SPIRITUAL DEVELOPMENT

A personal faith

195
 A personal faith
Living the transition between the child’s faith, given by the family like a gift
that illuminates our childhood, and an adult faith that is personal, intimate and
consistent with our acts, is also a process that begins in this stage and will not
end until later. Much later, in most cases.

The hallmarks of this transition are a continual tug-of-war between a

criticism of form and a search for meaning, and a questioning by which young
people attempt to differentiate the externally imposed adult belief from their own
internally built belief.

The discovery that transcendence is essential to human existence takes

time and effort, on the part of both young people and the adults who accompany
them in this process.

196
 DEVELOPMENT
SPIRITUAL POPULAR RELIGIOUS CELEBRATION
Growth area

SUMMARY OF THE ACTIVITY

The Scout Unit takes part in one of the community’s popular religious PLACE
festivals, joining in with the cultural activities involved in the particular Wherever the religious
celebration. celebration in which
the Scout Unit is
participating is
to be held.

DURATION
OBJECTIVES OF THE ACTIVITY This depends on how
long the celebration
1. To experience the religious traditions of the surrounding community. lasts and how involved
the Unit will be in it.
2. To participate in a popular religious celebration.
PARTICIPANTS
The Scout Unit.

THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I know the basic principles of my faith.
1. I read the sacred books of my faith and talk to
2. I am consistent in the commitments I have made adults who can help me to learn more about it.
to my religion.
2. I take part in the celebrations and activities of
3. I take on tasks in the religious celebrations my religion.
we hold in my Unit.

4. I always try to find reasons in the things I do

to ask God for things and to thank Him.

MATERIALS
Original idea: Those used in the religious celebration in which
REME Coordination the Unit is to take part.
Headquarters.

197
DESCRIPTION OF THE ACTIVITY

Some general ideas Organization, design and preparation of the activity

Popular religious celebrations combine Once the Unit Assembly has approved the
spirituality with a genuine expression of community calendar of activities for the respective programme
culture. Beyond the walls of their places of worship, cycle, the Unit Council will have the task of setting
popular religion takes numerous forms of celebration, objectives for the activity and dealing with any other
ranging from music, dance and costume to typical design issues that arise from those objectives. The
dishes and games. These activities often bring sooner this is done, the better.
everyone together regardless of social or economic
differences. Once they know exactly what the activity is
meant to achieve, the Leaders or Unit Council should
Teach me to love Thee as Thine angels love, contact the authorities or organizers of the celebration.
One holy passion filling all my frame; They will need to explain the activity they wish to carry
The kindling of the heaven descended Dove, out and establish what form the Scouts’ participation
My heart an altar, and Thy love the flame. could take in order to achieve the desired objectives.
This will be subject to the information provided by
Given the immense variety of shapes and the organizers and the time, options and resources
forms taken by religious celebrations around the world available.
and within each culture, it is almost impossible to
suggest any one particular means of participation in On the basis of this, the Unit Council can go
an activity sheet. The intention here is therefore to ahead and design and prepare the activity.
draw attention to the huge wealth of culture within
these forms of popular religion and encourage our Like any other activity, this one requires
young people to use them in the interests of their own encouragement for the young people, distribution of
development as individuals. tasks, timely action and monitoring of the participants’
work. Everyone must prepare as well as possible for
The Unit’s participation may take a number their role in the religious celebration, in whatever form
of forms, from helping with the organization to joining has been established.
in with the celebration as one more member of the
community, depending on the particular celebration Both during the activity and after the
and the Unit’s degree of involvement in that celebration is over, the participants should evaluate
community. However, a number of general guidelines the work, share their impressions and think about the
should be borne in mind. experiences and emotions aroused by the activity.

198
 A PRAYER FOR
SIMPLE THINGS
DEVELOPMENT
SPIRITUAL
Growth area

SUMMARY OF THE ACTIVITY

In camp, each Patrol takes on a commitment to write some prayers about an element of nature,
which has been selected and allocated in advance by the Leaders. The resulting prayers will be
written onto attractive signs and located at strategic spots where everyone can see them. This will
encourage people to read them as they move around the camp on their day-to-day business.
The signs will be replaced every two days, to keep up the interest in reading them
and to encourage the young people to make prayer a part of their daily lives.
PLACE
In camp.

OBJECTIVES OF THE ACTIVITY DURATION

1. To appreciate elements of nature that we do not always notice. Every day in camp.

2. To acknowledge the presence of God in the elements of nature.

PARTICIPANTS
The Unit, working
in Patrols.
3. To learn to give thanks for the fact that these elements are available to us.

4. To make prayer a part of daily life in camp.

THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I take special time to think with my 1. I prepare and run some of the activities that help us to discover
Patrol when we go on outings or camps. God in nature.
2. I like to pray and I try to do 2. I understand that prayer is a way of talking to God.
so every day.
3. I pray to God, praise Him and give thanks, offer Him the things
3. I always try to find reasons in the things that I do and ask Him for help with the things that happen to me.
I do to ask God for things
4. I organize and share moments of prayer with my Patrol
and to thank Him.
and my family.
4. I often pray with my Patrol.

MATERIALS
Original idea: Marker pens in a variety of colours, sheets of white or
REME Coordination coloured paper, thick card, ruler, glue, something to
Headquarters. support the signs (sticks or poles to serve as stakes),
wire or nails to fix the signs to the stakes.

199
DESCRIPTION OF THE ACTIVITY
Before the activity Then, still in a reflective (though not over-
serious) atmosphere, the Patrol looks for the materials
While the Patrols are setting up camp, the to make the sign, and writes a prayer related to what
Leaders explore the site looking for four places (one for they have seen and what it suggests to them. First, the
each Patrol) that have particularly attractive elements Scouts may each share their personal thoughts, if they
of nature for which God may be thanked or which might wish, then together they make up a community prayer to
inspire prayer - the water at the bend of a river, the wind reflect the Patrol’s impressions of the element of nature
at the top of a hill, an ancient tree with thick foliage or a assigned to them. For example, in a prayer about water,
beautiful landscape. At each of these places the Leaders they could thank God for its freshness, the way it takes
leave a little package, well protected and hidden, their thirst away during camp and is freely available.
containing the materials for the respective Patrol to Or they could ask God to give them the strength and
make their sign. wisdom to look after it and to teach the little community
to appreciate it.
The places chosen must be areas through which
many people will pass every day during camp. The Patrol then copies the prayer onto a large
colourful sign, and uses the wooden stake to fix it in
The activity itself place like a road sign. It has to be firm enough to stay
there for a couple of days.
Once the camp is set up, the Leaders talk
with the young people about what they each think the Two days later, each Patrol will take a little time
meaning of prayer is, picking out things they have in to renew their prayer, design another sign and put it up
common in order to find points of contact between in place of the first. This time they should remember
individual ways of talking to God. The Leaders mention what they felt when they first came to the place and
that this spontaneous dialogue with God may take observed the natural elements there, then try to take
place individually or within the community, and that those reflections a little further. The Leaders remind the
it represents the feelings and longings that people Patrols about this task and, from time to time, about the
want to communicate to God, in the same natural and meaning of prayer. A possible variation on this activity
affectionate way they would talk to a good friend. is to rotate the chosen elements among the Patrols,
so that each Patrol will prepare a prayer for several
Then the Leaders remind the Scouts about the different elements during camp.
nature of this activity -which they themselves selected
when they planned the programme cycle- and encourage In the days that follow the young people will
them to take an active part in it. During camp they will see the prayers change from time to time. This will keep
come across signs (like road signs) that will remind them them interested and encourage them to make them part
of how important it is to find God in nature. Each young of their daily routine in camp. If they wish, they may
person who comes across such a sign may take a few make a record of the prayers in the Patrol Book.
moments to share a prayer written by other Scouts in the
Unit, perhaps adding a few thoughts of his or her own. The activities that help achieve the objectives
Once they are clear about how the activity will work, in the growth area of spiritual development give the
they can start on the signs. Leaders the opportunity to observe attitudes and
behaviour on the part of the young people which are
The places that the Leaders selected beforehand not usually easy to assess. This is even more true of
are now assigned to the Patrols. Each Patrol is asked this activity, because it lasts for the whole of camp.
to go to the spot allocated to them and look at the A number of aspects that can be monitored are the
outstanding natural elements there. Before they set off, seriousness and commitment with which the Scouts
the Patrols will be told where to find the materials they approach the activity, the value they place on nature
need to make the signs. and their ability to express their thoughts. All this
information, together with the comments made by the
When they reach their allocated spot, the young people when they evaluate the activity and their
Patrols take some time to look around them. Ideally own role in it, will be very useful for the Leaders’ work in
accompanied by a Leader who will guide their reflections, monitoring personal progress.
they will have the opportunity to discover the presence
of God in nature, and the way he reveals Himself through
the natural elements.

200
 SONG OF
THANKS
DEVELOPMENT
SPIRITUAL
Growth area

SUMMARY OF THE ACTIVITY

"He who sings prays twice", says an old Spanish proverb. This activity PLACE
gives the young people the opportunity to express their relationship In camp.
with God through original songs which they compose using the tunes of
popular melodies. These new songs will then be used to give a special DURATION
atmosphere to moments of relfection in camp. Two to three hours as
soon as camp begins and
during moments of prayer
throughout camp.
OBJECTIVES OF THE ACTIVITY
PARTICIPANTS
1. To express our faith joyfully though music and song. The Unit, working in Patrols.

2. To stimulate musical and artistic creativity.

3. To establish a different, personal and intimate way of communicating with God.

THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I take special time to think with my Patrol 1. I prepare and run some of the activities that help us to
when we go on outings or camps. discover God in nature.

2. I listen to others and learn from them. 2. I try to make sure that in my Patrol we listen to and learn
from each other.
3. I like to pray and I try to do so every day.
3. I understand that prayer is a way of talking to God.
4. I always try to find reasons in the things I do
to ask God for things and to thank Him. 4. I pray to God, praise Him and give thanks, offer Him the
things that I do and ask Him for help with the things that
5. I often pray with my Patrol.
happen to me.

5. I organize and share moments of prayer with my Patrol

and my family.

Original idea:
MATERIALS
REME team, Costa Rica. Paper and pencil. If possible, some musical instruments.

201
DESCRIPTION OF THE ACTIVITY

In camp of the activity and for discussing the young people’s

personal development with them. Some key aspects
Once camp has been set up, as one of the first are the interest they show in the activity, their ability
activities the Leaders explain that, just as God talked to express very personal thoughts, willingness to listen
to men and women through the scriptures, people also to the others and vision of God which is apparent in the
sought to talk with one voice to God through the psalms. contents of the prayers.
The Scouts are invited to relive that experience by
putting music to their Patrol prayers. Next, each Patrol chooses a time of prayer to
share their song with the rest of the Unit. Depending on
After this explanation, each Patrol gathers to the contents of the song, this could be during morning
talk about their individual relationships with God. This or evening prayers or at grace, for example. The
will be a special moment to share their experiences, Leaders are informed of the time chosen and, if another
feelings and questions about their faith and the Patrol has chosen the same time, the parties involved
expectations they have for the camp that is beginning. discuss how to accommodate everyone’s needs.

When they have had a little time for this At prayer time
conversation, they will decide what they would like to
thank God for, or ask him for, among all the things that When the time arrives, each Patrol will have
they have talked about. Then they will write a prayer made copies of its song of thanks to hand out to the
that reflects what they discussed. other participants, and will be prepared to teach them
the song and conduct the prayer session.
Once the prayers are written, the next task is
to choose a popular song and replace the words to the This will also be a good opportunity for the
song with the prayer they have written. No constraints Unit Team to pick up information about the young
should be placed on the young people’s creativity in people’s ability to run a contemplative activity and see
choosing the melody for their prayers. What is important how much time and care went into preparing for this
is that they should be simple melodies that are easy to opportunity to do so.
remember and interpret. The text will probably have to
be adapted a little to fit the melody in a way that can be Of course, all of the songs will become part of
sung easily. When everyone is happy with the outcome, the Patrol’s song collection. They can also be added
the song of thanks is ready. to the song book kept by the Scout Unit to be sung at
religious celebrations held in the Group.
The Scouts may also compose their own tune
for the prayer, depending on their creativity, especially if As always, a time will need to be set aside
some of them are particularly skilled in music. This will to evaluate and comment on the activity. The young
add to the activity and make it more challenging. people’s behaviour and what they have to say about
their participation will help the Leaders to learn more
By accompanying the Patrols at this stage about their needs, interests and achievements and
and watching how they behave and react, the Leaders provide input for enhancing the Unit’s programme of
will gain some useful information for the evaluation activities.

202
 THE WHISPER
OF THE STARS
DEVELOPMENT
SPIRITUAL
Growth area

SUMMARY OF THE ACTIVITY

Twinkle, twinkle, little star, Then the traveller in the dark
How I wonder what you are. Thanks you for your tiny spark;
Up above the world so high, He could not see which way to go,
Like a diamond in the sky. If you did not twinkle so.

Lying on their backs, contemplating the sky one starry night in camp, each patrol
looks silently at the stars and constellations, marvelling at the majesty of the PLACE
universe. After a few minutes, the young people are given some information about Outdoors, in camp or
what they are seeing and how we can use the stars to guide us at night. Looking during a night-time
at the firmament again, each Scout marvels at the mysteries and greatness of outing.
Creation. Afterwards, everyone can share their reflections around the camp-fire.
DURATION
Two to three hours.

OBJECTIVES OF THE ACTIVITY PARTICIPANTS

The Unit, working in
1. To awaken interest and wonder at the magnitude and harmony of the universe. Patrols.
2. To identify a number of stars and constellations.
3. To learn how these constellations are used for navigation at night.
4. To recognize the presence of God in the magnificence and perfection of Creation.

THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I take special time to think with my Patrol when 1. I prepare and run some of the activities that help us to
we go on outings or camps. discover God in nature.
2. I listen to others and learn from them. 2. I try to make sure that in my Patrol we listen to and
learn from each other.

MATERIALS
Original idea: Warm clothing and at least one copy per Patrol of the
Gabriel Ciappesoni, information contained in the technical appendices which
REME team, Uruguay. go with this activity: Discovering the Universe and Stars
and Constellations.

203
DESCRIPTION OF THE ACTIVITY
Before the activity After this stage -the basic information about
the sky and navigation by the stars- the Patrol Leader
Sufficiently in advance, ideally while the camp or Assistant Patrol Leader invites his or her companions
is being prepared, the Unit Council finalizes the details to lie back and look at the sky again, this time trying to
of the activity. The Patrol Leader and Assistant Patrol "hear" and "read" what the stars have to tell us. Things
Leader will coordinate the work of the Patrol, so it is are not always put in Creation to serve some practical
important that they study the technical appendices that purpose, but rather to bear witness to the Creator.
go with it and prepare to provide information to the other
Scouts during the activity. Although the Patrols will know When a few minutes of this second phase of
about the activity (because they chose it when they were observation have gone by, the young people share
planning the programme cycle) the Patrol Leader and their personal thoughts among themselves. The Adult
Assistant Patrol Leader should not talk to them about the Leader accompanying the Patrol may take part in this
details before it is actually carried out. discussion, steering the conversation towards the
transcendental meaning of Creation, pointing out that the
If necessary, the Unit Council can carry out a harmony of the universe could hardly be self-explanatory,
night-time outing of their own to prepare this activity. that it does not seen comprehensible that it could have
come about by coincidence, so it must have required the
In camp, hand of a Creator.
the night of the activity
Although the objectives of this activity
After the evening meal, each Patrol finds a place correspond to the area of spiritual development, clearly
with good visibility and as little light as possible to look the methods used generate a technical learning process
quietly at the sky. In the company of an Adult Leader, and that contributes to educational objectives in other
trying to create an atmosphere of quiet thoughtfulness areas. For this reason, the Unit Team should make
(which needs to last throughout the activity), the Patrol sure that it does not become limited to simply learning
Leader or Assistant Patrol Leader ask the others to lie about orientation by the stars, but encourages a spiritual
back and look at the sky calmly and quietly for some 10 reflection.
to 15 minutes, fixing their attention on the stars and their
position in the sky and trying to make out shapes and When this time for reflection has come to an end,
relationships between them. the Patrols return to the camp. Maintaining the same
ambience, they sit around the campfire with a hot drink
When the observation time has gone by, the and share their thoughts with each other. The activity
Patrol Leader or Assistant Patrol Leader talks about ends with the reading of an extract from a holy text which
the attractive information contained in the appendix has to do with Creation and the living presence of God in
Discovering the Universe, starting up a conversation on it.
the subject within the Patrol. The Adult Leader can add to
the information delivered by the Patrol Leaders. During the activity the Leaders will have the
opportunity to watch the behaviour of the young people,
After discussing general data about the universe, manifested in such aspects as their ability to wonder at
the Patrol Leader or Assistant Patrol Leader goes on to and admire the mystery of the universe, how they relate
talk about the information in the technical appendix Stars what they have seen to the existence of God the Creator,
and Constellations, which describes how to find one’s their thoughts about themselves and their place in the
way using the constellations. Using this information, universe, their general attitude to the activity and their
the Scouts then try to locate the constellations which willingness to listen to the others.
serve to find the points of the compass. Everyone is then
free to talk for a while about the information they have The next day, or at the end of the camp, each
received and try out their orientation skills. Of course, not Patrol should discuss and evaluate the activity, any
all the answers to their questions will be found here, but changes they would like to make to it, activities that
it will certainly be enough to encourage many of them to could complement it and, especially, the impact it had on
try to find out more about the subject afterwards. each one of them.

204
 DISCOVERING THE UNIVERSE

TECHNICAL APPENDIX

Science has become so complex and specialized

that most people cannot gain access to scientific
knowledge without specific training and expensive and
complicated equipment.

However, this is not the case with astronomy.

Anyone can learn about and enjoy relatively common
phenomena just by looking at the sky with the naked
eye, equipped with no more than concentration and
patience. Indeed, some amateurs have made great
observations and discoveries in astronomy, simply
by learning to "look". Of course, you need to become
familiar with certain basic concepts of astronomy, but
these are easy to obtain and some are included in this
Technical Appendix.

On a clear night you can see several thousand stars and it might seem impossible to locate a
particular one with any degree of accuracy. After a few nights, however, anyone can see that the majority
stay the same and learn where the main ones are. The movements
of the stars are too small to be perceptible in a human lifetime.
The constellations which we see now are the same ones which
delighted the Pyramid builders and the Ancient Greeks.

An amateur astronomer can get to know not only the

stars, but also many other fascinating stellar objects:
star systems, double stars, meteorites and comets; in the
southern hemisphere it is even possible to distinguish two
galaxies outside our own: the Magallanic Clouds.

Even without specialized equipment, binoculars greatly

improve the quality of night vision, helping to distinguish
the colours of some astral bodies more clearly and pick out
the dimmer stars more accurately.

205
 Basic concepts

Year: The time the Earth takes to make one full orbit round the sun. For practical purposes it is
considered to have 365 days.

Light year: The distance light travels in a year, equivalent to 9,460,700,000,000 km.

Asteroids: Smaller planets, most of which move around the sun between the orbits of Mars and Jupiter.

Comet: Element of the Solar System which normally moves in a very eccentric orbit. It consists of
relatively small particles (mainly ice fragments) and very light gases. The most solid part of a
comet is its nucleus, which can be several kilometres in diameter. The tail of a comet always
points approximately away from the sun, due to the effect of solar wind. Some comets have short
periods, but these are not very bright. The only bright comet with a period of less than a century is
Halley’s comet. Bright comets have such long periods that they still cannot be predicted.

Constellation: A group of stars which is named after a real or mythological person, an animal or an inanimate
object, because imaginary lines in the sky form shapes that evoke certain figures. However, the
stars which form a constellation are not really associated with each other. Each one is usually
very far away from the others and from the Earth, and they appear approximately the same
direction in space because of the effect of perspective. The International Astronomical Union
recognizes 88 different constellations.

Day: In everyday language, the time the Earth takes to make a full turn on its axis.

Eclipse: There are two kinds: solar eclipses (eclipses of the sun) and lunar eclipses (eclipses of the moon).

1. An eclipse of the sun happens when the moon passes in front of the sun. The two bodies
look the same size. When they are exactly aligned, the moon briefly covers the disc of the
sun, totally or partially.

Sun
Earth
Moon

shadow

2. An eclipse of the moon happens when the moon passes though the Earth’s shadow. It can
also be total or partial. Generally the moon does not disappear totally, since some weak
luminosity still comes through because of the light projected by the atmosphere surrounding
the Earth.

Sun partial
Earth eclipse

total
eclipse

partial
eclipse
shadow

206
Ecliptic: Projection of the Earth’s orbit
onto the celestial sphere. It can
also be defined as the annual
path the sun appears to follow
in sky. It goes through the
constellations of the Zodiac.

Celestial equator: Projection of the Earth’s equator

onto the celestial sphere.
Divides the sky in two equal
hemispheres.

Celestial sphere: Imaginary sphere surrounding

the Earth and concentric with its
surface. The celestial poles lie on
the Earth’s north pole-south pole
axis and, likewise, the position of
the Celestial equator is defined
by the Earth’s equator.

Star: Celestial body made of material in a gaseous state at high temperatures. It generates light
because of nuclear fusions in its centre. The sun is a typical star.

Galaxy: A star system. Several thousand million galaxies exist within the photographic range of the
biggest telescope currently in use. There are many kinds and they differ greatly in size and
luminosity. Our sun's galaxy, which is not particularly big, contains approximately 100,000
million stars.

Meteor: A group of mostly light-based phenomena that are produced when a meteoroid enters the Earth’s
atmosphere at a speed of approximately 80 km per second. The meteoroid heats up due to
friction with the atmosphere and is destroyed, causing what is commonly known as a shooting
star.

Orbit: Path normally followed by a natural or artificial body.

Planet: A non-luminous body which orbits a star. There are nine known planets in our solar system, seven
of which have satellites.

Satellite: A secondary body which orbits a planet. The moon is quite big to be considered a satellite of the
Earth and some astronomers prefer to refer to the Earth-moon system as a double planet.

Solar system: System formed by the sun, the planets which orbit it, the satellites which orbit the planets and
the comets, asteroids, meteoroids, dust and interplanetary gas that exist around them.

Milky Way: A luminous band which extends across the night sky. It is caused by the effect of perspective,
because when we observe the main plain of the galaxy, we see many stars grouped in almost the
same direction. The expression Milky Way is often used to refer to our galaxy, but astronomers
prefer to call it just the Galaxy. The Milky Way can be seen from the Earth.

207
Amazing facts
These surprising facts are meant to help us to grasp just how huge our universe is and the tiny
place which our solar system occupies in it.

• The ancient Greeks called the Milky Way "The Bridge to the Past". They were right, because light
takes a very long time to reach us from distant galaxies and stars. When we look into space we are
looking back in time, since we are seeing how objects were in the past. This means that everything
we see in the sky belongs to the past.

• The star Aldebaran, in the constellation Taurus, is 68 light years away from the Earth. That means
that a person who is 68 years old today can now see Aldebaran as it was the day they were born.

• Rigel, in the constellation Orion, is 900 light years away, which means that we are seeing Rigel
today as it was in the eleventh century, when William the Conqueror invaded England.

• Our Sun is a relatively small star. There is a star called Epsilon in the constellation The Charioteer
which is two thousand times bigger than the Sun. If we put it in the Sun’s place, it would cover the
orbits of Mercury, Venus, the Earth, Mars and almost Saturn.

• A star can live for hundreds of millions of years. When a star dies it causes an explosion of such
magnitude that it generates what is known as a black hole. A black hole swallows up everything in
its path and nothing can escape from it, not even light. According to Einstein, the existence of black
holes means that white holes must also exist. These would join nothing less than one universe with
another!

• Our solar system is just a microscopic pin-prick in the area of our Galaxy that we can see with
optical equipment. Imagine the size of the Earth in relation to the Galaxy! It is impossible to
determine the number of galaxies in our universe. And Einstein assures us that there are other
universes!

• Although we have been taught that the Sun does not move, it actually orbits around the centre of
the Galaxy. But a full orbit takes 225 million years... let’s just consider it fixed!

• The Sun is approximately 150 million kilometres away from the Earth. That's equivalent to 3,770
times around the Earth. If we could make the trip by car, it would take us about 170 years.

• After the Sun, the closet star to the Earth is Proxima Centauri, in the constellation Centaurus. Its
light takes 4.25 years to reach us. The Voyager spaceship, which is man’s fastest technological
invention, would take 40,000 years to arrive.

• The surface of a star can reach temperatures of over 35,000 degrees centigrade. Our sun reaches
just 6,000 degrees centigrade.

You can find out much more about this interesting subject in dictionaries, encyclopedias and
astronomy books.

Source: Alejandro Bascuñan L., Planetarium of the University of Santiago de Chile.

208
 STARS AND CONSTELLATIONS

TECHNICAL APPENDIX

Ever since the time of the Ancients, people have been amazed, awed and curious about the sky above
them. The sun in the day-time and the moon and stars at night appeared to be fathomless mysteries and challenges.
However, after primitive man’s early fears, brilliant minds began to set about discovering the laws that govern our
universe. They did not take long to hit upon repeated evidence of undeniable facts, such as the frequent appearance
of comets, the apparent movement of the sun and the permanence of certain stars which appeared to be fixed in the
firmament night after night.

To be able to remember the stars, people grouped them together and traced imaginary lines between them to
form animals, objects, human beings and mythological creatures. These groupings are known as constellations and
the stars in them are not in fact related in any way, except for the imaginary forms given them by man. In fact, not
all cultures created the same figures; for example the constellation known in the West (northern hemisphere) as the
Great Bear, Plough or Big Dipper is known by the Chinese as The Chariot; while the cluster of stars called The Pleiades
are known to some as the Seven Little Goats and to others as the Seven Sisters.

When we look at the sky on a clear night, we can see two kinds of star: the ones that stay in the same place
and the ones that move. The fixed ones form the constellations, the mobile ones are actually the planets of our solar
system and shine because they reflect the light of the sun.

Like the moon, the planets move through the sky on an imaginary path called an ecliptic, which is the line
the sun follows on its yearly journey through the constellations and which runs approximately east-west. On both
sides of this line, spanning some 18 or 20 degrees of the arc, run the zodiac. In this band around the sky lie twelve
constellations: Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpius, Sagittarius, Capricorn, Aquarius and Pisces.
Between Scorpius and Sagittarius you can see part of the constellation known as Ophiuchus.

The position of the constellations of the zodiac is extremely important when looking at the sky from the
Earth, in either hemisphere, because they are easy to recognize and thus serve as points of reference for finding other
constellations and recognizing other stars. Of course, you have to remember that the sky is not the same all year
round, since the apparent rotation of the celestial dome creates significant differences.

There are a total of 88 recognized constellations. This Appendix describes the constellations that are the
most well known and easy to find in the two hemispheres, in both summer and winter.

The first thing we have to realize is that people who live in the southern hemisphere see a different night sky
to people in Europe or North America, just as people in the northern hemisphere see a different sky to the inhabitants
of South America, Africa or Oceania. This is because the starry dome we see at night continues around the globe to
make a complete sphere. As we have seen, this sphere appears to rotate from east to west taking all the stars with it.

Some features of the earth’s globe can be extended to this celestial sphere. The prolongation of the Earth’s
axis of rotation thus continues into the night sky to a Celestial North Pole and a Celestial South Pole. The extension
of the line of the Earth’s equator marks a celestial equator, and the parallels and meridians have their equivalents in
the sky too.

For this reason, some of the constellations close to the Celestial North Pole are too far below the horizon
visible from the southern hemisphere to ever be seen there. Similarly, people in the northern hemisphere cannot see
the constellations close to the Celestial South Pole.

209
Stars and constellations
Before beginning, we must remember that the Scorpius is the constellation which marks the
constellations were named by civilizations in the northern arrival of Autumn in the southern hemisphere and it stays
hemisphere, so that the figures that we can see from the in the night sky all through the winter. In the northern
southern hemisphere appear to be upside down. hemisphere, Scorpius arrives with the spring and remains
visible all through the summer, although only at latitudes
One of the easiest constellations to recognize in below 400 north. It is the only constellation which really
the summer sky of the southern hemisphere or the winter resembles the animal it is named after, which makes it
sky of the northern hemisphere is Orion. Its main stars very easy to distinguish. In the chest of Scorpio shines
form an irregular rectangle. Where the diagonals cross is a great reddish-orange star called Antares, a remarkable
Orion’s Belt. People in the Middle East see the figure of a supergiant star several hundred times the size of our Sun.
hunter in this group of stars. The right shoulder is formed
by Betelgeuse, a giant red star. The right side is Bellatrix. Six of the brightest stars in the northern
The star Rigel is in his right leg. From the central star hemisphere form the Winter Hexagon, which helps us
of Orion’s belt a hazy patch marking his sword "hangs" to recognize these major stars. They are Sirius, Rigel,
downwards for the northern hemisphere and upwards for Aldebaran, Capella, Pollux and Procyon.
the southern hemisphere. This is the Orion Nebula, a mass
of gas from which a cluster of stars is being born. It is In the summer sky you can see three very bright
clearly visible with binoculars. Almost touching Orion’s stars which form the Northern or Summer Triangle. These
Belt on the north side is the Celestial equator. stars are Vega of the constellation Lyra (The Lyre); Deneb
of Cygnus (The Swan) and Altair of Aquila (The Eagle).
To the north-east of Orion is the constellation of
Taurus (The Bull), with a glinting red eye formed by the Looking towards the southern horizon, we come
giant star Aldebaran. On his back is a very well known to the Southern Cross, the well known circumpolar
cumulus of stars which is visible to the naked eye, similar constellation.
to the Great Bear. These are the Pleiades or Seven Sisters.
The Southern Cross lies inside the great
Also close to Orion is the constellation Canis constellation of Centaurus (The Centaur). The biggest
Major (the Great Dog). Canis Major is easy to recognize and brightest of Centaurus’ stars is Alfa Centauri, which
because it contains the brightest star that we can see is actually double, consisting of two yellow stars like the
from the Earth: Sirius, a huge blue-white star marking the Sun. A third, fainter companion star is called Proxima
dog’s muzzle. Centauri, since it is the closest star to the Earth after the
sun.
Canopus, a creamy-white supergiant, is the
second brightest star in the sky. It lies to the south of
Sirius in the constellation of Carina (The Keel).

Orientation by the stars

This subject holds more than mere interest value. Learning about the night sky has practical
uses, such as:

• Finding the points of the compass, or cardinal points, from your place of observation.
• Working out the time and how much time has gone by.
• Determining the latitude and longitude of a given place.

In this appendix we are going to concentrate on the first of these, orientation at night using
the stars.

First, you need to have a grasp of the information set out above, and learn the basic concepts
outlined in the technical appendix Discovering the Universe.

210
A few tips for looking at the night sky
• Check what climatic conditions are forecast for the time of observation (look at the weather reports) to
make sure the sky will be clean and clear.
• The ideal period for looking at the sky with the naked eye is at new moon, since these are the darkest,
and hence the starriest, nights. Avoid the full moon, which lights up the sky too much, dimming the
brightness of the stars and making many of them impossible to see.
• Find out the latitude of the place where you will be looking at the sky.
• Locate the points of the compass during the day to establish points of reference to guide you at night.
• Get as far away as possible from any light source coming from the Earth (such as street lighting, lights
from neighbouring houses, camp-fires, etc.).

Map of the Celestial

Southern Hemisphere
30°

20°
LEO

10°

CANCER

-10°

-20°
VIRGO
-30°
EQUATOR
-40° GEMINI

-50°
VELA CANIS MAJOR
CENTAURUS
N

LIBRA
ER

CARINA SIRIO
OS TH
CR SOU
S

-70° FALSE CROSS BETELGEUSE

CANOPUS 'S BELT
ORION
ANTARES -80°
OPHIUCHUS ORION BELLATRIX
SCORPIUS
CELESTIAL SOUTH POLE RIGEL TAURUS

ALDEBARAN
-70°
SAGITTARIUS
-60°

-50°

-40° ECLIPTIC

CAPRICORN
-30°

-20°

-10° ARIES
AQUARIUS

PISCES
10°

20°

30°

211
 Map of the Celestial
Northern Hemisphere 30°

20°

10°

VIRGO
LIBRA

-10°

-20° SCORPIUS
Arthur
ANTARES
LEO -30°

-40°
EQUATOR

-50°
CANCER
OPHIUCHUS
GREAT BEAR
-60°

-70°
CANIS MAJOR GEMINI

-80° LITTLE BEAR

SIRIUS VEGA
ORION POLE STAR
CELESTIAL
NORTH POLE
-80°
BETELGEUSE

ORION'S BELT -70° DENEB SAGITTARIUS

BELLATRIX NORTHERN ALTAIR

-60°
TRIANGLE
RIGEL
WINTER HEXAGON -50°
TAURUS ECLIPTIC
PERSEUS
-40°

-30°

ARIES
-20°

PISCES -10° AQUARIUS CAPRICORN

Note: You can never

see the whole dome 10°

at the same time.

The area you see is 20°

different depending on
30°
when you are looking.
You can use the constellations
of the Zodiac as reference points.
These are located in the Ecliptic (dash
line). For example, if the sun is in Taurus
(April-May), the area visible will be opposite
Taurus, i.e. the direction of Scorpius.

Finding the points of the compass

Once you find one of the points of the compass you can easily find the other three.
For people in the southern hemisphere, it is easiest to find the Southern Cross first, then find north, east and west.

First of all, it is important to make sure you distinguish this constellation correctly and do not confuse it with the
False Cross. There are three ways to differentiate it clearly:

• The real Cross has an extra star at its side, • The real Cross is followed in its
• which
At the the
footfalse cross
of the real does
Crossnot have.
there are four weaker, but clearly rotational path by the two large stars
visible stars, which form the constellation Musca (The Fly). Alfa and Beta, of the constellation
Centaurus.

212
 Once you have found the Southern Cross, there are two ways to find the cardinal points:

1. Take the longest axis of the cross and project it

another three times its length. This determines the SOUTHERN
CROSS
celestial south pole. Then trace a vertical line down
to the earth, and this is the direction of south.

2. A more accurate method, and one that is

more fun to try, is the following:
SOUTHERN
CROSS
a. Locate the Southern Cross and project a
straight line from its longer axis.
b. Locate Alfa and Beta Centauri, trace a straight
line between them and determine the point exactly
in between them.
c. Trace a perpendicular from the mid-point between
Alfa and Beta Centauri, and project it in the same ß
direction as the straight line from the Southern Cross.
d. At the point where the two straight lines intersect CELESTIAL
is the celestial South Pole. SOUTH POLE

e. From the celestial South Pole, α

trace a vertical line straight down
towards the Earth and to find south.

S
E

N
W

For people in the northern hemisphere, it is very useful to recognize the Great Bear and the Little Bear, whose
tail points to the North Pole. From there you can find south, east and west.

To find the celesital north pole and, therefore, north:

a. Find the Great Bear, which is circumpolar (it surrounds the Pole). This constellation can be seen very clearly
from the latitudes of the United Kingdom and the New York area. It is formed of seven stars and its shape is
so characteristic (like a milk pan) that it is easily recognizable. The curve of the tail points towards a star
called Arthur.
LITTLE
CELESTIAL
b. Trace a straight line between the stars Merak and Dubhe. BEAR
NORTH POLE

c. Extend the straight line between Merak and Dubhe Arthur

until you come to the first visible star. GREAT
BEAR

d. This is the location of the Pole Star, which is the tip of the
Dubhe
Little Bear’s tail. The Little Bear is the same shape as the
Great Bear in miniature. The Pole Star is located exactly at the Celestial North Pole. Merak

213
e. From the Celestial North Pole, trace a straight line vertically
down to the Earth to find north.

N
E

W
S

When you have found north, turn to face that direction: your back is now to the south, your
right shoulder to the east and your left shoulder to the west.

The first time you make these calculations it is a good idea to find the cardinal points
from the place of observation during the day, to help locate the Southern Cross or the Great Bear.
Afterwards, when you know how to find these, you can navigate accurately at night whether you
are in a familiar place or not.

Source: Alejandro Bascuñan L., Planetarium of the University of Santiago, Chile.

214
 TIME TO
BUILD
DEVELOPMENT
SPIRITUAL
Growth area

SUMMARY OF THE ACTIVITY

The activity consists of building a panel inside the chapel erected for camp, or
at the place where prayers will be said during camp. The Scouts will then attach
the outcome of the reflections carried out by the Unit to this panel. To end the
activity, the panel will be buried at the camp site, on the last night of camp. PLACE
In camp.

DURATION
Twice a day during
OBJECTIVES OF THE ACTIVITY
camp.
1. To learn to share individual spiritual experiences and channel them in a group form.
PARTICIPANTS
2. To develop respect for places that are designated for quiet reflection and prayer. The Unit, working
3. To appreciate the way other people express their spirituality in Patrols.
and recognize in it aspects of our own spiritual concerns.

THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I take special time to think with my Patrol 1. I prepare and run some of the activities that help us to
when we go on outings or camps. discover God in nature.
2. I like to pray and I try to do so every day. 2. I try to make sure that in my Patrol we listen to and learn
from each other.
3. I always try to find reasons in the things I
do to ask God for things and to thank Him. 3. I understand that prayer is a way of talking to God.
4. I often pray with my Patrol. 4. I pray to God, praise Him and give thanks, offer Him the
things that I do and ask Him for help with the things that
happen to me.
5. I organize and share moments of prayer with my Patrol and
my family.

MATERIALS
Original idea:
Françoise Xavier Favre, Texts for thinking about, materials for building the panel
France. (this will depend on the method chosen), coloured card or
paper, paint, pens or pencils, scissors, glue, etc.

215
DESCRIPTION OF THE ACTIVITY

The first morning in camp Leaders. Morning reflections may focus on expectations
for the day, while in the evening they will be a way
The first task in this activity -which the to think about and give thanks for the day that has
participants themselves chose when the programme gone by. This means that there will be new additions
cycle was being planned- is to assemble all the to the panel every day. It should be explained that at
members of the Scout Unit, young people and adults the beginning and end of each day requests, thanks,
alike, at the place of prayer to build and set up the short texts, etc. will be added as a result of all the new
panel. reflections carried out in the Patrols. The Scouts are
therefore invited to approach the panel individually or in
Any of the following methods may be used: groups to pray and think about what is written there.
1. Make a frame with four poles and a piece of
sacking, leaving two "feet" to sink into the The first gathering, like all those that follow,
ground. finishes with an appropriate song. This need not be a
2. Use cane or bamboo to make a rectangle with religious song or hymn, but, like the texts, should foster
two longer feet (to sink into the ground). Then an atmosphere of spiritual communion.
cut out a rectangle of sturdy card the same size
as the cane rectangle. Make holes at 10 cm. All through the camp, the team of Leaders
intervals round the edge of the card. Pass some should be alert to the types of behaviour they see in the
string alternately through the holes and around participants. Any information they can gather will be
the cane frame to hold it in place. very useful when it comes to evaluating the activity and,
3. Make a wall using boxes covered in brown later on, in the conversations with the young people
paper, built up to look like bricks. about their personal development.

When this work is complete, the Unit Team The last night in camp
tries to create a calm thoughtful atmosphere and asks
the Patrols to begin the activity by writing the Scout Once the Unit has assembled at the place of
prayer on a section of the panel. This will then be prayer, they quietly examine the panel, reading the texts
quietly read aloud by the whole Unit. pinned up on it.

Maintaining this atmosphere, each Patrol The team of Leaders, or the Leader in charge
moves to somewhere, not too far away, where they can of this part of the activity, invites the young people
talk more privately about their expectations for the to share with the others what they felt on reading
day that is beginning. They will then summarize these everything written on the panel.
expectations in a sentence, a short text, request or
some other form that can be put up on the panel. Still in an atmosphere of spiritual communion,
the Unit buries the panel as a way of leaving behind
Each reflection can be accompanied by a text part of their experiences. This work may be done to the
that represents the Unit’s spirituality. This need not accompaniment of songs.
necessarily be a holy text, but it should be appropriate
- not mere literary constructions or emotional To end the activity, the Unit gives thanks for
compositions with no spiritual value. the camp and for the experiences they have shared, in a
way that fits with the religion(s) of the young people.
When each Patrol has finished their
discussion, they return to the place of prayer and Like all activities, this one will need some time
explain their work to the rest of the Unit, before set aside to evaluate both the activity itself and the
putting it up on the panel. impact that the experience has had on each of the
participants. This conversation can take place once the
Each day this scheme is repeated, with an panel has been buried, or at the first Unit meeting after
appropriate reading to help the Scouts think about the camp is over.
matters put forward by the Patrols or the team of

216
 OTHER IDEAS

IDEAS
IDEAS

OTHER IDEAS

OUR HANDS Original idea: REME Coordination Headquarters, based on an

idea sent by Juan José Arguello, REME team, Argentina.

We do not hold the solutions to the problems of the world in our hands. But when we face the problems of the world, we
have our hands. When the God of history comes, He will look at our hands.
From the book La Sal de la Tierra by Mamerto Menapace, Benedictine monk, countryman and poet.
(Taken from the Latin American Council of Churches, CLAI)

The idea is to read out this short text and ask the Scouts to think about the message it contains. To begin with, we can
talk about what people do with their hands. Our hands heal, caress, shake hands with other people, plant things and
applaud. They can build, communicate and paint... But sometimes people also use their hands to slap, push, break things,
shoot and stab... The participants can be asked to think of one positive thing and one negative thing that they have done
with their hands in the last few hours. It is not necessary for them to tell the others, however.

Maintaining this atmosphere of introspection, the conversation shifts towards man’s mission to continue God’s creative
work in the world. Women and men are called upon to be co-workers at the service of God and other people, taking
care of the world He created for us and making it better when we can. It is important to make sure that this part of
the activity is fruitful and rewarding, helping the young people to see themselves as necessary and important in the
construction of the world we live in. They need to feel that the world is not indifferent to what they do or don’t do.

After this introduction, the Scouts are invited to think about what God will see in the history of their hands when He
comes. This is not about what they have done until now, but rather what they mean to build from now into the future. One
way to approach this stage is to think about what we would like to do with our hands and why.

Lastly, each participant will make something that they can keep as a symbol to remind them of this moment - a testimony
to their ability to change the world. Of course, this should be something that they can do with their hands and that
reflects the possibility of creating things starting from what He created. It would be a powerful symbol to make an object
using elements of nature: a staff carved from a simple wooden stick or a symbol of their religion decorated with seeds or
coloured stones. Some other symbols would be to make bread, plant a tree, etc.

The activity can end with a song or a prayer.

THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I take special time to think with my Patrol when we go on outings or 1. I try to make sure that in my Patrol we
camps. listen to and learn from each other.
2. I listen to others and learn from them. 2. I pray to God, praise Him and give
3. I always try to find reasons in the things I do to ask God for things thanks, offer Him the things that I do
and to thank Him. and ask Him for help with the things that
4. I try to be true to the teachings of my faith in everything that I do. happen to me.

217
SERVING TOGETHER
Original idea: Héctor O. Carrer, ISO, based on a proposal
put forward by Eduardo Diez Canseco,
REME team, Peru.

It is difficult to spend time with other people, learn about visits the youth group in their place of worship and shares
their faith and respect their religious choices unless an afternoon of games, getting to know each other and the
we step outside our own community to discover others. church or temple and deciding what service activity they
We can only learn respect when we are actually facing would like to carry out together. If appropriate, this might
situations and people who think differently to us. We involve the Scouts joining in with a service activity that
respect ideas because they reflect what people think, and the religious community already has underway.
we are capable of greater respect when we know those
people and understand them, when we have been able to Serving together
see things through their eyes. In the second stage of the activity, the youth group and the
Scout Unit participate together in some kind of action to
In this activity, the Scouts are asked to carry out a help others. How long this stage lasts will depend on the
service activity together with a group of young people (not kind of service activity they decide to conduct. It might
necessarily Scouts) from a place of worship or community need one or several meetings to organize the work.
that has a different religion to most of the Unit members.
This activity is carried out in three phases. Celebrating together
To close the activity, the young people share a moment of
Playing together reflection about the experience they have had together.
The first stage of the activity is an invitation to get to Prayers, songs and festivities to celebrate the success of
know each other, to build bridges and overcome shyness, the work and the happiness of having got to know each
to "break the ice". After the Leaders have contacted other provide a nice way of ending the activity.
members of the respective community, the Scout Unit

THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I listen to others and learn from them. 1. It makes me happy when others see me as a person
2. I try to be true to the teachings of my faith in who lives true to their faith.
everything that I do. 2. I try to make sure that my Patrol respects people’s
3. I understand why my faith asks me to help others. religious beliefs.
4. I share with everyone, whether they have the same 3. I am interested in learning about other religions.
religion as I have or not. 4. I am respectful about the ideas, celebrations and
5. I know what the main religions in my country are. activities of other religions.

THE PRAYER CORNER Original idea: REME team, Costa Rica

This activity invites the Scouts to pick out the main make the most of the areas they have created. In general,
symbols that their religion uses in its celebrations, and use the structure they set up for the prayer corner should be
versions of these -which they make themselves- to set up a suitable for the length of time it will be used for. If they
prayer area in the Unit. decide to build a prayer corner in the Scout Unit’s usual
meeting place, the activity could last longer, in order to
If all the members of the Unit share the same religion, set up something more permanent.
the prayer area is set up and the tasks shared out so
that everyone has an active part to play. If, however, the Once the prayer corner is ready, the Scouts prepare an
Scouts have different religions, there are two alternative attractive ceremony to give thanks to God for the work
ways to proceed. First, they can look for things their done and the new place they have created.
religions have in common (this would work if they all
belonged to different Christian churches, for example) and In camp or at the usual meeting place, this area will
create an area in which they can all pray together. If this is become a place for meeting and introspection. At all times,
not possible, a prayer area can be set up with sections for the prayer corner must be shown a proper respect and
each religion. appropriately cared for.

If the activity is conducted in camp, a medium- or long-

duration camp should be chosen, so that the Scouts can

218
 THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I take special time to think with my Patrol 1. I understand that prayer is a way of talking to God.
when we go on outings or camps. 2. I pray to God, praise Him and give thanks, offer Him the
2. I take on tasks in the religious celebrations things that I do and ask Him for help with the things
we hold in my Unit. that happen to me.
3. I like to pray and I try to do so every day. 3. I organize and share moments of prayer with my Patrol
4. I often pray with my Patrol and my family.
5. I share with everyone, whether they have the 4. I am respectful about the ideas, celebrations and
same religion as I have or not. activities of other religions.

THE PATROL PRAYER Original idea: Juan Ochoa Bendezú, REME team, Peru.

This activity invites the Patrol to write a prayer which How this activity is conducted will vary greatly and will
all its members feel they can identify with. This will be depend to a large extent to the nature of each Patrol and
a prayer to accompany the most meaningful moments the way its members are used to doing things... but this is
of Patrol life: when they welcome a new member or say a good thing, since it should be at their own initiative. The
goodbye to an old one, when they finally get to carry task of the Leaders is to motivate and encourage them to
out a project they have been longing to do for ages and make activities like this one part of the Patrol’s normal
have worked hard for, when they set out on a new camp, life.
when they want to celebrate the joy of being together
or when they are going through a difficult time and need Each prayer can be written down in the Patrol Book and
help. will form part of Patrol history.

THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I like to pray and I try to do so every day. 1. I understand that prayer is a way of talking to God.
2. I always try to find reasons in the things I do to 2. I pray to God, praise Him and give thanks, offer Him
ask God for things and to thank Him. the things that I do and ask Him for help with the
3. I often pray with my Patrol. things that happen to me.
3. I organize and share moments of prayer with my
Patrol and my family.

WORD OF LIFE Original idea: Héctor Carrer, ISO

Here we propose a different way of praying in the Patrol. It will also be that person’s responsibility to prepare for the
Each week, one of the members of the Patrol will be discussions about the chosen text, decorate the place it
responsible for conducting prayer time and selecting a holy will be held and choose a song to end the prayer time.
text from his or her faith to share with the other members
of the Patrol. If the Patrol members have different religions, prayer time
will also be a good opportunity for the Scout in charge to
The Scout who chooses the text must also explain to the share some of the aspects of his or her religion with the
others why he or she chose that particular passage, and others.
what it means to him or her.

219
 THIS ACTIVITY HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I listen to others and learn from 1. I try to make sure that in my Patrol we listen to and learn from each
them. other.
2. I know the basic principles of my 2. I share my thoughts about the sacred books of my faith with my Patrol.
faith. 3. I understand that prayer is a way of talking to God.
3. I take on tasks in the religious 4. I pray to God, praise Him and give thanks, offer Him the things that I
celebrations we hold in my Unit. do and ask Him for help with the things that happen to me.
4. I often pray with my Patrol. 5. I organize and share moments of prayer with my Patrol and my family.
5. I share with everyone, whether 6. It makes me happy when others see me as a person who lives true to
they have the same religion as I their faith.
have or not. 7. I try to make sure that my Patrol respects people’s religious beliefs.
6. I know what the main religions in 8. I am interested in learning about other religions.
my country are. 9. I am respectful about the ideas, celebrations and activities of other
religions.

Here I write down other ideas for activities with the Scout Unit

220
221
222
223
 THEAUTHORS
THEAUTHORS

Selection, adaptation and review of proposals

Héctor Carrer, Patricia Cardemil, Alberto Del Brutto, Felipe Fantini,
Gerardo González, Loreto González, Jorge Gray and Gabriel Oldenburg.

Drafting and editing

Héctor Carrer, Carolina Carrasco, Alberto Del Brutto, Gerardo González,
Jorge Gray, Miguel Harfagar and Ronald Richardson.

Illustrations
Guillermo Bastías (Guillo)
Mariano Ramos

Technical drawings
Lorena Rodríguez

Graphic design
Maritza Pelz

Translation
Sally Shaw
Diane Frishman

Printers
Ograma S.A.

Editing and overall coordination

Alberto Del Brutto and Loreto González

Our thanks go to the member of the national REME networks of

Argentina, Barbados, Bolivia, Brazil, Canada, Cayman Islands, Chile,
Colombia, Costa Rica, Dominica, Ecuador, El Salvador, Guatemala,
Honduras, Jamaica, Mexico, Netherlands Antilles, Nicaragua, Panama, Peru,
Trinidad and Tobago, United States, Uruguay and Venezuela, without whose
contributions this book would not have been possible.

224
 The activity sheets, ideas for activities and
technical appendices comprise one of the
elements of the Method for the Creation and
Continuous Updating of the Youth Program-
me (MACPRO) and form part
of the schedule of publications
contained in the Regional Plan.