Basic Training Course Handouts

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


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


Basic Training Course for Troop Leaders Session No. 2/Handout


Basic Training Course for Troop Leaders Session No. 2/Handout


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


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


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


5) SPREAD OUT – Arms moved

horizontally sideward, palms

down, Means “Keep Further


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



fist over your head. Means

“Gather around Me,” “Come

Closer To Me.”

Basic Training Course for Troop Leaders Session 3/Handout



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


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


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


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


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


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.


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


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


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


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


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


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


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



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:













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


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


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


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


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


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


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


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



Basic Training Course for Troop Leaders Session No. 12/Handout


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


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


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


Basic Training Course for Troop Leaders Session No. 25/Handout


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


C. Actively participate in any approved outdoor Scouting activity.

D. Advance at least 25% of his/her Scouts to the next rank/badge.


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


4. Present the plan to the Deputy Council Scout Commissioner for Program for

approval. (This authority may be delegated to the District/Municipal/City


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


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


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.


(___________________ 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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -


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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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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Verified by: ________________________ Date: ________________________________

Application approved:

______________________________________ _________________________________________

Regional Scout Director Regional Training Commissioner

Certificate No. _____________________ Issued on _____________________________

(Pls. accomplished in triplicate)