International Expansion

In 1946 the Outward Bound Trust was established with the purpose of expanding the concept of Outward Bound and creating other schools. In order to do this it was important to generate funds and bring a group of influential people onto the Board. Spencer Summers, a conservative MP, managed to facilitate this and he went on to be a driving force for Outward Bound with his undefeatable spirit and energy. Even though the Trust was somewhat independent of Kurt Hahn, it was Hahn, his connections, and his incredible powers of persuasion that made it happen.

The Outward Bound School in Eskdale, in the English Lake district, opened in 1950, with another mountain school, also in the Lake District, opening in Ullswater in 1955. These two Schools had wardens who were proven mountaineers but were above all educators. Their experience as schoolmasters had a profound influence on training boys through the mountains, rather than for the mountains. This was an essential tenet of Hahns that had not been fully realized in the early days of Aberdovey. The work done in these two schools and the support of the Trust was essential in carrying Hahn's principles forward and ensuring the longevity of Outward Bound.

INTERNATIONAL EXPANSION were exciting years for the Outward Bound movement. The first girl's course was held at Eskdale, the Moray Sea School received its Outward Bound charter, and new schools were opened in Africa, Germany, Australia and Devon, England. Each school adapted its training to its particular needs and environment. It was a period of flux in the establishment of the Outward Bound essences. One of the most contentious issues was whether badges should be awarded for performance. The original County Badge scheme called for dual standards in track and field and these were designed to be a motivating force for young people by nudging the participants to achieve goals which they thought out of their reach, an example of Hahn's aphorism, to defeat their own defeatism. However, there was also a feeling at this time that there be no testing and only participation needed to be recognized. The Trust struggled long and hard and produced several iterations of badges and awards. In the end a single badge for participation was established.

Hahn remained on the Board of the Trust for some time and eventually became an honorary member and still perceived as the guru. He continued to challenge developments throughout the evolution of Outward Bound but never interfered. This was a prime example of his unity of purpose without a unity of focus.

The concept of Outward Bound had much more potential than to serve young men in Britain who were preparing for a life at sea or apprentices who were preparing for work. The work of the Outward Bound Trust had demonstrated that there were many more young people who could benefit from the Outward Bound experience. Also there was recognition that the concept was robust enough to be interpreted and adapted to other countries around the world.

Josh Miner came from the United States in 1951-52 to work at Gordonstoun as director of activities. It was during this time that he became inspired by Hahn and his work with young people. It was not long before Miner was convinced that an Outward Bound School in the U.S.A. was necessary to demonstrate Hahn's great vision. In 1962, the Colorado Outward Bound School (now called Outward Bound West) was opened and it officially received its charter from the Trust in 1963. This paved the way for other Outward Bound Schools to be established throughout North America.

The 1960s were boom years for Outward Bound around the world. There were five new schools in the U.S.A., and schools created in Zimbabwe, New Zealand, Singapore, Canada, Zambia, and Lesotho. Rhownair in Wales was the first School for girls. In addition there was renewed energy and commitment to keep the schools current with the times. There were co-educational programs, work with youth at risk, and inner city programs as well as connections with university programs. It was a very exciting time for both staff and administrators who were enjoying the intensity and growth.

As with many innovative programs, there comes a time to pull back and reflect. Outward Bound did this in the 1970s and as a result there were some closures and some consolidation of programs. However, there was still room for growth worldwide and the enthusiasm for this idealistic program flourished. Schools opened in Hong Kong, and Belgium. There was also considerable adaptation of programs within the schools. There were special courses designed and offered to corporate clients, special populations such as recovering alcoholics, victims of abuse, adjudicated youth, women in mid life crisis, etc. This diversity of offerings was a good business plan but brought into question the integrity of the original Outward Bound program. Kurt Hahn died in 1974, and it is often said that if he were alive today he would support this diversity because he believed in adapting to do what is necessary to address the social issues of the day.

The 1980s saw a continued growth in adapted programs. In particular changing the venue to the inner city. New York City Outward Bound became the first independently chartered urban center in the world closely followed by Thompson Island Outward Bound Education Center in Boston. There were international conferences held which resulted in the formation of an International Advisory Board with regional representation and in an internationally agreed mission statement.

The 1990s began like the 1940s with the 50th Anniversary of Outward Bound fittingly celebrated at Aberdovey where it all started. Delegates from all Outward Bound schools representing 18 countries and five continents were in attendance. This decade once again saw many changes with new schools in Eastern and Northern Europe, South East Asia and South Africa and consolidation among programs in North America.

One of the most significant adaptations of Outward Bound could be seen as a "return from the mountain". The introduction of Expeditionary Learning (ELOB) resulted in taking all the wisdom of the Outward Bound process and reincorporating it into a mainstream school system. The irony here is that Kurt Hahn created Outward Bound as a somewhat temporary demonstration of what he was already doing full time in his schools. Expeditionary Learning takes the short Outward Bound methodology and expands it to full time education within the school system, moving from the "short course" back to the "long course".

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