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SCOUTING
IN RELATION TO
THE SCHOOLS
Orion
ADDRESSES BY
1890
RAY O. WYLAND, ACTING DIRECTOR
DEPARTMENT OF EDUCATION
BOY SCOUTS OF AMERICA
AND
RAY S. LOFTUS, SCOUT EXECUTIVE
TOLEDO, OHIO
AT THE MEETING OF THE
DEPARTMENT OF SUPERINTENDENCE
NATIONAL EDUCATION ASSOCIATION
DALLAS, TEXAS, FEBRUARY, 1927
J
Issued by
DEPARTMENT OF EDUCATION
BOY SCOUTS OF AMERICA
2 PARK AVENUE, NEW YORK CITY
HS
3313
•B7A5
600709
Ser. F
No.9
Boy Scouts of America
Service Library
IN
1921
N our pamphlet literature the BoY SCOUTS OF
AMERICA feels that it can offer to all who are
interested, including Scout leaders, boys' workers
and all lovers of the great outdoors, a library of un-
surpassed helpfulness, technical excellence and wide.
range of interest.
In the preparation of these pamphlets we have
had the cooperation of leading authorities in various
vocational and other activities. Mr. F. H. Cheley,
whose social service literature has become so well
known, is assisting our Editorial Department in the
preparation of many of the pamphlets.
We believe that this pamphlet literature in its new
form will be more widely distributed, and that the
information and inspiration contained in the pamph-
lets will help a much larger number of people.
Naturally, coming from the BOY SCOUTS OF AMERICA,
the pamphlets will be especially valuable to all Scout
leaders, in whatever capacity they are serving the
Movement, and equally to parents of Scouts and
leaders in other forms of organized work for boys.
Through this Service Library we hope to make
available to all who are concerned with the welfare
of youth the best experiences. the Boy SCOUTS OF
AMERICA have gathered through a period of nearly
two decades, and to give to our readers some of the
underlying reasons for the success of this great world
movement.
Сопотишен
Chairman, Editorial Board.
S
1
The Boy Scout Movement in
Relation to Public Schools
By RAY O. WYLAND
DEPARTMENT OF EDUCATION
BOY SCOUTS OF AMERICA
I
THE NEED FOR SCOUT AND SCHOOL
COOPERATION
The great majority of the boys of America will never
receive the benefits of the Boy Scout Program through any
other channel than public school cooperation.
1. Approximately 1,165,000 boys became twelve years
of age in 1925.
2. Two-thirds of these boys have no connection with
any church, church school or medium of religious
education.
3. In 1926, 261,673 boys became Scouts for the first
time. This is equal to 22% of the boys who became
twelve years of age during the year.
4. The total enrollment during 1926 was 1,073,025
boys and men. Of this total, 109,545 boys were Lone
Scouts who live in the country villages and out in the
open spaces, participating in the Boy Scout Program
through the Lone Scout Tribes by correspondence and
occasional Lone Scout assemblies.
5. The most recent figures show 1,970 school Scout
Troops, serving approximately 45,000 boys. In 1926
there were 11,442 Troops affiliated with the churches.
6. School properties in the United States were
valued in 1926 at five billion dollars and it is esti-
mated that these properties were in actual service
not to exceed 30% of the possible service hours during
the calendar year.
2
II
EDUCATION FOR CHARACTER AND CITIZENSHIP
N ARTICLE in the Educational Review for October
1926, by James B. Forgan, Jr., a Chicago banker,
quotes one of our leading educators as saying: "The
schools were never, from their very inception, organized
to train youth in the duties of citizenship or the develop-
ment of character."
Many educators would challenge that statement.
Every educator worthy of the name is interested in the
character development of the youth of our nation and an
effective program of training in the duties of citizenship
in our democracy. The success of the Boy Scout Move-
ment and its rapid spread throughout the world may be
accounted for in a larger degree than any other phase of
its program, on the basis of its contribution to character
development and citizenship training.
In brief paragraphs let us review two or three of the
most comprehensive statements of our leading educators
with respect to Scouting education:
James E. Russell, while Dean of Teachers College, Colum-
bia University:
"TH
THE Scout Program is essentially moral train-
ing for the sake of efficient citizenship. It
gives definite embodiment to the ideals of the school,
and supplements the efforts of home and church. It
works adroitly, by a thousand specific habits, to an-
chor a boy to modes of right living as securely as if
held by chains of steel; but best of all, it exhibits
positive genius in devising situations that test a boy's
self-reliance and give full leadership. These two
aspects of the Scout Program are so evenly balanced
and so nicely adjusted as to make them well-nigh
pedagogically perfect. The entire organization is a
machine capable of working wonders, not only in
moral regeneration of the American boy, but also
in fitting him to assume the duties of an American
citizen."
3
President Lotus D. Coffman, University of Minn.:
"S
COUTING gives no long lectures on vocational
guidance, and yet it teaches the meaning, the
importance, and the dignity of work; it operates no
bank and yet it teaches the meaning of thrift; it
maintains no jail and yet it teaches the meaning of
self-control; it does no preaching and yet it teaches
devotion to a cause and loyalty to a purpose; it is
founded upon no religious creed or sectarian doctrine
and yet it emphasizes above all things the importance
of religion. It is universal in its appeal, natural in
its methods, progressive in its outlines, strengthened
and cemented by the bonds of fellowship, and the
idealism of the Movement. Majestic in its conception,
it is nevertheless simple and direct in its appeal. I
believe in it so fully that I can truly say that I
would rather have been its author than to have been
the author of any other thing I can think of in the
whole field of social theory and practice of my day
and generation."
Dean Henry W. Holmes, Graduate School of Education,
Harvard University:
"TH
HE significant point is that Scouting is an
educative enterprise and ought, therefore, to
have the fullest possible support and cooperation from
the schools. It is the intermediate kingdom between
school and life. It is part of the child's play that
can stand organization without having the virtues of
spontaneity and freedom squeezed out of it. Here
is one of the most promising possibilities in educa-
tion a democratic nation has ever had the opportunity
to carry out."
Professor William H. Kilpatrick, Teachers College, Colum-
bia University:
"I
HAVE put at the head of 'institutions making
for education of adolescents for democracy,' the
Boy Scouts, for the reason that it seems to me to come
as near getting an intensity of purpose and all-round
development as any other institution; that it also
contemplates the whole of America and not merely a
part, that is, it runs across divisional lines where
some other institutions run parallel to divisional lines.
It also makes a serious effort at leadership."
4
Boy Scout Interest
The value of the Boy Scout Movement among boys is
due to the fact that Scouting appeals to the boy through:
(1) outdoor life; (2) wholesome games and team play;
(3) a system of facts and crafts-woodcraft, campcraft,
handicraft, and healthcraft; (4) a program of fun and
fiction; (5) songs, games, stunts and ceremonies; (6)
fellowship of a world Scout brotherhood and a National
Scout Movement, and a close Troop and Patrol affiliation;
(7) recognition as a citizen while yet a boy, which brings
larger opportunity for service and development through
helpful activities as expressed in the Daily Good Turn.
Adult Interest
Scouting appeals to approximately 200,000 men who
serve as volunteers in Scouting because of the permanent
values of Scout activity in the lives of boys who participate
in this program. These values are:
(1) Physical development through outdoor life, hikes
and camping.
(2) Vocational guidance through Scout Merit Badge
projects with 88 laboratory experiments in the
arts, sciences, trades. and professions.
(3) Clean recreation and clean reading as free time
occupations for boys.
(4) Character development through service in fulfill-
ment of the Daily Good Turn, the Scout ideals
expressed in the Scout Oath and Law, the asso-
ciation with men of character, and a wholesome
group life among boys in Patrols and Troops.
(5) Citizenship training through recognition and
service in the home, church, school, community,
and also national service projects which engage
the entire Scout Movement.
(6) The World Brotherhood-an international phase
of the Scout Movement which comprises boys of
all races, nations, religions and groups-promot-
ing good will and mutual understanding.
5
10
III
SCOUTING IN RELATION TO THE PUBLIC
SCHOOLS
HE PROBLEM of Scouting in relation to the Public
TH
Schools is a problem of cooperation in the adminis-
tration of Scout Troops meeting in school buildings
through which the Public Schools and the Boy Scout Move-
ment may render a larger service to more of our five
million boys, 12 to 16 years of age, two thirds of whom
have no connection with any program of religious edu-
cation.
The relation which Boy Scout Troops should maintain
to the Public Schools is outlined in the reports of a Com-
mittee on Boy Scouts and Public Schools, which was organ-
ized at the Atlantic City meeting of the Department of
Superintendence, of the National Education Association,
March 4, 1921. Copies of this report are available on
request to the Department of Education, Boy Scouts of
America, Park Avenue Building, 2 Park Avenue, New
York City.*
IV
FUNDAMENTAL POLICIES
The basic principles outlined in this report are:
1. The administration of Boy Scout Troops should
not become a part of the school machinery.
2. The Scout Program in relation to the public school
falls properly in the field of extra-curricular,
optional, free time activity.
3. No boy should be placed in a situation where he
is forced to participate in the Scout Program
against his will.
NOTE: At the back of this pamphlet will be found references
to various other pamphlets bearing upon this general subject and
otherwise of value and interest to educators.
6
V
THE DETROIT PLAN
The most practical application of these principles have
been developed in Detroit.
1. In Detroit, the organization and general super-
vision of school Scout Troops is carried on by
Field Scout Executives under the direction of a
joint board of ten men, five of whom are appointed
by the school administration and an equal number
appointed by the Scout Council.
2. School credit (one point in Physical Training) is
given for Scout activity and the salaries of Field
Scout Executives are charged to Health Education
in the public school budget.
3. All Scout activity in school Troops is under the
jurisdiction of the local Scout Executive.
4. School Troops operate under volunteer Scoutmas-
ters and volunteer Troop Committeemen-citizens
of the community.
5. The School Board makes school rooms available
for Troop meetings outside of school hours, and
without charge.
6. Scouting is made attractive to boys of grades 7,
8 and 9, but no boy is forced to join a Troop or
to continue in Scouting.
VI
MAJOR FEATURES OF COOPERATION BETWEEN
PUBLIC SCHOOLS AND THE BOY
SCOUT MOVEMENT
A review of the report of the Committee on Boy Scouts
and Public Schools reveals the following interesting data:
1. 72% of the communities surveyed report that
school rooms are used for regular meetings of Troops
while 80% of the communities report that school
rooms are used either for regular or occasional Scout
meetings.
7
2. 76% of the schools surveyed encourage Scout
membership among the boys of the school.
3. 90% of the schools are represented on the local
Scout Council by one or more school men-usually
the Superintendent of Schools and the Principal of
the High School.
4. 95% of the schools surveyed are now training
Boy Scouts or Scout leaders in one form or another.
Training courses for Scout leaders were conducted in
159 colleges and normal schools in 1925.
5. 62% of schools post notices of Boy Scout
meetings.
VII
SPECIAL SCHOOL AND SCOUT PROJECTS
1. In Reading, Pa., the Public Schools made a sur-
vey of boy facts in the city which formed the basis
for the location of Scout Troops to serve all the boys
of the Council area.
2. In Montclair, N. J., a school Scout Association
is operating in the interest of moral and civic training
and a higher morale in school life.
3. In many schools, Scout "Good Turn" projects
are carried on, including the following:
Directing activities of playground
Serving as fire guards
Safety guards
First aid corps
Providing nature exhibits in classrooms
Promoting thrift and saving
Traffic duty
Patriotic exercises-ushers-guides
Having charge of fire dismissals
Having charge of flag raisings
Care of school property and grounds
Other projects involving special honor or trust
4. In Atlanta, Ga., the Public Schools provide a
series of five lessons in Scouting as a part of the
regular course in Civics. These lessons are published
in pamphlet form. The Public Schools of Atlanta
and the Local Council are now contemplating further
development of vocational guidance through the Pub-
lic School administration and a special development

8
of Scout Merit Badge projects, with an effort to help
each boy finds himself and his life work.
5. Some schools, when called upon by the Local
Council, issue a special certificate which indicates
that the Boy Scout at school has lived up to the
requirements of the Scout Oath and Law. This cer-
tificate is accepted as a basis for his advancement
in rank.
6. School credit for Scouting is given in a number
of schools, a maximum of one point, and this is usu-
ally applied to Physical Development.
7. Some schools provide special instruction in
Merit Badge work and these efforts are being tied up
more and more to the general plan of vocational
guidance.
8. Public Schools and Boy Scouts cooperate in
staging educational hikes, which may be classified as
industrial, historical and nature hikes.
9. Parent-Teacher Associations make provision for
Boy Scouts to appear on all public programs of the
association.
10. In Queens, New York, Public School No. 96 has
worked out a plan of correlation which in reality
absorbs the Scout Program within the school admin-
istration. Many phases of this experiment are con-
trary to the principles of Scouting; however, it is an
interesting experiment which is being observed closely.
VIII
TWO KINDS OF COOPERATION
From the above it is evident that there are two kinds
of cooperation.
1. Cooperation which might be classified as "neu-
tral," which applies to projects and plans which fall
within the scope of "the natural thing to do."
2. In some cities there has been a definite forward
step in new cooperative ventures of a definite char-
acter which is calculated to establish a basis for a
more adequate cooperation between the Public Schools
and the Boy Scouts to serve a larger number of boys.
9
Friends of Scouting are convinced that an intensive
study of the best projects which have been developed over
a period of years and a further application of these pro-
jects to school and Scout cooperation may lead to a great
increase in the number of school and Scout Troops and a
larger service to American boys.
The projects which we commend to your special atten-
tion are:
1. The organization and operation of more School
Scout Troops under the plan developed in Detroit.
2. A further development of Merit Badge work as an
aid to vocational guidance, as contemplated by
the schools of Atlanta, Ga., in cooperation with
the local Scout Council.
3. A further development of the cooperation of Par-
ent-Teacher Associations as bodies which may
properly sponsor Boy Scout Troops meeting in
Public School buildings.
4. A further development of community-wide surveys
of Boy Facts through cooperation of Public Schools
and Boy Scout Councils, which will enable the
Local Councils to direct intelligently the organiza-
tion of Scout Troops to serve the unreached mil-
lions of boys who have no church connection, no
Scout connection and in the many instances no
school connection beyond the legal age of com-
pulsory school attendance.

www
"SH
147

10
How Scouting Works in Connec-
tion with the Public Schools
of Toledo, Ohio
By RAYMOND S. LOFTUS,
SCOUT EXECUTIVE,
TOLEDO, OHIO
F Scouting worked in connection with the Public
Schools of your city in the manner just indicated by
IT
Mr. Wyland, it would be unnecessary to speak fur-
ther on this subject at this gathering. You would all be
"sold" to the idea.
Mr. Wyland's talk of necessity has been general. It has
to some extent been theoretical. I propose to give you
the practical side of the subject, showing just how Scout-
ing works in connection with the Public Schools of a
particular city. I will confine my remarks to the city of
Toledo, Ohio, which is my home and where I am now
serving as the Scout Executive. Were I to present this
subject as it applies to the cities of Milwaukee, Wisconsin
or Logansport, Indiana, where I was formerly Scout Ex-
ecutive, my remarks would be much the same.
Ever since the Boy Scout Movement has been organized,
the Toledo Public Schools have done what they could to
foster and encourage it. You will be interested in learning
in what ways the Public Schools have cooperated.
PUBLIC SCHOOL COOPERATION
1. The School Board, at its own expense, furnishes
a meeting room, light, heat and janitor services, for
two hours on one evening each week, to Scout Troops,
irrespective of their sponsoring organizations. If two
Troops meet at the same school, separate meeting
nights are provided if necessary. Generally there are
no other meetings in the school buildings on the
evenings the Troops meet.
11
2. The School Board, at its own expense, also
furnishes the use of gymnasiums, auditoriums, ath-
letic fields and stadiums and other facilities for dis-
trict and Council-wide Scout activities, rallies, meets,
and demonstrations.
3. Principals cooperate by properly observing "Boy
Scout Day in the Schools," during Anniversary Week
each year. They also post the various Scout bul-
letins and literature sent them by the Boy Scout
Headquarters throughout the course of the year.
Practically all principals and teachers urge boys to
become Boy Scouts.
4. Some of the members of the Board of Education,
of the Superintendent's staff, principals and teachers
are actively serving as volunteer Scout leaders, as
Council members, Scoutmasters, Commissioners, Merit
Badge Counselors and Troop Committeeman. The
School Board does not employ a paid man to promote
Scouting in the schools.
Since my return to Toledo eighteen months ago, no
complaints have been received from the schools as to
the action of Scouts or Troops, as to the misuse of
school property. On the contrary many fine letters
of praise of Scouting have been received from school
officials.
In Toledo no Troop may be organized unless it is spon-
sored by an Association or Club. There are 32 Troops
meeting in our Public Schools. We have no Troops other
than High School boys, or boys beyond the sixth grade in
grammar school. Twenty-two of these groups are sponsored
by Parent-Teacher Associations. The balance are spon-
sored by organizations such as Rotary, Optimist, Civitan,
Moose, Elks, Masons, American Legion and Knights of
Pythias. No man is commissioned as a Scoutmaster in
Toledo until he graduates from our Scout Leaders' training
course. In Toledo our Scout Leaders devote one entire
meeting each year discussing the subject of "School Co-
operation. Our leaders do their best to cooperate with
the schools. We stress that the Home, the Church and the
School are the three great agencies which come first, and
that Scouting should never try to take the place of any
of these agencies but should always endeavor to supple-
ment their work.
""

12
I have mentioned the cooperation given Scouting by the
Public Schools. I will now enumerate the ways in which
Scouting helps the Public Schools.
I. HELPS TO THE SCHOOLS
Our Boy Scouts are constantly on the lookout to be of
service and to assist and help their respective schools.
Principals of various schools list the following services by
Boy Scouts in their schools:
Handling crowd at school functions.
Serving as ushers.
Distributing literature and posters.
Arranging chairs for demonstrations.
Keeping school grounds free of paper.
A real effort to protect school property, especially
windows during school vacations.
Assisting traffic officers.
Serving as a safety patrol.
Taking charge of lunch rooms.
Handling the school library and book room.
Doing hall duty.
Serving as "runners" at the annual school field
meet.
Serving as messengers, especially carrying mess-
ages that could not be trusted to others.
In commenting on such services, several principals write :
Miss Yarrington, McKinley School:
"We always
call upon the Boy Scouts when we want things done."
Miss Riely, Monroe St. School: "I have never had
a Boy Scout fail me."
Miss Baer, Whittier School:
ance and never fail to call
occasion arises."
"We value their assist-
upon them when any
Mrs. Peters, Garfield School: "Our Boy Scouts
quickly see the many little acts of kindness that make
other children comfortable. Some of our Scouts act
as outside guards, sweeping away snow and water
that children would have to walk through. I wish
every boy in my school would join the Boy Scouts."
II. FIRST AID TRAINING
The first aid training that boys receive in Scouting also
proves to be of value to the schools. First aid stations
13
manned by Boy Scouts have been established in some
schools. In other schools all first aid work is turned over
to the Boy Scouts.
The Principal of one school writes: "The Boy Scouts'
ability to render first aid in accidents on the playgrounds
or gymnasium has often been demonstrated. When a
child at school has an accident I always call upon a Boy
Scout to render first aid or to help me take the child
home."
III. GOOD TURNS RENDERED THE SCHOOL
Principals and teachers are grateful for Good Turns
that Boy Scouts, both as individuals and groups, volun-
tarily render the school. The Boy Scouts of Toledo are
actually putting into every day practice in their school
life, the spirit of the Daily Good Turn.
One principal says: "The Boy Scout work done in our
school certainly functions in daily life. The Scouts are
continually doing kind and helpful things about the
building, and many of them never come in the door in
the morning or afternoon, without asking if there is any-
thing that I would like to have them do for me.
""
Miss Van Gorder, Franklin School: "We find our
Boy Scouts ready at all times to do Good Turns and to
do them pleasantly and agreeably."
Miss Crocker, Walbridge School: "The Boy Scouts
are ready to do things and better than that, see
things to do."
Miss Moore, Lincoln School: "A young boy observed
my attempt to cross an icy streets. He came quickly,
taking me by the arm and saying: "This is my first
Good Turn today. I am a Boy Scout.' This is just
one of the many incidents that come to my notice
daily."
IV. BETTER SCHOOL WORK
In Toledo all Troop meetings are dismissed by 9:15
P.M., and activities are planned so as not to keep boys up
late at night so as not to conflict with school duties. Our
Council is not in favor of the practice of dismissing Scouts
14
from school for Scout activities except in special cases
decided upon by the Superintendent or Executive.
Our Scout Leaders make it a practice to check their boys
upon their school work to see that they are making satis-
factory progress. If Scouts are irregular in attendance
at school or have ideas of leaving school, our leaders try
to help them solve the problem. For instance, recently the
Scoutmaster of one Troop checked the records of his Scouts
at school, and found one behind in his studies. The boy
immediately received special coaching from the leaders of
the Troop.
Scout education helps train the boy's mind. Naturally
Scoutcraft assists boys in their school work. Statements
from various principals concerning educational value of
Scouting are:
Miss Peabody, Nathan Hale School: "I notice that
Scouts who have made maps for their Scout require-
ments take a great deal more interest in studying
geography. Also, that other Scout studies help im-
prove their school work."
Miss Snow, Hathaway School: "Upon becoming
Scouts, some boys who have never seemed to feel any
responsibility as to school work, change their attitude
and make a real effort to be helpful and to take the
proper interest."
Miss Reynolds, Hamilton School: "Self control and
self discipline as encouraged and taught in Scouting
carry over into school work. Scout habits of fair-
ness in their tests and competitive games create the
same attitude in other school work."
Miss Marcellus, Wayne School: "The emphasis is
placed upon the very qualities and characteristics
that we are trying to encourage in the schools."
Mr. R. R. Van Cleve, Director of Science, states:
"Boys in school who have taken nature study in their
First Class Scout work and have earned some of the
Merit Badges in science, prove to be our best pupils in
science."
V. HELPS MAKE LEADERS
Scout training also assists in making leaders of boys.
Many principals advise us that officers of classes and school
organizations, cheer leaders and editors of school papers
are Boy Scouts or former Boy Scouts.
15
VI. VOCATIONAL GUIDANCE
Scouting, through its Merit Badge Program of voca-
tional guidance, is helping the school with this problem.
VII. LOCAL SERVICE REQUIREMENTS
In Toledo we require Scouts who are completing their
Second or First Class service requirements to present
written statements from their school teachers certifying
that they have been putting into every day practice the
principles of the Scout Oath and Law.
VIII.
DEPORTMENT
The deportment of boys who are Scouts is noticeable.
Many principals remark "I can tell immediately who are
Boy Scouts in my school. There is that something about
them that makes them stand apart from other boys."
Miss Campfield, Principal of Indiana School, states:
“In all my teaching experience, I have been able to
tell at a glance those boys who have had the benefit
of Scout experience."
The Principal of the Point Place School dismissed
all Boy Scouts from an investigation as to which
boys had broken into the school lunch room with
the remark, "I know Boy Scouts wouldn't do this
sort of thing."
Miss Moore, Principal, Lincoln School: "It has
been my privilege to observe Scout work at close
range for a long term of years. 'I know of no organi-
zation which does more in the way of character
building."
Mr. Pollack, Principal Waite High School: "Of
course, Scout training in every case does not succeed
in making over the boys, but we find that it has con-
tributed so much to so many boys that it forms a
very powerful factor for good in the school."
Miss Marshall, Newton School: "The best part of
Scout training lies not in the things that Scouts do,
but in the things they do not do. The development
of a sense of honor is the greatest mission of Scout-
ing. They do not fail to keep their promises. They
do not deny what they have done. They do not use
bad language. They do not impose on children smaller
than themselves."

16
IX. INFLUENCE OF BOY SCOUTS
The influence in a school of a group of Boy Scouts who
are doing their best to live the Boy Scout Oath and Law,
helps raise the standard of all children in the school. One
principal commented in this way:
better than they
The type of boy
"All children in my school seem to be
were before we had a Boy Scout Troop.
who represents Scouting commands the respect of the
other children." Another says: "I put greater depend-
ance upon Scouts than I do upon other children."
X. SCHOOL INTERESTED IN LEISURE TIME
OF BOYS
The school is vitally concerned in what the boys do out
of school. While boys are in school they are learning
nothing but the best. It is during the leisure hours that
undesirable traits of character are formed. Scouting pro-
vides a worth-while leisure time program that helps the
school in its work of building good citizens."
Mr. R. E. Dugdale, Assistant Superintendent of Schools
writes: "We have found the Boy Scout Movement helpful
in the schools and a very important factor in developing
the character of boys. It bridges over with something
constructive the period where active minds must be em-
ployed. For that reason we feel that the Boy Scout Move-
ment should be carried into every school in the country."
XI. TEACHING CITIZENSHIP AND PATRIOTISM
Scouting also assists the schools in teaching participating
citizenship. Through service rendered the city, state and
nation and civic, welfare, business, fraternal and social
service organizations, Scouts are being trained in partici-
pating citizenship through the "learning by doing"
method. More than 30,000 hours of such service were
rendered by Toledo Boy Scouts, outside of school hours,
during the year 1926.
The Tenderfoot tests require a knowledge of the history
and composition of The Flag of the United States of
Am
s n
Co

17
V₁
ne
У
America, and the customary forms of respect due it, that
is not included in the school curriculum. In many schools,
Boy Scouts properly raise and lower the school Flag daily.
Scouts are quick to make comments and suggestions as to
the proper respect due the Flag. Scouting thus assists
the school to develop patriotism. One principal writes: "In
y my opinion Scouting helps solve the juvenile delinquency
problems since it provides a safe outlet for pent up energy
Le and directs it into worth-while activities that make for
decent citizenship. A plainly evidenced respect for our
Flag and an improved quality of citizenship in a group of
my own boys brought the effect of Scouting to my atten-
tion many years ago. I devoutly wish that every boy
might have the opportunity to receive Scout training under
t carefully selected and educated for the job' Scout
Leaders."
3.
"
XII. PHYSICAL EDUCATION AND READING
e Had I more time, I would tell you how we are indirectly
assisting the Toledo Public Schools in the physical educa-
tion of boys, especially through the activities of our near-
by 120 acre Boy Scout reservation: Also how our reading
contests for Boy Scouts is assisting the schools in another
direction.
1
XIII. DELINQUENT BOYS
You will probably be interested in two specific things
of indirect assistance to the schools, that Scouting is doing
in Toledo in connection with delinquent boys.
We found that sixty percent of the boys who were
delinquent came from broken homes, homes where either
the father or mother, or both parents were missing. Last
year, and again this year, we received from the School
Board a list of boys between the ages of 12 and 15 years,
who came from broken homes. We wrote them, urging
them to become Boy Scouts. We also sent their names to
Troops, urging leaders and Scouts to recruit them.
Secondly, we found that fifty percent of the boys who
were delinquent came from the foreign districts of the city.
Last year and again this year, we have spent much time
18
organizing Boy Scout Troops under proper leadership in
these foreign districts. We have been getting service
organizations like the American Legion, Civitans and
Optimists to furnish leadership for these Troops.
Miss Price, Principal of Webster School, located in the
Polish District states: "Scouting is the answer to the
Polish boy problem.'
99
Statistics are not available as to the value of this effort.
But, we have a statement from Judge James E. Austin of
the Juvenile Court, who says "So far as I know, I never
had a Boy Scout in my Court, except just recently I had
two boys who said they were Scouts. They were here on
such trivial charges, that I should not mention them.
>>
*(Many other judges throughout the country have
given similar testimony. There is at present a Na-
tional Commission making a survey of this situa-
tion.-EDITOR'S NOTE.)
XIV. WHAT THE JANITORS THINK
OF SCOUTING
One real test of Scouting is what the janitor of the
school building thinks of it. The janitor sees the boys of
a school in a different light from what the principals and
teachers do. Boys are not so particular as to what the
janitor sees, hears or thinks. We wrote to the janitors of
all schools having Boy Scout Troops. Practically all of
them praised the Boy Scouts. Let me read some of their
replies:
"I have been in their company eight years and find
them trustworthy and willing to help me at all times.
There is no better organization for boys than the
Boy Scouts." Mr. Purcell, Nathan Hale School.
"I have noticed a wonderful change in the great
percentage of boys since they have taken up Scout-
ing." Mr. Boylan, Whittier School.
"A good word for the Scouts doesn't come amiss
at any time for they sure deserve it." Mr. Larson,
Garfield School.
"Our Scouts are willing to assist anyone around the
School." Mr. Harris, Arlington School.
"We can rely on the things they say and do. They
are kind, obedient and loyal at all times." Mr. Lay-
taft, Franklin School.
19
XV. STATEMENTS OF PRESIDENT OF BOARD
AND SUPERINTENDENT
A talk on Scouting and how it works in the Public
Schools would be incomplete unless it contained comments
by the President of the Board of Education and the Super-
intendent of Schools.
Mr. W. E. Wright, President of the Board of Education
of the Toledo Public Schools writes: "On behalf of the
Board of Education, I wish to thank you for the work
you are doing for the boys of Toledo through the Boy
Scout Movement. We feel that the work that you are
carrying on is of considerable benefit from an educational
standpoint, and if there is any further way in which we
can cooperate, I hope you will advise me."
Mr. C. E. Mack, Superintendent of the Public Schools,
states: "The Boy Scout Organization is working in cor-
dial cooperation with the Public Schools of Toledo and is
a very important factor in the attempt to realize Cubber-
ley's objectives of education, viz., 'that of creating the
change in youth from selfishness to unselfishness, from in-
tolerance to tolerance, from unresponsibility to self-control,
from roaming and fighting to organized play, from lust to
virtue, from gain to service and from selfish isolation to
group cooperation"."
A BOY'S
22
23 24 1
SLEEP
9 hrs
20
21
19
18
17
OUTDOOR
PLAY
8 hrs
2
TIME
16
15
14
INDOOR
HOME
4 hrs
SCHOOL
CHURCH
hr
234
131 11110
3
3.000 hrs
per year
105
Minutes
per wk
Speck
of work
thrown in
for good
measure
Study and
Recreation
periods only
At Eats
Study
Reading
Games
READING COURSE IN SCOUTING
(The following books and pamphlets may be obtained from
the Boy Scouts of America)
Handbook for Boys (Latest Edition)
$.50
Handbook for Scoutmasters
1.00
The Scoutmaster and His Troop
.15
The Scoutmaster
.05
How to Organize a Troop of Boy Scouts
.15
Minimum Standards for Boy Scout Camps
.05
Boy Scout Scheme
.10
Membership Circular
.05
Your Boy and Scouting
.15
Address of President Coolidge
.05
The Boy Scout Movement-What, Why, How
by JAMES E. WEST
.15
Conserving Our Country's Greatest Asset,
by JAMES E. WEST
....
.05
Pedagogic Interpretations of the Boy Scout
Movement, by DAVID SNEDDEN
.15
Third Report Committee on Boy Scouts and
Public School
.....
.10
Scouting Education, by DEAN JAMES E. RUSSELL...
.15
The Practice of the Oath and Law
.25
The Good Turn Test
.25
....
Your Home, Your Boy and Scouting
.25
Meeting That Secret Hazard
.25
The Father and Son Idea of Scouting
.35
The Heart of a Boy
.25

AIDS FOR SCOUT LEADERS
THE SCOUTMASTER AND HIS TROOP (No. 3281).
Fundamentals of Scouting, Scout Ideals, Troop Manage
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By-Laws. 54 pages, illustrated. 15c.
REQUIREMENTS FOR THE TENDERFOOT SCOUT
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morc, 12c each; single copies, 15c each.
REQUIREMENTS FOR THE SECOND CLASS SCOUT
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pass their tests. 10 or more, 14c each; 25 or more, 13c
each; 50 or more, 12c each; single copies, 15c each.
REQUIREMENTS FOR THE FIRST CLASS SCOUT.
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24 page dealing in detail with First Class Scout require-
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Contains a valuable article on Map work. Each 15c.
CUSTOMS AND DRILL MANUAL. (No. 3274).
Covers all necessary foot movements for a Troop of
Scouts; use of the staff; handling of the colors; inspec-
tions; Flag customs; ceremonies. Lots of 100, 20c each;
Single copies, 25c each.
THE HOW BOOK OF SCOUTING (No. 3504).
A compilation from SCOUTING. Gives practical helps
to Scoutmasters in running a Troop, teaching the tests,
organizing Patrols; camp and hike suggestions, games,
projects, year's program outline-new material. Over 400
pages, fully illustrated. Invaluable to Scout Leaders.
Price $1.00.
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HELPFUL PUBLICATIONS
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BOY SCOUTS OF AMERICA
BOYS' LIFE
An illustrated monthly magazine for all boys. The ideals
of the Scout Movement control BOYS' LIFE. The
magazine's business is Character Building and Citizenship
Training. Intensely interesting stories, educational ma-
terial, attractive illustrations. 20 cents a copy, $2.00 a year.
HANDBOOK FOR BOYS
Indispensable to every Boy Scout, Scout Leader and lover
of the out-of-doors. Information by famous experts on
Woodcraft, Wild Life, Campcraft, Signaling, First Aid,
Life Saving, etc. 50 cents a copy.
MEMBERSHIP CIRCULAR (No. 3119)
Tells how to become a Scout; who may be members and
who not; what membership costs; and the responsibility
of Scout Officials. 5c each; 50 or more 4c each. 1000
lots, 3c each.
BOY SCOUT SCHEME IN NUTSHELL (No. 3027)
Four pages. Tells aims, policies, how to organize. Per
M, $7.00; 500, $4.50; each 1c.
BOY SCOUT DIARY
Fits vest pocket. 240 pages. Illustrated. Published
yearly. The most serviceable little book for Scouts and
Scout Leaders and all boys. Full of useful information.
15c a copy.
BOY SCOUT SONG BOOK
120 pages of the best songs of America and the English-
speaking world. 40c a copy.

Any of the above Scout publications mailed
promptly on receipt of price.
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Park Avenue Building
2 Park Avenue, 32nd to 33rd Streets
New York City

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