 ff
+
+          Seventeen Year Locust 447 ff
+
+          Shakespeare 452
+
+          Shaler, N. S. 453
+
+          Sharks 433
+
+          Shaw, Anna Howard 25
+
+          Sheep shank 493 ff
+
+          Sheet bend 487 ff
+
+          Sherwood, Geo. H. 373 ff
+
+          Shocks, care of 186 ff
+
+          Shoes, for hiking 315
+
+          Shovel nosed sturgeon 434
+
+          Showy primrose 387
+
+          Shrike 417
+
+          Sick bed 221 ff
+
+          Sick, care of 217 ff
+
+          Sick room 218 ff
+
+          Side step 89
+
+          Signalling 97 ff
+
+          Signal flag, Gen'l Service 97,
+            Semaphore 101
+
+          Signaller test 528
+
+          Signs and blazes 305
+
+          Silk worm 448
+
+          Simmons college 106, 133
+
+          Sink 116 ff
+
+          Skink 430
+
+          Skunk 404
+
+          Skunk cabbage 380
+
+          Slogan 3
+
+          Smith, Samuel F. 55
+
+          Snail 439
+
+          Snake bite 297
+
+          Snakes 294 ff
+
+          Social forms 129 ff
+
+          Soft shelled crab 445
+
+          Soil 458
+
+          Solomon's Seal 289
+
+          Song birds 409
+
+          Sounds, measuring distance by 471
+
+          Spanish Moss 396
+
+          Spiders 439, 450 446 ff
+
+          Sponges 439
+
+          Spring Beauty 381
+
+          Spruce, black, red 389
+
+          Square knot 487 ff
+
+          Squid 438
+
+          Stains 127 ff
+
+          Stalking 39
+
+          Stars 78 ff 298 ff
+
+          Starfish 437, 445
+
+          Star Gazer test 529
+
+          Starling 420
+
+          Star Spangled Banner 73 ff
+
+          Steps and marchings 87
+
+          Stew 361
+
+          "Story of Our Country" 453
+
+          Stove 109
+
+          Supper 148 ff
+
+          Sun stroke, care of 188 ff
+
+          Swimmer's test 530
+
+
+          Table manners 130 ff
+            setting 131
+
+          Tadpoles 425
+
+          Taping 467 ff
+
+          Tenderfoot enrollment 44, 48
+            pin 538
+            test 60 ff
+
+          Tennyson 380
+
+          Tents 322 ff
+
+          Telegrapher test 530
+
+          Telemetry 467, 468
+
+          Teodorroiu, Ecaterina 29
+
+          Timber wolves 398
+
+          Thanks badge 537
+
+          Thistle 383
+
+          Thrushes 409
+
+          Toad 425 ff
+
+          Toadstools 289 ff
+
+          Toast 363
+
+          Tools 457
+
+          Totem 309
+
+          Tracking 40
+
+          Trade names and true names of furs 403
+
+          Trailing arbutus 381
+
+          Trans-Atlantic flight 69
+
+          Treasurer, report of 57 ff
+
+          Trees 387 ff
+
+          Triangulation 467 ff 478
+
+          Troop 14
+
+          Troop crest 539
+
+          Turin 476
+
+          Turpentine 389 ff
+
+          Turtles 429 ff
+
+
+          Uniform, one piece 83
+            two piece 92
+
+          Union, the 70
+
+          Union Jack 68
+
+          Units of measure 466
+
+          "Useful Birds and their Protection" 419
+
+          Vega 304
+
+          Vegetable garden 459 ff
+
+          Vertebrates 377
+
+
+          Walnuts 383
+
+          Wapato 288
+
+          War service 266 ff
+
+          Water and game birds 423
+
+          Water dog 427
+
+          Water lily 383
+
+          Water, selection 320
+            supply 125 ff
+
+          Wasp 447
+
+          Waste 122
+
+          Weasel 400 ff
+
+          Weather wisdom 282 ff
+
+          Weeds 461
+
+          Weevils 449
+
+          Weights and measures 135 ff
+            judging 467 ff
+
+          West Indies 27
+
+          "Western Bird Guide" 423
+
+          Wharf pile animals 441
+
+          Whelk 443, 444
+
+          Who are the Scouts 17 ff
+
+          Whistle 100, 103
+
+          White, Gilbert 425
+
+          Whitman, Walt 313
+
+          Whittier 387
+
+          Width, to estimate 468 ff
+
+          Wig Wag 97
+
+          Wild carrot 383
+
+          Wild flowers and ferns 380 ff
+
+          Wild turkey 416
+
+          Witch Hazel 382
+
+          Wood, uses of 388 ff
+
+          Woodcraft 280 ff
+
+          Woodcraft Scout Group Badge 534
+
+          Woods, twelve secrets of the 280 ff
+
+          Woolen things 122 ff
+            clothes 317 ff
+
+          Wordsworth 375
+
+          Wounds, care of 181 ff
+
+          Wright, Wilbur 69
+
+
+          Yard 466
+
+          Yarrow 383
+
+          Yellow fever 449
+
+          Yellow pine 394
+
+
+          Zoologist test 531
+
+
+
+
+GIRL SCOUTS
+
+(INCORPORATED)
+
+
+NATIONAL HEADQUARTERS
+
+189 Lexington Ave., New York City
+
+
+OFFICERS, 1924
+
+          _Founder_
+          MRS. JULIETTE LOW
+
+          _Honorary President_
+          MRS. CALVIN COOLIDGE
+
+          _Honorary Vice-Presidents_
+          MRS. WARREN G. HARDING
+          MRS. WILLIAM H. TAFT
+          MRS. T. J. PRESTON, JR.
+            (_Formerly Mrs. Grover Cleveland_)
+          MRS. WOODROW WILSON
+
+          _President_
+          MRS. HERBERT HOOVER
+
+          _First Vice-President_
+          MRS. ARTHUR O. CHOATE
+
+          _Second Vice-President_
+          MRS. JULIUS ROSENWALD
+
+          _Third Vice-President_
+          MRS. WILLIAM HOFFMAN
+
+          _Fourth Vice-President_
+          MRS. M. E. OLMSTED
+
+          _Treasurer_
+          MRS. NICHOLAS F. BRADY
+
+          _Chairman Executive Board_
+          MRS. V. EVERIT MACY
+
+          _Counsel_
+          MR. DOUGLAS CAMPBELL
+
+          _Director_
+          MRS. JANE DEETER RIPPIN
+
+
+
+
+ADVISORY COMMITTEE ON BUSINESS AND FINANCE
+
+          MR. FREDERIC W. ALLEN, _Chairman_
+          MR. GORDON ABBOTT
+          MR. ROBERT CASSATT
+          MR. HERBERT LLOYD
+          MR. DUNLEVY MILBANK
+          MR. CHARLES E. MITCHELL
+          MR. JOHN D. RYAN
+          MR. FREDERICK STRAUSS
+          MR. FELIX WARBURG
+
+
+EXECUTIVE BOARD
+
+          MISS SARAH LOUISE ARNOLD
+          MRS. LEO ARNSTEIN
+          MRS. JOHN T. BAXTER
+          MRS. NICHOLAS F. BRADY
+          MRS. FREDERICK H. BROOKE
+          MRS. FRANCIS K. CAREY
+          MRS. LYMAN DELANO
+          MR. FRANCIS P. DODGE
+          MRS. FREDERICK EDEY
+          MRS. ARTHUR W. HARTT
+          MRS. V. EVERIT MACY
+          MISS E. GWEN MARTIN
+          MRS. WILLIAM G. MCADOO
+          MISS LLEWELLYN PARSONS
+          MRS. WILLIAM L. PHELPS
+          MRS. HAROLD I. PRATT
+          MRS. W. N. ROTHSCHILD
+          MRS. HELEN R. SCUDDER
+          MRS. A. CLIFFORD SHINKLE
+          MRS. EDWARD A. SKAE
+          MRS. PERCY H. WILLIAMS
+
+
+PERMANENT COMMITTEES
+
+          =Education=   _Chairman_, MISS SARAH LOUISE ARNOLD
+          =Field=   _Chairman_, MRS. FREDERICK EDEY
+          =Finance=   _Chairman_, MRS. NICHOLAS F. BRADY
+          =Policies=   _Chairman_, MRS. FREDERICK H. BROOKE
+          =Publication=   _Chairman_, MRS. WILLIAM HOFFMAN
+          =Standards=   _Chairman_, MRS. ARTHUR O. CHOATE
+
+
+
+
+GIRL SCOUT PUBLICATIONS
+
+See Latest Price List for Cost
+
+          _Scouting for Girls._ Official Handbook of the
+          Girl Scouts. 572 pages, profuse illustrations.
+          Bibliography. Khaki cloth cover, flexible.
+          Officers' Edition, board.
+
+          _Campward Ho!_ Manual for Girl Scout Camps. 192
+          pages. Illustrations. Bibliography, cuts and
+          diagrams. Cloth.
+
+          _The Blue Book Of Rules For Girl Scout Captains._
+          All official regulations, and Constitution and
+          By-Laws. Lefax form. No. 12
+
+          _Introductory Training Course For Girl Scout
+          Officers._ Outline of 10 lessons. Equipment and
+          references. Lefax form. No. 13.
+
+          _The Girl Scouts' Health Record._ A convenient
+          form for recording the points needed to cover for
+          badge of "Health Winner." No. 7
+
+          _Girl Scouts, Their Works, Ways and Plays._
+          Pamphlet. No. 5
+
+          _Your Girl and Mine_, by Josephine Daskam Bacon,
+          Pamphlet. No. 9.
+
+          _Why I Believe in Scouting for Girls._ Mary
+          Roberts Rinehart. Pamphlet No. 10
+
+          _Field Note Book For Girl Scout Officers._ Blue
+          canvas cover, filler, envelope, for Blue Book of
+          Rules, Training Courses, Miscellaneous
+          Publications and Notes. Lefax form.
+
+          _The Citizen Scout, A Program for Senior Girl
+          Scouts._ Lefax form. No. 14.
+
+          _Why Scouting for Girls Should Interest College
+          Women._ Louise Stevens Bryant Pamphlet. Lefax
+          form. No. 16.
+
+          _Girl Scout Councils, Their Organization and
+          Training._ 20 pp. Lefax form No. 17.
+
+          _Why My Girls are Girl Scouts_ by Rear-Admiral W.
+          S. Sims, U. S. N. Pamphlet. No. 15
+
+          _Community Service for Girl Scouts._ Lefax form.
+          No. 18.
+
+          _Girl Scouts, Inc., Annual Reports for 1920 and
+          1921._ Lefax form. No. 25 and 26.
+
+          _Has She Got Pep? What the Girl Scout Leader
+          Needs._ Josephine Daskam Bacon. Pamphlet. No. 21.
+
+          _Educational Work of the Girl Scouts._ Louise
+          Stevens Bryant. Written for Biennial Survey,
+          1918-1920, Bureau of Education, Washington, D. C.
+
+          _The American Girl._ A Scouting Magazine for all
+          girls. Monthly. 15 cents the copy; $1.50 the year.
+          Special Section for Officers, "The Field News."
+
+
+Other Publications in Stock
+
+          _Scoutmastership._ A Handbook for Scoutmasters on
+          the Theory of Scout Training, by Sir Robert
+          Baden-Powell. Putnam's Sons, N. Y. 1920.
+
+          _Brownies or Blue Birds._ A Handbook for Young
+          Girl Guides, by Sir Robert Baden-Powell, London.
+          C. Arthur Pearson. 1920.
+
+          _The Patrol System for Girl Guides._ London. C.
+          Arthur Pearson.
+
+          _The Junior Cook Book. Girl Scout Edition._ Clara
+          Ingram. Barse and Hopkins.
+
+
+          Order From
+          GIRL SCOUTS, INC.
+          National Headquarters
+          189 Lexington Ave.
+          New York City
+
+The Woodcraft Section of SCOUTING FOR GIRLS 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: "_The Woodcraft Manual for Girls_," by Ernest
+Thompson Seton, published by Doubleday Page and Company for the
+Woodcraft League Of America, Inc.
+
+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.
+
+[Illustration: GIRL SCOUTS]
+
+       *       *       *       *       *
+
+Transcriber's Notes:
+
+Obvious punctuation errors repaired.
+
+Page 15, "nieghborhood" changed to "neighborhood" (interests of the
+neighborhood)
+
+Page 28, "emeny" changed to "enemy" (by the enemy)
+
+Page 28, "neigborhood" changed to "neighborhood" (in their neighborhood)
+
+Page 30, "Souts" changed to "Scouts" (Scouts have sometimes had)
+
+Page 31, "wherewe" changed to "where we" (town where we live)
+
+Page 35, "counsins" changed to "cousins" (British cousins are the)
+
+Page 52, "oportunity" changed to "opportunity" (take this opportunity)
+
+Page 65, "skiis" changed to "skis" (Run on skis)
+
+Page 66, twice, "Macfarlane" changed to "MacFarlane" (Will C.
+MacFarlane)
+
+Page 67, "Pennyslvania" changed to "Pennsylvania" (New Jersey,
+Pennsylvania, Deleware)
+
+Page 82, "troup" changed to "troop" (use one troop in)
+
+Page 86, "3" changed to "2" ((or left). 2. _Front._)
+
+Page 129, "aquainted" changed to "acquainted" (if we are acquainted)
+
+Page 131, "breding" changed to "breeding" (Good breeding)
+
+Page 139, "like" changed to "likes" (likes a hearty breakfast)
+
+Page 139, "salt" changed to "salted" (are salted enough)
+
+Page 139, "like" changed to "likes" (family likes salad)
+
+Page 140, "big" changed to "bit" (least bit soggy)
+
+Page 146, "carefuly" changed to "carefully" (carefully washed as)
+
+Page 151, "arangement" changed to "arrangement" (arrangement, and
+pleasant)
+
+Page 177, "e" changed to "c" ((c) If the bleeding)
+
+Page 182, "satifactory" changed to "satisfactory" (is very satisfactory)
+
+Page 187, "unconcious" changed to "unconscious" (that the patient is
+unconscious)
+
+Page 191, "bouyancy" changed to "buoyancy" (because of its buoyancy)
+
+Page 191, "bouyant" changed to "buoyant" (body less buoyant)
+
+Page 193, "buoyance" changed to "buoyancy" (overcome the buoyancy)
+
+Page 196, "of" changed to "or" (an hour or two)
+
+Page 198, "breath" changed to "breathe" (do not breathe until)
+
+Page 205, "trying" changed to "tying" (tying on splints)
+
+Page 219, word "being" inserted into text (before being returned)
+
+Page 235, word "a" inserted into text (and a separate)
+
+Page 238, "Fomentation" changed to "Fomentations" (Fomentations or
+stupes)
+
+Page 240, "receptable" changed to "receptacle" (contained in the
+receptacle)
+
+Page 250, word "being" inserted into text (before being given)
+
+Page 281, "igorance" changed to "ignorance" (cures much ignorance)
+
+Page 301, "Betelgueze" changed to "Betelgeuze" (Betelgeuze, of Orion's
+right)
+
+Page 313, Footnote marker was inserted into text. (FOR GIRL SCOUTS [1])
+
+Page 325, "as" changed to "has" (Senior has charge of)
+
+Page 339, "Syacmore" changed to "Sycamore" (Sycamore and buckeye)
+
+Page 345, "to" changed to "too" (generally too bulky)
+
+Page 350, "peal" changed to "peel" (peel it as you would)
+
+Page 353, "eth" changed to "teeth" (build up bone and teeth)
+
+Page 354, "assimiated" changed to "assimilated" (and is assimilated)
+
+Page 361, "crisco" changed to "Crisco" (Crisco, or prepared cooking)
+
+Page 373, "Hisory" changed to "History" (branches of Natural History)
+
+Page 373, "inviation" changed to "invitation" (extends a cordial
+invitation)
+
+Page 376, "pratical" changed to "practical" (These practical questions)
+
+Page 390, "Cylde" changed to "Clyde" (by G. Clyde Fisher)
+
+Page 403, "Artic" changed to "Arctic" (Arctic regions of the)
+
+Page 409, "largly" changed to "largely" (feeds largely upon mice)
+
+Page 426, "Eastrn" changed to "Eastern" (Eastern United States)
+
+Page 427, "gardner" changed to "gardener" (of the gardener)
+
+Page 442, "muscles" changed to "mussels" (barnacles, mussels)
+
+Page 449, "mullberry" changed to "mulberry" (prefer mulberry leaves)
+
+Page 461, "stedlings" changed to "seedlings" (seedlings that you)
+
+Page 462, "you" changed to "your" (set your line six)
+
+Page 463, "vegtables" changed to "vegetables" (bed of vegetables)
+
+Page 473, "accopmlish" changed to "accomplish" (you will accomplish)
+
+Page 501, number 1 inserted into text (1. Give list of)
+
+Page 505, "tieing" changed to "tying" (two kinds of tying)
+
+Page 506, number 5 on the list was omitted. This was retained.
+
+Page 506, "Applique" changed to "Applique" (Applique: Design an
+Applique)
+
+Page 507, "Demonsrrate" changed to "Demonstrate" (Demonstrate leading a)
+
+Page 507, "scrupulouly" changed to "scrupulously" (cows scrupulously
+clean)
+
+Page 510, "relpace" changed to "replace" (replace a burnt-out)
+
+Page 513, "Three" changed to "There" (There are some excellent)
+
+Page 513, "Published" changed to "published" (Hough, published by the)
+
+Page 516, "employee" changed to "employ" (employ one)
+
+Page 518, original list under "5. Keep Clean:" went from b to d. List
+was reordered.
+
+Page 525, "submit" changed to "Submit" (1. Submit six good)
+
+Page 532, repeated word "and" deleted from text (table and kitchen
+dishes should)
+
+Page 542, "Twai" changed to "Twain" (Pauper, by Mark Twain)
+
+Page 542, "Forque" changed to "Forque" (Undine, by De la Motte Forque)
+
+Page 542, "Predjudice" changed to "Prejudice" (Pride and Prejudice)
+
+Page 544, "the" changed to "The" (The Princess and Curdie)
+
+Page 553, in original text, entry for "Hornung" came after "Johnson,
+Owen". This was repaired.
+
+Page 543, "Nalaukha" changed to "Naulakha" (Kim, The Naulakha)
+
+Page 543, the list of books restarts alphabetically after Woolson.
+
+Page 545, "clevely" changed to "cleverly" (psychology cleverly
+presented)
+
+Page 546, the entry Woods was originally located between Terman and
+Trotter. This was repaired.
+
+Page 546, "Caravaning" changed to "Caravanning" (Caravanning and
+Camping-out)
+
+Page 546, "Haris" changed to "Harris" (J. Harris Stone--Herbert)
+
+Page 548, "lizzard" changed to "Lizard" (Blue-tailed Lizard 430)
+
+Page 551, "Kephardt" changed to "Kephart" (Kephart, Horace 313)
+
+Page 551, "Vercheres" changed to "Vercheres" (Magdelaine de Vercheres
+20)
+
+Page 551, "Systm" changed to "System" (Metric System 466)
+
+Page 552, in original text, entry for "Position" came after "Posture".
+This was repaired.
+
+Page 552, "Racoon" changed to "Raccoon" (Racoon 402)
+
+Page 552, "Refrigator" changed to "Refrigerator" (Refrigerator, iceless,
+115)
+
+Page 552, "Scavangers" changed to "Scavengers" (Scavengers, bird 421)
+
+Page 553, in original text, entry for "Sharks" came after "Shovel". This
+was repaired.
+
+Page 553, entries for "Sick bed" and "Sick, care of" were repeated in
+the original text. They have been deleted.
+
+Page 553, in original text, entries for "Steps" and "Stew" came before
+"Stars". This was repaired.
+
+Page 553, "badeg" changed to "badge" (Thanks badge 537)
+
+Page 553, entries for "Thistle" and "Thrushes" were repeated in the
+original text. They have been deleted.
+
+Page 553, "anmes" changed to "names" (Trade names and true)
+
+Page 553, "Unifom" changed to "Uniform" (Uniform, one piece)
+
+Page 554, in original text, entry for "Water dog" came before "Water and
+game". This was repaired.
+
+
+
+
+
+
+End of the Project Gutenberg EBook of Scouting For Girls, Official Handbook
+of the Girl Scouts, by Girl Scouts
+
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