BOY SCOUTS GENERAL BADEN-POWELL'S SYSTEM. A SUGGESTION FOR THE EMPIRE.
白浪島露營之所以被稱譽為「成功的實驗」 ，其實歸功於 BP 的自我宣傳能力。BP 在露 營後的半年間戮力整理這一次露營的資訊並堅實理論基礎，在隨後的幾個月裡整理成 一篇兩千三百多字的報告，投書到英國本土、澳洲、加拿大、紐西蘭等大英帝國領域 的主要報紙上。 這篇報告的標題即為「BOY SCOUTS. A GENERAL BADEN-POWELL'S SYSTEM. A SUGGESTION FOR THE EMPIRE.」(男孩斥侯．貝登堡將軍體系，給帝國的建議。) 因為篇幅與報紙的關係，刊登內容或有裁減，這裡整理了白鹿計劃團隊所收集到最完 整的一篇，與大家分享。 這個報告一出，在大英帝國各地受到很大的迴響，因此揭開了童軍運動的序幕。很多 人都說，貝登堡推動童軍運動是「無心插柳柳成蔭」。我們看本文前段有一段敘述， It is intend to be applicable to – and not in oppositions to – any, existing organization for boys, such as schoolboys’ brigades, messengers, cricket clubs, cadet corps, etc., or it can supply an organization of its own where these do not exist – for there are one and three-quarter million boys in the country at present outside the range of this good influences, mostly drifting towards hooliganism for want of a helping hand.
這套方案適用於任何現存的青少年組織並與之不悖，像是 schoolboys’ brigades, messengers, cricket clubs, cadet corps 等等。我國現在還有 75 萬男童
是不在上述組織的良好影響之下，大部分受了壞習性感染而迄待協助，因此 它也可以做為一個新創立的組織的基礎。 這樣的說明，其實某種程度上顯示了貝登堡將軍不僅期待將他設計的方案作為當時青 少年組織(男孩組織)的輔助方案，其實也很清楚地呈現他埋下了創立新組織以讓更多兒 童受惠的願景。 另外，也可以看到貝登堡當時是推崇 Ernest Thompson Seton 在美國早於他個人推崇類 似運動的成果的。 原本白鹿計劃團隊打算將它逐段翻譯成中文以饗童軍伙伴，但貝氏廿世紀初的英文在 今日看來較為拗口翻譯起來頗為累人，待團隊中英文能力較好的夥伴有空閒再說。不 過近日卻有計畫在白鹿計畫中組織媒體工作室，將小狼手冊以及這篇文章逐段解說做 成的影音材料，在網路上給大家參考。 以下是貝登堡將軍當年的投書原文，歡迎參考(插圖皆採自 1907 白浪島露營照片，但與 段落意義無關，純粹裝飾版面)。
第一大段，敘述將軍的初衷 The same causes which brought about the downfall of the great Roman Empire are working today in Great Britain. The main cause of the downfall of Rome was decline of good citizenship among its citizens due to want of energetic patriotism to the growth of luxury and idleness, and to the exaggerated importance of local party politics, etc. Personally I am not pessimist to think with some people that we are already so far on the downward grade as to be hopeless; on the contrary, I think that we are only near to the parting of the ways where it becomes incumbent upon every one of us who have the slightest patriotism in him to earnestly help, in however small a way, to turn the rising generation on to the right road for good citizenship.
第二大段，談到方案的背景與概念 To this end the following scheme is offered as a possible aid towards putting on the positive footing the development, moral and physical, of boys of all creeds and classes, by a means which should appeal to them while offending as little as possible the susceptibilities of their elders. It is intend to be applicable to – and not in oppositions to – any, existing organization for boys, such as schoolboys’ brigades, messengers, cricket clubs, cadet corps, etc., or it can supply an organization of its own where these do not exist – for there are one and three-quarter million boys in the country at present outside the range of this good influences, mostly drifting towards hooliganism for want of a helping hand. Many officers of such organizations have asked me for suggestions for developing and keeping up the interest of the boys in their training, and a small handbook, which I published for teaching scouting in the cavalry has, I find, been used to a very considerable extent in training children in the country. For these reasons it occurred to me to frame a scheme of scouting, such as this, specially adapted for boys. Under the term “Scouting” with its attributes of romance and adventure, I suggest instruction in the many valuable qualities which go to make a citizen equally with a good scout. These include observation and deduction, chivalry, patriotism, self-sacrifice, personal hygiene, saving life, self-reliance, etc., etc. A somewhat similar idea was started in America a short time back, by Mr. Ernest Thompson Seton, and has already attained phenomenal success.
第三大段，說明 Scouting 的意涵，一個兼具浪漫與冒險的名稱 I append here for consideration a short summary of my scheme. I propose to give the full detail in a small handbook, which is intended to service either as a textbook for instructors, or as a self-educator for individual boys. In the meantime, I should be grateful for any suggestions or criticisms. With regard to the scheme for teaching boys good citizenship under the heading of "scouting," It may be of interest to you to know that an experimental trial has recently been made to working out the details – and with very satisfactory results. A troop of boys of all classes – public school boys and shop-boys – was brought together last August in camp near Poole, Dorset I put them through a week’s of introduction of “Scouting” devoting one day to each subject (three or four days each would be a real course).In this way the boys got but a mere smattering of the proposed teaching; its methods and scope were put to a good practical test. The results were such as to encourage the highest hopes as to the possibilities of the scheme when carried out on the larger scale.
第四大段，關於白浪島露營的紀錄
An ideal spot was secured in Brownsea Island. The island is nearly two miles long by one wide – thickly wooded parts in open the others, undulating and containing two lakes in the center. Our camp was on the southern shore, and composed of officers’ and mess tents, kitchen, and a tent to each patrol (group of five boys). We divided up the boys in to “patrols” of five, with a senior boy in each as “patrol leader”. This organization was the secret of our success. Each patrol leader was given full responsibility for the behavior of his patrol at all times, in camp and n the field. The patrol was the unit for work or play; and each patrol was camped in a separate spot. The boys were put “on their honor” to carry out orders. Responsibility, discipline, and competitive rivalry were thus at once established, and a good standard of development was assured throughout the troop. SUBJECTS OF INSTRUCTION The following were the subjects of our course of instruction for the week: -First Day – Preliminary.After setting into camp formation of patrols and distribution of duties, orders, etc., each subject of the course was explained with demonstrations. Patrols leaders received a special course of introduction in the field for them to impact to their patrols subsequently.
-Second Day – Campaigning. Camp resourcefulness, hut and mat-making, knots, fire lighting, cooking, health and sanitation, endurance, finding way in strange country, boat management. -Third Day – Observation Noticing and memorizing details far and near, land marks etc.; tracking, deducing meaning from tracks and signs, training eyesight, etc. -Fourth Day – Woodcraft Study of animals and birds, plants, stars, etc.; stalking animals, noticing people, reading their character and condition, thereby gaining sympathy, etc. -Fifth Day – Chivalry Honor, code of knights, unselfishness, courage, charity and thrift, loyalty to King and to employers or officers, practical chivalry to women, obligation to do “ a good turn” daily, and how to do it, etc. -Sixth Day – Saving Life Form fire, drowning, sewer gas, runaway horses, panic, street accidents, etc.; improvised apparatus, first aids, Albert medal, etc. -Seventh Day – Patriotism Colonial geography, history, and deeds that won the Empire; our navy and army, flag, medals, duties of citizen, marksmanship, helping police, etc. -Eighth Day – Summary of the Whole Course Sports comprising games and competitive practices in all subjects of the course. NIGHT WORK Each night one patrol went on duty as “night picquet” – i.e., drew rations of flour, potatoes, meat, tea, etc., and went out to some indicated spot to bivouac for the night. Each boy carried his greatcoat and blanket, cooking pot and matches. On arrival at the spot fires were lit and suppers cooked, after which sentries were posted and bivouac formed. The picquet was scouted by patrol leaders of other patrols and myself some time before 11 pm. After which the sentries were withdrawn and the picquet settled down for the night, returning to camp next morning in time for breakfast.
第五大段，童軍方法的第一代概念
METHOD OF INSTRUCTION We found the best way of imparting theoretical instruction was to give it out in short instalments, with ample illustrative examples when sitting round the campfire or otherwise resting, and with demonstrations in the practice hour before breakfast. A formal lecture is apt to bore boys. The practice was then carried out in competitions and schemes. For example, take one detail of subject “Observation” – viz., tracking. At the camp fire overnight we would tell the boys some interesting instances of the value of being able to track. Next morning we would teach them reading tracks by making footmarks of different boys at different paces and showing them how to read and deduce their meaning. In the afternoon we would have a game such as “deer stalking”, in which one boy went off with half a dozen tennis balls as their deer. Twenty minutes after four hunters went off after him, following his tracks, each hunter armed with a tennis ball. The deer, after going a mile or two, would hide and endeavor to ambush his hunters, and so to get them within range; each hunter hit with his tennis ball was counted gored to death. If, on the other hand, he was hit three times by their balls he was killed. DISCIPLINE Discipline was very satisfactory indeed. A “Court of Honor” was constituted to try any offences against discipline, but it was needed. In the first place the boys were put on "Their Honor" to do their best. Secondly senior boys were made responsible for the behavior of the four boys forming their patrol. And this worked perfectly well.
第六大段，學員心得與家長回饋 OPINIONS ON THE COURSE OF INSTRUCTION Since this experimental camp I am more than over convinced of possibilities that underline the scouts’ training as an educator of boys of all classes. Prepared as I was for enthusiastic endeavor on the part of the boys, I was surprised at the effect on their character, which became visible in few days even we were at work. And I have not trusted merely to my own
observation, but have had reports from the parents bearing out this conclusion, and giving incidentally some very useful hints from parents’ point of view. That the boys enjoyed it is evident form the letters I have had from them and from their eagerness for another camp next year. And some of them at any rate have remembered what they learnt. One of the boys, a working lad writes: "The most important thing that a great many boys need to learn is to look at the bright side of things, and to take everything by the smooth handle. I myself found that a great lesson, and I shall never forget it, or find words enough to thank you for teaching me it. I have already found it a great help to me even in everyday life." Again; "I found it very stuffy when I go home sleeping in a room, so I opened my window as far as I could; but when my brother came to bed he wanted it shut. But after a bit of an argument I managed to get him to leave it half open." One parent writes; "I see a great change in Tom. He is so much less selfish and always wants to give up things to the others now; and somehow I feel much more in touch with him than I used to be." Several Parents write to this effect: "My boy learnt a great deal of useful knowledge, and I am sure that the ten days there (in camp) will help much to make him more independent and resourceful." "I am glad indeed that Fred went to the camp; and I am sure that the information he obtained there will be of great use to him in the future," and so on. Another writes: "It would be a very good thing if you could have a course of instruction for parents to teach them how to train their sons." Among examples of boys carrying into practice what they have been taught in camp, the following from a mother tells its own story: "Last night the two boys were having a difference of opinion, and Eddie the younger, was almost reduced to tears. Suddenly Kenneth stopped and said, Wait till I have whistled a bit. And a second later I heard a most cabby kind of whistle coming from Eddie too, and of course, they ended by laughing. I hugged them both, and peace was restored." (In camp the boys were taught when feeling upset with ill temper, fear, etc., to force themselves to whistle as an antidote.)
第七大段，結論 CONCLUSION I now hope to organize the wider distribution of this scheme and to issue a handbook, or self-educator, such as will assist schoolmasters, officers of boys’ and church lads’ brigades, and cadet corps, and all others interested in boys in the development of manliness and good citizenship among the rising generation, by an adoptable and inexpensive means which is not only popular and attractive to the boys, but is also intensely interesting to the instructors themselves. A competent critic, after perusal of the handbook, has written thus, “This mixture of all that is best in chivalry, Red Indianism, real soldiering, Sherlock Holmesism, and the feudal system is real genius. It is the soundest thing of a boy’s education that I have met with. So stimulating and so wise” Although I could not myself claim all this for the book, still, such appreciation backed as it is by confirmatory approval from several other authorities, encourages one to hope that the scheme may be regarded as something better than a mere fad, and is of practical promise for anyone who cares to take it up as a means of instilling “character” and good citizenship into the rising generation. Of these it has been completed that there are, one and a quarter million boys (see Gorst’s “Children of the Nation” and Dr. MacNamara’s report) at present drifting into hooliganism for want of a guiding hand to send them on the right road. An office has been opened at Gosehen Buildiugs, 12 and 13 Henrietta-street, London, from which any further information may be obtained. ** The children of the nation : how their health and vigour should be promoted by the state by Gorst, John Eldon, Sir, 1835-1916. Publication date 1907. ** Thomas James Macnamara (1861–1931), a British teacher, educationalist and radical Liberal politician