進歩制度に託されたB-Pスピリット
―― The key to successful education is not so much to teach the pupil as to get him to learn for himself. ――
―― It is most important that each Scout should go steadily forward along the Scout Trail. ――
B-Pは、「最も重要なことはスカウト各人がスカウト行路に沿って着実に前進することである。( It is most important that each Scout should go steadily forward along the Scout Trail. )」(「スカウティング フォア ボーイズ」ボーイスカウト日本連盟 S32初版発行(中村知氏訳本) p528) と述べています。
それを実現至らしめるためには、当然、成人指導者側の緻密な体制整備と配慮が求められるわけです。
以下、参考までに、B-Pの著書、「スカウティング フォア ボーイズ 第3部 原理と方法」 ("SCOUTING FOR BOYS" Twenty-Eighth Edition (1953) PRESENTATION EDITION, PART THREE, PRINCIPLES AND METHODS)* と「隊長の手引」("AIDS TO SCOUTMASTERSHIP",1920)から、進歩制度に関連する著述を抜き出して原文と邦訳文を載せます。進級制度(Progressive Scouting System)と技能章制度(Badge System)についてのB-Pの考えを著したものです。
The key to successful education is not so much to teach the pupil as to get him to learn for himself. The subject to be instilled must be made to appeal, and you must lure your fish with a succulent worm, not with a bit of hard, dry biscuit.
Our system for developing the boys is to lead them on to pass tests in various qualifications, handicrafts, etc., such as are likely to be of value to them in their future careers. Thus we have badges for electricians, horsemen, farmers, gardeners, musicians, carpenters and so on in addition to the actual Scouts' badges of first and second class, testifying to their capabilities in swimming, pioneering, cooking, woodmanship, boat management, and other points of manliness and handiness. We encourage personal responsibility in the boy for his own physical development and health : and we trust in his honour and expect him to do a good turn to someone every day.(* p293)
It is most important that each Scout should go steadily forward along the Scout Trail. (See Chart.) The early stages are the easiest and most obvious, but the problem gets more complicated as the Troop grows up ; you will then have boys of varying ages and at different stages of Scouting. It’s rather like a conjuror trying to keep a whole lot of balls in the air at the same time and, in fact, if you yourself try to do all the conjuring alone there will be trouble. The secret lies in dividing the work up amongst the Scouters of the Group and the Patrol Leaders. The latter will be chiefly concerned in seeing that recruits get on with the Tenderfoot Tests, and that those who have been invested carry right on with Second Class work. Too many Scouts remain Second Class, and that is one reason for boys leaving Troops ; they get fed up with going over the same old stuff again and again. One Scouter might concern himself with First Class Training ; Some of this can be introduced into most Meetings ; but he will also need special times for this important job.
Special attention must also be given to the Scouts of 15 or over who are getting to the age when they feel more grown-up. To hold them, you must see that their needs are met. You will have to decide whether you are going to start a separate section of Senior Scouts or whether you are going to continue to hold them in the Scout Troop. In the latter case you or one of the Scouters might make them your, or his responsibility. They want to feel different not only in themselves, but in the Scouting they do and the way they are treated.
The motto of the Senior Scout section is “Look Wide” and this should be reflected in the programme. A special syllabus of badges has been provided for these older boys leading to the Bushman’s Thong and the Queen’s Scout Badge. Those badges qualifying for the Bushman’s Thong lay special emphasis on nature lore. It is particularly important for boys at this stage in their lives to find a personal interest in some part of natural history. They will want tougher adventure than their younger brothers and so scrambling, rock climbing, potholing, caving, sailing, canoeing, horse riding, and so on can all find a place in the programme.
But Senior Scouting is an adventure which must be concerned with the spirit and the mind as well as with the simply physical. To the boy now entering upon the wider world of the mind there are many attractive avenues to explore. Let these be explored and discussed. The more actual discussion that goes on among Senior Scouts, the better. Youth is the age of “putting the world to rights.” The Scouter need only see that the facts and initial premises of the discussion are correct and guide thought where necessary. But talk by itself has only a limited value. It must be combined with and extended by exploration. Formal discussions may well have their place, but the informal talks, while hiking or when engaged on some manual work, are the most useful, and these an be followed up by visits to actual places or events discussed. “Let’s go and see for ourselves” must be regarded as a practical paraphrase of the Senior Scout Motto, and it may apply to anything from Church to cinema, or from museums to mudheaps.
Where the same old programme, or want of programme, goes on week after week, and month after month, boredom is only natural. When the Scouter is himself a bit of a boy, and can see it all from the boys’ point of view, he can, if he is imaginative, invent new activities, with frequent variations, to meet the boys’ thirst for novelty. Boys can see adventure in a dirty old duck-puddle, and if the Scoutmaster is a boy-man he can see it too. It does not require great expend or apparatus to devise new ideas ; the boys themselves can often help with suggestions. Where a Troop resounds with jolly laughter, and enjoys success on competitions, and the fresh excitement of new adventures there won’t be any loss of members through boredom. Then outdoor camping―not merely occasional sips of it, but frequent practice so that the boys become experienced campaigners―will hold those of the best type and will give a healthy tone to their thoughts and talks. I have little use for a cut-and-dried routine system in a Scout Headquarters building, with its temptation to softer living and parlour Scouting. (* p307)
These are established with a view to developing in each lad the taste for hobbies or handicrafts, one of which may ultimately give him a career and not leave him hopeless and helpless on going out into the world.
Moreover, they put into the hands of the Scoutmaster a means of encouraging the dull or backward boy―provided that the Scoutmaster uses our standard of proficiency―that standard is not so much the quality of his knowledge or skill as the amount of effort he has put into acquiring such knowledge or skill.
An understanding Scoutmaster who has made a study of his boys’ psychology can thus give to the boy an encouraging handicap, such as will give the slum boy a fair start alongside his better-educated brother. And the dull or hopeless boy can have his first win or two made easy for him so that he is led to intensify his efforts. (* p303)
Proficiency Badges are established with a view to developing in each lad the taste for hobbies or handicrafts, one of which may ultimately give him a career and not leave him hopeless and helpless - on going out into the world.
The Badges are merely intended as an encouragement to a boy to take up a hobby or occupation and to make some sort of progress in it; they are a sign to an outsider that he has done so; they are not intended to signify that he is a master in the craft he is tested in. If once we make Scouting into a formal scheme of serious instruction in efficiency, we miss the whole point and value of Scout training, and we trench on the work of the schools without the trained experts for carrying it out.
We want to get ALL our boys along through cheery self-development from within and not through the imposition of formal instruction from without.
But the object of the Badge System in Scouting is also to give the Scoutmaster an instrument by which he can stimulate keenness on the part of every and any boy to take up hobbies that can be helpful in forming his character or developing his skill.
It is an instrument which-if applied with understanding and sympathy is designed to give hope and ambition even to the dullest and most backward, who would otherwise be quickly outdistanced and so rendered hopeless in the race of life. It is for this reason that the standard of proficiency is purposely left undefined. Our standard for Badge earning is not the attainment of a certain level of quality of knowledge or skill, but the AMOUNT OF EFFORT THE BOY HAS PUT INTO ACQUIRE SUCH KNOWLEDGE OR SKILL. This brings the most hopeless case on to a footing of equal possibility with his more brilliant or better-off brother.
An understanding Scoutmaster who has made a study of his boys' psychology can thus give to the boy an encouraging handicap, such as will give the dull boy a fair start alongside his better-brained brother. And the backward boy, in whom the inferiority complex has been born through many failures, can have his first win or two made easy for him so that he is led to intensify his efforts. If he is a trier, no matter how clumsy, his examiner can accord him his Badge, and this generally inspires the boy to go on trying till he wins further Badges and becomes normally capable.
The examination for Badges is not competitive, but just a test for the individual. The Scoutmaster and the examiner must therefore work in close harmony, judging each individual case on its merits, and discriminating where to be generous and where to tighten up. Some are inclined to insist that their Scouts should be first-rate before they can get a Badge. That is very right, in theory; you get a few boys pretty proficient in this way- but our object is to get all the boys interested. The Scoutmaster who puts his boys at an easy fence to begin with will find them jumping with confidence and keenness, whereas if he gives them an upstanding stone wall to begin, it makes them shy of leaping at all.
At the same time, we do not recommend the other extreme, namely, that of almost giving away the Badges on very slight knowledge of the subjects. It is a matter where examiners should use their sense and discretion, keeping the main aim in view. There is always the danger of Badge-hunting supplanting Badge-earning. Our aim is to make boys into smiling, sensible, self-effacing, hardworking citizens, instead of showy, self-indulgent boys. The Scoutmaster must be on the alert to check Badge-hunting and to realize which is the Badge-hunter and which is the keen and earnest worker.
Thus the success of the Badge System depends very largely on the Scoutmaster himself and his individual handling of it.
進歩制度に託されたB-Pスピリット SFF
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