Basic Training Course for Troop Leaders Session No. 1/Handout
Aim: To ensure the achievement of the BSP vision statement by providing new and
prospective Troop Leaders with a three (3) day Basic Training Course whereby they
will be able to develop in themselves the will to actively involve in Scouting and thus
ensuring the effective delivery of the Boy Scouting Program and the achievement of
the BSP mission.
Objectives of the Course
At the end of the training course the participants should be able to:
1. Explain why Scouting is a very effective contributor to the solution of the
problems of Philippine society;
2. Make plans for self-development in order to strengthen their capability in
performing their responsibilities as Troop Leaders.
3. Plan the activities necessary for the effective development of the character of
their Boy Scouts thereby enabling them to be responsible, disciplined, concerned,
and self-reliant citizens in their home, in their Troop, in their institution, in their
community, and in the outdoor;
4. Participate in a Commitment Ceremony as an outward sign of their decision to
accept fully and wholeheartedly, Scouting, its mission statement, its principles,
the Scout Method, and the policies of the Boy Scout of the Philippines
Basic Training Course for Troop Leaders Session No. 2/Handout
WHEN TO WEAR THE UNIFORM
The Scout uniform must be worn with pride, honor, respect, and distinction. The
following must be observed by all:
The Boy Scouts :
1. In all Scouting activities such as Patrol and Troop meetings, hiking, camping,
2. Community involvement projects, jamborees, parades, ceremonies, etc.
3. At special religious service for Scouts.
4. During Scouting month
5. When prescribed for special Scouting service.
6. On such occasions as may be prescribed by the Local Council or the National Office
of the BSP.
The Troop Leader :
1. In all Scouting activities of the Troop
2. In formal Council, Regional, or National Scouting affairs
3. In special church service for Scouting
4. In training courses, conferences, seminars, workshops, and other gatherings
5. Sponsored by the Scouting movement.
6. Whenever appearing before the public with uniformed Boy Scouts.
The type A uniform must be worn during formal Scouting activities and other
specified Scouting activities. The type B uniform should be worn during informal Scouting
activities.
Basic Training Course for Troop Leaders Session No. 2/Handout
DIAGRAMS ON SCOUT/SCOUTER UNIFORMS
Basic Training Course for Troop Leaders Session No. 2/Handout
PATROL AND TROOP FORMATIONS
Simple Troop formations are necessary to orderliness and smartness and for getting the Patrols lined
up quickly for games and projects.
These formations call for the Scout type of drill, using silent hand signals.
Silent Signals for Troop Formations
The arm signals for Troop formations are intended to facilitate preparations for unified group action
when the noise and the fury of the elements prevail. These signals are given by the senior Patrol
Leader or whoever is designated as drill master.
The intelligent leaders should not limit himself to the use of signals suggested. Conditions like terrain,
weather, kind of emergency, physical conditions of the Scouts, and the like, should enable him to
determine more practical uses of signals.
Herewith are brief descriptions and some uses of the arm signals:
a) SINGLE RANK FORMATION (Troop Line) – Extended both arms horizontally, parallel to the line
he wishes the troop to take, palms turned front if he wants Patrols in front of him, palms turned
back if he wants patrols behind him.
How to Execute: Patrol Leaders take up positions in front at center of their Patrols. Patrols fall
in line two paces behind their Leaders, with two paces interval between patrols. Assistant Patrol
Leaders stay at extreme right of Patrol, the other members on his left. The line dresses right
without command.
Uses: For general line-up, for inspection in meeting room, also in preparing to move the Troop
across a wide area.
Variation: CLOSED SINGLE RANK - Extend both arms horizontally, parallel to the line he
wishes troop to take, fist closed.
How to execute: Similar to Single Rank Formation, except that Patrol Leaders falls in on the
right of their Patrols.
BTC-TLs/S2/Patrol and Troop Formations (Handout)/page 2
b) COUNCIL FORMATION – Both arms obliquely downward, palms facing inward.
How to Execute: Patrols fall in line, in a single line semi-circle around the drill master. Patrols
observe same order of sequence as in a Troop Line, though Patrol Leaders fall in on the right of
their Patrols.
Uses: For demonstrations, announcements, or special ceremonies.
c) “U” FORMATION (Horseshoe Shape) – Both arms extended sideward but bent at right angles at
elbows, palms open facing the head.
How to Execute: Patrols fall in, in a single line. Patrols observe same order of sequence as in
Troop Line, though Patrol Leaders fall in on the right of their patrols.
Uses: For Flag Ceremonies and Awarding Ceremonies.
d) TROOP CIRCLE FORMATION - Both arms obliquely downward, palms facing inward, then swing
them from front to rear and back several times.
How to Execute: Patrol form a complete circle around the Leader in same order as in Council
formation.
Uses: For ceremonies and circle games.
BTC-TLs/S2/Patrol and Troop Formations (Handout)/page 3
e) OPEN COLUMN OF PATROLS – Both arms extended forward, but bent at right angles at
elbows, palms open with fingers toward the sky.
How to Execute: Patrols fall in, one behind the other, dressing immediately on the front patrol
and on the right. A distance equal to the length of each Patrol should be left between it and the
Patrol in front of it. Patrol Leaders take two paces in front of the center of their Patrols.
Uses: For inspection and parade formation.
f) CLOSED COLUMN OF PATROLS – Same as for open column of Patrols, except that closed
fists are extended toward the sky.
How to Execute: Similar to Open Column of Patrols, except that each Patrol falls in, two paces
behind the patrol in front of it, with the Patrol Leader on the right of his patrol.
Uses: For assembly in small room or area and crowded parade formation.
g) PARALLEL FILES (Patrol Files) – Arms forward at shoulder height, palms facing inward, fingers
pointing front.
How to Execute: Patrol Leaders take positions two paces apart, their members fall in behind
them.
Uses: For relays and other games.
BTC-TLs/S2-Patrol and Troop Formations (Handout)/page 4
h) DISMISSAL – Swing arms downward in crossed-front position, repeated several times.
Uses: For breaking up formation or sending operations.
Whistle Calls/Signals
Attention (one long blast) ___________
Assembly (short, long, pause, short, short, short) . ___ . . .
Patrol Leader (short, long, long, short) . ___ ___ .
Double Time (successive short) . . . . .
Ration’s Call/Cooks Out (short, long, short) . ___ .
Gesture Field Signals
The mobilization leader should not hesitate to use gesture field signals to attain his operational
objectives. The following brief descriptions and meanings of the field signals will enable the leader to
find more versatile use for each.
1) FORWARD – One arm extended upward
then brought down to the front parallel to
the ground. Also means “Follow Me”,
“Let’s Go”, “Keep Moving.”
2) HALT – Hand brought straight upward
over shoulder with palm facing
front. Means, “stop but be on the
alert,” “Don’t Move.”
3) HURRY – Closed fist, hand over
shoulder; armed is pumped up and
downward, means “Double Time,”
“Run”. If assigned to do something,
this signal means “Make it Snappy.”
BTC-TLs/S2-Patrol and Troop Formations (Handout)/page 5
4. DOWN – From arms forward
shoulder level, palms down,
lower hands to waist level.
Means “Take Cover”, “Lay
Low.”
5) SPREAD OUT – Arms moved
horizontally sideward, palms
down, Means “Keep Further
Apart.”
6) ASSEMBLE – Wave hand in
circle over your head. Also
means “Come Here.”
7) TURN THIS WAY – Arms sideward.
Column right or left according to the
direction pointed.
8. CLOSE UP – Move hands
repeatedly in front & center of
chest with palms facing each
other.
9) GATHER AROUND ME - Closed
fist over your head. Means
“Gather around Me,” “Come
Closer To Me.”
Basic Training Course for Troop Leaders Session 3/Handout
THE LIFE OF BADEN-POWELL
I - FAMILY INFLUENCES
B.P. or Ste as he was fondly called in his family was the 5th of seven children. He
was born in February 22, 1857 to the Rev. Herbert George Baden-Powel, an Oxford
professor, a lover of GOD, and a great naturalist, and to Henrietta Grace Smythe, daughter
of Admiral W. T. Smythe of the British Navy and a descendant of the family of Capt. John
Smythe, the pioneer who had exciting adventures with the red Indians of Virginia, USA.
It was a blessing to the Baden-Powel children that both their parent shared ideas of
religion, education, and the bringing up of children which were very much advanced of their
times. Both took interest in their children’s’ activities and while they expected obedience,
thoroughness in work or play, and orderliness, they are always ready to join their fun and
games.
Being an eager student of nature, their father often took the boys for long walks in
the country. He would tell them delightful stories of the life of plants and animals. He would
explain to them that there is much history hidden under the soil of the earth. On these
expeditions, they found many strange flowers, plants, butterflies, and birds’ eggs to add to
their father’s collection or their own.
It is very unfortunate that Rev. Baden-Powel died when B.P. was only three years old.
His elder brothers and their mother had precious memories of him that she determined to
follow her husband’s intelligent and entertaining ways of bringing up their sons. So, she, as
B.P. was fondly called in their home, was brought up by his very charming, artistic, and very
competent mother.
Though she could not often spare the time to take them into the country, they did
sometimes go for exciting trips to Epping Forest, Hadley Woods, and other places in the
greenbelt of woods and fields surrounding London. And, almost daily, she took them for
walks through the interesting streets of the city and the lovely London Parks. In their picnics
in the woods and open country, she taught them to watch people, animals, birds, and other
living creatures. She encouraged them to give her details of their appearance and then to
use their reasoning powers and try to tell her something about their character and habits.
B.P. said this was how he acquired the habit of noticing small signs and reading meaning
from them.
The children found their mother a very good companion. Not only was she high
spirited and full of fun but also clever at inventing amusing and instructive games and could
weave stories out of the facts and fancies they brought her. Walks with her were like
voyages of discovery; there where so many things to observe; the contents of the shop
windows, the clothing, the manner of walking and so forth of the passers by. Afterwards,
they describe to their mother what they had seen.
He went hiking, camping, and boating with his brothers. There were five of them and
they built their own huts, caught their own rabbits and fishes, and cooked them.
With them, he learned the value of team work, of obedience to a leader, and the experience
of making his own mistakes and accepting the consequences.
BTC-TLs/S3-HO-The Life of B.P./page 2
II - SCHOOL DAYS INFLUENCES
For a short time B.P. went to a nearby school for little boys and girls. Then, when he
was 11, B.P. went to Rosehill School at Tunbridge Wells. Although he was only there for
two years, he impressed his headmaster who, when he was about to leave, praised his
force of character and his good influence on his classmates. He had worked very hard
during those years and gained two scholarships, one for a school in Scotland and the other
for Charterhouse. It was considered for him better to attend Charterhouse as this was
located in London.
B.P. was thirteen years of age when he joined the old and famous school. He was
very fond of history, so he read all he could find about the school that he could tell many
amusing tales about the old carthusians. Little did he know that he was to become, in later
life, the most famous and beloved of them all.
When he was fifteen, the school was moved to Goddalming Surrey with its
mysterious small woods called the ‘copse’. About this time, B.P. has already made an
impression on the school and this was shown in the remarks of his headmaster who said
that during the difficult times of the turnover, “he showed unusual intelligence and a breath
of feeling that was not often found in boys. He had helped to smooth out many awkward
situations.”
He was not outstanding either in work or play. His French master said that his work
was fair but that his behavior was unsatisfactory and that he often sleeps during the lesson.
The Science master said he paid no attention to his lessons. On several occasions, however,
he showed that he was less inattentive that his masters will give him credit. His
housemaster, for example, said that young B.P. had all the qualities of a leader. He also
excelled in arts and in English. He was free from self-consciousness, was outspoken but
always friendly with the Head and the masters. He supplied the school papers with
interesting articles, which he also supplied with amusing illustrations.
During this time, Dr, Haig Brown, was the Headmaster of Charterhouse. B.P. always
spoke in admiration of his skill in dealing with boys. He encouraged the development of
creativity, innovation, and self-reliance among his students, which came of great help to B.P.
during his military years.
All the time B.P. could spare from school activities he spent in the copse practicing
woodcraft. There he learned to use the axe to clear the ground ready for the building of a
comfortable shelter, to set traps for birds and rabbits, to provide food for him and to cook it
over a small smokeless fire of twigs. Most of his time, however, was spent watching the
habits of birds and other wild creatures in their homes. He learned to stay still and quiet that
he made friends with many of them. It was more interesting to him to watch or draw them
other than to kill them. He was completely happy in the copse. He said, “Without knowing it,
I was gaining an education that was of infinite value to me later.”
B. P. did not like being good at just one thing but enjoyed whatever the day brought
forth: football, shooting, debating, boating, and most of all acting. He was a fine mimic, and
had a delightful singing voice, and could draw and write equally well with both hands.
BTC-TLs/S3-HO-The Life of B.P./page 3
III - LIFE IN THE MILITARY
Unable to continue his education at Oxford, he took an examination for commission
in the Army at the suggestion of his brother, Warrington. Though doubtful on account of his
poor academic standing at Charterhouse, he nevertheless studied hard for it, especially
geometry.
He acquitted himself extremely well in the examinations. Out of 700 candidates, he
came out second in Cavalry and fourth in Infantry. Because of his high place in the
examinations, he was exempted from attendance at the Military Training College at
Sandhurst and was given a direct commission as a Sub-Lieutenant assigned with the 13th
Hussars stationed in India. This was the regiment, which formed the right flank of the
Cavalry line in the famous ‘Charge of the Light Brigade’ during the Crimean War.
As a young Subaltern in India, he was able to fully develop all those interests he had
in Scouting work - reconnaissance and surveying - and he became known as one of the
great army scouts. He began to teach the elements of these subjects to young soldiers.
Later, he did Secret Service work in the Mediterranean and then saw service against Chief
Dinuzulu of the Zulus and then against King Prempei of the Ashanti in South Africa. Then, it
was followed by many interesting and exciting days in other parts of Africa, days which B.P.
enjoyed more than any other.
The Siege of Mafeking
While much credit was given to B.P.’s leadership and ingenuity for the success of the
campaigns against the Zulu and the Ashanti, it was by Mafeking that he became a
household word. Why the successful defense of this town so thrilled the world could
perhaps be attributed to three factors:
1. The world loves underdogs to succeed, a case of David beating Goliath. It was a
case of 1, 251 ill equipped and ill supplied defenders as against a well equipped
and well supplied attacking force of 9000 Boers (Dutch settlers in South Africa).
2. The British suffered many reverses in the early months of the war. Any leader
who was not defeated by the Boers was bound to get into the limelight.
3. B.P. himself and his resourceful, not to say bold and daring, methods appealed
to the British. He played on the fears of the Boers.
Despite the many successful sorties they did against the enemy in every opportunity,
B.P. knew that his small garrison of 1,251 men would not be able to hold 9000 men.
Cunning had to be employed to deceive them. Thus, B.P. issued the following instruction:
“Bluff the enemy with show of force as much as you like, but don’t get yourself too far
out of touch with your own side without orders, lest you draw them on into difficulties in their
endeavor to support you.... do not always wait for orders if you see the situation demands
action. Don’t be afraid to act for fear of making a mistake. A man who never made a mistake,
never made anything. If you find you have made a mistake, carry it through nevertheless
with energy. Pluck and dash have often changed a mistake into success.”
BTC-TLs/S3-HO-The Life of B.P./page 4
Siege Lifted
After 217 days, the siege was over and B.P. became a popular hero. He was
promoted Major General at the age of 43.
IV - THE LAST YEARS OF B.P.
B.P. was promoted to Lt. General in June 10, 1907. He retired from the army to
devote his time to the Boy Scouting Movement which he founded and which has grown
tremendously way beyond his expectations. The acorn he planted has grown to become a
great oak that covers the world. It was on account of this that in 1929, King George V
conferred upon him a peerage. He was made a Baron of the British Empire and took for
himself the title, Lord Robert S.S. Baden-Powel of Gilwell.
He got married in October of 1912 at the age of 55 to a young lady of 23 by the
name of Olave Soames. They lived happily for 30 years. In her, B.P. got not only a loving
wife but a wonderful partner in his work for the young people of the world. They had three
children, a boy and two girls, Peter who was born in 1913, Heather who was born in 1915,
and the youngest Betty who was born in 1917.
B.P. led a very active life; attending to both to the boys and the girls of the world
even when he was already in his seventies. Always by his side was his ever loving wife.
The Chief Scout and the Chief Guide of the World has always been a welcome sight to see.
When World War II broke out in 1939, B.P. was living in Kenya and was in his eightythird
year. It grieved him that he was too old to make any active contribution to the war
effort.
Two years earlier, he and Lady Baden-Powell has stayed at the Outspan a hotel at
Nyeri founded and run by Eric Walker who has been Secretary of the Scout Association in
its early days. They had loved the quiet peace there, the warm climate that suited B.P.’s old
bones, the magnificent view of Mount Kenya, the ‘Treetops’ (now so famous) from which B.P.
could watch and paint the wild creatures he loved.
For a while, in the gentle climate of Kenya, his health improved and he spent his time
writing and painting. Some of his best work is a series of water-colours of wild life painted in
the last year of his life and published as Birds and Beasts in Africa and More Sketches of
Kenya.
In September 1940, however, he had a relapse. The doctor warned his wife that his
heart was ‘awfully tired’. The life that had been so packed with action and ideas and ideals
was slowly ebbing away. He had had the satisfaction of living to see his three children
grown up and happily married; to watch the two great Movements that he had founded grow
in strength and influence. He had found the woman of his dreams and had enjoyed her
loving support for nearly thirty years. It was time to go.
BTC-TLs/S3-HO-The Life of B.P./page 5
On Christmas Day, 1940, he sat out of bed to listen to the King’s broadcast speech
to the Empire; on January 6th, 1941, he was just conscious enough to nod in understanding
when his wife gave him the news of an Italian defeat at Bardia; then he just slipped into a
coma and on January 8, 1941, the great heart that had spread so much happiness
throughout the world stopped beating. He was almost eighty-four.
They buried his body in a simple grave at Nyeri, within sight of Mount Kenya. His
spirit lives on today, wherever there are Scouts.
Basic Training Course for Troop Leaders Session No. 3/Handout
HISTORY OF SCOUTING
The Genesis of an Idea
Scouting began as an idea coming out of B.P.’s experiences during his growing up
years and in the military, in India and in Africa. These taught him that the best way to get
people to do things is to make them want to do those things. Thus, a philosophy of training
was evolved which he tried while assigned as the Commanding Officer of the 5th Dragon
Guards in India. This philosophy states that:
1. Training should be fun.
2. Training should be carried out in small groups preferably in competition with each
other.
3. Training should encourage self-discipline and self-reliance.
Using this philosophy and contrary to existing military conventions, he started to train
the Dragons; those who successfully passed the training where given the title SCOUT and
the right to wear a distinguished badge in the shape of a Fleur d’lis, then forerunner of the
present Scout badge. The attempt came to be a great success. Thus, he went on to write
his ideas in a book entitled Aids to Scouting, a soldiers guide in reconnaissance.
This same method and philosophy he also used in the training of the South African
Constabulary which in many aspects could be considered as a dry run for Scouting. Even
the slogan the SAC chose is “Be Prepared. “
When B. P. returned to London in 1903, he saw a transformed society. To his dismay,
he saw the extent of the trade depression and unemployment that followed the Boer War,
the general decline in standards and, in particular, the apathy of so many young people -
“ thousands of boys and young men, pale, narrow chested, hunched up, miserable
specimens, smoking endless cigarettes, numbers of them betting.”
It was not surprising then that he was greatly impressed when he attended the
annual demonstration of the Boy’s Brigade of Sir William Smith. Some 7,000 boys out of
54,000 members were present. B.P. congratulated Sir William for the turn out. He was,
however, concerned that the program of the Brigade seemed largely to be a copy of the
military drills in the army. He suggested that if the program were more varied, the Brigade
will have four times more recruits. He told him of how the idea of Scouting became popular
with the young men in the cavalry and that something of that kind might prove to be equally
attractive to younger boys. It’s aim could easily be diverted from war to peace since the
inculcation of character, health and manliness, which is it’s basis, are qualities much needed
in a citizen as in a soldier.
Sir William agreed with his idea and suggested that B.P. should write a book for boys
on the lines of Aids to Scouting.
Thus, B. P. began to jot down ideas. He wanted a book that will be interesting in its
own right. He knew too well from his experiences in training soldiers, from spying and
BTC-TLs/S3-HO-History of Scouting/page 2
reconnaissance, from recollections of his own adventurous trips as a boy with his brothers,
from memories of stalking around the copse at Charterhouse - that whatever programme he
presented must be practical, must be adventurous, must be fun. B.P. took boys seriously;
he never talked down to them. He knew, as in Mafeking, that if you set them a challenge,
they would rise to meet it.
He wanted a scheme that would inculcate habits of self-reliance and concern for
others. He wanted to effect this by developing powers of observation and reasoning, by
teaching practical skills and encouraging physical fitness, by instilling the virtues of selfdiscipline
and obedience. Above all, it must be based on things boys liked to do, things that
would capture their imagination. But, how to do it?
The Acorn that Grew into a Mighty Tree and Covered the World
B.P. mulled over the problem for two years and not until April of 1906 did he manage
to sketch out some programme suggestions which he sent to Sir William Smith. Though
polite in his appraisal, he was not very enthusiastic about it. There was too much emphasis
on doing activities in small groups or gangs rather than in company formation.
Being made aware that his book ‘Aids to Scouting’ was being used in some schools
in the training of teachers as a method of training their pupils and wards, B. P. looked at it
again and decided it could not really be revised to suit peacetime conditions and boys. It
would be much better to write a new book altogether. So, with his usual thoroughness, he
read and studied everything he could lay his hands on concerning the training of young men
both past and present. All the while, he kept remembering his growing days and the Boys
Brigade of Mafeking, the way in which they were organized and the surprising ease with
which they had assumed responsibility. The result of this took the form of two four page
pamphlets which he circulated to people whom he believed might be interested. One was
entitled, Boy Scouts, A Suggestion; and the other, Boy Scouts, Summary of Scheme.
These outlined the object, reasons, and method of B.P.’s scheme, the subjects to be taught,
the games to be used, and suggested that an inexpensive and illustrated handbook,
Scouting for Boys, should accompany the scheme.
B.P. originally intended the scheme to be applicable - and not in opposition - to any
existing organization for boys, such as, schools, boy’s brigades, clubs, cadet corps, etc. or
when such do not exist, it can be an organization of its own. What is most important is to
place the greatest possible number of boys under good influence instead of them drifting
towards hooliganism for want of a helping hand.
The Brown Sea Island Experiment
One question B.P. always asked of any scheme was ‘will it work?’ He, therefore,
decided to try out his Boy Scout Scheme on real boys. Remembering his own happy
boyhood and bearing in mind that the outdoor has so much to offer, he decided to have a
camp in the country at which his ideas would be tested. The boys should be chosen from
varying social backgrounds. He felt that sons of wealthy parents needed the training of a
Scout quite as much as the poor. For B.P. class distinction is not what matters, the boys do.
BTC-TLs/S3-HO-History of Scouting/page 3
Thus, from July 29 until August 9, 1907 an experimental camp was held at Brownsea
Island with 22 boys from varied social backgrounds, most of them the sons of farmers or
laborers, placed under canvass.
They were roused each morning by a deep blast on the Koodoo Horn which B.P. had
brought back from the Matabele Campaign. Days were spent in woodcraft and Scouting
exercises while evenings will always find them gathered around a campfire listening to the
yarns that B.P. told them and then to join together in prayer under the summer stars. After
this they turn in to listen to the unfamiliar sounds of the night and to sleep the contented
sleep that comes with fresh air and exercise and happiness.
The boys learned to make the calls of their patrols. The cry of the curlew was heard
along the shores of Brownsea Island and bulls bellowed even in its woods. There was
cooking over open fires, harpooning of log whales on the island’s lake, stalking of each other
and visitors to the Island. B.P. taught them the chant he heard from the Zulus, the
Eengonyama.
The camp was originally planned for seven days, however, due to demands coming
from the boys, it was extended for another three days. It was a real success. And B.P. was
not the least surprised that this mixed group of boys was able to develop a team spirit so
quickly and accomplish its tasks without orders - replaced by a code of honor - without
thought of reward or punishment.
The camp proved that the Scouting Idea did work. All that remained now was to get
down to writing the book. The Brownsea camp broke up on August 9, 1907. The history of
Scouting had begun.
Scouting For Boys
Now certain that the Boy Scout Scheme is what the boys need, B.P. spent the days
after Brownsea in completing his book, Scouting For Boys, consulting his mother from time
to time who in turn pointed out to him far wider fields of usefulness for his schemes, and in
promoting the Scheme through the first series of lectures which he conducted all over Britain
with the assistance of the YMCA as part of the publicity campaign for the book. This
undoubtedly led to the formation of many independent Patrols and Troops.
B.P.’s purpose in these lectures was two-fold:
1. to arouse public opinion to the need for providing for the thousands of boys who left
school at the age of twelve and were no longer under good influence, and,
2. to expound the ideas of Scouting as a boys’ sport to attract them to existing
organizations, or failing at that, to form independent Scout Patrols.
The morning of January 16, 1908 was just like any other morning for the boys of
Great Britain. Many of those who were over thirteen, and some who were under, went off to
their work or elsewhere in the streets of London and the rest, went off to school. But for
BTC-TLs/S3-HO-History of Scouting/page 4
some of them, life has changed by the evening. They have bought the first of the six
fortnightly parts of Scouting for Boys - by B.P. The book has no chapters but the pages were
divided into a number of Campfire yarns. It was not a literary master- piece. It lacked
uniformity and by today’s standard, it will be considered inconsistent and badly constructed.
It was not an intellectual exercise. It contained nothing that conventional educators, priest or
pastors, or even parents could incorporate into their educational program. It was meant for
Boys and it sought to make life more interesting, more worthwhile and healthier for them. To
this end, it suggested new games, new occupations, and new exercises without preaching
or moralizing. It suggested in practical ways how they could live better and improve
themselves.
The book sold out as soon as it appeared in the bookstands. It ranked third among
the worlds best sellers coming next to the Bible and Shakespeare. Fortnight by fortnight
thousands of boys, and girls, bought the yarns and began to do the things BP suggested. It
was these boys, who did not want to be Cadets or belong to a club or boys brigade, but who
just wanted to be Scouts, who started the Scout Movement. For even before the sixth and
final installment has appeared on the bookstand, Scout Patrols and Troops have appeared
like mushrooms all over the empire. They meet under the lamp post and in vacant lots.
Without any warning, chalk tracking appeared on pavements, campfires smoked on
suburban commons, hardware stores sold out broom handles, knickerbockers were cut into
shorts and the elderly were overwhelmed with offers of assistance as the boys went about
doing their good turns.
It were these good turns which inspired many to introduce Scouting in other
countries like India, the USA, Chili as early as 1909. And by 1912, Scouting has been
started in Australia, Austria, Belgium, Canada, Ceylon, Denmark, Finland, France, Greece,
India, Ireland, Italy, Japan, Lebanon, Netherlands, New Zealand, Norway, the Philippines,
South Africa, Sweden, Switzerland, Syria to name just those who still have Scouting today.
It is not difficult to see why boys were and are fascinated by the book. Its form, a
series of campfire yarns, was in itself attractive, but it was the activities that captured them.
In the book, they were encouraged to do just the things they wanted to do but had not been
allowed to do. They were urged to light fires and cook out-of-doors; to go camping and
exploring; to build huts and bridges; to play the detective in interpreting signs and tracks; to
take part in Scouting games combining the craft of the red Indian with rough and tumble
combats: in short, to enjoy the thrills of pioneering and back woodsmanship. Some boys
were attracted because the scheme gave meaning to their interest in wild life; others
because they needed an outlet for their romantic imaginings; some because the usual team
games made no appeal to them. The boy gang, or secret society, was transformed into the
Patrol and surprisingly found it encouraged instead of rebuked. Scouting was the answer to
a hunger for outdoor life which no organization had been able to meet.
Because of these, whether B.P. wanted it or not, he suddenly found that he had an
independent movement and not a part of any organization as he originally intended because
the boys were already there all over Britain and the world calling themselves Scouts.
Basic Training Course for Troop Leaders Session No. 11/Handout
THE MISSION OF THE BSP
AS STATED IN THE PURPOSE OF THE MOVEMENT
We, the Boy Scouts of the Philippines are promoting through organizations and
cooperating with other agencies, the ability of boys to do useful things for themselves and
for others, training them in scoutcraft, and inculcating in them patriotism, civic
consciousness and responsibility, courage, self-reliance, discipline and kindred virtues, and
moral values using the methods which are in common use by Boy Scouts.
To achieve this mission, the Boy Scouts of the Philippines is being guided by the
following principles:
1. The Scout Oath
On my honor, I will do my best
To do my duty to God and my Country,
the Republic of the Philippines
and to obey the Scout Law
To help other people at all times;
To keep myself physically strong
mentally awake and morally straight.
2. The Scout Law
A Scout is:
Trustworthy
Loyal
Helpful
Friendly
Courteous
Kind
Obedient
Cheerful
Thrifty
Brave
Clean
Reverent
3. The Scout Motto
Be Prepared
4. The Scout Slogan
Do a good turn daily
5. The brotherhood of all men regardless of color, race, or creed.
6. Recognition of the existence of God
BTC-TLs/S11-HO-The Boy Scouts of the Philippines and You/page 2
SAMPLE PERSONAL MISSION STATEMENT USING ROLES AND GOALS
Mission Statement:
My life mission is to live with integrity ad to make a difference in the lives of others
most especially the young people.
To fulfill this mission:
I have charity: I seek out and love other people especially the young regardless of their
situation.
I sacrifice: I devote my time, talents, and resources to my mission.
I inspire: I teach by example that we are all children of a loving Heavenly Father and
that every obstacle no matter how great can be overcome.
I am impactful: What I do makes a difference in the lives of other people especially the
young.
These roles take priority in achieving my mission:
Husband/Wife: My partner is the most important person in my life. He/she is not
different from me but a part of me. We are one. Together we contribute the
fruits of harmony, industry. charity, thrift, and reverence.
Father/Mother: I help my children experience progressively greater joy in their life.
Son/Brother: I am frequently there for support and love.
Neighbor: The love of Christ is visible through my actions towards others.
Change Agent: I am a catalyst for developing Christian character and healthy
personalities in young people and in those involve in the social development.
Learner: I learn important new things everyday from my personal experience, from
books, from family, friends, associates, and acquaintances, from the Bible, and
from young people.
Christian: God can count on me to keep my covenant. To believe in Jesus Christ; to
accept Him as my Lord and Savior, to love Him with my whole heart, and my
whole soul, and with my whole strength and to love others as I love myself for
love of Him.
BTC-TLs/S11-HO-The Boy Scouts of the Philippines and You/page 3
Notes:
You will find that your mission statement will be much more balance, much easier to
work with, if it is broken down into the specific role areas in your life and the goals you want
to accomplish in each area. Look at your professional role. You may be a teacher, a
manager, a sales person, s social worker, a government employee, an engineer. What are
you about in that area? What are the values that should guide you? Think of your personal
roles – husband, wife, father, mother, son, daughter, brother, sister, friend. What are you
about in these roles? What is important to you? Think of community roles – political area,
public service, religious sector, volunteer organizations.
Writing personal mission statements in terms of these important roles you play in
your life gives you balance and harmony. It keeps each role clearly before you. You can
review your roles frequently to make sure you do not get totally absorbed by one role to the
exclusion of others that are equally or even more important in your life.
Basic Training Course for Troop Leaders Session No. 14/Handout
HOW THE PATROL SYSTEM OPERATES
Within a Scout Troop, the Scouts are organized into groups of six (6) or eight (8)
boys each called Patrol. The Patrol chooses a Patrol Name and identifies itself with a
symbol. Usually, the names are taken from names of Birds, Animals, Trees, Heroes, etc.
The chosen name is supposed to symbolizes the qualities, or the values of the Patrol. The
members elect their Patrol Leader from among themselves and become their representative
to the Troop Leaders Council.
Each member of the Patrol is assigned his own specific responsibility. These
responsibilities are:
1. Patrol Leader – Leads his Patrol in the achievement of their assigned task as a
prescribed in the Scout Oath and Law, Motto and Slogan as well as in all
activities of the Troop and the Patrol.
2. Assistant Patrol Leader – Shares in the responsibilities of the Patrol Leader.
Assumes leadership of the Patrol in the absence of the Patrol Leader.
3. Patrol Scribe – Keeps and maintains the Patrol Log Book, Keeps complete and
accurate record of the agreements, the activities, and the achievements of the
Patrol.
4. Patrol Treasurer – Keeps the Patrol Finances. Collects the weekly dues and
contributions agreed upon by the Patrol. He turns this over to the Troop
Scribe/Treasurer.
5. Patrol Quartermaster – Takes charge of the Patrol supplies and equipment and
is responsible for transporting the same during Troop/Patrol outdoor activities.
6. Patrol Grubmaster – Prepares the menu and the meal budget of the Patrol.
Does the marketing and the cooking for the Patrol. Maintains the cleanliness of
the Patrol kitchen and the cooking utensils and equipment.
7. Patrol Hike Leader – Responsible for surveying the prospective camping areas
of the Patrol. He is also responsible for preparing the Patrol camp layout during
camping activities. Takes responsibility in guiding the Patrol when on hike.
8. Patrol Cheer Leader – Improvises on the songs, yells, and stunts of the Patrol.
Teaches songs and yells to the Patrol from time to time to raise the morale of the
group and personally leads the Patrol in these performances.
Patrol Features
Pride in the Patrol and its achievement is what makes the Patrol Spirit. It is what
urges the Patrol onwards to more and greater achievement. It is what motivates all the
Patrol members to keep on advancing, and achieving, and serving GOD, Country, and other
people with excellence.
There are certain Patrol features in which the members take pride of. These
features are:
1. The Patrol Name
2. The Patrol Flag
3. The Patrol Totem
4. The Patrol Song
5. The Patrol Yell
6. The Patrol Call
7. The Patrol Signature
8. The Patrol Medallion
9. The Patrol Corner
BTC-TLs/S14-HO-How the Patrol System Operates/page 2
Let the members of the Patrol develop these features. Use these whenever the
opportunity arises. Let the Patrol Leaders give unique reports during meetings and when
attending formations and activities. Avoid the military way of reporting as ‘Carabao Patrol,
all present, Sir.’ Rather, encourage them to report thus ‘The handsome members of the
Carabao Patrol are all present and ever ready to serve, Sir.’ This type of reporting will
surely raise everybody’s adrenalin. Let them sing their Patrol Song and shout their Patrol
Yell when they arrive at the assembly area during Troop formation or after they have
accomplished an activity or project.
Many are the ways by which the Patrol features maybe used to develop the Patrol
Spirit. Everything will depend on the Troop Leaders creativity and innovativeness.
The Troop Leaders Council
The Troop Leaders Council is an important element of the Patrol System. It is a
Central Operating Committee which, under the Guidance of the Troop Leader, settles the
affairs of the Troop, both administratively and disciplinary. It develops in the members selfrespect,
the ideals of democracy and freedom coupled with a sense of responsibility, and
respect for authority, while at the same time it gives them the opportunity to practice
procedures which are invaluable to the boys individually and collectively as future citizens.
The Members of the Troop Leaders Council are:
1. The Senior Patrol Leader who is also the Chairman and Presiding Officer.
2. The Troop Scribe and Treasurer
3. The Troop Quartermaster
4. All the Patrol Leaders
6. The Assistant Troop Leaders
7. The Troop Leader
8. The Troop Committee Chairman/ members
9. The Institutional Representative
The Assistant Patrol Leaders may also be invited to attend the meetings of the Troop
Leaders Council. Their opinion may be solicited but they cannot vote. The Institutional
Representative’s presence is only as observer. The same holds true with the Troop
Committee Chairman or any of his members. The Troop Leader’s presence, as well as his
Assistants, is as consultants and advisers. All have no voting power.
Basic Training Course for Troop Leaders Session No. 13/Handout
Overhand Knot
Square Knot
Figure of 8 Knot
Packer’s Knot
Two - half Hitches
Clove Hitch
Timber Hitch
Sheep Bend
Bowline
BASIC KNOTS
Basic Training Course for Troop Leaders Session No. 12/Handout
THE ADVANCEMENT SCHEME
Requirement Standards
Some standard of achievement must be absolute. These are necessary for tests or
skills which are related to the safety of the Scouts and others. Some standards, particularly
for the older age groups, should be the qualifications of participating / cooperating agencies
like the Red Cross for our First Aid and Life Saving requirements or the Fire Department for
our Firemanship requirement, etc. Thus, the achievement of the boy gains recognition in a
wider sense.
Some standards, however, can be flexible and should relate more to the effort
expended by the boy. Generally, a boy’s age should not prevent his participation or his
earning a given badge. Scouting accepts individual variations in capabilities, aptitudes, and
physical capacities.
The Advancement Scheme for the Boy Scout Section
1. Membership Badge
Time Frame : one month from registration date
Activities : 6
Merit Badge : None
2. Tenderfoot
Time Frame : Two months from earning the membership badge
Activities : 20
Merit Badge : None
3. Second Class
Time Frame : Three months from earning the tenderfoot rank
Activities : 18
Merit Badge : 2
4. First Class
Time Frame : Three months from earning the second class rank
Activities : 18
Merit Badge : 4
5. Outdoorsman
Time Frame : Six months from earning the First Class rank
Activities : 7
Merit Badge : 5
6. Venturer
Time Frame : Seven months from earning the Outdoorsman rank
Activities : 7
Merit Badge : 2
BTC-TLs/S12-HO-Advancement Scheme Requirement Standards/page 2
7. Eagle
Time Frame : Eight months from earning the Venturer rank
Activities : 7
Merit Badge : 2
Summary:
Time Frame : 2 years and six months
Activities : 83
Merit Badge : 15
Promoting and Administering Advancement
Although there are many ways of promoting advancement, the personal
encouragement of the Troop Leader and the coordination between him and his Assistants,
the Patrol Leaders, and the parents of his Scouts is by far the most effective method of
achieving this end. Nothing less than a personal follow up of the progress in advancement
of individual boys, done regularly, will produce the desired advancement among the boys in
a Troop. Individual counseling is necessary.
The permanent display of an advancement chart, properly filled out, in a Troop
Meeting Room is a positive way of encouraging advancement. When a boy sees his
performance against other boys, he becomes strongly motivated to go on with his
advancement so as not to be left behind.
The administration of Advancement necessitates the use of Badge Counselors and
the necessary forms from the BSP for reporting advancement progress. These forms are
the following:
1. Application for Advancement
2. Advancement Report
3. Merit Badge Application
4. Report of the Board of Review
The Four Steps in Advancement
There are four basic steps in Boy Scout Advancement and they apply to all six ranks.
These are:
Step 1. The Boy Learns (Preparation)
The boy learns Scouting skills by taking an active hands-on part in Troop and Patrol
Meetings and the outdoor programs. This learning is the natural outcome of his
regular Scouting activities as in learning how to tie a square knot or how to treat for
shock and transport the injured during Patrol Meetings.
Step 2. The Boy Is Tested (Examination)
When his leaders see that he has mastered a given skill and has satisfied a given
requirement, they tell him so and record his achievement. This testing is done
through observation made as the boy participates in the activities and not by means
BTC-TLs/S12-Advancement Scheme Requirement Standards/page 3
of a threatening written test or interview. Rather, the testing is based on how the boy
performed in a knot tying relay or the gadgets he was able to put up when the Troop
or the Patrol went camping.
Step 3. The Boy Is Reviewed (Review)
When a Scout completes all requirements for a rank, he appears before a Board of
Review composed of members of the Troop Committee. Their purpose is not to
retest the boy but to make sure he has met all the requirements, to chat with him
about how he feels he is getting along with the Troop and Scouting, and of course to
encourage him to keep advancing.
Step 4. The Boy is Recognized (Award)
When a Scout is certified by the Board of Review, he is awarded a new badge of
rank the soonest time possible in a ceremony in the next Troop Meeting. He should
be recognized again in the Troops next Court of Honor.
The Merit Badge Program
Merit Badges are badges awarded to Scouts for fulfilling requirements in specific
fields of interests. There are more than as hundred merit badges Scouts can earn in subject
areas that include careers, sports, hobbies, and Scout skills.
These merit badges can help a Scout discover abilities he did not know he had and
fields of interest he has barely heard of: everything from Citizenship in the Home to
emergency preparedness to carpentry to marksmanship to poultry raising To pioneering to
architecture to weather to aviation – and scores more.
Merit badges can guide a Scout toward a career, enrich his leisure life, hone his
fitness, enhance his ability to help others, and stimulate his personal growth.
A Scout earns a merit badge by working with a merit badge counselor, an expert in a
chosen field, who is on a list provided by the Troop. The Scout, preferably with a buddy,
makes an appointment with the counselor and works on the merit badge with him during or
more meetings. When the counselor approves the merit badge application, the boy submits
it to his Troop Leader who then convenes a Board of Review. The badge is awarded in the
next Troop Meeting and again in the Troop Court of Honor.
Any registered Scout, regardless of rank, may work on a merit badge and receive the
badge the moment he earns it.
Basic Training Course for Troop Leaders Session No. 25/Handout
Description of the Different Courses in the Revised
BSP Training Scheme
Scouting Orientation - A series of talks preferably interspersed with a slide
presentation aimed at familiarizing the participants with the Scouting
Movement. It covers the aims and method of Scouting, its origin, its nature,
structure and organization. It is open to all who want to learn something
about the Scouting Movement. It is not a pre-requisite and may be
conducted even without a permit from the Region although an LTR is
required so that appropriate certificates may be issued. It can be conducted
for at least 3 hours.
Basic Training Course for Unit Leaders - A sectional course aimed at equipping
the participants with the rudiments of managing a Scout unit. It may be
attended by actual and/or prospective Unit Leaders. Not other training is
necessary to participate in this type of course. A recognition permit from the
Regional Office is necessary before it can be conducted to ensure that
training standards are observed, like the qualification of Trainers, the
minimum duration of training which should not be less than 24 hours, the
minimum and maximum number of participants (24 and 40, respectively), etc.
It may be conducted on a long weekend (Friday to Sunday) or on two short
weekends (Saturdays to Sundays).
Training Assignment - The candidate is required to submit a plan of activities for
his/her unit for one quarter. The plan must include unit and sub-unit meetings
and activities and at least one outdoor activity for the unit all based on the
selected theme. The Institutional Coordinator holds a dialogue with the
candidate as to the feasibility of the plan and endorses it for evaluation by the
Deputy Council Scout Commissioner for Program. The candidate must also
show proof that he/she has registered a Scout Unit and has advanced at
least 25% of all his/her boys to the next badge.
Advanced Training Course (Wood Badge Course for Unit Leaders) - This is a
residential sectional course conducted in camp with a minimum duration of
77 hours for the Kawan Leaders Course and 89 hours for the Troop Leaders
Course. Most sessions are on practical skills which include simulated unit
and sub-unit activities. At least 3 months after finishing the Basic Training
Course and after complying with the “Training Assignments” in the
appropriate section, Scouters may already participate in this type of course.
Training Studies - This is a set of questions to be answered which will guide the
candidates on what more to learn and to ensure that certain concepts are
clear to them. The questions also encourage the candidates to conduct
some research either through the reading of reference materials or through
BTC-TLs/S25-HO-Description of the Different Courses
In the Revised BSP Training Scheme/page 2
exchange of ideas with other Scouters. The questions are distributed during
the latter part of the Advanced Training Course where they will be given
instructions that, after at least 3 months, the Local Council will send to their
district a team of Trainers who will interview them on such questions to
ensure that they have a firm grasp of the program and the section they are
serving.
Interview - this is the occasion after at least 3 months when the Training Team
meets the candidates to ensure that the participants have acquired a working
knowledge of the sectional program they are serving. After the interview, the
candidates are immediately informed by the Team if they have passed this
part and can already be recommended for the conferment of the Wood
Badge beads. The interview may be initiated either by the District or by the
Council.
Basic Training Course for Troop Leaders Session No. 25/Handout
TRAINING ASSIGNMENT
I. DESCRIPTION – It is a series of activities which require the preparation of a one-quarter
plan for the Unit and Sub-Unit, the registration of a Scout Unit as one of its adult
leaders, the participation by the candidate in an outdoor activity, and the
advancement of his/her boys to the next rank/badge. The assignment is given during
the latter part of the Basic Training Course.
II. OBJECTIVES – At the end of the Training Assignment, the Scouter-candidate is
expected to:
A. Duly register a Scout Unit;
B. Prepare and discuss a plan of Scouting activities for one (1) quarter, based on the
selected themes, to include Unit and Sub-Unit meetings and at least one outdoor
activity.
C. Actively participate in any approved outdoor Scouting activity.
D. Advance at least 25% of his/her Scouts to the next rank/badge.
III. MECHANICS:
A. For completion of Basic Training, the candidate must:
1. Show proof that he/she is registered with a Scout Unit.
2. Prepare a plan of activities for at least one quarter for his/her Unit.
3. Discuss the plan with the Institutional Scouting Coordinator to ascertain its
feasibility.
4. Present the plan to the Deputy Council Scout Commissioner for Program for
approval. (This authority may be delegated to the District/Municipal/City
Commissioner.)
5. Conduct or participate in an outdoor Scouting activity conducted by or held within
his/her area.
6. Advance at least 25% of his/her Scouts to the next rank.
B. When the above requirements have been complied with, as certified by the Deputy
Council Scout Commissioner for Training and the Council Scout Executive, the
Council will submit two copies of the accomplished Application for Completion of
Basic Training to the Regional Office.
C. The Regional Scout Director and Regional Training Commissioner will issue the
appropriate Certificate of Completion of Basic Training and send to the National
Office a report of certificates issued together with one copy each of the accomplished
Applications, minus the enclosures which should already be returned to the
Candidate.
Basic Training Course for Troop Leaders Session No. 25/Handout
Training Assignment for Troop Leaders
(Specimen Instruction)
Plan with the Patrol Leaders and your other Troop Leaders the activities of your
Troop for three (3) months based on monthly themes.
Your Plan must include:
a. Weekly meetings that the Patrols of your Troop will be able to carry out;
b. At least three (3) Troop Meetings with activities that lead to a culminating outdoor
activity;
c. An outdoor activity that must include:
1) Program of activities;
2) Assignments/responsibilities of the different leaders;
3) List of equipment and materials needed;
4) Proposed budget;
5) List of administrative matters to be attended to: e.g. forms to be filled up,
permits to be secured, etc.
Your plan must be discussed with your Institutional Coordinator who, after
ascertaining its feasibility, endorses it to the Deputy Council Scout Commissioner for
Program for approval. (The checking of your plan may be done by your District/Municipal
Commissioner or District/Municipal Commissioner for Leader
Training, if so designated.)
A copy of the approved plan will be submitted to the Council which will verify whether
you have already advanced at least 25% of your Scouts to the next rank and whether you
have already participated in or conducted an outdoor activity.
After ascertaining that you have already accomplished the requirement above, the
Deputy Council Scout Commissioner for Training and Council Scout Executive will submit
your name to the Regional Office for the issuance of the appropriate completion certificate.
You will then be qualified to take the Advanced Training Course in the BSP Unit
Leader Training Scheme-the Wood Badge Course for Troop Leaders.
APPLICATION FOR COMPLETION OF BASIC TRAINING
(___________________ Section)
Name _________________________________________________________________ Unit & No. ____________
Address ______________________________________________________________ Tel. No._______________
Institution _______________________________________________________________Tel. No. ______________
BTC (KL/TL/OA/CM ) No. _______ Dates _________________ Place ____________________________________
WBHs consulted): _____________________________________________________________________________
In connection with my application for completion of Basic Training, I have attached the following:
a. A copy of my Units current registration form;
b. A copy of each of the Advancement Reports which show that at least 25%
of my boys have advanced to the next rank/badge/quest;
c. Plan of activities for one quarter which includes:
1) At least three (3) Unit meeting plans;
2) At least Twelve (12) Sub-Unit meeting plans;
3) An Outdoor activity plan which includes:
a) Program of activities;
b) Assignments/responsibilities of the Leaders involved;
c) List of equipment/materials needed;
d) Proposed Budget;
e) List of Administrative matters to be attended to. _________________________
Signature of Candidate
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CERTIFICATIONS
This is to certify that I have found the attached quarter plan of activities of Scouter __________________________
as feasible for implementation in our Institution and that he has participated in an outdoor/community service activity.
__________________________________
Institutional Scouting Coordinator/
Chairman, Circle Executive Committee
This is to certify that I have checked the plan of activities for one quarter prepared by Scouter _________________
______________________________ which I have found to be in order.
_________________________________________
Deputy Council Scout Commissioner for Program
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LOCAL COUNCIL OFFICE ACTION
Processed by: _____________________ Recorded by: ___________________________
Date: ____________________________ Date: _________________________________
We hereby certify that we have found the above application to be in order and are therefore recommending that a
certificate of Completion of Basic Training be issued in his/her favor.
________________________________ _______________________________________
Council Scout Executive Deputy Council Scout Commissioner for Training
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REGIONAL OFFICE ACTION
Verified by: ________________________ Date: ________________________________
Application approved:
______________________________________ _________________________________________
Regional Scout Director Regional Training Commissioner
Certificate No. _____________________ Issued on _____________________________
(Pls. accomplished in triplicate)