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    <title><![CDATA[Children and Youth in History]]></title>
    <link>http://cyh.rrchnm.org/primary-sources/browse/4?tags=Africa&amp;output=rss2</link>
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    <pubDate>Wed, 11 Aug 2021 03:14:09 +0000</pubDate>
    <managingEditor>chnm@gmu.edu (Children and Youth in History)</managingEditor>
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      <title><![CDATA[Mau Mau Fighters in Scout Uniforms, c. 1963 [Photograph]]]></title>
      <link>https://cyh.rrchnm.org/items/show/105</link>
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                                    <div class="element-text"><p>In the early 1950s, tens of thousands of poor and landless Kikuyus revolted against the Kenyan colonial government and wealthy members of their own community who were allied with the British regime. Known as the "Mau Mau Emergency," this rebellion was one of the most serious threats to British rule in Africa. The widespread lawlessness of the Emergency inspired many young Africans to dress as scouts. The uniform gave them extra security because school officials and policemen assumed they were trustworthy, which helps to explain why the security forces captured and killed Kikuyu guerillas dressed as scouts.</p> 	<p>This photograph shows a mixed-sex guerilla band led by a man wearing a scout-type shirt with scout badges running down his sleeves. Obviously staged, it was most likely taken well after the end of the Emergency in the early 1960s to remind Jomo Kenyatta’s incoming African nationalist government that it had to pay attention to the plight of impoverished young Kikuyu if it wanted to keep the peace. It is also possible, however, that Mau Mau units like these used scout uniform and decorations as symbols of authority within the rebel forces.</p></div>
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                                    <div class="element-text">Manby, M.C. Papers. Rhodes House Library, Oxford University. Annotated by Tim Parsons.</div>
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                                    <div class="element-text">2008-06-26</div>
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                                    <div class="element-text">Tim Parsons</div>
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                                    <div class="element-text">This photograph shows a mixed-sex guerilla band led by a man wearing a scout-type shirt with scout badges running down his sleeves. Obviously staged, it was most likely taken well after the end of the Emergency in the early 1960s to remind Jomo Kenyatta’s incoming African nationalist government that it had to pay attention to the plight of impoverished young Kikuyu if it wanted to keep the peace.</div>
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        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/36/fullsize"><img src="/files/display/36/square_thumbnail" class="thumb" alt="Mau Mau Fighters in Scout Uniforms, c. 1963 [Photograph]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Thu, 26 Jun 2008 18:38:42 +0000</pubDate>
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    <item>
      <title><![CDATA["The Interrelation of Colour" [Official Document]]]></title>
      <link>https://cyh.rrchnm.org/items/show/104</link>
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                                    <div class="element-text">&quot;The Interrelation of Colour&quot; [Official Document]</div>
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                                    <div class="element-text"><p>By 1969, international public opinion had begun to turn against the apartheid policies of the white minority regime in South Africa. This included leaders of the international scout movement who had originally been relatively sympathetic to the South African scout authorities' claim that they had no choice but to respect their government's racial policies on the grounds that the Second Scout Law ordered them to be loyal. This statement on the "Interrelation of Colour" was a senior European scout official's attempt to portray the four segregated South African scout "sections" (European, African, Coloured, Indian) as separate but equal. His reference to "race purity and race pride" as virtues is indicative of the attitudes of the South African scout leadership during this period. Also note that while the European, Coloured, and Indian sections all followed essentially the same policies, the African organization had a separate training curriculum "better suited to the background of the African boy." This shows that the South African Scout Association still did not believe that Africans could become fully-fledged scouts or join "modern" South African society on equal terms.</p></div>
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                                    <div class="element-text">Wilson, G.C. Gillies, SAHQ Commissioner for Training. &quot;A Brief Guide to the Aims History, Principles, and Methods of the Boy Scouts of South Africa.&quot; Position paper. South Africa, 1969. South Africa Scout Association Archives, University of Capetown, BC 956/A/CSIC, 1969. Annotated by Tim Parsons.</div>
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                                    <div class="element-text">2008-06-26</div>
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                                    <div class="element-text">Tim Parsons</div>
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                                    <div class="element-text">95</div>
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                                    <div class="element-text"><p>The preamble to the Constitutions of the four Associations within the Boy Scouts of South Africa makes clear the movement's policy in [racial matters]. It reads:</p>

<blockquote>
<p>Here then is the true conception of the Inter-relation of colour. Complete uniformity in ideals; absolute equality in the paths of knowledge and culture, equal opportunity for those who strive; equal admiration for those who achieve; in matters social and racial a separate path, each pursuing his own race purity and race pride; equality in things spiritual, agreed divergence in things physical and material.</p>
<p>. . .</p>
<p>Each of the race groups has its own Association, with its own Chief Scout's Commissioner and Headquarters Council. These Councils are empowered to make their own plans and formulate their own programmes, subject only to the overriding control of the Chief Scout, on matters of policy.</p> 
<p>. . .</p>
<p>The European, Coloured and Indian sections have, despite their option to differentiate, adhered to a common form of training for boys. The African section on the other hand has exercised its option to devise a programme better suited to the background of the African boy.</p>
</blockquote></div>
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        </div><!-- end element-set -->]]></description>
      <pubDate>Thu, 26 Jun 2008 18:04:22 +0000</pubDate>
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    <item>
      <title><![CDATA[A Rover Scout "Journey" [Memoir/Article]]]></title>
      <link>https://cyh.rrchnm.org/items/show/103</link>
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                                    <div class="element-text">A Rover Scout &quot;Journey&quot; [Memoir/Article]</div>
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                                    <div class="element-text"><p>Rover scouting was a branch of the movement for young men in their late teens and early twenties who were too old for regular scout troops but wished to maintain their ties to scouting. It stressed service and leadership while offering a measure of vocational training. South Africa was the only English-speaking African territory in the colonial era to support African rover "crews." Nevertheless, rovering was well suited to African schools where students tended to be older and thus ineligible to join conventional scout troops. One of the central features of the scout and rover curriculum was the "journey" in which a young man learned to be resourceful while traveling by himself in strange and unfamiliar territory. For younger scouts the journey usually took the form of a hike in the country, but Bethuel Mofokong traveled for almost three days by foot, bus, and ferry while journeying from one school to another. Although he does not mention it, the trip must have been particularly difficult in apartheid-era South Africa when the authorities placed strict controls on African travel. It is more than likely that Mofokong's rover uniform made the journey possibly by demonstrating to policemen, officials, and members of the white public that he could be trusted.</p></div>
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                                    <div class="element-text">Mofokong, Bethuel.  "First Journey to Unknown Province and College." <em>Ikhwezi</em>, April 1949. South Africa Scout Association Archives, University of Cape Town. Annotated by Tim Parsons.</div>
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                                    <div class="element-text">2008-06-26</div>
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                                    <div class="element-text">Tim Parsons</div>
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        <div id="document-item-type-metadata-text" class="element">
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                                    <div class="element-text"><h3>Departure from East London</h3>
	<p>I left East London on Sunday, 30 January 1949 for Edwaleni Technical College. . .  . The weather that day was cloudy and rain fell intermittently. I was taken by car to Down Station where I found the District [Scout] Commissioner and many scouts waiting for me. . . . The scouts and I hold [a] short farewell meeting where I was given a good sum of shillings for my provision. . . . As the train left Down Station I said goodbye to everybody who had come to see me leave for the Province and College unknown to me far, far away.</p>

<h3>Arrival at Umtata</h3>
	<p>We arrived at Umatata at 4 a.m. on Monday. I waited at the station for a bus which was to leave for Port St. Johns. At the station there were students going to [schools] in Natal, others were going to Lovedale, St. Matthews, etc, and also workers who were going to Natal especially Durban.</p>

<h3>Port St. Johns</h3>
	<p>We arrived at Port St. Johns at 10 a.m. on the same day. In the rail I took my luggage to a boarding house. . . . The town is full of trees. Some houses are half covered with trees and as you walk along the streets you can hear good melody from the frogs. . . . It is almost like a jungle. I found the climate here tropical. Bananas are cheap and galore. . . . The next morning I went to the Pontoon [Bridge], but the Pontoon was not working, only boats were used to take the people across. I crossed the river and waited for the bus. . . . In the bus I made friendship with T.K. Ntshiyantshiya a lawyer's interpreter who had been to Port St. Johns with his master.</p>

<h3>At Lusikisiki</h3>
	<p>There are no boarding houses here, I had to sleep outside in a verandah of a shop but Ntshiyantshiya came to the rescue, took me to his relatives – 2.5 miles out of Lusikisiki. We got a bus for Port Shepstone. . . and from there to Umtamvuna, which is the boundary between Cape Province and Natal. . . . [From my destination at Rice's Halt] we went on foot to the school. . . . This is the first time [I visited] the institution. I arrived on the 3rd February 1949.  The journey was one which gives one experience and many shocks, and jars I found on the way are nothing to one who has a bit of scout training.  I was not disappointed on my way but I kept on saying to myself 'Be Prepared for anything you come across.'</p></div>
                    </div><!-- end element -->
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        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
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        </div><!-- end element-set -->]]></description>
      <pubDate>Thu, 26 Jun 2008 17:16:32 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[Legal Protection for Scout Uniform, 1935: Tanganyika Government Ordinance [Official Document]]]></title>
      <link>https://cyh.rrchnm.org/items/show/102</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Legal Protection for Scout Uniform, 1935: Tanganyika Government Ordinance [Official Document]</div>
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                                    <div class="element-text"><p>Many African boys, teachers, and community leaders were genuinely inspired by scouting and founded their own unauthorized independent troops. In other cases, individuals dressed as scouts to claim the benefits of belonging to the movement. Scout leaders and government officials in East Africa paid little attention to these informal adaptations of scouting, but they became alarmed when dance societies in Mombasa began to use Scout uniforms in the early 1930s. These decidedly adult celebrations often included drinking and other forms on inappropriate revelry. Scout leaders lobbied the colonial authorities to crack down on scout impersonators, but at the time there were no laws against the unauthorized use of scout materials in the East African colonies. This legislation from Tanganyika (modern Tanzania) gave the territorial scout association sole legal control over the scout uniform and badges. From 1935 on, Africans who impersonated scouts or formed unauthorized troops faced a stiff fine and one month of jail time at hard labor.</p></div>
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                                    <div class="element-text">Tanzania National Archives, Dar es Salaam, Tanzania. ACC 71. Annotated by Tim Parsons.</div>
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                                    <div class="element-text">2008-06-26</div>
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                                    <div class="element-text">Tim Parsons</div>
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                                    <div class="element-text">95</div>
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                                    <div class="element-text">en</div>
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                                    <div class="element-text">&lt;h3&gt;An Ordinance to Further and Protect the Activities and Interests of the Boy Scouts Association of the Tanganyika Territory, 5th July 1935.&lt;/h3&gt;


&lt;ol class=&quot;letters&quot;&gt;
&lt;li&gt;1. This Ordinance may be cited as the Boy Scouts Ordinance.&lt;/li&gt;

&lt;li&gt;2. In this Ordinance. . . &quot;Association&quot; means the Boy Scouts Association incorporated under the Royal Charter granted to the fourth day of January, 1912.&lt;/li&gt;

&lt;li&gt;3. It shall not be lawful for any person, not being under the Rules of the Association duly authorized and entitled so to do, publicly to wear, carry or bear any uniform, badge, token or emblem which under the said Rules are specifically adopted for use under the authority of Association or which could reasonably be held to be an imitation of the same in such a style or manner as to convey an impression that such person is under the said Rules entitled to so to wear, carry or bear such uniform, badge, token or emblem.&lt;/li&gt;

&lt;li&gt;4. No person shall sell, or offer for sale, any article bearing a badge token or emblem specifically adopted for use under the authority of the Association, to which could reasonably be held to be an imitation of the same, unless he shall have first obtained authority from the Commissioner in writing to do so.&lt;/li&gt;

&lt;li&gt;5. It shall not be lawful for any Boy Scout, not being otherwise thereunto lawfully entitled and authorised, to pretend to be, or to pass himself off as, or to arrogate to himself the authority, position or powers of, or to claim to be or to act as –
&lt;ol&gt;
&lt;li&gt;(a) a member of the Tanganyika Territory Police Force, or&lt;/li&gt;
&lt;li&gt;(b) an officer exercising police functions in the service of any native 
     Authority&lt;/li&gt; 
&lt;li&gt;(c) an agent or officer of the Government or of any native authority or 
     tribunal.&lt;/li&gt;
&lt;/ol&gt;
&lt;/li&gt;
&lt;li&gt;6. It shall not be lawful for any person to form, organise, or work in connection with, or be concerned in forming, organising, or working in connection with, any corps or body of persons who without due authority granted in accordance with the Rules of the Association claim to purport to be Boy Scouts or otherwise to be connected with the Association or who hold themselves out or pass themselves off, as Boy Scouts or as otherwise connected with the Association.&lt;/li&gt;
&lt;li&gt;7. Any person contravening any of the provisions of this Ordinance is guilty of an offence and is liable to imprisonment for one month or a fine of two hundred shillings or both such penalties.&lt;/li&gt;
&lt;/ol&gt;</div>
                    </div><!-- end element -->
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        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
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        </div><!-- end element-set -->]]></description>
      <pubDate>Thu, 26 Jun 2008 15:35:03 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[The Scout's and King's African Rifles Uniforms [Photographs]]]></title>
      <link>https://cyh.rrchnm.org/items/show/101</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">The Scout&#039;s and King&#039;s African Rifles Uniforms [Photographs]</div>
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        <h3>Subject</h3>
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        <h3>Description</h3>
                                    <div class="element-text"><p>The top photograph shows members of a South African scout troop specifically for blind adolescents and young men c.1950. The bottom photograph is of non-commissioned officers from the King's African Rifles in the mid-1950s. Note that both groups wear similar clothing consisting of khaki shirt and shorts, knee-length socks, clasp belts, and wide brimmed hats. The similarities are not accidental. Baden Powell based the scout uniform on the uniform of the South African Constabulary, a paramilitary police organization he founded after the Anglo-South African War. British colonial military and police forces throughout the world wore similar khaki clothing.</p> 	<p>Although scouting had its own specific badges and insignia, the African civilian population understandably had a difficult time distinguishing Boy Scouts from soldiers and policemen. This allowed scouts and men and boys dressed as scouts to pose as policemen and other representatives of the colonial state. Scout leaders and government officials were understandably concerned and upset by this misappropriation of the scout uniform.</p></div>
                    </div><!-- end element -->
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        <h3>Creator</h3>
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        <h3>Source</h3>
                                    <div class="element-text">[Top photo] Corbett (Thomas Godfrey Polson), Baron Rowallen Collection. National Library of Scotland, Edinburgh.  [Bottom photograph] K13995. Imperial War Museum, London. Annotated by Tim Parsons.</div>
                    </div><!-- end element -->
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                    <div class="element-text-empty">[no text]</div>
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                                    <div class="element-text">2008-06-26</div>
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                                    <div class="element-text">Tim Parsons</div>
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                                    <div class="element-text">Top photograph courtesy of the Trustees of the National library of Scotland. Bottom photograph courtesy of the Imperial War Museum, London.</div>
                    </div><!-- end element -->
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                                    <div class="element-text">95</div>
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                                    <div class="element-text">image/jpeg</div>
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                                    <div class="element-text">en</div>
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    <h2>Still Image Item Type Metadata</h2>
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        <h3>Physical Dimensions</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="still-image-item-type-metadata-image-description" class="element">
        <h3>Image Description</h3>
                                    <div class="element-text">Two photos of members of a South African scout troop specifically for blind adolescents and young men c.1950. The bottom photograph is of non-commissioned officers from the King&#039;s African Rifles in the mid-1950s. Note that both groups wear similar clothing consisting of khaki shirt and shorts, knee-length socks, clasp belts, and wide brimmed hats.</div>
                    </div><!-- end element -->
            <div id="still-image-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/37/fullsize"><img src="/files/display/37/square_thumbnail" class="thumb" alt="The Scout&amp;#039;s and King&amp;#039;s African Rifles Uniforms [Photographs]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Thu, 26 Jun 2008 15:26:25 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/37/fullsize" type="image/jpeg" length="153439"/>
    </item>
    <item>
      <title><![CDATA[Pathfinder Warrant [Official Document]]]></title>
      <link>https://cyh.rrchnm.org/items/show/100</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Pathfinder Warrant [Official Document]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>Imperial scout headquarters and the national and territorial scout associations were deeply concerned with ensuring that only respectable and responsible men became scoutmasters. In colonial Africa, this meant that potential scoutmasters had to also respect the political realities of European minority rule. As in Great Britain, acceptable candidates received a "warrant" from the territorial scout association permitting them to form and lead scout troops. In Africa, the warrant system was particularly useful in preventing unauthorized Africans from founding their own versions of the movement.</p> 	<p>More often than not, as was the case with this warrant for a South African Pathfinder troop, the scoutmasters were missionaries, teachers, or both. Dating from 1938, two years after the compromise that produced the four racially-segregated sections of South African scouting, the document incorporates both the Pathfinder arrow symbol and the official scout badge. However, the fact that it was issued by the "Pathfinder Boy Scouts Association of the Union of South Africa" sent a clear message that the Pathfinders were separate and distinct from mainstream scouting.</p></div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">South African Scout Association. Special Collections. University of Cape Town. Annotated by Tim Parsons.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2008-06-25</div>
                    </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                                    <div class="element-text">Tim Parsons</div>
                    </div><!-- end element -->
            <div id="dublin-core-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">95</div>
                    </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                                    <div class="element-text">image/jpeg</div>
                    </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                                    <div class="element-text">en</div>
                    </div><!-- end element -->
            <div id="dublin-core-type" class="element">
        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-coverage" class="element">
        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Additional Item Metadata</h2>
        <div id="additional-item-metadata-transcription" class="element">
        <h3>Transcription</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-local-url" class="element">
        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-online-submission" class="element">
        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-posting-consent" class="element">
        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-submission-consent" class="element">
        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-edit" class="element">
        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-annotate" class="element">
        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-review" class="element">
        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-website-image" class="element">
        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-analyzing-sources" class="element">
        <h3>Analyzing Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-bibliographic-citation" class="element">
        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-provenance" class="element">
        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="additional-item-metadata-citation" class="element">
        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights-holder" class="element">
        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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    <h2>Still Image Item Type Metadata</h2>
        <div id="still-image-item-type-metadata-physical-dimensions" class="element">
        <h3>Physical Dimensions</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="still-image-item-type-metadata-image-description" class="element">
        <h3>Image Description</h3>
                                    <div class="element-text">This is a warrant (a certificate) affirming someone as an official scout leader. As in Great Britain, acceptable candidates received a &quot;warrant&quot; from the territorial scout association permitting them to form and lead scout troops. In Africa, the warrant system was particularly useful in preventing unauthorized Africans from founding their own versions of the movement. This warrant reads: [start] [top] Divisional No. 31, H.Q. /26/38 Signature of Warrant Holder, Veillet [signed]. [Title] The Pathfinder Boy Scouts Association of the Union of South Africa [image: boy scout fleur de lis] Warrant [Certificate text] You __Reverend. Leon Veillet__ are heredy appointed __-- A --__ Pathfinder Scout Master of the __1st Port Nolloth Pathfinder Scout Troop__ Group within the area of the __Namaqualand__ District, __(Acting for:-) Transvaal__ Division, South Africa. [dated and signed] Divisional Headquarters, Box 631 Johannesburg. Countersigned [signature] (Divisional Pathfinder Scout Commissioner), Dated 26th January, 1938. [signed] Chief Scout&#039;s Pathfinder Commissioner. [Footer] Th[is] Warrant is the property of the Pathfinders Boy Scouts Association, and is to be returned to them at any time on demand, or on the holder leaving the District of Division, and is only valid for the rank and within the Area stated. [End]</div>
                    </div><!-- end element -->
            <div id="still-image-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/38/fullsize"><img src="/files/display/38/square_thumbnail" class="thumb" alt="Pathfinder Warrant [Official Document]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Thu, 26 Jun 2008 02:19:21 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/38/fullsize" type="image/jpeg" length="119168"/>
    </item>
    <item>
      <title><![CDATA["A New Development in the Scout Movement in South Africa" [Article]]]></title>
      <link>https://cyh.rrchnm.org/items/show/99</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">&quot;A New Development in the Scout Movement in South Africa&quot; [Article]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>This article by Baden Powell in a 1936 issue of the <em>Journal of the Royal African Society</em> refers to the compromise in South Africa that split scouting into four racially based "sections": European, Coloured, Indian, and African. Bringing the African Pathfinders into scouting as an affiliated organization allowed white scout officials to control this potentially subversive and embarrassing youth organization without having to grant them equal status in the movement. Baden Powell's refusal to adhere to his own Fourth Scout Law, "A scout is a brother to every other scout," furthered his primary goal of linking the movement to political authority in South Africa. His excuse that white parents, particularly Afrikaner parents, would withdraw their sons if Africans became full scouts exposed the limits of scout ideology. Far from being a force for justice and social change, Baden Powell depicted scouting as a way to defuse "race consciousness" and teach non-Europeans to accept their subordinate place in segregated South African society.</p></div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Baden Powell, Robert. "A New Development in the Scout Movement in South Africa." <em>Journal of the Royal African Society</em> 35, no. 141 (October 1936): 368-71. Annotated by Tim Parsons.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2008-06-25</div>
                    </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                                    <div class="element-text">Tim Parsons</div>
                    </div><!-- end element -->
            <div id="dublin-core-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">95</div>
                    </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                                    <div class="element-text">text</div>
                    </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                                    <div class="element-text">en</div>
                    </div><!-- end element -->
            <div id="dublin-core-type" class="element">
        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-identifier" class="element">
        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-coverage" class="element">
        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Additional Item Metadata</h2>
        <div id="additional-item-metadata-transcription" class="element">
        <h3>Transcription</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-local-url" class="element">
        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-online-submission" class="element">
        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-posting-consent" class="element">
        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-submission-consent" class="element">
        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-edit" class="element">
        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-annotate" class="element">
        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-review" class="element">
        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-website-image" class="element">
        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-analyzing-sources" class="element">
        <h3>Analyzing Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-source" class="element">
        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-bibliographic-citation" class="element">
        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-provenance" class="element">
        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-citation" class="element">
        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-spatial-coverage" class="element">
        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights-holder" class="element">
        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Document Item Type Metadata</h2>
        <div id="document-item-type-metadata-text" class="element">
        <h3>Text</h3>
                                    <div class="element-text"><p>During the past year the Chief Guide and I have visited Egypt and the Sudan, Kenya, Uganda, Tanganyika, the  Union, Northern and Southern Rhodesia, St. Helena, Ascension,  and the Canaries on a tour of inspection of Boy Scouts and  Girl Guides.</p>
<p>You who know South Africa can realise in a way impossible for anyone who has not lived there the intense feeling which prevails on the colour question. For various reasons it has been far more acute here than in other countries.</p> 
<p>Therefore our policy of Scouting being open to all "regardless of class, creed, or colour" was found to be impossible in practice. White parents would never allow their boys to consort with black. Any attempt on the part of the Scout movement to bring this about would have meant its boycott by the whites. Locally the question was asked: "Are the blacks to be catered for in preference to the whites?"</p>  
<p>An amendment had been suggested to the Constitution of the Scout organisation in South Africa to emphasise the fact that the movement was open only to European boys.</p>
<p>One could not feel that this was in accordance with our professed open door to all sorts of boys, or that it visualised future developments of relationships between the races.</p>
<p>With the introduction of European rule the tribal system was largely broken down, and a transition from savagery to civilisation was brought about.</p>
<p>In many cases, however, the change has been almost too sudden; if you take former hunters and warriors away from their kraals and traditional discipline and place them as workers in mines and cities, with freedom from moral restraints, you thrust upon them the temptations and vices of the underworld of civilisation without having given them any education in character for facing these.</p>
<p>While education is as yet only in its early stages, the natives generally are quickly responsive to it. Those who were formerly segregated from one another by language and distance have now the facilities of a common tongue and improved communications and are thus coming into closer mutual touch.</p>
<p>Through gaining a wider outlook on life they are becoming race conscious and sensitive to justice or injustice. Indeed, influences are already at work among them persuading them that they have not been treated with fairness by their white rulers.</p> 
<p>The colour prejudice is further complicated also by the fact that in addition to the natives there is a considerable half-caste element in the population, locally known as the "coloured" people. In addition to these there is a large section of Indians, descendants of earlier immigrants from India but now naturalised South Africans. Also a goodly proportion of Malays similarly circumstanced.</p> 
<p>Already these different sections were beginning to feel themselves neglected if not repelled by not being accepted in the Boy Scout movement. The native youth had begun to organise themselves on Scout and Guide lines under able and sympathetic white leaders, calling themselves "Pathfinders" and "Wayfarers " since the name Scouts and Guides was denied them. The Indians had also started a Scout movement of their own.</p>
 	<p>At the Conference of the Union Scout Council which I attended in February the whole question came up for consideration. The various pros and cons-and there were many of them were discussed in excellent temper and in the true Scout spirit of fairness and wide outlook.</p>
<p>After two and a half days of earnest deliberation the conclusion was unanimously arrived at that, instead of making the Scout movement a closed Association for Europeans only, a Federation should be formed of the respective sections of Pathfinder Scouts, Coloured Boy Scouts, and Indian Boy Scouts; each section to be a separate self-governing unit, but all to be registered under the controlling authority of the Union Boy Scout Council.</p>
<p>This arrangement has met with the enthusiastic approval of all the bodies concerned.</p>
<p>This Federation, as now constituted, supplies at any rate a sound framework on which future developments can be  made to meet the needs of future times.</p> 
<p>The step is a big one and full of promise and possibilities. Its successful initiation has been largely due to the broad-minded outlook of missionary and education officers working in co-operation with white Scout leaders and in the face of much prejudice on the part of some of the public.</p>
<p>It is too soon yet to speak of any results, but one cannot help looking forward and hoping that this comradeship of the Scout and Guide movement will contribute to an improved mutual relationship between the different elements in the population and so tend to bring about the unity necessary for making an united South African people in the future.</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set -->]]></description>
      <pubDate>Thu, 26 Jun 2008 01:26:16 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[An Appeal for African Scouts: Canon William Palmer to Imperial Scout Headquarters, May 5, 1923 [Letter]]]></title>
      <link>https://cyh.rrchnm.org/items/show/98</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">An Appeal for African Scouts: Canon William Palmer to Imperial Scout Headquarters, May 5, 1923 [Letter]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>Almost immediately after learning of Baden Powell's creation of the Boy Scout Movement in 1907, the leaders of African and ethnically mixed communities (known as "Coloureds" in South Africa) began to found their own informal scout troops. The South African scout authorities refused to recognize these unsanctioned troops as scouts on the grounds that Afrikaner boys would not join a multi-racial organization. But they also worried that the general public would not be able to tell the difference between African boys dressed as scouts and "real" scouts. The South African Scout Association therefore insisted that non-European boys could only belong to a separate "Pathfinder movement" that was under its control but wore a distinctly different uniform.</p> 	<p>European teachers, missionaries, and church leaders like Canon Palmer sponsored most of these Pathfinder troops at African and Coloured schools. While Palmer makes an impassioned plea for the Imperial Scout Headquarters to recognize the Pathfinders as Scouts in pointing out its failure to live up to its own rhetoric of equality, he did not call for the admission of Africans, Coloureds, and Indians to European scout troops. During this period, "liberal" South Africans like Palmer tended to believe that Africans were inherently backwards and still unprepared to enter the "modern" world on equal terms. Instead of calling for equal rights for all South Africans, they strove to ensure that Africans received fair treatment in a segregated society. Liberals like Palmer believed that a "civilizing" form of adapted scouting like the Pathfinder movement would help prepare Africans for full citizenship at some point in the undefined future.</p></div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Palmer, William A. to The Boy Scouts Association Imperial Headquarters. May 5, 1923. South African Institute of Race Relations, University of Witwatersrand. Annotated by Tim Parsons.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Date</h3>
                                    <div class="element-text">2008-06-25</div>
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        <h3>Contributor</h3>
                                    <div class="element-text">Tim Parsons</div>
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        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">95</div>
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                                    <div class="element-text">en</div>
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        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Online Submission</h3>
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        <h3>Website Image</h3>
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                                    <div class="element-text"><p>The Boy Scouts Association<br />
Imperial Headquarters<br />
 25 Buckingham Palace Road<br />
London, S.W. 1</p>

<br />
<p>5 May 1923</p>
<br />

<p>Dear Sir,</p>

	<p>This College is the training College for English Church boys (native and coloured) for the whole of the Transvaal and so far back as 1915, the present Bishop of St. Alban's, who was then Bishop of Pretoria, encouraged the idea of the formation of Native Scouts in connection with this College, which would spread eventually to other educational centers in the Diocese. For some time the proposal hung fire, mainly because we were handicapped during the war in the matter of staff; but after the war we were fortunate enough to get on our staff two keen experienced Scoutmasters, the Rev. S. P. Woodfield and Mr. W. E. Wilkinson, who took the matter up with enthusiasm. When, however, we applied to the Transvaal Scout Association in Johannesburg, a meeting was summoned in which we were told courteously, but quite plainly, that not for any reason whatsoever would we be allowed to call ourselves scouts, be affiliated to the Association as scouts, or wear the scout badge— and this, simply because our boys were BLACK— that was all. . . . We were allowed to affiliate ourselves as Pathfinders on condition that we did not wear the same uniform or badge, or call ourselves Scouts. I am not a member of the Association, and so appalled was I at the flagrant breach of what I considered the fundamental principle of Brotherhood that I was for leaving the whole things alone and starting an independent [scout] association, but the two scoutmasters, on the principle that at all costs it was vital to come under the control of the [British] Imperial [Scout] Headquarters, accepted what to me was a compromise of the Johannesburg [scout] executive steeped in racialism and colour prejudice.</p>
	<p>Now, to our amazement, we find that our Association "cannot come under the jurisdiction of the Imperial Headquarters:" the only advantage we have apparently is affiliation with the Transvaal authorities of Boy Scouts, the body which has made no secret of its determination not to admit into the brotherhood of Scouts, the black and half-caste boy. To me, the ineptitude and shortsightedness of the whole thing is amazing. Our Native students went overseas; our Coloured Corps did most wonderful work during the [First World] War, but simply and solely because of the Colour prejudice their children are excluded from an Association whose first principles are of Brotherhood. Chinese and Japanese boys may be Scouts, but not boys living as an integral part of the British Empire. . . . The result is that all over South Africa, associations of Native Scouts are being formed – having no connection with any central organisation whatsoever. The native boy today sees the illustrated papers and knows that all over the world, irrespective of colour, boys are being enrolled as Scouts. His racial self-consciousness is one of the most marked features of South African life today. Is he likely to be satisfied with an Association having no connection with the great body of world Scouts, and admittedly based on colour prejudice of the most pronounced type, or to be deprived of the right to wear officially a uniform which he knows other black boys in Africa are wearing with credit, and full relationship with the Headquarters at home?</p>
	<p>I fully appreciate the difficulties of the Scout Headquarters in Johannesburg; South Africa is full of racial prejudice, but I should have thought that the object of the Scout Association was to create an atmosphere in which racial prejudice cannot thrive, and not help to perpetuate it.</p>

<p>I have the honour to be, Sir,<br />
Your obedient servant,<br />
<br />
<br />
Reverend Canon William A. Palmer<br />
Principal of the Pretoria Diocesan College<br />
Director of Native Missions in the Diocese of Pretoria</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set -->]]></description>
      <pubDate>Thu, 26 Jun 2008 01:09:43 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA[Organization of British Imperial Scouting [Table]]]></title>
      <link>https://cyh.rrchnm.org/items/show/97</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Organization of British Imperial Scouting [Table]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>This chart shows the official lines of authority in the imperial Boy Scout movement. In theory, the Imperial Scout Headquarters had direct control over local versions of scouting through its territorial associations. Scouting was like a secular religion, with Baden Powell as its prophet-like founder whose writings were the core of the scout canon and whose personal example was the guide for model behavior. Territorial scout associations around the world were like national churches that could make alterations to the movement within the limits of scouting orthodoxy. At the local level, troops were the congregations who put core scout values into practice. Local versions of scouting resulted from the blending of scouting orthodoxy and community values. In some cases these adaptations had the full blessing of the Imperial Scout Headquarters. For example, scouting allowed religious institutions to create "closed" troops solely for the members of their congregations. However, local communities sometimes made alterations to the scout canon that the scout authorities considered unacceptably heretical. This was the case in colonial Africa where nationalists, independent schools, churches, and outright imposters often took over the movement for their own purposes.</p></div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Smith, J. Stephen. <em>Aids to Scoutmasters in East Africa</em>. Nairobi: Eagle Press, 1951. Annotated by Tim Parsons.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2008-06-25</div>
                    </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                                    <div class="element-text">Tim Parsons</div>
                    </div><!-- end element -->
            <div id="dublin-core-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                                    <div class="element-text">95</div>
                    </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                                    <div class="element-text">image/jpeg</div>
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        <h3>Language</h3>
                                    <div class="element-text">en</div>
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        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
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        <div id="additional-item-metadata-transcription" class="element">
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        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Process Annotate</h3>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
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                    <div class="element-text-empty">[no text]</div>
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        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Physical Dimensions</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Image Description</h3>
                                    <div class="element-text">Image is a table showing the official lines of authority in the imperial Boy Scout movement. The title is: &quot;Organization of British Imperial Scouting, c. 1951.&quot; At the top is Imperial Headquarters; below that is Local Chief Scout; below that is Chief Commissioner with Scout Council; below that are Commissioners and Local Associations (and District Scouters); below them are Assistant Commissioners; below them are Group Scoutmasters with Group Committees and Scout Groups; below that are four divisions: Cubmasters with Cubs, Scoutmasters with Scouts, Scoutmasters (S) with Senior Scouts, and Rover Scout Leaders with Rover Scouts.</div>
                    </div><!-- end element -->
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        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/39/fullsize"><img src="/files/display/39/square_thumbnail" class="thumb" alt="Organization of British Imperial Scouting [Table]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Thu, 26 Jun 2008 00:52:01 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/39/fullsize" type="image/jpeg" length="85047"/>
    </item>
    <item>
      <title><![CDATA["The Scouts' War Dance": Sir Robert Baden Powell's adaptation of a Zulu chant, c1910s [Chant]]]></title>
      <link>https://cyh.rrchnm.org/items/show/96</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">&quot;The Scouts&#039; War Dance&quot;: Sir Robert Baden Powell&#039;s adaptation of a Zulu chant, c1910s [Chant]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Description</h3>
                                    <div class="element-text"><p>Like much of the public in turn-of-the-century Britain, Baden Powell was fascinated by "primitive" cultures. Although he claimed an expert knowledge of Africa from his service in colonial wars, Baden Powell was hardly an authority on Zulu customs. This did not matter, because metropolitan Britons were almost entirely ignorant of African institutions. Nevertheless, they were fascinated by romanticized depictions of their new colonial subjects in the popular press, juvenile literature, and memoirs of colonial war heroes. While they were confident in their cultural superiority, the British came to believe that African peoples like the Zulu preserved the simpler, savage, but nobler qualities that seemed to be disappearing from modern industrial society.</p> 	<p>Baden Powell built popular support for the scout movement by tapping into these sentiments. He claimed to have based scout ranks on Zulu age grades and used an Ndebele "war horn" to call his scouts to order. His "scout war dance" combined what he professed to be a Zulu military chant (the "Een-Gonyama song") with made up dancing and his "Be-Prepared chorus." The odd ritual was just the sort of thing that Edwardian schoolboys loved for it allowed them to play at being Africans in a thoroughly modern context.</p></div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Baden Powell, Robert. <em>Scouting for Boys: A Handbook for Instruction in Good Citizenship</em>. 9th ed. London: C. Arthur Pearson, 1920. Annotated by Tim Parsons.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                                    <div class="element-text">2008-06-25</div>
                    </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                                    <div class="element-text">Tim Parsons</div>
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        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
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        <h3>Relation</h3>
                                    <div class="element-text">95</div>
                    </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                                    <div class="element-text">text</div>
                    </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                                    <div class="element-text">en</div>
                    </div><!-- end element -->
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        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Additional Item Metadata</h2>
        <div id="additional-item-metadata-transcription" class="element">
        <h3>Transcription</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-local-url" class="element">
        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-online-submission" class="element">
        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-posting-consent" class="element">
        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-submission-consent" class="element">
        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-edit" class="element">
        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-annotate" class="element">
        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-review" class="element">
        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-website-image" class="element">
        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-analyzing-sources" class="element">
        <h3>Analyzing Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-source" class="element">
        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-date" class="element">
        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-bibliographic-citation" class="element">
        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-provenance" class="element">
        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-citation" class="element">
        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-spatial-coverage" class="element">
        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights-holder" class="element">
        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Document Item Type Metadata</h2>
        <div id="document-item-type-metadata-text" class="element">
        <h3>Text</h3>
                                    <div class="element-text"><p>Scouts form up in one line with the leader in front, each holding his staff in the right hand, and his left on the next man's shoulder.</p>
	<p>Leader sings the Een-Gonyama song. Scouts sing chorus, and advance to their front a few steps at a time, stamping in unison on the long notes. Into the centre [a Scout] steps forward and carries out a war dance, representing how he tracked and fought with one of his enemies. He goes through the whole fight in dumb show, until he finally kills his foe; the Scouts meantime still singing the Een-Gonyama chorus and dancing on their own ground. So soon as he finishes the fight, the leader starts the 'Be Prepared' chorus.</p>
	<p>Then they commence the Een-Gonyama chorus, and another Scout steps into the ring, and describes in dumb show how he stalked and killed a wild buffalo. While he does the creeping up and stalking the animal, the Scouts all crouch and sing their chorus very softly, and as he gets more into the fight with the beast, they simultaneously spring up and dance and shout the chorus loudly.</p>
	<p>The Een-Gonyama song should be sung in a spirited way, and not droned out dismally like a dirge.</p></div>
                    </div><!-- end element -->
            <div id="document-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set -->]]></description>
      <pubDate>Thu, 26 Jun 2008 00:27:10 +0000</pubDate>
    </item>
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