Vol. 10, No.4.
OCTOBER 1, 1933.
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October, 1933.
MATILDA
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October, 1933.
MATILDA
3
SOMETHING TO THINK ABOUT. Here are the questions which were sent to members of the Quo Vadis Council so that they might think about them prior to the first Conference of the Council, which was held at the Chalet a few months ago. Guiders may be interested to try to find their own solutions. 1.-What do you think is the best way of making the Promise and Law a reality in the life of the child ?' 2.-Do you find that the Promise and Law have a lasting influence? If not, to what do you attribute the failure? 3.-If the Promise and Law in your cuuntry are not the same as the original, what were the reasons for changing them? 4.-Tests and badges. How do they attract the child? To what needs do they answer? Whither should they lead? Are you satisfied with the results? 5.-What methods are used among the Guides to encourage imagination, sympathy, and the desire to help others? Do you think that we really achieve results? 6.-How can we bring young people back to :l normal life, in harmony with nature; to fight against over-civilisation; to love all things which have life? 7.-What are the essential characteristics of a Captain? B.-How do you secure the sympathy and trus: of parents and: educationists? How do you co-operate with other associations working for young people? 9.-How do you make the fullest use of the Patrol system? 10-How to adapt the Movement to the older girls?
ll- How can Guiding help to develop the latent capacities of girls, in so far as character, intelligence and health are concerned, and how is the balance kept? 12-Is there not to-day a wider conception of country which every Scout and GuidE' should have ? How can we reconcile the love of country with the international spirit? 13-What do you think is the best way to keep awake the spiritual sense in the individual child? And in the Movement as a whole? The following extract from the "Councii Fire" explains the functions of the Council. "Why did we meet? The name 'Quo Vadis' indicates why. Our Movement is spreading ever wider, and Guiding is coming to many countries where girls live under very differen '~ conditions. A boy is a boy almost all over the world, going through his vocational education, preparing for service in the community in similar ways throughout the world. But when we think about the condition of little girls in India and Sudan, in Greece, Egypt, England and Denmark we see very different backgrounds indeed. How can Guiding help them all? Methods of education are changing rapidly, modern psychology spurring us on. Is Guiding up-to-date? Are the methods we are using in our activities still valuable-seen from the educational point of view? If not, where are we to go? And if our theories are all right, does experience show that we live up to them in our companies and outside in day-by-day life?"
CAMP-FIRE. What shall we do at Camp-fire? How shall we run a Company Camp-fire? Is it different from any other Camp-fire? Sometimes we become puzzled over our camp-fire when we think rather of what other people expect it to be than of what we would wish it to be ourselves, from time to time actions and reactions set in, and we have swung from sentimentality to excessive hilarity and sometimes we have become afraid of words like "personality" and "introspection" until we tend to mistrust our own ideas and experience. I have put down briefly a few ideas that may help guiders to make their aim more definite and to have confidence in planning for a time of true delight. Campfire is a time when we realise ourselves AS ourselves, and in relation to God and our fellows. Introspection is healthy if thoughts are immediately led outwards so that, having
glimpsed ourselves closely, we put ourselves into perspective in the world about us. A camp-fire should be a unity, and must therefore be controlled by one person or by tW.1 people who have prepared for it together. Per:;onality creates a feeling of unity and is abused when it unites guides by centring their interest in a person. It should be used to centre their interest in the songs and stories and all that is going on about them. Preparation. Guides should choose beforehand what is to be done at camp-fire, and Guiders should prepare the programm e from the suggestions. If Guides are asked at the moment what they want they may say what occurs first to them, and not what is really suitable: of course, the programme may be adjusted if by a general imoulse some song or story seems to fit in especially well. Songs. A collection of suitable songs can
MATILDA be made only by patience and persistence. Folk songs n~ed a good sense of rhythm and good leadershIp to be sung successfully, special Guides' songs are good even if they are not of the highest quality musically; rounds, amusing songs, outdoor songs, general songs, if possible PLUS. Plus What? Plus a little something some others haven't got. Action songs, such as Big Bass Drum, and progressive songs such as I Had a Cat, are excellent. Responsibility. To pass on to words and music of a song is a great responsibility. Memory and sense of rhythm can be developed when Guides feel that accuracy matters. Learn songs of a special time before the campfire until at least a few of the best voices know them, and the words are familial'. If a song is very short or a round is to be learnt and a good singer is ready to lead it, it may be left till the camp-fire, b,!lt it is wise not to do very much on the spur of the moment. Stories. The purpose of a story is to widen the vision, experience and general outlook, to give the pleasure of losing oneself in another world. The teller must live the story and must lose herself. Stories which are exactlv tight as we find them may be read but mos't often they must be adapted. Books of stories, Saturday Supplements to the daily paper, My Magazine, incidents from longer books, mythology, legends, historical tales are possible sources. General Talks. . Camp - fire is a fine opportunity for talks of general interest; Guides in other countries, Doings of the Chiefs, How Guides began, How other people live, Deseriptions of visits to kindergartens, hospitals, homes, etc., History of our own town, Fight against pests, many articles from the paper could be used, and some of them would be suitable for reading. General activities, some games and t:ompetitions are suitable for camp-fire. Choose a letter of the alphabet, then tell a story, and suddenly stop and point at one person, who must say a word beginning with that letter. Play Bird, Beast and Fish or pTogressive stories, or "What does that remind you of?" Give each person a piece of newspaper, hold up a square of paper and tell each one to tear a hole that size. Give each person a piece of paper and tell her to tear out an animal, hold the animals up in the firelight, and guess in turn what each is meant to be. Acting . . Patrols or groups may act if they take time to prepare and are ready to bring on their acts promptly. Poetry. Read 01' recite poetry, especially "outdoor" and ballad poetry. Masefield, Kiolinl!'. and Paterson are pel'haps the most readily available. Law and Promi e. Camp - fire is above all the time for thinking about the Promise and the Law. A law may be illustrated by a story or by a short talk about the meaningof a word or a new way of making it oractical. It is better, in my experience, not to have a DISCUSSION of the law at camn-fire, that may hannpn at a different time. Try to find one special story for each law to make thp word concrete in the mind of the Guides and tell one at each camp-fire, or captain anq lieu-
October, 1933.
tenant might each tell one. A ceremony may begin or end the camp-fire, but is usually at the beginning or after one opening song. Guides should sometimes lead songs, play instruments, recite or relate incidents they have discovered so long as they understand that t hey should prepare t horoughly, and are able to do well what t hey have undertaken. Ending. A hymn 01' prayer, Taps 01' Goodnight song, are some suitable endings, but it is all according to t he feeling of the company. A camp-fire should end quietly and not repressedly. N ote.-Sometimes Guides feel that it is polite to clap a story or talk at camp-fire. I think this is unsuitable, and that quiet response of united understanding is far better, and all t hat the "teller" wishes. G. H. SWINBURNE.
Visit of New South Wales Rangers to Victoria. On August 19th a party of thirteen Sydney Rangers accompanied by Miss Meek and Miss Gluth, passed t hrough Wangaratta on their way to Mt. Buffalo. They were met at the station by the 1st Wangaratta Rangers, and Guiders of the district, and taken in cars to an orange grove in the hills surrounding Wangaratta, where an enjoyable morning was spent. At midday the visitors left for Mt. Buffalo. On the return journey they were again met by the local Rangers and entertained at thE' Range.r Club Room. After tea an inspection was made of the new Scout Log Cabin, followed by an hour of games, singing and chatting, until it was time for the visitors to leave by the night train for Sydney. The visit, though brief, was greatly enjoyed by the Guiders and Rangers of Wangarattaso seldom is it that country Rangers have an opportunity of meeting and discussing things with other Rangers-particularly those of another State. "RANGER."
Buccaneers' Ball. The Lone Scouts and Lone Guides, in conjunction, are holding a Ball, the profits and expenses to be divided equally between the two sections. It is to be a Buccaneers' Ball, and will be held in , the Hawthorn Town Hall on Saturday evening, 4th November. Admission tickets will be 2 / 6. It is to be hoped by the organisers that they will receive support fl'om all sections of Guiding and Scouting. Rumours from the Scout side of the organisation mention that ther~ will be a nautical smack about the whole thing, including dry-hash for supper! It should have a particular attraction for the Sea Rangers! Tickets can be obtained through any Lone Guider or Leader, or through Miss E. E. Moran, 57 Queens Road, Melbourne. BUCCANEERS,
October, 1933.
MATILDA
"NESTING" How we should all love to be able to run into the booksellers, and buy "How to Find Nests," in that concise handyman's series, or learn the art by taking up so-and-so's course-the kind of thing that teaches us a language in ten lessons! Then we should be sure of finding nest'3 everywhere, when we went bush-wards-like you do in those lovely dreams-you must know the kind I mean! But, yet, what a blessing that we can'tthat here books, systems, courses, and all the rest of them, let us down with a bump, and we simply have to put on our stoutest walking shoes; arm ourselves with bird-book, fieldglasses, groundsheet, and not forgetting the inner man-a juicy apple or a slab of dark chocolate, and so to our favourite spot, where the road is edged with golden wattles, or runs between sturdy gums, giving place further on to sweet briars, hawthorn, and osage oranges! Here is plenty of cover for our bird friendshere are plenty of nesting spots! N ow, how to find those elusive nests? There are two ways-the first is to find them quite accidentally, and I can hear you saying "Well, that remark is most helpful!" but don't forget that I have already said you must go out and do the thing for yourself. Yet, most things have an exception, and there is one in this case-there is a means of learning something beforehand-you are not to be left entirely on your own. That help is in the form of some enthusiast who has already done a good bit of "birding"-most of us know such a person, but for those who don't, perhaps the following hints will be some sort of a substitute. To return, then, to the second method-the "detective" method-putting two and two together-making use of all your bird-lore. Now everyone will agree that the best way to acquire bird-lore is to do it first-hand-yet some previous preparation during the winter evenings will help the beginner tremendously when the call of Spring comes over the hills. First we need a knowledge of the nesting times of birds, then we shan't be looking for kingfisher'S nests in June, say, or expect to find yellow tufty's eggs in October, for he is an early builder. By looking up a book, such as "What Bird is That?" you can find out the nesting times, then make allowances for your own locality-for instance, nesting begins much earlier around Bendigo than at Macedon, or places that are further south. You will soon get to know what the birds in your district do. The book, already mentioned, is a wonderful source of information, so while looking up the nesting times, take note of eggs, structure of nest, etc. This will help you both in finding the nest, and also in deciding who it belongs to, just in case you are not lucky enough to see the owner in possession. Know whether the bird builds in your district or whether it goes away to nest, as in the case of most robins, who like to go to the deep gullies in the hills. Lastly find out the situation the bird is fond of---does it build in trees, in banks, in hollows, high or low, in timber or in open country. The shrike-tit, for example, will
choose the top of a tall bendy sapling, while the little pardalote burrows a tunnel in a bank, 01' else finds a suitable hole in a wall or stone building; water birds naturally like spots near water-reeds and marshy places, while the pipit chooses an open grassy field. So you see what a variety of sites! And that is what makes it all so fascinating-there is always something fresh to find out-some new discovery, some new beauty revealed; and, yet, always the old friends, the old discoveries, the old beauties. Let us suppose, then, that you have spent your time well during the winter, getting to know some of these things, and now that th.! spring is here you are simply itching to go out, and most unwilling to return, as the sun sinks low, and the nip in the air tells you that you must. As time for these outings is necessarily limited, to make them wholly successful, you must observe strict silence or you will warn the birds of your approach-they will slip silently away-leaving their nests long before you arrive. Just searching around in the bushes aimlessly is a very difficult way of finding a nest, and very rarely ends in success. You must approach so silently that you surprise them at the nest. After silence-a quick eye, a keen sense of obsel'vation, unlimited patience, and unbounded enthusiasm. Watch the movements of the birds closely-where they fly to; whether they have food or nesting material; whether they look anxious or self-conscious, for they have a way of cocking their heads on one side and eyeing you anxiously when their nest is nearby, and they don't know whether to return to it or not, or whether you will discover it. Be a "detectiv~" at the game-you'll enjoy it! Each trip will add something to your knowledge, each season, each year! And here, take a last hintkeep a notebook in which to enter notes on all nests found, specially noting the locality, as most birds come back to the same one to build in succeeding years. This year you may find an empty nest, the next year you can viSit the locality in the hopes of finding a fresh one-being built or in use. In conclusion let us, above all things, observe the one simple rule, which I quote from Viscount Grey's delightful book, "Fal\odon Papers":-"take your pleasure in Outdoor Nature without destroying or disturbing." Too often in our .ioy to show others a nest we show many, they show many more, and so it goes on. I do hate to see the entire Company visitinga nest that is found at a "hike." Remember that frequent visits trample grass, break branches, and so draw attention to the nest, besides making them more easily noticed by small boys. In addition shy birds may desert, and here it is worth noting that it is as well not to handl ~ nests thoughtlessly, as this will also cause desertion in some cases-such as the blackbird . These warnings need not spoil our "nesting," but rather help it, and help us to give our Guides and others such a love of all creatures, flowers and birds that "they will neither disturb nor destroy." -E.S.
6
MATILDA
October, 1933.
"Art has been defined as Expressed Taste."
Handcrafts for 1.
Christmas.
A POT OF FLOWERS.
Get a very small flower pot for each Brownie and let her lacquer it a pretty color. Then plant a few seeds in it--not necessarily all the one flower, but flowers that grow about the same height and flower at Christmas time. The different seeds will keep the Brownie interesteJ, as she can watch which seed shoots first, and the difference in the growth of the two plants. It will also teach her to be observant. These can be made very attractive-e.g., blue pansies and yellow violas in a soft green pot, or forgetme-not and mignonette in a rose-colored pot. As far as possible let the Brownies choose their colour. This idea could be enlarged upon and th'~ whole Pack make and grow a window-box as a "good turn" for someone who cannot have a garden. Each Brownie could look after it for a week. 2. BRIDGE SCORERS OR NOTEBOOKS. Make the cover of colored pasteboard. Stick a bridge card with an attractive picture on it on the front. On the inside edge of the back cover make two loops of pasteboard jutting out slighuy to slip a pencil into. Stick either a bridge scorer 01' a notebook inside, 3.
WOOL BAGS.
Cut out a cardboard ring-such as is used to make a baby's woollen ball. Loop over the ring twelve pieces of string 24 inches long so that each end of each piece hangs equally. Knot the alternate strings over a piece of cardboard two inches wide so as to make a network like a hammock. When about four inches from the end knot all the strings together and leave the ends to form a tassel-this is the bottom of the bag. Thread two cords through the loops around the cardboard so that they pull the b'a g shut from either side. Leave these long enough to hang over the arm. Whatever Christmas presents you make, leave the last meeting free to tie them up. This is an excellent opportunity for practising parcel tying. Let the Brownies tie up their present in attractive coloured paper, with coloured string or Christmas ribbon. -M.H.J.
The Study of Nature by a Brownie. YELLOW JOHN-QUILES. The John-quiles have 6 petals the 6 petals are yellow with a cup inside it, the cup is a darker yellow, or a deep orange. When the john-quile is a bud it has a sheef. The sheef is green, when it gets bigger and then the sheef breaks and turns brown, the bud is yellow now, and (be) get bigger and bigger and bigger and soon the petals begin (the) to open and we see the cup then the flower dies and the seed box comes then it gets pick and thrown away into the rushish heep. BERYL.
Suggested Programme. A meeting to be held in grounds near your hall. Before starting, explain that you are going into Animal Land for a while. They may buy tickets for the train, which goes shortly. Charge 1d., and give for tickets a little card with some animal drawn on it. Give Brownies in each Six the same--fairies, rabbits, etc. They pin these on, and they act as a pass into Animal Land. All in train, and off we go. On arrival make up six homes. Inspection.-Queen of the Animals (BrowlI Owl) and The Animals' Friend (T.O.) call at each home. Rabbits hop out, etc. Q. of A. looks hard at each to see if she knows them. All follow behind Q. of A, and A/F to the next home, till all are together. A/F suggests they may like a game. General Game--"Animal Tag." Q. of A then invites them to her court for a chat. , Pow-wow.-Nature of some kind. End pow-wow with a story of how some boggarts once got into a lovely garden and pulled all the plants to pieces. Have flowers and leaves, which T.O. has strewn around. They are asked to help put it together. Find flowe1' and leaf, one at a time, and bring to Brown Owl, to be placed in a /!,arden (marked-off space). Six that finds and knows the names of the most are the winners. Havin~ done a good turn, feel extra happy, decide to sing. .
).
October, 1933.
7
MATILDA
The Story of the Flowers. A very long time ago there were no people living on the earth-no beautiful flowers, and only green trees, shrubs and grasses. The King of the Sun was very powerful, and had large armies to do his WOl~{' Among his helpers wel'e his band of painters. These sprites used to paint the sunrises and sunsets every morning and evening. There were times when they were lazy, quarreled, or when the gray clouds chased them away-then the sunsets were not so beautiful. Other times they were busy painting the rainbows. There were three bands of sprites, and each band had one particular colour to paint with-blue, red and yellow-but by mixing their colours they were able to make all the colours of the rainbow. One day the Sun King had ordered a golden sunrise, so all the yellow sprites had to turn out in full force. One little fellow slept in, and in his hurry to get there he tripped over the edge of a cloud and lost his pot of paint. "Oh, bother," he said, "I shall have to go down to the earth for that, and I will be too late to help." He flew down to ihe earth and found his pot, all the paint had spilled on to a green plant, but as it was a magic pot and he had only to say "Fill, pot, fill," and it immediately filled to the brim with paint, he did not worry. "I say," said the plant, "don't you think these yellow decorations rather become me?" "Well, they do, rather," said the sprite. "What a pity the leaves will die, and they will 'be lost." The plant drooped when it heard this. "Here, I say," said the sprite, "buck up and I will show you how to make these decorations for yourself." He meant flowers, but no one had namerl them yet. He showed the plant how to make its leaves into yellow petals, and the other parts of the flower that we see, and the plant was thrilled. It was a buttercup. Then he tried a different shape and made other flowers -primroses, wattle, dandelions, and many others. Other yellow sprites who had come to earth looking for him were so fascinated that they helped too. Then they invited the red sprites and they had a gay time; they made flowers of every shade of red and pink, and with the yellow sprites made orange, and brown ones, too. They made roses, tiger lilies, marigolds, wallflowers. etc. Noone had asked the blue sprites, so they sulked. "Do come," begged the red sprites, but they would not. for they thought that the yellow sprites should have asked them before. One day the Sun King said "Its time there was another golden sunrise, you yellow sprites will have to stop playing with the plants." The yellow sprites left the plants, and rushed to do the King's bidding. While they were away the red sprites again begged the blue sprites to h elp . This time they were succcessful, for the sprites thought that they would show the yellow sprites a thing or two. They made lovely gentians, forget-me-nots. lupins, cornflowers, violets, lavender, sweet
peas, sometimes the red sprites giving them a hand. When the yellow sprites returned the blue:; would have nothing to do with them; and they still keep up the quarrel. So to-day you will find roses in every shade of red and yellow and orange, but never blue; you will find sweet peas in every shade of red, blue and purple, but never yellow. Indeed, our gardeners spend a lot of time trying to persuade the sprites to give up their quarrel-but they will not. -L.T.
Dear Matilda, As your pages have been of much benefit to us, we thought perhaps it might be helpful to some Brown Owl if we forwarded a description of our Brownie Cupboard which we had made to order with the money which was donated by our Mothers' Club. The measurements are as follows :-Height 5~ ft., length 6 ft., depth 2~ ft. Divided in halves lengthwise, the top portion is fitted with shelves, which accommodate thirty-two bootboxes, covered with brown paper and labelled. The lower portion is fitted with three large drawers, built one on top of the other, to accommodate the library books. The remainder of the space is left clear to hold the Toadstool, and larger part of the Pack equipment. The whole of the cupboard is painted dark brown, and is fitted with four sliding doors complete with lock and key. A toadstool cut from three-ply wood and oainted by Tawny adorns the top of the cupboard, and just adds the Brownie touch. Hoping this will be of help to someone, I remain, yours sincerely,
BROWN OWL.
A Closing Rhyme. (This would fit in as a closing to the Opening Rhyme, "Brownies, Brownies, come make your ring," etc.). "Brownies, Brownies, good-bye we'll sing, For we've finished everything. We have had such lots of fun, And now our Brownie meeting's done. "Brownies, Brownies, we've said goodbye, So to our homes we all must fly, We'll always try to lend a hand, And happy make our Brownies' Band. M.W.
GUIDERS' CONFERENCE. A full account of the conference will appea:' next month.
MAT I LDA
8
AIIIJ" ~alt&;~ The League of Youth. The League of Youth, on the Governing Council of which I have the privilege of representing the Girl GUIdes Association, Victoria, has been formed to unite all nature organizations and school children, into one big body, the main object of which is the preservation of Australia's flora -and fauna. In order that Guiders may understand why and how tbis League was formed, the following clauses from its newly drawn-up constitution will hereby be given:"1.-The League shall be known as t he League of youth. "2.-Its purpose shall be the protection of Australia's flora and fauna, the fostering of a love of nature, the encouragement of the open-air life, the spirit of community service, and the promotion of such objects as may, from time to time, be determined. "3.-Any person of the age of twelve years and over may be a member, subject to such conditions as may be laid dQwn by the Governing Council. "4.-The League shall be composed of Patrons, a President, three Vice-Presidents, a Governing Council, a Secretary and Treasurer, and members . . . . . "5.-The Director of Education shall be President of the Council. .... "6.-The Governing Council shall be composed of 24 members (with power to add to that number). "7.-The following persons shall be members of the Governing Council, in addition t o the President and Vice-Presidents:Three persons nominated by the Hon. the Premier; One person nominated by the Forests Commission; One person nominated by the Fisheries and Game Department; Five persons. representing educational interests in Victoria; One person nominated by the Boy Scouts Association (Victoria). One person, nominated by the Girl Guides Association (Victoria). Three persons representing Victoria N ature organizations; One person representing the Royal Zoological and Acclimatization Society. One person representing the Public Library,. Museums and National Gallery. (Representatives from several other Nature orlYanisations are also to be added to the Council). "J 2.-The Council shall make rules for the administration of the Lea~ue .... "13.- Groups may be formed within schools. l'lnd in any organisation approved by the Governing Council.
October, 1933.
"14.- Gl路OUPS " nay f orm vigilance committees, whose specific duty shall be the oversight and protection of the flo ra and fauna in their respective districts, and the general preservatIon of the beauty of the country 路 side." The first meeting of the Governing Council was held on September 1st, at the Education Department, when an executive committee Wall appointed to deal with such matters as subscriptions, badges, niles, etc. The forming of the League of Youth is an important sLp. It g ive.:; to us, in the Guid e 11fovement, a great incentive to pursut:! our outof-door work, and an opportunity of putting the knowledgfY thus gained to a more definite use than was previously possible. Prior to the formation of the League, Guides had no authority to stop destruction of flora and fauna, and little opportunity of helping to preserve the loveliness of the bush. I understand, from the meeting on September 1st, that it is intended to grant special badges to persons who have acquired a certain standard of knowledge with regard to our flora and fauna. Such persons will have authority to act in cases of vandalism and wanton destruction. Now this gives the Guide movement a wonderful opportunity of rendering real, valuable service. It also enables us to put to a practical use one of our main activities. Scouts and Guides, therefore, should be among the first to receive these special badges of authority. Then, too, we may hope that the League of Youth will enthuse Guides to win such badges as the Naturalist and Birdlover. It does seem such a pity that these badges are so seldom gained in Victoria, when the State possesses such a wealth of native flor a and fauna. After all, we are supposed to be an outdoor move路路 ment. I have hopes/ therefore, that the League of Youth will stir us up into action, and that the usefulness of the scheme will make its own appeal, and give our natUl'e work a new value in our eyes. Let it be our aim to have the Guides first and foremost in the field when the special badges of authority are granted. J.H.
Thomas Hurford Memorial Cup for Swimming . The Girl Guides Association Swimming Classes arranged from Headquarters thIS year have been awarded the Thomas Hurford Memorial Cup for Scouts and Guides. The Cup was Ol'esented to the Royal Life Saving Society by Cr. Llewellyn Jones. J.P., in 1927, as a memorial of the bravery of a Scout, Thomas Hurford;. the story of his brave act is given below. The previous winners of the cup were: 1927-28-lst Hampton Scouts. 1928-29"- Essendon High School. 1929-30- Williamstown High School. 1930-31-Williamstown High School. 1931-32-Benalla High School. 1932 733-Gir l Guides Association.
October, 1933.
MA T I L D A
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The Cup is awarded for the highest aggregate points for the year, points being counted for each member of the Class who gains a Bronze IVledallion, A ward of Merit, Teachers' Certificate, etc. THE STORY OF THOMAS HURFORD. On September 4th, 1921, three Scouts were boating on the River Yarra. At Twickenham Ferry two smal\ boys asked to be taken for a ride. The party rowed up stream. At Heyington in a l~ather narrow part of the River, where the current was fairly strong, an attempt was made to change positions in the boat and this caused it to capsize. All the occupants were thrown into the water. One of the Scouts, who had a paralysed ,arm, clung to the boat. Hurford seized one of the small boys and brought him to the boat, telling- him to cling on while he went to try and help the other smal\ boy who, through his struggles, had got away from the remaining Scout who was not a very good swimmer. Hurford got hold of the second small boy, who struggled violently, and both went down. The first small boy was unable by his own effort to remain clinging to the boat, and as the Scout with the disabled arm could render no assistance, he gradually slipped off and was also drowned. The two remaining Scouts held to each other across the boat till rescued. Thomas Hurford was a very strong swimmer and could without difficulty have saved himself, but he gave his life in an attempt to help others.
The Legends of the Flag. N ow that the Second Class test does not l'equire us to insist upon our Guides writing a short essay on the life of the Saints of the Union Jack, we are up against the problem of telling the histories in such a way that the children will remember them without a set test-or at least the main outlines of the story. The shot,t notes in the Girl Guide Badge Book were NEVER meant to be read to the Guides; and the charming stories in the little book, ""rhe Saints of the Flag," do not tell very much of the history, or life of each saint. It is difficult for us to-day to distinguish be¡ tween the historical facts, and the purely legendary stories that have grown up around the life of each saint. With the exception of St. ' Patrick, who fortunately wrote an autobiog¡ raphy, although it is very incomplete, we have no exact data. We may fix the approximate date of St. Andrew's death, fOl' instance, but we cannot really be certain. nor can we prove anything at all in the life of St. George. It is now generall y conceded by historians, that thpJ"e was not one St. George. but two. Onl? St. George was born in Canpadocia, in Asia Minor. towards the end of the 2nd Century A.D. He was a soldier, became a war profiteer, and the leader of a successful mutiny. He was cashiered from the army about year ~40 A.D. and went to Egypt, where eventually he was killed while helpin~ some Christian missionari'!s to escape from their heathen captors. For this he was canoni:l;ed.
This is not our St. George, though probably he was the hero of the dragon story, which happened according to legend, in Egypt (a country our St. George did not visit), and some 30 years after he was dead. OUI' St. George lived a little, earlier, and died a young man, under 30 yeaf s of age. Th~ accounts of his life are much less history than legend, and if the Roman Emperor Constantine had not left on recprd the fact of his friendship with St. George we should not have known very much about him at all. It is true that there may not have been the two saints, they might have become confused, and there may have been only one man. It is possible that our St. George was not martyred at all, but afterwards became the traitor and war profiteer. It is possible, but not very likely. The people who lived in his time, and soon afterwards, would not have venerated his memory as they did. The memory of St. George has been revered by the Mohammedans as well as the Christian nations, and he is the patron saint of Malta and Portugal, as well as of England. Can we believe that these nations would take as their example the renegade soldier, who no legend has ever suggested was a Christian at all? When we tell these legends to the Guides it is wel\ to explain to them the difference between history and legend. The Guide age is not one in which the allegory has much appeal, and Guides are quick to sense the inconsistency of these legends unless this is understood. The following stories are meant to be told to the Guides as history stories are told. When dates and facts are mentioned they can be verified by looking un various reference books, and we can tell our children that as far as the best historians know these stories are true, and are what really happened. It is most difficult to visualise the countries visited by the Saints without the aid of a map. ,Maps of the Roman Empire can be found at the back of many Bibles, but any atlas will do. and both Guide and Guider will gain a clearer idea of the relative distances, and positions of each country, if the places are lJointed out as the story is told. DELL HAYMAN.
SAINT ANDREW. Nearly 2000 years ago in a little town called Bethsaida, two bo:(s lived with their father and mother in a house close beside the lake which we call nowadays "The Sea of Galilee." Their father. whose name was Jona . was .:l native of Palestine, and their mother a Grecian lady, so that when the eldest boy was born she wanted very much to rall him after the boys of her native land, and not give him a name that sounded strange to her ears. When he was a few days old the baby was named Andrew, because in Greece when a boy was called by that name it meant he was brave and strong-. and his mother prayed that her son would grow to be full of strength ann valonr She taught him to be gentle, and thoughtful for others. and his father taught him to h" observant and very patient; because his father was a fisherman. and in those days that was Sl. very important thing to be. The sheep and cow"
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in Palestine were much too precious for everybody to use for food, so that fish took the place that beef and mutton takes with us. Every fine night Andrew's father took his boat on to the lake, and lowering his nets, would wait hopefully till the morning. Sometimes a storm came, the waves rose, and there would be no fish in the nets, or they mignt be badly torn with the waves and rocks. Andrew and his little brother had to learn to be very patient when they drew up their nets and saw the night's work wasted, and knew that they must spend the day mending before the nets could be used again. The little brother's name was Simon, which was Greek, too, but we know him best as Simon Peter, because he afterwards earned that name through being as faithful as a rock. When they were six years old the little boys went, like the other boys in the town, to school, to learn to read and write, and to speak other languages. Before they were six their father, like other Jewish fathers, taught them to read the Scriptures, and to learn them by heart. They learnt more than boys to-day learn in some ways, for they had to read and write in Hebrew, and probably Latin. At home they spoke in a language that is now forgotten , called Aramaic, and their mother would teach them Greek, which was the language the educated people spoke most often, and in which many of their books were written. All the teaching was done by priests, and as the boys grew up they became more and more interested in religion. There was at that time a travelling preacher who, because he baptised so many people, was called John the Baptist. He was about the same age as Simon. and both he and Andrew became followers of John, an::! were baptised in the Jordan River, which was at the other end of the lake from their house. John taught them a great deal, and always he impressed upon them that someday somebody would come who would teach them far more than he could. Andrew and Simon both knew quite well who he meant, because they probably met Jesus verv often when they were fishing. Jesus lived at Nazareth, a small town about 20 miles away on the other side of the lake, and His mother and John's mother were ('ousins. The three younger boys were much the same age: Andrew was a few years older. but we are not sure how many years there were between them. When they P'l'ew to be young men Simon and Andrew worked hard, and studied specially at religious matters. bpcause they knew that when Jesus was readv He would want their help, and they wished to be fitted for their life with Him. Jesus was only .e:oing to choose 12 men to help Him, and to those 12 He entrusted His message which was to last for all time. Perhaps nobody was surmised when He chose St. Andrew first of all. because he was the kind of person who would always be chosen, and conld always be relied upon. It wa~ late in the afternoon when Jesus first called St. Andrew. who was mending his nets as usual beforp. the ni.e:ht's work. St. Andrew called to his brother to come, too, and the
three friends were alone together that, first night. The next day Jesus chose the other disciples, and from that day St. Andrew gave up being a fisherman, and for the rest of his life he went from place to place telling people about Christ. We do not know very much about St. Andrew during the next three years, but we know that he was learning and preparing himself for what was coming later. One thing we do know is that there was one moment when St. Andrew understood Jesus'message more than all the other disciples. Most of us know the story. It was late in the afternoon, and Jesus had been preaching to the people all day. The disciples had just heard that their friend John the Baptist had been killed, and they wished to go with Jesus away from the people, and be quiet among themselves. Jesus wished to go, too, but He saw how hungry and tired the people were, and He felt that He could not leave them liku that. There was very little money. and Jesus asked the disciples what they would do to feed the 5000 hungry people. He knew well what He was going to do, but He had to train the disciples to think for themselves. He wished to see how much they understood and applied His teaching. No~ one of the disciples answered at first--not even Simon Peter, whose sympathy and understanding hardly ever failed; but then his brother realised what Jesus wanted. "There is a boy," he said, "who has a few fishes, and loaves of bread." And we know how Jesus gave thanks first, and then the disciples gave out the food so that there was enough for everybody, and even some over. After the Crucifixion St. Andrew stayed in Jerusalem with the other disciples; and then, when they had taught a great many people the disciples separated, and went in different directions, preaching in each town and village as they came to it. Sometimes the people did not care to listen, and then St. Andrew went on to the next town, as he had been told to do; but some listened, and then St. Andrew stayed with them, and told them about Christianity, though that word was not used until long after this. The people who listened told other people, and St. Andrew spent many years walking from village to village, sometimes visiting new places, and sometimes going back to peoplo. who wanted to know more. He could not alwavs go to every place that wanted him, and then' he Wl'ote letters to his friends. It is our great loss to-day that these letters have been lost. and not kent, as some that were written by St. Paul at about the same time have been. In his wanderings St. Andrew went into I\.sia Minor, through Armenia to the Black Sea. In many ways these places were more civilised than they are to-day. and St. Andrew madp many converts there. When St. Andrew heard that St. Paul was also in A!lia Minor he felt that he might leave. and go North into Russia, which was a very wild part. into which no misRionaries had ever bp.en. Un till now St. Anrlrew had been only in lands that belonged to the Roman Empire. and that were well wovern ed, but now he found that the Romans had
October, 1933.
MATILDA.
done nothing to help Russia, and the people were barbarIans, and sadly in need of help. Re stayed there for many yeal'S, we have no idea how long, but there were no roads, and the villages were so scattered that St. Andrew felt he could do more, and see more people if he went to a settled area. So St. Andrew left Russia, and went to Greece. He did not know that the truth he had taught to the few scattered people would spread, and spread, till nineteen hundred years afterwal'ds the people of Russia would still look upon him as their patron saint; and although their government does still persecute Christians, there are many little churches still left in Russia that have inside their door hanging a picture of St. Andrew. The Greeks were quite different from the Russians. They had already heard of Christ, and were glad to hear more. They welcomed St. Andrew, and gave him churches to preach in, and money to help him in his work. St. Andrew was not alone in Greece, because we know that St. Paul was there in A.D.50, and again 15 years later, when he was martyred, so that it is probable that they both met, but we have no record of this. It was about this time that St. Andre'V heard that his friend St. Matthew was ill, and wished to see him. St. Andrew, ana all the other disciples, loved St. Matthew for the beauty of his character; in old stamed glass windows we see St. Matthew always pictured as an angel, and St. Andrew could not bear that his friend should be lonely and ill. He went back the thousand miles to Palestine to comfort him, and he wanted so much to take St. Matthew back with him to Greece, where the climate was milder, and the people mOl'e gentle. But St. Matthew knew that his right place was in Palestine, and he would stay, although they were both old men now, and they both knew that they were not likely to see each other again. St. St. Andrew went back alone. and St. Matthew stayed behind, and perhaps it was because St. Andrew was half Greek himself that he understood the people he was ;l;oine back to, and realised how badly fitted they were to stand up to persecution and trouble. They had indeed had to meet trouble; for it wa3 months before St. Andrew had finished the weary journey, and he found that there were many clianges in the country. The Governor of Greece had decided to stamp out Christianit.v in his country, and this made him most popular with his Emperor, the famous Nero. who suffered from fits of madness, and whCl burnt and tortured the Christians whenever he could. When Achais the Ja'overnor heard that St. Andrew had returned he sent for him, and threatened him with death if he preached Christianity in his country at all. St. Andrew said that he would continue doing what he knew was right; he sought out his former friends to find that some were dead, and many too frightened to be seen with him. There were some who were still faithful, but these dared not meet in hall , they went underground in big caves and cellars. When one Christian met another he drew the siJa'n of a fish upon the ground because that was the secret sig:1 of Christianity, the
cross that we use did not have that meaning at that time. Gradually the little group grew smaller. It was inevitable that St. Andrew would be caught; and one winter's day he was led out on the shore at Patrae to be crucified, for that was the usual Roman method of execution. St. Andrew was a very old man now, and when he looked around and saw none of his people he had worked for all the years he felt deserted and alone. As he saw the great wooden cross being set up he looked back over his life and felt that he had failed in the work he had been sent to do. He looked over the snow northwards towards Russia, and southwards towards Greece, but he saw no signs of the Christianity he had given his life for-only around him were its enemies. "I am not worthy to die on the cross of my Master," he said, "bind me on a diagonal cross." We need not feel sorry for St. Andrew, for tradition says that when he saw the cross set up in its changed position he ran over the sand at Patrae to meet it. For him death could not be too quick, because it meant the road on which he would travel to see his Master again. It was about the year 70 A.D., and for 37 years St. Andrew had worked alone, and now we can only be glad for him that the years of hardship, danger, and at the end disappointment, were over. The bones of St. Andrew were carried to several places after his death. One of his Christian friends had his body embalmed, and buried in one of the caves he had so often preached in. In the fourth century Constantine the Emperor of Rome had the bones removed to Constantinople, from where they were taken t o Italy, and finally to Scotland, where they remain at the town which is called after him- St. Andrews. We remember St. Andrew on the 30th of November each year, because that is the day on which he was th,ought to have been martyred. It is an easy date to remember, becaus:) the Church year (Advent) begins on the nearest Sunday to St. Andrew's day, which mean';! that it is just four weeks to Christmas. Every time we luok at the Union Jack WI'! see the cross of St. Andrew, which is called the cross decussate, and reminds us of the old legend that it once appeared on the dark blue sky the ni~ht before the battle between the Picts and Scots, and the English. We do not know how much of that story iR true, and how much has grown up in the years it has been told to countless children. But this we do know: that St. Andrew was once a fisherman who lived on the shore of the Sea of Galilee; and that afterwards he spent his life making true what we know Jesus once sairJ to him and to Simon Peter, "Comp with Me, and I will make you fishers of men." (To be continued next month.) Brown Owl: Who is the Patron Saint of England? Brownie: "Saint George the Baptist." (The Guide.)
12
MATILDA
October, 1933.
Camping.
Training.
A COMBINED GUIDE CAMP will be held at Mornington from about 12th to 19th January, 1934. Six Companies (whose captains have not a Camper's Licence) may send six members (not more than one Guider from each Company). Miss P. Salmon will be in charge. Fee for each Camper 22 / 6. Applications, accompanied by a deposit of 5 / - for each Camper, should rE.\&ch the Camping Secretary at Headquarters not later than 17th October, 1933. Written permission must be obtained from the District Commissioner, and forwarded with applications.
The last Course of BROWNIE TRAINING for the year will begin on THURSDAY, 5th October. Guider in Charge: Miss V. Hill.
A CAMPCRAFT WEEK will be held from 15th to 23rd January, 1934. Miss E. H. Purnell will be in charge. The place will be announced later. Applications, accompanied by a deposit of 5 / -, should reach the Camping Secretary at Headquarters not later than 14th November, 1933. Guiders are advised that Training Camp life is strenuous, and that they should not apply if unable to take part in Camp routine. A limited numbeJ' of Guidel"S will be tested for the Camper's Licence and Quartermaster Certificate, on the recommendation of the District Commissioner. E. H. PURNELL, Commissioner for Camping.
It is proposed to hold a Training Week for Guide Training early in January. Details of date and place will be published later.
M. E. BUSH, Commissioner for Training.
Impounded! The Training Secretary would be glad if tne owners of the following things left at the last Training Week would claim them very soon: 1 Hotwater Bag. 1 tea-towel (marked Russell). 1 small white embroidered huckaback towel. 1 fork marked red wool. 1 fork marked red cotton. 1 fork marked mauve cotton. 1 soup spoon marked green cotton. 1 small knife (Prolific). 2 teaspoons. 1 Morse Flag marked M. Gunn (on new Morse pole). Will country owners r,lease send postage?
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