Around the nightly camp-fire “council” are recounted the events of the day; awards for merit are given; songs breathing the martial spirit which boys love so well are sung; the Scout Master’s story of heroism and adventure is heard with eager ears and is followed invariably by frank comments indicating the manner of its reception; finally a drowsy song like “My Old Kentucky Home,” reflecting the somnolent spirit of the lengthening hours, brings the “council” to a close; soon the soft tones of “taps” are heard droning from the bugle and, rolled in their blankets, the little tourists quickly journey to slumberland. Scout associations foster _esprit de corps_ and team work, as well as a recognition of relative rights and duties which is in the highest degree cultural. The appreciation of property rights is cultivated to such an extent that a scout will not willfully damage the property of another. Not the least beneficent influence exerted by the organization is its inculcation of obedience, discipline, loyalty, truthfulness, chivalry, courtesy, respect for women, helpfulness to others, patriotism, and manliness. These qualities are unconsciously and unobtrusively impressed on his plastic character during the formative age until they become a component part of it. A scout is taught that he is always “on honor,” and that his word is accepted unreservedly, as the truth. The youth feels more needs than the home, school, and church can supply--the need for companionship, play, sports, adventure, and romance. His gregarious and social instincts must be fed by association with those of his own age; his love of adventure and physical expression must be gratified by the clean activities of the forest, the stream, the ball field; his love of romance needs find expression in the extraordinary experiences of woodcraft, pathfinding and cave exploration; and his love of play must be satiated by rough sports, games, and athletics through which he attains his physical, mental, and ethical development. It is an application of Froebel’s epoch-making theory of training and developing boys by means of play. It is the utilization of his “wild period” by systematic direction and oversight for the upbuilding of character and manhood.