youngwomen - camp manual

CAMP MANUAL

YOUNG WOMEN

CAMP MANUAL

Published by

The Church of Jesus Christ of Latter-day Saints

Salt Lake City, Utah

YOUNG WOMEN

Printed in the United States of America

English approval date: 1/02

CONTENTS

Introduction 1

Young Women Motto and Logo 2

Young Women Theme 3

Mission Statements 3

Young Women Values 4

To Young Women Campers

First-level Certification

Requirements 8

Second-level Certification

Requirements 11

Third-level Certification

Requirements 14

Fourth-level Certification

Requirements 17

First-year Youth Camp Leader

Requirements 20

Second-year Youth Camp Leader

Requirements 23

Resources

Backpacking 29

Bedrolls and Sleeping Bags 30

Campfire or Evening Programs 30

Camps—Types 31

Camp Traditions 31

Compass 31

Devotionals 31

Dramatizations and Skits 31

Environmental Awareness 31

Fires 32

First Aid 34

Food and Nutrition 47

Friendship Activities 50

Games 51

High Adventure Activities 52

Hiking 52

Knives 54

Knots 55

Nature 56

Nature Awareness Activities 60

Orienteering 61

Problem-solving Activities 63

Safety 65

Sanitation 66

Service 66

Survival 66

Tents 68

Testimony-building Experiences 68

Water Safety 69

Water Supply 69

Music 70

To Young Women Leaders

Youth Leadership 81

Camp Theme 81

Camp Activities 81

Camp Identification 82

Camp Certification 83

Accomplishing the Goals of Camp 84

Scheduling Camp Activities 85

Guidelines for Involving Campers

with Disabilities 85

Responsibilities of Leaders 86

Priesthood Leaders 86

Young Women Presidency

and Advisers 86

Young Women Secretary 86

Camp Director 86

Assistant Camp Director 87

Camp Specialists 87

Youth Camp Leaders 87

Ideas for Youth Camp Leader

Assignments 88

Camp Leadership Training 88

Precamp Orientation 89

Camp Support Materials 90

Policies 90

Tiny soft-bodied marine animals called

polyps are some of the world’s best

builders. Each tiny polyp is barely the

size of a pea. Cells in the polyp take

lime from seawater and build a home

of coral. As generations of polyps build

their homes and die, massive struc-

tures of coral are built up. Some form

a fringe around an island; others

become a reef along a coast. The

Great Barrier Reef of Australia is

nearly 1,300 miles long—the result

of the work of pea-sized architects!

INTRODUCTION

Wherever you live, nature has sur-

prises in store for those who let go of

their daily distractions and worries

and open themselves to the sights,

sounds, and smells of their surround-

ings. The surprise may be a sudden

rainstorm that sends you scurrying

for shelter. It may be the thrill of

approaching an animal to watch it

feeding or standing quietly to hear

the sound of a bird’s wings. It may

be seeing millions of stars on a clear

night. Somewhere in nature you will

find a surprise, and it will lift and

inspire you for days to come.

his manual is directed both to

young women and Young Women

camp leaders.

Section 1, “To Young Women

Campers,” is for young women to use

at camp. It includes the requirements

for camp certification and instructions

for Youth Camp Leaders. It also

includes journal pages for the young

women to use in recording their camp

experiences.

Section 2, “Resources,” provides

information for planning and carrying

out Young Women camp activities.

Section 3, “To Young Women

Leaders,” tells Young Women leaders

how to plan and carry out a Young

Women camp.

As young women of the Church

strive to draw closer to God, an

increased awareness of his creations

can strengthen their testimonies and

be a witness to them of the Supreme

Creator. The following words of the

Prophet Joseph Smith describe the

scriptural foundation for Young

Women camp:

“Let the mountains shout for joy, and

all ye valleys cry aloud; and all ye seas and

dry lands tell the wonders of your Eternal

King! And ye rivers, and brooks, and rills,

flow down with gladness. Let the woods

and all the trees of the field praise the

Lord; and ye solid rocks weep for joy! And

let the sun, moon, and the morning stars

sing together. . . . And let the eternal

creations declare his name forever and

ever!” (D&C 128:23).

This passage expresses the joy that

all of God’s creations felt when the

gospel was restored with its blessings

and promises for each child of God.

A camping experience can help young

women become more aware of God’s

creations and the blessings the gospel

brings into their lives. They can find

joy in an outdoor setting that will

strengthen their love for each other

and the gospel and their commitment

to stand together as “witnesses of God

at all times and in all things, and in all

places” (Mosiah 18:9).

Camp is also an ideal setting for the

gospel principles outlined in the Young

Women program to be reinforced.

Fireflies or glowworms are not really

flies but soft-bodied beetles that

produce a soft light. Their cheerful

lights can be seen on summer nights.

A South American firefly is called the

railway worm because it has green

lights along its abdomen and a red

headlight. In southeast Asia, thou-

sands of fireflies gather in trees and

bushes, flashing in unison to produce

a breathtaking display. In South

America and the West Indies, where

the insects grow up to 1 inch in length,

natives gather them and put them

in perforated gourds hung from the

ceiling to give light to their huts!

Young Women Motto and Logo

The Young Women Motto is “Stand for Truth and Righteousness.” The torch in the

logo represents the light of Christ, inviting all to “come unto Christ” (D&C 20:59).

The logo invites all young women to hold up the light of Christ by keeping his

commandments.

Young Women Theme

We are daughters of our Heavenly

Father, who loves us, and we love him.

We will “stand as witnesses of God at

all times and in all things, and in all

places” as we strive to live the Young

Women Values, which are:

Faith

Divine Nature

Individual Worth

Knowledge

Choice and Accountability

Good Works, and

Integrity.

We believe as we come to accept

and act upon these values, we will be

prepared to strengthen home and

family, make and keep sacred cov-

enants, receive the ordinances of the

temple, and enjoy the blessings of

exaltation. (See Mosiah 18:9.)

Mission Statements

Beehive

A Beehive becomes a Young Woman

of Truth as she follows the promptings

of the Holy Ghost, seeks truth, and

strives to live and share it.

A young woman seeks to know

the truth through prayer.

Mia Maid

A Mia Maid becomes a Young

Woman of Promise as she honors her

baptismal covenant to keep God’s

commandments, to receive his

blessings, and to have his Spirit to be

with her as she builds a loving

relationship with her Heavenly Father

and those around her.

An open book of scriptures represents

the word of God.

Laurel

A Laurel becomes a Young Woman

of Faith as she more fully experiences

the Savior’s love and prepares to

receive the ordinances of the temple

by living, teaching, and sharing the

gospel.

The temple spires remind us of

sacred ordinances and covenants

that lead to exaltation.

Birds chirp, coyotes howl, whales sing,

and bees dance to communicate with

their kind. When a worker honeybee

finds flowers containing nectar, it flies

back to the hive and dances on the

honeycomb. The bee may do a round

dance in small circles to the left or

right, or it may do a complicated

routine called a waggle dance. From

the pattern, speed, and length of the

dance, the other bees are told the

direction and distance they must fly.

If you sit very quietly in nature, you

may observe insects, birds, or animals

“talking” to each other.

On a clear night looking up into the

heavens, you can see a misty band of

stars and light called the Milky Way.

This band is a side view of the galaxy

that our sun and solar system belong

to. If we could see our galaxy from

above, we would be looking down

on a pinwheel of stars millions of

miles across. Our home on earth is

located about two-thirds of the way

out from the center of the galaxy.

We live in the suburbs of a great city

of stars!

Scriptural Reference

I am a daughter of a Heavenly Father

who loves me, and I will have faith in

his eternal plan, which centers in

Jesus Christ, my Savior. (See Alma

32:21.)

I have inherited divine qualities

which I will strive to develop.

(See 2 Peter 1:4–7.)

I am of infinite worth with my own

divine mission, which I will strive to

fulfill. (See D&C 18:10.)

I will continually seek opportunities

for learning and growth. (See D&C

88:118.)

I will remain free by choosing good

over evil and will accept responsibility

for my choices. (See Joshua 24:15.)

I will nurture others and build the

kingdom through righteous service.

(See 3 Nephi 12:16.)

I will have the moral courage to

make my actions consistent with my

knowledge of right and wrong.

(See Job 27:5.)

Value

Faith

Divine Nature

Individual Worth

Knowledge

Choice and Accountability

Good Works

Integrity

Color

White

Blue

Red

Green

Orange

Yellow

Purple

Young Women Values

TO YOUNG WOMEN CAMPERS

Sunlight provides some of the most

beautiful sights in nature. When it

shines through drops of water during

a rainstorm or in a waterfall, it

separates into beautiful bands of

violet, indigo, blue, green, yellow,

orange, and red light. As the sun sets

in the evening, its rays travel a longer

path through the earth’s atmosphere.

More blue and yellow rays are filtered

out, and the reds come through most

clearly. Clouds and dust in the

atmosphere reflect the red rays, and

we see a glorious sunset.

The goals of Young Women camp

are to help you:

• Draw closer to God.

• Appreciate and feel reverence

for nature.

• Become more self-reliant.

• Develop leadership skills.

• Respect and protect the

environment.

• Serve others.

• Build friendships.

• Enjoy camping and have fun.

To help you reach these goals, you

will be participating in the camp certi-

fication program. There are four levels

that correspond to your first four years

in Young Women:

Level 1—age twelve

Level 2—age thirteen

Level 3—age fourteen

Level 4—age fifteen

During your last two years in the

Young Women program, when you are

sixteen and seventeen, you can be a

Youth Camp Leader and share what

you have learned with others. This is

an exciting part of your own learning.

The younger girls will look up to you,

and you will have the opportunity to

make a difference in their lives.

Think about the fun you will have at

camp. Imagine looking into the starlit

heavens before going to sleep each

night and waking to the sounds of

birds each morning! You will organize

and cook meals with your new and old

friends. You will work beside them on

projects to help protect the environ-

ment. High adventure activities can

be physically demanding and will help

you feel a special fellowship with those

who share these challenges.

Think about how fun it will be

to have leaders and young women

living together—participating in meal-

times, sharing times, presentations,

firesides, creative

surprises, cultural

activities, and

certification classes.

There will be

laughing, singing,

praying, and maybe

even some crying as you move

through your days and nights at camp.

Imagine yourself returning home

knowing how to do things you have

never done before, feeling the glow of

new and old friendships, and realizing

that you are closer to your Heavenly

Father. All of these things are waiting

for you at camp!

TO YOUNG WOMEN CAMPERS

elcome to Young Women camp! With the world of nature as your

classroom, you can experience the wonder of God’s creations and learn

skills that will help you become self-reliant and able to live comfortably in the

outdoors. At camp, you will make new friends and develop lasting friendships

with your leaders as you work and play together. Through shared experiences,

you can draw closer to your Heavenly Father and strengthen others in living

the gospel.

Signature of stake or ward adult leader or

certified Youth Camp Leader

First-level Certification Requirements

Complete each of the following:

• Each day while in camp, find a quiet spot and read from the scriptures for at least

fifteen minutes. Include in your reading the account of the Creation found in

Moses 2:1–31 or Genesis 1:1–31. After the Lord created the earth, he surveyed

his work and saw that it was very good. Share your thoughts about God’s creations

with a leader or friend.

• Learn the basic principles of sanitation for your camp setting. Learn how to

correctly dispose of refuse while hiking. Learn how to dispose of garbage at camp

and leave the campsite cleaner than you found it. Follow these principles during

your stay at camp.

• Learn the fire regulations for your camping area. Learn the procedures for properly

extinguishing a fire.

• Help to plan and participate in a three-mile hike. Learn what to do if you become

lost.

• Cook at least two items using a fire or a camp stove.

• Explain the purpose of first aid, and learn the first four steps to take when treating

accident victims.

• Demonstrate how to perform the Heimlich maneuver to help a person

who is choking.

• Demonstrate how to give first aid for excessive bleeding and poisoning.

• Learn how to fold a cravat bandage. Demonstrate the uses of the bandage.

• Learn what should go into a basic first-aid kit and the use of each item.

• Learn the basic principles for storing and preparing food in the outdoors.

Signature

Signature of stake or ward adult leader or

certified Youth Camp Leader

• Find an opportunity to serve another camper or leader. Help with something you

are not assigned to do. This could include helping with camp chores such as

cleaning the camp area or preparing a meal and cleaning up afterward.

• Help to plan and present a song or skit on a topic such as the camp theme; the

Young Women Values, Motto, or Logo; or stories from the scriptures.

Complete two or more of the following:

• Spend at least thirty minutes in nature observing Heavenly Father’s creations that

you can see, hear, smell, or touch. Thank Heavenly Father for the beauty around

you. Share your thoughts about nature with a leader or friend.

• Sort used glass, plastic, and aluminum containers, and see that they are turned in

for recycling after camp.

• Learn to identify six kinds of plants and three kinds of animals, birds, or fish that

are found in your area. Observe interesting details about each one.

• Learn how to tie a square knot, two half hitches, and a bowline knot. Know when

to use these knots.

Optional certification requirement:

You may choose to replace one of the certification requirements with one of your

own design. However, the one you design must be approved by the camp director

before you begin to work on it. Write the requirement you design in the space below.

Approved:

Camp Director

Signature

I have successfully completed all the requirements

for the First-level Young Women Camp Certification.

Your Name Date

Approved:

Ward or Stake Camp Director Ward or Stake Young Women Leader

Signature

On the grasslands of Africa live the

tallest animals on earth—the giraffes.

These graceful animals have been

described as gigantic long-stemmed

speckled flowers moving slowly through

the grass. Giraffes spend sixteen to

twenty hours a day browsing for food.

They usually gather foliage from an

area about 7 to 18 feet above the

ground. Sometimes they trim the trees

they are eating into hourglass shapes

or circles!

Camp Journal

What I have learned at camp and my thoughts about my experience this year:

Signature of stake or ward adult leader or

certified Youth Camp Leader

Second-level Certification Requirements

Complete each of the following:

• Each day while in camp, find a quiet spot and read from the scriptures for at least

fifteen minutes. Include in your reading Joseph Smith—History 1:1–20, the account

of Joseph Smith’s prayer in the Sacred Grove. Record or share your thoughts about

Joseph Smith and his vision.

• Learn about the various kinds of cloud formations. If possible, identify three different

formations during your stay at camp.

• Demonstrate two methods for purifying drinking water.

• Learn how to signal for help in the outdoors. Identify local authorities who could

provide help, such as park rangers, local emergency personnel, ski patrols, and

search and rescue teams. Learn how to contact these authorities.

• Help to plan and participate in a five-mile hike. Plan and carry a nutritious meal for

the hike.

• Demonstrate how to find directions by observing the sun and stars.

• Demonstrate how to treat someone who has fainted or is in shock.

• Demonstrate how to give first aid for heat exhaustion and heat stroke or for

hypothermia and frostbite, depending on local circumstances.

• Demonstrate how to give rescue breathing.

• Learn the basic principles of good nutrition. Plan and prepare one meal at camp.

• Help to plan and participate in a flag-raising ceremony or devotional.

Signature

Signature of stake or ward adult leader or

certified Youth Camp Leader

Signature

• Find an opportunity to serve another camper or leader. Help with something you

are not assigned to do. This could include helping with camp chores such as

cleaning the camp area or preparing a meal and cleaning up afterward.

• Help to plan and present a song or skit on a topic such as the camp theme; the

Young Women Values, Motto, or Logo; or stories from the scriptures.

Complete two or more of the following:

• Spend at least thirty minutes in nature observing Heavenly Father’s creations that

you can see, hear, smell, or touch. Thank Heavenly Father for the beauty around

you. Record what you have seen and your feelings about it. Share your thoughts

with others.

• Learn how to build two kinds of fires. If fire regulations permit, light them and

extinguish them properly.

• Identify three to five poisonous plants and three to five edible plants in your area.

• Demonstrate how to properly sharpen, use, and care for a knife.

Optional certification requirement:

You may choose to replace one of the certification requirements with one of your own

design. However, the one you design must be approved by the camp director before

you begin to work on it. Write the requirement you design in the space below.

Approved:

I have successfully completed all the requirements

for the Second-level Young Women Camp Certification.

Your Name Date

Approved:

Ward or Stake Camp Director Ward or Stake Young Women Leader

Camp Director

When you return home from camp,

you can do many things to remain

close to nature. Where do wild

creatures live? In the desert? Yes.

In the forests? Absolutely. But they

also live in cities, suburbs, and back-

yards. Birds, squirrels, butterflies—

many wonderful creatures live

nearby for you to observe. To attract

wild creatures, you can plant flowers,

bushes, or trees that provide berries,

seeds, or blossoms. You can make

a bath, watering place, or feeder for

birds. Learn about and become good

neighbors with the wild creatures

that live near you!

Camp Journal

What I have learned at camp and my thoughts about my experience this year:

Signature of stake or ward adult leader or

certified Youth Camp Leader

Third-level Certification Requirements

Complete each of the following:

• Each day while in camp, find a quiet spot and read from the scriptures for at least

fifteen minutes. Include Mosiah 18:1–17 in your reading. Review the covenants the

people in the Book of Mormon made at the time of their baptism and the feelings

they had. Record your feelings about your baptism.

• Spend time observing an event in nature. It could be a sunrise or a sunset, the

movement of clouds, or a rainbow. With artwork, poetry, song, dance, or the written

word, express your thoughts. You may want to share your thoughts with others.

• Learn one way to help preserve and protect the environment in your area. Use what

you learn to make an improvement in your area.

• Demonstrate the procedures for extinguishing accidental fires, such as those caused

by grease igniting while cooking, clothing catching on fire, or wind blowing sparks

into dry vegetation.

• Learn two ways to start a fire without using matches. Learn how to waterproof

matches.

• Learn how to use a compass to find directions. Participate in an orienteering activity.

• Show how to give emergency first aid for insect bites or stings, burns, blisters,

and snakebites if snakes are common in your area.

• Demonstrate how to give cardiopulmonary resuscitation (CPR).

• Learn what you would do if the water in your camp were unsafe to drink. Describe

how you would make it safe. If there is a stream, lake, or ocean near your campsite,

survey the area and report any sources of pollution. Where possible, correct

these problems.

Signature

• Participate in an organized hike.

• Complete an assignment made by your stake or ward camp director.

• Find out who in the camp has a need; then help to fill that need.

• Teach a song or a game to a group.

Complete two or more of the following:

• Learn the guidelines for safety during hiking or water sports. Teach these guidelines

to a group.

• Learn how to construct three types of emergency shelters, including those made

with a tarp or other waterproof material.

• Try two types of outdoor cooking that you have not tried before, such as pit cooking,

cooking without utensils, or cooking with a Dutch oven or reflector oven.

• Volunteer to help a younger camper or one with disabilities complete a requirement

for certification.

Optional certification requirement:

You may choose to replace one of the certification requirements with one of your own

design. However, the one you design must be approved by the camp director before

you begin to work on it. Write the requirement you design in the space below.

Approved:

Signature of stake or ward adult leader or

certified Youth Camp Leader

Camp Director

Signature

I have successfully completed all the requirements

for the Third-level Young Women Camp Certification.

Your Name Date

Approved:

Ward or Stake Camp Director Ward or Stake Young Women Leader

Do you know which bird is the small-

est in the world? The hummingbird of

course! This tiny acrobat can fly past

your ear sounding like a jet airplane,

or it can hover like a helicopter in front

of you to see if you are a flower.

Hummingbirds are constantly eating

to keep heat and energy in their tiny

bodies. A rufous hummingbird will

draw nectar from about 1,500 flowers

each day. Hummingbirds often adapt

to where they live. In the Andes

Mountains in South America, they

have extra feathers around their legs

to help them keep warm.

Camp Journal

What I have learned at camp and my thoughts about my experience this year:

Signature of stake or ward adult leader or

certified Youth Camp Leader

Fourth-level Certification Requirements

Complete each of the following:

• Each day while in camp, find a quiet spot and read from the scriptures for at least

fifteen minutes. Include in your reading Matthew 26:36–46, an account of the events

in the Garden of Gethsemane. Record your feelings about what Christ did for you.

• Spend some time observing the night sky. Identify two or more constellations.

Then read Doctrine and Covenants 88:42–44; Moses 1:37–39; and Doctrine and

Covenants 67:2. Share with a leader or a group your thoughts about what you

observed and what you read in these scriptures.

• Demonstrate or teach ways to protect the environment in your area. Carry out a

project that helps to preserve or restore the area.

• Learn what to do for your safety during severe weather conditions in your area such

as lightning, tornadoes, typhoons, avalanches, or floods.

• Prepare a meal using two different methods of cooking.

• Help to plan an activity for the whole camp or your own group that will help the

campers get to know each other. Involve everyone.

• Discuss a need in the camp with the camp director and, with the help of the Youth

Camp Leaders, develop a plan to fill that need.

• Help to organize and participate in a nature walk or hike for younger campers.

• Describe the signs of a broken bone. Demonstrate first-aid procedures for handling

broken bones.

• Learn and demonstrate four methods for transporting someone who is injured.

• Review the first-aid skills for the first three certification levels. Demonstrate the

Heimlich maneuver, rescue breathing, and cardiopulmonary resuscitation (CPR).

Signature

Signature of stake or ward adult leader or

certified Youth Camp Leader

Camp Director

Signature

• Help to plan and present a song or skit on a topic such as the camp theme; the

Young Women Values, Motto, or Logo; or stories from the scriptures.

Complete two or more of the following:

• With another camper or by yourself, learn something new about nature and teach it

to your group.

• Develop a project to help campers with disabilities. For example, develop a nature

trail or an experience with nature for someone who is blind or in a wheelchair or

who has other special needs.

• Demonstrate how to make a bedroll or an emergency ground bed from materials that

are not living.

• Plan and participate in an overnight backpacking trip or other adventuring activity.

Optional certification requirement:

You may choose to replace one of the certification requirements with one of your own

design. However, the one you design must be approved by the camp director before

you begin to work on it. Write the requirement you design in the space below.

Approved:

I have successfully completed all the requirements

for the Fourth-level Young Women Camp Certification.

Your Name Date

Approved:

Ward or Stake Camp Director Ward or Stake Young Women Leader

In warm seas you may see what you

think are small, inflated, blue or pink

plastic bags floating along the surface.

These little “bags” are a kind of jelly-

fish called the Portuguese man-of-war.

A crest sticking up from the bag

catches the wind and acts as a sail.

Underneath the man-of-war, like

strands of beads in a curtain, long

tentacles hang down to sting prey and

eat food. Enjoy this beautiful sea

creature at a distance!

Camp Journal

What I have learned at camp and my thoughts about my experience this year:

Signature of stake or ward adult leader or

certified Youth Camp Leader

First-year Youth Camp Leader Requirements

During your last two years in the Young Women program, when you are sixteen and

seventeen, you can be a Youth Camp Leader and share what you have learned with

others. This is an exciting part of your own learning. The younger girls will look up to

you, and you will have the opportunity to make a difference in their lives.

Complete each of the following:

1. Choose a scripture that illustrates a quality of Christlike leadership you would like to

develop. Set a specific goal to help you develop this quality.

Scriptural reference and goal:

2. Select a topic or skill related to camp that you would like to learn more about.

Discuss it with your camp director and then learn all you can about it. Prepare yourself

to teach the topic or skill to others while you are at camp.

Topic:

Reviewed:

Camp Director

3. Accept and complete assigned leadership responsibilities before and during camp.

Write your assignments on the following page. Your camp director may ask you to do

some of the following:

Signature

• Plan menus, purchase food, and pack

camp gear.

• Set up the campsite.

• Set up schedules for cooking, cleaning,

and fire building.

• Help select the camp theme for the

year, and carry out activities related to

the theme.

• Plan and carry out assignments at

camp, such as devotionals, flag

ceremonies, presentations on the

camp theme, campfires, testimony

meetings, recreational or sporting

events, adventuring activities, crafts,

music, activities that protect the

environment, service, and hiking.

• Serve as a camp specialist in an area of

expertise.

• Teach and approve certification

requirements.

Leadership Assignments

Sample

Steps in Completing Assignments

1. Choose two young women. 2. Ask them each to find a favorite

scripture & be prepared to talk about it. 3. Invite the campers to bring

their scriptures to an assigned area.

Plan group

scripture time.

Many wildflower names originate

from a story or legend. Indian paint-

brush received its name from a Native

American legend. A brave who was

trying to paint the colors of a prairie

sunset threw down his brushes. Later,

flowers grew where the brushes had

landed. The flowers were red, yellow,

white, and pink like the sunset. What

traditions can you discover about the

wildflowers in your area?

Camp Journal

What I have learned at camp and my thoughts about my experience this year:

Second-year Youth Camp Leader Requirements

During your last two years in the Young Women program, when you are sixteen and

seventeen, you can be a Youth Camp Leader and share what you have learned with

others. This is an exciting part of your own learning. The younger girls will look up to

you, and you will have the opportunity to make a difference in their lives.

Complete each of the following:

1. Choose a scripture that illustrates a quality of Christlike leadership you would like to

develop. Set a specific goal to help you develop this quality.

Scriptural reference and goal:

2. Select a topic or skill related to camp that you would like to learn more about.

Discuss it with your camp director and then learn all you can about it. Prepare yourself

to teach the topic or skill to others while you are at camp.

Topic:

Reviewed:

Camp Director

3. Accept and complete assigned leadership responsibilities before and during camp.

Write your assignments on the following page. Your camp director may ask you to do

some of the following:

• Plan menus, purchase food, and pack

camp gear.

• Set up the campsite.

• Set up schedules for cooking, cleaning,

and fire building.

• Help select the camp theme for the

year, and carry out activities related to

the theme.

• Plan and carry out assignments at

camp, such as devotionals, flag

ceremonies, presentations on the

camp theme, campfires, testimony

meetings, recreational or sporting

events, adventuring activities, crafts,

music, activities that protect the

environment, service, and hiking.

• Serve as a camp specialist in an area of

expertise.

• Teach and approve certification

requirements.

Signature of stake or ward adult leader or

certified Youth Camp Leader

Signature

Leadership Assignments

Sample

Steps in Completing Assignments

1. Learn how to treat for shock (see p. 37). 2. Practice teaching what I

have learned to another camper. 3. Teach young women at camp when

assigned. 4. Sign campers’ certification pages.

Teach others how to

treat for shock.

Have you ever heard someone say,

“I’m as hungry as a bear”? Bears can

eat huge amounts, as much as ninety

pounds a day, and they can gain up to

seven pounds in one day! Why do

bears eat so much? Their food is

available for only a short season, and

they must prepare for winter. When

camping in bear country, carefully

follow the regulations for storing food,

and keep an eye on the camper who

says, “I’m as hungry as a bear!”

Camp Journal

What I have learned at camp and my thoughts about my experience this year:

Who gnawed the bark off of this tree?

Who flattened the grass in this

meadow? Whose footprints are these

in the mud by the water hole?

Learning to recognize tracks and signs

of wildlife is like becoming a detective.

Clipped edges of foliage; animal

droppings; markings in the sand or

snow; and the size, shape, depth, and

direction of tracks—all have a story

waiting to be read by you.

RESOURCES

If there were a gold medal awarded for

long-distance commuting among birds,

it would probably go to the Arctic tern.

With its black cap, bright red beak,

and forked tail, this seabird nests in

the summer on the Arctic tundra,

where it enjoys twenty-four hours of

sunlight each day. When the young

are ready to fly, they migrate all the

way to the shores of Patagonia and

Antarctica. From the Arctic to the

Antarctic and back, these terns make a

22,000-mile commute each year!

RESOURCES

Backpacking

Backpacking requires physical

stamina. Young women should make

overnight backpacking trips only after

they have hiked several easy trails and

learned backpacking techniques. Each

backpacker should protect the beau-

ties of nature and leave no evidence of

her visit to remote areas.

Hike in groups of four to six, and

travel quietly. Stay on existing trails

when traveling in an area that has

trails. If you choose a route without

trails, spread out to help preserve the

undergrowth. Pick up any litter you

find along the way. Leave rocks,

flowers, and wood in their natural

environment for others to enjoy. A

good rule to remember is to leave the

area as you found it or in even better

condition.

Check with the local authorities for

suitable camping areas; then plan your

trip to avoid areas that need to recover

from overuse.

Suggested Equipment

Bring a tent or tarp for shelter,

sleeping bag, pad (optional), light-

weight stove and fuel, lightweight

eating utensils, small flashlight with

extra batteries and bulb, compass,

knife, waterproof matches, biodegrad-

able soap, first-aid kit, sunscreen,

insect repellent, towels, water canteen

or flask, and bags to carry unburnable

trash and garbage.

When deciding how much weight to

carry, start with one-fifth or one-fourth

of your body weight. Consider your

physical condition, experience, and

the terrain to be covered.

Clothing

Select clothing that is comfortable

and provides protection from the

elements. Bring a change of clothing

and be prepared for variable weather

conditions. By wearing several layers of

clothing, you can more easily adapt to

changes in weather. You may need rain

gear to keep dry and a hat for protec-

tion from the sun.

Select footwear that is comfortable

and appropriate for the area in which

you will be hiking. Footwear should

protect and support your feet.

Packing a Backpack

Consider the most effective use of

space in your backpack. Organize

items as follows:

• Items you will need last at the

bottom and heaviest items on top

• Emergency items readily available

• Soft items next to your back

• Fuel separate from clothes and food

his section provides information and ideas for activities. It will help adult

leaders and Youth Camp Leaders plan the camp activities and work with the

campers to complete certification requirements.

Some information specific to your area will need to be obtained locally, such as

information about fire safety regulations, hiking trails, protecting the local

environment, stars and constellations, plants and animals native to your area,

food preparation and preservation, and survival and emergency procedures.

Check with schools, libraries, and government agencies for this information.

Those who present this information need not be experts, but they should be

knowledgeable enough to instruct with confidence. Specialists may also be called

to provide assistance.

When planning and selecting activities to fit your schedule and needs, consider

the original ideas of both youth and adult leaders.

If you are traveling on water, expect

to get wet and pack accordingly.

A well-packed backpack looks neat

and is evenly balanced, with most of

the weight at the top. It fits snugly on

your shoulders and allows you to

stand upright and walk in comfort.

Bedrolls and Sleeping Bags

Bedrolls

You do not need to have a sleeping

bag to camp out. Many campers prefer

to make their own bedrolls. To make

a bedroll, you will need a large water-

proof covering, as many blankets as

desired, and a sheet or sleeping

blanket. Follow the instructions below

to put the bedroll together.

1. Place the waterproof covering flat

on the ground. Place the first

blanket so that it covers two-thirds

of the waterproof covering (A-B).

2. Place the second blanket so that its

edge is at the middle of the first

blanket (C-D).

3. Alternate the placement of the

remaining blankets in the same way

until all are down. Fold the sheet or

sleeping blanket in half, and place

it in the middle of the bedroll

(A-B-C-D).

4. Starting with the last blanket you

put down, fold the blankets one at

a time over the sheet or sleeping

blanket (A-B-C-D).

5. Fold the waterproof covering over

the blankets. Get into the bedroll

from the top. You should be lying

inside the folded sheet or sleeping

blanket.

6. When you are packing, put your

night clothes and toilet articles

inside the bedroll and roll it from

the bottom.

7. Tie ropes around the bedroll.

Sleeping Bags

You will enjoy camping more if you

are comfortable when sleeping, so

choosing the right sleeping bag is

important. The main purpose of a

sleeping bag is to protect your body

against the cold. Sleeping bags are

made of various materials. Choose the

type that will best serve your needs.

After you have chosen your sleeping

bag, take good care of it. Never put it

away when it is moist or dirty. To help

keep your sleeping bag clean, fold an

old sheet in half and slip it inside the

bag. If your bag becomes dirty, follow

the manufacturer’s instructions for

cleaning it.

Put some sort of ground cover under

your sleeping bag to protect it. You

may want to dig shallow depressions

for your hips and shoulders to make

sleeping more comfortable.

Campfire or Evening Programs

Plan campfire or evening programs

around a purpose or theme. Have a

well-chosen site and, if fire regulations

permit, a well-built campfire (see

“Fires,” p. 32). Involve all campers

through such activities as group

singing or a group game. If possible,

Bedrolls and Sleeping Bags

First Blanket

Fold

Fold 1

Begin rolling here.

Fold 2

Second Blanket

Folded

Sheet

give each person the opportunity to

participate individually or as part of a

small group.

Campfire or evening programs are

good times to develop the camp

theme, emphasize the Young Women

Values, and help young women de-

velop talents such as playing musical

instruments, telling stories, singing,

doing dramatizations, or dancing.

Camps—Types

Young Women Camp

Generally, a Young Women camp is

held over a period of three to six days,

depending on the availability of camp-

sites, cost, and other local circum-

stances. The type of camping ranges

from primitive and tent camping to

camping in developed facilities with

cabins or other structures. With

careful planning, the goals of Young

Women camp and camp certification

can be accomplished in whatever set-

ting and amount of time are available.

Day Camp

In areas where overnight camping

is prohibited or when other circum-

stances do not permit overnight camp-

ing, day camp may be used effectively.

The activities at day camp can be

similar to those in other types of

camps except that the campers return

home each night. Usually day camp is

held at a recreation site near the young

women’s homes—a park, picnic area,

or even a backyard. Young Women

camp goals can be accomplished and

camp certification completed in a

series of day camps.

Overnight Camp

In an overnight camp, participants

arrive at the campsite one day, spend

the night, and return home the fol-

lowing day. Activities are similar to

those in other types of camps.

Primitive Camp

In primitive camping, campers use

their skills and ingenuity to prepare a

suitable and comfortable campsite.

Before planning a primitive camp, find

out about local regulations governing

this type of camping.

Winter Camp

Winter camps enable campers to

learn the skills necessary to face the

challenges of winter weather. Such

camps must be carefully planned and

prepared for so that the campers will

remain safe. Follow local regulations.

Make sure that campers have clothing,

sleeping equipment, and shelter that

will keep them warm.

Family Camp

Relationships between family

members can be strengthened and

spiritual experiences shared as young

women camp with their families. The

information included in this manual

can be used for family camping as well

as Young Women camping.

Camp Traditions

Camp traditions can help young

women feel unified, develop feelings

of individual worth, and increase their

commitment to the gospel. Activities,

songs, scriptures, customs, or ideas

that are repeated each year at camp

can become traditions. Review the

traditions of your camp to ensure that

they help to strengthen the testi-

monies of the young women.

Compass

(See “Orienteering,” p. 61.)

Devotionals

(See “Testimony-building Experi-

ences,” p. 68.)

Dramatizations and Skits

Dramatizations and skits can be

enjoyable as campfire activities or as

part of hikes planned with a theme.

Scripture stories and parables, scenes

from the history of the Church, stories

from local Church history, the Young

Women Values, or the camp theme

can provide material for dramatiza-

tions. Ensure that all dramatizations

and skits are thoughtfully chosen,

well-rehearsed, uplifting, and

appropriate.

Environmental Awareness

Every setting in which a Young

Women camp takes place should be

used with respect, whether it is the

mountains, desert, seacoast, snow

Camps—Types

country, jungle, or an urban site. All

campers are responsible to help take

care of the environment. Learn about

the area where the camp will be held

before you arrive. Local authorities

could provide information about vege-

tation, wildlife, water sources, and fire

or safety regulations. Practice and carry

out camping and recreation practices

that will safeguard the area. Before

leaving the area, restore the campsite

to its original state.

Doing such things as the following

will help campers learn to respect the

environment:

• Learning more about the beauty

of the earth, its creation, and its

Creator

• Understanding that we have a

responsibility to care for the Lord’s

creations (see D&C 104:13)

• Assuming individual responsibility

to protect the environment from

pollution and misuse

• Teaching others by example about

care of the environment

Doing such things as the following

will help campers protect and restore

the environment:

• Helping to preserve endangered

plants or animals

• Providing for proper disposal of

refuse

• Rebuilding or marking a trail

• Helping to preserve the purity of a

stream, pond, or lake

• Repairing camp facilities

• Planting trees

• Preventing erosion

• Helping with a research project on

the environment

• Establishing a nature trail

• Providing safety markers for a boat

harbor, waterfront, or beach

• Carrying out projects at a city park,

botanical garden, or zoo

Always consult with local officials

and agencies and work in cooperation

with them. Such agencies can suggest

projects that are most needed and can

instruct and support the young

women.

Fires

Fire Safety

It is important to know how to

build, light, and extinguish fires safely.

Contact the appropriate agency to

obtain the fire regulations for the area

in which you will be camping. Agency

personnel may be willing to meet with

the young women to teach fire safety.

Following are some guidelines for fire

safety:

1. Never light a fire anywhere without

permission from the owner of the

land. In the case of government-

owned property such as parks,

reservations, and forests, follow

the regulations for the area.

2. Learn fire fighting procedures

before you go camping.

3. Immediately after you arrive at

camp, learn where any fire fighting

equipment is located. Make sure

you know how to use it.

4. When regulations permit an open

fire, build the fire in an open area of

dirt, rock, or sand at least six feet

away from any trees, bushes, or

fallen logs. Never build a fire

against a fallen tree, a large log, or

a stump with roots that go into the

ground.

5. Clear the ground within a radius of

six feet from the fire by scraping

away dry leaves, dry grass, twigs, or

pine needles. Replace these items

when you are through with your

fire. Hollow out a section of ground

in the center. Rocks conduct heat

and may be used to line the hole.

Avoid rocks containing limestone,

shale, or moisture because they

may explode when heated. In a

grassy area, dig up the turf with a

shovel and store it in a moist, shady

spot. After the fire has been extin-

guished, replace and water the turf

so that it will continue to grow.

6. Do not build fires larger than you

need for your purpose. Cooking

fires should be just large enough to

heat the food. Large fires waste fuel,

are hard to control, and are difficult

to work over.

7. Keep fires under control. Fire fight-

ing tools such as water, sand, and

shovels should be readily available.

8. Stay close to the fire and watch it

carefully. Never leave a fire un-

attended, and never go to sleep

before the fire is completely out.

9. Extinguish the fire completely

before leaving the area. (See

instructions on p. 33.)

Gathering Fuel

Gather tinder, kindling, and fuel

before beginning to build the fire.

Keep the woodpile close enough to

the fire for convenience, but far

enough away for safety.

Fires

Tinder is pieces of wood or vegeta-

tion that are longer but no thicker

than a match. Fine twigs, bundles

from tops of bushes and weeds, pieces

of pine, thin pieces of bark, and dried

leaves and grass make good tinder.

Kindling is dry sticks and twigs that

are six to twelve inches long and just

thicker than tinder up to the thickness

of a thumb. Larger pieces of wood may

be split for kindling. Kindling should

be dry enough to snap when broken.

Sticks that bend without snapping are

probably green and hard to burn.

Fuel is firm pieces of wood that are

larger than kindling, including fairly

large logs, depending on the fire’s use.

Types of Fires

The type of fire you build will de-

pend on what you plan to use it for.

Tepee Fire

Build a tepee fire as the beginning

for all other types of fires. It is good to

use in reflector oven baking because it

makes a high flame.

To build a tepee fire, place a large

handful of tinder in the center of the

fire area. Surround the tinder with

sticks of kindling arranged so that the

tops of the pieces touch like the poles

of a tepee. Arrange larger sticks of fuel

in tepee fashion around the kindling.

Leave a small space on the side of the

tepee that faces the wind to allow air

to reach the middle of the fire. Reach

into this space with a match and light

the tinder. The flame will spread to the

kindling and then to the fuel. More

fuel can be added as needed. Keep the

fire compact, with each piece of wood

touching other pieces.

Crisscross Fire

A crisscross fire is used when you

need a deep bed of coals such as in

Dutch oven cooking, wiener roasts,

and foil cooking. Because it burns for a

long time, it is also good for campfire

programs. To build a crisscross fire,

first build a small tepee fire between

two large pieces of wood. Using the

large pieces for support, lay several

layers of fuel in a crisscross fashion

over the top of the tepee fire. Light the

tepee fire. The crisscrossed pieces of

fuel will heat up and catch fire.

Star Fire

The star fire is sometimes called

the lazy man’s fire because the fuel is

simply pushed into the fire as it burns.

Begin by building a tepee fire. Once it

is burning, place pieces of fuel in a star

fashion around the fire. Push these

pieces into the fire as necessary. Use

this fire for slow heat, the kind needed

for one-pot and tripod cooking.

Extinguishing Fires

Campfires

Extinguish regular campfires by

smothering them with dirt or sprin-

kling them with water.

To extinguish campfires with dirt, do

the following:

1. Let the fire burn down.

2. Separate the burning pieces, but

keep them within the fire area.

3. Pour dirt over the hot coals and

ashes to smother the fire. Keep

stirring the coals and ashes until

they are extinguished.

4. Make sure the fire is completely out

by holding your hands over the

ashes to see if you feel any heat.

Use more dirt if necessary.

5. When the fire is cold, cover the area

with dirt. Replace any sod you have

removed. Make the spot look as if

no one has been there.

To extinguish campfires with water,

do the following:

1. Wet the area around the fire.

2. Sprinkle water on the fire. Do not

pour water on the fire because the

resulting steam may burn you.

Fires

3. Spread out the coals with a stick.

4. Sprinkle the coals again with water.

Turn smoldering sticks and wet

them on all sides.

5. Pour water on the fire, and stir until

only soaking wet ashes remain.

6. Make sure the fire is completely out

by holding your hands over the

ashes to see if you feel any heat.

Use more water if necessary.

7. When the fire is cold, cover the area

with dirt. Replace any sod you have

removed. Make the spot look as if

no one has been there.

Accidental Fires

If a fire starts accidentally, do the

following:

1. Send someone to report the fire to

local fire fighters.

2. Use fire fighting equipment

immediately.

3. If a tent catches fire or there is a fire

near a tent, pull out the tent poles.

Fire in a tent without poles can be

smothered by stamping on the tent

or throwing water on it, but a

standing tent will burn quickly.

4. Follow the instructions of your

leaders.

If your clothing begins to burn, roll

yourself in the dirt; wrap yourself in a

blanket, sleeping bag, or towel; or

jump into a body of water. Do not run.

Running makes the fire burn faster.

If a grease fire begins while you are

cooking, pour salt, soda, flour, or sand

on it. Do not pour water on flaming

grease. If possible, smother the fire by

covering it with a metal lid, or use a

small aerosol fire extinguisher.

Starting a Fire without Matches

Flint and Steel

For emergency purposes, many

campers carry flint and steel as part of

their equipment. You may purchase a

small kit at a sporting goods store,

or you may find the flint in your area.

Flint is a very hard rock with sharp

edges that can sometimes be found in

the gravel used on roads. Other types

of very hard rock may also produce

sparks. Test them by striking them

with a piece of steel, such as the back-

side of a closed pocketknife blade or a

steel tool.

To start a fire using flint and steel,

make a nest shape out of fine steel

wool or lint from a clothes dryer. This

is the spark catcher. Add a few pieces

of very fine tinder to it and shield it

from the wind. Strike the flint with the

steel until sparks ignite the spark

catcher. Blowing the sparks can help

the flame burn. Add more tinder and

kindling gradually.

Magnifying Glass

A magnifying glass (or a pair of

eyeglasses with thick lenses) can also

be used to start a fire if the sun is

shining brightly. Adjust the glass to

focus a bright spot of sunlight on your

tinder or spark catcher. It should

smolder within a few minutes. Blow

the flame gently and add more tinder

gradually.

Waterproofing Matches

Keep matches in waterproof

containers. Store them in more than

one place in case of rain or accident.

First Aid

The first-aid information in this

manual is not intended to cover all

first-aid concerns. Check local re-

sources for additional information as

needed and for updated information.

First aid is an important part of

self-reliance. By knowing first-aid

skills, you can be prepared for

accidents wherever they occur, not

only at camp but at home or school

or church.

First aid is the first help given to the

victim of an accident. There are three

primary objectives in giving first aid:

• Stop life-threatening dangers.

• Keep the victim safe from further

harm.

• Get proper medical help.

The scene of an accident can be

frightening. An injured person may be

crying or screaming. The sight of blood

may scare you. The most important

thing you can do is stay calm. Focus

your attention on the job of keeping

people safe. Act with confidence, using

the first-aid skills that you know.

First Aid

Following are four vital steps for

treating accident victims. Perform

them in the order they are given.

1. Immediately treat cases in which a

victim’s life is threatened. The most

serious cases are stopped breathing,

no heartbeat, severe bleeding,

choking, and poisoning by mouth.

2. Send someone to a telephone or to

look for help. Give any medical

personnel full information about

the location and the extent of the

injuries.

3. Treat every accident victim for

shock.

4. Examine the victim for other

injuries that may require first aid.

More information about these steps

is provided below.

1. Treat Life-threatening Cases

Most accidents you come upon will

be minor. You will have plenty of time

to give first-aid treatment. However,

the following five situations are life-

threatening. You must quickly

administer the correct first aid or the

victim may die.

Stopped Breathing

There are many accidents that can

cause a person to stop breathing.

These include drowning, being caught

in a burning building, being struck by

lightning, or coming in contact with

an electrical wire. To save a victim who

is not breathing, you must begin first

aid immediately. The brain can survive

only about four minutes without

oxygen before suffering serious

damage. At normal temperatures, a

person cannot live without air for

more than ten or twelve minutes.

Whenever you come upon an acci-

dent, find out if the victim is breath-

ing. Is the chest rising and falling?

When you place your ear near the

mouth and nose, can you hear or feel

exhaled air? If not, immediately start

giving rescue breathing as follows.

Step 1. Open the victim’s airway. To

do this, make sure the victim is lying

on her back. Tilt her head back so her

chin is pointing up. Lift her chin with

one hand, and press down on her

forehead and pinch her nostrils shut

with your other hand.

Step 2. Take a deep breath. Open

your mouth wide and seal it over the

victim’s mouth. Blow into her mouth

to fill her lungs. Look to see if her

chest rises. If the victim is a child, seal

your mouth over both her mouth and

nose; then blow gently.

Step 3. Remove your mouth and take

another deep breath. Watch to see that

the victim’s chest falls.

Repeat steps 2 and 3 every five

seconds for anyone over nine years of

age, every three seconds for anyone

nine years of age or younger.

If the victim’s chest does not rise

and fall, no air is reaching her lungs.

Try to tilt her head back further so that

her tongue does not block her airway.

If something appears to be blocking

the airway, perform the Heimlich

maneuver (see p. 36). Then quickly

begin repeating steps 2 and 3.

Don’t give up. Continue rescue

breathing until a person with medical

training tells you to stop or it becomes

impossible for you to keep going.

No Heartbeat

Accidents that cause a person to

stop breathing may also stop her heart.

With cardiopulmonary resuscitation

(CPR), you can start a person’s heart

beating again. CPR requires careful

instruction by a qualified person. You

will need to master this skill before

attempting to use it.

First, make sure the person is on

her back and her head is not higher

than her heart. Clear her airway as ex-

plained for rescue breathing, and give

her two rescue breaths.

Place two or three fingers on the

person’s neck in the groove between

the voice box and muscle and feel for

her pulse. If you do not feel the pulse,

locate the bottom of her sternum.

Place the heel of one hand on the

sternum, two fingers width above the

bottom of the sternum. Place your

other hand over the first.

Kneel above the victim with your

shoulders over your hands and your

elbows straight and locked. Press down

smoothly and evenly, keeping your fin-

gers off the victim’s ribs. Apply enough

force to depress the sternum one to

two inches. Press down about 80 to

First Aid

100 times a minute. Count aloud to

establish a rhythm: “one-and-two-and-

three-and-four.” After every fifteen

compressions, give the victim two

rescue breaths.

After you have completed four cycles

of fifteen compressions and two rescue

breaths, check to see if the person’s

pulse and breathing have returned. If

there is no pulse, give two rescue

breaths and resume the compressions.

Continue for several minutes before

checking the pulse again. If there is a

pulse but no breathing, give rescue

breathing to the victim.

A person may need CPR as the result

of a heart attack. The following are

signs that a person is having a heart

attack:

• Uncomfortable pressure, squeezing,

fulness, or pain in the center of the

chest behind the sternum. The

feeling may spread to the shoulders,

arms, neck, jaw, and back. It may

last two minutes or longer, and it

may come and go. It need not be

severe. Sharp, stabbing twinges of

pain usually are not signals of a

heart attack.

• Unusual sweating, for instance,

perspiring even though a room is

cool.

• Nausea with an urge to vomit.

• Shortness of breath.

• A feeling of weakness.

If a person has any of these signs,

have her sit or lie down, whichever is

more comfortable for her. Get her to

medical care as soon as possible,

following the steps for getting help on

page 37. Keep watching her. If her

heart stops, give her CPR.

Severe Bleeding

If a person is bleeding severely, the

bleeding must be stopped as soon as

possible. If blood is spurting out, an

artery has been cut.

If the wound is on an arm or leg,

bleeding from a cut artery can be

controlled by pressing the artery

against the bone at one of four

pressure points. If the bleeding is from

a leg, press the artery with the heel of

your hand against the pelvic bone at

the point shown in the illustration.

If the bleeding is from an arm, press

the artery with your fingers against the

upper arm bone at the point shown in

the illustration.

If the blood is not spurting out or if

you are unable to use a pressure point,

cover the wound with a pad—a ban-

danna or scarf, shirt, or any other

cloth. Press hard to stop the flow of

blood. Raising an injured arm or leg

above body level will help to control

the bleeding. If the pad becomes

bloodsoaked, don’t remove it. Put

another pad on top of the first and

continue the pressure. When you have

stopped the flow of blood, tie the

pad firmly in place with whatever is

available. Get medical help.

Choking

Food caught in the throat is like a

cork stuck in a plastic bottle. Nothing

can get in, but if you squeeze the

bottle just right, the cork will fly out.

To help someone who is choking

and cannot breathe, perform the

Heimlich maneuver. Step behind the

victim and put your arms around her

midsection. Clasp your hands together

with the knuckle of one thumb just

above her navel. With a sharp, inward

thrust, drive your hands up under her

rib cage. The food should pop loose. If

it doesn’t, repeat this maneuver several

more times.

If the victim is very large or pregnant

or has lost consciousness, chest thrusts

may be more effective. Straddle the

victim on the floor. Place one hand

atop the other between the navel and

rib cage. Thrust the heel of your hand

First Aid

Pressure

Point

Pressure

Point

sharply inward and upward eight times

on the abdomen just below the ster-

num. Probe the victim’s mouth with a

hooked finger. Remove any obstruc-

tions, and be ready to start rescue

breathing.

If you ever choke on food and

cannot breathe, clutch your throat

with your hand. This is the universal

sign for choking, and it may bring

someone to your aid. You can perform

the Heimlich maneuver on yourself by

pulling your fist into your upper

abdomen. Or you can bend over the

back of a chair and force it against

your abdomen.

Poisoning by Mouth

Many substances found in a home

and at camp are poisonous. Some

mushrooms, fungi, berries, and leaves

are poisonous if swallowed. Eat no

wild plants unless you are very sure

they are safe.

If someone is poisoned, get to a

telephone as quickly as possible with

the container or item that caused the

poisoning. Call a poison control

center, emergency medical service, or a

doctor and follow the instructions.

Treat the victim for shock and check

breathing frequently. Do not give

anything by mouth unless you have

been advised to do so by medical

professionals.

Save any containers and vomit.

These will help the doctor identify the

poison and give the right treatment.

2. Send for Help

When an emergency occurs, get to a

telephone if possible. Most cities have

a police or sheriff’s office, a rescue

squad, a fire department, and a hos-

pital ambulance service. In the United

States and Canada, you may be able to

reach all of these emergency services

by dialing 911 or 0 for an operator.

In most countries you can get help by

dialing for an operator.

For your personal use, make a list of

emergency telephone numbers that

you could call in your area. You could

include the following:

• Police

• Fire

• Ambulance

• Family doctor

• Poison control center

• Relative or neighbor

• Rescue or emergency medical service

Leaders should take to camp a list of

emergency telephone numbers for the

city closest to the camp.

When reporting emergencies, speak

slowly and clearly. Tell who you are,

and give a brief description of what

happened and the extent of the inju-

ries or problem. Give full information

about where you are. Wait for any

questions or instructions.

When you are not near a telephone

and cannot call for help, see if the

victim can walk alone or with some

support to a road. When injuries are

serious, signal for help (see p. 67) or

send two people for help if possible.

Make sure that one person stays with

the victim.

3. Treat for Shock

A person may go into shock after

any accident. Shock is a sudden lower-

ing of strength caused by pain, fear,

and sometimes loss of blood. Symp-

toms of shock include confused behav-

ior; very fast or very slow breathing;

very fast or very slow pulse rate; weak-

ness in the arms and legs; cool and

moist skin; pale or bluish skin, lips,

and fingernails; and enlarged pupils.

Treat every accident victim for

shock. Injury always causes some

degree of shock, but the victim may

not be affected right away. Prompt first

aid may prevent severe shock from

setting in.

Have the injured person lie down.

If you do not suspect head or neck

injuries or leg fractures, place her on

her back and raise her feet ten to

First Aid

twelve inches. If she is vomiting, place

her on her side. If she has trouble

breathing, place her on her back with

head and shoulders elevated.

Maintain normal body temperature.

If it is hot, provide shade. If it is cold,

cover her by placing blankets or sleep-

ing bags underneath her as well as on

top. If the victim is conscious, let her

sip a little water.

Never leave an accident victim alone.

Fear and uncertainty may increase

shock. Talk to her in a calm voice.

Even a victim who appears to be un-

conscious may be able to hear you.

If a victim faints, keep her lying

down until she recovers. Loosen tight

clothing around her neck and raise her

feet. If she does not recover right away,

get medical help.

If you ever feel faint yourself, sit

down and put your head between your

knees. You may also lie down and raise

your legs.

4. Treat Other Injuries

Animal Bites

If the bite of a dog, cat, rat, or any

warm-blooded wild animal breaks the

skin, it is not an ordinary wound. The

animal may suffer from rabies, a deadly

disease carried in its saliva. The only

way to learn if an animal has rabies is

to have it caught and kept under

observation. If someone is bitten by an

animal, you should give first aid, get

medical help, and then call the police

or other authorities so they can try to

capture the animal.

To give first aid, wash the bite with

plenty of soap and water to remove the

saliva. Cover the wound with a sterile

bandage, and get the victim to a

doctor.

Blisters

Blisters on the foot are most often

caused by shoes that do not fit well or

are new and stiff. Working without

gloves may result in blisters on the

hand. Break in your shoes or boots by

wearing them around home before

using them on the trail. A pair of thin

inner socks under thicker hiking socks

will reduce the friction on your feet.

If you feel a hot spot forming on

your foot as you walk, stop right away

and treat it before it becomes a blister.

For a hot spot or a blister, wash your

foot or other affected area with soap

and water. Cut a piece of moleskin in

the shape of a doughnut and put it

on your foot, with the hole over the

blister. Cut several more doughnut

shapes and stack them on top of the

first. If you do not have moleskin, you

can cut a corner off of a foam sleeping

pad and trim it into a doughnut shape.

Hold it in place over the blister with

tape. When you resume hiking, the

doughnut bandage will keep pressure

off of the blister and probably prevent

it from breaking.

If you think a blister will break, steril-

ize a pin in the flame of a match. Prick

the blister near its edge and press out

the liquid. Protect the wound from

pressure with a doughnut bandage and

keep it clean with a sterile bandage.

Burns

When a burn covers a large area, the

person will usually go into shock. Give

first aid for shock and for the burn.

First-degree burns. With minor burns

and sunburns, the skin gets red. Put

the burned area in cool water or pour

water over it until there is little or no

pain. Then apply a moist dressing and

bandage loosely. Where water is not

available, apply a clean, dry dressing.

Second-degree burns. If blisters form,

the burn is more serious. Do not break

the blisters. This will make the injury

worse by causing an open wound. If

the blisters are not broken, place the

burned area in cool water until the

pain lessens. Then apply a moist dress-

ing and bandage loosely. Do not apply

creams, ointments, or sprays.

Third-degree burns. With the most

severe burns, the skin may be burned

away. Some flesh will be charred. If

many nerve endings are damaged,

there may be little pain. Do not try

to remove any clothing; it may be

sticking to the flesh. Do not apply

creams, ointments, or sprays. Wrap a

clean sheet around the victim and, if

the weather is cool, cover her with

blankets. Rush her to a hospital, for

her life is threatened.

First Aid

Cold Emergencies

Frostbite. If you are outside in cold

weather, watch for signs of frostbite.

A person’s ears, nose, fingers, or feet

may feel numb. White or grayish-

yellow patches may appear on her

ears, nose, or cheeks.

If these things happen, move the

victim inside a warm tent or building

and warm the frozen body part. If an

ear or part of the face is frozen, have

the person remove a glove and cover

the part with her warm hand. Have her

put a frostbitten hand beneath an

armpit, next to bare skin. If her toes

are frozen, have her put her bare feet

against the warm skin of your stomach

or armpit. Do not rub or massage

frozen skin.

You can also warm a frozen body

part by holding it in warm, not hot,

running water or wrapping it in a

warm blanket. When the area becomes

warm, have the person exercise injured

fingers or toes. Get her to a doctor.

Hypothermia. When you hear that

someone has died of exposure or fro-

zen to death, the person may actually

have died of hypothermia. Hypother-

mia occurs when the body loses more

heat than it can generate.

A victim of hypothermia begins

feeling chilly, tired, and irritable. If she

receives no help, she begins to shiver.

Soon her shivering becomes violent.

She cannot think clearly enough to

take care of herself. She may stumble

and fall. If she continues to chill, the

shivering will stop and she will be

close to death.

Hypothermia is a threat to anyone

who is not dressed warmly enough in

cold weather. Wind, rain, and exhaus-

tion increase the risk. The temperature

does not have to be below freezing. A

lightly dressed hiker caught in a cold,

windy rainstorm is at great risk of

hypothermia.

Prevent hypothermia by wearing

enough clothing to keep yourself warm

and dry. If bad weather traps you in

the wilderness, put up your tent and

crawl into your sleeping bag. Eat

plenty of food and drink lots of fluids.

Watch others in your group for signs

of cold, hunger, and irritability.

If someone is showing any symp-

toms of hypothermia, take action

immediately. Get the victim indoors or

put up a tent. Take off her wet clothes

and put her into a dry sleeping bag.

If hypothermia is far advanced, the

victim will not be able to warm herself.

The rescuer must also strip down to

underwear and get into the sleeping

bag so that body contact can warm the

victim slowly. Do not give an uncon-

scious patient anything by mouth. Get

a hypothermia victim to medical care.

Note: The body temperature of a

swimmer drops steadily in water cooler

than herself. The shivering that results

is the beginning of hypothermia. If you

begin shivering in the water, get out of

the water and cover yourself. Exercise

to get warm.

Cuts and Scratches

Cuts and scratches are openings in

the skin, and even the smallest must

be cleaned to remove germs that could

cause infection.

For small cuts and scratches, clean

the wound by washing it with soap

and water. At home, use plenty of

water right out of the faucet. On a hike

or in camp, use water from your can-

teen or a clear stream. Let the wound

dry; then apply an adhesive bandage.

For larger cuts, wash the wound

with lots of soap and water. Let it dry;

then keep dirt out of the wound by

covering it with a sterile gauze pad.

Hold the gauze in place with adhesive

tape or with a triangular bandage,

bandanna, or scarf folded into a cravat

bandage (see p. 43). If you don’t have

a gauze pad, fold a clean piece of cloth

into a pad.

Fractures

A closed, or simple, fracture is a

broken bone that has not caused an

open wound. The victim will complain

of pain around the injury. She will not

want to move the injured area. A

broken arm or leg may look bent or

shortened. Swelling may occur, and

the victim may suffer from shock.

First Aid

An open, or compound, fracture has

these same symptoms, but in addition,

the sharp edges of the broken bone

have cut through the flesh and skin.

The great danger in treating fractures

is that incorrect handling may turn a

closed fracture into an open one or

make an open fracture more serious.

Serious fractures can cripple the per-

son or even endanger her life. It is

important that you do the right things

and even more important that you

don’t do the wrong things.

Following are the things you should

and should not do when giving first

aid for fractures:

• Do let the victim lie with as little

motion as possible right where you

found her. Make her comfortable by

tucking blankets, sleeping bags, or

clothing under and over her.

• Do treat life-threatening cases, such

as stopped breathing, no heartbeat,

or severe bleeding. If blood is spurt-

ing from a wound, stop it with pres-

sure against a pressure point (see

p. 36) rather than direct pressure

over a broken bone.

• Do treat for shock.

• Do call a doctor, emergency person-

nel, or an ambulance immediately.

• Don’t put the victim into a car and

rush her to the hospital. Doing

so may result in a closed fracture

becoming an open fracture.

• Don’t try to set the bone—that’s the

doctor’s job.

In cases of extreme emergency, you

may have to move the victim before

medical help arrives. In this situation,

support the broken limb by making it

immovable in a well-padded splint.

Put on the splint before you move her!

Don’t move the victim before the

splinting is complete unless her loca-

tion poses an immediate danger to her

or the rescuers.

For information about making ban-

dages, slings, and splints, see page 43.

Collarbone or Shoulder Fracture: No

splint is necessary. Place the forearm

in a sling with the hand raised about

three inches higher than the elbow.

Tie the upper arm against the side of

the body with a wide cravat bandage.

Make sure the bandage is not so tight

that it stops circulation in the arm.

Lower Arm or Wrist Fracture: Use

splints long enough to hold the wrist,

lower arm, and elbow motionless.

Place the splinted arm in a sling with

the person’s thumb up and the hand

slightly higher than the elbow. Use a

cravat bandage to tie the upper arm

against the side of the body. The body

itself will act as a splint.

Upper Arm Fracture: Tie one splint to

the outside of the upper arm. Place the

forearm in a sling; then use a cravat

bandage to tie the upper arm against

the side of the body.

Lower Leg Fracture: Apply two

splints, each long enough to reach

from the middle of the thigh to just

past the heel. Place the splints on

either side of the injured limb and

bind them together in four or more

places.

Thigh Fracture: Apply one splint to

the outside of the leg extending from

heel to armpit, and one on the inside

of the leg extending from heel to

crotch. Bind the splints together. Use

four or more binders around the

splints and leg and three binders

around the upper part of the outside

splint and the body. The muscles of

the upper leg are strong enough to

pull the broken ends of the thigh bone

into the flesh. Therefore, these proce-

dures should be used only to take care

of an emergency until medical care can

be obtained. The patient should not

be moved any great distance without

a traction splint. Ambulances carry

these splints, and they can be made by

people with advanced first-aid training.

Heat Emergencies

Exposure to heat makes the body

work to keep itself cool. Sometimes

the body’s cooling system becomes

strained, resulting in heat exhaustion.

Or it breaks down completely, result-

ing in heat stroke. Common sense will

protect you from heat problems. Drink

plenty of fluids. Rest in the shade

when you feel too warm. If the

weather is hot, do less hard physical

work and play.

Heat Exhaustion. Heat exhaustion

may affect a person outdoors or in an

overheated room. The symptoms are

as follows:

• Pale face with cold sweat on the

forehead. The whole body may feel

cool and clammy from perspiration.

• Shallow breathing.

• Nausea and vomiting.

• Dilated pupils.

• Headache and dizziness.

Move the patient to a cool, shady

spot. Place her on her back and raise

her feet. Loosen her clothing. Fan her

and put cool, wet cloths on her. Give

her sips of water.

Heat Stroke. Heat stroke is usually

caused by exposure to the sun and is a

life-threatening emergency. The vic-

tim’s body temperature rises quickly.

Get medical assistance at once. The

symptoms are as follows:

• Red, very hot face. The skin is often

dry, but if the victim has been exer-

cising hard, she may be covered

with sweat.

• Very small pupils.

• Slow, noisy breathing.

• Rapid, strong pulse.

• Possible unconsciousness.

Quickly get the victim into a cool,

shady spot. Place her on her back with

her head and shoulders raised. Imme-

diately undress her down to her under-

wear. Cover her, especially her head,

with dripping wet towels, shirts, or

cloths. Keep the coverings cool by

dousing them with water or wringing

them in cold water. Be ready at any

time to begin rescue breathing.

Insect Bites and Stings

Nonpoisonous Bites and Stings. The

bites and stings of certain spiders,

chiggers, ticks, and other insects can

be painful. Some may cause infection.

Relieve the pain of insect bites or

stings by applying ice water or a cold

towel to the affected area. If the stinger

of a bee or wasp is still in the skin,

flick it away with your fingernail or the

edge of a knife.

Ticks are small, hard-shelled insects

that bury their tiny heads in the skin.

Keep them away by wearing long pants

and a long-sleeved shirt whenever you

travel and camp in tick-infested wood-

lands and fields. Button your collar

and tuck the cuffs of your pants into

your boots or socks. Inspect your

clothing and your body daily, espe-

cially the hairy parts of your body.

Remove any ticks you find. A tick

needs an hour or more to attach itself

to a person. If a tick has fastened itself

to you, grasp it with tweezers and

gently pull it away from the skin.

Twisting or jerking the tick may cause

its head to break off in your skin.

Once the tick is gone, wash the area

of the bite with soap and water.

Calamine lotion may ease any itching.

Chiggers are tiny insects that burrow

into the skin and cause itching and

redness. Try not to scratch chigger

bites. You may find some relief by cov-

ering the bites with calamine lotion or

clear fingernail polish.

First Aid

Poisonous Bites and Stings. Some

people are very allergic to insect stings

and spider bites. If these people are

bitten or stung, they may develop a

dangerous condition called anaphy-

lactic shock. This condition causes the

tissues of the throat to swell and block

the airway, and the person may have

great trouble breathing. People who

know they are allergic to stings and

bites should carry the medicine they

need to take if they are stung or bitten.

If a person does not have the nec-

essary medication or if someone has

been bitten by a black widow spider or

brown recluse spider, do the following:

• Send someone to get medical help.

• Be sure the victim keeps breathing.

Give rescue breathing if needed.

• If the bite is on an arm or leg,

immediately tie a constricting band

above the bite. Use a strip of cloth,

bandanna, or scarf folded as a cravat

bandage (see p. 43). Tighten it only

enough to stop the blood in the

skin. You must be able to slide your

finger under the band. If the limb

swells from the bite, loosen the

band.

• Keep the arm or leg lower than the

body.

• Put a cold compress or ice packed in

a cloth on the bite.

• Treat for shock.

• Get the person to medical care very

quickly.

Jellyfish Stings

Some jellyfish have thousands of

stinging cells on their tentacles. When

these cells are touched, they release a

poison that causes a burning pain.

If someone receives a jellyfish sting,

wash the affected area with diluted

ammonia or rubbing alcohol. Quickly

get the victim to medical care. People

who are allergic to jellyfish stings may

go into deep shock without warning.

Nosebleeds

A nosebleed looks bad but is usually

not very serious. Most nosebleeds stop

by themselves in a few minutes. Have

the victim sit up and lean forward

slightly to prevent blood from draining

into her throat. Press on the bleeding

nostril. Apply a cool, wet cloth to the

nose and face.

Puncture Wounds

Puncture wounds can be caused by

pins, splinters, nails, fishhooks, and

knife wounds. All of these may allow

tetanus germs into a wound that is

difficult to clean.

To give first aid, take out any foreign

matter; then squeeze gently around

the wound. Wash the wound with

soap and water. Apply a sterile ban-

dage and get the person to a doctor. A

tetanus antitoxin shot may be needed

to prevent tetanus.

If someone has been snagged by a

fishhook, cut the line and let a person

with medical training remove the hook

from the flesh. At camp, you may have

to do the job yourself. First, push the

barb out through the skin and snip it

off with pliers, wire cutters, or even

nail clippers. Then back the barbless

hook out of the wound.

Skin Poisoning from Plants

The poison in poison ivy, poison

oak, and poison sumac is contained in

oily sap throughout the plant. Touch-

ing these plants may cause the skin to

become red and itchy. Later, blisters

may form.

The sap of poisonous plants takes

about twenty minutes to bind to the

skin. If you think you have touched a

poisonous plant, rinse your skin

immediately with soap and water or

just water if you do not have soap.

Calamine lotion may relieve itching.

Try not to scratch the area. Remove

any lingering sap by laundering

clothing that has come in contact

with poisonous plants. (For additional

information about poisonous plants,

see p. 58.)

Snakebites

Both harmless and poisonous snakes

may strike when they feel threatened.

The bite of a nonpoisonous snake

requires only ordinary first aid for

small wounds. Snakes are not warm-

blooded, so they cannot carry rabies.

First aid for the bite of a poisonous

snake is more complicated and must

begin quickly:

• Have the victim lie down and rest

the bitten part lower than the rest of

the body. Keep her calm and quiet.

First Aid

• Put a constricting band two to four

inches above the bite to slow the

spread of the venom. Make it just

tight enough so that it is not easy to

push your fingers between the band

and the skin. If the area swells,

loosen the band.

• Treat the victim for shock.

• Get medical help immediately. If

you know what kind of snake bit the

person, tell the doctor.

Something in the Eye

If someone gets something in her

eye, have her blink her eyes, and tears

may flush out the object. If that does

not work, pull the upper lid down over

the lower one. The lower lashes may

brush out the object. Or, if the object

is under the lower lid, place your

thumb on the skin just below the lid

and pull it down gently. Lift out the

speck with a corner of a sterile gauze

pad or clean handkerchief. If that fails,

cover the eye with a gauze pad and get

the person to medical care.

Sprained Ankle

If your foot twists, the tendons and

ligaments of your ankle may stretch

too far, resulting in a sprained ankle.

To treat a sprained ankle, do not

remove your shoe. It will support your

ankle. For added protection, tie an

ankle bandage under the shoe and up

around your ankle. If you do not have

shoes on, lie down. Raise your leg and

put cold, wet towels around the ankle

to reduce the swelling. Seek medical

care.

Bandages, Slings, and Splints

Cravat Bandage

A cravat bandage is used to hold a

pad or splint in place. Make it by

folding a triangular bandage, ban-

danna, or scarf. You can also use a

piece of cloth folded into a triangle.

Fold the point up to the long edge

(see figure 1). Finish by folding the

bottom edge twice to the top edge

(see figure 2).

Sling

Make a sling from a large triangular

bandage, bandanna, scarf, or piece of

cloth folded into a triangle. Use it to

support an injured hand, arm, or

shoulder. You can tie an overhand

knot in the large angle of the triangle

to help support the person’s arm.

Place the bandage over the chest

with the overhand knot at the elbow of

the injured arm and one end over the

opposite shoulder. Bring the remaining

end up to the shoulder. Tie the two

ends together behind the neck so that

the hand is held slightly higher than

the elbow.

Splint

A splint is any stiff material that can

be bound to a fractured limb to pre-

vent the broken bone from moving

and tearing the flesh. It should be

longer than the bone that is fractured.

Pad the splint with soft material.

Use whatever materials you can find

nearby. For the splint, use boards,

tent poles, branches, hiking sticks,

ski poles, shovel handles, heavy

cardboard, folded newspapers, or

magazines.

For padding, use clothing, blankets,

pillows, or crumpled paper. Padding

makes splints fit better and eases the

person’s pain.

Bind the splints with triangular

bandages, bandannas, scarves, strips

of cloth, or belts.

Look around you. Determine what is

within reach that you could use for

splints, padding, and binding.

First Aid

Transportation of Injured People

Moving an injured person requires

great care. A seriously injured person

should be moved by someone giving

first aid only in cases of extreme

emergency—and then only after the

patient has received first aid and has

had possible fractures splinted. An

accident victim suspected of having

neck, back, or head injuries should be

moved only under the guidance of

qualified medical personnel. Use the

following methods to move injured

people.

Walking Assist

A person who has had a minor acci-

dent and feels weak may be assisted to

walk. Bring one of her arms over your

shoulder and hold onto her wrist.

Place your free arm around her waist.

One-person Carry

This is best done by carrying the

person piggyback. Kneel in front of her

with your back to her stomach. Bring

your arms under her knees to help lift

her. When you stand up, keep your

back straight and lift with your legs.

Pull her hands over your shoulders

and hold them in front of your chest.

Two-person Carry

Use this carry when a patient is un-

conscious. Two bearers kneel on either

side of the patient. Each slides one

arm under the patient’s back and the

other under her thighs. The bearers

grasp each other’s wrists and shoul-

ders and rise from the ground with the

patient supported between them.

Four-handed Seat Carry

Two people can transport a con-

scious victim with this carry. Each

bearer grasps her own right wrist with

her left hand. The two bearers then

grasp the other’s wrist with their free

hand as shown. The patient sits on

their hands and places her arms

around their shoulders.

Blanket Carry

If it is necessary to move a person

from a smoke-filled room, place her on

a blanket and drag her out, crawling

on your hands and knees. If there are

two rescuers, one person should stay

outside and call for help. Unless

visibility is fairly good, never enter a

smoke-filled room. Stay outside and

call for help.

Stretchers

If a patient must be moved for some

distance or her injuries are serious, she

should be carried on a stretcher. An

emergency stretcher can be made from

a door, a short ladder, a gate, a sheet

of stiff plywood, or other materials.

To make a stretcher, start with

two poles somewhat longer than the

First Aid

patient is tall. Use strong saplings, tool

handles, oars, or tent poles. Button up

two or three shirts or coats and push

the poles through the sleeves. Or use

blankets, a tent fly, or a sleeping bag

with the bottom corner seams opened.

Rescues

First aid is something you do after

an accident has happened. But some-

times a person must be rescued before

any injuries can be treated. Use the

following procedures for rescuing

people.

Remember that you are of no help

to an accident victim if you become a

victim yourself. Do not attempt to res-

cue someone from drowning, electrical

currents, or other hazardous situations

unless you can do so without endan-

gering yourself.

Building on Fire

Many people die each year in fires.

You may help prevent some of these

deaths by going into action the instant

you see a burning building.

First, do all you can to warn people

to get out of the building. Yell, bang

on the door, ring the bell, or set off

the fire alarm. Do not enter a burning

building yourself. You may be over-

come by smoke or trapped by flames.

Then call the fire department. While

you are waiting for help, see if there is

anything else you can do, such as

calming frightened victims or directing

traffic.

Person on Fire

A person’s clothing may catch fire

from a campfire, burning oil, kerosene,

or gasoline. Instinct tells the victim to

run, but that is the worst thing to do.

Running doesn’t put out the fire—it

fans the flames.

If someone is on fire, rush up to her

and tackle her if necessary to get her to

the ground. Then slowly roll her over

as you beat out the flames with your

hands. Take care that your own

clothes don’t catch fire. If there is a

blanket, sleeping bag, or rug handy,

wrap it around the victim to smother

the flames. Once the fire is out, ad-

minister first aid for shock and burns.

Electrical Shock

After a storm, someone may stumble

over a live power line that has been

knocked down. A person fixing an

electrical outlet may get a shock, or

old wiring may cause an electrical

accident.

If someone in a house is in contact

with a live wire, shut off the current by

pulling the main switch, or grab the

cord where it is not bare or wet and

pull it from the socket.

If you do not know where to find

the main switch and cannot pull the

plug, you will have to remove the wire

from the victim. To do this, find a dry

sheet, dry towel, or other dry cloth,

encircle the wire with it, and pull the

wire from the victim. Or push it away

with a wooden board, a wooden

hiking stick, or even a wooden spoon.

If you cannot move the wire, use the

cloth or a board to move the victim

instead. Do not touch the victim until

she and the wire are separated!

Be very careful if there is water on

the floor. It can carry a deadly current

from a wire lying in it. If there is water,

pull the main switch or call the police

or fire department.

After the rescue, check the victim for

breathing and heartbeat. Be prepared

to give rescue breathing or CPR.

If a person is in contact with a live

power line outdoors, do not attempt

a rescue yourself. Call the electric

company, police, or fire department.

Drowning

You can take care of yourself in the

water if you are a good swimmer. To

help someone else who is in danger of

drowning, you must learn lifesaving

techniques. Even if you have training,

never attempt a water rescue by swim-

ming if you can do it in some other

way. The safest methods are to reach,

throw, or go to the victim with support.

1. Reach. Most water accidents happen

close to shore. Try to reach the vic-

tim with your hand or foot, a pole,

branch, canoe paddle, towel, deck

chair, or anything else close by.

2. Throw. Throw the victim a ring

buoy, air mattress, life jacket, or

beach ball. Or throw her a coil of

rope, keeping hold of one end.

First Aid

3. Go with support. When a victim

cannot be rescued by reaching or

throwing, try to go to her with

support. Row out in a boat, or

paddle a canoe, a surfboard, or a

sailboard.

4. Swim. If everything else fails, under

extreme circumstances, you may

have to swim to the aid of a drown-

ing person. Never attempt a swim-

ming rescue unless you are a strong

swimmer! A rescue effort is very

tiring. It can put you at risk of

drowning. Go only if you have prac-

ticed lifesaving methods. A person

struggling in the water is fighting

for her life. In her fear and panic,

she may try to grab you and hang

on. Unless you know what to do,

she may pull you under.

Many people drown after falling

through ice on lakes, rivers, and

streams. Act quickly if you see such an

accident, but think clearly! Do not

rush out onto the ice—you may break

through, too. Instead, figure out a safe

way to save the victim.

Try to reach her from shore with a

pole, a branch, a coat, or a rope. Tie a

loop in the rope for the victim to put

her arm through. Use a bowline knot

(see p. 55). Without a loop, she may

not be able to hang on. At lakes where

there is skating, you might find an

emergency ladder. Push it out onto

the ice until the victim can reach one

end.

If you must go out onto the ice

yourself, distribute your weight over

the surface as much as possible. Lie on

your stomach and crawl out over the

ice until you are close enough to throw

a rope to the victim or to reach her

with a ladder or pole. When she has a

firm grasp, slowly pull her out.

As a last resort, if helpers are close,

form a human chain. Crawl out onto

the ice while one person holds your

ankles and another hangs onto hers.

Grasp the victim by the wrists and

crawl back.

Once the victim is on shore, get her

into a warm shelter and treat her for

hypothermia (see p. 39). If she has

stopped breathing, start rescue

breathing.

First-aid Kit

Each camp should have a complete

first-aid kit. The following are approved

items:

1 first-aid book

1 small bottle of hydrogen peroxide

Moleskin

10 preptic swabs, large (isopropyl

alcohol)

10 antiseptic swabs, large

2 ammonia inhalants

25 sterile pads, 2 by 2 inches

(some tefla if available)

100 plastic bandages,

⁄

4 by 3

inches

2 dressings, 5 by 9 inches

1 eyewash, squeeze bottle,

4 ounces

1 triangular bandage, 40 inches

2 compress bandages, 4 by 7

inches

1 spool three-cut tape,

⁄2 inch,

⁄8 inch, and

⁄8 inch by 5 yards

1 tweezers

1 gauze bandage, 2 inches by

6 yards

1 scissors

2 instant ice packs

40 knuckle bandages, 1

⁄2 by 3

inches

40 fingertip bandages, 1

⁄4 by 2

inches

10 butterfly closures, large

10 butterfly closures, medium

20 Q-tip cotton swabs

1 tincture of green soap, 8 ounces

1 disposable mouth-to-mask

resuscitator

2 disposable latex gloves

Each camper should also have a

small first-aid kit. It could contain the

following items:

Moleskin for blisters

A few adhesive bandages

A small roll of adhesive tape

Several sterile gauze pads, 2 by 2

inches

Each camper should keep a large

gauze compress where she can reach it

quickly to stop severe bleeding.

(The first-aid information in this

manual is adapted from the Boy Scout

Handbook, 1990. Used by permission

of the Boy Scouts of America.)

First-aid Activities

Bandaging Relay

Divide the young women into teams,

and assign each person a specific

First Aid

bandage to tie on someone who is

stationed a short distance away. Each

young woman could be assigned a

different bandage to tie. The first

person on each team runs and ties

the bandage on her victim, then runs

back to the group. The second person

runs to the victim, removes the ban-

dage, and ties the bandage she has

been assigned. The first team to have

all its members tie their bandages

wins.

First-aid Mock Disaster

Have leaders hide at different loca-

tions around camp, posing as victims

of multiple injuries. Place various first-

aid items used to treat injuries beside

each leader. Divide campers into

groups of two or three, and give each

group clues about where one of the

injured victims is hidden. Each group

must find its assigned victim, admin-

ister proper first aid, and transport her

back to the first-aid station.

Food and Nutrition

Nutrition

When people are camping, their

needs for water and food change.

Being in the open air all day increases

the body’s need for water. Whether

campers are in camp or hiking, make

plans for each one to have at least two

quarts of water or other fluids for

drinking each day. (The other fluids

may include juice or milk.) Campers

may need up to four quarts of water a

day if they are exercising strenuously

at high elevations.

Most camping days are filled with

activity. Campers will need nutritious

foods and balanced meals to provide

energy for increased activity and to

maintain normal body temperature.

Stews, sandwiches, and pasta dishes

are good foods for camping. For

hiking, provide lightweight, high-

energy foods such as nuts, granola,

candy bars, fresh fruit, dried fruit or

meat, and fruit juice. When planning

the meals for camp, remember to have

some meals that can be prepared

rapidly and others that you can use

when you have more time.

Nutrition Awareness Activity

This activity will help the young

women realize what a blessing good

food is and will teach them that they

can choose to eat nutritiously. Provide

a piece of fruit and a paper and pencil

for each person. Ask each person to

write the names of her ten favorite

foods. When they have done this, ask

them to do the following:

• Circle the food that you could most

easily do without for one year.

• Put a plus sign next to each food

that is nutritious.

• Put a dash next to each food that is

high in calories and low in nutrients.

• Put a star next to each food that is

low in calories.

• Put a check mark next to those

foods that you eat too much of or

too often.

• Put the number 5 by the foods that

would not have been on your list

five years ago.

• Put the letter T by those foods that

are good for your teeth and the letter

B by those foods that are not.

• Put the letter H by those foods that

are good for your heart and the letter

N by those foods that are not.

Then ask the young women ques-

tions like the following:

• Did you learn anything about your

decisions about food from this

exercise?

• Is there a variety of foods on your

list, such as bread or cereal, fruit

or vegetables, dairy products, and

meat or other foods that provide

protein?

• Is there balance in your diet?

• As a result of this exercise, is there

anything about your eating habits

that you want to change?

Read Doctrine and Covenants 89

together, and discuss the things that

the Lord tells us to avoid and the

foods that he tells us to eat. Discuss

how media presentations affect what

we eat. Has this effect been good or

bad in the lives of the young women?

Food Preservation and Preparation

Protect food at camp from animals,

insects, and spoilage. Any refrigeration

equipment should be able to keep

foods colder than 50 degrees Fahren-

heit or 10 degrees Celsius.

Food and Nutrition

Use the following steps to help keep

food sanitary as you prepare it:

• Always wash your hands before

preparing food.

• Do not allow persons with colds,

skin infections, or cuts to handle

food.

• Keep the preparation and serving

areas clean and uncluttered.

• Use clean utensils for preparation

and storage of food.

• Cover food between meals to protect

it from dust and flies.

• Be sure to refrigerate perishable

foods, especially foods in which

bacteria multiply rapidly, such as

cream dishes, custards, and foods

with dressings containing eggs.

Cooking

Cooking at camp can be fun,

especially when you experiment with

different cooking methods and foods.

You can learn to prepare nutritious

meals using outdoor cooking methods.

If possible, use camp stoves rather

than fires for cooking in order to help

protect the environment. If you need

to cook over fires, the following

material describes a variety of cooking

methods that you can use.

Dutch Oven

A Dutch oven is a heavy, cast-iron

kettle with a flat bottom, close-fitting

lid, and sturdy handle. It can be used

for deep-fat frying or boiling of food

above the coals. The kettle can be

buried in the coals for roasting, stew-

ing, or even baking. A crisscross fire

should be used to provide the coals.

Dutch oven stew can be prepared by

browning the meat in the kettle, then

adding liquids and vegetables. The

kettle is buried in a small pit, with

coals beneath and on top.

To bake with a Dutch oven, line the

inside of the kettle with foil. Place the

food to be baked in the foil. Cakes,

apples, pies, and biscuits can be

cooked in this way. Bury the kettle in a

small pit with coals beneath and on

top. Allow about the same amount of

time for baking that you would when

using a regular oven.

Pit Cooking

Poultry, ham, roasts, potatoes, and

corn on the cob or other vegetables

can be wrapped in foil or placed in a

Dutch oven and then cooked in a pit.

The pit should be dug two or three

times larger than the size of the Dutch

oven or the total size of the foil pack-

ages. Line the pit with flat rocks. Build

a tepee fire on the rocks. After it is

burning well, build a crisscross fire

over it. Keep this fire going until the

rocks lining the pit are white with

heat. This will take about an hour.

Remove the coals with a shovel and

place the pot or wrapped meat on the

rocks. If you have smaller packages of

food, they can be laid on top with two

to three inches of coals between the

layers. Packages of food should not

touch each other. Cover the pit with

four to six inches of soil.

Meat about the size of a chicken

will take 3 to 3

⁄2 hours to cook. A

larger piece of meat such as a roast

could be cut in smaller pieces to re-

duce cooking time. Cooking time will

vary according to the type of wood

used and the depth of the coals. When

using foil wrap, make sure that the

ends are wrapped so juices will not

escape.

Reflector Oven

A reflector oven is one of the few

methods of cooking in which flames

are used to cook food rather than

coals. Heat from the flames reflects off

the shiny sides of the oven and cooks

food placed on a rack in the oven. A

reflector oven can be used in front of

a fireplace or an open fire. The tem-

Food and Nutrition

perature in the oven can be changed

by moving the oven closer to or farther

from the fire. Casseroles, cookies,

pizza, and rolls can all be baked in

this kind of oven. Reflector ovens can

be purchased or made of large cans.

To make a can reflector oven, you

will need the following materials:

1. A five- to ten-gallon can

2. A rack, cookie sheet, or similar

material for a shelf

3. Tin snips

4. Wire

Cut out one side of the tin can with

the tin snips. Mount the shelf securely

in the center of the can using the wire.

When you cook, place the baking pan

on the shelf.

Stone Fireplace

To make a stone fireplace, use two

flat rocks to hold a kettle or skillet over

the fire. This method is good for cook-

ing eggs, bacon, or pancakes. Food set

on the stones will stay warm while

other food is cooking. Place an iron

grill on the flat rocks to provide more

cooking area and make the kettle or

skillet more stable.

Trench Fire

A trench fire is good for general use

and is the best fire for cooking in pots

and skillets. Place two logs in a parallel

position. Place a small stick under the

log that is toward the wind to allow a

draft on the fire. Then build a small

fire between the logs for each cooking

utensil to be used. If you want to form

a grill over the fire, notch the logs and

lay rods from one log to the other. For

slower cooking, bring the logs together

at one end.

Tripod and Spit Cooking

Use a tripod and spit for cooking

fowl, fish, or other types of meat or

kabobs. Place two notched sticks on

either side of a star or low tepee fire.

Make a spit out of green wood. Put the

spit through the meat, and place the

spit in the notched sticks. Baste the

meat often while turning it over

the heat. If you place supports under

the spit, you can hang a kettle on it

for cooking stews.

Cooking without Utensils

Many kinds of food can be prepared

without utensils by using coals rather

than flames. Hardwood coals leave no

taste in the food. Softwood coals may

leave a slight taste in the food.

Use the following methods to cook

bread without utensils:

1. Coals. Prepare a thick cake or

biscuit dough. Place the dough in

a bed of hardwood coals. Cover

with more coals and bake for ten

minutes. Brush off the ashes and

eat.

2. Stick. Prepare a thick biscuit dough.

Remove the bark from the end of

a green stick about one inch in

Food and Nutrition

diameter. Wrap the dough around

the stick. Bake over hot coals, turn-

ing constantly to prevent burning.

3. Rock. Use a large flat rock as a

reflector oven. Place the rock at an

angle about six inches from the

flame. Place biscuits on the rock

and cook.

Use the following methods to cook

meat or fish without utensils:

1. Stick. Cut the meat into small

pieces. Push a small green stick

through the pieces. Hold the meat

over the fire to cook. (Alternate

meat with vegetable pieces on the

stick for a delicious kabob.)

2. Coals. Prepare a bed of hardwood

coals. Place a steak directly on the

coals. Be careful that air does not

get under the steak; it will burn

where the air gets through. When

one side is done, turn the steak and

cook the other side.

Use the following methods to cook

vegetables without utensils:

1. Mud. Vegetables such as potatoes

and carrots can be coated with mud

and buried in coals to bake. Bake

potatoes for thirty to forty minutes.

Test the vegetables to see if they are

done by poking a stick into them.

Remove the mud and eat.

2. Coals. Onions can be buried in hot

coals. When they are done, remove

the outside layers and eat. Corn can

also be roasted in coals. Open the

husk and remove the silk. Close the

husk and dip the corn in water.

Place the corn on coals and cook it

for about eight minutes, turning

each ear of corn often.

3. Stick. Cut vegetables into small

pieces. Push a small green stick

through them. Hold them over the

fire and cook.

Friendship Activities

Good Words

Set up paper on an easel and provide

a marker or pen. Arrange the young

women in a semicircle where they can

see the easel. Select a young woman to

act as scribe. Have her write the name

of one of the young women at the top

of the paper. Have each person in the

circle share with the group one “good

word” describing the young woman,

such as kind, happy, or friendly. The

scribe should write the words on

the paper. After each person has re-

sponded, give the paper to the young

woman. Repeat this with each young

woman in the group. This activity can

make everyone more aware of the

positive things in others, which are

characteristics of their divine nature.

Hands

All players stand in a circle, shoulder

to shoulder, and place their hands in

the center. Each person grabs another

person’s hand in each of her hands.

Make changes until no one is holding

both hands of one person.

The objective of the activity is to

untangle the knot without the players

letting go of the hands they are hold-

ing. The players can try to untangle

themselves, or one person can be

chosen to direct the process of un-

tangling. When the knot is finally

unraveled, players will find themselves

in one large circle or in two smaller,

interconnected ones. Some people

may be facing toward the center of the

circle, others away from it.

Identification

Arrange the young women into a

circle, and then give each of them a

similar object such as an orange or a

potato. Tell them that they have fifteen

seconds to examine their object and

become as well acquainted with it as

possible. At the end of the fifteen

seconds, ask them to pass the object

behind their backs to the next person

and then continue to pass objects until

directed to stop. Have each person

place the object she is holding in the

center of the circle. Then ask each

young woman to find the object she

was originally given.

After all the young women have

picked up an object, invite them to sit

in a circle on the ground. Invite each

of them to explain what characteristics

she used to identify her object. Explain

that just as the objects are much the

same but have unique characteristics,

each young woman has characteristics

that make her unique and of great

worth. Invite the young women to dis-

cuss some of these characteristics.

Friendship Activities

Games

Camp Skills Contest

You can use contests to review and

practice skills the girls have been

learning at camp, such as fire building,

knot tying, and first-aid techniques.

Decide which events to include in the

contest and how to conduct and judge

each event.

Game of Smells

You will need blindfolds for each

player and objects found in the out-

doors that have distinctive smells,

such as fresh pinecones, mint leaves,

oranges, lemons, burned wood, bark,

leaves, and flowers. You will need a

container for each object and a paper

and pencil for each participant. Blind-

fold the participants and have them

smell each object. Then put the ob-

jects out of sight, remove the blind-

folds, and have the participants write

down the names of as many objects as

they identified. Recognize the partici-

pant who identified the most objects

correctly.

Game of Sounds

Each participant will need a paper

and pencil. This activity may be played

by groups or individuals while hiking,

sitting around a campfire, or sitting

in the dark outdoors. The teams or

individuals sit silently for five to ten

minutes and write down the sounds

they hear during that time. Sounds

may include water, rain, frogs, birds,

crickets, or wind in the leaves. The

individual or team that correctly

identifies the most sounds wins.

Keep Your Eyes Peeled

Give each participant a pencil and

paper. One participant comes into the

group wearing or carrying as many

things as possible besides her usual

attire. She might wear or carry such

things as a compass, binoculars, walk-

ing stick, sunglasses, and poncho.

Tell the rest of the group to watch her

carefully and note the things that she

does. She should use her imagination

in doing things to distract them and

then go out of sight.

Tell group members to write down

all the things that she wore or carried.

The person with the longest list wins,

and there is a penalty of one point for

each incorrect listing.

Rainy Day Games

Rainy days in camp are challenging.

One day is not so difficult, but a

succession of wet days may dampen

spirits and bring homesickness. It is

important to be prepared for bad

weather. Before you go to camp, out-

line two or three rainy day programs.

Cross Country

Obtain four or five items for each

team. Items should be easily found at

camp and somewhat similar for each

team, although they could vary in size

and shape. Divide the group into

teams and choose a captain for each.

Have the teams line up in columns

with the captains at the front of the

lines. Without looking back, the

captain of each team passes the first

item over her head to the person

standing behind her. This person

passes it between her legs to the per-

son behind her. The third person

passes it over her head, and the next

person passes it between her legs. This

is repeated until the last person in line

receives the item and runs to the front

of the line. She puts the first item

down, chooses another item, and be-

gins the action again. This continues

until the captain is again at the front of

the line. The first team to finish wins

the game. Items could be passed more

than once if necessary.

Indoor Funny Athletic Meet

Divide the group into at least three

teams. Choose a captain for each. The

captains choose the people who are

to enter each race before the race is

announced. Points are given to teams

as follows: first place—5 points;

second place—3 points; third place—

1 point.

100-yard Dash. Place marks on the

floor showing where to begin and end

the race. Have the participants each

push a penny across the floor with a

toothpick. They cannot flip the penny

Games

with the toothpick; the toothpick

must always be touching the penny.

220-yard Dash. Give two participants

from each team a fifteen-foot strip of

paper. One participant holds an end of

the paper while the other participant

cuts the paper into two lengthwise

strips using the smallest scissors

available.

880-yard Run. One person feeds

another half a glass of water with a

small teaspoon.

High Jump. Each person eats a large

soda cracker and then whistles.

Javelin Throw. Each person throws a

feather, drinking straw, or broom straw

as far as possible.

Low Hurdles. Place a variety of

obstacles in a row and allow the par-

ticipants to walk over them in order

to learn where they are.

Blindfold the participants. Then

quietly remove the obstacles and ask

the participants to walk down the row,

avoiding the hurdles.

High Hurdles. Participants walk along

a white line or string while looking

through the wrong end of binoculars

or opera glasses, or they try running

backward along the line without

stepping off of it.

1-mile Relay. Each person peels an

apple and feeds it to a partner.

440-yard Race. Hang a clothesline or

heavy string, and mark a starting line

some distance from the string. Give

each participant six paper napkins and

six straight pins. The participants must

carry one napkin at a time from the

starting line and pin it to the string.

Shot Put. Each participant stands on

a chair and tries to drop ten peanuts

into a jar or ten clothespins into a milk

bottle. Another variation is to have

participants throw a handkerchief or a

balloon as far as possible.

Upside-down Day

Have campers wear unmatched

clothing inside out or back to front.

Have breakfast for supper and dinner

for breakfast. Serve drinks in saucers

and food in cups. Eat with odd knives,

forks, and spoons. Play games and give

prizes to the losers.

High Adventure Activities

High adventure activities can be part

of the camp experience, or they can

be scheduled at other times. They

include activities such as extended

hikes, canoeing, sailing, bicycling,

cross-country skiing, rappelling, and

mountain climbing. They should be

carefully planned and adequately

supervised. Technical knowledge and

skills are essential to safety. Thorough

instruction may need to precede high

adventure activities.

Physically demanding activities of

this kind can help young women

develop self-confidence and enjoy a

sense of accomplishment while build-

ing relationships. The type of activity

selected would depend on local cir-

cumstances and could include youth

of any age.

Hiking

Guidelines for Hiking

The following suggestions can help

you have successful hikes and walks:

1. Never leave camp alone. An ade-

quate number of adult leaders who

know how to reach the destination

safely must be with a hiking group

at all times.

2. Leaders should know the trail and

should be prepared to show others

the interesting places and possible

dangers. They should be prepared

for the unexpected and ready with

an alternate plan.

3. Each person should have a buddy

and should stay with her during the

entire hike. Establish a calling

signal in case someone becomes

separated from the group.

4. Wear appropriate clothing. Dress to

avoid sunburn. Hats will help to

prevent sunstroke, sunburn, and

headaches. Wear hiking shoes that

are comfortable and will protect

your feet.

5. Carry necessary items such as a

first-aid kit, food, water, compass,

and pocketknife. Carry them in a

daypack or backpack, or secure

them in a scarf or large hand-

kerchief fastened to your belt. Keep

your hands and arms free.

6. Do not eat a heavy meal before

beginning a hike. Instead, take

High Adventure Activities

dried fruits, fresh vegetables,

raisins, or chocolate bars to eat

along the trail.

7. Hike no faster than the slowest

hiker.

8. Avoid hazards such as loose rocks,

dirt slides, cliffs, swamps, and dan-

gerous plants and animals. Stay on

established trails where they exist.

9. Respect the property of others.

Obey “No Trespassing” signs.

10. Plan hikes away from the highway.

However, if you must walk on

a traveled highway, stay together,

walk single file, keep off the pave-

ment, and face oncoming traffic.

Because walking on a highway at

night is particularly dangerous, do

this only in an emergency and

wear white clothing if possible.

11. Plan your hike to include rest

periods. Enjoy songs, stories,

sketching, or observing objects.

12. If you are overheated when you

reach your destination, sip only

small amounts of water at a time.

13. If ticks are numerous in your area,

take the precautions described on

page 41.

14. If electrical storms appear likely,

postpone your hike or adapt your

plans to avoid the storm danger.

Plan a hike or a walk to accom-

plish a purpose, such as to help the

campers—

1. Appreciate and learn more about

the natural world.

2. Develop leadership skills through

planning, organizing, and conduct-

ing activities on the hike.

3. Have fun and relax.

4. Learn about a specific subject, such

as rock formations or conservation

of natural resources.

5. Strengthen friendships.

Types of Hikes

Adventure Hike

Divide the participants into groups,

and have each group follow a different

trail, looking for adventure. On their

return, have them tell stories of the

exciting adventures they found. Give

recognition for the best story. These

stories could be combined with songs

for a campfire or indoor program.

Bird Walk

Early in the morning, walk to a

quiet, secluded spot and just sit, look,

and listen. Try to identify as many

different birds as you can.

Cooperation Hike

One group of hikers goes on a short

hike. They make a map of their hike

that includes landmarks and compass

readings, and they leave cookies at the

end of the trail. Then another group of

hikers uses this map to take the same

hike and find the cookies. Written

notes left along the way could add to

the fun. Make sure the cookies are in a

container that protects them from

animals.

Exploring Hike

Take a hike over new terrain. The

hike may be in an area without trails or

along back roads, little used trails,

streams or canals, or other unusual

routes. Leaders should be familiar with

the area. This type of hike often reveals

unexpected beauty or interest.

Historical Hike

Hike to some place of historical

interest, and plan a program focusing

on the historical event or reenacting it.

Nature Hike

Take a hike to learn more about the

natural beauty in your camp area. Take

along someone who can recognize

and talk about common trees, plants,

flowers, and rocks. There can be

several variations of the nature hike:

1. Label some small cards with letters

of the alphabet, and give one card

to each camper or group. Ask them

to find all the objects in nature they

can that begin with the letters on

their cards, noting something inter-

esting about each object.

2. As the nature expert identifies each

object such as a rock or flower, ask

each group to find another object

like it.

3. Stop periodically along the trail to

mark a circle about three yards in

diameter. Give each group five

minutes to write down all the

interesting things they can find in

the circle. Points may be awarded

for the most complete list.

4. If the hike is long, plan to have a

meal along the trail. After the meal,

have a program including songs,

stories, and games about nature.

Plan to include a variety of activities

in your nature hike, taking care to

Hiking

protect the natural beauty and not

leave litter along the trail.

Night Hike

Begin the night hike at dusk. Before

leaving, read Moses 2:1–31 and briefly

discuss the creation of the earth and

the heavens. Have the campers each

bring a towel or blanket to sit on and a

flashlight. As they walk, ask them to

observe the sights and sounds of the

night. As it gets darker, leaders should

give each person a number and fre-

quently have them count off to ensure

that everyone is present. Make sure

that the campers stay together and that

they move slowly and carefully.

Take a long path to an open area.

Have everyone sit down. Help the

young women to identify several of the

constellations. Provide a quiet time for

thinking about the beauties of God’s

creations and their testimonies. Invite

the campers to share their thoughts

after the quiet time. Ask them to write

their feelings in their journals after

they return to camp.

Rain Hike

Take a hike during or after a rain-

storm and observe how rain enhances

the beauty of such things as flowers,

leaves, or spiderwebs. Smell the rain.

Look at the puddles and the sky and

notice what animals do in the rain.

Sunrise or Sunset Hike

Hike to a scenic spot and hold a

short inspirational service as the sun

rises or sets. This may be one of the

most memorable events of the camp.

Trial-and-error Hike

This hike would make a good follow-

up activity to a nature hike. Lay out

the trail in advance and prepare direc-

tions for each group. Write the direc-

tions so that the groups will have to

correctly identify natural objects in

order to decide where to go next. For

example, if the trail started beside a

tree, the directions could read as

follows: “If this is a dogwood tree,

walk straight ahead about nine paces;

but if it is an elm, walk two paces to-

ward a moss-covered stump. Walking

in the right direction will bring you

near some mushrooms. If they are

deadly amanita used to make fly poi-

son, continue walking straight ahead

ten paces. If they are morchella, walk

fifteen paces to the left.”

Alternatives to Hiking

Local circumstances may not permit

hiking. For example, your camp may

be held in an area where hiking is not

available, or the physical disabilities of

young women may not allow them to

hike. However, it is important that

young women become aware of their

surroundings wherever they camp.

There is beauty in any environment.

You can plan a city or neighbor-

hood walk to help young women learn

about the beauty of their surroundings

and their responsibility to protect their

environment. Walks could be taken

to see historical sites in the area, to

observe changes in the neighborhood

over the years, and to learn how you

can beautify the local area.

Knives

Care

To care for your knife, use the

following guidelines:

1. Keep your knife clean, dry, and free

from rust.

2. Occasionally apply a few drops of a

light machine oil to the knife joints

and blade surfaces.

3. Do not use your knife to cut

materials that will ruin the cutting

edge, such as metal, brick, and

similar hard surfaces. Before you

start cutting any piece of wood,

make sure it is free from nails and

similar materials.

4. Do not apply pressure to the broad

side of the blade or use the blade to

pry. The blade may break.

5. Keep your knife away from fire.

Heat will draw the temper from the

steel, making the knife soft and

difficult to keep sharp.

6. Keep your knife sharp and ready for

use.

Sharpening

To sharpen your knife, you will need

a whetstone—a special stone with a

rough side to sharpen the blade and a

fine side to hone it. Sharpen the blade

as follows:

Knives

1. Start by placing a few drops of a

light machine oil on the rough side

of the whetstone. The oil makes

any loosened metal from the blade

float, preventing it from glazing the

stone surface.

2. Hold the knife blade flat on the

surface of the stone; raise the back

of the blade slightly and stroke the

full edge of the blade across the

stone. Use a slicing motion as if

you were cutting a thin slice off the

stone. With a little practice, you

will develop a smooth circular

motion.

3. Turn the blade over and use the

same process to sharpen the other

side of the blade edge.

4. Continue this process until the

blade edge is sharp. Use the fine

side of the stone to hone the edge.

Test the edge on a dry twig or small

branch. If the blade needs only a

little sharpening, use only the fine

side of the stone.

Safety

Use the following guidelines to make

sure you use your knife safely:

1. Do not pass an open pocketknife to

another person.

2. Pass a knife in a sheath to another

person handle first.

3. Cut away from yourself so that if

the blade slips it will not cut you.

4. Never leave your knife on the

ground.

5. When you are not using your knife,

close it or place it in its sheath.

Never leave your knife within the

reach of young children.

Knots

To practice the knots described here,

use rope rather than twine or string.

Where possible, tie each knot in the

situation in which you will use it.

You can learn to tie all the knots and

hitches used in camping if you know

the following:

1. Overhand loop: Cross the free end

of the rope over the standing part.

2. Underhand loop: Cross the free end

of the rope under the standing part.

3. Overhand knot: Make an overhand

loop and then bring the free end of

the rope through the loop.

Bowline Knot

Use the bowline knot to form a loop

that will not slip and is easily untied.

This knot is very useful in first aid and

lifesaving. For example, you can use it

to tie a rope around a person who

must be lifted up a cliff or pulled out

of the water. The bowline will not

become too tight around the person’s

chest, and it can be quickly untied

once the person has reached safety.

Form an overhand loop in the rope.

Bring the other end of the rope around

your waist. Bring the free end of the

rope up through the overhand loop,

behind and around the standing part,

and back down through the loop.

Tighten the knot by pulling hard on

the ends of the rope. When you have

done this, practice tying the rope

around the waist of another person.

Half Hitch

A half hitch forms a loop that can be

pulled tight. Use two half hitches to

tie a rope to a pole, ring, or similar

object, for example, when you need a

clothesline.

Pass the end of the rope from front

to back around the pole or other

object. Bring the end over and under

the standing part and then up through

the loop that you just formed. To tie a

Knots

2. 3.

double half hitch, bring the end

around the standing part a second

time, and make another half hitch in

front of the first one.

Sheet Bend

Use the sheet bend to join two ropes

or cords of different thicknesses. This

knot will hold without slipping or

coming untied and is useful for joining

the line and hook when fishing.

Bend the free end of the rope until

it is parallel with the standing part.

Bring the end of the small rope up

through the loop; then pass it back

under the entire loop. Bring the end

in front of the loop and under itself as

shown. Pull on the two ends of both

ropes to tighten the knot.

Square Knot

Use the square knot to join ropes of

equal thicknesses. It is very useful in

first aid because it holds firmly but is

easy to tie and untie.

Twist the end of the lefthand rope

over, under, and over the righthand

rope. Again twist the same end—now

on the right—over, under, and over

the other rope. Think “Left over right;

right over left.”

Nature

Study the information in this manual

along with other material about the

natural world in your area. Local librar-

ies and government agencies are good

sources for more detailed information.

Animals

When we think of animals, we often

think of mammals. A mammal is an

animal that is usually four-footed,

feeds its young with milk secreted

from its body, and has hair covering

part or all of its body. Because new-

born mammals are dependent on their

mothers for food, they learn from their

parents, and they tend to develop

social relations and communication

with others of their kind.

Mammals are warm-blooded. This

means that their body temperature

stays the same whether the weather is

cold or hot. You will probably see

several kinds of mammals during your

stay. Without disturbing them, see if

you can discover what they are eating,

how they are suited to their habitat,

and how they care for their young.

Be aware of any endangered species

in your area. Do not disturb their

habitat, and follow any rules you can

to help preserve them.

Birds

Many people enjoy bird watching.

Learn to recognize various birds by

sight and by their songs and habits. A

bird identification book will help you

do this. Early mornings and late after-

noons are the best times for watching

birds because most birds are feeding at

these times and are active and singing.

When moving close to birds to ob-

serve them, move slowly and quietly.

Binoculars can help you see interesting

details. Notice how the bird’s size,

coloring, and movements help it adapt

to its environment. You may want to

record in a notebook the names of the

birds you identify at camp, where you

saw them, and what they were doing

as you observed them.

Clouds

Clouds are made up of water drop-

lets that have condensed from water

Nature

Double Half Hitch

vapor in the air. There are many kinds

of clouds. If you learn something

about cloud formations, you will be

better able to understand weather

conditions while you are camping.

Cumulus clouds are fluffy, white

clouds. They are usually seen on

beautiful sunny days and generally

indicate continued fair weather.

Cirrus clouds are thin, feathery, white

clouds with blue sky showing in be-

tween them. They usually indicate rain

or snow within the next few days.

They form at a higher altitude than

any other clouds.

Cirrocumulus clouds are small, fluffy

clouds that are usually arranged in

groups or lines. They also indicate

coming rain or snow.

Stratus clouds are thin, low, grayish-

white clouds. They cover the whole

sky and usually bring fine rain.

Nimbus clouds are the clouds seen

on rainy or snowy days. They are thick

and dark gray and usually cover the

sky. Smaller ragged pieces blown along

at a lower level are called “scud.”

Cumulonimbus clouds are thunder-

head clouds. They are usually flat at

the bottom, and they look tall and

towering. They become dark gray and

nearly always bring thundershowers.

In Latin, cumulus means a “heap” and

nimbus means “rain,” so cumulonimbus

literally means “raining heap”!

Tornadoes are funnel-shaped clouds

of strong, whirling winds. They are

dangerous and often destructive.

Three-fourths of the world’s tornadoes

occur in the United States.

Fish and Shore Life

Fish live in freshwater and saltwater,

but they cannot live in water that is

polluted or alkaline. Fish are able to

live in water by absorbing oxygen

through membranes in their gills.

There are over 30,000 varieties of fish.

Most species of fish have five senses.

They can feel, taste, see, hear, and

smell. They also have a lateral line on

their sides that serves as a sixth sense.

Through a system of pores and nerves

along this line, they sense changes and

vibrations in water. Even though fish

may not see you as you walk on the

bank or move an oar in the water, they

can sense the vibration and will dart

away. Observe where fish live, how

their coloration serves them, and how

their mouths and teeth allow them to

eat different kinds of food.

Ponds, lakes, streams, and ocean

beaches provide a great variety of fish,

animal, and plant life to observe. Learn

about how the living things in the

water depend upon each other.

Insects

Without insects, we would not be

able to live. For example, insects

distribute pollen from one flower to

another. Approximately 15,000

varieties of domestic and wild plants

throughout the world depend on bees

for pollination. Without bees, most of

these plants would die.

Insects have three pairs of legs and

three main divisions to the body. They

have a head, which carries the anten-

nae or feelers and the mouth parts; a

thorax, which has the wings and legs

attached; and an abdomen. Spiders,

mites, ticks, and scorpions are classi-

fied as arachnids and are not insects.

They have four pairs of legs, two main

body divisions, and no antennae.

Insects are classified into twenty-five

or more orders, which include beetles,

butterflies, ants, bugs, flies, and grass-

hoppers. They are the largest group of

living things in the world. There are

over 110,000 kinds of moths and

butterflies alone. From the tiniest to

the largest, each insect is equipped in

special ways to play its role in nature.

Observe the various types of insects

in your location. Try to determine

what the insects are doing and how

they fit into the natural environment.

Plants and Flowers

Plants and flowers beautify the

world around us and provide many

things that we use in our daily lives.

Medicines, dyes, ornaments, furniture,

clothing, flour, oils, herbs, spices,

vanilla, yeast, and many more items

Nature

come from flowers and plants. Many

plants are edible. Learn to identify the

ones in your area that can be eaten.

There are numerous varieties of

wildflowers throughout the world, but

many are becoming extinct because of

people’s carelessness. Learn about the

wildflowers in your area and determine

what you can do to preserve them in

their natural setting.

Some poisonous plants may also

be in your area. Learn how to identify

them and what to do if someone

comes into contact with them. You

should know poison ivy, poison oak,

and poison sumac by sight. Although

each of these plants has its own

characteristics, the following verse

provides a good guideline: “Leaflets

three? Let it be. Berries white? Take

flight!”

Every part of these poisonous plants

contains poison—from roots to leaves

and fruit. The poison is long-lasting

and still active even after the plant has

died, so do not touch dry leaves or

dead plants. Gloves, shoes, or other

clothes that have touched the plants

can carry the poison for months.

Because the poison vaporizes when

the plants are burned, you could get

a severe case of poisoning just by

inhaling fumes from a fire built with

these plants. Be sure that you can

recognize each of these plants so you

can avoid any contact with them. (For

first-aid information, see p. 42.)

Poison Ivy. Poison ivy grows in many

countries as trailing vines or shrubs or

as erect woody plants. The stems of

the vine look like a fuzzy rope. Poison

ivy leaves always grow in groups of

three. The leaf edges are smooth or

notched. The leaves are green in spring

and summer, but they change in early

fall to scarlet, orange, and russet.

The flowers of poison ivy are small

and white and grow in clusters. The

fruit is usually waxlike, although it

may have a downy look. It looks very

much like a tiny peeled orange.

Poison Oak. Poison oak grows

throughout the world in warm cli-

mates. It usually grows as an upright

shrub with woody stems growing from

the ground, but it can grow in an open

field in large spreading clusters. In a

forest, it grows like a vine, sometimes

as high as twenty-five or thirty feet.

The leaves always grow in groups

of three. The center leaf is similar on

both sides and definitely looks like

an oak leaf. The side leaves often have

irregular shapes with smooth or un-

even edges and are always leatherlike

and glossy.

The flowers are about one-fourth

of an inch in diameter, greenish white,

and similar to those of common poi-

son ivy. The fruit is creamy or greenish

white and about the size of a small

currant. It resembles a peeled orange,

with segments clearly defined by lines.

Poison Sumac. Poison sumac grows

in damp areas where the climate is

warm and humid. It grows as a small

tree or coarse woody shrub, never as a

vine. The leaves grow in pairs along a

central rib with a single leaf on the

end. There may be from seven to thir-

teen leaves on each rib. The leaves are

smooth and velvety. They are bright

orange in the spring, dark green with

scarlet ribs in the summer, and red-

orange and russet in the early fall.

Yellowish green flowers hang in long

clusters from the stems. The fruit of

poison sumac is similar to that of other

Nature

Poison Ivy

Poison Oak

poisonous plants—ivory white or

green. It hangs in loose clusters ten to

twelve inches long.

Nonpoisonous sumac looks very

similar to poisonous sumac, but it has

red fruit and seed clusters at the ends

of the branches. Remember, if the fruit

is red, you are safe!

Rocks

Have you ever played with the sand

at the beach or at a stream’s edge?

Have you seen pictures of lava flowing

from a volcano? Have you admired a

lovely stone in a necklace or ring? All

around us, nature provides a wonder-

ful display of rocks and minerals of

many kinds, shapes, and colors. Rocks

may be as large as a mountain or

as tiny as a grain of sand; they may

be liquid like lava; or they may be pol-

ished and shaped by man or nature

and worn as jewelry.

The earth is composed of three

major kinds of rocks: igneous, sedi-

mentary, and metamorphic.

Igneous (meaning fiery) rocks are

produced as a result of intense heat,

for example, lava rock from a volcano.

Basalt and granite are also igneous

rocks.

Sedimentary rocks are formed

by weathering and pressure. Wind,

waves, ice, currents of water, and

gravity gradually wear away mountains

and land, carrying tiny particles to the

sea. These particles sink to form thick

sediments, which under great pressure

change into rock. Sedimentary rock

forms two-thirds of the earth’s crust

and includes coal, sandstone, and

limestone. Movements in the earth

may lift and fold the rock. Fossils are

found in sedimentary rock.

Metamorphic rocks were originally

sedimentary or igneous but were

changed to become more compact and

crystalline. These changes can be

caused by pressure, heat, or the action

of water and chemicals. Examples of

metamorphic rock are limestone that

has changed to marble and coal that

has changed to diamond.

Interesting rocks are all around us.

Notice color, sheen, shape, hardness,

crystalline structure, or markings.

While you are camping and hiking, try

to identify some of the rocks you see.

Stars

Man has studied the stars since an-

cient times. Stars give light, show the

passage of time, and direct us at night.

When you are away from city lights

and look up into the sky, you will see

thousands of stars. Ancient people

who observed the sky grouped stars

into pictures or patterns called constel-

lations. They gave the constellations

names that are still used today. The

two constellations most frequently

used to determine location or direction

are the Big Dipper in the northern

hemisphere and the Southern Cross in

the southern hemisphere. Using a

chart of the constellations in your

hemisphere, locate some of the promi-

nent star groups in the night sky.

You should be able to locate the

planets Mercury, Venus, Mars, Jupiter,

and Saturn. With the help of binocu-

lars or a small telescope, you may be

able to see the craters of our moon, a

nebula, or even Saturn’s rings.

Trees

Trees are among the oldest living

things. Many oaks and elms have lived

for 300 years. Some pines and junipers

have lived for 500 years, and some

cypresses and redwoods have lived for

3000 years or more. There are many

kinds of beautiful trees on the earth.

Over 1000 species are found in the

palm family alone.

Two general categories of trees are

conifers and deciduous trees. Most coni-

fers are evergreens. They are often

referred to as softwoods because their

wood is easy to cut or shape. Camp-

fires built from softwood burn quickly.

Nature

Poison Sumac

Most deciduous trees have branches

that give them a rounded shape, and

their leaves fall to the ground each

year. The wood from these trees is

called hardwood and is often used for

building furniture or buildings. Camp-

fires built from hardwood burn slowly

and have long-lasting coals.

Trees are vital to a healthy environ-

ment. They add oxygen to the air. The

great forests of the earth help to purify

our air and provide the oxygen neces-

sary to support life.

Learn more about the trees in your

area. You may want to plant a tree and

watch it grow. Discover why the leaves

of deciduous trees turn different colors

in the fall and drop from their branches.

You may want to learn about the parts

of a tree and about how a tree uses the

energy from light to grow.

Nature Awareness Activities

Microhike

The purpose of a microhike is to

help the participants notice small

things in nature that they may nor-

mally overlook. You will need string

for each person who will participate.

Follow these instructions:

1. Hike to a predetermined site.

2. Have each person pick a small area

on the grass or soil or on a tree, a

rock, or other object.

3. Encourage each person to get on

her hands and knees in the area she

has chosen. Have her look for small

objects that she usually would not

notice, such as oddly shaped

pebbles, a wing from an insect, a

hole in a leaf, or a bit of fungus.

Have her mark each object with a

stick, wrap the string around the

stick, and continue on, leaving a

trail of string from object to object.

4. When the young women have

completed their observations, ask

them to follow someone else’s trail

and note what she marked, or have

each person lead the group on her

microhike.

Nature Circle

Have the young women sit in a

circle. One player starts the action by

saying, “From where I sit, I can see a

robin” (or any other natural object she

sees). The second player responds,

“From where I sit I can see a robin and

a pine tree.” Each player must repeat

the previously named objects and add

a new one. At any point a player may

be challenged by any of the other play-

ers to actually point out the objects. If

the player cannot do this or cannot

name all of the previous objects, she

goes to the end of the circle, and the

action starts again.

Nature Photography

Explain to the group that they are

going to learn to look at the beautiful

things around them in a new way. Ask

each person to find a partner. One

person in the partnership will pretend

to be the photographer, and the other

will pretend to be the camera. The

person taking the part of the camera

closes her eyes, and the photographer

carefully leads her to something beau-

tiful and places her in front of it. The

photographer may suggest that the

picture is to be seen close up, as a

panoramic view, or through a tele-

photo lens. To take the picture, she

taps the camera on the shoulder to

open the lens (the camera should

open her eyes for about four seconds),

then taps again to close the lens (the

camera closes her eyes). The camera

must remember what she saw.

After taking a few imaginary pictures,

the camera and photographer trade

roles and take additional pictures.

Allow fifteen to twenty minutes for the

total picture taking.

You may conclude this activity in

several different ways:

1. Have the young women share their

most beautiful photographs with

the group. They should tell what

they saw when they were the cam-

era and why they were impressed

with the picture.

2. Have each young woman draw a

picture of her favorite photograph

and give it to her partner, explaining

why she chose it. Or each young

woman could describe her favorite

photograph to her partner and

share her feelings about it.

3. A nature topic could be assigned

to each partnership beforehand,

such as wildflowers, clouds, trees,

edible plants, birds, seashells, or

shore life. The young women could

sketch the photographs they take

Nature Awareness Activities

and write a brief description of each

one. They could then share their

sketches with the group. Or they

could just talk about their

photographs.

Nature Activity with Scriptures

Select scriptures relating to nature or

scriptures that will help the young

women think about Heavenly Father

and the Savior. Write out each scrip-

ture on a small card if the young

women do not have their scriptures

with them. If they do have scriptures,

just write each reference on a slip of

paper. Each scripture card or slip of

paper should also have an instruction

or question that will help to guide the

young woman’s thoughts as she reads

the scripture.

Explain to the young women that

they are going to have an experience

with the scriptures in nature. Ask each

young woman to choose a card and

not discuss it with anyone else. She

should find a quiet place close by

where she can be alone and reflect on

the scripture she has chosen.

After ten or fifteen minutes, call the

young women together and ask them

to sit in a circle while each shares her

scripture and her thoughts or insights

about it.

Some scriptures that could be used

in this activity are Psalm 19:1; Isaiah

40:31; Matthew 14:23; Philippians

4:13; Alma 30:44; Alma 32:41;

D&C 76:22–24; D&C 88:63; D&C

104:13–14; Moses 3:5; Abraham

3:21. For other scriptures, look in the

Topical Guide of the LDS edition of

the King James Bible under subjects

such as “Astronomy,” “Creation,

Create,” and “Nature, Earth.”

Be sure to write a question or

instruction with each scripture. For

example, for Doctrine and Covenants

88:63, you could write: “Think of

times when you have felt close to your

Heavenly Father. What are some things

you can do to stay close to him and

feel his love for you?”

Nature Scavenger Hunt

Go on a nature scavenger hunt.

Mark off an area of ground about a

yard square for each young woman or

group. Ask the individuals or groups

to find things such as the following in

the marked off area: a sign of man, a

sign of an animal, a plant you can

identify, a sign of an insect, and a sign

of a bird. Depending on the terrain,

you may want to expand this hunt to a

larger area. Also try limiting the search

to a specific category such as mammal

signs (nibbled cones, bits of hair or

fur, a burrow, clawed tree bark, stored

seeds, tracks); bird signs (nests, egg-

shells, feathers, tracks, holes in a tree);

or insect signs (eggs on plants, holes

in leaves).

Orienteering

Note: Because of differences in com-

pass readings throughout the world,

the following information may need to

be adapted for your area. Check local

resources.

Orienteering is finding your way in

an unfamiliar area by using a compass

and maps. This section will give you

basic information about using com-

passes and maps.

Compass

A compass consists of a strip of

magnetized steel, called a needle, that

is balanced on a pivot and left free to

swing in any direction. The needle is

placed in a circular case called the

compass housing, which is marked

with 360 degrees. When the needle is

left to itself, it eventually comes to rest

pointing to magnetic north. The end

of the needle that points north is

clearly marked. It may be painted

black or red, stamped with the letter

N, or shaped like an arrowhead.

Reading a Compass

A compass, like a circle, is divided

into 360 degrees. The face of a com-

pass is like the face of a clock, with

each minute on the clock representing

six degrees on the compass. If twelve

o’clock represents north, then east

would be at three o’clock (or 90

degrees), south would be at six o’clock

(or 180 degrees), and west would be

at nine o’clock (or 270 degrees). These

are four of the eight principal points

of the compass.

Orienteering

The remaining four points—north-

east, southeast, southwest, and north-

west—are found halfway between the

directions that give them their names.

For example, northeast is located half-

way between north (0 degrees) and

east (90 degrees), at 45 degrees. For

practice, determine the degree read-

ings for southeast, southwest, and

northwest.

Setting a Compass

Each time you use a compass, set it

as follows:

1. Place the compass on a level spot

or hold it very still, waist high and

level, until the needle stops

moving.

2. Rotate the compass housing until

the needle points to N on the

compass.

3. With the needle pointing directly

north, you are ready to take a com-

pass bearing.

Taking a Compass Bearing

To take a compass bearing, do the

following:

1. Face the landmark or object whose

bearing you want to know. Then set

the compass as explained above.

2. When the needle of the compass is

pointing north, place a pointer such

as a toothpick, pencil, or straw over

the center pivot of the compass and

point it at the landmark or object.

3. The number under the pointer is

the compass bearing.

Compass Exercise

Remember that the point of the

compass needle must point to N

before each bearing is taken so that

the bearing is as exact as possible.

Test yourself by trying the following:

1. Place a marker on the ground where

you are standing. Set your compass

at a bearing less than 120 degrees

from the marker—96 degrees, for

example. (Your first bearing must

be less than 120 degrees so that the

total of the three bearings you are

to take will be less than the 360

degrees of the compass.)

2. Walk fifty steps along this bearing

and stop. Add 120 degrees to your

original 96 degrees and reset the

compass at this new bearing

(216 degrees).

3. Walk fifty steps along this new

bearing and stop. Again add 120

degrees to your bearing, this time

totaling 336 degrees.

4. Reset the compass to 336 degrees

and walk in that direction for fifty

steps.

5. Stop. The marker should be at your

feet.

Whenever you work with a compass,

always write down the bearing you are

following and either the number of

steps (if traveling a short distance) or

the time in minutes traveled in that

direction. Every time your direction

changes, you must take a new bearing

and write it down.

Following a Course

You will probably not be able to

walk to your goal following your bear-

ing exactly. It is better to establish

your bearing; pick out a certain

landmark, such as a tall tree, cliff, or

hill along your bearing; and walk to

that point. When you reach the spot,

pick out another landmark along your

bearing and walk to it.

Occasionally you will come to lakes,

swamps, or deep canyons that will

force you to change your course. If you

must go quite a distance from your

original bearing, you may have to take

a new bearing.

With practice, you will soon develop

a feeling of accomplishment and secu-

rity in being able to travel by using a

compass.

Maps

Your camping and hiking equipment

should include a map of your camping

area. The more detail your map con-

tains, the better it is. Many maps are

not detailed enough for campers and

hikers. The best maps for campers and

hikers are topographical, aeronautical,

and geological survey maps.

Note the date when the map was

issued. It may not include manmade

features built after the map was drawn.

Note also the scale of the map. On

the most frequently used geological

survey maps, one inch of measure is

equal to one mile of actual terrain.

Even when you know the scale used

on the map, estimating distances is

often difficult since roads, rivers, and

trails do not follow a straight line.

You may wish to purchase a map-

measuring device, which automatically

Orienteering

measures mileage when you run it over

your proposed route on the map.

Declination is the difference in direc-

tion between true north and magnetic

north. You will need to consider this

when charting a route in an area where

there are no established trails. Each

map has a V-shaped declination

symbol. One arm points to the map’s

true north and the other arm to

magnetic north. Some maps will show

the difference in degrees between the

two for your area. For further informa-

tion, check with local resources.

Problem-solving Activities

Blind Walk

This activity is designed to help the

young women listen carefully in the

outdoors.

Things needed:

1. Two adult leaders

2. A length of string about forty feet

long

3. A blindfold or bandanna for each

young woman. (You might consider

having each young woman bring

one.)

Instructions:

1. Explain to the young women that

they are about to go on a blind

walk. Don’t give them any details

about it.

2. Have them put on their blindfolds,

and place them on their honor not

to peek. The leaders should not be

blindfolded. Tell the young women

that they cannot talk, whisper, or

make any noise. If a person’s blind-

fold starts to slip, she should raise

her hand and you will fix it for her.

3. Have the young women form a line

and each take hold of the length of

string, which should be stretched

from one person to the next. They

should be separated from each

other by about four feet so that they

can walk easily.

4. Take hold of one end of the string

and lead the young women around

in a smooth area until they feel

confident with your leadership.

5. Take the string away from them.

Tell them that you will make a

rhythmic sound by striking two

sticks or rocks together. This sound

should be soft but clear enough

for each person to hear. The young

women should listen carefully

and follow the sound. Lead them

around the area by making the

sound. Watch to make sure that no

one gets into a dangerous situation.

6. After they have gained confidence

in following the quiet sound,

another leader about twenty feet

away should make a loud noise of

some kind. The first leader should

continue making the quiet sound.

The second leader should pause

a few seconds so that the quiet

sound can be heard and then

repeat the loud noise again. A few

young women will probably follow

the louder noise.

7. The second leader should lead the

ones who follow her over rougher

ground, perhaps letting them bump

into a bush. She should then take

them by the hand and lead them

back to the other group.

8. The quiet sound should continue.

After a few minutes, repeat step 6

to see if any young women can be

led astray. If so, repeat step 7.

Continue doing this until none of

them will follow the loud noise.

9. Have the young women take off the

blindfolds and sit on the ground in

a circle. Talk about the experience.

You may want to liken it to listen-

ing to the still, small voice of the

Holy Ghost. You could ask the

young women to express what they

thought about and learned during

the experience.

Human Ladder

Things needed: A wall, rock, or other

object about fifteen feet high

Instructions:

1. Emphasize that the young women

must be careful throughout this

activity so that no one gets hurt.

2. Divide the group into teams of

about four members each.

3. Explain that the objective of the

activity is for each group to get all

four of their members over the

obstacle. No ropes, logs, or other

objects may be used to help people

get over. The groups can try

together, or each group can try

separately, depending on the cir-

cumstances.

4. You can make the activity more

challenging by establishing a time

limit for the activity or by not

allowing verbal communication.

5. After the activity is over, discuss

questions such as the following:

What things in life can you com-

pare to the wall? What things in life

Problem-solving Activities

15º

267 MILS

Declination Symbol

can you compare to the rules of the

activity? What did you learn about

working with others?

Mine Field

Things needed:

1. A large open area

2. One brick or rock for each young

woman, plus one extra for each

team

Instructions:

1. Mark a starting line and finish line

on the open area.

2. Divide the group into teams and

have each team line up at the

starting line.

3. Give the teams one brick for each

team member plus one extra brick

per team. Explain that each team

member should stand on a brick.

They should pass the extra brick

to the front team member, who

should place it on the ground in

front of her. The entire team should

move forward one brick and then

repeat the process. The team mem-

bers cannot step on the ground;

they must step only on the bricks.

4. Have the teams race to the finish

line.

5. After the activity is over, the group

could discuss what they learned

that will help them in working with

groups.

One Rope River Cross

Things needed:

1. One fifty-foot cotton rope that is

one inch in diameter

2. A small stream, river, or pond

3. Two trees opposite each other on

the sides of the stream, river, or

pond. The trees should be living

and should be at least ten inches in

diameter.

Instructions:

1. Emphasize that the young women

must be careful throughout this

activity so that no one gets hurt.

2. Assign two people to be spotters to

watch for dangerous situations.

3. Using two half hitches, tie one

end of the rope to one of the trees

about eight feet above the water.

Stretch the rope across the water

and tie it to the other tree. Be sure

that the rope is level and tight. You

may have to retighten it during the

activity.

4. Have the young women cross the

water on the rope one at a time.

5. After the activity is over, discuss the

following questions: How did you

feel when you were crossing on the

rope? How is this like other experi-

ences you have had in life? How

can you use what you learned from

this experience in your life?

Team Tag

Instructions:

1. Divide the group into teams of

about eight members each.

2. Have each team form a line. Each

team member should put her hands

on the shoulders of the person in

front of her. The first person in line

is the leader of the team.

3. On a given signal, the leader of each

team tries to touch someone on

another team other than the leader.

Any person who is tagged must join

the team that tagged her. Team

members must move behind their

leader wherever she goes.

4. After five minutes of play, count the

members of each team. The team

with the most members wins.

The Tower of Babel

Instructions:

1. Divide the group into teams of

about four members each.

2. Challenge each team to build a

tower using only the materials

available in a 100-yard radius

around them. The team with the

tallest tower wins.

3. Give the teams two minutes to plan

and five minutes to build their

towers.

4. After the activity is over, discuss

questions such as the following:

What problems did you have in

building the tower? If you were to

build it again, what would you do

differently? How will what you

learned in this activity help you in

your life?

Two-person Obstacle Course

Things needed:

1. Several pieces of rope five feet long

2. An area where an obstacle course

can be set up

3. A watch

Instructions:

1. Set up an obstacle course with

obstacles to go around, over, under,

and across.

2. Divide the group into teams of two

members each. Tie the left leg of

one team member to the right leg

of the other team member.

3. Let each team run the obstacle

course. The team that completes it

in the shortest time wins.

Problem-solving Activities

4. You can vary the rules to make the

activity more challenging: blindfold

one or both team members; allow

no verbal communication; tie legs

together so that one team member

is going forward and one is going

backward.

5. After the activity is over, discuss

questions such as the following:

What were your feelings during the

activity? How did you feel toward

your teammate? What did you learn

that will help you in your life?

Safety

Campsite Safety

Do the following things to help you

be safe in your campsite:

1. Do not camp on high, windy

ridges. Do not camp in a ravine or

dry creek bed that might become

flooded in a rainstorm.

2. Camp away from large trees stand-

ing alone that could be hit by

lightning. A grove that gives wind

protection is preferable.

3. Camp away from the water’s edge

to avoid polluting the waters and

to avoid rapidly rising water, high

tide, or wind-driven waves.

4. Camp away from anthills and

poisonous plants.

5. Camp away from unstable hillsides

or dirt slide areas.

6. Camp away from low ground or

swampy areas to avoid mosquitoes

and protect camping gear from

dampness.

7. If there are natural hazards such as

cliffs, swamps, mine shafts, or

dead trees, place them off-limits.

8. Stress safety on hikes and other

activities outside of camp.

9. Check with local authorities to see

if permits are required to build

fires. Follow all fire regulations.

10. Remember that a stove leaves no

trace. Use a campfire infrequently

and only when there is abundant

dead wood on the ground.

11. Do not allow flammable rubbish

to accumulate.

12. Never use kerosene or other flam-

mable substances to light a fire.

Adults must supervise the use of

gasoline and chemical fuels for

cooking, heating, lighting, or

operation of cars or motors. Keep

these fuels in clearly marked

containers and store them in an

unoccupied area away from

program and sleeping areas.

13. Extinguish all outdoor fires before

leaving them. If fire hoses and

extinguishers are in camp, keep

them in good repair. Make sure

that the water supply and pressure

are adequate.

14. Do not pour water on flaming

grease. Throw salt or baking soda

on the flame, or cover it with a

metal lid.

15. Be extremely careful when using

lanterns in sleeping quarters

because of danger of fire and

carbon monoxide poisoning. The

use of flashlights is preferred.

16. If space heaters, charcoal burners,

or similar devices are used in tents

or buildings, adequate ventilation

must be provided to avoid carbon

monoxide poisoning. Adults

should supervise the use of these

devices.

Plans for Disasters

Check with local authorities and

become familiar with the actions to be

taken in case of natural disasters com-

mon to your area such as earthquakes,

fires, floods, hurricanes, or tornadoes.

Make plans ahead of time for dealing

with such emergencies. Plan escape

routes from buildings or the campsite.

Determine a central location in which

campers can meet in case of an emer-

gency. Establish the responsibilities

of leaders in an emergency, and deter-

mine a way to account for all campers.

In case of electrical storms, take the

following precautions:

1. Seek shelter in a dense wood, grove

of trees (avoid isolated tall trees),

cave, depression in the ground,

deep valley or canyon, or the foot

of a steep cliff. Avoid areas that may

be dangerous during a flash flood.

2. Sit or lie down, especially if you are

on a ridge or high place.

3. Get under a steel bridge, but do

not touch the steel or sit on damp

ground.

4. Get in an automobile, one of the

safest places you can be during an

electrical storm.

5. If you have a choice of buildings for

shelter, choose in this order:

• Large metal or metal-frame build-

ings. (Don’t allow body contact

with walls or metal parts.)

• Buildings with lightning

protection.

• Large unprotected buildings.

• Small unprotected buildings.

6. Avoid tops of ridges, ledges, out-

croppings of rocks, sheds, and

exposed locations.

7. Keep away from wire fences,

telephone lines, and metal tools.

Safety

8. Keep away from horses and other

animals.

9. If you are swimming or boating,

get to land as soon as possible.

Sanitation

Use the following guidelines to help

keep your camp sanitary:

1. Have a plan for controlling insects,

rodents, and poisonous plants.

Avoid camping near breeding

places of pests, such as stagnant

pools, marshes, neglected latrines

or shelters, and dumps.

2. Provide water, a basin, soap, and

towels for hand washing in the

eating area, near latrines, and near

each tent. Build a small drain or

place gravel under the area to pre-

vent muddy ground.

3. Dispose of all camp trash each day

in one of three ways: burn it, bury

it, or remove it. Sometimes all three

ways are necessary. In some areas,

regulations forbid burying camp

refuse and garbage. Be sure to

follow the regulations in your area.

Recycle as many items as possible.

4. Keep the area around garbage cans

clean and dry. Use racks or some

other base to keep the cans off the

ground. Garbage to be carried out

of camp should be put in proper

containers. Waste food should not

be strewn on the ground.

5. Clean outdoor toilets every day.

6. In a remote, uninhabited area,

when local regulations permit, you

may need to build trench latrines.

They should be away from the

immediate camping area on the

same level with or lower than any

nearby water supply. They should

be at least 200 feet away from the

water supply.

Dig trenches approximately 2

feet deep, 1 foot wide, and 4 feet

long or long enough to accommo-

date the campers. (If possible, one

toilet seat should be available for

every ten campers.) Soil removed

while digging should be placed

beside the trench to be shoveled in

after each use. Leave a small shovel

in the dirt for this purpose. Old

sheets or canvas can be used to

drape the area for privacy. Make

provisions for washing hands.

The trenches must always be

kept sanitary. Powdered lime is one

of the best disinfectants for latrines.

Cover the trench latrine completely

when refuse and soil are within a

foot of the top. Be sure to mark the

covered latrine so that future camp-

ers will choose another spot.

7. While you are hiking or away from

the latrines, follow simple proce-

dures for burying human waste.

Make sure you are 200 feet away

from any water supply or camp

area. Use your heel or a stick to dig

a shallow hole. After using it, refill

the hole and recover the area with

natural ground cover.

Service

Serving others should be a part of

everything that is done at camp, not

just a one-time experience. During

camp, young women should learn to

give service such as kind acts, sincere

compliments, encouragement, and

sharing of talents. The certification

requirements encourage service, as

do many of the activities in this

“Resources” section.

Survival

Determining Directions without a

Compass

Even if you do not have a compass,

you can use the sun and stars to deter-

mine directions and chart a course.

North Star

In the northern hemisphere, you can

orient yourself by using the North Star.

It is never more than one degree away

from true north. Find the Big Dipper,

and imagine a line between the two

stars that form the front of the pouring

edge. Extend this line about five times

the distance between the two stars to

locate the North Star.

Southern Cross

In the southern hemisphere, you can

orient yourself by using the Southern

Cross. This is a constellation made up

of four stars that form a cross. The

vertical line of the cross points to the

South Pole.

Sanitation

Sun

To find directions using the sun,

drive a stick that is three feet or longer

into the ground. Mark the end of the

shadow, wait ten to fifteen minutes,

and then mark the end of the shadow

again. Draw a straight line between the

two marks. This line always runs east

and west; the second mark made is

always toward the east. A line at right

angles to the one you drew runs north

and south. This method works at any

time of the day as long as there is

enough sunlight to cast a shadow. If

you cannot find a long stick or if the

ground is too hard to drive a stick

into, use the shadow of a bush, tree,

or any object at least three feet tall.

Moon

The moon comes up in the east and

goes down in the west, just like the

sun. The stick and shadow method

described for use with the sun will

work when the moon is bright enough

to cast a shadow.

What to Do When Lost

Confusion, disorientation, and panic

are natural reactions to being lost, but

your safety and even your life may de-

pend on not giving in to them. Think

before you act. Use these guidelines:

• Don’t panic. Pray to obtain peace of

mind.

• Orient yourself if possible. Use a

map to determine direction and

familiar landmarks.

• Stay in one place. The possibility of

being found is greater if you do.

• Survey the area for a good campsite.

Build a small camp.

• Signal for help.

The job of rescuers will be easier if

you use a distress signal to attract their

attention. To catch a rescuer’s eye, a

signal must somehow disturb the

usual appearance or sound of an area.

Try the following:

• Hang a brightly colored flag,

sleeping bag, or blanket on a tree.

• Use the universal distress signal,

which is any kind of signal repeated

three times: three shouts, three

blasts of a whistle, three gunshots,

three columns of smoke.

• Sweep the horizon with a mirror

or the lid of a can. An airplane pilot

may see the flash of reflected sun-

light even if the day is hazy.

• If you can see someone in the

distance, send the SOS distress call

in Morse code—three short signals,

three long signals, three short

signals. Send the code with a flag,

shirt on a pole, flashlight, lantern,

mirror, bugle, whistle, or two-way

radio.

• A large SOS tramped out in sand or

snow may be seen by searchers

higher on the mountain or in the air.

• Mountain climbers signal that they

are in distress by raising both arms

and crossing them. Both arms raised

straight will signal that you are okay.

Emergency Shelters

If you do not have a tent, a tarp or

heavy piece of waterproof material can

serve as a shelter. The following shel-

ters work well in emergency situations:

A-frame Tent

To make an A-frame tent, fold the

tarp or plastic in half lengthwise, and

place the fold over a pole or a rope

stretched between two trees. Anchor

the tarp to the ground with rocks.

Lean-to

To make a lean-to, tie a tarp to a

pole that has been lashed to two

Survival

uprights. Use ropes and pegs to hold

the uprights in place. Anchor the tarp

to the ground with rocks.

You can also make a lean-to by tying

two corners of a tarp to the branches

of two trees. Use pegs or rocks to

anchor the other side of the tarp to the

ground.

If no tarp is available for the lean-to,

branches or palm fronds could be tied

to the pole or trees.

Other Shelters

A snow cave with a waterproof lining

or an outcropping of rock lined with

fallen leaves and branches could also

be used as emergency shelters.

Tents

Tents are the best type of wilderness

shelters. Check with local sporting

goods stores for tents that are suited to

your area. The type of tent you need

will depend on the number of people

and amount of gear that need to fit in

it, the climate, and the type of camp.

Tents for backpacking must be lighter

and smaller than tents for long-term

camping.

Testimony-building Experiences

Scripture Reading

Each adult and youth camper should

bring her scriptures to camp or have

copies available to her. Plan for a quiet

time each day when those at camp can

read and ponder the scriptures indi-

vidually or in small groups. Scripture

reading is one of the certification

requirements for each young woman

each year.

Take time to ponder the words of

the scripture found in Doctrine and

Covenants 128:23 and other scrip-

tures related to the natural world.

Young Women Values at Camp

The purposes of the Young Women

program are to help each young

woman grow spiritually and live the

gospel principles expressed in the

Young Women Values. All Young

Women activities and events, includ-

ing camp, should help to achieve

these purposes.

As you spend time at camp, you will

have many opportunities to incor-

porate the Young Women Values into

your life and help others do the same.

You may want to plan ways to draw

attention to a particular Value during

a devotional, sharing time, scripture

reading time, or campfire program.

You may create a camp activity around

the Values, such as a special hike with

stations along the way where young

women or leaders share a story, scrip-

ture, or song connected with a Value.

The Value colors may also be used to

identify camp groups or may be dis-

played at campfire or evening pro-

grams. Observe Value colors in nature.

When appropriate, share your

experiences and testimony about the

gospel principles expressed in the

Young Women Values, Motto, and

Theme. As you participate in the camp

activities, you can help others recog-

nize how what they are doing, seeing,

and feeling helps them understand

principles of the gospel. Camp can be

a window to new understanding of

the gospel and increased love for our

Heavenly Father.

Testimony Meetings

Testimony meetings may be held by

a ward or stake anytime during camp,

but they are most effective near the

end of the camp after young women

and leaders have spent time together.

They provide an opportunity for young

women to bear their testimonies about

the gospel of Jesus Christ as prompted

by the Holy Ghost.

Devotionals

Brief devotionals may be held in

connection with a flag ceremony, at

morning or evening prayers, or at any

Tents

other time. They could include an

inspirational thought, a scripture, and

a song. Devotionals may be held for

the whole camp or in smaller groups

of young women and their leaders.

Water Safety

Water sports should be conducted

in a safe area, and discipline should be

maintained at all times. Activities must

be well-organized and supervised.

Realistic safety rules should be made

and explained to all campers. The

following guidelines will help you

maintain safety during water sports:

1. An adult trained in water safety

should be present and in charge

during any water activity.

2. Consult the Parental or Guardian

Permission and Medical Release

form (see p. 89) to determine

which young women have physical

conditions that would limit their

participation in water activities.

3. Become familiar with the depth of

the water and any possible hazards.

Plan activities that are safe.

4. Make sure that all participants in

water activities use the buddy

system. This means that they are

assigned to someone of equal swim-

ming ability to swim near and

check with.

5. Make sure that all young women

can be easily observed during their

activities. One or more lifeguards

should be on duty, and a lifeline

should be available on shore. (See

“Drowning,” p. 45.)

6. Post the safety rules for swimming

and boating at waterfront areas.

Water Supply

An abundant supply of uncontami-

nated water is necessary for the health

and comfort of every camper (see

"Food and Nutrition," p. 47). Plan

carefully so there will be adequate

water for drinking, cooking, and clean-

ing at camp. If the camp has a water

system, check to make sure that the

water is pure. In more primitive

camps, campers must often purify

the water that is available.

Disposal

Make sure that you properly dispose

of waste water. Waste water from

cooking or dishwashing should be

disposed of according to the regu-

lations of the campground. If no

drains are provided, remove any food

particles from the waste water and put

them with the garbage. Then dispose

of the water at least 200 feet from any

water supply by sprinkling it on the

ground over a wide area.

Avoid contaminating the water

supply when bathing or washing

clothes. It is recommended that these

activities take place at least 200 feet

from the water supply.

Water Purification

If you must use streams and lakes

as water sources, be sure to purify the

water before drinking it or using it in

food preparation. One of the most

serious diseases caused by contami-

nated water is giardiasis, brought on

by the microorganism Giardia lamblia.

Symptoms of the disease include

nausea, abdominal cramps, lethargy,

diarrhea, and weight loss. The symp-

toms do not develop until six to fifteen

days after you drink the contaminated

water. The disease is often transmitted

through the feces of infected animals

that contaminate water sources.

Use the following methods to purify

water:

Chlorine Bleach

Water can be purified quickly and

cheaply by adding chlorine bleach to

it. To purify a liter of water, do the

following:

1. Get a large, clean container, and

label it “Drinking Water.”

2. Fill it with one liter of water. Add

four drops of chlorine bleach.

Bleach used for this purpose should

contain 4 to 6 percent sodium

hypochlorite. If you can only get

bleach with 1 percent sodium

hypochlorite, you must add twenty

drops of bleach to a liter of water.

3. Cover the container with a clean

lid or cloth. Let the water stand for

thirty minutes.

4. Taste the water and notice the

faint chlorine taste. If there is no

chlorine taste, add two more drops

of bleach. If the chlorine taste is too

strong, pour the water back and

forth from one clean container to

another to improve the flavor.

Water Safety

Boiling

Water can also be purified by boiling

it. Bring the water to a rolling boil, and

let it continue to boil for three to seven

minutes.

Iodine

You may be able to purchase iodine

tablets or other chemical purifiers to

purify small amounts of water for use

while hiking or backpacking. Follow

the instructions on the label carefully,

and make sure that the tablets are not

outdated.

Filters

Camping suppliers offer water

purification filters for use with small

amounts of water. Carefully follow the

instructions that come with the filter.

Once you have purified some water,

make sure that no germs or parasite

eggs get in it before you use it. Keep it

in a clean container covered with a lid.

Use the purified water when preparing

meals. You cannot kill germs by

adding chlorine bleach to fruit drink

after it is made. Broths and drinks that

are boiled are purified by the boiling.

Music

Using the Songs

The songs on the following pages are

for use at Young Women camps, but

they may also be useful for other

Young Women activities as well as for

general church and home use.

Chording

The chord symbols above the text

can be used with instruments such

as the guitar, ukulele, or autoharp, as

well as the electronic keyboard or

piano. Generally the accompanist can

play the same chord until another

chord symbol is given. If a chord

symbol appears in parentheses,

the chord change is optional. (See

Children's Songbook, p. 303, for

additional information.)

Guitar Chord Diagrams

Guitar chord diagrams are found at

the bottom of each page of songs.

In each diagram, the

vertical lines represent

strings, and the hori-

zontal lines represent

frets. The dots show where to place

the fingers of the left hand. Placing the

fingers as close to the frets as possible

without touching them will produce

the best sound.

A number to the

right of a diagram

shows the fret where

the chord position

begins. In this example, the index

finger should be on the third fret from

the top.

An x above a

string shows that the

guitarist should not

sound that string while

playing the chord. An o above a string

shows that the guitarist should play

that string but not finger it.

A phrase mark

connecting two dots

shows that one finger

should hold down

more than one string.

Capo

A capo is a guitar attachment that

allows the guitarist to raise the pitch

of a song while using the fingering of

the chords shown for the song. Placing

the capo on the first fret raises the

pitch a half step. Each succeeding fret

raises the pitch another half step. For

example, if you play a C chord with a

capo on the second fret, you will be

playing a D chord.

Copyrights

All songs may be copied for

noncommercial church, home, or

camp use without permission of

the copyright owners.

Music

DEm E7A7EmA7 D

˙.

All things bright and beau - ti - ful, All crea - tures great and small,

Gratefully

Refrain

Em E7 A7 Em A7 D

˙.

All things wise and won - der - ful, The Lord God made them all.

Fine

œ œ

˙ œ

1. Each lit - tle flow’r that o - pens, Each

2. The pur - ple head - ed moun - tain, The

3. The cold wind in the win - ter, The

4. The tall trees in the green - wood, The

A7 D

lit - tle bird that sings, He made their glow - ing

riv - er run - ning by, The sun - set and the

pleas - ant sum - mer sun, The ripe fruits in the

mead - ows where we play, The rush - es by the

Em D A7 D

˙.

col - ors; He made their ti - ny wings:

morn - ing That bright - ens up the sky:

gar - den, He made them ev - ’ry one:

wa - ter We gath - er ev - ’ry day:

D.C. al fine

All Things Bright and Beautiful

Words by Cecil Frances Alexander

Music: Old English tune

Keyboard accompaniment and chording in a higher key (G) can be found in the Children’s Songbook, p. 231.

‰

E7 A7 G

DA7

˙ œ

Sing your way home at the close of the day.

Cheerfully

˙ œ

Sing your way home; drive the shad - ows a - way. Smile ev - ’ry

(D7) G

œ œ œ

˙ œ

mile, for wher - ev - er you roam It will bright - en your

B7 Em A7 D

˙ nœ#œ

#œ

˙.

road, it will light - en your load If you sing your way home.

Sing Your Way Home

Words and music: Traditional

Keyboard accompaniment for this song can be found in the Children’s Songbook, p. 193.

DA7(D7)

GB7

A7 D G D A7

#œ

nœ

œ.

#œ

˙.

#œ

nœ

1. Tell me why the stars do shine, Tell me

2. Be - cause God made the stars to shine, Be - cause God

Sincerely

DE7A7 D

œ.

#˙ œ n˙

#œ

nœ

œ.

#œ

why the i - vy twines, Tell me why the

made the i - vy twine, Be - cause God made the

GFsB7 E7 A7D

#˙.

nœ

#œ

bœ

˙.

sky’s so blue, And I will tell you just why I love you.

sky so blue, Be - cause God made you, that’s why I love you.

Tell Me Why

Words and music: Anonymous

A7 D

‰

E7 Fs B7

Rhythmically

He’s Got the Whole World in His Hands

Words and music: African-American spiritual

‰

œ œ œ œ

œ œ œ

1. He’s got the whole world in his hands. He’s got the

2. He’s got the wind and the rain in his hands. He’s got the

3. He’s got the lit - tle bit - ty ba - by in his hands. He’s got the

4. He’s got you and me sis - ter in his hands. He’s got

5. He’s got ev - ’ry bod - y in his hands. He’s got

E7 A

œ œ œ œ

œ. œ

œ œ

œ œ œ œ

whole, wide world in his hands. He’s got the whole world

wind and the rain in his hands. He’s got the wind and the rain

lit - tle bit - ty ba - by in his hands. He’s got the lit - tle bit - ty ba -by

you and me sis - ter in his hands. He’s got you and me sis - ter

ev - ’ry bod - y in his hands. He’s got ev - ’ry bod - y

œ œ œ œ œ œ

œ.

in his hands. He’s got the whole world in his hands.

Music

‰

˙ œ

œ œ œ

1. Oh, when the saints (oh, when the saints) go march - ing

2. Up where the streets (up where the streets) are paved with

3. We’ll dwell in peace (we’ll dwell in peace) for - ev - er -

With energy

˙ œ

œ œ œ

in, (go march - ing in) Oh, when the saints go march - ing

gold, (are paved with gold) Up where the streets are paved with

more, (for - ev - er - more) We’ll dwell in peace for - ev - er -

˙ œ

œ œ

in, Oh, yes, I want to be in that

gold, Oh, yes, I want to be in that

more. Oh, yes, I want to be in that

DAEA

œ ˙

˙œ œ œ œ

num - ber (in that num - ber) When the saints go march - ing in.

num - ber (in that num - ber) Where the streets are paved with gold.

num - ber (in that num - ber) Dwell in peace for - ev - er - more.

When the Saints Go Marching In

Words and music: African-American spiritual

This song may be sung in a higher key (C) by using guitar chords C, G, and F or by using a capo.

AE7

‰

œ œ œ œ œ œ œ œ œ

œ.

We’re down-right, up - right, in - right, out - right hap - py all the time. We’re

With energy

œ œ œ œ œ œ œ œ œ

down-right, up - right, in - right, out - right hap - py all the time. We

œ œ œ œ

œ œ œ

. œ

love it here at camp be - cause it makes us feel so fine. We’re

E7 A

œ œ œ œ œ œ œ œ œ

down-right, up - right, in - right, out - right hap - py all the time.

Downright, Upright

Words and music: Anonymous

Sing the song several times, faster each time.

E7A

‰a

DA7

œ. œ œ. œ œ. œ

. œ

ŒŒ

If you’re hap - py and you know it, clap your hands. (clap, clap) If you’re

Happily

œ œ

œ.

ŒŒ

œ. œ

hap - py and you know it, clap your hands. (clap, clap) If you’re

œ œ

œ. œ

œ. œ œ.

œ. œ

hap - py and you know it, then your face will sure - ly show it. If you’re

If You’re Happy

Words and music: Anonymous

A7 D

œ œ

œ.

ŒŒ

hap - py and you know it, clap your hands. (clap, clap)

Sing additional verses using phrases such as “tap your toes,” “blink your eyes,” or “snap your fingers.”

After adding each new phrase, repeat each of the previous phrases in reverse order.

Keyboard accompaniment for this song can be found in the Children’s Songbook, p. 266.

AE7A

œ œ

. œ œ

œ œ

Sing-ing a song is fun to do, Fun to do, to do, to do!

With a lilt

E7 A

œ œ

Sing-ing a song is fun to do, To do, to do, to do!

Fun to Do

Words by Rebecca Stevens

Music by Cecilia Johns

Sing additional phrases such as “pitching a tent,” “taking it down,” “cooking a meal,” “going on hikes,”

or “being a friend.” Make up your own phrases. Consider improvising actions as suggested by the words.

Keyboard accompaniment for this song can be found in the Children’s Songbook, p. 253.

DA7

‰

Music

A D E7 A

œ œ

Good morn - ing, good morn - ing, good morn - ing, we greet you.

Brightly

A D E7 A

œ œ

Come join us, be hap - py. Come join us, we need you,

A D E7 A

œ œ

For the sun, for the sun is way up in the sky.

Good Morning

Words: Anonymous

Music: German folk tune

Round*

E7A

‰a

C G7 C G7 C

œ œ

Our door is al - ways o - pen To our friends who pass this way. We are

➀➁ ➂

Cheerfully

G7 C G7 C

œ œ

al - ways glad to wel-come a friend When she pass-es a- long our way.

➃

Our Door Is Always Open

Words: Anonymous

Music: French folk tune

*To sing this song as a round, have groups begin singing where indicated by the circled numbers.

Keyboard accompaniment for this song can be found in the Children s Songbook, p. 254.

Round*

DA7D

œ œ.

Sing, sing, sing; I like to sing.

➀➁

Cheerfully

A7 D

œ œ.

œ œ œ

I like to sing a song; Sing, sing, sing!

➂➃

Sing a Song

Words and music: Ingrid Sawatzki Gordon

Keyboard accompaniment for this song can be found in the Children s Songbook, p. 253.

Round*

➀

➁

➂

G (C) GD7G

4œ

œ.

1. White cor - al bells Up - on a slen - der stalk,

2. Oh, don t you wish That you could hear them ring?

Lightly

➀

D7 G D7 G

Lil - ies of the val - ley deck my gar - den walk.

That will hap - pen on - ly when the an - gels sing.

➁

White Coral Bells

Words and music: Anonymous

Round*

CAmDmG7 CAm

œ œ

œ œ.

œ.

œ œ

I love the moun - tains; I love the roll - ing hills; I love the flow - ers;

Rhythmically

➀➁

Dm G7 C Am Dm G7

œ œ.

œ.

œ œ

œ œ.

I love the daf - fo -dils; I love the fire - side When all the lights are low.

CAmDmG7

œ œ

œ œ œ

œ. œ œ œ

Boom - dee-ah - da, boom - dee-ah - da, boom - dee-ah - da, boom - dee-ah - da.

I Love the Mountains

Words and music: Anonymous

Repeat the song as desired, or use it as a round.

To accompany with guitar in a higher key, use a capo.

Round*

G (C) D7

CAmDm

*To sing this song as a round, have groups begin singing where indicated by the circled numbers.

Music

Ó‰

I will pre-

œ.

œœ

œ œ

œœ

œ œ

˙ œ

œ ˙ œ

‰Œ

˙ b

‰Œ

œ œ œ

œ œ

pare to make and keep sa - cred cov - e - nants, Seek prom-ised

œ œ œ

œ œ

˙ œ

#˙

GC(CM7) Bm

œ œ œ

œ œ

œ ˙

bless-ings of the priest-hood thru o - be-di-ence, Live my life to claim the bless-ing sweet of

œ œ œ

œ œ

œ ˙

˙ œ

Cm Am7 D7

œ œ

˙ œ

ex - al - ta - tion, My tes - ti- mo - ny grow - ing each new day. I walk by

œ œ

˙ œ

˙ ˙ ˙ ˙ œ

‰Œ

b˙

G Am7 D7

˙ œ

œ œ

. œ

. œœ

œœ

œ œ

faith, a daugh-ter of heav’n - ly par -ents. Di - vine am I in na - ture by in -

˙ œ

œ œ

. œ

. œœ

œœ

œ œ

œœ

cresc.

dim.

I Walk by Faith

Words and music by Janice Kapp Perry

For guitar accompaniment in the key in which the song is written (B ),

use a capo on the third fret.

C (CM7) Bm Cm Am7 D7

With conviction

‰Œ

GCDBmEm

œ œ. œ

œ œ œ

œ œ

her - i-tance. The Spir -it whis-pers of my mis -sion, my in - di - vid - ual worth, So I

˙ œ

œ œ œ

œ ˙

˙ ˙

bœ

œw

C Bm Am7 D7

œ œ œ

seek for pre - cious knowl-edge, for learn - ing, and for growth. I

œ œ œ

œ Ó

œ #œ

Em (Em7) CA7

œ œ

un - der - stand the mean - ing of ac - count - a - bil - i - ty; Ev - ’ry

œ œ

œ.

nœ

cresc.

Em (Em7) Am7 D7 Em

œ œ

œœ

œ œ

.œ

œ. œ

choice for good or ill is my re - spon -si - bil - i - ty. I want to build the king-dom, and

œ œ

œœ

œ œ

.œ

œ.

.œ

œ ˙

œ.

rit.

Em7 A7 G A7

œ œ

good works is the key. By do - ing what I know is right I

œ œ

˙ œ œ

nœ

˙ n

rit.

Em7

~~ ~~~

Music

Am7 D7 G

œ œ

˙ œ

œ œ

show in - teg - ri - ty. I walk by faith, a daugh-ter of

œ œ

˙ œ

œ œ

œ œ œ

‰

˙ œ

Am7 D7

œ œ

. œ

œœ

œ œ

heav’n - ly par - ents. Di - vine am I in na - ture by in -

œ œ

. œ

œœ

œ œ

GCB7

œ ˙

#œ

œ œ

her - i- tance. And some - day when God has prov - en me I’ll

˙ œ

#œ

œ œ

œ ˙

˙ ˙

Œœ

Em A7 G D7

œ œ

see him face to face. But just for here and now I walk by

œ œ

cresc.

cresc. U

B7 Am7 D7 G

‰

œ.

œ œ œ

˙ œ

faith. Yes, just for here and now I walk by faith.

‰

œ.

œ œ œ

˙ œ

#œ

œ œ œ œ œ

œ˙

œ œ

8va

‰

Walk Tall, You re a Daughter of God

Words and music by Jamie Glenn

ÓŒ‰

œ œ œ

œ œ

1. Right now I have a prayer deep with -

Long be - fore the time you can re -

3. This life on earth we knew would not be

With dignity

CFG

&œœ

˙ œ

œ. œ

in my heart, A prayer for each of you there is a

mem - ber, Our Fa - ther held you in his arms so

ea - sy. At times we lose our way; his path we

CFG

œ œ

˙ œ

œ. œ

œ.

spe - cial part That you re - mem - ber who you are and

ten - der. Those lov - ing arms re - leased you as he

may not see. But please re -mem - ber al - ways, please, that

CF C

œ œ

˙ œ œ. œ

œ œ

him who lives a - bove. Please seek for him and

sent you down to earth. He said, My child, I

you are not a - lone. He ll take your hand. He

FG7C

œ œ

‰

live his way; you ll feel his love.

love you. Don t for - get your great worth. Walk

loves you! He will guide you home.

C (CM7) Dm7 G

œ œ œ

tall, you re a daugh-ter, a child of God. Be

C (CM7) Dm7 G7

œ œ œ

œ œ

strong; please re - mem-ber who you are.

FG CAm

œ. œœ

œ œ

Try to un - der - stand; you re part of his great plan.

FG7 C

&˙œ

. œ œ

œ œ.

He s clos - er than you know. Reach up; he ll take your hand.

G7 (CM7) Dm7 Am

Music

GD7C

œ.

œ œ

1. I m try - ing to be like Je - sus; I m

(2. I m) try - ing to love my neigh - bor; I m

{

G C D7 G (G7)

œ.

œ œ

œ.

œ œ

fol - low-ing in his ways. I m try - ing to love as

learn - ing to serve my friends. I watch for the day of

CAm G C B7

œ œ

œ.

œ œ

œ. œ œ

he did, in all that I do and say. At

glad - ness when Je - sus will come a - gain. I

Em Bm C G

œ œ œ

times I am tempt - ed to make a wrong choice, But I

try to re - mem - ber the les - sons he taught. Then the

C Bm Am7 D7

œ œ

œ œ œ

try to lis - ten as the still small voice whis - pers,

Ho - ly Spir - it en-ters in - to my thoughts, say - ing:

G (G7) CGCG

œ œ œ œ

œ œ

œ.

. œ

œ œ

Love one an-oth - er as Je - sus loves you. Try to show kind - ness in

A7 D7 G (G7) CCm

. œ

œ œ

œ œ œ

œ œ

all that you do. Be gen - tle and lov - ing in deed and in thought, For

GD7G G

these are the things Je - sus taught. 2. I m taught.

{

1. 2.

I m Trying to Be Like Jesus

Words and music by Janice Kapp Perry

Keyboard accompaniment for this song can be found in the Children s Songbook, pp. 78—79.

With commitment

GCD7

(G7) Am B7

Em Bm Am7 A7 Cm

CG7Am

œ œ

1. I feel my Sav - ior’s love In

2. I feel my Sav - ior’s love; Its

3. I feel my Sav - ior’s love And

4. I’ll share my Sav - ior’s love By

Expressively

G7 C (G7)

all the world a - round me. His

gen - tle - ness en - folds me, And

know that he will bless me. I

serv - ing oth - ers free - ly. In

CG7Am G7

&œ œ

œ œ

Spir - it warms my soul Through ev - ’ry - thing I

when I kneel to pray, My heart is filled with

of - fer him my heart; My shep - herd he will

serv - ing I am blessed. In giv - ing I re -

C7 F C

. œ

see.

peace.

He knows I will fol - low him,

be.

ceive.

Chorus

Dm D7 G7 C G7

œ œ

Give all my life to him. I feel my Sav - ior’s

Am G7 C

love, The love he free - ly gives me.

I Feel My Savior’s Love

Words by Ralph Rodgers, Jr.

Music by K. Newell Dayley

Keyboard accompaniment for this song can be found in the Children’s Songbook, pp. 74–75.

G7 Am C7 F Dm D7

I Am a Child of God

1. I am a child of God, And he has sent me here,

Has given me an earthly home With parents kind and dear.

Chorus:

Lead me, guide me, walk beside me,

Help me find the way.

Teach me all that I must do

To live with him someday.

2. I am a child of God, And so my needs are great;

Help me to understand his words Before it grows too late.

Chorus

3. I am a child of God. Rich blessings are in store;

If I but learn to do his will, I ll live with him once more.

Chorus

4. I am a child of God. His promises are sure;

Celestial glory shall be mine If I can but endure.

Chorus

Keyboard accompaniment and chording in a higher key (C) can be found in the

Children s Songbook, p. 2.

‰

E7 Am A7D7

(G7)

Words by Naomi W. Randall

Music by Mildred T. Pettit

Key of G:

Fervently

GD7G C G

E7 Am A7 D7

GD7

GC(G7) (Am)

D7 G

Love One Another

As I have loved you, Love one another.

This new commandment: Love one another.

By this shall men know Ye are my disciples,

If ye have love One to another.

Keyboard accompaniment and chording in a higher key (F) can be found in the

Children’s Songbook, p. 136.

DBm

Em A7

Words and music by Luacine Clark Fox

Reverently

Key of D:

DEmBm

B7 Em (Gm)

DE A7D

B7 (Gm)

Music

Teach Me to Walk in the Light

1. Teach me to walk in the light of his love;

Teach me to pray to my Father above;

Teach me to know of the things that are right;

Teach me, teach me to walk in the light.

2. Come, little child, and together we ll learn

Of his commandments, that we may return

Home to his presence, to live in his sight

Always, always to walk in the light.

3. Father in Heaven, we thank thee this day

For loving guidance to show us the way.

Grateful, we praise thee with songs of delight!

Gladly, gladly we ll walk in the light.

Keyboard accompaniment and chording in a higher key (D) can be found in the

Children s Songbook, p. 177.

G7 Am F

Text and music by Clara W. McMaster

Prayerfully

Key of C:

CG7

Am C F C

F C G7 C

We Thank Thee, O God, for a Prophet

1. We thank thee, O God, for a prophet To guide us in these latter days.

We thank thee for sending the gospel To lighten our minds with its rays.

We thank thee for every blessing Bestowed by thy bounteous hand.

We feel it a pleasure to serve thee, And love to obey thy command.

2. When dark clouds of trouble hang o’er us And threaten our peace to destroy,

There is hope smiling brightly before us, And we know that deliv’rance is nigh.

We doubt not the Lord nor his goodness. We’ve proved him in days that are past.

The wicked who fight against Zion Will surely be smitten at last.

3. We’ll sing of his goodness and mercy. We’ll praise him by day and by night,

Rejoice in his glorious gospel, And bask in its life-giving light.

Thus on to eternal perfection The honest and faithful will go,

While they who reject this glad message Shall never such happiness know.

Keyboard accompaniment for this hymn can be found in Hymns, no. 19.

G7 F

Words by William Fowler

Music by Caroline Sheridan Norton

Key of C:

Brightly

CG7

CCFCG7

CF C G7

Joseph Smith’s First Prayer

1. Oh, how lovely was the morning! Radiant beamed the sun above.

Bees were humming, sweet birds singing, Music ringing thru the grove,

When within the shady woodland Joseph sought the God of love,

When within the shady woodland Joseph sought the God of love.

2. Humbly kneeling, sweet appealing —’Twas the boy’s first uttered prayer—

When the pow’rs of sin assailing Filled his soul with deep despair;

But undaunted, still he trusted In his Heav’nly Father’s care,

But undaunted, still he trusted In his Heav’nly Father’s care.

3. Suddenly a light descended, Brighter far than noonday sun,

And a shining glorious pillar O’er him fell, around him shone,

While appeared two heav’nly beings, God the Father and the Son,

While appeared two heav’nly beings, God the Father and the Son.

4. “Joseph, this is my Beloved; Hear him!” Oh, how sweet the word!

Joseph’s humble prayer was answered, And he listened to the Lord.

Oh, what rapture filled his bosom, For he saw the living God;

Oh, what rapture filled his bosom, For he saw the living God.

Keyboard accompaniment for this hymn can be found in Hymns, no. 26.

GDCA7D7

Words by George Manwaring

Music by Sylvanus Billings Pond

Key of G:

With dignity

GD G

DDA7

D7 G

G D7 G Em B7 Em

œ ˙

#œ

œ w

1. Now the day is o - ver; Night is draw - ing nigh;

2. Je - sus, give the wea - ry Calm and sweet re - pose;

A (A7) D7 G D7 G

.œ

˙ ˙ œ. œ

œ œ w

œ œ

Shad - ows of the eve - ning Steal a - cross the sky.

With thy ten - d’rest bless - ing May our eye - lids close.

Now the Day Is Over

Words by Sabine Baring-Gould

Music by Joseph Barnby

Calmly

GD7

Em B7 A

Key of G:

(A7)

Keyboard accompaniment for this hymn can be found in Hymns, no. 159.

Music

The Spirit of God

1. The Spirit of God like a fire is burning!

The latter-day glory begins to come forth;

The visions and blessings of old are returning,

And angels are coming to visit the earth.

Chorus:

We’ll sing and we’ll shout with the armies of heaven,

Hosanna, hosanna to God and the Lamb!

Let glory to them in the highest be given,

Henceforth and forever, Amen and amen!

2. The Lord is extending the Saints’ understanding,

Restoring their judges and all as at first.

The knowledge and power of God are expanding;

The veil o’er the earth is beginning to burst.

Chorus

3. We’ll call in our solemn assemblies in spirit,

To spread forth the kingdom of heaven abroad,

That we through our faith may begin to inherit

The visions and blessings and glories of God.

Chorus

4. How blessed the day when the lamb and the lion

Shall lie down together without any ire,

And Ephraim be crowned with his blessing in Zion,

As Jesus descends with his chariot of fire!

Chorus

Keyboard accompaniment for this hymn can be found in Hymns, no. 2.

GD7C DA7

Words by William W. Phelps

Music: Anonymous

Key of G:

Exultantly

G(D7) G C G

DC GD7

GA7

(D7) G C G

CD7

D7 D7G

CGG

GD7

TO YOUNG WOMEN LEADERS

At the top of each continent surround-

ing the Arctic Ocean lies the tundra,

a treeless rolling plain. Here the

summers are short, but the long hours

of daylight turn the tundra into a

beautiful rock garden containing

lichen, moss, poppies, monkshood,

lupine, and berries. Caribou make the

tundra their summer home. Caribou is

an Indian word meaning “wandering

one,” and it is well suited to this

member of the deer family. Caribou

spend their winters in the forests but

migrate each spring to the tundra,

sometimes in herds of about 100 but

also in larger herds of over 100,000!

TO YOUNG WOMEN LEADERS

As Young Women camp leaders,

youth and adult, exciting experiences

await you as you plan and carry out

a Young Women camp. Together you

will discover many new things about

our beautiful world, and your enthu-

siasm about nature will help create

a sense of wonder and excitement

among the young women.

Challenging experiences are often

part of camp. As a leader, your ex-

ample in handling difficult situations

and making necessary adjustments will

provide important learning experiences

for young women. Your patience and

love will be powerful influences in

their lives.

Preparation is a vital part of the

camp experience. Your own spiritual

preparation will be a key to your suc-

cess in accomplishing the camp goals.

When a spiritually prepared leader

becomes involved in the life of a young

woman, a caring relationship can grow

and gospel lessons can be taught. For

more information about how to teach,

see pages 300–304 in the “Gospel

Teaching and Leadership” section of

the Church Handbook of Instructions,

Book 2 (35903 or 35209).

Study the material in this manual

carefully. Think about the special

needs and strengths of the young

women you will be with at Young

Women camp. Seek the direction of

the Spirit as you plan and carry out

your camp. Take this opportunity to

strengthen sisterhood and share the

joy of God’s creations.

Youth Leadership

Young women should be involved in

the leadership of every Young Women

camp. The camp program provides

leadership opportunities and experi-

ences for each young woman during

each year that she participates. Young

women who are sixteen and seventeen

years of age serve as Youth Camp

Leaders (see p. 87). Under the direc-

tion of adult leaders, they receive

leadership training. They help to plan

the camping experiences and accom-

plish the goals of camp.

Camp Theme

A camp theme provides a central

focus for the camp and helps create a

feeling of unity among those attending.

The camp theme can be a scripture,

a name for the camp, or a slogan or

phrase that supports gospel principles,

the Young Women Values, or camp

goals.

Camp Activities

Young women and their local leaders

select and plan activities to fit their

local circumstances and needs. Activi-

ties should help to accomplish the

purposes of the Young Women pro-

gram and the goals of the camp

program. The following list shows the

goals of Young Women camp. It also

shows some of the activities in the

“Resources” section of this manual that

could help to accomplish each goal.

• Draw closer to God. (See “Testi-

mony-building Experiences.”)

• Appreciate and feel reverence for

nature. (See “High Adventure

t Young Women camp, young women ages twelve to eighteen have the world

of nature as their classroom. They can experience the wonder of God’s

creations and learn skills that will help them become more self-reliant and able

to live comfortably in the outdoors. Camp also provides time for young women

and their leaders to develop lasting friendships as they work and play together.

Through shared experiences, they can draw closer to their Heavenly Father and

strengthen each other in living the gospel.

Activities,” “Nature,” “Nature

Awareness Activities.”)

• Become more self-reliant. (See

“Backpacking,” “Bedrolls and

Sleeping Bags,” “Fires,” “First Aid,”

“Food and Nutrition,” “High

Adventure Activities,” “Knives,”

“Knots,” “Orienteering,” “Safety,”

“Sanitation,” “Survival,” “Water

Safety,” “Water Supply.”)

• Develop leadership skills. (See

“Friendship Activities,” “Problem-

solving Activities.”)

• Respect and protect the environ-

ment. (See “Environmental

Awareness.”)

• Serve others. Many activities of

camp should encourage the young

women to give service.

• Build friendships. (See “Friendship

Activities,” “Games.”)

• Enjoy camping and have fun. (See

“Campfire or Evening Programs,”

“Dramatizations and Skits,”

“Games,” “Hiking.”)

The camp certification activities,

which are described on pages 8–25

of this manual, will help young women

to accomplish all of the goals of camp.

Music should also be a part of camp

activities. Plan to include recreational

songs, folk songs, original music,

hymns, or other music. Simple instru-

ments such as ukuleles, guitars, or

harmonicas may enhance the music.

Sharing Times

All the activities of camp can be of

greater value when young women have

opportunities to talk about their

experiences and relate them to their

lives and the principles of the gospel.

Sharing times provide these oppor-

tunities. Sharing times may be held

immediately following an activity or at

a later time. By sharing their feelings,

young women can learn to recognize

the influence of the Holy Ghost in

their lives.

Sharing times should include each

young woman involved in the ex-

perience. Consider the following

suggestions:

1. Gather the group together.

2. Allow enough time for each

young woman to share what she

is thinking.

3. Help the young women to see their

experiences in a positive and uplift-

ing way.

Encourage each young woman to

share her thoughts by asking questions

that require more than a yes or no

answer, for example:

• How does this experience help you

better understand a principle of the

gospel?

• How did you feel about this experi-

ence? Why did you feel this way?

• How do you think others felt?

• What did you learn from this

experience?

• How will you use what you have

learned?

For more information about leading

discussions, see pages 303–304 in the

“Gospel Teaching and Leadership”

section of the Church Handbook of

Instructions, Book 2 (35903 or 35209).

Journals

Encourage each young woman to

write about her experiences at camp in

her journal or on the pages provided

in this manual. Keeping a journal can

help her become aware of her spiritual

feelings, see her personal growth, and

remember the friendships she has

made and strengthened.

Camp Identification

A Young Women Camper badge

(34681) is available for each young

woman and adult who attends camp.

It features the Young Women torch,

which reminds young women to hold

up the light of Christ and to stand for

truth and righteousness.

Adult leaders and Youth Camp

Leaders may wear the Young Women

Camp Leader badge (34682) after they

complete camp leadership training

(see p. 88).

Camp Certification

The certification program for Young

Women camp provides structure for

the experiences of camp. It also pro-

vides recognition for the young

women’s efforts.

Activities for each of the four certi-

fication levels increase in difficulty,

and some skills learned at earlier levels

are reviewed. However, young women

do not need to have completed earlier

levels in order to work on later levels.

All young women may work on the

same certification level as their peers.

Those who wish to certify for a past

level and receive the recognition may

do so by completing all of the require-

ments for that level except the hiking

requirements. A young woman who is

working on past levels may work on

more than one level of certification

at a time. Young women should not

advance to a new level until they are

the appropriate age for that level.

At age sixteen, young women be-

come Youth Camp Leaders. If they

have not completed their certification

requirements, they may do so while

serving as Youth Camp Leaders.

Each young woman should have a

copy of this manual and keep a record

of her own certification. Ward or stake

leaders should also keep a record of

requirements completed by indi-

vidual campers.

Certification Approvals

Adult leaders are encouraged to com-

plete the Young Women camp certi-

fication and receive the Young Women

Certified Camper award (34684). To

make it possible for camp to be held

in areas where there are no previously

certified campers, it is not necessary

for adult leaders to complete the

certification process before conducting

a Young Women camp or certifying

other campers. However, leaders

should be thoroughly familiar with the

certification requirements and should

know the skills the young women will

be asked to develop. Youth Camp

Leaders who have received the Young

Women Certified Camper award may

also approve certification requirements

for other campers.

If Young Women leaders are holding

a camp in their area for the first time

and are not certified, they and the

young women who will be Youth

Camp Leaders could meet before camp

to learn together and certify each other

as part of their camp leadership train-

ing (see p. 88).

Before leaders approve young

women's certification requirements,

they must determine whether the

young women understand the require-

ments and know how and when to

properly use the skills or knowledge.

Recognition of Certification

It is important for young women

to receive recognition for their accom-

plishments. The certificates and

awards they earn at camp should be

presented at camp or at a time when

family members can be present.

A Young Women Camp Recognition

certificate (34683) is awarded to each

camper who completes a certification

level. Youth Camp Leaders also receive

a Young Women Camp Recognition

certificate for each year of service. The

same certificate is used for the four

certification levels, the Youth Camp

Leader program, and adult leader

certification. Young Women leaders

Accomplishing the Goals of Camp

Planning with a purpose will help to accomplish the goals of camp and will help the

young women incorporate the Young Women Values into their lives.

Planning with a Purpose

The Young Women Values and the goals of Young Women camp have been iden-

tified in steps 1 and 2 on the chart. It is your responsibility as adult leaders and Youth

Camp Leaders to make the plan for camp, which is step 3. You do this by selecting

and scheduling experiences and activities to accomplish the camp goals and help the

campers incorporate the Young Women Values into their lives. To accomplish step 4,

you carry out the plan.

You accomplish step 5 when you evaluate the activities and experiences of camp.

Schedule a regular time for evaluation during each day at camp. Then you will be able

to make changes or adjustments in planning when necessary. Adult leaders will also

be able to help Youth Camp Leaders recognize successes and progress. During the

evaluation time, you might ask the following questions:

should write on the certificate what

the person has achieved, for example,

“Level 1” or “One year of service as a

Youth Camp Leader.”

When a camper has completed all

four certification levels, she may also

receive the Young Women Certified

Camper award (34684).

Step 1

Young Women

Values

Step 5

Evaluate

Step 2

Young Women

Camp Goals

Step 3

Make the Plan

Step 4

Carry Out the

Plan

Faith

Divine Nature

Individual

Worth

Knowledge

Choice and

Accountability

Good Works

Integrity

Draw closer to

God.

Appreciate and

feel reverence

for nature.

Become more

self-reliant.

Develop

leadership

skills.

Respect and

protect the

environment.

Serve others.

Build

friendships.

Enjoy camping

and have fun.

1. Are we making progress in reaching

our camp goals and helping the

young women incorporate the

Young Women Values and other

gospel principles into their lives?

2. What experiences have been most

effective? Why?

3. Were there any activities that were

less effective? What can we do to

improve them?

4. Did the experiences help the young

women strengthen caring relation-

ships for each other?

5. Were all of the young women

involved in the experiences?

6. Which experiences helped the

young women to grow spiritually?

At the completion of each evalua-

tion, review the plans for the next day.

After camp, evaluate the entire

experience and compare the results

with the camp goals. Make plans for

future camp experiences.

Scheduling Camp Activities

There are many ways to schedule

the activities of a camp, depending on

the time available, the location, and

the needs of the young women. The

first day of camp should include the

following:

1. Traveling to camp

2. Setting up camp

3. Orientation, which could include

some or all of the following:

a. Skits or talks

b. Camp songs or hymns

c. Flag ceremony

d. Prayer

e. Repeating the Young Women

Theme and Motto

f. Introducing the camp theme

g. Introducing the adult leaders and

Youth Camp Leaders

h. Instructions and rules for camp

activities

A possible daily schedule at camp

might include the following:

1. Wake-up call

2. Breakfast and cleanup

3. Morning devotional and flag

ceremony

a. Welcome

b. Daily announcements and

assignments

c. Thoughts relating to the camp

theme, the Young Women

Values, one of the camp goals,

the talents of the young

women, or other topics

d. Camp songs or hymns

e. Prayer

f. Repeating the Young Women

Theme and Motto

4. Certification and other activities

5. Mealtime and cleanup

6. Quiet time for activities such as

writing in personal journals, read-

ing the scriptures, or building

relationships

7. Certification and other activities

8. Mealtime and cleanup

9. Cleanup of camp

10. Evening program

a. Skits or talks

b. Camp songs or hymns

c. Retiring the flag

d. Group scripture study

e. Spiritual conclusion (may

include a testimony meeting)

11. Evening prayers

12. Bedtime

A brief evaluation of the day’s activi-

ties by adult leaders and Youth Camp

Leaders should be scheduled at some

time during each day at camp.

Parents and priesthood leaders may

be invited to visit and participate in

camp. Such invitations allow parents

and priesthood leaders to build re-

lationships with young women and

support them in their activities.

An activity could be planned after

camp when young women could share

with their families what they learned

and experienced at camp. Young

Women Camp Recognition certificates

could be awarded at this time.

Guidelines for Involving Campers

with Disabilities

Young women with disabilities need

to feel accepted. They need to have

opportunities to learn, to participate

successfully, and to minister to others.

Leaders should keep the following

guidelines in mind as they work with

campers who have mental, hearing,

visual, speech, physical, cultural

(including language), emotional,

social, or learning disabilities:

1. Like all young women, those with

disabilities feel accepted when they

receive love, understanding, and

respect from their peers and

leaders.

2. They are able to learn when barriers

that hinder their participation are

reduced by adapting materials, pro-

cedures, and facilities. Some things

that would not be hazards to others

may be dangerous to a disabled

person. Plan for the safety of each

camper.

3. They can participate successfully

when leaders and other young

women help them in their prepara-

tion, respect their independence,

encourage them while they are

participating, and recognize them

for their achievements.

4. They are able to minister to others

when they have opportunities to

serve, teach, and lead. Leaders

should look for ways to involve

them in callings and assignments as

their circumstances permit.

Camp activities and certification may

be adapted to meet the needs of indi-

vidual young women with disabilities.

Local leaders may obtain information

from family members and community

specialists about the young women’s

needs and ways to meet them.

For more information on helping

young women with disabilities, see

page 227 of the Church Handbook of

Instructions, Book 2; pages 310–14 in

the “Gospel Teaching and Leadership”

section of the Church Handbook of

Instructions, Book 2 (35903 or 35209);

and Teaching the Handicapped (31108).

Responsibilities of Leaders

Priesthood Leaders

Priesthood leaders counsel with

Young Women presidencies as camp is

being planned and approve the plans.

Priesthood leaders call and set apart

women to serve as camp director and

assistant camp director. They also call

camp specialists as needed. If a Youth

Camp Leader or specialist who is not

set apart desires a priesthood blessing,

she may request it from the appro-

priate priesthood leader.

An adequate number of adult priest-

hood leaders should be at camp at all

times to assist with security, partici-

pate in camp activities as needed, and

give blessings when appropriate.

Young Women Presidency and Advisers

The stake or ward Young Women

presidency, under the direction of

local priesthood leaders, determine

when to hold camp, how long the

camp will last, and what goals the

camp will work to accomplish. They

decide whether to hold a ward camp

or a larger stake camp. They recom-

mend the name of a worthy and quali-

fied woman to be considered as camp

director. When a camp director has

been called, the presidency orient her

to the Young Women program and

give her a Young Women Camp Manual

and the “Young Women” section

(35704), the “Activities” section

(35710), and the “Gospel Teaching

and Leadership” section (35903) of

the Church Handbook of Instructions,

Book 2 (35209).

The presidency work with the camp

director, assistant camp director, camp

specialists, and Youth Camp Leaders

to make plans and carry out the goals

for the camp. The presidency also

work with the camp director to pro-

vide camp leadership training for

the adult leaders and Youth Camp

Leaders (see p. 88).

The camp setting provides an

excellent opportunity for the Young

Women presidency and advisers to

develop caring relationships with

young women. These leaders should

attend camp and camp leadership

training when possible and participate

in Young Women camp experiences.

Young Women Secretary

The Young Women secretary assists

the presidency and keeps a record of

those who attend camp and the certifi-

cation requirements they complete.

She also keeps their Parental or

Guardian Permission and Medical

Release forms (see p. 89). These

records should be accessible to adult

camp leaders before and during the

camp experience.

Camp Director

A spiritually mature woman is called

and set apart by the appropriate priest-

hood leader to serve as camp director.

Under the direction of the Young

Women presidency, she organizes and

carries out the camp program. The

camp director—

1. Understands the purposes of the

Young Women program, Young

Women leadership principles, and

the goals of Young Women camp.

2. Recommends an assistant camp

director and camp specialists to

assist her when necessary.

3. Involves Youth Camp Leaders in

planning and carrying out the

camp program.

4. Plans camp experiences that will

help to meet the goals of the camp

with the help of the assistant camp

director, camp specialists, and

Youth Camp Leaders.

5. Learns emergency life-support

skills, first-aid skills, and survival

skills for the outdoors.

6. Meets with the Young Women

presidency to discuss and receive

approval for camp plans.

7. Works with the Young Women

presidency to provide leadership

training for adult leaders and

Youth Camp Leaders (see p. 88).

8. Carries out the precamp orienta-

tion with the help of adult leaders

and Youth Camp Leaders (see

p. 89).

9. With priesthood approval, calls

upon the ward or stake activities

committee to help arrange for

equipment, transportation, and

other assistance as needed.

10. Assumes responsibility for the

daily evaluation meeting at camp

with adult leaders, Youth Camp

Leaders, and camp specialists.

11. At the conclusion of the camp,

prepares a brief written report and

evaluation for the Young Women

presidency.

Assistant Camp Director

The camp director may recommend

a woman to serve as assistant camp

director. She is called and set apart by

the appropriate priesthood leader. She

works under the direction of the camp

director. She may be assigned to—

1. Organize and direct the work of the

Youth Camp Leaders by doing the

following:

a. Assist with camp leadership

training for adult leaders and

Youth Camp Leaders.

b. Coordinate the assignments of

the Youth Camp Leaders with

the camp director and camp

specialists.

c. Act as a counselor to the Youth

Camp Leaders during the camp.

d. Help them to evaluate the camp

experiences.

2. Assist the camp director as needed.

3. Attend and assist with the precamp

orientation as needed.

Camp Specialists

The camp director may recommend

people to serve as camp specialists.

Nurses, people who are knowledgeable

about the use of natural resources,

and others with specific skills from

the ward, stake, or community may

be invited to serve as Young Women

camp specialists. Youth Camp Leaders

with particular skills and abilities may

also serve as camp specialists.

Specialists are called by a priest-

hood leader for a specific task and are

released at the conclusion of the

assignment. Camp specialists should

be familiar with the Young Women

program. They may work with Youth

Camp Leaders in areas such as

camping skills and activities, music,

flag ceremonies, devotionals, group

scripture study, crafts, leadership

training, transportation, medical

needs, planning and purchasing of

food, and equipment.

Youth Camp Leaders

Young women who are ages sixteen

and seventeen serve as Youth Camp

Leaders. Their responsibilities are de-

termined by the camp director. They

may serve individual wards or the

stake depending on the needs of each

unit. The responsibilities of Youth

Camp Leaders should be meaningful

and appropriate for their experience,

skills, and training. If they desire a

priesthood blessing to assist them in

their camp responsibilities, they may

request one from the appropriate

priesthood leader.

Youth Camp Leaders should—

1. Receive leadership training.

2. Serve as teachers and trainers.

3. Set a positive example for younger

campers.

4. Help to plan activities and carry out

camp goals.

5. Assume leadership responsibilities

as determined by adult camp

leaders.

6. Attend and assist with the precamp

orientation as needed.

7. Help to evaluate the camp experi-

ences and make recommendations

for future Young Women camps.

When Youth Camp Leaders are not

involved in leadership responsibilities,

they are expected to support and par-

ticipate in the camp activities.

Ideas for Youth Camp Leader

Assignments

The following ideas for Youth Camp

Leader assignments may be added to

or modified as desired:

• Help to plan, conduct, and evaluate

the camp experience for either the

ward or stake.

• Help with leadership training for

adult leaders and Youth Camp

Leaders.

• Plan and be in charge of precamp

orientation.

• Keep campers informed about

meetings and other necessary

information.

• Help to collect camp fees and raise

funds for camp as needed (see

“Budget Guidelines for Young

Women Camp,” p. 90).

• Plan menus, purchase food, and

pack camp gear.

• Set up the campsite.

• Establish schedules for cooking,

cleaning, and fire building.

• Help assess the needs that the ward

or stake should try to meet during

the camp.

• Help select the camp theme for the

year, and carry out activities related

to the theme.

• Plan and carry out assignments at

camp, such as devotionals, flag

ceremonies, presentations on the

camp theme, campfires, testimony

meetings, recreational or sporting

events, adventuring activities, crafts,

music, activities that protect the

environment, service, and hiking.

• Serve as a camp specialist in an area

of expertise.

• Plan group scripture time.

• Assess the needs that young women

have in an area of certification.

• Teach and approve certification

requirements.

• Plan and carry out programs to help

disabled young women complete

certification requirements.

• Record certification achievements.

• Take care of minor first-aid prob-

lems, and learn how to get help

when needed.

• Plan ways to help younger campers

feel confident and enjoy the camp

experience.

• Conduct or assist with sharing

times. Help young women under-

stand how their camp experiences

relate to the goals of the camp.

• Be in charge of evaluation meetings

during the camp.

• Meet in an evaluation meeting after

the camp with camp leaders and

Young Women leaders.

• Plan ways to help specific young

women become more self-reliant by

helping them meet their needs.

This could be done by—

Building a relationship with them

before camp.

Getting to know their needs.

Planning ways to fill these needs

before, during, and after camp.

Being aware of teaching moments.

Camp Leadership Training

Under the direction of the Young

Women presidency, the camp director

provides training for adult leaders and

Youth Camp Leaders before the camp

begins. The extent of the training is

determined locally. The assistant camp

director, camp specialists, and experi-

enced Youth Camp Leaders may assist.

Training may be carried out in each

ward or for the stake. It could include

training in planning camp, leadership

skills, camping skills, camp activities,

music, and certification requirements.

Adult leaders and Youth Camp

Leaders may wear the Young Women

Camp Leader badge when they have

completed the training.

The sections entitled “To Young

Women Campers” and “Resources”

contain information about camp skills,

activities, and certification require-

ments. Specific information relating to

your area will need to be obtained

locally.

Use the “Young Women” section

(35704) and the “Gospel Teaching

and Leadership” section (35903) of

the Church Handbook of Instructions,

Book 2 (35209) as a basis for teaching

leadership skills. Consider how this

information could be used to train

leaders for the camp experience.

Adult leaders who will be working

with Youth Camp Leaders should be

present while the youth are receiving

their leadership training and also while

they are carrying out their leadership

responsibilities at camp. The adult

leaders should provide opportunities

for youth to use the skills they have

learned and should encourage them in

their efforts.

Precamp Orientation

Under the direction of the Young

Women presidency, the camp director

arranges for a precamp orientation

meeting. At the meeting, young

women receive information and in-

structions before leaving for the camp.

Parents should be invited to this meet-

ing and expected to attend. Informa-

tion should include the following:

• Goals of the camp

• Review of the dates and cost of the

camp

• Camp policies

• Camp schedule

• Items young women may need to

bring, such as scriptures,

appropriate clothing, bedding,

flashlight, pocketknife, insect

repellent, or sunscreen.

• Items young women should not

bring, such as radios, cassette and

compact disc players, or playing

cards.

A handout or letter containing this

same information should be given to

each camper and her parent(s) or

guardian(s) before camp.

A parent or guardian should sign

and turn in a Parental or Guardian

Permission and Medical Release form

for each young woman before she

attends camp. A new form must be

signed each year.

Leaders can make copies of the

following form or prepare a form

containing the same information.

Parental or Guardian Permission and Medical Release

I give permission for my child/youth to participate in the activity

listed above and authorize the adult leaders supervising this activity

to administer emergency treatment to the above-named participant

for any accident or illness and to act in my stead in approving

necessary medical care. This authorization shall cover this activity

and travel to and from this activity.

Activity

Ward Stake

Date of birth

City

Date

Home telephone number

Business telephone number

State/Province

Participant

Participant’s parent or guardian

Address

Medical Information

Does the participant have any of the following:

 Special diet  Allergies  Medication  Chronic/Recurring illness  Surgery or a serious illness in the past year  Physical conditions that limit activity

If yes, explain below. Use back if more space is needed.

Parent or guardian’s signature

6/98. Printed in the USA. 33810

Date

Camp Support Materials

Young Women Camp Manual

Young Women Camper badge (34681)

Young Women Camp Leader badge

(34682)

Young Women Camp Recognition

certificate (34683)

Young Women Certified Camper

award (34684)

“Young Women” section (35704) of

the Church Handbook of Instructions,

Book 2

Young Women Leadership Training

(videocassette, 53015)

“Activities” section (35710) of the

Church Handbook of Instructions, Book 2

“Gospel Teaching and Leadership”

section (35903) of the Church

Handbook of Instructions, Book 2

For the Strength of Youth (36550)

Hymns

“Come Hold Your Torches High”

(song, 32510)

A Song of the Heart (compilation of

music, 32509; audiocassettes are also

available)

Policies

Budget Guidelines for Young Women Camp

Members should not pay fees or be

assessed to participate in Church pro-

grams. However, approval has been

given for young women to participate

in the cost of one annual camp experi-

ence. Young women who participate in

the cost of their annual camp are

encouraged to individually earn their

own money. The annual Young

Women camp may also be paid from

the budget allowance. For more

information about using individual

funds, budget funds, and group fund

raising activities to pay for camp, see

pages 226 and 324 in the Church

Handbook of Instructions, Book 2

(35209).

Church Standards

Church standards should be upheld

at camp. Leaders are responsible to see

that the standards followed in dress,

music, and activities are in keeping

with what the Savior would have his

people do. (See For the Strength of

Youth [36550].)

Age of Participants

Young women ages twelve through

seventeen should be encouraged to

participate in the Young Women camp

program. Leaders should determine

which young women will turn twelve

before the date of the camp and invite

them to participate. Any exceptions to

this guideline should be determined

locally in consultation with parents

and priesthood leaders.

Attendance of Nonmembers

Young women who are not members

of the Church are welcome to attend

Young Women camp. Those who wish

to attend should meet with a member

of the Young Women presidency, who

will help them understand the camp

standards and provide necessary

information.

Sabbath Observance

Camps that are held on Sunday are

discouraged. However, if scheduling

makes camping necessary on Sunday,

all activities and dress should conform

to the spirit of the Sabbath (see For the

Strength of Youth [36550], pp. 32–33).

Chaperoning

“When staying in tents, youth may

not stay in the tent of an adult leader

unless the leader is his or her parent or

guardian” (Church Handbook of

Instructions, Book 2, p. 278). If young

women leaders and young women

share other overnight facilities, such as

a cabin, there must be at least two

adult women in the facility.

In addition to Young Women

leaders, an adequate number of adult

priesthood leaders must be available

at all times during young women

overnight activities to provide support

and protection. At such activities,

priesthood leaders must stay in

facilities separate from the young

women.

Travel

See pages 279–80 in the “Activities”

section (35710) of the Church Hand-

book of Instructions, Book 2 (35209).

Insurance

See pages 277–78 in the “Activities”

section (35710) of the Church Hand-

book of Instructions, Book 2 (35209).

Renting Non-Church Facilities

See page 279 in the “Activities”

section (35710) of the Church Hand-

book of Instructions, Book 2 (35209).

Health and Safety

Because accidents and illness may

occur in camp, provisions should be

made for emergency health care. Camp

leaders should do the following:

1. Make sure that the camp area and

all camp activities are as safe as

possible.

2. Make sure that a nurse, doctor, or

person with mature judgment and

first-aid experience is in camp for

the entire time. Before going to

camp, locate the nearest medical

facilities and have on hand nec-

essary telephone numbers and

addresses.

3. Have transportation available at all

times in case of emergency. If pos-

sible, the camp should have access

to a telephone.

4. Be prepared to provide first aid

when needed. An annual review of

emergency life-support skills and

first-aid principles will help prepare

for emergency situations.

5. Be aware of any young women or

leaders attending camp who may

need special medications or

medical attention. (See “Young

Women Secretary,” p. 86, and a

sample of the Parental or Guardian

Permission and Medical Release

form, p. 89.)

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