After school, Baden-Powell went into the army, where he led a distinguished career through postings in countries including India, Afghanistan, Malta and various parts of Africa. The most famous point was the defence of Mafeking against the Boers In , after which he became a Major-General at the age of only Baden-Powell retired from the Army in at the age of 53, on the advice of King Edward VII, who suggested B-P could do more valuable service for his country working on developing Scouting and its sister movement, Guiding.
He took the title of Lord Baden-Powell of Gilwell. B-P wrote no less than 32 books, the earnings from which helped to pay for his Scouting travels. As with all his successors, he received no salary as Chief Scout. He received various honorary degrees and the freedom of a number of cities, along with 28 foreign orders and decorations and 19 foreign Scout awards.
Boys spontaneously formed Scout troops and the Scouting movement had inadvertently started, first a national, and soon an international obsession. Although he could have continued his military career, Baden-Powell decided to retire from the Army in on the advice of King Edward VII, who suggested that he could better serve his country by promoting Scouting.
Under his leadership, Baden-Powell brought Scouting to the youth of the world and the world Scouting movement grew. By the end of , there were over , Scouts in England. In , there were more than a million scouts in 32 countries and by ; the number of Scouts had grown in excess of 3. We've detected that you're using an unsupported browser. You may experience issues using the OA website. Some of us are for pulling down the present social system, but the plans for what is going to be erected in its place are very hazy.
We have not all got the patience to see that improvement is in reality gradually being effected before our eyes. As Tim Jeal has argued, there was more of an emphasis on taking responsibility and independent thinking than many commentators would allow. In his reflections on the experimental camp at Brownsea Island he comments:. This organization was the secret of our success.
Each patrol leader was given full responsibility for the behaviour of his patrol at all times, in camp and in the field.
The patrol was the unit for work or play, and each patrol was camped in a separate spot. Responsibility and competitive rivalry were thus at once established and a good standard of development was ensured throughout the troop from day to day. Robert Baden-Powell To the Patrol Leader it gives practise in Responsibility and in the qualities of Leadership. To the Scouts, it gives subordination of self to the interests of the whole, the elements of self-denial and self-control involved in the team spirit of cooperation and good comradeship.
But to get first-class results from this system you have to give the boy leaders real free-handed responsibility-if you only give partial responsibility you will only get partial results. The main object is not so much saving the Scoutmaster trouble as to give responsibility to the boy, since this is the very best of all means for developing character.
The Scoutmaster who hopes for success must not only study what is written about the Patrol System and its methods but must put into practice the suggestions he reads. It is the doing of things that is so important, and only by constant trial can experience be gained by his Patrol Leaders and Scouts.
The more he gives them to do, the more will they respond, the more strength and character will they achieve. From a speech made in and reported in the Johannesburg Star July 10, — quoted by Jeal All you have to do is to play up to this and to give rein to your imagination to meet their requirements. As we have seen, Robert Baden-Powell placed a special emphasis on adventure — on encouraging young people to look to enlarge their experiences. What had eluded him was a suitable framework to handle this and his other concerns — although he worked at various ways of approaching a scheme.
Seton had sent Robert Baden-Powell a copy of the book in — and Baden-Powell was impressed by the scheme of activities had designed around camp life. Seton had developed a system of non-competitive badges linked to the various activities in his programme. A similar range of badges with a non-competitive orientation was adopted by Robert Baden-Powell.
Another element of the Seton scheme imported into Scouting was the use of a totem such as an animal or a bird to identify each Scout patrol. The scale of this importation some of which was not initially acknowledged properly became the focus of considerable tension between Seton and Robert Baden-Powell. His resentment was nourished by a sense that Baden-Powell had betrayed the purity of the woodcraft ideal, substituting for the true woodcraft way, a narrowly self-serving military training that had nothing to do with real character building.
Rosenthal 70; The key to successful education is not so much to teach the pupil as to get him to learn for himself. Dr Montessori has proved that by encouraging a child in its natural desires, instead of instructing it in what you think it ought to do, you can educate it on a far more solid and far-reaching basis.
It is only tradition and custom that ordain that education should be a labour. Robert Baden-Powell manuscript circa quoted by Jeal In the process of preparing Scouting for Boys , Robert Baden-Powell read some quite diverse books and materials concerning the education of young men.
Michael Rosenthal 64 lists some of his influences and they include: Epictetus, Livy, Pestalozzi , and Jahn on physical culture. He had also explored different techniques for educating boys within different African tribes, studied the Bushido of the Japanese, and the educational methods of John Pounds and the ragged schools op. He came to appreciate the philosophy and methods of Maria Montessori. He continues: But as you come to teach these things you will very soon find unless you are a ready-made angel that you are acquiring them yourself all the time.
Do not expect boys to pay great attention to any one subject for very long until you have educated them to do so. You must meet them half way, and not give them too long a dose of one drink. A short, pleasing sip of one kind, and then off to another, gradually lengthening the sips till they become steady draughts….
For this reason it is well to think out beforehand each day what you want to say on your subject, and then bring it out a bit at a time as opportunity offers — at the camp fire, or in intervals of play and practice, not in one long set address…. Such thinking also found its way into various experiments in education — such as that undertaken by Leonard Elmhirst and Rabindranath Tagore in India.
How are we to judge Robert Baden-Powell as an educator? He did look to the social lives and imagination of children and young people. Baden-Powell, Robert S. This was achieved because they had to use their intelligence and act on their own initiative. Scouts frequently operated away from the guidance of officers. A handbook for instruction in good citizenship , London: Horace Cox. First published in six fortnightly parts in at 4d.
A second edition appeared in Arthur Pearson, pages — and there have been various editions since. The original bit part version was republished by the Scout Book Club in The cover of Part One see right was by John Hassell and as Tim Jeal has said, the implication was clear — this was an invitation not to just read about adventures but to live them too.
Its impact was phenomenal — with four reprints in the first year and well over 60, copies sold in its second year.
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