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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: 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
+
+*** END OF THIS PROJECT GUTENBERG EBOOK OFFICIAL HANDBOOK OF GIRL SCOUTS ***
+
+***** This file should be named 28490.txt or 28490.zip *****
+This and all associated files of various formats will be found in:
+ https://www.gutenberg.org/2/8/4/9/28490/
+
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+produced from images generously made available by The
+Internet Archive)Music by Linda Cantoni.
+
+
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+will be renamed.
+
+Creating the works from public domain print editions means that no
+one owns a United States copyright in these works, so the Foundation
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