Scouts in Society-at-Large
Memorial Day is fast approaching. The American Legion would like to invite all of the North Star District for breakfast. The district will make a short trip to several local cemeteries and put decorations on veteran’s graves in honor of their service. In past years this has wrapped up before lunch.
Your service is Requested:
Date: Saturday, May 26, 2018
Start time: 7:00 am
Breakfast location: Broad Ripple American Legion Post # 3, 6379 N College Ave, Indianapolis, IN
Teams will be formed at breakfast to serve the various cemeteries.
Units will be asked to provide adult and youth headcount as well as a point of contact in the event updates need to be made during the morning.
*UPDATE* Please RSVP to Rees Morgan at email@example.com.
THANK YOU for your Service!
As I have noted before, my latest obsession is Professor Jordan Peterson. His recent book, 12 Rules for Life: An Antidote to Chaos, is a tour de force in offering a way to live a good life. This is not the normal self-help book. This is the work of a deep philosophical thinker, practicing psychologicology research professor, practicing clinical psychologist, and practicing lecturing professor. He thinks about people, studies psychology, uses psychology, and teaches about people and psychology. For example, he understands that knowing what the rules of life and being able to follow them are not the same thing. It takes practice to be an actively moral person.
To that end, his fifth rule is “Do Not Let your Children Do Anything that Makes You Dislike Them.” He opens the chapter this way,
RECENTLY, I WATCHED A THREE-YEAR-OLD boy trail his mother and father slowly through a crowded airport. He was screaming violently at five-second intervals— and, more important, he was doing it voluntarily. He wasn’t at the end of his tether. As a parent, I could tell from the tone. He was irritating his parents and hundreds of other people to gain attention. Maybe he needed something. But that was no way to get it, and his parents should have let him know that. You might object that “perhaps they were worn out, and jet-lagged, after a long trip.” But thirty seconds of carefully directed problem-solving would have brought the shameful episode to a halt. More thoughtful parents would not have let someone they truly cared for become the object of a crowd’s contempt.
Peterson, Jordan B.. 12 Rules for Life: An Antidote to Chaos (Kindle Locations 2377-2383). Random House of Canada. Kindle Edition. In the chapter he goes on to explain that making a child welcome in the world-at-large is a big job for parents. If the parents like the child, because the child is well-behaved, when the child visits others’ homes or places of business, adults will greet the child warmly. This warm reception will make the child more likely to be well-behaved. Well-behaved kids tend to have an easier time making friends their own age. They are happier and more connected socially. Since we are social animals, this is important.
In the Washington Post, from last year that I have been meaning to write about, a fascinating article about emotional isssues that kids in college are facing. The focus of the article that the title suggest the emphasis is on women’s college sports. The content is far broader, even though the persons interviewed are women’s college coaches and affiliate personnel.
One strong passage caught my eye.
Talk to coaches, and they will tell you they believe their players are harder to teach, and to reach, and that disciplining is beginning to feel professionally dangerous. Not even U-Conn.’s virtuoso coach, Geno Auriemma, is immune to this feeling, about which he delivered a soliloquy at the Final Four.
“Recruiting enthusiastic kids is harder than it’s ever been,” he said. “. . . They haven’t even figured out which foot to use as a pivot foot and they’re going to act like they’re really good players. You see it all the time.”
Some of the aspects emphasized apply equally well to scouters working with scouts.
It doesn’t take a social psychologist to perceive that at least some of today’s coach-player strain results from the misunderstanding of what the job of a coach is, and how it’s different from that of a parent. This is a distinction that admittedly can get murky. The coach-player relationship has odd complexities and semi-intimacies, yet a critical distance too. It’s not like any other bond or power structure. Parents may seek to smooth a path, but coaches have to point out the hard road to be traversed, and it’s not their job to find the shortcuts. Coaches can’t afford to feel sorry for players; they are there to stop them from feeling sorry for themselves.
Coaches are not substitute parents; they’re the people parents send their children to for a strange alchemical balance of toughening yet safekeeping, dream facilitating yet discipline and reality check. The vast majority of what a coach teaches is not how to succeed but how to shoulder unwanted responsibility and deal with unfairness and diminished role playing, because without those acceptances success is impossible.
Here is a key conclusion.
The bottom line is that coaches have a truly delicate job ahead of them with iGens. They must find a way to establish themselves as firm allies of players who are more easily wounded than ever before yet demand they earn praise through genuine accomplishment.
From this article we can draw a couple key conclusions:
- In our role as scouters, we can help prepare our scouts, boys and girls, for their college experience. We can teach them to deal with “unwanted responsibility” such as cleaning up after dinner or cleaning the latrine and with “unfairness” such as being assigned camp tasks too many times when others have not had their rotation.
- We can be the “toughening yet safekeeping, dream facilitating yet discipline and reality check” that is parents to provide for their own kids.
- We can be “firm allies” of scouts “who are more easily wounded than ever before yet demand they earn praise through genuine accomplishiment” such as rank advancement, BSA Life Guard training, mile swim patch, or high adventure.
Scouting is about citizenship. It is about citizenship in the Community, Nation, and World.
One of the requirements for citizenship in the world includes trying to speak to people from other countries. This is often hard for people in America because, especially in Indiana, we live so far from any borders. With one in five people now an immigrant to our land, it is becoming easier than ever before.
Even so, one of the best skills that a good scout can develop is the ability to communicate in more than one language. For residents of Indiana, we have a unique opportunity for incoming juniors, seniors, and recent graduates from high school. (The main target audience is incoming seniors). It is the Indiana University honors program in foreign languages.
My son and I are both alumni of the program. I studied in France and he studied in Spain. District Chair John Wiebke’s son also participated in Chile at the same time my son was in Spain. As a result we are highly conversant in our second languages.
They are preparing to close out their application season for the Summer 2018 trips. They travel to France, Spain, Germany, Canada, Mexico, Chile, China, and Japan. The students are required to speak exclusively in the host language for six weeks. This is a wonderful opportunity for a complete immersion experience.
Scouts make great candidates for this program because they must undergo an in person interview and demonstrate that they would be good ambassadors for America to the host country. Often this program is dominated by girls. There always eager to get good male applicants.
Well the program is expensive, there are ways to find financial help. Even if you doubt that financial ability will be possible, I still encourage students to apply. Being accepted into the program is an honor in and of itself. It helps raise the applicant’s self assuredness because they are capable of qualifying for such a respectable program.
If your child or a scout in your troop or crew is interested at all in international issues, I would commend this program to your attention.
In some of my reading on other subjects, I ran across some scientific research from the mid-1800’s that I think is fascinating in its potential application to scouting. I am going to go down some complicated paths in this series of articles, so allow me to set the context first.
The View from the Eagle Board
For those of you who have sat on an Eagle Board of Review more than once, you likely can confirm that the following scenario is common.
A 17-year old in full dress scout uniform walks in the door. He is often clean shaven (although beards are increasingly common). He walks erect even if slightly nervous about what he is walking into. He firmly shakes hands with each member of the Board of Review. He answers questions about his Eagle project in great detail. He has pride in his accomplishments. He looks the part of an Eagle Scout already.
As he sits through the Board, the Board members ask the Eagle candidate to reflect on his beginnings in scouting and his growth. The candidate describes his first campout in the rain. He reflects on his anguish and discomfort. He laughs about how those deprivations are nothing compared to the later discomforts of camping in the snow of winter amidst the howling winds. He reflects on what he learned about overcoming obstacles, adapting, and accepting his circumstances.
He has learned that slight discomforts at home are nothing compared to facing the elements and the discomforts Mother Nature offers.
In my role as District Commissioner, the BSA charges me with the primary mission of encouraging Best Practices in our units. In other words, I am responsible for being able to explain to leaders why BSA policies are in the best interest of the unit, its leaders, and its scouts. That does not mean that I agree with each and every policy, but it does mean that I should be able to articulate the rationale in the light most favorable to the BSA’s intent.
For example, I should be able to articulate why units that camp the most are the more successful; why units that allow the boys to experiment with the patrol method with guidance and boundaries from the scoutmaster corps are more successful than units where adult leaders run the program; or why units with Senior Patrol Leaders who work the Patrol Leader Council are more successful than units where Senior Patrol Leaders acts as the patrol-leader-of-all. Read the rest of this entry »
Memorial Day is upon us for 2017. The American Legion would like to invite all of the North Star District for breakfast. The district will make a short trip to Crown Cemetery and put decorations on veteran’s graves in honor of their service. We should be done before lunch.
Date: Saturday, May 27, 2017
Time: 7:30 to 8:00 AM
Breakfast location: Broad Ripple American Legion Post # 3, 6379 N College Ave, Indianapolis, IN
Yours in Scouting,
North Star District Committee
The Every Student Succeeds Act (2015) is the successor to the No Child Left Behind Act (2001) of the Bush 43 years, expiring in 2007. The ESSA will have major impacts on school funding from the federal government and the expectations of schools that accept that funding.
Here is a quick overview. Worth noting is a requirement that is summarized as (italics added),
Districts that get more than $30,000 have to spend at least 20 percent of their funding on at least one activity that helps students become well-rounded, and another 20 percent on at least one activity that helps students be safe and healthy. And part of the money can be spent on technology.
Indiana will also have a say on how this new federal law is implemented. Indiana Code sec. 20-30-5-5 now requires,
Sec. 5. (a) Each public school teacher and nonpublic school teacher who is employed to instruct in the regular courses of grades 1 through 12 shall present the teacher’s instruction with special emphasis on:
(4) obedience to law;
(5) respect for the national flag and the Constitution of the State of Indiana and the Constitution of the United States;
(6) respect for parents and the home;
(7) the dignity and necessity of honest labor; and
(8) other lessons of a steadying influence that tend to promote and develop an upright and desirable citizenry.
(b) The state superintendent shall prepare outlines or materials for the instruction described in subsection (a) and incorporate the instruction in the regular courses of grades 1 through 12.
While this statute refers specifically to in-classroom curriculum, we can see that the principles of the Scout Oath and Law are required to be taught in a school.
Being aware of this curriculum requirement and being able to refer to it when communicating with our schools as prospective Chartered Organizations helps demonstrate how scouting serves their statutory mission. Having the studies (e.g., Tufts study on scouting) referred to in the FAQ attached is another way to reinforce proof of scouting’s successes in meeting these statutory requirements.
Council has prepared a Frequently Asked Questions flyer on how scouting can contribute to bringing a school into compliance with these requirements.
Read through the FAQ and learn more about scouting and its benefits to schools. Then you can be an informed supporter of Council’s efforts to be re-introduced to schools.
Many scout troops and packs are looking for ways to make their relationships with their Chartered Organizations more meaningful.
Our District’s Troop 73 is hosting an event for its Chartered Organization. Here is how they describe it:
Event: T-73 Hosts St. Paul’s Summer Fellowship
Where: St. Paul’s Episcopal Church
When: Jul 24, 2016, 9am – 12pm
Troop 73 will host St. Paul’s Summer Fellowship after the 10 am service on July 24th. We will provide hot dogs, bratwurst, buns and toppings, s’mores and the campfire to cook it over as well as several dutch over desserts (bring your favorite recipe!) . Scouts will demonstrate and teach parishioners about: how to load and paddle a canoe (similar to our trip earlier this summer); using tents and hammocks; sawing logs; & tying knots. Please be ready to demonstrate any of these skills. If you have other ideas, please suggest them!
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Your time spent at the Fellowship will count as service to St. Paul’s, our Chartering Organization.
Now imagine you are the minister of that church. Your scout troop offers to host a Fellowship event. What is your estimation of scouting at that church going to be? What would you be willing to do to empower scouting?
As many scoutmasters have learned, January 1, 2016 brings new boy scout rank advancement requirements. The moving of requirements among the ranks is not getting much attention. Neither is the specificity of the type of service hours now required: specific conservation requirements.
The scout’s demonstration of observing his religious duties is getting attention.
The great Bobwhite Blather blog addresses the question of whether this demonstrates that the BSA is or is not a “religious organization.” His analysis is well worth a considered read.
Scoutmastercg.com’s Clarke Green contributed to this analysis, last June, when he took a look at how Baden Powell thought a Scout’s Own service should be managed. Clarke goes further in critiquing some of the current interpretations and inconsistencies in the current BSA definitions of Duty to God.
Clarke’s analysis clearly in another article demonstrates that encouraging a scout to examine his religious beliefs within the religious emblem program gives a scoutmaster the ability to avoid entering a debate on the subject of “what constitutes an acceptable religion” and still upholds the principles of Duty to God.
No matter how a scout answers the question for himself, the most important part is for his scoutmaster to encourage the scout to enter the realm of seeking answers to questions about his own beliefs. This seeking process can be either through his own self-study or with his own house of worship.
Scouting is an active process of learning. We put scouts in the position of making moral and ethical choices on a campout by deciding how to treat his patrol well, especially when things don’t always go smoothly. The Duty to God is supposed to put these questions into a realm of questions that rise about the current moment. A momentary conflict between patrol members can and should turn into a moment of learning about life outside of the patrol.
Having a working mental vocabulary of his own beliefs creates a tool for self-improvement. His actions and self-reflections within a larger context cause those self-discoveries to come faster and to have a greater impact.
These new requirements encourage religious self-exploration and not any mandatory conclusions, other than the scout is part of a larger world than just himself. He needs to figure out how he is a small part of a larger world.