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A Discussion of the Representation of Masculinity and Femininity in ...

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5. ROBERT BADEN-POWELL<br />

In this section, I briefly outl<strong>in</strong>e aspects <strong>of</strong> <strong>the</strong> life <strong>of</strong> Baden-Powell so that <strong>the</strong><br />

discourse beh<strong>in</strong>d his writ<strong>in</strong>g can be located <strong>in</strong> a social context for <strong>the</strong> purposes <strong>of</strong><br />

analysis later.<br />

Baden-Powell was educated <strong>in</strong> Charterhouse, a public school <strong>in</strong> late Victorian<br />

Brita<strong>in</strong>, when “<strong>the</strong> public schools emphasized those conservative virtues <strong>of</strong> conformity<br />

<strong>and</strong> obedience that would best guarantee <strong>the</strong> cont<strong>in</strong>uation <strong>of</strong> <strong>the</strong> status quo” (Rosenthal:<br />

1986:91). These ‘virtues’ were valued by Baden-Powell who later argued that <strong>the</strong> aim <strong>of</strong><br />

<strong>the</strong> Boy Scout movement would be “to give <strong>the</strong> mass <strong>of</strong> boys someth<strong>in</strong>g <strong>of</strong> <strong>the</strong> sense <strong>of</strong><br />

honour <strong>and</strong> tone that are at present <strong>the</strong> attributes <strong>of</strong> <strong>the</strong> Public School boy” (1910-24,<br />

British Scout Archives: cited <strong>in</strong> Rosenthal: p91). Devis<strong>in</strong>g <strong>the</strong> Scout Law was a means<br />

by which he could engender a degree <strong>of</strong> conformity with<strong>in</strong> <strong>the</strong> movement <strong>and</strong> implant a<br />

corporate ideology which aimed to create <strong>the</strong> uniformity <strong>of</strong> character that he wanted<br />

(Rosenthal: p105).<br />

After school, he jo<strong>in</strong>ed <strong>the</strong> army <strong>in</strong> which he stayed for thirty four years. He<br />

became famous for his role as comm<strong>and</strong>er <strong>in</strong> <strong>the</strong> defence <strong>of</strong> Mafek<strong>in</strong>g dur<strong>in</strong>g <strong>the</strong> Boer<br />

war, <strong>and</strong> was celebrated as a hero on his return home (especially as <strong>the</strong> popular press,<br />

set up <strong>in</strong> 1896 <strong>in</strong> <strong>the</strong> form <strong>of</strong> <strong>the</strong> Daily Mail, had been able to publish images <strong>of</strong> <strong>the</strong> war<br />

(Black, 2000)). In <strong>the</strong> same way that <strong>the</strong> public school ‘values’ absorbed him, so too did<br />

those <strong>of</strong> <strong>the</strong> military life. The regulatory way <strong>of</strong> life was all Baden-Powell knew <strong>and</strong> he<br />

“would have found difficult <strong>the</strong> notion that civic society might properly esteem values<br />

different from those cherished by <strong>the</strong> army” (Rosenthal: p192).<br />

Baden-Powell developed through two very controll<strong>in</strong>g <strong>in</strong>stitutions: <strong>the</strong> public<br />

school <strong>and</strong> <strong>the</strong> army. The ideals he took from <strong>the</strong>m implanted his sense <strong>of</strong> discipl<strong>in</strong>e<br />

<strong>and</strong> patriotism, which he believed ensured good citizenship. Thus <strong>the</strong> youth movements<br />

he founded were <strong>in</strong>evitably ideologically <strong>in</strong>vested with <strong>the</strong> ideals <strong>of</strong> <strong>the</strong>se <strong>in</strong>stitutions too.<br />

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