Second Class Requirement No. 2

First Aid.—(a) Show what to do, including proper dressing and binder where necessary, for (1) cut on finger; (2) knee deeply scraped and bleeding; (3) cut on forearm; (4) black eye; (5) bleeding nose; (6) blister on heel; (1) fainting; (8) blow in pit of stomach, apparent death from inhaling gas, drowning or electric shock; and (9) severe scald from hot liquid or steam.

(b) Tell what should and what should not be done for (1) pimple on face; (2) earache; (3) splinter under finger nail; (4) cinder in eye; (5) sunburn; and (6) shock.

(c) Tell danger of taking a physic for pain or soreness in stomach without first consulting a physician.

Object

To prepare the Scout to act efficiently in an emergency and develop in him the desire to help others.

Interpretation

The requirement is very explicit and hardly needs any interpretation. "Show" means exactly that. "Tell" means "Explain in your own language ..."

Training and skill acquired in First Aid, may prove quite useful. To be ready to help other people at all times, is worth while.

Preparation

An understanding of First Aid may be the difference between life and death of an injured person. It is therefore of greatest importance that the preparation for this requirement be as thorough as possible.

Usually it is not difficult to establish in boys an interest in this subject, provided it is introduced in a fascinating style. Make it exciting from the outset. Bring in accounts of real First Aid Cases, of instances where Scouts have shown their preparedness.

Get an expert to explain in boy language the different treatments, with demonstrations and opportunities for experimentation by the boys; but beware of "hounds" on single subjects, such as "the circulation of the blood," who with a long lecture can make your boys tired of the subject for life.

Give the Patrols definite First Aid subjects to dramatize at a Troop meeting. Use First Aid games and Patrol contests on hikes and at meetings. But be aware of the fact that it is the boy's actual training with his buddy that will eventually make him master all the items called for.

Examination

Go through everything with the boy, having him demonstrate on a "victim" and, where possible, on himself, and rather be too strict than too lax. Emphasize throughout that a Scout is to do First Aid only and that the treatment in all serious instances should be given into the hands of a doctor. To the general public, the knowledge of First Aid which boys learn through Scouting is possibly the most important educational feature of the Boy Scout Program. It can be one of them in the hands of a wise examiner.

Review

"What First Aid treatment did you find hardest to master? Which was the easiest? Have you had any use for your First Aid training? When?" Etc.

Signaling saves the vocal chords. Often it saves the day. Scouts established first communication across the Ohio in the 1913 floods.

Second Class Requirement No. 3

Elementary Signaling: Know the alphabet of the Semaphore Code; or the General Service (International Morse) Code; or the elementary signs of the Indian Sign Language Code; or the letters of the Manual Alphabet for the Deaf, either with one or two hands.

Object

To enable a Scout to communicate with other Scouts over a considerable distance and to develop perseverance through teaching him to stick to a project until he has mastered it.

Interpretation

Although this requirement provides plenty of choice, it is recommended that the Morse Code be given first consideration as being the most generally useful, day or night, under all conditions, unless the Troop has a very definite reason for choosing otherwise, such as when working among deaf-mutes (Manual Alphabet) or in inter-racial groups (Indian Sign Language). In our Movement's effort to be prepared it is important that all its members understand the same signaling "language." Where actual use is involved in an emergency, it would be rather awkward if a Scout should attempt to reach another Scout across a lake with a message in Morse Code, only to find too late that the second Scout understood Semaphore only.

Memorizing a series of dots and dashes and being able to write them out on a piece of paper does not constitute knowing the code. The Scout must be able to actually send the letters correctly with flag, buzzer or blinker, no matter how slowly. If with flag, he should use vertical position to separate letters, front to indicate end of words. No conventional signs are required of a Second Class Scout. He must be able to receive letters sent to him as letters, without having to write them down as dots and dashes for later deciphering.

Preparation

Start out with a vivid description of the every-day uses of signaling (short-wave radio signals, SOS calls, railroad signals, city traffic lights, etc.), demonstrate the simple all-dot (E-I-S-H) and all-dash (T-M-O) letters, and follow this by a speedy game of Signal Touch using these seven letters.

Do not "teach" signaling as a class subject. Establish interest and curiosity and encourage the boys to get the necessary training with a buddy within the Patrol.

To retain interest, plan Signal Hikes, Treasure Hunts with the clues in code, signaling contests between the Patrols, relay signaling over long distances, night signaling—using fire or flashlights. Those Scouts who have used signaling in the field under exciting circumstances know it for what it is: High Adventure in Scouting.

Examination

The Scout is provided with a flag (buzzer, whistle, flashlight) and a written message to send to the examiner, who will be stationed at least 50 yards away. The message should be at least 35 letters and preferably consist of an all-alphabet sentence, such as the familiar "The quick brown fox jumps over the lazy dog." A similar message should be sent for the boy to receive. The Scout is permitted to have a buddy dictate to him the message for sending, letter for letter, and to write down for him the message received, letter for letter, at his dictation.

Review

"How did you meet the signaling requirement? What code did you use? What did the counselor have you do?" Etc.

Second Class Requirement No. 4

Track half a mile in twenty-five minutes; or if in town, describe satisfactorily the contents of one store window out of four observed for one minute each.

Object

To encourage observation, concentration and deduction.

Interpretation

It is hardly possible for a twelve-year-old boy to master in a month such a broad subject as "tracking" which it takes hunters and trappers years to learn, but what is intended is that the Scout be given a first taste of this fascinating subject, by requiring him to follow a trail laid with Scout Trail Marks scratched in the ground, shaped from pieces of sticks, pebbles or other natural material at hand, or Indian Trail Marks consisting of sticks driven into the ground, stones placed one upon another or grass knotted into small tufts, as indicated in the Handbook for Boys.

The window-observation alternative should be used only when circumstances absolutely preclude the tracking requirement. A street activity is a poor substitute for an outdoor adventure, and even in our large cities, there are parks where a trail may be laid, if necessary. In all cases care should be taken to prevent marring trees, sidewalks, etc., with trail marks.