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GSUSAINES 10/84 ·.

Girl Scout

WINRR 1984

~ GIRL SCOOts

President Mrs. Orville L. f reeman

National Executive Director Frances Hesselbein

Assistant National Executive Director, Communications Rhoda Pauley

fllanaglng Editor Carolyn Cagglne

Gr aphics and Design Direc tor Michael Chanwlck Advertising/Circulation Manage r Lou Ethel Rollston

Contributing Editor Patricia Stoddard

Associate Editor Marianne llaw

Assistant Edito r Deborah Cra .. en

Editorial Ass istant Colleen Floyd

Circulation Assistant Millie Freeman

Girt Scout Lead~r tiSSN 0017~77' IS published quarterly by01rl ScoUts of the U.S.A .. e.:IOThirdA\-enue. l'!ew York. N.Y. 10022 I[' 1984 by Olrl Scouts of !he Unite<! States or Amerka. All rlght.s re~rved. This pub­lication may not be reproduced. stored In a retneval system. or transmitted In whole or In l><)rt. In any fonn. or by any means. electronic. rn«llanlc:aL photocopy· lng. recording. or ottlenoise l<'llhout the prior written permission or Olrl 5coot.s or the United States or Amer· lc:a Send stamped. self-addressed en>-elope ~<'ilh un· solicited manuscriPI& photos. or art. Olrl Scoot t..eader cannot be responsible tor such material In Its offices or In transit Thlrd·elass postage paid all!& York City and additional mailing offlces.

5u.becdptlou. S4 yearly 14 Issues!. S$ for all desll· nations outside U.S.A. and possessions, S I Senior Olrl Sc:outs. Change or address: Write Olr15coot Leader. 830 Third Avo:nue. New York N.Y. 10022 Include old and ,_, address. as well as counciL troop. and ldo:ntlnca. tion number. Allow 8 weeks for change. Vol. 61, No. 4, Winter 1984.

Cover: Girl Scouts at Seven Lakes Girl Scout Council in Phelps, N.Y., observe nature and wildlife at the council's Bayberry Environmental Education Center. Photographed on location for GSUSA by Susan Ryan.

FEATURES

6 Discoverin g the World of

the Out-of-Doors

8 Helping Girls Learn the

Planning Process ----------- -------

11 25th World Conference

14 The Right Kind of Competition

15 Trees for the fUture: Girt Scouts and the International Youth Year

(centerfold)

19 So You' re Going to Be a

Glr1 Scout Leader

20 Success with a Capital $

21 Sensitive Issues and Youth

24 Cookies Count for Glr1 Scouts

25 Becoming Business-Wise-The

Girl Scout Cookle Sale

26 Being a "10" with a 10-Year.Oid

28 Tax Deductions for Your Gifts to

Glr1 Scouting

29 Girl Scout Gold Award

31 !'lacy Honor Roll

-------

DEPARTMENTS

2 President's l'lessage

5 In the News

27 rlearand Far

32 Leader's Exchange

President's Message

2 Girl Scout Leader/Winter 1984

A I leave the po­sition of President of GSUSA. I am fllled with the joy of six years of challenges. opportunities, new knowledge, new friends, and new horizons. There were trials and tribulations too, but the wonderful support from our Girl Scout sisterhood gave us courage to hold steadfast as we worked through each difnculty. To work as a full-time vol ­unteer, giving every bit of strength and knowledge I had accumulated, has been one of the richest experiences of my life and like many adult leader5, I feel that I have received much more than I have given. One keeps young working in a future-oriented organi­zation like Girl Scouts!

As I have travelled around our country meeting and working with Girl Scouts everywhere, of all ages. creeds, colors, religions, sizes, economic sta­tus, political beliefs, and interests, I have been impressed by our wonder­ful diversity. creativeness, innovative­ness, quality, dedication, and interde­pendence. We have stimulated each other to ever greater progress in meet­ing the needs of girls. The past six years of working with our corporate plan­ning system, learning to set our goals carefully by working together in open discussions, and then concentrating our efforts and resources on those goals have helped all of us to learn how to plan and order our lives, per­sonally and organizationally. Our ac­complishments have been many and we are prepared to build on them in the future.

Six years ago, we knew we needed to improve our training for adults, If they were to be able to work effectively with changing needs and programs in a turbulent world. We planned, raised the money, and built the conference facilities at our Edith Macy Girl Scout National Center where we are now con­ducting superior training and provid­ing models for the increased excellence of the training being carried out in al­most every community. In just two years of operations at the Macy center, we can see increased enthusiasm among adults at all levels for innova­tion, improvement. and continuity in Girl Scout training nationwide.

We knew we nee<;Jed to expand the

horizons of girls and leaders to achieve better understanding of the concerns of people all over our planet, as more accessible worldwide communications made clear the interdependence of all of us and our resources. We have, in our World Association of Girl Guides and Girl Scouts, a unique sisterhood for such understanding. and we have tried to take advantage of many more opportunities to increase our global understanding through special em­phases in our program. The 25th World Conference of Girl Guides and Girl Scouts. held lastJul) in New York. was a rare and most exciting opportunity for all of us in Girl Scouts of the U.S.A. to participate in a great variety of ways.

0\1. \I.e must expand upon these new stimuli to help girls understand all they can of the lives and needs of the other occupants of planet earth.

We knew we also needed to bring greater understanding and recogni­tion among the wider public of what Girl Scouting is all about today and of our possibilities for the future.

First. we needed to become more aware ourselves that we Girl Scouts can do anything we want or need to do if we set our m inds to iL We have learned we can indeed raise large amounts of mone} as \I.e did with our $10 million capital fund to develop the new facili­ties at the lacy center. Many councils ha\ e developed new know-how in local fund raising and the national organi­zation is nO\\ raising more dollars than ever before to fund special seminars and opportunities and scholarships.

We have learned that Girl Scouts can have a strong influence on legis­lation affecting our own organization and/or the special needs of women and girls, through the development of our legislative monitoring groups and our cooperative efforts with other organi­zations in our communities. In a non­partisan manner, we are helping girls and women to review laws and regu­lations and procedures for their effect upon them and to protect their inter­ests.

We have learned much about how to handle our public communications when we have problems, as well as when we have something fun or excit­ing or new to offer. I hope we will con­tinue to stand tall and proud as Girl Scouts and to tell the world in all avail-

able ways what we can do and who we are!

As I leave the leadership of our great organization with considerable satisfaction about the progress we have made in six years, I am also concerned that we have not as yet fulfilled all our goals. I hope in the future that we really will involve girls more fully In planning and responsibility for our program and activities at all levels. I hope we really will continue to increase the active in· tegration and participation of girls and adults of all kinds in our program and that we will take more risks to help girls with their social and personal con· cerns. I hope we will also encourage girls to take part in more discussion and participation in the economic, cui· tural, and political concerns of our world, to respect the opinions of others, and to take responsible action to help fashion changes they consider neces· sary for a better world.

I hope we will do much more to help girls understand the systems in our communities and how to work with them for effective change. Our world needs women prepared for full partic­ipation in the challenges of our times!

I agree with Mark Twain who said one can really leave only two things to one's children-roots and wings. It's the same with an organization. Juliette Low and other fine leaders have left great roots for Girl Scouts of the U.S.A. Now we want to leave to girls, wings, and to be sure we don t clip them too much to fit our own ideas and thus hamper those who must do the flying. Having seen the fine adults in Girl Scouting across the U.S.A. and those thousands of shining, expectant little faces, I kno"' we will indeed keep reaching wider still-and fly!

Henan de emocion hoy, al dejar ml puesto de Presidenta de las GSUSA. los recuer· dos de sels alios replelos de alegrfas. estfmulos y oportunidades asi como

de nuevas conocimientos. Tengo en mente tambien tribulaciones y sinsa­bores, si bien con el apoyo de nuestra hermandad de las Girl Scouts solo sir· vieron para hacernos mas fuertes para enfrentarlos. Considero como una de las experiencias mas signiflcativas de mi vida el haber trabajado como vo­luntaria de tiempo completo, sin es­catimar el respaldo y los conocimientos acumulados, y por ello considero, al igual que muchas de las lfderes adul· tas, que es mucho mas lo recibido que lo dado. 1Nos mantenemos j6venes al trabajar con una organizaci6n como las Girl Scouts, orientada hacia el futuro!

AI viajar por todo el pais y al re­unirme y trabajar con Girl Scouts de

Nacional Edith Macy de las Girl Scouts, donde se lleva a cabo ahora un adies­tramiento superior, que sirve de mo· delo para el cada vez mas excelente reallzado en casi todas las comuni­dades. Apenas transcurridos dos alios de operaciones en el centro Macy, se hace patente el entusiasmo cada vez mayor entre las personas adultas en todo nivel respecto a Ia innovacion, perfeccionamiento, y continuidad de Ia capacitacl6n de las Girl Scouts na­cionalmente.

Sabiamos a Ia vez era necesario ampliar los horizontes de las niflas y las lideres para lograr mejor compren­si6n de las preocupaciones de todos los habitantes de nuestro planeta, ya

Our world needs women prepared for full participation in the challenges of our times!

toda edad, religion_ raza, aspecto Fis­ico, estado social, inclinaci6n politica e intereses, realmente me ha impre· sionado nuestra fabulosa diversidad, lngeniosidad, innovaci6n, calidad, consagraci6n e interdependencia. Para lograr un progreso aun mayor en sa­tisfacer los requisitos de las niflas ha habido estimulacion mutua. Los pa­sados seis alios de trabajo con nues­tro sistema de planificaci6n corpora­tiva, el aprender a establecer cuida­dosamente los objetivos al intercam­biar ideas en discusiones abiertas­para luego concentrar nuestros es­fuerzos y recursos en alcanzar esas metas-nos ha ayudado a todas a sa· ber como proyectar y ordenar nues· tras vidas, tanto desde el pun to de vista personal como el de Ia organizaci6n. Es mucho lo obtenido, y estamos en condiciones de aumentarlo en el futuro.

Seis aflos atras sabfamos era ne· cesario mejorar Ia capacitaci6n de nuestro personal adulto, si querfamos con eficiencia encararnos a las de­mandas y los programas de un mundo en turbulencia. Hicimos proyectos, re­caudamos fondos y edificamos ellocal para conferencias de nuestro Centro

que gracias a las mas faciles comuni­caciones mundiales mas notoria Ia in· terdependencla de todas nosotras y de nuestros recursos. Nuestra Asociaci6n Mundial de Girl Guides y Girl Scouts representa una singular hermandad para tal percepci6n, y nos hemos es­forzado por aprovechar el mayor nli· mero posible de oportunidades para incrementar nuestro entendimiento global mediante enfasis especiales en nuestro programa. La 2sa Con ferenda Mundial de Girl Guides y Girl Scouts, que tuvo Iugar el pasado mes de julio en Nueva York, nos brind6 una rara y muy emocionante oportunldad para que todas nosotras en las Girl Scouts de E.U.A. pudleramos participar de muy diversas maneras. Ahara es necesario seguir adelante con estos nuevas es· timulos para ayudar a las ninas a que se den cuenta lo mas poslble acerca de Ia vida y las necesidades de los otros habitantes de nuestra tierra.

Conviene ademas lograr que haya una mejor comprensi6n ) reconoci· miento entre el publico en general de lo que signiflcan las Girl Scouts hoy dfa y de nuestras posibilidades en aflos venideros.

Girl Scout Leader/Winter 1984 3

President's Message Primero, nos fue necesario darnos

mejor cuenta de que nosotras, las Girl Scouts, podemos llevar a cabo todo lo que nos propongamos o querramos. Comprendimos que ciertamente po­demos recaudar grandes sumas, como pudo constatarse con nuestro fondo de $10 millones de capital para crear nuevas instalaciones en el Centro Macy. Muchos consejos han adquirido nue­vos conocimientos sobre como reco­lectar fondos en Ia localidad y Ia organizacion nacional obtiene ahora mas dolares que antes jamas para auspiciar seminarios especiales y brindar oportunldades de becas.

Aprendimos que las Girl Scouts pueden influir muchfsimo sobre le-

JNuestro mundo necesita mqjeres preparadas para participar de Ueno en los desafios de Ia era modemal

4 Girl Scout Leader/Winter 1984

gislaciones afectando nuestra propia organizacion y, o bien, los requisitos propios de las mujeres y las nilias, mediante Ia creacion de nuestros gru­pos de vigilancia de Ia legislacion y de los esfuerzos cooperativos con otras organizaciones en nuestra comuni­dad. En forma imparcial, ayudamos a niitas y mujeres a que examinen I eyes, reglamentos y procedimientos afec­tandolas, y a proteger sus intereses.

Mucho hemos aprendido sobre como man~ar nuestras comunica­ciones con el publico en caso de pro­blemas, y del modo de con tar con algo divertido, estimulante o nuevo para ofrecer. Conflo continuaremos con nuestra cabeza bien erguida, conjusto orgullo de ser Girl Scouts, y que se­guiremos lnformando al mundo en­tero en toda forma imaginable acerca de lo que somos y de lo que podemos hacer.

AI dejar Ia presidencia de nuestra gran organizacion muy satisfecha por el progreso alcanzado en seis anos, me preocupa tambh!n todo lo que aun queda por hacer, esas metas sin al­canzar. Espero que en los proximos alios logremos interesar a las nirias a

participar mas de lleno en los planes y la responsabilidad de nuestro pro­grama y actividades a todo nivel. Es­pero que verdaderarnente continuemos aumentando nuestra integracion y participacion activas de las nirias y las adultas de todas clases en nuestro programa y que nos atreveremos mas a ayudar a las niitas con sus preocu­paciones sociales y personates. lgual­mente espero seguiremos animando a las niftas a que tomen parte y partici­pen en las preocupaciones mundiales economicas, culturales y polfticas; a que respeten las opiniones de otros; y a que acepten responsabilidad en Ia introduccion de cambios que consi­deren necesarios para un mundo me­jor.

Espero, por ultimo, que nos es­forzaremos mucho mas en hacer que las niftas entiendan los sistemas en nuestras comunidades y como traba­jar con tales sistemas para producir un cambio eficaz. jNuestro mundo nece­sita m4ieres preparadas para partici­par de lleno en los desaflos de Ia era mode rna!

Estoy de acuerdo con Mark Twain cuando dijo que es posible dejar solo dos cosas a los hijos: rakes y alas. Lo mismo pasa con una organizacion. Juliette Low y otras lfderes notables supieron arraigar profundamente las Girl Scouts de E.U.A. Ahora, queremos d~ar a las nirias, alas, cuidandonos de no recortarlas en demasia para ajus­tarlas a nuestras propias ideas po­niendo trabas a quienes han de volar. Tengo bien grabadas en Ia memoria las jovenes adultas tan gentiles que participan en Ia organizacion de las Girl Scouts por todos E.U.A., asr como Ia imagen de esas millares de caritas tan expresivas y luminosas. Por eso, jno dudo ni por un momento volaremos a grandes alturas para alcanzar hori­zontes insospechadosl

Cordialmente,

{].-J ~ :J-_ae.-c,.,

r -;;: O~ille L. Freeman

In the News

Second Leadership Conference Planned Washington. D. C .. once again will be the setting for a stimulating leadership conference in which government and business leaders will be working with Girl Scout/adult teams to develop and expand par­ticipants' leadership skills.

GSUSA's second Leadership Today and Tomorrow conference will take place April .30-May .3, 1985, with sessions in various Washington, D.C.. settings. in­cluding the Capitol, the House and Senate buildings, the \Vhite House. and other historic locations.

The conference is funded by Avon Products. Inc., to enable Gir l Scouts 15 through 17 years old and adult Girl Scout leaders to explore the nature of leadership and the government process. Participants will have a chance to meet with leaders-especially women-and observe firsthand the workings of the government and business.

The special grant from Avon Products. Inc .• will underwrite par­ticipants' travel expenses and other costs of the conference. Each girl will receive a $500 scholarship from Avon upon her enrollment in an accredited college, university, or vocational school.

Fifty-four teams comprised of one girl and one adult. represent­ing the 50 states, the District of Columbia Puerto Rico, Guam, and the Virgin Islands will be selected by GSUSA from nominations sub­mitted by councils.

Avon Products, Inc., also has made a special grant to GSUSA for a leadership conference to be held in Atlanta, Ga., February 12-15, 1985. Forty participants-four girls and one adult representing the eight councils with jurisdictions in Georgia-will attend the confer­ence. The Georgia conference will be a pilot project to test the con­cept of a statewide e\ ent for future replication.

Flying High When Bonnie Tiburzi was a Girl Scout growing up in Ridgefield, Conn., one of her greatest ambi­tions was to learn how to fly an airplane. She began taking les­sons at the age of 12, and 12 years later she became the first female pilot to land a job with a commer­cial airline.

That was 197.3, and Bonnie Is still flying for American Airlines. She discusses the challenges and demands of her job in her recently released autobiography, Takeoff! (Crown. $15.95).

The .35-year-old pilot (who had her first child last August) is a true trailblazer and would like to see more young women follow in her footsteps. "Women can do any­thing they want to do if they're ca­pable and skilled," she says. "Young girls today should have more role models, because there are many opportunities out there." She cites astronaut Dr. Rhea Sed­don, another former Girl Scout. as a "wonderful role model for girls."

Although Bonnie admits it was tough to break into the tradition­ally male field of aviation, she adds, "Today, the doors are wide open. At least 140 women are flying commercially. The job is flexible, exciting; the pay and benefits are good."

She enjoys wearing her smartly tailored pilot's uniform and un­derstands why Girl Scout volun­teers and staff are proud to wear

theirs. She says, "Uniforms In general are very appealing. They make you feel like part of a group, yet your individuality still comes through."

Bonnie fondly recalls her Girl Scout days. saying, "Girl Scouting creates and stimulates the con­cepts of initiative and Indepen­dence. We're a little more aggressive and a little more pro­gressive than most people."

Looking Forward During a WAGGGS 75th anniver­sary presentation at the recent 25th World Conference, member orga­nizations contributed small me­mentos that will be preserved in a lime capsule and opened by WAGGGS members in the year 2010. Participants were asked to wrap the small souvenirs In the front page of one of their local newspapers.

These packages will be placed in a strong box to be deposited in the new World Bureau at Olave Centre; the box will be opened in the year 2010, the tOOth anniver­sary of the World Association of Girl Guides and Girl Scouts.

Girl Scouts of the U.S.A. con­tributed a small Statue of Liberty, a list of GSUSA's current profi­ciency badges and interest project patches, the organization's pro­posed 198!>-1990 corporate goals, and a letter of greetings from GSUSA's officers and National Ex­ecutive Director.

Girl Scout Leader/Winter I 984 5

''L ook what I found!" a Brownie Girl Scout exclaims. Cupped in her hand is a freshwater shrimp, the result of a pondscope sa­fari. The Brownie and her troop are ex ploring the life of a pond at the Bayberry Environmental Education Center. learning about the world of the out-of­doors and discO\ering our environ­ment

A pondscope safari, one of many activities that focus on water study in environmental education. Is an excit· ing way to disco\er aquatic ecosys· terns. The pondscope can be made at a preliminary troop meeting. using the instructions in GSUSA's Exploring Wildlife Communities with Children. The main safari activity involves hiking around the edge of a pond. bog. swamp. marsh. stream. or lake. stop­ping at selected points. and using the pondscopes to observe the world be· neath the surface of the water. Each participant imagines she is a member oftheJacquesCousteau research team. The activity is completed \\.hen the girls record and discuss their observations and discoveries. The results add up to solid learning in an atmosphere of fun and adventure.

Environmental education has al­ways been an integral part of Girl Scouting. Juliette Low initiated a com-

Oail !1. Sudore i.s lhe BEEC director {or Seuen Lakes Qirl Scout Council.

6 Girl Scout Leader/Winter 1984

mitment to educating girls to the out­of-doors that is evident today in the Worlds to Explore program activities. And when Seven Lakes Girl Scout Council established the Bayberry En­vironmental Education Center (BEECl on its Bayberry campsite. it reaffirmed this traditional Girl Scout commit­ment.

The site. located in upper New York State, has .3.39 acres of terrain with a rich variety of habitats that include wooded areas of deciduous and co niferous trees. open fields and brush areas, a unique glacially formed pond. a swamp. and a sphagnum bog. The council's main office building is on the site. along with an assortment of camping facilities ranging from per­manent primitive areas to a lean-to unit and a pavilion shelter

The center's year-round, hands-on program activities stimulate interest in the outdoors, encourage skills devel­opment and foster positive attitudes about presen ing the natural environ­ment. The activities are designed around si>. environmental topics-water and pond study. wildlife. land man· agemenvrorest ecology. geology, ori­enteering. nature trail. and project ad­lienture-and can be adapted to any site.

Water and Pond Study Girls study water and wetland eco­

systems such as ponds, swamps, and bogs through a variety of activities that include the pondscope safari. They learn about aquatic life (organisms, plants, and animals), the water cycle, water chemistry, and water use.

Wildlife The study of wildlife includes hab­

itats. endangered species. food chains, populations. communities. and ani­mal behavior. Among the activities are making plaster casts of animal tracks, bird safaris. insect hunts. and the Out­door Biological Instruction Strategies food chain game.

One BEEC activity that can be adapted to any site is "home for sale." The leader divides the troop into small groups and gi\es each one a for sale'" sign. Each group searches the site for an animal home and places the sign on it. Arter a specified amount of time. each group chooses a "real estate

agent" and the groups convene back at a centrally designated spot. Then evel)one vis1ts each home with the In· dividual real estate agents who de­scribe the home and what kind of animal might live there. The girls sum­marize the activity by compiling a master list of the \\.ildlife homes they found and discussing the animal hab­itats. (At BEEC, the wildlife Includes eagles and ospreys and I 76 other spe· cles of birds, .31 species of mammals ranging from deer to beaver, 15 spe­cies of fish, and a \ ariety of reptiles. amphibians, and insects

Land Managementlf'orest Ecology/ Geology

This top1c addresses three related environmental subjects that may be approached Individually or as a unit. It Includes such activities as listening to the "heartbeat" of a tree. which leads to an awareness of the life of a forest. succession. the rock cycle. soil for­mation. land forms and surface fea­tures, and em ironmental Impact.

The "blood of a tree Is its sap, which circulates up and down the tree. The sound or the flowing sap-a gur­gling. cracking noise-is the tree·s heartbeat. By using a stethoscope. the girls can hear this heartbeat and com­pare it to their own. They can discuss the parts of a tree and what helps a tree to live. (Note: You may need to try different places on the tree to hear the heartbeat clearly. Trees with thin bark make the best subjects.)

Orienteering In orienteering. participants ex­

plore the terrain using a map and compass. BEEC has an orienteering trail \\.ith red and white markers. known as controls. at various locations on the site. The controls indicate the way and confirm that a participant Is following the trail correctly. Participants note the control locations of their chosen route on a special map. They can travel the route at their leisure or in a competi­tive situation against time.

Orienteering can be done indlvld· ually. in pairs. by patrols. or In small groups. While the course at Bayberry is the focus of BEEC orienteering ac­tivities. preparation acti\ I ties can be carried out on any site.

One such activity is the landmark

of ... Doors hunt. The troop starts at a high point on the site, from which a number of landmarks and terrain features are vis­ible, with maps (topographic maps work well), pencils, and a list of 10 landmarks within a limited radius. The object of the activity is to locate all 10 landmarks within a certain time.

A sample landmark list: 1. Indicate on your map, by

drawing a triangle around it, the point where you are standing.

2. Circle the nearest field north­west of where you are now standing.

3. Circle the trail junction approx­imately south of here.

And so on for the 10 landmarks. The girls score I 0 points for each

landmark they find and circle on the map. To complete the activity, the en­tire troop walks to each landmark, fol­lowing the best routes indicated on the map.

Orienteering helps girls to de­velop such skills as map and compass reading, math, and decision-making and to learn the concepts of distance and direction.

Nature Trail The nature trail topic concentrates

on nature identification, ecological comparison, and interpretation of fungi, lichens and moss, flowers, trees, and other plants. The trail at Bayberry is a 2000-foot pathway that was con­structed by girls and adults; activities center around 'the natural features highlighted in the trail guide.

One such activity is bark/leaf rub­bings. Each girl places a blank piece of paper on the bark of a tree or on top of a leaf and rubs a crayon across the paper. This produces a picture of the bark or leaf patterns which then is used to identify the tree or plant. The activity can be concluded by having the girls compare patterns and textures. In addition to nature identification, the activity teaches concepts of shape, color, size, and design.

Project Adventure This topic challenges children and

adults to learn more about themselves and others in relation to the environ­ment through a series of activities that progress from games, trust teams, and group challenges to activities on a

Seven Lakes Junior Girl Scouts participate in an outdoor team activity at the Bay­berry Environmental Education Center

special ropes course that foster group cooperation, interaction, and deci­sion-making. BEEC has adapted the high adventure activities developed by Project Adventure, Lnc., to incorporate environmental concept learning with hands-on experiences. Volunteer adults trained to conduct Project Adventure activities work with the participants.

No special knowledge is needed to provide environmental education ex­periences for girls. All it takes is a will­ingness to seek out environmentalists, printed resources, and activities, some time to explore available sites such as school yards, farm fields, community parks, or Girl Scout camps, and a min­imum of equipment that can be pur­chased, borrowed, or made. The Bayberry Environmental Education Center has a knowledgeable core of volunteers available to conduct activi­ties with groups, or you can guide yourselves with the help of the concept information and activity booklets on each topic. BEEC also makes available all the Girl Scout environmental ma­terials-such as Eco-Antics, Exploring Wildlife Communities with Children, Girl Scout recognitions-along with mate­rials and activities developed espe­cially for the center.

In addition to the six topics, visi­tors can dabble in night activities, hik­ing, edible wildfoods, cross-country skiing, survival skills, archaeology, outdoor photography, outdoor/envi­ronmental careers, and other activities

that make up environmental educa­tion. Astronomy, weather, energy, and insects are topics now in the planning stage at Bayberry.

Environmental education is suit­able to any site and any outdoor situ­ation and lends itself to activities flexible enough to meet a variety of girls' interests and needs.

In the 191:3 Girl Scout handbook, How Oir/s can Help Their Country, Juliette Low urged leaders to take their Girl Scouts "into the country by all means." The current handbook, Worlds to Explore {or Brownie and Junior Oirl Scouts, now invites, "Step outside and look around. There is a whole world of the out-of-doors to explore. Come catch a spider's web ... count the stars ... listen to a worm . . . follow a drop of water ... and see the world in a new way."

-Gail M. Sudore

For Information The Bayberry Environmental Ed­ucation Center serves Girl Scout troops/groups, school classes, youth groups, adult groups, fam­ilies, and individuals. For further Information, contact Gail M. Su­dore, BEEC Director, Seven Lakes Girl Scout Council, Inc., R.D. #2, Route 318, Phelps, N.Y. 145:32; (:315) 5:39-5085.

Girl Scout Leader/Winter 1984 7

Helping Girls Learn the Planning Process

will never work." I kept thinking to myself; "a trip LOOO miles away on our tiny troop treasury? We barely have enough to keep our checking account open." As I thought about the troop's plan to visit NASA (National Aeronautics and Space Administration), I wondered if I hadn't gone a bit overboard with girl plan­ning.

It all started when we were think· ing about careers. The girls were in­terested in space and wanted to Jearn all they could about a galaxy far, far away. At the time, Houston seemed to me as distant as that galaxy.

We had to make some definite plans: While we were teaming more about space travel from local re­sources, we also would need to raise the money for the trip. The girls thought about what skills and Interests they had that could be of use in money earning. One girl remembered how she had liked being a clown at a Brownje Play Day; others remembered that as Junior Girl Scouts they had learned cake dec­orating. Before long, the "Green and Jolly Birthday Party Gang" was formed.

Even young Brownies enjoy pitching In to help plan troop activities

The troop followed our council money-earning guidelines and devel· oped a service to enliven local birthday parties. Within 18 months, we had raised enough money for the trip and were bound for Houston.

The girls' plan succeeded so well because of the variety and scope of their inpul Each girl's interest was considered and the sense of owner­ship the girls had in their project made the difference.

Girl planning has always been a primary concept in Girl Scouting. The time saved through adult planning of troop activities means little in com­parison to the feelings of satisfaction and pride the girls can achieve when permitted to do It themselves. Learn­ing to make decisions and accept their consequences helps girls develop the skills necessary for becoming tomor­row's leaders.

Most of us accept this idea in prin·

Denise Scribner is program/membership consultant and Suzanne Oedance is public relations consultant in the Chicago Field Center.

8 Girl Scout Leader/Winter 1984

ciple, yet in practice it is sometimes difficult to carry out. As adults, we are used to directing, making decisions, getting things done. But we must ac­cept the challenge to step back and give young people that extra bit of room they need to work through the deci­sions that may seem obvious to us.

Progression ln Girl Planning To faciUtate girl planning you need

to:

• assess the girl's ability;

• build in the what, who, when, and where of the project;

• discuss the details of how each phase will be accomplished;

• evaluate the activity.

Putting the pieces together is much like assembling a puzzle. Unless all the pieces are there and they fit. the puz­zle Is incomplete.

The first time a leader asks, "Girls, what do you want to do?" the result may be an avalanche of responses. The leader who is prepared to guide girls through the planning process will help them discover how to move an idea Into action.

The place to begin is at the readi· ness level of the troop. Planning skills

·.

must be teamed through progressive experiences. Only then will the girls' planning abilities grow as each oppor· tunity provides new challenges.

One way to analyze the different levels of planning ability is to identify the characteristics of each stage and see where your troop fits in. Once planning is introduced at the younger age levels, the girts' share of planning increases dramatically as they gain ex­perience.

Leuel 1

1 '2 3

Planning is new to girls. They usually depend upon the

leader for suggestions, stimulation. and direction.

Most of them expect adult control. The leader assumes almost full

responsibility for planning.

Leuel2

The leader introduces girls to sim-

..

pte decision-making. Individual girls contribute their

ideas. The leader still carries major re­

sponsibility for overall planning.

Leuel.3 Girls rely Jess on the leader for

ideas and begin to take responsibility for planning and carrying out short­term projects.

They are developing an awareness of and respect for the opinions of others.

They make simple group deci­sions.

The leader may introduce the pa­trol system, town meeting. or steering committee form of government.

Leuel4 Girls take a mqjor role in planning

and carrying out activities. The leadership skills of some girls

are emerging. They develop skill in reaching a

group consensus. They conduct the troop business

meetings.

Leuel5 Girls assume full responsibility for

planning and carrying out all their projects.

They are using the democratic system comfortably.

They use · the steps in planning. implementing. and evaluating.

All girls are involved. They call on adult advisers as

needed. Adults provide assistance as con­

sultants.

As Brownie Girl Scouts, girls should be given the opportunity to test the waters of planning levels 1-.3. They do this through group decision-making in the Brownie Ring and through partici­pating in group activities centered on the Brownie B patches. Girls and adults carry out activities in the five worlds of interest and the Brownie B patches help girls build on previous experi­ences as they try new things.

One way to involve girls is to keep a chart or list of the activities and in­terests they mention. Once you can identify a world that especially appeals

to them you will be able to find Brownie B activities In the leaders' guide that relate to the girls' expressed interests.

The Junior Girl Scout level repre­sents the beginning of a transition to planning (levels 3-4). This age level begins badge work. and the badges stress girl planning. decision-making. and individualization. You can capital­ize on this girl planning by actively In­volving girls in determining whether they have satisfactorily completed a badge. Working with each girl as her partner, help her decide: Have I done the activities required? Have I done my best?

It is important to take time to help girls at the Junior age level to evaluate their experiences and learnings. This often starts them thinking about what they might like to do next. With each new experience. a higher level of girl planning becomes evident.

The key to successful girl plan­ning is your flexibiJity. Keep upper­most in your mind that while learning and improving skills In planning. girls should be having fun. Your role as a leader will be to encourage girls in their planning for Brownie B patches or Junior recognitions, support their de­cisions (even when you can see the outcome won't be what you would have chosen), and allow for Individual ap­proaches and solutions to the activi­ties.

Leadership, teamwork. and orga­nizational skills become Increasingly evident as cadette and Senior Girl Scouts· move through levels 4 and 5. The older girl recognitions challenge skills developed earlier and enhance the girls' ability to have Increased par­ticipation in planning. As girls begin in-depth participatory planning-and see successful activities result-they act with confidence in their own capabili­ties and remain in Girl Scouting past the Junior age level.

Ultimately, the role of the adult changes from leader to adviser as girl planning takes on its highest proflle at the Senior Girl Scout age level.

Girl Scouting operates on the principle that young women grow, learn, and have fun by making deci­sions and discovering things for them­selves. cadette and Senior Girl Scouts do this in close partnership with adults. Each partner's responsibilities are

agreed uponjolntly; each partner does her share to make the experience fun and productive.

The leader's role in planning at the older girl level includes:

• encouraging all girls to have input into decision-making. without fear or criticism;

• helping channel teen enthusiasm by providing suggestions rather than or­ders;

• giving teens a chance to test their Ideas;

• giving them the responsibility of de­veloping their plan. filling in details, and adjusting it;

• counseling Individual girls as they develop their plans; being the suppor­tive friend they need.

Girl nanning in Action To lay the first piece of the plan­

ning puzzle, you need to assess your troop's readiness level. A good place to begin is with your leaders' guide; turn to the section on measuring progress and, together with the girls, decide which areas need to be worked on and how you will do this.

Try to keep the guidelines in mind throughout the year, reviewing your progress from time to time. You might try using different color checks each time you use the guideline chart. In this way, you'll be able to see how much progress has been made.

The next few pieces of the plan­ning puzzle involve the how-to's of the project. Inexperienced planners are most successful with short-term activ­ities. This requires considering the who, what. where, and when of the activity only a few meetings in advance. The time line may be lengthened as projects become more complex. such as ex­tended trips that require long-range planning.

In one example of a Brownie Girl Scout troop working on a July Fourth picnic, the leader gave the girls a run­ning start in their menu planning by listing several choices in each of the four basic food groups.

Your group's first experience in planning may be limited to making se­lections from such lists. As selections are made, girls Increase their skill in group decision-making while learning

Girl Scout Leader/Winter 1984 9

Helping Girls Learn the Planning Process a basic piece of the planning puzzle.

As their confidence in planning grows, the leader's suggestions and lists become less necessary. The girls then can make up their own lists from which to select for future menus.

The date and location-the "when" and "where"- are determined by look-

Tips for Piecing Together the

Planning Puzzle

1 . Have the girls state, in their own words, the purpose of the plan.

2 . Identify the basic pieces of the puzzle: (a) Readiness; (b) Who? What? Where? When?; (c) Evalua­tion.

3. Make a place in the planning puzzle for each girl. Be sure every· one knows her part of the plan and how she fits Into the total picture.

4. Use a variety of approaches to planning: brainstorming. taking turns, list selection, group deci­sion-making.

5. Give girls in-depth involve· ment. not just superficial contact.

6. Break up planning sessions with songs, games, and other activi· ties. Planning doesn't happen all at once; develop pieces of the puzzle over a series of troop meetings.

7. Evaluate throughout the plan­ning process. notjust at the end.

8. Be aware of the needs of the girls in the troop while planning. Both quiet and outgoing girls need the same opportunity to contrib· utc. This may require additional support from the leader as she guides the girls.

9. Balance the leading of the troop with decisions from the girls.

10. See Worlds to Explore: Brownie and Junior Leaders' Guide, pages 29- :50; or You Make the Differ­ence: Cadette and Senior Girl Scout Leaders' Guide, pages A-19 to A-32, for additional tips on girl planning.

10 Girl Scout Leader/Winter 1984

ing at the troop's activity calendar. lA big calendar- marked with holidays, special Girl Seoul events, and major projects- lets everyone see what's ahead and helps planners fit activities into the time available.) By using the group decision-making process of majority vote, the girls select a date; a suggestion box can be used as a basis for selecting a location. Each idea is discussed by patrols before a vote is taken.

The "who" is recorded on a kaper chart. Help the girls to identify the jobs to be done and make a kaper chart !Worlds to Explore. page :541 ) to as­sign the jobs fairly among them.

The final piece of the planning puzzle is evaluation. In planning any group activity, evaluating your needs, interests, and expectations before­hand is a necessary ingredient for suc­cess. During the planning stage as well as afterwards, you and the girls should question whether you have included opportunities for acquiring ne\\. skills. contributing to society, learning more about yourselves, and relating to others. Other questions you can ask are:

• Did we have a variety of activit ies in all five worlds of interest?

• Did the girls really do the planning. or was I carrying the ball too often'?

• Did we have fun?

The troop's activities can be eval· uated in group discus!>ions, \\Titten evaluations--even drawings. Ask the girls for their ideas on the best ways to evaluate. It's one more way to in· valve them in the planning process.

When you evaluate a group activ­ity, you measure what you hoped to do, what you did. and how well you did it. Evaluations can help determine the success of the activity, give you clues to improvements in the future, and give both girls and adults the satisfaction of doing a job welt.

The Leader's Role You can help girls plan by:

• using processes of troop govern· ment and decision-making to involve every girl. and dividing the work so that everyone does her part to make a plan a success;

• being aware of the girls' capabilities and moving at a speed that is com· fortable for them;

• giving practical advice about the time and money involved, resource people who might help wi th the project. trans­portation and equipment needed;

• guiding planning in small enough steps that girls can see parts of a plan working right away;

• making an agreement as to what part you or other adults \\ill do, and what part the girls will do;

• working"' ilh indi\ idual gir ls, or with committees or patrols. to help them de\ clop their part of a plan;

• using Vi!>ual ways to summarize needs and actions to show a plan grO\\ ing as ) ou go along.

Help girls see the various things that need to be planned and block out lime for planning. That way they can tackle each part of a plan, and you "' ill not have to Lake over at the last minute. Help them to understand that plan­ning IS an ongoing, developing process. k. )OU plan, obtain the nec­essal) resource materials; investigate costs first-hand; juggle Lime; use cal­endars, charts. checklists; interview a prospecthe activity consultant; visit the site of a proposed trip.

Especially for Junior Girl Scouts \\'hat makes participatory plan­

ning between girls and adul ts so im­portant for Junior Girl Scouts? National membership trends indicate that nearly half of all Junior Gir l Scouts drop out of Girl Scouting b) the time the) enter the seH~nth grade. To counteract their loss of interest, every effort should be made to increase their ownership and satisfaction with troop acti\ ilies. Girls \\.ho are allo\\.ed to move their own ideas into action retain their interest in Girl Scout program and are more like!} to remain members.

In the long run. girl planning has a greater reward than any single event or project. The planning skills, confi­dence, and enthusiastic independence developed as a Girl Scout \\ill remain with each girl throughout her life.

- Denise Scribner and Suzanne Gedance

25th World Conference

A model of the earth symbolizes the international nature of the 25th World Conference of the World Association of Girl Guides and Girt Scouts

Girl Scouts of the U.S.A. proudly played host to more than 400 international visitors to the 25th World Con­ference of the World Association of Girl Guides and Girl Scouts, July 16-27. The conference setting was the suburban Tarrytown campus of Marymount College in Westchester County, N.Y. Between the workshops and business sessions, participants had the chance to so­cialize, tour the United Nations and New York City, and visit Edith Macy Conference Center and GSUSA national headquarters.

The World Conference brought the wider world to the U.S.A. and our girls responded by "reaching wider still. " In the year prior to the World Conference, more than 250,000 girls from over 200 councils worked on Global

Understanding projects to expand their knowledge of the worldwide Girl Guide/Girl Scout Movement and some mc:Uor issues fac­ing girls everywhere. More than 1, 000 GSUSA girls and adults participated in some way in the actual conference. In-transit housing, preparations of presentos, and visits to councils before and after the conference fur­thered the circle of international friendship to include over two-thirds of our Girl Scout councils.

Both the visitors and the USA Girl Scouts who participated in the event left the confer­ence with a strong feeling of sisterhood and unity and a deeper appreciation of Girl Guid­ing and Girl Scouting as a worldwide Move­ment.

Girl Scout Leade-r/Winter 1984 11

25th World Conference

GSUSA dele~tes and observers at the World Conference included, first row, left to nght: National Board members Frankie Muse Freeman and fuis Howard; National President Mrs. Orville L. Freeman; Third VIce President and International Commissioner Mrs. John Riehm; National Executive Di· rector Frances Hesselbein; National Board member Mrs. Betty Franklin. In second row are National Board members Mrs. William R. Bonsai Ill, Alita C. Roberts; Treasurer LaRae Orulllan; First Vice President Betty F. Pilsbury; and National Board member Ms. Carmen Delgado Votaw

Delegates Get Down to Business at 25th World Conference

Although delegates to every triennial conference of the World Association of Girl Guides and Girl Scouts enjoy meeting with their counterparts from all over the world, learning about program ac­tivities in other countries, and sightseeing in the host country, the official business sessions are the central focus of the event.

Two agenda items that gen­erate great interest are the new associations joining the WAGGGS membership and nominees for election to the World Committee. During the 25t.h World Confer­ence, national organizations from the following countries were voted into membership: Antigua and

12 Girl Scout Leader/Winter 1984

Barbuda, St. Lucia. St. Vincent and the Grenadines, and the United Arab Emirates. There are now 108 member associations ofWAGGGS.

The World Committee func­tions as an international board of directors for WAGGGS; its mem­bers are elected to serve nine-year terms. The 198~7 World Com­mittee will consist of Doris Stock­mann, Finland, chairman; Marjorie Hiatt, U.S.A., vice chairman; Dr. Odile Bonte, France, vice chair­man; Juliette de Carrington, Mexico; Dr. Kimi Hara, Japan; Jen­nifer Chiwela, Zambia; Inger Christensen, Denmark; Mary Hop­kirk. New Zealand; Hoda Ghorra, Lebanon; Barbara Hayes, Canada;

·.

USA Girl Scouts participate in a sing-along on the Singing Steps in front of Great Hall at Edith Macy Conference Center

Lena Roque-Melas, Greece; and Dr. Kathryn Benson-Evans, United Kingdom.

Substitute members are Mrs. Orville L. Freeman, U.S.A.; Dr. Estefania Aldaba-Lim, Philippines; Evonne Mull, Kenya; and Jose· phine Malaba, Zimbabwe.

Other business items on the conference's agenda included dis­cussions and voting on long-term planning, financing of WAGGGS, and relationships with Boy Scout organizations. The four world centers, International Youth Year, and the 75th anniversary of Girl Guiding/Girl Scouting also were discussed.

In 1987 the 26th World Con­ference of WAGGGS will convene in Kenya, East Africa.

Girl Scouts take part in the opening ceremony festivities at the World Conference

Transfer of the World Conference flag from Girl Scouts of the U.S.A. to the Kenya Girl Guides Association. hosts of the 1987 World Conference

A Senior Girl Scout gets acquainted wlth an international visitor

Delegates pose in front of the United Nations after a special WAGGGS session in the General Assembly

Girl Scout Leader/Winter 1984 13

The Right Kind of Competition

A s girls prepare to take their place in the world, they face competition on many different le\-els. To fulfill one of the goals of Girl Scout ing meeting the needs and interests or girls-\\e ha\e a responsibility to provide them with activities that pro· mote the posith.e aspects or compet1 lion.

If competition takes place in a health} emironment and in the spirit of fun, it can be a positive educational and psychological experience. Such healthy competition can enhance a girl's personal growth and develop­ment, teaching her to accept herself and others, deal \\ith success or fail ure, set and achieve realistic goals, ac­cept responsibilities. and be creative lnh~rent in healthy competition is the Idea of doing one's very best. topping one's O\\n performance rather than someone else·s. This contributes to a girl's positive self-image, leadership skills, and self-discipline.

On the other hand, if too great an emphasis is placed on winning or being the best. it can result in unnecessar} pressure, stress. or unrealistic expec­tations

The Glrl Scout Envi.-onment Girl Scouting provides a unique

opportunity for adults to roster posi· live altitudes about competition. The

Vema Lewis Simpkins is a program 'ipe­ciallst In OSUSA :S Program Department.

14 Girl Scout Leader/Winter 1984

broad range of activities in the five worlds of interest (Well-Being, People Today and Tomorrow, Arts. and the Out-of-Doors) and the opportunities beyond the troop group communi!) \ isits, council acti\ ities. national and international events) provide fun for girls along with a supporli\e em iron· ment of healthy competition. Through these activities and events. girls can fulfill their need to compare their skills with others. to be successful, to excel, and to be recognized for their achieve· ments.

The recognitions and awards that girls can earn provide rewards for their accomplishments and fulfill their need for recognition. They gh e girls an in· cenli\e to imprO\e their performance. As troop leader, your challenge is to maintain a balanced perspective be­t\\een earning badges and a\\ards and ha\ ing a good time while learning ne\\ skills. The fun, satisfaction, and learn· ing that girls experience \\hile partici paling in the acth-ity should always come first.

Tips fo.- Leaders

The following tips have been de signed for you to help girls develop positive attitudes about themselves. others, and the world around them through healthy competition.

• Understand the gro\\th and devel· opmental characteristics of your girls.

• Provide opportunities for participa­tion in a variety of activities and events

de\eloped around their particular in· terests and needs.

• Encourage them to participate in acti\ ities that are appropriate to their age and ability. When necessary, group them according to size. \\eight. skill, and physical maturit}.

• Provide opportunities for each girl to experience success. Help the group to realize that everybody can benefit from the activity.

• Help each girl to feel part of the ac­li\.ity. and encourage her to make a contr t•ution.

• Be careful not to push girls beyond their capabilities and interests.

• Make sure that their participation is \ oluntary and not a result of pressure from \Ou or their peers.

• lnstctld of criticizing girls when they make cl mistake, help them find the correct approach.

• Be consistent and fair in your judg· ment.

• Create opportunities to teach co­operation rather than competition among your girls.

• \\hen \\orh.ing \\ith girls with dis­abillti~ adapt or modify the activit} to fit their abilities.

• Encourage parents or guardians to support their child by showing love and encouragement at all le\els of per· formance.

• Make a commitment to keep fun, efl}oy ment. and satisfaction as your major focus.

• Recognize girls for their achle\ e­ments when appropriate. The recog­nition should be consistent with Girl Scout program and awarded fairly. Stress the girl's achievement rather than the award she is receiving.

Learning hO\\ to compete fairly with others and attempting to better their O\\ n past performances should be a re\\arding experience for girls. You, as leader. can make it happen b} prO\ id· ing a safe. \\arm. and enjoyable en\.i· ronment for all the girls in }OUr troop. It's one more \\ay you will be helping them to become tomorro\\'s leaders.

-Verna Lewis Simpkins

Learn about the importance of trees and , where possible, about their life cycles.

Planning Tips

V1s1t a tree several times dur­mg the year. By observ1ng the changes that take place. learn as much as possible about a particu­lar tree. Find a place to plant a seed or seedling. Care for your tree as long as possible

Bra1nstorm a list of all the foods people eat. Learn which of these foods come from plants or from an­Imals. Find out how many of these foods come from trees or from an­imals that eat tree products

Exam1ne a large tree stump or a cross-section cut from a tree. Look lor the annual growth rings and es­timate the age of the tree by count­Ing the nngs. Compare the age of the tree w1th the ages of everybody tn the troop or group. Look lor dif­ferences in the Width of the nngs.

F1nd out what causes a tree to grow faster one year than it <1oes 1n an­other.

Vis1t stores and recreational facilities tn your commun1ty to ftnd items that are made from wood for recreational purposes P1ctures could be used to create a display or bulletm board.

V1s1t a lumberyard. Fmd out where the lumber comes from, what kinds of trees are used, how the lumber w111 be used. and how peo· pie are employed 1n the lumber· yard.

Carefully examine a tree to find the creatures that live on and 1n trees F1nd out how different ani­mals use trees. Help preserve dead trees as hOmes for Wildlife. Find out how decaymg trees 1mprove the fertility of the soil.

Tie a plastic bag around a leaf on a tree. Secure it tightly and leave it in place for 24 hours. Observe the mo1sture that collects 1nside the bag. The moisture escapmg from the leal 1s called "transpiration." Find out how transpiration can af­fect the a1r temperature and hu­midity 1n the surround1ng area.

Conduct a career hunt to f1nd out about the many and d1verse JobS related to trees.

Design or participate in a community service project to plant and care for trees.

Planning Tips

Walk through your community to look for areas show­ing signs of soil erosion and compaction. Consult w1th ex­perts to determine a proper course of action. Get permission from the person in charge of one of these areas to design and carry out a planting pro,ect to stab•lize the soil.

Find out what governmental department in your com­munity is responsible for tree plant•ng and care. Visit w1th the person 1n charge and ask how your group can help plant trees or keep trees healthy in your commumty

Take a tnp through your commun•ty to look for trees that have been damaged Oeterm1ne what caused the 1n-

Explore the global issue of deforestation. Planning Tips

Research the problem of rap1d loss of forests worldwide Learn what areas of the world are most affected . Find out the causes for the 1ncreased rate of deforestalton and how it may be affecting the cltmate worldwide.

lnterv1ew several people who have lived 1n other countnes to lind out how the use of paper and wood products differs from that in the Un1ted States.

V1stt a zoo to lind out about the ammals that are endangered because of deforestation and the1r loss of habitat.

Visit a forest near your community. Learn about the human activities that take place in a forest com­mun•ty and the 1mpact these ac11v111es have on the for­ests. Learn what would happen tf these activ•t•es and the demand for forest products 1ncreased rapidly.

Carefully examtne the ways forest products are used every day Make a personal commitment to re­duce the use of disposable paper products

Learn about the effects of deforestation on the lives of women 1n areas of the world where women and children must search out wood each day to cook meals for the family.

jury. Look for ways that trees heal themselves. Learn how you can help trees that have been damaged. Develop a plan to help the trees 1n your community.

Visit a nursery, tree farm. conservation district, or someone who plants trees to learn the proper techniques and t1m1ng for plant1ng and canng for trees.

Talk With a forester to learn about the types of trees that can be planted 1n your area: wh1ch ones withstand air pollut1on; which ones Will prov1de shelter and food for wild­life wh1ch ones prov1de good shade or act as a sound bamer.

Design a project to make your community aware of th-e value of trees.

Planning Tips

Design a tour of ne1ghborhood trees to help people become aware of the beauty that trees add to the commun1ty. Discover the k1nds of trees in your area. the biggest, the oldest. the most unusual Record the tour on a cas­sette tape or create a brochure that can be read along the route

Write a newspaper art1cle and rad1o spot to promote community participation tn your tree-planting and tree-care proJects.

Write and distribute a flier about the care and plant1ng of trees.

Work with another group in your com­munity-an arboretum, garden club, park, state or national forest-to carry out a major tree­planting or reforestation proJect.

Des•gn a plan to start an arboretum on the grounds of a school or a G~rl Scout camp­Site so that others w•ll have a place to learn about the value and beauty of trees

Hold a career exploration event to learn about forest-related careers.

Daisy Girl Scouts Leaders' Guide-pages 65, 76, 85, 91 , 107-113

7; Ecology #1, 3, 5; Wildlife #9

Worlds to Explore: Handbook for Brownie and Junior Girl Scouts-pages 278-283, 288-289, 292-297, 314

You Make the Difference: Handbook for Cadette and Senior Girl Scouts-Dabbler interest projects in the World of To­day and Tomorrow and the World of the Out-of-Doors

Moreabouts for Brownie Girl Scout Leaders-pages 16-18, 34-35, 55, 58, 76, 80

Let's Make It Happeni-Camping; Career Exploration; Community Time Capsule; Eco-Action; Leadership; Wildlife

Girl Scout Badges and Signs

World of People: Dabbler C2, E2; Around the Town #8, 9; Junior Citizen #8, 9; Wide World #1, 3, 6, 7; World Neigh­bors #6, 9, 10

Supplement to Let's Make It Happen!-Do You Get the Message?; Plant Culture

Supplementary Reading Materials

World of the Out-of-Doors: Dabbler A 1, G 1; Eco-Action #6, Exploring Wildlife Communities with Children

American Forestry Association Leaders may request multiple copies of Spunky's Tree

Care Checklist or Spunky's Gypsy Moth Factsheet. The Gypsy Moth Workbook, a full-length publication, is avail­able for $5.95 each or $4.35 tor 10 or more copies. Write to: American Forestry Association, 1319 18th Street, N.W., Washington, D.C. 20036.

The National Arbor Day Foundation To learn more about ways Girl Scouts can observe

Arbor Day, request copies of Arbor Day News. The bro­chure Tree City USA outlines a community improvement project for local tree management. The Tree Book, avail­able for $2.00 each, has full-color photographs of America's most popular trees, illustrated tree-planting steps, and a guide for planting windbreaks. Contact: The National Arbor Day Foundation, 100 Arbor Avenue, Nebraska City, Nebr. 68410.

U.S. Department of Agriculture-Forest Service The USDA-Forest Service will provide copies of the

following brochures: Plant a Tree for Your Special Occa­sion, Why Leaves Change Color, State Trees and Arbor Days, and Trees of Our National Forest. Write to: USDA­Forest Service, P.O. Box 2417, Washington, D.-C. 20013.

The Garden Club of America The Garden Club of America will provide copies of The

World Around You Environmental Education Packet. Con­tact: The Garden Club of America, 598 Madison Avenue, New York, N.Y. 10022.

National 4-H Council A new forestry project called "What's a Tree to Me?"

is now available through National 4-H Council. This project explores products we eat from trees, how to measure a

tree, seed distribution in nature, and how to tell the age of a tree. The What's a Tree to Me? youth manual (LI150) is $1.75 each; the leader's guide (LI151) is $1.00 each. The 4-H forestry program also distributes a youth manual enti­tled Trees (Unit A Members' Manual-CO 750) for 60 cents each and Trees (Unit A Leader's Guide-CO 751) for 60 cents each. These manuals help teach what a tree is and how it grows, how trees reproduce, how to identify trees, and why trees are important. Do not send payment with order; billing will be made upon delivery and will include shipping charges. Write to: National 4-H Council , 7100 Connecticut Avenue, Chevy Chase, Md. 20815.

Project Learning Tree Project Learning Tree is an environmental education

project jointly sponsored by the Western Regional Environ­mental Education Council and the American Forest Insti­tute. Workshops and materials are available in many states. For information contact: June McSwain, The American For­est Institute, Inc., 1619 Massachusetts Avenue, N.W., Washington, D.C. 20036.

U.S. Department of Agriculture-Soil Conservation Service

The Soil Conservation Service offers brochures which may be requested in multiple copies by leaders. Brochures include Conservation Plants tor the Northeast, and Your Woodland ... Your Conservation Program. Invite Birds to Your Home is written in editions for the Northeast, North­west, Midwest, and Southeast; leaders should indicate which region they desire. Write: U.S. Department of Agriculture­Soil Conservation Service, P.O. Box 2890, Washington, D.C. 20013; or contact the local soil conservation district office for specific information about plants and conservation methods.

So You're Going To Be A Girl Scout Leader Dear Jean:

So you're going to be a Girl Scout leader! Congrat­ulations! I think you've made the right choice-not only for Jennifer and Susan, but for yourself. You've got your­self a challenge, but truthfully, no job is more rewarding. I do have a few tips you may find helpful.

Number one: You do not stand alone. There are a whole host of people and resources available to you. Take advantage of every one. The people closest to you, of course, are the assistant leader and the troop committee. You will work hand in glove with them all year. If, by chance, you don't have a troop committee, call the woman who recruited you and ask about it. These people work just for your troop and you'll find them invaluable in help­ing you meet girls' expectations and plans. I was a troop committee member for your troop and I helped with telephoning and organizing transportation for trips. You remember what a time I had securing the props for "the famous play''-but I enjoyed it and it did relieve your leader and her assistant from doing all the work.

I don't know how your council works, but I do know there must be a group of people in your town responsible for organizing and maintaining Girl Scout troops. Make sure you know who they are and who your particular con­sultant is. She'll be in touch with you, I'm sure, but you need to assume some responsibility for getting the help you need. So, feel free to call and ask for help regardless of how small or silly your question or problem may seem to you.

I'm glad you've signed up for the basic troop lead­ership course. Take advantage of all the training you can. I'm sure there will be several workshops available during the year. Read the Worlds to Explore handbook. the badge book (a fabulous collection of wonderful things for girls to do), and the leaders· guide, the council newsletter, and Oirl Scout Leader magazine. Attend leaders' meetings­they are informative, you get to know other leaders, make new friends, and learn from them, too. I guess what I'm saying. Jean, is that you get what you give. I kno\'. you have little spare time-but your council knows that and you'll find they plan very carefully to meet the lifestyles of their busy volunteers.

Number two: Be a true leader of girls. Don't make the fatal mistake of thinking it's your troop and you know what's best for the girls. You're not "running the troop"­your job is to help the girls to plan and manage their own affairs. You may not have perfection, but you'll be help­ing girls to grow and learn by their own mistakes. They'll love and respect you for it.

Number three: Get to know the girls. find out what they're like, what they do in school and after school, what they expect from this year's experience in Girl Scouting. Talk to them individually, show them you care about them as people; talk to their teachers and to their parents.

You are going to have girls who will be starting their

f1arie Spann is director o{ Membership Marketing in OSUSA's Nembership Department

first year as Junior Girl Scouts, girls who are already members of the troop, and girls who will be bridging to Cadette Girl Scouting at the end of the year. The needs and interests of each of these girls has to be considered. That's why you might want to consider the patrol system. You were a patrol leader so you know what I mean. I'm sure you'll receive lots of help on this in your training; but meanwhile. you might read about troop government and girl planning in your leaders' guide and in Worlds to Explore. Do, though, find out what activities the girls en­gaged In last year. There are always some they want to repeat and share with new girls, but they have a right to expect new challenges. Also, find out what cadette troop the older girls will bridge to next year so you can begin to plan bridging activities with that leader.

Number four: Involve the families of the girls. This may sound like an added responsibility. but those lead­ers who take the time for this discover they have a gold mine. No matter how busy parents or guardians are, they are anxious to be involved in their children's activities. Look at you and Jimmy-you run yourselves ragged keeping up with your four daughters. The same is true for the single working parent. My suggestion would be that you plan to meet or contact the families as soon as you and the girls begin to put their plans together for the year. You'll be surprised how helpful and interested fam­ily members will be-they'll offer suggestions. offer their help, lend their talents, and help you find the resources you need to keep lots of little girls challenged. stim· ulated, interested, and happy. fathers. brothers. sisters. grandparents. and aunts, uncles, and even cousins make marvelous program consultants. Remember how much fun we had testing all those recipes when your sister's troop developed their cookbook and how interested \'.e

Girl Scout Leader/Winter 1984 19

So You're Going To Be A Girl Scout Leader got in helping with the doll show? Troop committees can be very helpful in arranging for such meetings and main­taining contacts with families.

Play a game that's fun and lively, one you know is successful with that age group or one from the girls' handbook.

Number five: Opt for a troop of 20 or more girls. You'Ll find a larger troop is easier to lead; it brings a lot of creativity and excitement to the program. Games are more fun, activities are more varied, and girls have a real opportunity to develop leadership skills and to partici­pate in troop government.

Give the girls an opportunity to write or express their interests for the year. You could use a wishing well or ask the girls to share (your first step in girl planning). Save some time for questions before closing.

Number six: Plan a bang-up first meeting. A get­acquainted activity, if girls don't know each other, could be as simple as having each girl introduce someone she doesn't know, a girl in her class, or a girl who was with her in the troop last year. You leaders plan to introduce yourselves too, and say something about your goals for the year.

Have a happy, fruitful year. Remember all that good help you have available to you and don't underestimate the capabilities of the girls. If you give them the chance and the guidance to manage their troop, you'll have a wonderful year ahead of you.

Much love, Mom

-Marie Spann

Success with a Capital $ The Macy Campaign

0 n May 14, 1984, Girl Scouts of the U.S.A. National Board members and a number of contribu­tors gathered at Edith Macy Confer­ence Center to celebrate the completion of its $10 million capital campaign.

All of us in Girl Scouting can share in that success story. Girl Scout troops, individuals, neighborhood service units, and councils from all 50 states­as well as present and former National Board members, national volunteers, and staff-contributed a total of nearly $1 million. The rest of the money was given by friends from the corporate and foundation communities, 90 percent of whom were first-time donors to Girl Scouts of the U.S.A.

On that balmy May evening at Macy, bronze plaques were dedicated to commemorate the generosity of its major donors. Among the plaques is one that hangs in the recreation room above the Macy Honor Roll. It reads:

Sue Sugahara is a development specialist in OSUSA's Fund Development Services.

20 Girl Scout Leader/Winter 1984

"Dedicated with warmest gratitude to the Girl Scout family of councils, troops, and individual members whose commitment and generous support helped turn a Girl Scout dream into a reality."

National Board of Directors Girl Scouts of the U.S.A.

The keynote speaker that evening was John J. Creedon, the chairman of the Macy Capital Campaign. He remi­nisced about the highlights of the campaign-the groundbreaking. the ribbon-cutting. and the dedication of Macy. He told of the long. slow begin­ning. the commitment and hard work that reaped the successes of the cam­paign.

As president and chief executive officer of the Metropolitan Life Insur­ance Company, Mr. Creedon reminded the audience, "It's a 62 billion dollar corporation. We invest more than that ($1 0 million) every day ... Ten million 'dollars doesn't seem like a whole lot of money-until you try to raise it. Then you get a whole different perspective!"

He spoke admiringly of Girl Scouts he had met and worked with over the three years of the campaign. "It was always fun," he said. "I am really a true Girl Scout. If I had to do it all over again, I would."

·~

Summing up his feelings about the campaign and the completed Edith Macy Conference Center, he con­cluded, "The money has been well used. It's a great facility!"

~ucational Opportunities The doors of Edith Macy Confer­

ence Center first opened for seminars and training events in May 1982. Since then, more than 8,400 participants have attended Girl Scouting's living/ learning center.

Macy training events are designed to appeal to the diverse interests of council volunteers and staff. To date, 57 separate events are planned for 1985, and cover a range of subjects that include management training for new council presidents, new recruit­ment techniques, and specialized pro­gramming for persons with disabilities.

In addition, special conferences and seminars offer educational op­portunities for Girl Scout leaders. April 1985 is Volunteer Month at Macy, a month-long gathering during which 50 events have been scheduled to allow as many volunteers as possible to par­ticipate. The events feature a wide va­riety of topics of particular interest to Girl Scout leaders.

We hope to see you there.

-Sue Sugahara

Sensitive Issues and Youth ChDdren's Fear of Nuclear War

Toe girls in the troop were putting the finishing touches on their puppets when Alice came in and tearfully blurted out "Are we all going to die?" The leader and the girls stopped working as Alice told them how upset she had been since watching last night's television program about a city destroyed In a nuclear attack.

A child who expresses fear of nu­clear war is dealing with just one of the many sensitive subjects confronting today's youth. The following is the first in a series of articles exploring some of the contemporary issues that have a significant impact on the lives of children.

Childhood Fears Children develop many different

kinds of fears. Some of these fears are realistic and serve to protect them from dangerous situations. Other fears, while just as intense, are not very realistic. Bttause or their limited experience and understanding. children are especially vulnerable to the development of fears, particularly of those things that are unknown or unfamiliar. The subject of these fears and the manner of coping with them change as the child devel­ops emotionally and intellectually.

Childhood fears are not always ex­pressed directly, as the following ex­amples illustrate. Ten-year-old Carol had been a lively, cheerful child until a frightening experience caused her to become sullen and withdrawn. Six-year old Nancy had always slept soundly, but now she awakens frequently, ter­rified by nightmares filled with gro­tesque monsters.

In some instances, children who are embarrassed about being fright­ened may deny that the fears are theirs. Luisa might say, "My friend Diane told me that she's afraid of the dark.." in-

Dr. Harriet 5. Nosatche, Vema L. Simpkins. and Oayle ~. DauLs are members of OSUSA's Program Department.

stead of admitting that she Is the one who is frightened. In whatever way a child's fear manifests itself, whether directly or indirectly, she needs a re­sponse.

Helping Children Cope with Their Fears

Girl Scout troop leaders, as trusted, caring adults, can help a child who is fearful in several ways:

• providing a secure, supportive environment that allows the child to express her fears and concerns;

• accepting her opinions and feelings in a non-judgmental manner;

• listening seriously to what she has to say, never ridiculing or dis­missing a fear as silly;

• offering comfort and reassur­ance;

• being direct and open, not put­ting her questions aside or glossing over the answer;

• giving information to the child in terms that she can understand; and

• helping her to develop healthy ways of managing her fear.

Children's Fear of Nuclear War Psychologists and psychiatrists

have found that children as young as six may be concerned about nuclear war. While young school-age children do not understand everything they hear and see, they may sense the tone of gloom and doom imparted by speak­ers on the subject of nuclear war or reflected in television programs on that topic. Fortunately, children of this age tend to lose their fears relatively rap­idly. It is the older child typically nine or older, whose fears generally focus on real dangers and bodily injury, who Is more likely to experience an intense and long-lasting fear of nuclear war. In response to a teacher's request to write about a subject of their choice, two 11-year-olds wrote the following poem expressing some of their feel­ings about nuclear war.

Gone I

Everyone's gone, no one in sight. The war Is now over, oh what a

fight. I'm still here, with a couple of

friends, I'm still living. but it depends. Maybe it's over, it's so strange, But if it's not. we are in range. Everyone's worried, that's a fact, Because of the bombs' Impact. Not a boat, nor a plane. All alone, and going insane. Everything around us was blown

away. But I'm still happy that I'm okay. We're all losers. nobody won . . If we didn't start. nothing would

have been done. We don't have a car, we walk on

our feet, Now I remember the ships in the

fleet. Nothing was left from World War

Three. Nothing was left. not even a tree. Now we must go, all alone. Nothing was there, not even the

sun shone. •

'"Steven Karson and Dan Soloway were in the fifth grade when they wrote "Oone!''

Although adults often feel uncom­fortable dealing with the subject of nu­clear war because of their own fears,

Girl Scout Leader/Winter 1984 21

Sensitive Issues and Youth they may find themselves in a discus· sion about it with children. It is im· portant that adults renect the same interested and caring attitude when children ask questions or reveal fears about nuclear war as they do when those children express concerns about their popularity or their school per· forrnance. An anxious child needs to be comforted and reassured; she also needs to know that adults have fears, too. With a calm, unhurried tone of voice and manner, a Girl Scout leader can help to put a child at ease. Then it will be easier to discover ex.acUy v.hat a child knows or has heard about nu­clear war.

It is best to respond immediately to a child's inquiry or expression of fear concerning this sensitive subject. Waiting for " the proper time" or until "a room with no distractions" can be found may allow the child's imagina· tion to run wild and her fears to es· calate: "If we can only talk about this in a quiet room, it must be very bad!"

Answering specific questions makes more sense than discussing broad issues, especially when dealing with young children. The adult should correct any misinformation the child may have, although sometimes chil· dren will continue to distort those ideas which they do not understand. If the situation warrants, and the child is old enough to understand more, the adult might discuss positive aspects of nu· clear energy, such as in the field of medicine and in generating electric power.

Helping children feel that they have some control over the situation is an important technique for reducing feel­ings of fear and despair. They can be told, "Some adults and children are trying to do something about nuclear war." They can also be reassured about their futures by emphasizing to them that they are not powerless and can make a difference in shaping world events. It is important to stress that people in other countries are equally concerned and are worklng to a\ aid nuclear confiict.

In rare cases, a child's expressed fear of nuclear war may actually renect other deep-seated anxieties. The leader can help such a child by speaking with the child's parents or guardians so that

22 Girl Scout Leader/Winter 1984

they may together work out a solution to the problem.

Activities for tbe Troop/Group There are times when the Girl Scout

leader may feel that the girls, as a group, want or need to focus on issues related to the nuclear threat. for ex· ample, the world may be in the midst of a serious crisis, or a much-publl· cized program on nuclear war may have been televised recently. The following activities are designed so that leaders and Girl Scouts. as partners. can learn about conflict and nuclear war and the positive role they can play in prevent· ing nuclear war and solving national and international problems.

Reading. A leader might check the local library for any publications on the subject. both for herself and for her troop. Before recommending or giving a publication to a girl, the leader should review the material herself or seek the recommendation of a librarian, and consult with the girl's parentlS).

Discussion. There may be times, when older girls are involved, that a discussion group would be helpful. In this case, the leader could involve the girls' parents and perhaps a child psy· chologist or another trained con· sultant. Girls can suggest the formal

of the meeting; for example, a lecture followed by a question-and-answer pe· riod. or informal conversation among participants. The following questions can provide a catalyst for discussion.

• How have you been affected by television programs or news reports about nuclear war?

• What are some steps that have been taken by U.S. leaders, youth or· ganizations, and religious groups to prevent nuclear war?

Brainstorming. Girls can brain· stom1 ideas for several minutes on such questions as:

• What steps can children take to help prevent nuclear war?

• What are some nonviolent ways to resolve conflicts between nations?

Girls should be reminded to re· frain from evaluating the points of view of others until all ideas have been freely expressed. The children can then be asked to evaluate each suggestion, se· lecting those on which action can be taken as a group or individually.

Role-playing. Girls can act out conflict situations using experiences from the troop, classroom, family, or community. They can dramatize these conflicts, leaving the endings to the imagination of the group. The group can then discuss alternative methods

of resolving these conflicts. Older girls could employ this technique by role­playing government leaders during a current International conflict.

Gathering Information. Through research. girls can become informed citizens \\ho are able to make edu­cated decisions about their futures.

• Young girls can survey parents, neighbors, and members of the clergy to learn what they think about this is­sue.

• Older girls can imestigate what is being done in their community and on the national and international level, and d iscuss their findings.

Communications. The visual and performing arts can be used to ex­press fears and concerns about nu· clear war.

• Girls can draw, paint, or write an essay on the subject or combine their own poetry, stories, dances, and songs in a dramatic performance.

Identifying Altemate Ways to Re­solve Conflict. Through the various media, we are exposed to a large num­ber of conflicts and various methods of resolving them. Girls can team to evaluate whether a particular method promotes a satisfactory solution to a problem. By monitoring a variety of sources, girls can keep track of posi· tive ways in which conflict can be solved.

• The girls can list. discuss, and evaluate both the peaceful and the vio­lent methods used to resolve conflicts on the television programs they watch over a one-week period. As part of the discussion, they can determine whether and how these methods influence people's behavior. The girls should decide how they can use this kind of exercise to help them in choosing ways to solve problems.

• Girls can produce their own news show or newspaper, in which the em· phasis would be on stories that reflect positive ways to resolve conflicts.

Community Action Girls can be reassured that they can have an im· pact on their futures by actively par­ticipating in their community. Some related activities for girls include writ­ing letters to government officials or elected representatives, participating in political campaigns, and doing vol­unteer work for organizations sup­porting their viewpoints.

Although the subject of nudear war elicits fear and anxiety in most people, children, particularly, need reassur­ance and guidance. By her actions, words, and manner. a Girl Scout leader can set an example and can play an important role in helping a child cope with this sensitive issue.

Girl Scout Program Links

Daisy Girl Scout Leader::.' Guide­pages 65, 77, 90-93 Worlds to Explore: Handbook {or Brownie and Junior Girl Scouts­pages 88-90, 112-114, 138-139, 21~217, 256, 260, 278-282

f'Toreabouts {or Brownie Girl Scout Leaders-pages lS-I 7. 19-20, 34, 36, 59, 71

Girl Scout Badges and Signs World of Well-Being: Personal Health #3

World of People: Active Citizen # I, 4, 7; Around the Town #6, 7, 9; Junior Citizen #4, 5, 9: My Com· munit) #4, 7; Peoples of the United States #9, Wide World #2, 5, 6, 8; World Neighbors # 1, 2 3, 6, 7 9, 10

World of the Arts: Dabbler Bl, D I. 2. F, G I; Books #3, 4, 9; Com· munication Arts A L 4, 5, 7, B4, 7; Dance# L 2, 4; Musician #1; Mu· sic Lover #2, 3

You Make the Difference: The tlandbook for Cadette and Senior Girl Scouts Dabbler interest projects in the World of Weii·Belng. the World of People. and the World ofToday and Tomorrow

Let's Make It Happen! Community Time capsule; Global Understanding; Visual Arts

Supplement to Let's Make It Hap­pen! Do You Get the Message?; High· Tech Communications; Invitation to Dance; The Play's the Thing

-Dr. Harriet S. Mosatche, Verna L. Simpkins, and Gayle E. Davis

GSUSA still needs your assistance to encourage participation in training events from every Girl Scout council. Can you help by sending a tax-free contribution?

Edith Macy Conference Center Scholarship Fund Girl Scouts of the U.S.A. 830 Third Avenue New York. N.Y. 10022

Yes! I would like to help build the Edith "''acy Conference Center Scholarship Fund. My$ gift is in honor of:

or in memory of:

Please send notification to:

Signature Name (please print) Add res« City State -- Zip --Council Troop# Please make checks payable to Ed· ith Macy Scholarship Fund. Thank )'OU,

CHAN GE OF ADDRESS Plea'e attach the mailtng label here to en~ure prompt service Allow 6 weeks lor change 01 addre,~ to take eftect Thank vou

"''~' Mrs. Mr ! plea~ pnntJ

Addre,s

Ctt" ~tate.Ztp

MAIL TO: Sub~cnption Department, Gtrl Scout Leader, 830 Thtrd Avenue, r-.ew York. "'Y. 10022,

Photo Credits I Oefll, 6, 7, OSUSA/Susan Ryan, 1 (right), Joel Gordon. 2, Robert l.erner Photography. 8. 19, 26. Shop Talk Production I;) !three IO\Ioer photosl, GSUSA!Lisa Barlow. 14. GSUSA/Bonnle ~lcEwan. ;)2, Suncoast Girl Stout Council. All others, OSUSA.

Girl Scout Leader/Winter 1984 23

Cookies Count for Girl Scouts

Many Benefits for Girls and Adults Accrue from Annual Campaign

M ention Girl Scouting to a group of people and. al­most without exception. someone will make a comment about cookies. That's not surprising. Through half a century, the American public has wholeheart­edly supported the Girl Scout cookie sale. Smiling. uniformed Girl Scouts ringing doorbells or standing behind tables at shopping centers are easily recognized and eagerly supported throughout the country.

Any adult who has worked with Girl Scouts knows that Girl Scouting is more than cookies, but also that the cookie sale is really an integral part of the whole Girl Scout program experience. Selling cookies gives girls the oppor­tunity to develop business skills. take on new and greater responsibilities, and learn how to work more effectively as members of a team. Their adult leaders guide them in learning basic money management. as well as begin­ning sales and marketing techniques. The whole process of planning. orga­nizing. carrying out, and following up on the cookie sale is an extremely val-

24 Girl Scout Leader/Winter 1984

uable teaming experience for girls. And it's fun, too.

In the minds of adults who help conduct it. the Girl Scout cookie sale conjures up a variety of images. To some, selling cookies means filling out forms, charts. and more forms. It means being prepared for calls from girls, parents, or customers. And it means doing the hundred-and-one odd jobs that no one ever told you about. So why do adults volunteer to help with the cookie sale anyway?

One reason is that they value the opportunity it gives them to foster re­sponsibility, leadership, and decision­making skills among their young troop members. They see the positive re­sults of helping girls decide what their goals are, whether these goals are realistic. and how much they'll have to earn to make their projects and their fun possible.

Some Girl Scouts adults offer their services for the cookie sale because it gives them a chance to make one of the most significant personal contri­butions to Girl Scouting In their area. By helping girls organize and carry out the cookie sale in the best way possi-

ble, these adults are helping increase sales. And, of course, an increase in sales means an increase In the pro­ceeds for troops and the council.

At the troop level, the proceeds are used to provide needed troop sup­plies, finance trips, pay annual mem­bership dues, buy camping equipment. and make possible the special projects and activities the girls themselves de­cide upon.

For many councils, proceeds from the cookie sale constitute a sizable portion of their income and help them provide necessary services for girls. The proceeds are used. for example, to maintain program and camping facil­ities, provide program activities and materials for gir ls, recruit and train adult members, and extend Girl Scout­ing to even more girls throughout councils' jurisdictions. It is really the selfless efforts of Girl Scout adults in­volved in the cookie saJe that help make all this-and more-possible.

Despite last spring's experiences, the American public has kept its faith in the Girl Scout cookie sale. Parents, teachers, and other individuals, as well as community leaders, businesses, and service organizations all over the U.S.A. showed that faith by rallying around their local Girl Scouts and continuing to support their neighborhood cookie sales. People called council offices to order cookies that had been returned or left unsold, many made extraordi­nary contributions, and hundreds of­fered material and moral support. And through it all, many Girl Scout adults responded with extra efforts to re­assure customers and girls.

Through the cooperation and prompt investigations of the FDA and FBI. Girl Scouts and the American pub­lic were reassured about the quality of Girl Scout cookies. That was the best news for all of us.

Girl Scouts will, of course, be sell­ing cookies again this year and for many years to come. A fifty-year tra­dition and millions of supporters is hard to beat. No other money-earning project could offer the winning com­bination of valuable learning experi­ences and funding for troop and council activities that the cookie sale does. And, as always, the generosity and com­mitment of adult volunteers will en­sure a successful sale.

Becoming Business-Wise­The Girl Scout Cookie Sale

The Girl Scout cookie sale is an opportunity for girls to receive an informal educational ex­perience in business while providing a way to rinance troop activities. As with all Girl Scout activities, the value of the experience depends upon the active involvement of girls in every phase of troop planning and decision-making.

Here are some suggestions to help girls get the most from this behind­the-scenes look at starting and run· ning a cookie sale business.

Help your girls prepare a troop wish-list of activities they would like to do. Discuss how much money is needed to carry out the activities and the contribution of cookie sale income to the troop budget. Explore how much money can be raised for the troop through cookie sale Income and set a goal: the troop income from the sale of 25 boxes; 50 boxes; 100 boxes.

Invite someone from a local busi­ness to talk to the troop about the basics involved in running a business, such as inventory, accounting. public relations. Use this information to help girls examine the tasks involved in the cookie sale at the troop level. Some girls may wish to take charge of these tasks as their way of making a contri­bution to the troop, particularly in in­stances where it is difficult to achieve individual sales goals.

Help girls select a marketing ap­proach for the cookie sale. They may

wish to try out different approaches with one another by role-playing their presentation to potential customers.

Help the girls Jearn about adver­tising. Survey food packaging labels and advertisements to determine why they are-or are not-appealing. The girls may try designing their own dis­play or flier to advertise the cookie sale.

Explore the overhead cost in­volved in any business-time, sup­plies, money. Create a visual record­keeping system for tracking the troop's sales and income.

find out about the ways cookie sale income is used to support Girl Scout­ing In your local Girl Scout council. For example, what Girl Scout council op­portunities for girls are supported by the cookie sale? Your troop might like to visit a camp or other site that has been established as a result of a suc­cessful Girl Scout council cookie sale.

Managing a cookie sale demands a variety of skills. Like any business, it is an experience requiring knowledge of the basics as well as an understand· ing of all the factors in handling money and dealing with the public. With your guidance, the cookie sale experience can be an excellent opportunity for girls to learn and practice the personal safety habits outlined In Safety-Wise. You may wish to lead girls in a discussion or role-playing activity on handling money and interacting with customers to en­hance their knowledge of personal safety.

By helping girls make decisions about managing the cookie sale, you can provide them with many fun-filled experiences while introducing valua­ble skills. You may also be starting them on their way to earning Girl Scout recognitions.

The following are a few Girl Scout recognitions that are linked to cookie sales at each of the age levels. (Note: Daisy Girl Scouts have been omitted, since the program standard for this age level excludes participation In product sales. However, Daisy Girl Scouts may enjoy taking part in imaginary play sit­uations that can help them learn about making consumer decisions. )

Program Links Oirl Scout Badges and Signs World of Well-Being: Community Health and Safety #:3, 4; Household Whiz #4; Personal Health #:3, 7

World of People: Dabbler C2; Girl Scouting Everywhere # 1, 2; Hands Around the World #2

World of Today and Tomorrow: Dab­bler Cl, C2; Business-Wise (all activi­ties); food, Fibers and Farming #6; Science Around Town #6

World of the Arts: Dabbler Bl, Gl; Communication Arts A 1, A:>, A4, AS, A7, 6:3, 65, C4, Dl; Theater #7; Visual Arts #5, 8

World of the Out-of-Doors: Dabbler F 1; Finding Your Way #:3

Worlds to Explore: Handbook for Brownie and Junior Oirl Scouts--pages 77-82, 112-114, 251 - 252

Moreabouts {or Brownie Oirl Scout Leaders-pages 16-17, 54-55

Careers to Explore {or .Brownie and Junior Oirl Scouts--pages 46-48

You Make the Difference: The Hand­book {or Cadette and Senior Oirl Scouts--pages A26-A28

From Dreams to Reality: Adventures in Careers-page 60

Let's Make It Happen!- Money Man­agement interest project

Supplement to Let's Make It Happen!­Do You Get the Message? interest project

Girl Scout Leader/Winter 1984 25

Being a "1 0" With a 10-Year-Old

How can each of us have a part in making 1985 "The Year of the Junior Girl Scout?"

The 9- to 11-year-olds don't have to be caught in the middle, even with all the excitement about the new Daisy Girl Scouts and the Gold Award achievements of Senior Girl Scouts. Concern over a declining 9· to 11-year­old population and a decrease in Junior Girl Scout numbers spurs us all to re­focus our attention on this age level.

Like anyone of any age, Junior Girl Scouts want to have fun with their friends, to have a say in their own lives, to be helpful, to feel good about them­selves. And 'yet, unlike other age lev­els, fourth, fifth, and sixth graders are confronted with a confusing array of genuine choices. At the same time, girls of this age are newly aware that their youthful eagerness has not been sea­soned with real responsibility. What a balancing act! Junior Girl Scouting can either hold a girl back or draw her into the adventure of growing up.

Let's look at a major trend and ways that leaders, service teams, and staff are turning it into opportunities with Junior Girl Scouts. Summing up from questions asked of council presidents by council communicators last spring. it is apparent that there are more Junior Girl Scout troops but they are serving

Nancy Hughes Richardson is a program membership consultant in the New York field Center.

26 Girl Scout Leader/Winter 1984

fewer girls and requiring more lead­ers.

Great Rivers Girl Scout Council (Cincinnati, Ohio) has helped the sit­uation by encouraging three to four small troops to meet together regu­larly. This fosters wider participation for girls and broadens the base of adult and community support. Girls with dif­ferent interests are more likely to con­nect with others with similar interests, extending networks of expertise and enthusiasm among both adults and girls. Such inter-troop interest groups can also include waiting list and/or non­troop-affiliated members. And adult consultants as well as older girl pro­gram aides can be involved on a short­term basis, giving some relief to on­going leadership in a team effort.

At the same time, leaders are find­ing that the smaller troops are easier to handle, have fewer transportation problems, can find meeting places more easily, and can be more flexible in arranging convenient times for everyone to meet.

Everyone benefits from such di· versity-girls and adults, individuals, small groups, and large. Girls can de· velop comfortably among a small group of familiar friends while they also can look forward to the variety of in­terests and associations within a larger group. Leadership styles, team skills, and networking patterns are nour­ished by the mixture of settings and groupings.

Such a flexible approach is hardly new. The ideas of progression and ever­widening circles of opportunity are part of Girl Scout tradition. Progression makes the difference between five years' experience and one year's ex­perience times five and is reflected in sustained interest and enthusiasm among Junior Girl Scouts.

Be a "10" With a 10-Year-Oid: Activities Designed with

Junior Girl Scouts

• Secret Sisters: match Junior Girl Scouts with Cadette Girl Scouts, with letters and secret messages culminat­ing in a springtime bridging meeting of "Secret Sisters."

• Mall Lock-in: special interest ac­tivities and sneak previews of upcom· ing opportunities at a slumber party or sleep-in.

• Badge workshops/interest col· laborations: Computer Fun at a local business; Folk Arts at a cultural center; Business-Wise with Junior Achieve­ment.

• Volleyball clinic and tourna­ment at high school.

• Walk-a-Day: career shadowing. one-on-one, on a summer day or any day.

• Year-long bridging and early registration.

• Troop membership incentives: Reach a goal-get a trip.

• Tracking dropouts. • One-on-one invitations to join

girl involvement group (G-I-G's), each focusing on a different discussion or interest.

• Adventure Program: outdoor specialties with resident consultants at camp.

• Wish-Book Weekend: doing girl­chosen badge activities ("I wish I could ... ").

• Sports Ventures: filling school cutback gaps with cooperative after­school sports troops.

• Girl-event calendars: individual calendars addressed to girls and their parent(s).

• Family day: at camp, city park, or amusement center.

• Double dutch. • Safe and Sound At Home Alone. • Breakfast Badges and Dusk

Camps: activities built around busy school and work schedules.

Whether for Junior Girl Scouts or any age level, the ideas are basic and effective. At the same time, they are new and exciting. Listening to what girls want is still number one. Relying on the progression inherent in Girl Scout program materials is just as important as is matching healthful activities to girls' levels of ability and preparation for safety. Adhering to the unique as­pects of Girl Scouting-girl planning and partnerships with trained and en­thusiastic adults-is bound to bring success.

Where trends are seen as opportu­nities, more and more Junior Girl Scouts are benefiting from quality ac­tivities in Girl Scout program, enjoying the mutuality of community service and support. and eagerly working forward toward adulthood.

-Nancy Hughes Richardson

Near and far Sangam Welcomes Visitors Sangam, one of the four world centers of the World Association of Girl Guides and Girl Scouts, is located in Pune, India, about I 20 miles from Bombay. Named after a Sanskrit word meaning 'joining together," Sangam provides a friendly environment where Girl Guides and Girl Scouts from all over the world can come together to learn, share, and have fun.

The 1985 events include:

January :>--16: Sangam Festival; sharing of music and song

February 16-2.3: Thinking Day at San gam

February 24-March 2: Discover In· dia; an exciting tour through Ma· harashtra

August .3-16: East Meets West; learn about celebrations in differ· ent parts of the world and take part in Indian festivities

August 1~22: Holiday Camp; staff needed to work with underprivi­leged Indian children

September 16-25: Adult Holiday Event; for active members, sup­porters, and friends

November 4-17: Jubilee!; share Girl GuidlngtGirl Scouting past, present, and future. Celebrate the 75th anniversary ofWAGGGS in an international fashion

December 1-10: Sangam Service Session; join Girl Guides and Girl Scouts from around the world to give service to Sangam and to lo­cal Indian children

Unless otherwise stated, ses­sion age requirements are as fol­lows: with adult leader, 16 years minimum; unaccompanied, 18 years minimum.

Visiting groups of ten or more Girl Guides or Girl Scouts can have special programs prepared for them on request, to suit different interests and needs. All Sangam

events enable participants to ex· plore Pune, learn traditional In· dian customs, and experience some of India's vast, rich cultural heritage.

Registration is open to all Girl Guides/Girl Scouts of member as­sociations of WAGGGS. Family and friends of Girl Guides and Girl Scouts also may stay at non-ses­sion times. Bookings should be made preferably 3 to 6 months in advance.

Address all inquiries to Gui· der-in-Charge, Sangam Alandi Road, Yerawada, Pune 411 006, India. All session applications must be cleared through GSUSA's Inter­national Commissioner, 8.30 Third Avenue, New York. N.Y. 10022.

Cross the Border to Our Cabana An international event is the ulti­mate opportunity for older girls and adults involved in Girl Scout­ing-but it may seem like a dream to many. In fact international events are very accessible! Indi­vidual girls are welcome to attend the eight-day regular sessions scheduled throughout the sum­mer and frequently in the winter at Our Cabana. Adults may apply to come whenever Our Cabana is open.

Consider: • No selections process is

necessary; only council endorse· ment.

• Eight-day sessions are scheduled throughout the sum­mer.

• At least three countries are represented at every session, but the focus is on many more nations in the international Cabana pro­gram.

• Cost, in many cases, com· pares favorably to that of attend· ing a wider opportunity within the United States and airfare from major cities is reasonable. Our Cabana's daily fee of U.S. $18.00 includes room, board, and most

·.

activities. The Mexican Guide Hos­tel, TicaiLL welcomes visiting Girl Scouts in Mexico City, also at a low daily rate.

Start planning now to visit Our Cabana in 1985 or 1986. Write the Program Department, GSUSA, 8.30 Third Avenue, New York. N.Y. 10022 for accommodations forms and more details.

1984/1985 Calendar Friendship Sessions (girls

1.3-18 years old): December 14-21. 1984 ... February 16-23, 1985 ... March 11-18, 21-28 ... March .30-April 6, ~16 ... May .30-June 7 ... June 10-L8, 20-28 ... July 1-9, 11-19, 22-.30 .. . August 1-9, 12-20, 22-30 .. . December :>--12. 16-2.3 ... De· cember 2 7, 1985-January .3, 1986.

Adult Adventure Sessions (adults over 18 years old)

"Folkarts of Mexico": February 26-March 8, 1985

"Our Cabana Reunion-WAGGGS 75th Anniversary": Oc· tober 2~November 8, 1985

Camp Lachenwald Seeks Summer Staff Camp Lachenwald, a USA Girl Scout camp located in Germany and serving members of USA Troops on Foreign Soil, is seeking applications from experienced counselors and administrative staff for the 1985 season.

Seasonal salaries range from $450 to $1,600 and an allowance is given to assist with the cost of travel. The program emphasizes international friendship and Eu­ropean culture, and counselors from many nations make the summer a true wider opportunity for both campers and staff.

For more information and ap· plications, contact Services to Troops on Foreign Soil, Girl Scouts of the U.S.A., 830 Third Avenue, New York. N.Y. 10022. Applica· tions will be accepted through March 15, 1985.

Girl Scout Leacler/Winter 1984 27

Tax Deductions for Your Gifts to Girl Scoutin This article summarizes the guidelines related to the charitable contributions dedudion on your federal income ta"( return. Form 1040. Many states allow similar charitable deductions on state income tax returns.

The information Included should not be seen as comprehensive cover­age of all aspects of tax law. Legal guidance should be sought {or com­plex tax situations and particularly {or sizable gifts to Girl Scouting.

Volunteer involve­ment in the Girl Scout Movement has many concrete benefits. Adult volun­teers gain skills that prepare them for the job market. receive recognition for community participation. and have opportunities to attend a conference a few miles from home. in another part of the country. or in another part of the world.

The lesser-known benefits are the tax deductions related to being a vol­unteer. Because of recent changes in tax laws. these deductions now can be claimed both by taxpayers who itemize deductions on their federal income tax returns. and by those who do not.

Individuals or families who item­ize their deductions can claim 100 percent of their contributions to char­Itable organizations. Individuals or families who do not itemize deduc­tions can claim a smaller percentage of their contr ibutions. As the schedule below shows. that percentage is cur­rently 25 percent. but by 1986 It will increase to 100 percent.

The following is a brief description of the most common deductions avail· able to Girl Scout volunteers.

Tax deductions for Girl Scout in· volvemenl generally fall into two cat­egories: (I) unreimbursed expenses incurred as a result of direct service; and (2) direct contributions of cash or goods. Both of these are considered charitable contributions and are ex­plained in detail in the Internal Reve­nue Service's publications. Income Tax Deduction for Contributions (publica­tion 526) and Valuation of Donated Property (publication 561). which can be obtained free from your local IRS office.

Unrelmbursed Expenses

Many types of tax deductions can be taken because of volunteer service to Girl Scouting. Even if the volunteer does not have earned income. the tax deductions can be used by herthis spouse to offset the family tax liability. Some of the most common deductible expenses related to Girl Scout volun­teer activities are described below.

Expenses {or use of your car Automobile-related expenses may

be deducted either at a 12 cents-per· mile standard rate or on an actual ex­penses basis. Under the standard rate method. parking fees and tolls are de­ductible in addition to the standard mileage rate. Under the actual ex· penses method. the deduction would be for gas. oil, parking. and tolls. Very careful records need to be kept to sub­stantiate the actual expenses method. The cost of normal repairs. mainte· nance, and insurance is not deductible under either method.

Tax Percentage Limit on ~llglble Maximum Deductions Year of Deduction Contributions

1983 25% $100 $25 1984 25% $300 $75 1985 50% No limit Half of all gifts 1986• 100% No limit All gifts

•Aner 1986. the provision expires and must be renewed by Congress.

Oa/1 McKenzie is a finance management consultant in OSUSA's Council Finance and Properties Department.

28 Girl Scout Leader/Winter I 984

Expenses due to participation in Girl Scout related conferences. training, and events

Many of the expenses incurred while giving service to Girl Scouting by participating in troop, council. or

GSUSA-sponsored events are deduct­Ible:

• troop. service unit. association. and council meetings

• training sessions • leader conferences • girl program events • national conferences and con­

vention The deduction would include the

adult volunteer's registration fees. transportation costs. and reasonable payments for necessary meals and lodging (meals are deductible for overnight events only). Personal en­tertainment expenses are not deduct­ible. Deductions relating to attending these events can help encourage a .broader base of participation. Please note that the deductions are available only to adult volunteers and not to girls attending these events.

The IRS has become stricter in its interpretation of this kind of deduc­tion. Only the out-of-pocket expenses that benefit Girl Scouting directly can be deducted. Any expenses that are of direct benefit to the taxpayer (or the taxpayer's family) rather than to the organization are not deductible. Thus, for example. most meals and enter­tainment are excluded (except as noted above when the volunteer represents a Girl Scout council or G5USA at an overnight conference or training ses­sion). Items for which a volunteer re­ceives reimbursement may be deducted only to the extent that actual e.-.pense exceeds the amount of reim­bursement.

Uniforms The cost of adult uniforms and ac­

cessories. as well as their upkeep. Is deductible. Upkeep expenses include dry cleaning and repairs.

Telephone. postage, copying charges Many volunteers use their own

phones extensively in the service of Girl Scouting. A reasonable estimate of the message unit usage portion of your lo­cal calls. along with records of long distance calls. should be used to arrive at the deduction. The postage and copying charges related to your vol· unteer activity also are deductible.

Direct Charitable Contributions

Direct cash contributions to Girl

Scouting Include annual or lifetime Girl Scout membership dues; gifts to a Girl Scout council made through Sl'tE or annual gi\ing campaigns or Girl Scouting's planned giving program; capital campaign donations: and any other cash gift.

Part of the price of Girl Scout cookies and other product sale Items you may purchase is considered a cash contribution. The difference between the purchase price of the cookies (or other product) and the average retail price of similar cookies (o r other prod· uct) sold in the area is considered a contribution.

For Instance, if the average cost of a box of shortbread cookies In the community is $1.00 a bol(. and Girl Scout shortbread cookies are selling for $1.50, then each purchase in· eludes a 50 cents cash contribution that Is deductible. Fund-raising tickets to dinners, performances. and spor ts events often are sold at a price greater than the normal admission price, and that difference is considered a cash contribution. Receipts, cancelled checks and ticket stubs would sub­stantiate these claim s.

Property contributions include gifts of securities (stocks and bonds) and real property such as supplies, equip ment, automobiles, and real estate. In general, the deduction for property other than cash Is the fair market value of the property. Guidelines for deter­mining the fair market value of all types of property for the purposes of tax de­ductions are stated in IRS publication 561. Valuation of Donated Property.

Taking full advantage of the tax deductions related to your contribu­tions to Girl Scouting is really not as time-consuming or complex as it may appear. If you make a habit of being aware of the di fferent ways you con­tribute to Girl Scouting, you can claim all the deductions to which you and your family are entitled.

According to the IRS, "Our federal government recognizes that dona­tions to religious. educational. charl· table, scientific. and literary organiza· tions have contributed significantly to the welfare of our nation; and the tax laws are designed to encourage such giving."

-Gail McKenzie

Girl Scout Gold Award The following girls have re­cewed Glrl Scouting's high· est award.

AblullLl Girl Scout CoundJ Sally Tyler AdJrond~ck Girl Scout COWtcll Rebecca Young Angeles Girl Scout CouncU Carol Crib!» Joanne Deda Dawnmarle O)e Kristen racko Michelle Kato Lisa Kltahata l.orl Jay KJtahata Terl Schroeder·l.oehnert Michelle McMillian nrran) Robertson l:rin Rudelius UNJia "'1ijanen Audubon Girl Scout COWtclJ Claudia J . Broussard Janlne De\il~ Rentt Gravois C)nthla o. Lereau.~ Am) Brooking Wllliarns Black Diamond GJrt Scout CouncJJ Deborah Orace Alley Mary l:mUy Klingensmith Buckeye Trails Girt Scout Cou.ncU Lora S. Davidson Susan Mlkotanls Ami Swanson Girt Scout Council of Buffalo and Erte County MK:helle Dustin Anita Oenco lisa Ann Sarach Vi\ lan Stutak

Burtlngton County Girt Seoul Coundl VeRita Lacy Deborah Wilson Camden County CouncJJ of Girt Seoul$ Nancy Cernava AHson Dobrenski C&rlbe Girt Scout CoundJ Ana Marla 6igas Lelsha M. 61ay Caballero l:mrna 1. cancela Marieanne Cott l:nid Criado Sarah l:mlly Dlaz Patricia Figueroa Ida Leader Carmen E. Matos Beatrlz Plrazzl Ne\elyn Quinone:> Zunllda Velez Rivera Oloria Rodriguez l.eonor Roman Olseia M. Rosario Carol Jean Skoff Cecile Iglesias Vargas C&~tM VaJJey Area Girl Scout CoundJ Mand)- Lineberger Sloane l'loritz Sarah Anne Robinson Susan Rebecca Sides

Clwutauqua ~· Glrt Scout Coundl Katherine Olasheen Girt Seoul$ of Chicago Charlene Handler

Alanna Kerry louise Kross Mfkki La .. son Jul~t: S...eeney

Cttnts Coundl of Girt Seoul$ 1"1ar) l'ral'< e-. Bellm LISa Collxrt DonaC~~n Marla l'lettc:r !:IIzabeth Anne Ned\oick Deborah L. Peterson Jenl Trepasso Julie Varel.t GJrt Seoul Coundl of Coastal C.rolln• Valda Belyeu Martha Brown Cassandra Carawan Susan Caudill Anna Hope Derby Nanq relnd Christine Ora\1tte Leslee Hamm Christel M Hauser Susan H~ett Deborah L. Huff Dar1een Martin Katie Monahan Carey Reid Panott l:mily A. Peacoch Kathleen M. Pkkwell Relxkah Pittman Tammie Caroline Pittman Angela Pope flizabelh Powell Anne It Sutton

Colonl•l Cout Girt Scout CoundJ Sandra Bedrord Patricia Casmer Rose Dunn Jill Oouln l:lizatxth Ortsham Kathy Hilt Amy Jenkins Tamara Krobert Lissa Mcleod Betty Mugler Laura Vinson Petra Walian Carneia Ward Andrea \\l lllam.,

Cohtmblne Girt Scout COWtclJ Karen Lorraine Reynold5 The CoauDonlOC~Itb Girl Scout CoundJofVIrQIJtJAI Angela Tracy Surrc:r Connecticut Trails Counc il of Girt Scouu Lisa Burger Val Hernandez ConneclJc ut Valley Olrt Scout Coundl Z:rln Walker

~~~~ Rklge Girt Scout

ChrlsUne CraRon ~-'lln:·R.artbln (ilrt Scout Cou.ncU Heather Md'arla~

fair "'lnds Girl Scout Cou.ncU Oeni'>e ritch Lorll'ltch Dyana Hetherington Tfna Klipa Lisa Moore Brlgette Munger Teresa Raysln Dagny Rude Anne Marie Teuber Kim Turner

Girl Scouts of Ge ne.ee V•lley Karen Ba}ne Laurinda Kna Karen ~cCand~'>h Sondra "1iller L)nn Reece :lane} Smith Heidi Thorpe

Gre4lt Trail Glrt Scout CouncJJ Jod) Paulun Lisa Whitfield Greater Mlnnupolb Girt Scout Council Jennifer Lynn Freeburn Sally Ann Oullekson Kary Lin Klose Sarah Kreft Sandra Rager Michele Roban Chris Tarbell Alila Webb Girl Scout Council of Ora~ter " ewYork Kathryn Anatra Christine Bemocco Jane Chan Se:rrae Chestnut Anne Danielle Karen Dillon Regina P farrell Christine M. f'rangopoulos Patricia Gallagher Susan M Oreene Lillian Hempel Dawn Marie Kropr Tina Leos Nancy Marinelli Tammy Me)'ers !:Iaine Moustarello~ Rubene Pothos Vicky Raptis Janet Richter Rosemarie Segarra Laura Spielberger fffie S\mos Chrisoula Theodorakakl~ fllzabeth Twlname Deana Wilson GWIIII Girl Scout Council nna Thornton Gu.lfcoast Girt Scout CouncJJ Laura Lee I:\ erett Joy f . Ferter Michele Johnson Christine r.. Miller Rhonda Bee Morrison Suzanna Jean Ne\er~ Dennise Smith Molly Taylor Tanya Whatle} Julie Williams GuJf Pines Girt Scout CounclJ Lisa Lynn Beard Robyn Corley Katheryn D. Craven Lori Anne Dale Kimberly Lynne Noble.l> Kary Sims Janet Marie Torres !:Uzabeth Vaughn Carla Rene \\allace Brigitte \\est Holly Sbores Girt Seou l Coundl .'mdrea L)nn Wallace Homets· "est Girt Sco ut Council Anna R. f'rke Angela M Rogt r., HousatonJc Girt Scout CouncJJ Oinny carroll Kelli Lockwood Joann McAndrew~ Sally Mercaldo

Girl Scout Leader/Winter 1984 29

Girl Scout Gold Award Huron Valley Gl11 Scout CouncU Theresa GarJ..cla Susan Gan.c' Tricla Karol) l Juhe Anne La6cnne Sarah Little Dorlcne LO}er Ellen Seery Tammy Teall Tarl'la \\ erll

JUJnols Pnllrle Gl 11 Scout Council catherine Gertruue capo<:clll Joyce Dassow Deborah Henrich Heather lluqhcs Marie LaCroi~ Monica Muellc• Kimberl) 'clson VikkiSmith Irene Ann Stehle UUnols Shore Gl11 Scout Coundl Paige Lindahl Wako Taka}ama Inland Empire Glr1 Scout Coundl Julie Adrian Jodi l) nn Bell Brenda Bodeau Denise flainc Bo\.er Trace) Docherty Mary Durrant Kathy Hance Ruth Hance Rhonda 'alder Stan Parr Tin,· S• "nnns

Kaw Valley Gl11 Scout Council Lauralyn Kay Bodle Stephanie I Ho<Jqland Key~tone Tall Tree 0111 Scout Coundl Regina Monrcan Susan Smail Crystal Winkler IUckapoo Council of Girt Scouts Laura flockencier Judy lfus.:r Lake Erie Glrl Scout Council carol Anderson Milissa A ron Mrchelle Barn. Anna Cottone '1icht:lc Oelafranconl Paula Dzuroff Maryann fleming Cynthia Oomorl Patricia Heimberger Sharon McGuiggan ttta ~aid Julianne Perkouch Sandra Gil} Phillips Lake to R.h<er Olrl Scout Coundl Rebecca Lee Oc.Jn Tina rltchet Lisa Ooist Karen ~)e Brenda Timmerman Land or Lincoln Glr1 Scout Coundl. Illinois "'an:la L Huebn.:r Middle MIHisslppl Glr1 Scout Council Lise Rochat Olr1 S<oub-Mile HI Council Veron" a Aller Carol )n'l 6ishop Tamara fol\cn Am} Jolene Hellh Kimberly L. Robohm catherine Tere.sc Wallin Michelle Anne \\allln

Gl11 Scouu or Milwaukee Area Jennifer Farrell Karl'n lllnz Crurfotte Jezak JaniCe Plonski Jt>aninc Shusla Su~rt Sule.skl l'tltten Bay Glr1 Scout Coundl Connie l\an Ocoo logan K! l1 "Tfllb

Mohawk Pathways Girl Scout Council Cilrol rink Monmouth CouncU of Girl Scouts Christine 11:.! · id :\nd rca \'ern.~ Montachusett Glr1 Scout Council Beth Ann Harding Monb Area Olr1 Scout Council Eileen Boyle Su~n Dixon t'llagarll County Council of 0111 S<ouu Nanq Arlington Therc'la Gannon L} nnelle Hale) Kim Harris Kell) Kugler Michelle Mcintyre LI">.J Mufford :'forth Country Olr1 Scout Council Colette An<kr'OOr l'lanq Bamab) Jilcqucllne Kloe~r JCJcqucllne LeClerc Jcrcl\n LeClerc Thcdra Oli\ er "'ol1he.ut Georglll Girt Scout Council Su\iln LC\-.allen Northern O~nd Count) Girl Scout Council Maurct·n Burke Ocean County Girl Scout Council of !'few Jersey Joann Balfre) Deborah ~r 1\a.rcn Coml) Oebor.1h Cnnlgan Dcni'c .'Inn f:lbertson Lisa Vt~nderMeer Paisa no Glr1 Scout Council ~lrcho II• L)singer :-tan: • .,.tmmtc C}nlhla Moricd~ Cllcl') I \\ tlder Patriots• TraiJ Girt Scout Council ll'-1 Antonucci Ellen Ash Lori Bilrnes Julie B«tin Lori BcgTn Marg.uct Begin Thcrc'\'ia Bessette Charlotte Bright Suo;.,n Chelrnoto; Renee Daigle Ann Fogarty Mlchr lle Ooetz Susan lerilrdo r; f:rl<;.a Murph) Valerie l'lurra\ KatlcO cill-Susan Robinson Jenntrrr Samsel Catherine Way

3 0 Girl Scout Leader/Winter 1984

Pellceplpe Gll1 Scout Council lloll) Anderson C)nthla Flachme)cr DilrC) lange Y. end) Schmeling t:llr.lbclh Simons !'Iaureen Swenl><ln Amy Torgerson Cherie Woelfel Jodi \\othe

Glr1 Scout Coundl of tbe Pee Dee Arell l'leli">sa DeWitt LIIL<Ibeth Howard Peninsula Waters Girl Scout Council Rcb«ca Louise 5o h. isch Penn Laurel Gl11 Scout Cou.ncU TaTOJra L. BaJ..er Michelle Blough Diane Brame li'kl A Charle.s Karen Sue Cocklin Rrnce Easton Dcborah Kahler Mary Beth Keffer Lori Kieffer Beth Peters Tr , · ~ l)nn Rice Pines of CarolinA Gll1 Scout Council El llilbcth Seton Carney Pioneer Olr1 Scout Arell Council 5tau M Od\IS Alke r Iller 'Ilk aa liard in DJ~~<r1 Morris Wendy Patterson Lynn.J Setzer Pioneer Valley Girl Sc:.out Council Laur· n B. Kittredge Chri •tina J. Ri\et

Pfssah Olr1 Scout Council f:!ltere Cia) le Ranbe)

Plymouth Bay Gl11 Scout Council Donna 1'1 frazier Heather Robbie Gh1 Scouts or Racine County earn• Beecher Bc<k\ 6orat.Ski Chrh '- Zyszk1n. IC. Red Lands Council of Girl Scouts Krl~tlc 1'1ann sru 1a Mikell Ro1sc Glr1 Scouts of Rhode lslllnd ~ur.a liiCO\OilC \>t:ronlca P Ra)

Rt~er Bluffs Glr1 Scout Council Chri">t} Bough C)nlhiil Dreyer Dil~<on Grebe Dr.Jnc Giebe Ja<l\lc Lange Lorl1'1arks Ann R.lflaelle

The RoiUng Hills Glr1 Scout Council lour~ Appolina M • .uqarct R}an Sahu.,.o Olrl Scout Council Lauren delah Olr1 Scout Council or St. Crol.x VAlley Krl~un Hanson San Antonio Area Council of Girl Sc;ouu Dtborah Ham1on

~nanda Parker Trace) Young

Gll1 Scouts. San Olego·lmpertal CouncU LIY o\ntone Quinta L}nn Bauer Kim Beck Robin Benton Ruth Ann Bush 8c:ck\ Ceden.Cill Cln<h Cohen 1\a) Ann Fagan Cindy Ann Girard D.twn Hildreth Su'kln Elizabeth Hopps Oi.Jne Kastama ~hana !'l<Ooruld Debbie Parker Lisa Sharp Anne Marie Tipton M.:~rjorie Turk San l'ranclsco Bay Girl Scout Coundl Dcnl~ Darrin CArol L. Cioo<bpeed Chert Jlan.ooct CluL-v Mccaffree 1\at) Niemi Linda Pace Ch<'T)I Ruth \\ hit(" Ellen Beatrice White Sangre de Crl~to Girt Scout Coundl D Jr•a Cratol

...aGates C . , L)ons Santa Clara County Girl Scout Council l'ldrqilret M. Bennett l..tura Braswell Dclx>rah lynn :1cBridc Janis 5. Takam<J to The Santa l'e Trail Council of Girl Scouts lisa Ka) Camp Jacqueline Sue Kelly J.1nc1 llelen Roger" Slerr•·Cascade Glr1 Scout Council Kri~~Y Oonald~on c, ,,fh) Ehom

Slura "'nada Gl11 Scout Coundl lo Al"derson Soutb Central AJ;abama Glrl Scout Council Tracy Dour Sherry tfombergN carol Ohsieh fllzabclh Peacocl\ Da~<on R)lee CI,Judia Steele

South Cook County Glr1 Scouts P.1m Decker Cilrlna Dineen raula Fier Sue Grant'!\ Laura Ann-Green Jennifer Griffith" Julte L}nn Gr..-z Klmberl~ Cwr Hargl~ f:liz.lbeth Kapit..ln) r.urlcia Ann Kennt>ll} C.1tlwrlne Mary Knulh ()cbor..rh A Ktuilk Silndra Marcukallis Corlnc Ponthicu\ 11.1? Roger!> 1\al •. '1 . SchllcJ.. K.lr.J '><:bastian Kimberly Swan~n Lori Wierenga

The Southeast Loui5Jana Glrl Scout Councll Betsy Ann Flsher Dorcas Rathburn The Southto-estem Connecticut Glrt Scout Coundl Jeanne Black Susan Br~n Lori Chuhta Theresa DiGirolamo Tammy Heffron Jennifer Kmetty frlca Konatsotls Kim Ladota Adrienne Lafayette Eileen Lawrence Mindy Magalnick Tammi Lynn Savage Amle Seastead Angela Sibilla Jessica Smith Spanish Tralls Girl Scout Coundl Kelly Privltl Suffolk County GJI1 Scout Council I Ilona Gillette Kristin Jobson Stacey Karmelin Pamela Smith Heidi Thompson Jodi Wuestman Sunc.oast 0111 Scout Council Diana Lynne Hobbs Cynthia Schremp Talus Rock Girl Scout Coundl Christine Oardill Gretchen Giles Billie Jo Graham Dana Hershberger Becky Robinson Michele Yeingst The Tarheel Triad Girl Scout Council Sidney Linn Heilig Amy Zlfchak Tenn·Ark·I'Uss Gb1 Scout Council Donna Capuson Karen capuson Sara Hart Barbara Hearn Amy Speake Thousand Islands Girl Scout Coundl Michelle Bice Bonnie Fuller Kelly Griffin Lois Huntle) Varna Mukundan f velyn P1erce Ttak Girl Scout Councll Annette Cathey Jayme Church Mara Dee Wheeler Shelly Yates Tierra Del Oro Girl Scout Council Lara Bunting Debbie Golding Melina Qunnett Susan Mills Diane Rittenhouse Sue Weinstein Audrie Woods Tongass·Aiaska GJI1 Scout Council Mary M. Cartmill Dawn Costa Katie Ratcliffe

Totem Girl Scout Council Heather Lea Fitzpatrick Tulip Trace Council of Girl Scouts Kimber!) D. Dobson Utah Girt Scout Council Dianne Leamong Stacy \\ ynn

VIrginia Skyllne Girl Scout Council Linda Marie Garrett Angela Geal) Pameld Ka} Williams Wilderness Road Girl Scout Council f' ei lshd liMper

Macy Honor Roll From March 1 through July 31 1984, these councils. troops. and Girl Scout or· ganizations contributed to the Edith Macy Development Fund or were identified by members making individual gifts to the Macy fund. We thank these contributors, as well as the many others whose generosity has helped make the Macy dream a real· ity. The complete Macy Honor Roll has been printed in vari· ous issues o f Leader (cu· mulative list in Summer 1983. plus additions in Fall 1983, Winter 1983. Spring 1984, Summer 1984, and this final segment).

Girl Scout Council of the Apalachee Bend, lnc. Appleseed Ridge Girl Scout Council, Inc. Brownie Troop 243 Girl Scout Coundl of Bergen County Hackensack Girl Scout Troops Black Diamond Girt Scout Council. Inc. Troop 1016 Girl Scout Council of Buffalo and f:rle County, lnc. Brownie Troop 811

Camden County Council of Girl Scouts, Inc. Brownie Troop 169 Central Louisiana Girl Scout Council, Inc. Brownie Troop 303 Girt Scouts of Central Maryland, Inc. Troop661 Congaree Girl Scout Area Council Br~'l'lie Troop 36 Crowley's Ridge GJI1 Scout Council, Inc. foll: River Area Girt Scout Councll. Inc. freedom Valley Girl Scout Council Centennial Service Unil Troop 200

Golden Valley Qtrt Scout CouncU Ka~<.eah Association Girl Scout Council of Greater lt55ex County. N.J. Belle\ file Service Unit The Olrt Scout CouncU of Greater St. Louis Heart of Texas Girl Scout Council, Incorporated 5enlor Troop 132 Stephenville Association Holly Shores Girt Scout Council, Inc. HUB Association Hornets' !"'est Girt Scout Council, Inc. Brownie Troops 34. 143. 164. ~2 Junior Troop 227. Troops 1 16. i47. 3~ Hudson Valley Gb1 Scout CouncU, Inc. Troop 609 Huron Valley Girt Scout Council Senior Troop 50 I. Troops 17, 167, 567 Olrl Scouts-Indian Hills CouncU. Inc. Troop 270 Inland ~pire Girl Scout Council, Inc. Lake r:rte Girt Scout Council Lakota Girt Scout Council Junior Troop 0262 Land of Lincoln Girl Scout Cound l , Illinois !lope S<:hool Troop Michigan Capitol GJI1 Scout Council Troop 625 Mid·Columbla Girt Scout Council Mitten Bay Girl Scout Council Junior Troop 14 North Country Girt Scout Council, Inc. 8rov.nle Troop J 70

North lo"'a Girl Scout Council Brownie Troop 275 l'lorth"'est Georgia Girt Scout Council. lnc. TroopW Girl Scout Council of the Pacific, Incorporated Troop 301 Penn Laurel Girl Scout Council, Inc. Cadette Troop 142. Senior Troop 146

Lisa Hutchinson Kim 5mart TOfS-!'Iorth Atlantic Girl Scouts Kimberly Carollo Nikl Moukas Linda Soudbash catherine Trotter Michelle Wells

Permian Basin GJI1 Scout Councll Piedmont Area Gb1 Scout Council, lnc. Bro"nie Troop 22. Junior Troops 50. 120 Pioneer Valley GJI1 Scout Council, Inc. Senior Troop 702

Pisgah Girl Scout Council, Inc. Troop 4 1 Prairie Girt Scout Council, Inc. Junior Troop ~ San fernando Valley Girt Scout Coundl Brownie Troops 602, 395, Cadette Troop 2160 los t:ncinos Service Unit Saen Lakes GJI1 Scout Coundl, Inc. Elmira Heights Neighborhood Shining Trail CouncU of Girt Scouts, Inc. Cadette Troop 249. Senior Troop 245

Sierra Nevada Girt Scout Council, Inc. Senior Troop I I

Sooner Girl Scout Coundl, Inc. Norman Neighborhood South Central Alabama Girl Scout Council Bro"nie Troop 192 South Cook County Girt Scouts, Inc. 11dple Neighborhood The Southwestern Connecticut Girl Scout Council, lnc. Brownie Troop# 113 Spanish Trails Girl Scout Council

Susltna Girl Scout Council Brownie Troop 295 Tenn·Ark·Mlss Girt Scout Coundl Germantown-Riverdale Service Unit U.S.A. 0111 Scouts lleidelberg Neighborhood 0111 Scouts-Wagon Wheel Council Troops 7, 31. 101, 13 1. 246. 374. 379. 392 WUdemess Road Girl Scout Council, Inc. Troop 54

Girl Scout Leader/Winter 1984 31

Leader's Exchange Historic Signs for Safety Harbor

Y ou'd need an aw­fully precise map to find Safety Har­bor, Florida. It's a small town on the northwest corner of Tampa Bay, sur­rounded by Clearwater, Tampa and St. Petersburg.

But this tiny rustic community has a lot of history. It's said that Hernando DeSoto landed here in 1539, and it was here where he wrote the very first letter ever sent from the New World.

Safety Harbor was a thriving resort area during the Florida boom, and four mineral springs gush such prized min­eral water that a major spa is located here. It also was the site of the great Tlmucan Indian town ofTocobaga, and one of their ceremonial mounds still overlooks the waters of the bay.

When Jim Miller, a local 82-year­old adult volunteer and then curator of the local history museum, suggested that a few signs detailing the area might be interesting to tourists, it became our service project for the year.

Our first step was to meet with the town manager and ask if we could erect signs. Who would dig the post holes, and who would maintain them in years to come? He assured the committee that the town would accept the signs, and permitted us to interview him about his job for our careers project.

Our next step was to find out what was truly historic in our town. We called on some of the older residents, the lo­cal history society, and of course, our own expert, Jim.

After doing their research, llie girls listed subjects for 27 possible signs: the oldest log cabin, the various names of the town over the years, the mam· moth live oak trees that once grew on the side of a former mound, etc. They agreed that the signs should be dark brown with yellow lettering. to match the "Welcome to Safety Harbor" signs just going up.

Sandy Huff Is troop leader {or Cadette Oirf Scout Troop 618 in Suncoast Oirt Scout Council.

32 Girl Scout Leader/Winter 1984

Fortunately, we just had time to request a grant from the Reader's Di­gest Foundation, which gave us $200. Two of llie girls became our official photographers, and their pictures of the erected signs later were featured In the local newspaper.

It looked like the construction of a housing development was going to eliminate some of the big oak trees. Perhaps we could save them, if they were old enough. Question-How do you determine a tree's age? A forester showed the girls how to take bores of three trees we decided looked old. Their job was to measure the circumference of the trunks four feet above the ground, which lliey naturally tried to do while clambering among the branches. The forester's verdict, based on the number of tree rings, trunk size. and an educated guess, was that the biggest was 275 to 325 years old­creaky old age for an oak tree, but not old enough to have shaded DeSoto himself. We put them on the sign list anyway.

A bank donated a used sign made of heavy outdoor plywood, which we cut up into smaiJer signs. The wood­working teacher at the local middle school let us come to his backyard workshop and showed the kids how to cut, fit. and nail grooved borders onto the plywood. He even let us start prim­Ing the wood, though we got more brown paint on his grass than on the signs.

The posts were on sale at a lum­ber store. and it only took us four trips to get the right size polts to attach the

signs. One of llie troop falliers trimmed the posts to six-foot lengths, and showed the girls how to drill the bolt holes.

Then came the hard part. Who was going to do the lettering. and what ex­actly should each sign say? None of the Girl Scouts felt capable of letter­Ing. The art club at Countryside High School took it over as their project and we were able to pay each sign painter the grand sum of $8.00 per sign­which probably averaged about 25 cents per hour.

FinaiJy, after months of scheming. hammering. painting. and lugging lliat heavy wood around, we went to the weekly meeting of the Safety Harbor City Commission, and four of the girls, with much blushing and giggling. pre­sented 11 finished signs to the city. They even had their pictures taken with the mayor.

As a traveling "High Adventure" troop, it's hard to find the time to fit another history project into our sched­ule. But our digging for sign material unearthed so many fascinating stories that the girls are thinking of taking pic­tures of all the older houses in town, and/or interviewing the many old­timers for an oral history project.

I think the sign project was a suc­cess. We've re-discovered the old ad­age that any job turns out to be a lliousand times more complicated Ulan you expected. But maybe next time we won't get brown paint under our fin­gernails!

-Sandy Huff

DATf COD£:

8-10 312

11-14 313

11-14 314

15-18 315

15- 18 316

18-21 317

Edith Macy Conference Center has dedicated its April 1985 offerings to you, the Girl Scout leader. The registration fee for each workshop is $37.50 - one half the regular fee- and travel scholarships amounting to 75% of your travel to and {rom the center are available from Girl Scouts of the U.SA. For further information write:

Director of Adult Development Girl Scouts of the U.S.A. 830 Third Avenue New York, New York 10022

Register, by the deadline, for one or more of the following workshops.

APRIL

DEADLINE TITU. DATE CODE DEADLINE TITLE

2125185 AUDIOVISUAL WORKSHOP: 18-21 318 3/08/85 WORKSHOP IN THE ARTS -DEVELOPING A SUDE SHOW Learn how to incorporate the -Gain experience in develop- arts into all five age levels. ing a slide presentation. 22-25 319 3/ 11 185 PROGRAM SUPPORT FOR

3101185 OUTDOOR EDUCATION- THECADETTELEADERAND Explore techniques for helping SENIOR ADVISER- Discuss girls develop outdoor skills. ways to manage proCram for

3/01 /85 PUPPETRY - Explore ways to Cadette and Senior irl Scouts.

use puppetry at all age levels. 22-24 320 3/11 /85 SONG LEADERS WORKSHOP

3101 185 PROGRAM SUPPORT FOR -Develop a repertoire for

THE DAISY GIRL SCOUT teaching songs appropriate to

LEADER- Explore Girl Scout all five age levels.

program resources for work 25-28 321 3/15/85 WORKSHOP IN TODAY AND with the Daisy Girl Scout. TOMORROW ACTIVITIES-

3/01 /85 LEADER HOW-TO'S FOR THE Learn how to make science

BROWNIE AND JUNIOR GIRL fun, interesting, and available to

SCOUT LEADER- Learn new all girls.

activities in the five worlds of 25-28 322 3fl5/85 WORKSHOP IN SPORTS-interest. Examine methods for teaching

3/08185 GOURMET COOKING IN THE sports and fitness.

OUT-OF-DOORS- Prepare delicious meals with the crea-live use of basic foods.

· ..

Are You A Girl Scout On The Move?

Girl Scouts of the U.S.A. 830 Third Avenue New York, New York 10022

If you are moving soon. you are not a one. Thousands of American families relocate every year But through your Girl Scout member­ship, you will f nd fnends to he p you fee at home 1n your new community.

Girl Scouts are located in a.I SO states. Guam. Puerto Rico. V1rg1n Islands. U.N. Trust Terntory of the Pacific and in 58 countnes served by Troops on Foreign Soil (TOFS).

Why not take time to complete the form below and return it to nat anal headquarters? Your mem­bership w1 follow you to your new commun ty. and the G1rl Scouts there will be able to welcome you and help you continue your Involve­ment in the Movement.

Isn't it comforting to know that wherever you move there will be a Girl Scout waiting to greet you?

r-------------------------Girl Scouts on the Move Girl Scouts of the U.S.A. 830 Third Avenue, New York, NY 10022

MOVIng to

Name (o ease or,nt) Street

I D t1viTIOer City. state ZIP code

Counc1 name or TOFS location Country

Date I expect to amve:

Current G~r Scout pos tlon(s)

NON-PROFIT ORG. ADDRESS CORRECTION REQUESTED U.S. POSTAGE

PAID

~ GIRL SCOOTS

·.

ST. PAUL, MN PERMIT NO. 890