The Project Gutenberg EBook of Educational Work of the Girl Scouts, by 
Louise Stevens Bryant

This eBook is for the use of anyone anywhere at no cost and with
almost no restrictions whatsoever.  You may copy it, give it away or
re-use it under the terms of the Project Gutenberg License included
with this eBook or online at www.gutenberg.org


Title: Educational Work of the Girl Scouts

Author: Louise Stevens Bryant

Release Date: July 11, 2009 [EBook #29373]

Language: English

Character set encoding: ISO-8859-1

*** START OF THIS PROJECT GUTENBERG EBOOK EDUCATIONAL WORK--GIRL SCOUTS ***




Produced by David Edwards, Marcia Brooks and the Online
Distributed Proofreading Team at https://www.pgdp.net (This
file was made using scans of public domain works put online
by Harvard University Library's Open Collections Program,
Women Working 1800 - 1930)

BULLETIN, 1921, No. 46

EDUCATIONAL WORK OF THE
GIRL SCOUTS

LOUISE STEVENS BRYANT
EDUCATIONAL SECRETARY GIRL SCOUTS

---

[Advance sheets from the Biennial Survey of Education in
the United States, 1918-1920]

[2]

ADDITIONAL COPIES
OF THIS PUBLICATION MAY BE PROCURED FROM
THE SUPERINTENDENT OF DOCUMENTS
GOVERNMENT PRINTING OFFICE
WASHINGTON, D. C.
AT
5 CENTS PER COPY

EDUCATIONAL WORK OF THE GIRL SCOUTS.

[3]

By Louise Stevens Bryant,
Educational Secretary, Girl Scouts.

Contents.—History and growth—Activities—Methods—Organization.

Do you believe that girls should like to work at home, to cook and clean house and mind the baby? Do you believe that a girl should like to take care of her clothes and be able to make them; that she should know how to be thrifty and to conserve the family money in buying and using food and clothing; that she should play a fair game and put the group above her personal interests? Do you believe that she should value a strong healthy body above clothes and cosmetics, and rejoice in the hope of being some day the healthy mother of healthy children?

If you do, you believe in the Girl Scouts, for in this organization the girls learn all these things in such a happy way that they like to do them, which means that they keep on doing them.

The Girl Scouts, a national organization, is open to any girl who expresses her desire to join, and voluntarily accepts the promise and the laws. The object of the Girl Scouts is to bring to all girls the opportunity for group experience, outdoor life, and to learn through work, but more by play, to serve their community. Patterned after the Girl Guides of England, the sister organization of the Boy Scouts, the Girl Scouts have developed a method of self-government and a variety of activities that appear to be well suited to the desires of the girls, as the 89,864 scouts and the 2,500 new applicants each month testify.

HISTORY AND GROWTH.

Girl Scouts and their leaders, to the number of 89,864, were in 1920 organized in every State, and in Hawaii, Porto Rico, and Alaska. There are troops in 1,400 cities, and local councils in 162 places. This represents a tremendous growth since the founding by Mrs. Juliette Low in March, 1912, of a handful of enthusiastic “Girl Guides” in Savannah, Ga. In 1915 the growth of the movement warranted its national incorporation; so headquarters were established in Washington, D. C., and the name changed to Girl Scouts, Incorporated. In 1916 the headquarters were removed to New York, and are now located at 189 Lexington Avenue.[4]

From the start the organization has been nonsectarian and open to all races and nationalities. Through the International Council the Girl Scouts are affiliated with the Girl Guides of England and all parts of the British Empire, and similar organizations in other parts of the world.

At the 1920 meeting of the international conference at London, reports were received from Italy, France, Belgium, Switzerland, Poland, Norway, Sweden, Denmark, Holland, Portugal, Russia, Czechoslovakia, Brazil, Argentina, Japan, China, and Siberia, as well as from all parts of the British Empire, and the United States.

From a membership of 9,769 in January, 1918, the girl scouts grew to 89,864 in 1921, at the rate of nearly 10 to 1 in three years. The greatest relative growth was in 1918, when the membership grew fourfold. During 1919 the increase over the preceding year was more than two-thirds, while in 1920 the relative increase was one-third. The details are as shown in the accompanying table.

This growth is due to a spontaneous demand of community after community for scouting for girls, and not to deliberate propaganda on the part of the national headquarters. The reasons for it are therefore to be sought in the activities and methods themselves, which make such widespread appeal.

ACTIVITIES.

A glance through the handbook, Scouting for Girls, will show that the activities of the girl scouts center about the three interests—Home, Health, and Citizenship.

Home.—The program provides incentives for practicing woman's world-old arts by requiring an elementary proficiency in cooking, housekeeping, first aid, and the rules of healthful living for any girl scout passing beyond the Tenderfoot stage. Of the forty-odd subjects for which Proficiency Badges are given, more than one-fourth are in subjects directly related to the services of woman in the home, as mother, nurse, or home-keeper.

Growth of Girl Scout membership, Jan. 1, 1918, to Jan. 1, 1921—Active registrations.

Into this work, so often distasteful because solitary, is brought the sense of comradeship. This is effected partly by having much of[5] the actual training done in groups. Another element is the public recognition and rewarding of skill in this, woman's most elementary service to the world, usually taken for granted and ignored.

The spirit of play infused into the simplest and most repetitious of household tasks banishes drudgery. “Give us, oh, give us,” says Carlyle, “the man who sings at his work. He will do more in the same time, he will do it better, he will persevere longer. Wondrous is the strength of cheerfulness; altogether past comprehension its power of endurance.”

While the place of most production is to-day outside the home, much of the final preparation of goods, particularly food and clothing, is still done there. So that, while the homecrafts are far from being the vital necessities they once were, they are still needed.

Handicrafts of many sorts enter into the program of the girl scouts. In camping, girls must know how to set up tents, build lean-to's, and construct fireplaces. They must also know how to make knots of various sorts to use for bandages, tying parcels, hitching, etc. Among the productive occupations in which Proficiency Badges are awarded are cooking, house planning, beekeeping, dairying and general farming, gardening, millinery, weaving, and needlework.

While production has left the home, consumption is increasingly the business of the home-keeping woman. There are few purchases, even for men's own use, which women do not have a hand in selecting. Practically the entire burden of household buying in all departments falls on the woman, who is thus in a position to learn how to spend wisely and make the most of each dollar. In France this has long been recognized, and the women of the middle classes are the buying partners and bookkeepers in their husbands' business.

The girl-scout organization encourages thrifty habits and economy in buying in all of its activities. The scout troops are self-supporting, and are expected to earn most of their equipment by means of rallies, pageants, plays, as well as by individual effort. One of the 10 scout laws is that “A girl scout is thrifty.”

Health.—The girl scout learns that “a cheerful scout, a clean scout, a helpful scout is a well scout. She is the only scout that really is prepared.” So that health, physical and mental, is the keynote to the scout activities, which are calculated to develop the habit of health, rather than simply to give information about anatomy or physiology. Personal health is recognized by the badge of “Health Winner,” given to the girl who for three months follows certain rules of living, such as eating only wholesome food, drinking plenty of water, going to bed early, exercising in the open air, and keeping clean, and who shows the result by improved posture, and by the absence of[6] constipation and colds. Outdoor sports, swimming, boating, and dancing are other health-producing activities.

Of all health-promoting activities, camping is the best, and this means all stages of life in the open, from the day's hike, with one meal out of doors, to the overnight or week-end hike, and finally the real, big camp, open all summer. Girl scouts learn how to dress for outdoor living, how to walk without fatigue, and how to provide themselves with food, warmth, and shelter, so that “roughing it” does not mean being uncomfortable.

During 1920, 50 large girl-scout camps were maintained in 16 States. These are self-supporting, and as they are open for 10 weeks as a rule and accommodate about 50 girls at a time, they give an opportunity to several thousand for the best sort of holiday.

The idea is to have enough camps to give every scout the experience. To promote this work national headquarters maintains a camping section and has published a book, “Campward Ho!” which gives full directions for organizing and running large, self-supporting camps for girls.

Community health habits are quite as important as the purely personal, and the older girl scout is expected to become a “health guardian,” which means that she takes an intelligent interest in the things pertaining to public health, such as playgrounds, swimming pools, school lunches, the water and milk supplies, clean streets, the disposition of waste and garbage, the registration of births, and the prevention of infant mortality. She also learns how to help in times of emergency as first aid, in sickness as home nurse, and at any time as child nurse.

A scout whose mind is filled with interesting facts about birds and animals and trees, and who is busy playing games with her companions or in making useful and beautiful things and in rendering active service to her home and community, is apt to have a healthy mind without thinking much about it. And she has a little rule for the blue times, which is “to smile and sing under all difficulties.”

Citizenship.—The basic organization of the girl scouts into the self-governing unit of a patrol is in itself an excellent means of political training. Patrols and troops conduct their own meetings, and the scouts learn the elements of parliamentary law. Working together in groups, they realize the necessity for democratic decisions. They also come to have community interests of an impersonal sort. This is perhaps the greatest single contribution of the scouts toward the training of girls for citizenship. Little boys play not only together but with men and boys of all ages. The interest of baseball is not confined to any one age. The rules of the game are the same for all, and the smallest boy's judgment on the skill of the players may[7] be as valid as that of the oldest “fan.” Girls have had in the past no such common interests. Their games have been either solitary or in very small groups, in activities largely of a personal character. If women are to be effective in modern political society, they must have from earliest youth gregarious interests and occupations.

Among the scout activities that tend to develop this larger community sense are games, athletic sports of all kinds, including team work and competition between small, well-knit groups. Folk dancing and other forms of amusement, such as dramatics, pageants, and story-telling, serve a similar purpose because they all mean the possession of a resource not only for the right use of the girl's own leisure time, but for serving this need in the community.

METHODS.

The activities of the girl scouts are, of course, not peculiar to this organization. Every one of them is provided for elsewhere, in schools, clubs, and societies. But the way in which they are combined and coordinated about certain basic principles is peculiar to the girl scouts.

In the first place all these activities have a common motive, which is preparation for a fuller life for the individual, not only in her personal but in her social relations. It is believed that both the habits formed and the concrete information acquired contribute to the girls being ready to meet intelligently most of the situations that are likely to arise in their later life. This concept is expressed in the girl scout's motto, “Be prepared.”

The method of preparation followed is that found in nature, whereby young animals and birds play at doing all the things they will need to do well when they are grown and must feed and fend for themselves and their babies.

The heart of the girl scouts' laws is helpfulness, and so the scouts have a slogan: “Do a good turn daily.” By following this in letter and spirit, helpfulness becomes second nature.

Because the girl scouts are citizens they know and respect the meaning of the flag, and one of the first things they learn is the pledge:

“I pledge allegiance to my flag, and to the Republic for which it stands; one Nation indivisible, with liberty and justice for all.”

Some observers have criticized the girl-scout organization because of its apparently military character. It is true that the girls wear a uniform of khaki and are grouped in patrols corresponding to the “fours” in the Army; that they salute and learn simple forms of drill and signaling. But the reason they do these is because the military organization happens to be the oldest form of organization in the world, and it works. It is the best way men have found[8] of getting a number of persons to work together. Following directions given to a group is quite a different matter from doing something alone, and most of us need special training in this. A group of eight has been found to work the best, because it is the largest number that can be handled by a person just beginning to be a leader, and, moreover, elementary qualities of leadership seem to exist in just about the proportion of one in eight. It is probably on this account that children take so kindly to the form, rather than because of any glamor of the army, though this must be admitted as a factor. In actual practice the drill and signaling take up a very small portion of the program and are nowhere followed as ends in themselves, but only as a means to an end.

Uniform.—The uniform is simple, durable, and allows freedom of action. It is of khaki because this has been found to be the best wearing fabric and color. It is not easily torn and does not readily soil. Wearing it gives the girls a sense of belonging to a larger group, such as it is hard to get in any other way. It keeps constantly before them the fact that they represent a community to whose laws they have voluntarily subscribed, and whose honor they uphold. It is well, too, to have an impersonal costume, if for no other reason than to counteract the tendency of girls to concentrate upon their personal appearance. To have a neat, simple, useful garb is a novel experience to many an overdressed doll who has been taught to measure all worth by extravagance of appearance.

ORGANIZATION.

The outstanding feature of the girl-scout organization is its voluntary character. Among some 7,400 officers and leaders of girl scouts throughout the country in the fall of 1920, just 211 were “paid workers.” This is about 3 per cent. The organization is actually a great volunteer school of citizenship in which the women of the country share with their younger sisters the results of their own experience in ideals and practical working knowledge of community living. Scout troops are organized either independently or in connection with public and private schools, churches, settlements, and other associations.

Scouts of different ages.—The original girl-scout program was designed mainly with the needs of the young adolescent in mind, and the age was fixed from 10 to 18 years. But the little girls wanted to come in, and so a separate division was made for them called the Brownies or Junior Scouts. Then the older girls and women wanted to join, and as time went on the original girl scouts grew up but not out of the scout movement, and programs are being made for Citizen Scouts who are 18 and over.[9]

The three age groups seem to be natural ones, and each has its own methods and activities. The Brownies are formed into packs, under the leadership of a “Brown Owl,” and play games and learn self-help and how to “lend a hand” to their families. The Citizen Scouts are expected to be self-directing and to take actual part in the life of the community and, either as wage earners or service givers, to pay their way.

But the large majority of all girl scouts belong to the middle group. More girls register at 13 than at any other age. This is interesting, as it marks the age of susceptibility to social ideas, shown also by the fact that it is the most common age of religious conversion. It is also the age of first crime. The distribution of ages at first registration is shown by the accompanying table.

The organization of the regular girl scouts is as follows:

Ages of Girl Scouts at first registration.

Patrol.—Eight girls form a Patrol, which is the working unit. One of them is elected patrol leader and has charge of the activities for as long as the patrol wishes. It is desirable to have each girl of a patrol serve as a leader at some time or other.

Troop.—One or more patrols constitute a Troop, which is the administrative unit recognized by the national organization. The Troop meets weekly and wherever possible at a place which “belongs” to it. When possible troops should meet outdoors. The troops are self-supporting and earn money for all equipment as well as for camps and hikes or special activities. Troops are registered with national headquarters and pay annual dues of 50 cents for each member. They also have their own local dues, generally 5 or 10 cents weekly.

Captain.—The troop is under the direction of a Captain, who must be at least 21 years of age and whose qualification as a leader of young girls is passed upon by national headquarters before she is commissioned.[10]

Lieutenant.—A captain may have one or more Lieutenants, who must be at least 18 years of age, and whose commissions are likewise subject to control by national headquarters. Captains and lieutenants may be organized into associations in any given locality.

Scout classes.—There are three classes of girl scouts, the youngest being the “Tenderfoot,” the name given by frontiersmen to the man from the city who is not hardened to the rough life out of doors. Even the Tenderfoot, however, has to know some things, including the promise, laws, slogan, and motto; how to salute and the respect due to the flag; how to make an American flag; and how to tie at least four kinds of useful knots. She must also have earned enough money to buy some part of her scout equipment.

The “Second-class” scout has been a tenderfoot for at least one month and can pass a test of distinctly greater difficulty. This includes, under home interests, the ability to make fires in stoves and out of doors, to cook a simple dish so that it will be palatable, to set a table for two courses, to make an ordinary and a hospital bed, and to sew.

Under health interests, she must know the main rules of healthful living, her own height and weight, and their relation to the standard; some simple first-aid points such as stopping bleeding, removing speck from eye, and bandaging a sprained ankle. She must also have a variety of facts at her command that will keep her alert and interested when out of doors, such as an acquaintance with animals, birds, and plants, the use of a compass, the alphabet of a signal code; and must demonstrate her ability to observe her surroundings accurately and quickly so as to report upon them.

Under topics preparing for citizenship she must know the history of the American flag, how to prevent fire, and what to do in case of fire, and must have served her troop, church, or community in some way and earned or saved money for some personal or troop equipment.

The highest rank is that of “First-class” scout, and is to be attained only by a young person of considerable accomplishment. She must be able to find her way about city or country without any of the usual aids, using only the compass and her developed judgment of distance and direction. She must also be able to communicate and receive messages by signaling. She must have shown proficiency in home nursing, first aid, and housekeeping, and, in addition, in either child care, personal health, laundering, cooking, needlework, or gardening. She must also be an all-round outdoors person, familiar with camping and able to lead in this, or be a good skater or a naturalist or be able to swim. Not only must she know all these different things, but she must have trained a tenderfoot, started a savings account, and served her community in some tangible way.[11]

Proficiency badges.—After a girl scout has attained to first class there are still other worlds to conquer, as the badges she has earned on the way are only a few of the many to be worked toward. There are no less than 47 subjects in which a scout may achieve, and more are being added. Just to mention a few: A girl scout may be an artist, a beekeeper, a business woman, a craftsman, or a dancer; an electrician, a farmer, a flower finder, a horsewoman, an interpreter, a motorist; or a musician, a scribe, a swimmer, or a star gazer. The highest award given is the Golden Eaglet, which means the earning of 21 Merit Badges, of which 15 are in required subjects.

About 2,000 Merit Badges are earned a month. An analysis of the subjects shows that home nursing is the most popular, with 126 of each 1,000 earned. Laundress comes next with 97. First aid is next with 67. Needlewoman, child nurse, cook, pathfinder, health guardian, flower finder or zoologist, and home maker complete the first 10 most popular badges, with between 61 and 38 in each 1,000. The details are shown in the accompanying table.

Local councils.—Where troops are numerous it is usual to form a council composed of women and men representing all the best interests of the community: Parents, schools, religious denominations of all sorts, business, producers, women's clubs, and other social and philanthropic organizations. The council acts as the link between the girl scouts and the community. It has the same relation to the separate troops that the school board has to the schools—that is, it guides and decides upon policies and standards, interprets the scouts to the community and the community to the scouts. It does not do the executive or teaching work; that belongs to the directors, captains, lieutenants, and patrol leaders.

One function of the council is to interest public-spirited women and men, particularly artists and scientists, in girl-scout work and to get them to act as referees in awarding proficiency badges.

But wisdom is to be sought not only in large cities, where there are schools and museums, laboratories and studios. It is a poor community that does not have at least one wise old person—a farmer learned in nature's ways, a retired sailor stocked with sea lore, or a mother of men who knows life as perhaps no one else can. The wise council will know where to find these natural teachers and see that the scouts go to their schools.

Another prime function of the council is to raise funds and to make available such material equipment as camp sites, meeting places for the troops, etc. The captain should turn to the council for help in arranging and directing rallies, dances, fairs, pageants, and other devices for entertainment or securing money.

National organization.—The central governing body of the girl scouts is the national council, holding an annual convention of elected[12] delegates from all local groups. The national council works through an executive board, which meets monthly and conducts national headquarters in New York. The national director is in charge of headquarters and his direct responsibility for the administration of the whole organization, with the general divisions of field, business, publication, and education, each in charge of a secretary.

The field work is administered through 14 regions, each covering several States, and in charge of a regional director, who helps in the formation of local councils, the training of captains, and acts as general supervisor and consultant for all work in the district.

Under business comes the handling of mails, all the work of the shop where uniforms, insignia, books, badges, flags, and other equipment are sold, and the distribution of material ordered by mail.

There are three classes of publications: First, a monthly journal, The American Girl. Second, pamphlets and articles for general propaganda and publicity; these are handled by the editorial and publicity staffs, respectively. Third come publications of a technical nature, like the official handbooks for scouts and officers and outlines for training courses. These form part of the work of the education department, which has general oversight of all that pertains to training for leaders and the development of standards of work, including the important feature of coordinating the girl scouts with the other educational and social organizations. Camping also forms a part of the work of the education department.

During 1919 and 1920 the following publications were issued:

Need for leaders.—The growth in membership has been twice as rapid among the scouts as it has among the officers, as may be seen in the table already given. For every scout in 1918 we have 10 in 1921. For every officer in 1918 we have but 5 in 1921. For some time to come, therefore, the energy of the national officers must be directed toward the securing of properly trained leaders.

Colleges and higher schools are responding to a gratifying extent with the introduction of training courses in scouting for girls. Within two years courses have been given at the following colleges or universities:[13] Adelphi, Boston, Bryn Mawr, Carnegie Institute, Cincinnati, Converse, Elmira, Hunter, Johns Hopkins, Missouri, New Rochelle, Northwestern, Pittsburg, Rochester Mechanics' Institute, Rochester University, Rockford, Simmons, Smith, Syracuse, Teachers' College, and Vassar. Also at the following higher schools: Battle Creek Normal School of Physical Education, Brooklyn Training School for Teachers, Chautauqua Institute, Chicago Normal School of Physical Education, Community Service Council of Marquette County, Mich., Manhattan Trade School for Girls, Milwaukee Normal, State Normal at Pittsburgh, Pa., Washington State Normal, and Western State Normal, Mich. The following schools and colleges are asking for courses: Chicago, Cornell, Detroit Normal, Kalamazoo, Michigan State Normal, Pennsylvania State, and Temple University.

Through cooperation with the deans of women in all parts of the country, and with the Intercollegiate Community Service Association, the college women are being influenced to take up scouting as an extra academic activity before graduation, and as a form of community service in their home towns later.

In addition to this work through existing educational bodies, many special courses are conducted in connection with the organizations of local councils.

The First National Training School for Girl Scout Officers has been conducted for four years, the last two years at Long Pond Camp in Plymouth, Mass. During the summer of 1920 special training camps were also held in connection with the councils of Greater New York, Cincinnati, and Harrisburg, with instruction given under the auspices of national headquarters. Five such camps are planned for 1921, located in Plymouth, Central Valley, in the Catskills, Lake Mohegan, N. Y., Philadelphia, and Cincinnati.

Scouting in the public schools.—Only that organization for young people can succeed which contributes directly to their chief business, which is getting an education. One reason the girl scout organization is received so cheerfully by school people is that it works into the school's own plans to a remarkable degree. Local councils have a larger representation from the public schools than from any other single agency. Scout leaders are drawn largely from the teaching force because teachers naturally have a better insight into the needs of young people than any other single group.

In a few places this interest has resulted in the gradual assimilation of scouting into the school system. At Fort Scott, Kans., this work has progressed furthest, with 90 per cent of all pupils of scout age, either boy or girl scouts. Supt. Ramsey made a most favorable report on this situation at the Cleveland meeting of the Department of Superintendence of the National Education Association in 1920. Among essential features he mentioned the following:[14]

The boy scout executive and girl scout commissioner act as recreational directors and have charge of all the health education and vocational guidance.

A room is set aside in the Junior High School for all scout work which, however, is passed upon by a council, including persons outside of the school force.

Through glee clubs and choruses great interest in community singing and other music has been developed. The scout organization is helping to solve the dress problem for both boys and girls.

“To give the modern ideals of education would be to state the ideals of scouting.” The modern teacher is increasingly well fitted to become a good scout leader.

Scouting may best be promoted through the public school, because that is the only organization that includes all the boys and girls. Moreover, because of close daily association, leaders of school troops can insure each scout being an active scout.

The school also benefits by scouting in a number of ways. Older pupils stay in school longer because of their interest in scouting than because of any other influence. “A year of work in scouting will do as much toward acquainting a teacher with the ideals of teaching as a year spent in any college or university of the country.” Finally, scouting secures the interest, attention, and good will of the parents to the public schools.

Girl Scout badges earned in 1919-20.

End of the Project Gutenberg EBook of Educational Work of the Girl Scouts, by 
Louise Stevens Bryant

*** END OF THIS PROJECT GUTENBERG EBOOK EDUCATIONAL WORK--GIRL SCOUTS ***

***** This file should be named 29373-h.htm or 29373-h.zip *****
This and all associated files of various formats will be found in:
        https://www.gutenberg.org/2/9/3/7/29373/

Produced by David Edwards, Marcia Brooks and the Online
Distributed Proofreading Team at https://www.pgdp.net (This
file was made using scans of public domain works put online
by Harvard University Library's Open Collections Program,
Women Working 1800 - 1930)


Updated editions will replace the previous one--the old editions
will be renamed.

Creating the works from public domain print editions means that no
one owns a United States copyright in these works, so the Foundation
(and you!) can copy and distribute it in the United States without
permission and without paying copyright royalties.  Special rules,
set forth in the General Terms of Use part of this license, apply to
copying and distributing Project Gutenberg-tm electronic works to
protect the PROJECT GUTENBERG-tm concept and trademark.  Project
Gutenberg is a registered trademark, and may not be used if you
charge for the eBooks, unless you receive specific permission.  If you
do not charge anything for copies of this eBook, complying with the
rules is very easy.  You may use this eBook for nearly any purpose
such as creation of derivative works, reports, performances and
research.  They may be modified and printed and given away--you may do
practically ANYTHING with public domain eBooks.  Redistribution is
subject to the trademark license, especially commercial
redistribution.



*** START: FULL LICENSE ***

THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg-tm mission of promoting the free
distribution of electronic works, by using or distributing this work
(or any other work associated in any way with the phrase "Project
Gutenberg"), you agree to comply with all the terms of the Full Project
Gutenberg-tm License (available with this file or online at
https://gutenberg.org/license).


Section 1.  General Terms of Use and Redistributing Project Gutenberg-tm
electronic works

1.A.  By reading or using any part of this Project Gutenberg-tm
electronic work, you indicate that you have read, understand, agree to
and accept all the terms of this license and intellectual property
(trademark/copyright) agreement.  If you do not agree to abide by all
the terms of this agreement, you must cease using and return or destroy
all copies of Project Gutenberg-tm electronic works in your possession.
If you paid a fee for obtaining a copy of or access to a Project
Gutenberg-tm electronic work and you do not agree to be bound by the
terms of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B.  "Project Gutenberg" is a registered trademark.  It may only be
used on or associated in any way with an electronic work by people who
agree to be bound by the terms of this agreement.  There are a few
things that you can do with most Project Gutenberg-tm electronic works
even without complying with the full terms of this agreement.  See
paragraph 1.C below.  There are a lot of things you can do with Project
Gutenberg-tm electronic works if you follow the terms of this agreement
and help preserve free future access to Project Gutenberg-tm electronic
works.  See paragraph 1.E below.

1.C.  The Project Gutenberg Literary Archive Foundation ("the Foundation"
or PGLAF), owns a compilation copyright in the collection of Project
Gutenberg-tm electronic works.  Nearly all the individual works in the
collection are in the public domain in the United States.  If an
individual work is in the public domain in the United States and you are
located in the United States, we do not claim a right to prevent you from
copying, distributing, performing, displaying or creating derivative
works based on the work as long as all references to Project Gutenberg
are removed.  Of course, we hope that you will support the Project
Gutenberg-tm mission of promoting free access to electronic works by
freely sharing Project Gutenberg-tm works in compliance with the terms of
this agreement for keeping the Project Gutenberg-tm name associated with
the work.  You can easily comply with the terms of this agreement by
keeping this work in the same format with its attached full Project
Gutenberg-tm License when you share it without charge with others.

1.D.  The copyright laws of the place where you are located also govern
what you can do with this work.  Copyright laws in most countries are in
a constant state of change.  If you are outside the United States, check
the laws of your country in addition to the terms of this agreement
before downloading, copying, displaying, performing, distributing or
creating derivative works based on this work or any other Project
Gutenberg-tm work.  The Foundation makes no representations concerning
the copyright status of any work in any country outside the United
States.

1.E.  Unless you have removed all references to Project Gutenberg:

1.E.1.  The following sentence, with active links to, or other immediate
access to, the full Project Gutenberg-tm License must appear prominently
whenever any copy of a Project Gutenberg-tm work (any work on which the
phrase "Project Gutenberg" appears, or with which the phrase "Project
Gutenberg" is associated) is accessed, displayed, performed, viewed,
copied or distributed:

This eBook is for the use of anyone anywhere at no cost and with
almost no restrictions whatsoever.  You may copy it, give it away or
re-use it under the terms of the Project Gutenberg License included
with this eBook or online at www.gutenberg.org

1.E.2.  If an individual Project Gutenberg-tm electronic work is derived
from the public domain (does not contain a notice indicating that it is
posted with permission of the copyright holder), the work can be copied
and distributed to anyone in the United States without paying any fees
or charges.  If you are redistributing or providing access to a work
with the phrase "Project Gutenberg" associated with or appearing on the
work, you must comply either with the requirements of paragraphs 1.E.1
through 1.E.7 or obtain permission for the use of the work and the
Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or
1.E.9.

1.E.3.  If an individual Project Gutenberg-tm electronic work is posted
with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any additional
terms imposed by the copyright holder.  Additional terms will be linked
to the Project Gutenberg-tm License for all works posted with the
permission of the copyright holder found at the beginning of this work.

1.E.4.  Do not unlink or detach or remove the full Project Gutenberg-tm
License terms from this work, or any files containing a part of this
work or any other work associated with Project Gutenberg-tm.

1.E.5.  Do not copy, display, perform, distribute or redistribute this
electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg-tm License.

1.E.6.  You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form, including any
word processing or hypertext form.  However, if you provide access to or
distribute copies of a Project Gutenberg-tm work in a format other than
"Plain Vanilla ASCII" or other format used in the official version
posted on the official Project Gutenberg-tm web site (www.gutenberg.org),
you must, at no additional cost, fee or expense to the user, provide a
copy, a means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original "Plain Vanilla ASCII" or other
form.  Any alternate format must include the full Project Gutenberg-tm
License as specified in paragraph 1.E.1.

1.E.7.  Do not charge a fee for access to, viewing, displaying,
performing, copying or distributing any Project Gutenberg-tm works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8.  You may charge a reasonable fee for copies of or providing
access to or distributing Project Gutenberg-tm electronic works provided
that

- You pay a royalty fee of 20% of the gross profits you derive from
     the use of Project Gutenberg-tm works calculated using the method
     you already use to calculate your applicable taxes.  The fee is
     owed to the owner of the Project Gutenberg-tm trademark, but he
     has agreed to donate royalties under this paragraph to the
     Project Gutenberg Literary Archive Foundation.  Royalty payments
     must be paid within 60 days following each date on which you
     prepare (or are legally required to prepare) your periodic tax
     returns.  Royalty payments should be clearly marked as such and
     sent to the Project Gutenberg Literary Archive Foundation at the
     address specified in Section 4, "Information about donations to
     the Project Gutenberg Literary Archive Foundation."

- You provide a full refund of any money paid by a user who notifies
     you in writing (or by e-mail) within 30 days of receipt that s/he
     does not agree to the terms of the full Project Gutenberg-tm
     License.  You must require such a user to return or
     destroy all copies of the works possessed in a physical medium
     and discontinue all use of and all access to other copies of
     Project Gutenberg-tm works.

- You provide, in accordance with paragraph 1.F.3, a full refund of any
     money paid for a work or a replacement copy, if a defect in the
     electronic work is discovered and reported to you within 90 days
     of receipt of the work.

- You comply with all other terms of this agreement for free
     distribution of Project Gutenberg-tm works.

1.E.9.  If you wish to charge a fee or distribute a Project Gutenberg-tm
electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
both the Project Gutenberg Literary Archive Foundation and Michael
Hart, the owner of the Project Gutenberg-tm trademark.  Contact the
Foundation as set forth in Section 3 below.

1.F.

1.F.1.  Project Gutenberg volunteers and employees expend considerable
effort to identify, do copyright research on, transcribe and proofread
public domain works in creating the Project Gutenberg-tm
collection.  Despite these efforts, Project Gutenberg-tm electronic
works, and the medium on which they may be stored, may contain
"Defects," such as, but not limited to, incomplete, inaccurate or
corrupt data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other medium, a
computer virus, or computer codes that damage or cannot be read by
your equipment.

1.F.2.  LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right
of Replacement or Refund" described in paragraph 1.F.3, the Project
Gutenberg Literary Archive Foundation, the owner of the Project
Gutenberg-tm trademark, and any other party distributing a Project
Gutenberg-tm electronic work under this agreement, disclaim all
liability to you for damages, costs and expenses, including legal
fees.  YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH F3.  YOU AGREE THAT THE FOUNDATION, THE
TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE
LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR
INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH
DAMAGE.

1.F.3.  LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a
defect in this electronic work within 90 days of receiving it, you can
receive a refund of the money (if any) you paid for it by sending a
written explanation to the person you received the work from.  If you
received the work on a physical medium, you must return the medium with
your written explanation.  The person or entity that provided you with
the defective work may elect to provide a replacement copy in lieu of a
refund.  If you received the work electronically, the person or entity
providing it to you may choose to give you a second opportunity to
receive the work electronically in lieu of a refund.  If the second copy
is also defective, you may demand a refund in writing without further
opportunities to fix the problem.

1.F.4.  Except for the limited right of replacement or refund set forth
in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER
WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO
WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE.

1.F.5.  Some states do not allow disclaimers of certain implied
warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted by
the applicable state law.  The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.

1.F.6.  INDEMNITY - You agree to indemnify and hold the Foundation, the
trademark owner, any agent or employee of the Foundation, anyone
providing copies of Project Gutenberg-tm electronic works in accordance
with this agreement, and any volunteers associated with the production,
promotion and distribution of Project Gutenberg-tm electronic works,
harmless from all liability, costs and expenses, including legal fees,
that arise directly or indirectly from any of the following which you do
or cause to occur: (a) distribution of this or any Project Gutenberg-tm
work, (b) alteration, modification, or additions or deletions to any
Project Gutenberg-tm work, and (c) any Defect you cause.


Section  2.  Information about the Mission of Project Gutenberg-tm

Project Gutenberg-tm is synonymous with the free distribution of
electronic works in formats readable by the widest variety of computers
including obsolete, old, middle-aged and new computers.  It exists
because of the efforts of hundreds of volunteers and donations from
people in all walks of life.

Volunteers and financial support to provide volunteers with the
assistance they need are critical to reaching Project Gutenberg-tm's
goals and ensuring that the Project Gutenberg-tm collection will
remain freely available for generations to come.  In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a secure
and permanent future for Project Gutenberg-tm and future generations.
To learn more about the Project Gutenberg Literary Archive Foundation
and how your efforts and donations can help, see Sections 3 and 4
and the Foundation web page at https://www.pglaf.org.


Section 3.  Information about the Project Gutenberg Literary Archive
Foundation

The Project Gutenberg Literary Archive Foundation is a non profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service.  The Foundation's EIN or federal tax identification
number is 64-6221541.  Its 501(c)(3) letter is posted at
https://pglaf.org/fundraising.  Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state's laws.

The Foundation's principal office is located at 4557 Melan Dr. S.
Fairbanks, AK, 99712., but its volunteers and employees are scattered
throughout numerous locations.  Its business office is located at
809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email
[email protected].  Email contact links and up to date contact
information can be found at the Foundation's web site and official
page at https://pglaf.org

For additional contact information:
     Dr. Gregory B. Newby
     Chief Executive and Director
     [email protected]


Section 4.  Information about Donations to the Project Gutenberg
Literary Archive Foundation

Project Gutenberg-tm depends upon and cannot survive without wide
spread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can be
freely distributed in machine readable form accessible by the widest
array of equipment including outdated equipment.  Many small donations
($1 to $5,000) are particularly important to maintaining tax exempt
status with the IRS.

The Foundation is committed to complying with the laws regulating
charities and charitable donations in all 50 states of the United
States.  Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and keep up
with these requirements.  We do not solicit donations in locations
where we have not received written confirmation of compliance.  To
SEND DONATIONS or determine the status of compliance for any
particular state visit https://pglaf.org

While we cannot and do not solicit contributions from states where we
have not met the solicitation requirements, we know of no prohibition
against accepting unsolicited donations from donors in such states who
approach us with offers to donate.

International donations are gratefully accepted, but we cannot make
any statements concerning tax treatment of donations received from
outside the United States.  U.S. laws alone swamp our small staff.

Please check the Project Gutenberg Web pages for current donation
methods and addresses.  Donations are accepted in a number of other
ways including including checks, online payments and credit card
donations.  To donate, please visit: https://pglaf.org/donate


Section 5.  General Information About Project Gutenberg-tm electronic
works.

Professor Michael S. Hart was the originator of the Project Gutenberg-tm
concept of a library of electronic works that could be freely shared
with anyone.  For thirty years, he produced and distributed Project
Gutenberg-tm eBooks with only a loose network of volunteer support.


Project Gutenberg-tm eBooks are often created from several printed
editions, all of which are confirmed as Public Domain in the U.S.
unless a copyright notice is included.  Thus, we do not necessarily
keep eBooks in compliance with any particular paper edition.


Most people start at our Web site which has the main PG search facility:

     https://www.gutenberg.org

This Web site includes information about Project Gutenberg-tm,
including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how to
subscribe to our email newsletter to hear about new eBooks.