Picture
                                                            Daily Troop and Patrol Activity Outlook (PLTC and CLTC and BTC based)

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
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. 9/Handout
BOY SCOUT IDEALS
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.
The Scout Law
A Scout is:
Trustworthy
Loyal
Helpful
Friendly
Courteous
Kind
Obedient
Cheerful
Thrifty
Brave
Clean
Reverent
The Scout Oath Explained …
On My Honor…
Honor is your most precious and sacred possession in life. It includes your good
name, your integrity and good reputation. When you commit yourself to the Scout
Oath, you promise to live by its precepts in order to give meaning and idealism to
your way of life.
I will Do My Best…
In everything you do, you promise to do the best you can. If anything worth doing is
worth doing at all, it is worth doing well. Doing your best is your personal challenge.
Always strive to do your best in everything you do.
To Do My Duty to God and My Country…
We, who belong to the Scout Movement, believe in God. We may not all worship
Him in the same way, but we are one in our faith and belief that He is the Supreme
Being, our Lord and Master. To do your duty to God, you must worship Him and
follow His teaching according to your own religious beliefs. You will find happiness
in life if you faithfully do your duty to God.
Our country, the Philippines, deserves our full love and dedication. The pages of our
history are brightened by outstanding deeds of self sacrifice and love of country of
great Filipinos like Jose Rizal, Marcelo H. del Pilar, Apolinario Mabini, Lapu-lapu,
Andres Bonifacio, Fr. Jose Burgos, Jose Abad Santos, Graciano Lopez Jaena,
Sultan Kudarat, Ninoy Aquino and others. They sacrificed their fortunes, their future,
BTC-TLs/S9-HO-Boy Scout Ideals/page 2
even their very lives – so that our country would continue to exist in freedom and
dignity. We do our duty to our country by being good citizens, by following the laws
of the land, by living up to its noble tradition and the culture of our people and by
contributing to the building and development of our nation.
And to Obey the Scout Law…
In trying to live up to the Scout Oath – you will need the Scout Law to guide you.
The twelve points of the Scout Law are our norm of conduct as we travel along the
Scouting trail through life. Thus, you are asked to commit yourself to the Scout Oath
and Law as your way of life.
To Help Other People at All Times…
One reason why Scouting has flourished in this country is because it has received
the willing support of the public. Scouting merits this support because Scouts have
demonstrated that they are useful members of society. This is evident when Scouts
perform rescue work in case of disaster – fires, earthquakes, typhoons and floods.
During emergencies anywhere, Scouts are always among the first to volunteer for
service and perform tasks which are ordinarily belong to adults. In normal times,
Scouts have shown that they are ready to participate and even initiate community
and service projects that benefit the community. The spirit of service is in the heart
of all true Scouts.
To Keep My Self Physically Strong…
By now, you have learned certain rules of health and hygiene in school which if
observed will help you live a healthy and happy life. Sound minds swell in sound
bodies. If you want to have an alert mind and be always ready to serve others, you
must keep yourself physically healthy and strong.
Mentally Awake…
Being mentally awake reflects mental alertness and mental health. It is not a
enough that a Scout
is physically healthy; he must be mentally awake too. His reflexes, his responses,
his movements must be ready to respond to his needs and the needs of the
situation.
And Morally Straight…
A Scout always must be a model of moral uprightness. His norm of conduct must be
beyond reproach. His thought, words and deeds should always reflect his high
ideals and sound moral values.
BTC-TLs/S9-HO-Boy Scout Ideals/page 3
The Scout Law Explained…
A Scout is Trustworthy…
A Scout tells the truth. He keeps his promises. Honesty is part of his code of
conduct. People can always depend on him.
A Scout Is Loyal…
A Scout is true to his family, Scout leaders, school, nation and world community.
A Scout is Helpful…
A Scout is concerned about other people. He willingly volunteers to help others
without expecting payment or reward.
A Scout is Friendly…
A Scout is a friend to all. He is a brother to other Scouts. He seeks to understand
others. He respects those with ideas and customs that are different from his own.
A Scout is Courteous…
A Scout is polite to everyone regardless of age or position. He knows that good
manners make it easier for people to get along together.
A Scout is Kind…
A Scout understands there is strength in being gentle. He treats others as he wants
to be treated. He does not harm nor kill any living creature needlessly but will strive
to save and protect all harmless life.
A Scout is Obedient…
A Scout follows the rules of his family, school and troop. He obeys the law of his
community and country. If he thinks these rules and laws are unfair, he tries to have
them changed in an orderly manner rather than disobey them.
A Scout is Cheerful…
A Scout looks for the bright side of life. He cheerfully does tasks that come his way.
He tries to make others happy.
A Scout is Thrifty…
A Scout works to pay his way and to help others. He saves for the future. He
protects and conserves natural resources. He carefully uses his time and property.
A Scout is Brave…
A Scout can face danger even if he is afraid. He has the courage to stand for what
he thinks is right even if others laugh at him or threaten him.
BTC-TLs/S9-HO-Boy Scouts Ideals/page 4
A Scout is Clean…
A Scout keeps his body and mind fit and clean. He goes round with those who
believe in living these same ideals. He helps keep his home and community clean.
A Scout is Reverent….
A Scout is reverent toward God. He is faithful in his religious duties. He respects
the belief of others.
Sense of Honor
The Scout Oath is the foundation on which the whole of Scout training rests.
Its various clauses must be fully explained and made clear to the boys through
practical and simple illustrations of its application in their every day life.
There is no teaching to compare with example. If the Troop Leader himself
conspicuously carries out the Scout Oath and Law in all his doings, the boys will be
quick to follow his lead.
This example comes with all the more force if the Troop Leader himself takes the
Scout Oath and Law, in the same was as his Scouts.
The first point of the Law, namely, a Scouts honor is to be trusted (A Scout is
Trustworthy) is one on which the whole of the Scout’s future behavior and discipline
hangs. The Scout is expected to be straight so it would be very carefully explained
as a first step by the Troop Leader to his boys before taking the Scout Oath.
The investiture of the Scout is purposely made into something of a ceremony, since
a little ritual of that kind, if carried out with strict solemnity, impresses the boy.
Considering the great importance of the occasion, it is only right that he should be
impressed as much as possible. Then, it is of great importance that the Scout
should periodically renew his knowledge of the Law. Boys are apt to be forgetful,
and it should never be allowed that a boy who has made his solemn promise to carry
out the Scout Law should, at any time, not be able to say what the Law is.
Once the Scout understands what his honor is and has, by his initiation, been put
upon his honor, the Troop Leader must entirely trust him to do things. You must
show him by your action that you consider him a responsible person. Give him
charge of something, whether temporary or permanent, and expect him to carry out
his charge faithfully. Don’t keep prying to see how he does it. Let him do it his own
way, let him come a howler over it if necessary, but in any case leave him alone and
trust him to do his best. Trust should be the basis of all our moral training.
BTC-TLs/S9-HO-Boy Scout Ideals/page 5
Giving responsibility is the key to success with boys, especially with the rowdiest and
most difficult boys.
The object of the Patrol System is mainly to give real responsibility to as many of the
boys as possible with a view to develop their character. If the Troop Leader gives
his Patrol Leader real power, expect a great deal from him; leaving him a free hand
in carrying out his work, he will have done more for the boy’s character expansion
than any amount of school training could ever do.
The Scout Motto Explained…
“Laging Handa” (Be Prepared)
The motto reminds the Boy Scouts of the meaning and purpose of his membership
and the training he is getting in Scouting.
A Scout is being prepared and trained for responsible citizenship. As he requires
the necessary knowledge and skills in Scouting, his mind is conditioned and he is
able to offer the same knowledge and skills not only for himself but in the service of
others. Scouting therefore, is a preparation and readiness to serve others, hence
the motto “Laging Handa.”
The Scout Slogan Explained:
“Do a Good Turn Daily” (Gumawa ng Mabuti Araw-Araw)
The Scout Slogan serves as a daily reminder and challenge to the Scout to look for
opportunities to render a good turn to somebody, be at home, in school, in the
community or elsewhere. This positive reminder to render service to others
complements the Scout Motto of “Laging Handa.”
The Scout Sign
How Executed. The Scout Sign is made with the
right hand palm forward with forefinger, middle and
ring pointed upward, the thumb folded over the little
finger. The forearm forms a right angle with the
upper arm which is horizontally in line with the
shoulder.
Its meaning. The three fingers pointing upward
indicate the three components of the Scout trefoil.
They also signify that a Scout reaches upward to
bigger and nobler Ideals. The thumb and little finger
joined together represent the unity of the Scouting
Movement and symbolize the bond of brotherhood of all Scouts all over the world.
BTC-TLs/S9-HO-Boy Scout Ideals/page 6
Its uses. The Scout Sign is used by Scouts when he makes a solemn pledge, while
reciting the Scout Oath and Law, as well as the Panunumpa sa Watawat. It is also
used as a greeting or recognition sign among Scouts and Scouts all over the World.
The Scout Salute
How Executed. The Scout salute is made with the
right hand in the Scout sign. The hand is brought up
smartly (taking the shortest distance) with the
forefinger touching the edge of the right eyebrow. If
wearing a brimmed cap or hat, the forefinger must
touch the brim slightly to side of the right eye.
Its uses. When in uniform, the salute is rendered as a
sign of respect to the flag and the National Anthem. It
is also used between Scouts and Scouters as a sign of
courtesy and respect.
The Scout Handshake
Scouts all over the world use the Scout Handshake.
Scouts everywhere greet each other with a warm left
handshake. Using it makes one feel that he belongs to
the world brotherhood of Scouting and that he is one
among the millions of Scout in various parts of the world
dedicated to the same ideal of service.
The Scout Badge
The Scout Badge is composed of the trefoil and the scroll with an overhand knot
attached to it. Each point of the three pointed trefoil, which is the main part of the
Scout Badge, represents the three points of the Scout Oath, namely – duty to God
and Country, duty to Others and Duty to Self.
The single band joining the three points of the trefoil symbolizes Unity and Universal
Brotherhood . The design and color inside the trefoil which is derived from our flag
have the same symbolism and meaning. The stars further symbolize the ideals of
faith, truth and knowledge, the foundation of Scout citizenship. The Scroll with the
Scout Motto turned up at its end is a symbolic reminder of the eight point of the
Scout Law, “A Scout is Cheerful.” The rope attached below the scroll serves as a
reminder to the Scout to do a good turn to someone every day, the slogan Being “Do
a Good Turn Daily.”
BTC-TLs/S9-HO-Boy Scout Ideals/page 7
Scout Spirit
The Scout Ideals as contained in the Scout Oath and Law present a code for living
and a standard of conduct that must be observed by all members of the Scouting
Movement. Scout spirit is living every day in accordance with our Scout Ideals. You
show it in the way you act and the things you say and do in Scouting as well as in
your daily life.



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. 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. 19/Handout
THE TROOP LEADER’ JOB
The primary task of a Troop Leader is to guide and help the members of his Troop
develop themselves into disciplined, responsible, self-reliant, concerned, and selfless
service oriented citizens, each of them a potential leader of society. To be effective in
carrying out this function, he must be knowledgeable, not only of the Boy Scouting program,
it’s features and processes, but also of his relationship responsibilities.
These responsibilities are:
1. In relation to the Boy Scouts of the Philippines – Troop Leaders are
volunteers in the BSP. As such, the BSP expects the following to be complied
with:
- Observe the letter and the spirit of the policies and principles of the BSP.
- Abide by the Scout Oath and Law and set an example to the members of his
Troop and to train them to do their best to live up to it.
- Stick to the Fundamentals of the Movement by not introducing matters which
depart from the Scout Method and the objective.
- Carry out instructions that may be issued from time to time by the Local
Council or the National Office.
2. In relation to the institution - Troop Leaders are appointed by the Institution
which sponsors the Troop. The Institution, therefore, through the Institutional
Head or the Institutional Representative, expects from the Troop Leader the
following:
- Abide by the policies, principles, and objectives of the Institution at all times.
- Maintain the good image of the Institution.
- Assist in the Recruitment of boys for the Troop.
- Seek approval from the Institution before undertaking any community
involvement project and outdoor activity. This is also true for fund generating
activities.
- Keep the Institution informed of all projects and activities of the Troop.
- Keep the Institution informed of the progress of Troop operations.
- Train all adult leaders as well as the boy leaders of the Troop.
- Make sure that all properties of the Troop are kept safely and in good
condition.
3. In relation to the Parents - The Scouts will not always be with the Troop Leader
all the time and parents are most concerned with the welfare of their sons. They
do expect the Troop Leader to insure that the well-being of their son is being
attended to just like they do. Good working relationships must, therefore, be
developed between the Troop Leader and the parents of the boys in his/her
Troop.
BTC-TLs/S19-HO-The Troop Leader’s Job/page 2
- Orient the parents on what Boy Scouting is and how the program can help
them and their sons.
- Keep them informed of the roles they can play in the Troop.
- Encourage them to follow up on the advancement of their sons and to make
sure they are behaving according to the Scout Ideals.
- Properly recognize their participation and assistance given to the Patrol.
- Keep them informed of their son’s performance.
- Conduct regular meetings with them. This is aside from the personal visit
that has to be made on them from time to time.
- Keep them informed of the activities and projects of the Patrol making certain
to seek their approval for their son’s participation in these ventures.
- Make sure his /her personal relation with the parents of the boys is kept at
high levels.
4. In relation to the Troop Committee - The Troop Leader must remember at all
times that it is the Troop Committee that recruited him and it is also the Troop
Committee that is helping him with whatever is needed, financially and materially,
to insure the smooth and effective operations of the Troop. They, therefore
expects the Troop Leader to:
- Keep the Committee informed of the projects and activities of the Troop.
- Make sure they are properly acquainted with the progress of Troop
Operations.
- Keep them informed of the financial and material situation of the Troop to
include its safe keeping and maintenance.
- Involve them in the planning and the implementation of the Troop Plans.
- Properly recognize whatever assistance, participation, and contribution are
given by them to the Troop.
5. In relation to the Boys in his/her Troop - The boys, too, have their own
expectation of their Troop Leader. It is well to bear in mind that the degree of
achievement a boy will have depends highly on the respect they have of their
Troop Leaders. It is on this respect that their influence on the boys rest. It is,
therefore, important for the Troop Leader to:
- Be friendly but firm with the boys of the Troop.
- Be a good role model to them.
- Cultivate his/her sense of humor and laugh with them.
- Be fair and consistent in dealing with them.
- Trust them completely and give them all the opportunity to develop their
potentials and their personality.
- Keep them busy but make sure the projects and the activities you give are
attractive to them.
- Encourage them in their advancement requirement.
- Be sincere in dealing with them. Win their confidence.
BTC-TLs/ S19-HO-The Troop Leader’s Job/page 3
- Train the boy leaders to run the troop. Make the Patrol System fully
operational. Develop their self-confidence. Make them fully responsible for
the success and failure of the Troop.
- Appreciate their interest. Make them feel important and needed.
- Be willing, ready and available to listen to their opinions, criticisms,
suggestions, and concerns.
6. In relation to Yourself - On the shoulders of the Troop Leader weights a great
responsibility….the responsibility for the future. Because it is he/she who leads
those who will compose and probably lead in the future. The kind of future
society is going to have will depend heavily on the value system, and the kind of
personality he/she is able to develop in the boys of his/her Troop….the
personality of leadership, the consistency of guidance, the strength of character,
and the persistent pursuit of excellence he/she is able to provide. It is imperative,
therefore, that the Troop Leader strives to make himself/herself enormous so
he/she can selflessly give enormously to the boys in his/her Troop.
- Know yourself and seek self-improvement.
- Have a personal vision statement as a Troop Leader.
- Be principle centered. Strive to live the Scout Ideals.
- Know the different roles you play and be sure to have a vision statement for
each so as not to neglect those that are important.
- Seek first to understand others before seeking to be understood.
- Strive towards a synergetic relationship with other adult leaders in Scouting
as well as with your Scouts and their parents.
- Regularly review your vision statement and see how you are progressing in
your self-development endeavors. Whatever is wrong, correct. Whatever
has been corrected, improve. Whatever has been improved, innovate. And
from whatever innovation you are able to have, create. From whatever has
bee created, learn its weakness. And whatever is weak, strengthen.
If the Troop Leader is able to do these things, then his/her success, not only as a
Troop Leader but in his/her other endeavors as well, will be guaranteed.



Basic Training Course for Troop Leaders Session No. 19/Handout
THE TROOP LEADER’ JOB
The primary task of a Troop Leader is to guide and help the members of his Troop
develop themselves into disciplined, responsible, self-reliant, concerned, and selfless
service oriented citizens, each of them a potential leader of society. To be effective in
carrying out this function, he must be knowledgeable, not only of the Boy Scouting program,
it’s features and processes, but also of his relationship responsibilities.
These responsibilities are:
1. In relation to the Boy Scouts of the Philippines – Troop Leaders are
volunteers in the BSP. As such, the BSP expects the following to be complied
with:
- Observe the letter and the spirit of the policies and principles of the BSP.
- Abide by the Scout Oath and Law and set an example to the members of his
Troop and to train them to do their best to live up to it.
- Stick to the Fundamentals of the Movement by not introducing matters which
depart from the Scout Method and the objective.
- Carry out instructions that may be issued from time to time by the Local
Council or the National Office.
2. In relation to the institution - Troop Leaders are appointed by the Institution
which sponsors the Troop. The Institution, therefore, through the Institutional
Head or the Institutional Representative, expects from the Troop Leader the
following:
- Abide by the policies, principles, and objectives of the Institution at all times.
- Maintain the good image of the Institution.
- Assist in the Recruitment of boys for the Troop.
- Seek approval from the Institution before undertaking any community
involvement project and outdoor activity. This is also true for fund generating
activities.
- Keep the Institution informed of all projects and activities of the Troop.
- Keep the Institution informed of the progress of Troop operations.
- Train all adult leaders as well as the boy leaders of the Troop.
- Make sure that all properties of the Troop are kept safely and in good
condition.
3. In relation to the Parents - The Scouts will not always be with the Troop Leader
all the time and parents are most concerned with the welfare of their sons. They
do expect the Troop Leader to insure that the well-being of their son is being
attended to just like they do. Good working relationships must, therefore, be
developed between the Troop Leader and the parents of the boys in his/her
Troop.
BTC-TLs/S19-HO-The Troop Leader’s Job/page 2
- Orient the parents on what Boy Scouting is and how the program can help
them and their sons.
- Keep them informed of the roles they can play in the Troop.
- Encourage them to follow up on the advancement of their sons and to make
sure they are behaving according to the Scout Ideals.
- Properly recognize their participation and assistance given to the Patrol.
- Keep them informed of their son’s performance.
- Conduct regular meetings with them. This is aside from the personal visit
that has to be made on them from time to time.
- Keep them informed of the activities and projects of the Patrol making certain
to seek their approval for their son’s participation in these ventures.
- Make sure his /her personal relation with the parents of the boys is kept at
high levels.
4. In relation to the Troop Committee - The Troop Leader must remember at all
times that it is the Troop Committee that recruited him and it is also the Troop
Committee that is helping him with whatever is needed, financially and materially,
to insure the smooth and effective operations of the Troop. They, therefore
expects the Troop Leader to:
- Keep the Committee informed of the projects and activities of the Troop.
- Make sure they are properly acquainted with the progress of Troop
Operations.
- Keep them informed of the financial and material situation of the Troop to
include its safe keeping and maintenance.
- Involve them in the planning and the implementation of the Troop Plans.
- Properly recognize whatever assistance, participation, and contribution are
given by them to the Troop.
5. In relation to the Boys in his/her Troop - The boys, too, have their own
expectation of their Troop Leader. It is well to bear in mind that the degree of
achievement a boy will have depends highly on the respect they have of their
Troop Leaders. It is on this respect that their influence on the boys rest. It is,
therefore, important for the Troop Leader to:
- Be friendly but firm with the boys of the Troop.
- Be a good role model to them.
- Cultivate his/her sense of humor and laugh with them.
- Be fair and consistent in dealing with them.
- Trust them completely and give them all the opportunity to develop their
potentials and their personality.
- Keep them busy but make sure the projects and the activities you give are
attractive to them.
- Encourage them in their advancement requirement.
- Be sincere in dealing with them. Win their confidence.
BTC-TLs/ S19-HO-The Troop Leader’s Job/page 3
- Train the boy leaders to run the troop. Make the Patrol System fully
operational. Develop their self-confidence. Make them fully responsible for
the success and failure of the Troop.
- Appreciate their interest. Make them feel important and needed.
- Be willing, ready and available to listen to their opinions, criticisms,
suggestions, and concerns.
6. In relation to Yourself - On the shoulders of the Troop Leader weights a great
responsibility….the responsibility for the future. Because it is he/she who leads
those who will compose and probably lead in the future. The kind of future
society is going to have will depend heavily on the value system, and the kind of
personality he/she is able to develop in the boys of his/her Troop….the
personality of leadership, the consistency of guidance, the strength of character,
and the persistent pursuit of excellence he/she is able to provide. It is imperative,
therefore, that the Troop Leader strives to make himself/herself enormous so
he/she can selflessly give enormously to the boys in his/her Troop.
- Know yourself and seek self-improvement.
- Have a personal vision statement as a Troop Leader.
- Be principle centered. Strive to live the Scout Ideals.
- Know the different roles you play and be sure to have a vision statement for
each so as not to neglect those that are important.
- Seek first to understand others before seeking to be understood.
- Strive towards a synergetic relationship with other adult leaders in Scouting
as well as with your Scouts and their parents.
- Regularly review your vision statement and see how you are progressing in
your self-development endeavors. Whatever is wrong, correct. Whatever
has been corrected, improve. Whatever has been improved, innovate. And
from whatever innovation you are able to have, create. From whatever has
bee created, learn its weakness. And whatever is weak, strengthen.
If the Troop Leader is able to do these things, then his/her success, not only as a
Troop Leader but in his/her other endeavors as well, will be guaranteed.