SCOUTING FOR BOYS.

Taranaki Herald, Volume LV, Issue 14133, 12 February 1910, Page 4

SCOUTING FOR BOYS.

No. 4.—IT’S MORAL ASPECTS. (By J. R. Sullivan.) “I slept, and dreamt that life was Beauty; I woke, and found that life was Duty.” To many it may appear extravagant to assort that scouting is essentially an ethical system. A Tittle reflection, however, .will soon show the correctness of this assertion. In previous articles wo saw that scouting had an allimportant connection with education; that it was, in itself, above all things, an educational organisation. The groat German reformer and educationist, Herbert, says; “The one and whole work' of education may bo summed up in the Concept—Morality.” According to him, therefore, all real education is moral education. With him the chief English reformers agree in this respect. If we have been successful in showing that scouting is “real education,” then the only logical conclusion wo can draw is that it is predominantly concerned with morality. To go into this question with scientific thoroughness would be inappropriate here; but, if we briefly survey the connection scouting has with the cllief duties and virtues of our society, we shall be able to correctly estinlato its ethical importance.

For convenience, fho duties will be treated under different heads;—

‘ (1) Respect for Freedom.—The meaning of this is that we must treat every human being as being a person, never as a* mere thing; that no one must over bo used as a moans to another’s ends. What instruction bearing on this does the scout receive P Ho is constantly taught to respect others, no matter what their stations in life may be; he learns how to hate despotism Of all kinds and exploitation in any form; and is shown how to assist those who are the unfortunate victims of such robbery of freedom. Every lesson in life brings homo to him tho right every one has to being free to think and to act. Tin's shows him that ho must be generous, patient, longsuffering, and willing to make selfsacrifices ; for if bo is otherwise someone’s freedom is more or less restricted. “Bo a person and respect others as persons.” (2) Respect for Social Order.—This ethical duty, compels us to respect the sanctities of the family, to honour tho King, to obey the laws of our State, and all constituted authorities. All thinking people will at once perceive tho value of instruction in this connection. The pity is that so little of this vastly important knowledge is given in tho school room; but without it no scout is properly educated. (8) Respect for Truth.—By this wo are compelled always to speak and act as to express as clearly as ive can what wo believe to be true, and what wo are going to perform. Tho scout ig constantly exhorted to bo faithful and true in both thought and deed. Close observation of the speech and action of every boy under his control is one of tho many difficult tasks the scout ■ master must perform. An untruthful and unfaithful scout has his badges taken from him and is prevented from over again becoming one of a patrol.

A leading ethical writer lias well said that there are four distinct classes of virtues bearing on the individual life; “Wisdom in the choice of its general course, decisiveness in pursuing it, courage and temperance in resisting the solicitations of pain and pleasure.” It is quite possible for any intelligent instructor to frame a course of lessons, with this classification as a basis, including, at the same time, other virtues : self-control, reverence, prudence, friendliness, .loyalty, etc. To continue comment on this aspect of scontcraft to any further extent is manifestly impossible hero; and, oven if possible, would serve no immediate end. Suffice it to say that a scout’s knowledge is altogether incomplete and practically useless unless a very large amount of it is purely of a moral nature. To give the boys a clear conception of a good character is the great aim of scouting; and if it fails to do this, then it fosters nothing but pride, vanity, and an envious spirit. Scout masters have no slight or trifling duty to accomplish. They have to do a work which will tax all their powers of genius and common sense, and which demands unflagging attention and perseverance. Unless they attempt to mould the character of each boy in accordance with tho best historical models, they are labouring under an absolutely incorrect conception of their duties. Character, and nothing but character, is the true and sacred concern of every teacher. Those who profess to teach scontcraft must remember < that if their eouscs of instruction do aim at forming and fostering the noble temper oj a Joseph Addison, tho patriotism of a Nelson, the selfcontrol, modesty and sobriety of a Washington, and the courage of a Sir Thomas More, then lot them confess that they misconceive the grand aim of the movement, or that they arc unfitted for tho holy and sacred duties they have undertaken to perform. (To ho continued.)