Special Days and Their Observance
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Title: Special Days and Their Observance
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*** START OF THE PROJECT GUTENBERG EBOOK SPECIAL DAYS AND THEIR OBSERVANCE ***
Transcriber's Note
Italic text is denoted by _underscores_ and bold text by =equal signs=.
PROPERTY OF THE STATE OF NEW JERSEY
NOT TO BE TAKEN PERMANENTLY FROM THE SCHOOLROOM
STATE OF NEW JERSEY
DEPARTMENT OF PUBLIC INSTRUCTION
TRENTON
Special Days
and their
Observance
September 1919
[Illustration]
APPROVED BY
STATE BOARD OF EDUCATION
JUNE 1919
[Illustration: Liberty Bell
The symbol of liberty, freedom, justice and order in the government of
the United States of America]
STATE OF NEW JERSEY
DEPARTMENT OF PUBLIC INSTRUCTION
TRENTON
Special Days
and their
Observance
September 1919
[Illustration]
APPROVED BY
STATE BOARD OF EDUCATION
JUNE 1919
CONTENTS
PAGE
Foreword 7
Acknowledgments 9
Opening Exercises 11
Morning Exercises, Jennie Haver 13
Morning Exercises, Florence L. Farber 24
Opening Exercises, Louis H. Burch 27
Columbus Day, J. Cayce Morrison 33
Thanksgiving Day, Roy L. Shaffer 59
Lincoln's Birthday, Charles A. Philhower 69
Washington's Birthday, Henry W. Foster 89
Arbor Day 109
Trees and Forests, Alfred Gaskill 112
Arbor Day observed by planting Hamilton Grove, Charles A. Philhower 119
Suggestions to Teachers, K. C. Davis 121
Value of our Forests, U. S. Bureau of Education 123
Memorial Day, George C. Baker 125
Flag Day, Hannah H. Chew 141
Bibliography, Katharine B. Rogers 159
ILLUSTRATIONS
PAGE
Liberty Bell Frontispiece
Columbus, "Admiral at the Helm" 51
Saint Gaudens' Lincoln 73
Gutzon Borglum's Lincoln 85
Stuart's Washington 93
Statue of Washington at West Point 103
FOREWORD
In the statutes of the state will be found the following:
The day in each year known as Arbor Day shall be suitably observed
in the public schools. The Commissioner of Education shall from time
to time prepare and issue to schools such circulars of information,
advice and instruction with reference to the day as he may deem
necessary.
For the purpose of encouraging the planting of shade and forest trees,
the second Friday of April in each year is hereby designated as a day
for the general observance of such purpose, and to be known as Arbor
Day.
On said day appropriate exercises shall be introduced in all the
schools of the State, and it shall be the duty of the several county
and city superintendents to prepare a program of exercises for that
day in all the schools under their respective jurisdiction.
In all public schools there shall be held on the last school day
preceding the following holidays, namely, Lincoln's Birthday,
Washington's Birthday, Decoration or Memorial Day and Thanksgiving
Day, and on such other patriotic holidays as shall be established by
law, appropriate exercises for the development of a higher spirit of
patriotism.
It shall be the duty of the principals and teachers in the public
schools of this State to make suitable arrangements for the
celebration, by appropriate exercises among the pupils in said
schools, on the fourteenth day of June, in each year, as the day of
the adoption of the American flag by the Continental Congress.
The provisions of these statutes have been carried out in the schools
of the state. They are believed in and supported heartily by the public
opinion of the state.
In order that greater assistance may be rendered to teachers and school
officers in preparing for these special days, this pamphlet on _Special
Days and their Observance_ has been prepared by the Department, chiefly
through the efforts of Mr. Z. E. Scott, Assistant Commissioner in
charge of Elementary Education.
The pamphlet also contains suggestions concerning the opening exercises
of schools.
Mr. Scott has been assisted in this work by the following persons, the
school officers having in turn been aided by their teachers. To all
these grateful acknowledgment is hereby made.
George C. Baker, Supervising Principal, Moorestown
Louis H. Burch, Principal Bangs Avenue School, Asbury Park
Hannah Chew, Principal Culver School, Cumberland County
K. C. Davis, formerly of State Agricultural College, New Brunswick
Florence Farber, Helping Teacher, Sussex County
Henry W. Foster, Supervising Principal, South Orange
Alfred Gaskill, State Forester
Jennie Haver, Helping Teacher, Hunterdon County
J. Cayce Morrison, Supervising Principal, Leonia
Charles A. Philhower, Supervising Principal, Westfield
Katharine B. Rogers, Reference Librarian, State Library
Roy L. Shaffer, Supervisor of Practice, Newark State Normal School
It has been the aim of Mr. Scott and his associates to suggest
exercises which would be appropriate for the observance of these
several days, which would be of interest to pupils, and which at the
same time would be of a character worthy of the dignity of the public
schools of the state.
Calvin N. Kendall
_Commissioner of Education_
ACKNOWLEDGMENTS
Grateful acknowledgment is hereby made to the following publishers and
authors for permission to use copyrighted selections:
American Book Company, New York, for extract from Green's "Short
History of the English People."
D. Appleton & Company, New York, for Bryant's "America" and extract
from Edward S. Holden's "Our Country's Flag."
Henry Holcomb Bennett for "The Flag Goes By."
Bobbs-Merrill Company, Indianapolis, for "The Name of Old Glory,"
by James Whitcomb Riley.
Boosey & Company, New York, for "We'll keep Old Glory Flying," by
Carleton S. Montanye.
Dr. Frank Crane for "After the Great Companions."
Thomas Y. Crowell Company, New York, for extract from "The Book of
Holidays," by J. Walker McSpadden. Reprinted by permission of
the publishers. Copyright 1917 by Thomas Y. Crowell Company.
Joseph Fulford Folsom for "The Unfinished Work."
Harper & Brothers, New York, for extract from "The Americanism of
Washington," by Henry van Dyke.
Caroline Hazard for "The Western Land."
Houghton Mifflin Company, Boston, for Bret Harte's "The Reveille"
and extract from "Our National Ideals," by William Backus
Gitteau.
Kindergarten Magazine Publishing Company, Manistee, Michigan, for
nine selections, including two by Laura Rountree Smith and one
by Mary R. Campbell.
Macmillan Company, New York, for extract from "The Making of an
American," by Jacob A. Riis, and "On a Portrait of Columbus,"
by George Edward Woodberry, used by permission of and special
arrangement with the publishers.
Moffat, Yard & Co., New York, for extract from "Memorial Day," by
Robert Haven Schauffler.
New England Publishing Company, Boston, for "Columbus Day" and Walt
Whitman's "Address to America." From "Journal of Education."
New York Evening Post for "America's Answer," by R. W. Lillard.
New York Herald for Mrs. Josephine Fabricant's "The Service Flag."
New York State Department of Education, Albany, for "The Boy
Columbus" and an extract from speech of Chauncey M. Depew.
Theodore Presser Company, Philadelphia, for "Our Country's Flag,"
by Mrs. Florence L. Dresser.
G. P. Putnam's Sons, New York, for "In Flanders Fields," by John
McCrae.
Saturday Evening Post, Philadelphia, for "I Have a Son," by Emory
Pottle.
Charles Scribner's Sons, New York, for extract from "With Americans
of Past and Present Days," by J. J. Jusserand, copyright 1916;
used by permission of the publishers.
C. W. Thompson & Company, Boston, for "The Unfurling of the Flag,"
by Clara Endicott Sears. Copyright; used by permission.
Horace Traubel, Camden, for "O Captain! My Captain!" by Walt
Whitman.
P. F. Volland Company, Chicago, for "Your Flag and My Flag," by
Wilbur D. Nesbit. Copyrighted 1916 by publishers.
Harr Wagner Publishing Company, San Francisco, for "Columbus," by
Joaquin Miller.
OPENING EXERCISES
This above all: to thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any man.
_Shakespeare_
OPENING EXERCISES
MORNING EXERCISES
JENNIE HAVER, HELPING TEACHER, HUNTERDON COUNTY
The morning exercise is a common meeting ground; it is the family
altar of the school to which each brings his offerings--the fruits
of his observations and studies, or the music, literature, and art
that delight him; a place where all cooperate for the pleasure and
well-being of the whole; where all contribute to and share the
intellectual and spiritual life of the whole; where all bring their
best and choicest experiences in the most effective form at their
command.
This quotation from the Second Year Book of the Frances W. Parker
School may well be an inspiration, a guide, and finally, a goal for us
to use in preparation for the morning exercises.
The period given to the opening exercises may be made the most
important period of the day. The pupils, whether they be in a one room
rural school or a larger town school, need a more receptive attitude
toward the work before them. A short time given to interesting,
uplifting exercises will do much to control and lead the restless
children, encourage the downhearted ones, inspire the indifferent, and
give to teachers and pupils alike higher ideals for effective work and
right living.
A part of the time given to opening exercises should be of a devotional
nature--consisting of the reading of short selections from the Bible,
without comment--and of prayer and singing. Very careful plans must
be made for the devotional exercises if they are to function as they
should. Too often the selection of song and Bible reading is made
after the pupils are in their seats. A message that is truly inspiring
is usually the result of considerable time spent in preparation. The
thoughtful teacher will plan her opening exercises as carefully as any
other part of her regular school work.
The morning exercise affords an opportunity to train pupils for
leadership. Recently an interesting morning program of musical
appreciation was carried out in a two room country school. When the
bell rang the twelve year old pupil leader went to the front of the
room and placed a march record on the phonograph. After the pupils were
seated she conducted the following program with a great deal of poise
and self confidence:
_America_, by the School
Psalm XXIII
Bacarolle from "Tales of Hoffman" (phonograph)
Traumerei--Schumann (phonograph)
Spring Song--Mendelssohn (phonograph)
Flag salute, by the School
Following each record on the phonograph she asked for the name of
the selection and the composer's name. It was surprising to see how
familiar even the little ones were with the classical selections.
Some one has said that the only influence greater than that of a good
book is personal contact with a great man or woman. Once in a while an
interesting talk may be given by a visitor, but the morning exercise
period should not be regarded as a lecture period. Occasionally it is
well to have leaders of different occupations in the neighborhood give
short, pertinent talks on their work.
All too often children are blind to the beauty, deaf to the music,
and almost insensible to the wonder and mystery of the great world
of nature. One day a little country girl found a large, silky, brown
cocoon and carried it to school. She didn't know what it was: neither
did her teacher. The cocoon was taken home and kept as an object of
curiosity to be shown to the neighbors when they called. One warm
spring morning a beautiful Cecropia moth, measuring six inches from
tip to tip of wing, emerged from the cocoon. That girl will never
forget her wonder and awe as she watched Nature stage one of her most
beautiful miracles. Any teacher would find it an inspiration and
a delight to bring such a charming bit of nature into her morning
exercises. Every day Nature is unfolding just as wonderful stories. Our
eyes must be open to see them.
The opening exercises, conducted as they should be, may be a source of
inspiration and a means of training for moral and social behavior, for
patriotism, for health, for vocational usefulness, for the right use of
leisure--in other words, for useful, patriotic citizenship.
There is an abundance of material on every hand that can be used in
morning exercises. Following are a few suggestions that may be of help.
SINGING
Profiting by the experience of French and English troops, instructors
taught our sailors and soldiers to sing in unison. It has been found
that singing does much to improve the morale of the company. Singing
in the morning exercises does much to socialize the group and develop
school spirit.
There is such a wealth of suitable songs for morning exercises that
it seems hardly necessary to suggest many. The hymns selected should
be inspiring and uplifting; the patriotic songs should be thoroughly
learned and sung in an enthusiastic manner.
=Patriotic Songs=
America
Battle Hymn of the Republic
Columbia, the Gem of the Ocean
Dixie
Flag of the Free
God Speed the Right
Marching through Georgia
Marseillaise Hymn
Jerseyland
National Hymn
Old Glory
The American Hymn
The Battle Cry of Freedom
The Star Spangled Banner
=Folk Songs=
Annie Laurie
Auld Lang Syne
Flow Gently, Sweet Afton
Home, Sweet Home
Juanita
My Old Kentucky Home
Oft in the Stilly Night
Old Black Joe
Old Folks at Home
Robin Adair
Santa Lucia
The Blue Bells of Scotland
The Miller of Dee
=Lullabies=
Cradle Song
Lullaby and Good-night
Oh, Hush Thee, my Baby
Sweet and Low
Silent Night
=Sacred=
How Gentle God's Command
Holy, Holy, Holy
In Heavenly Love Abiding
Italian Hymn
Love Divine, All Love Excelling
Nearer, My God, to Thee
Oh, Worship the King
The King of Love
There's a Wideness in God's Mercy
Vesper Hymn
MUSICAL APPRECIATION
The introduction of the phonograph into the public school and the
multitude of records which reproduce the great masterpieces now make
it possible for every child to have an opportunity to hear and to
be taught to appreciate good music. Frequently part of the morning
exercise period should be devoted to an appreciation of good vocal and
instrumental musical selections. In one rural school the pupils readily
associate the name of the composition and composer with each of the
following records, which they helped to purchase:
Anvil Chorus from "Il Trovatore"--Verdi
Barcarolle from "Tales of Hoffman"--Offenbach
Hearts and Flowers--Tobain
Humoresque--Dvorak
Intermezzo from "Cavalleria Rusticana"--Mascagni
Lo, Hear the Gentle Lark--Bishop
Melody in F--Rubinstein
Miserere from "Il Trovatore"--Verdi
Pilgrim's Chorus from "Tannhauser"--Wagner
Sextette from "Lucia di Lammermoor"--Donizetti
Spring Song--Mendelssohn
Traumerei--Schumann
Literature on musical appreciation will be mailed free to all teachers
who request it from the educational departments of the phonograph
manufacturers.
Teachers who are really interested in giving their pupils the best
music will find that a number of their patrons are willing to lend
records to the school for special exercises.
Following are suggestive musical programs:
A Morning with Beethoven
Bible Reading and Lord's Prayer
Minuet in G, No. 2 (phonograph)
"The Moonlight Sonata," Reading by pupil
The Moonlight Sonata (phonograph)
The Flag Salute, Pupils
A Morning with Mendelssohn
Hark! the Herald Angels Sing, Song by School
Bible Reading and Lord's Prayer
Spring Song (phonograph)
Oh, For the Wings of a Dove (phonograph)
The Flag Salute, School
Indian Songs
Bible Reading and Lord's Prayer
The Story of the Indians, Pupil
Navajo Indian Song (phonograph)
Medicine Song (phonograph)
Flag Salute, School
Negro Songs
Old Black Joe, School
Bible Reading and Prayer
Good News (phonograph)
Live a-Humble (phonograph)
The Flag Salute, School
(The records given are by the Tuskegee Institute Singers)
Irish Songs
Wearin' of the Green, School
Bible Reading and Prayer
Come Back to Erin (phonograph)
Macushla (phonograph)
The Flag Salute, School
Scotch Songs
My Laddie (phonograph)
Bible Reading and Prayer
Annie Laurie, School
My Ain Countrie (phonograph)
Flag Salute, School
LITERARY EXERCISES
To instil in the hearts of boys and girls a love for good literature
is to give them a never ending source of happiness throughout life.
Children can be interested in books by hearing stories read, by
retelling them, and by reading them. The story of the author's life
may add interest to the author's work. Much can be done in morning
exercises to start children on the road to good reading. The more work
children do themselves the more interested they will be. Following are
suggestive literary programs:
=Robert Louis Stevenson=
Bible Reading by pupils--Philippians IV, 4-8
Stevenson's Prayer for a Day's Work, Recitation by pupil
Short story of Stevenson's life, Pupil
My Shadow, Pupil
The Land of Story Books, Pupil
God Speed the Right, Sung by School
The Flag Salute, School
=Hans Christian Andersen=
Psalm 100, Pupil
Lord's Prayer, School
A Poor Boy Who Became Famous, Retold by pupil
The Steadfast Tin Soldier, Retold by pupil
The Little Tin Soldier, Song by School
The Flag Salute, School
=Henry W. Longfellow=
The Arrow and the Song, Song by School
Bible Reading and Lord's Prayer
Scenes from Hiawatha, Dramatization by pupils
The Village Blacksmith, Recitation by pupil
DRAMATIC EXERCISES
When children are truly interested in reading, the natural outlet
for the emotions aroused is dramatic action. Let different classes
be responsible for dramatizing stories from their history or reading
lessons and present the results in the morning exercises. The educative
and socializing value to the class presenting the exercise is almost
invaluable. Dramatizing the story makes an interesting incentive for
a number of language lessons; rehearsing the play provides for much
practice in oral expression; and producing the play before an audience
gives valuable training in leadership, self confidence and poise.
ART APPRECIATION
We do not expect many of the school children to become artists, but
all can learn to appreciate and tastefully select the beautiful
in pictures, personal dress, home furnishing and decoration, and
architecture. It has been truly said, "Though we travel the world over
to find the beautiful, we must carry it with us or we find it not."
Frequently a few minutes of the morning exercises may be very
profitably, spent in the study of the beautiful. Artistic material
to use as illustrations for the talks is on every hand. Inexpensive
reproductions of the world's great pictures; illustrations in
magazines; beautifully colored papers for color combinations in
neckties, dress designing and hat trimming; magazine and catalog
pictures of well designed furniture and home utensils can be easily
obtained.
A suggestive list of morning talks is given below:
Famous Pictures
The First Step--Millet
Landscape with Windmill--Ruysdael
The Horse Fair--Bonheur
Sistine Madonna--Raphael
Morning--Corot
How Can We Get Good Pictures for Our Schoolroom
Color Harmony in Dress
Good Taste in Furniture
Home Decoration
Beautifying the School Ground
Washington, the City Beautiful
References
How to Enjoy Pictures--Emery
A Child's Guide to Pictures--Coffin
The Mentor
The School Arts Magazine
Ladies' Home Journal
The Perry Pictures
National Geographic Magazine
HEALTH TALKS FOR MORNING EXERCISES
Truly, "A people's health's a nation's wealth," and every encouragement
should be given in school to further the doctrine of healthful living.
The medical examiner, the school nurse, the pupils and the teachers,
all may do their part to make the health talks practical and of much
value to the school.
=Suggestive Health Talks=
Why we should exercise
Care of the Teeth
Care of the Eyes
Prevention of Colds
How to prevent Tuberculosis
Swat the Fly
How to destroy mosquitoes
Cleanliness
Safety First
Cigarette Smoking
Self Control and Good Manners
Emergencies
School Sanitation
=References=
Teaching of Hygiene and Safety Pamphlets of Health, from the National
Department of Health, Washington, D. C.
State Department of Health, Trenton, N. J.
Russell Sage Foundation, New York City
Health-Education League, Boston, Mass.
Farmer's Bulletins from U. S. Department of Agriculture
Modern Hygiene textbooks
Newspaper and Magazine Articles
NATURE TALKS
The study of the wonderful things of the world, their beautiful
fitness for their existence and function, the remarkable progressive
tendency of all organic life, and the unity that prevails in it create
admiration in the beholder and tend to his spiritual uplifting.
=Suggestive topics for morning exercises=
How can we attract the birds?
How I Built A Bird House
Does it Pay the Farmer to Protect the Birds?
The Travel of Birds
The Life History of a Frog
The Life History of a Butterfly
How I made my Home Garden
How I raised an Acre of Corn
The Trees on our School Ground
THE LOCAL HISTORY OF THE COMMUNITY
A series of morning exercises may be devoted to the local history
of a community. The material may be planned by the pupils with the
assistance of some of the older people in the neighborhood. This idea
was carried out very successfully in a small town and did much to
interest the parents in the school. Many were willing to send family
heirlooms to the classroom to use as illustrations for the talks. One
charming old lady sent a written account of the history of her old home.
Following are some topics that might be developed:
Former Location of Indian Tribes in the Community
Evidences of Indian Occupation (old trails, implements, mounds, etc.)
The First White Settlers
Revolutionary Landmarks
Colonial Relics
Historic Homes in the Community
Famous People of the Community
A program for one morning might be conducted by the pupils as follows:
Proverbs 27:1-2, Pupil
Italian Hymn, School
Famous People of the Community
The Grandfather who fought in the Civil War, pupil
The Man who was Governor of the State, pupil
The Woman who was a Nurse in the World War, pupil
The Man who wrote a Book, pupil
The Soldier boy in France, pupil
America
THE USE OF PUPIL ORGANIZATION IN THE MORNING EXERCISES
Much interesting and instructive material can be secured for opening
exercises by making use of members of recognized organizations for boys
and girls. There are members of the Boy Scouts of America in almost
every community. The Camp Fire Girls are getting to be almost as well
known. Let each group prepare occasional programs for morning exercises.
=Boy Scouts=
Bible Reading and Lord's Prayer
The Origin and Growth of Scouting
The Three Classes of Scouts
The Scout Motto
The Scout Law
"America" and Flag Salute
=Camp Fire Girls=
Bible Reading and Lord's Prayer
The Seven Laws of the Order
The Wood Gatherer
The Fire Maker
The Torch Bearer
Song by School
The Flag Salute
PATRIOTIC EXERCISES
The patriotic note should be found in every morning exercise and
some periods should be devoted entirely to patriotic selections. The
national hymns should be learned from the first stanza to the last. It
is hard to get the patriotic note in our singing when we do not know
the words.
=Suggestive Programs=
America, School
Bible Reading and Lord's Prayer
Patrick Henry's Speech (phonograph)
Lincoln's Gettysburg Address (phonograph)
Flag Salute
Bible Reading and Prayer
Army Bugle Call No. 1 (phonograph)
The Junior Red Cross
Sewing for the Red Cross, A girl
Earning Money for the Red Cross, A boy
How the Work of the Junior Red Cross develops Patriotism
in a school, Pupil
Come, Thou Almighty King, School
"Patriotism consists not in waving a flag but in striving that our
country shall be righteous as well as strong."--_James Bryce_
"One cannot always be a hero, but one can always be a man."--_Goethe_
"Go back to the simple life, be contented with simple food, simple
pleasures, simple clothes. Work hard, play hard, pray hard. Work,
eat, recreate and sleep. Do it all courageously. We have a victory to
win."--_Hoover_
MEMORY GEMS
For life is the mirror of king and slave;
'Tis just what we are and do.
Then give to the world the best you have
And the best will come back to you.
_Madeline S. Bridges_
Somebody did a golden deed;
Somebody proved a friend in need;
Somebody sang a beautiful song;
Somebody served the whole day long.
Was that "somebody" you?
Courtesy is to do and say
The kindest thing in the kindest way.
Truth is honest, truth is sure;
Truth is strong and must endure.
_Bailey_
Hang on! Cling on! No matter what they say.
Push on! Sing on! Things will come your way.
Sitting down and whining never helps a bit;
Best way to get there is by keeping up your grit.
_Louis E. Thayer_
The day returns and brings us the petty round of irritating concerns
and duties. Help us to play the man, help us to perform them with
laughter and kind faces, let cheerfulness abound with industry. Give us
to go blithely on our business all this day, bring us to our resting
beds weary and content and undishonored, and grant us in the end the
gift of sleep.
_Robert Louis Stevenson_
Be strong!
We are not here to play, to dream, to drift.
We have hard work to do and loads to lift.
Shun not the struggle; face it; 'tis God's gift.
Be strong!
It matters not how deep intrenched the wrong,
How hard the battle goes, the day how long;
Faint not--fight on! Tomorrow comes the song.
_Maltbie D. Babcock_
Smile a smile;
While you smile,
Another smiles,
And soon there's miles and miles
Of smiles. And life's worth while
If you but smile.
_Jane Thompson_
You cannot dream yourself into a character; you must hammer and forge
yourself one.--_James Anthony Froude_
Small service is true service while it lasts;
Of friends, however humble, scorn not one;
The daisy, by the shadow that it casts,
Protects the lingering dewdrop from the sun.
_Wordsworth_
There's so much bad in the best of us
And so much good in the worst of us,
That it hardly behooves any of us
To talk about the rest of us.
A wise old owl lived in an oak.
The more he saw the less he spoke;
The less he spoke the more he heard.
Why can't we be like that old bird?
Kindness is catching, and if you go around with a thoroughly developed
case your neighbor will be sure to get it.
The thing to do is hope, not mope:
The thing to do is work, not shirk.
If you have faith, preach it; if you have doubts, bury them; if you
have joy, share it; if you have sorrow, bear it. Find the bright side
of things and help others to get sight of it also. This is the only and
surest way to be cheerful and happy.
MORNING EXERCISES
FLORENCE L. FARBER, HELPING TEACHER, SUSSEX COUNTY
The short period known as the opening exercise period belongs to all
the children of the school. This period should furnish especially
favorable opportunities for the development of initiative on the part
of pupils, group cooperation, development of the play spirit, interest
in community life, interest in and love for our great men and women,
and devotion to our Republic.
The first problem of the teacher, then, is to understand fully that she
is to a great degree responsible for furnishing aims and purposes in
this beginning period of the day, or rather in providing the situations
through which these aims and purposes may develop. When she feels the
importance of this period in the general scheme of the day's work
she will plan for it as definitely and as carefully as she will any
other part of her program. The working out of a detailed program is
of secondary importance. The thing of first importance is that she
become fully cognizant of the general aims and ideals which she hopes
to achieve. With these firmly fixed in her mind she is ready then to
cooperate with the pupils of her room in planning detailed programs.
The following projects are in keeping with the principles presented and
have been found stimulating in one and two room schools:
=Project 1.= The teacher divides her children into groups on the basis
of age and ability. For example, in a one room school a teacher might
have two groups. Each group is to work out with the teacher a program
which it is to give and for which it is responsible. This program
may consist of a short story to be dramatized, the story to contain
not more than two or three important scenes. The costuming, if any
is needed, is to be done by pupils and teacher. Rehearsing is to be
directed by the teacher. When the program is presented it should be
as a new production to all the school except those who are engaged in
presenting it. It is to be given, therefore, as a real play to a real
audience. Each pupil should invite a member of the family or a friend.
The value of such work will soon be noticed in a better social spirit
among the children. The dramatizations given may furnish the material
for both oral and written language lessons. Dramatization itself will
provide excellent practice in oral expression and also training in
initiative, leadership and cooperation. The story presented may furnish
many funny settings which the pupils may enjoy with abandon. And what
children do not need real merriment in school! Opportunity ought to be
afforded all children of our public schools to enjoy a real laugh at
least once each day.
Teachers need have no fear that the different groups will be
over-critical or discourteous to one another. They will understand that
they are being entertained and they will cooperate to make the play
given worth while.
The following stories lend themselves very readily to dramatization.
=First and Second Grades=
The Three Billy Goats Gruff
Spry Mouse and Mr. Frog
The Three Bears
The Camel and The Jackal
The Tale of Peter Rabbit
Our First Flag
=Third and Fourth Grades=
The Sleeping Beauty
Snow White and Rose Red
Brother Fox's Tar Baby
How the Cave Man Made Fire
Scenes from Hiawatha
Early Settlers in New Jersey
=Fifth and Sixth Grades=
The Pied Piper of Hamelin
Joseph and His Brethren
Abou Ben Adhem
Paul Revere's Ride
Scenes from Life of Daniel Boone
Franklin's Arrival in Philadelphia
Scenes from Alfred the Great
The Battle of Hastings
How Cedric Became a Knight
=Seventh and Eighth Grades=
The Vision of Sir Launfal
Rip Van Winkle
The King of the Golden River
Scenes from Evangeline
Landing of the Pilgrims
Conquest of the Northwest Territory
The Man Without a Country
=Project 2.= A special problem in history or geography, for example,
may be taken up, such as the life of the people in Japan, or the life
of the people on a cattle ranch. In either case the class that presents
the work as an opening exercise should be given opportunity to work
out certain scenes which it wants to give. These scenes should be
presented either by sand-table, by charts, by posters, by pictures from
magazines, or by dramatization on the part of the children. Preparation
of such work is decidedly worth while, and ought to be a regular part
of the day's program. The important scenes should be rehearsed before
the final presentation.
=Project 3. Poster exhibit.= This project could be arranged for all
the children of a given school, in which case the best work would be
selected and the children presenting it would discuss each poster in
one or two minute talks. A still better way to handle the project
would be to have the best posters from different schools. In this case
at least one pupil from each school should be invited to present the
posters from his school.
=Project 4. War programs.= A war opening exercise program could be
worked out by the children of a given school. This could be done by
having children collect war posters and war pictures made during the
recent world war and arrange them in such a way that they tell a
connected story. A group should be held responsible for presenting each
story or part of a story. A sand-table should be provided if necessary.
An excellent war program could be provided by having the emphasis
placed upon the various men who have led or are leading in our own
national life. Pictures of these men should be secured and children
called upon to tell what important work each man has done or is doing.
This same device could be carried a step further and a special program
arranged, centering around the pictures of the different men who led
the allied forces. The older pupils of any school ought to be able to
do this work.
An additional way by which our schools may help in the work of
patriotism is to have an opening exercise by the children whose
immediate relatives were at the front. Such a program ought to have for
its purpose the idea of service to one's country.
Another helpful device would be to have at an appropriate time former
soldiers come to the school and talk to the children concerning the
meaning of the war.
The teacher who plans her opening exercise periods in keeping with the
foregoing presentation will make these periods inspiring and helpful
to herself and her children. She will be putting across the gospel of
good cheer, and cooperation in the new kind of school which offers
opportunities for participation in life's present day activities, not
preparation for future activities.
OPENING EXERCISES
LOUIS H. BURCH, PRINCIPAL BANGS AVENUE SCHOOL, ASBURY PARK
Play is one of the first manifestations of the child in self
expression. As the child grows older this play is made up in part
of the imitation of the doings and sayings of the older persons and
playmates with whom he is associated. The child reflects the life of
his parents wherever it comes under his comprehension. The stick horse
gives as much pleasure to the boy as the well trained saddle horse
gives to the father.
When the child enters school much of the play element of his life is
left behind, and teachers have often failed to use to advantage the
experience and knowledge the child has in "living over" the actions
and sayings of others. The ordinary child has observed the animals
and birds around him and can imitate them. He can personify the tree,
the flower, or the brook, and gain a clearer knowledge of the purpose
and function of the thing personified by so doing. Under the proper
direction of the teacher nearly all the common occurrences of life may
be dramatized by the children in the ordinary schoolroom and with few
so-called stage properties.
Older children are interested in the simple dramatizations of the
little folks and should have opportunity to see them often, not alone
to be entertained, but to be reminded of the simple and easy ways of
"playing you are someone else." A grammar grade class may learn many
things from watching a primary class dramatize "Three Bears," "Little
Red Hen," or "Little Red Ridinghood."
The simple dramatization in the schoolroom furnish excellent material
for general assemblies or morning exercises. Simple costumes and stage
settings satisfy the children, and the setting of the stage or platform
for the scene should, in most cases, be done before the children.
Children who see the table set, the chairs placed, and the beds
prepared for the "Three Bears" know how to get ready for their play
when they are called upon to contribute their part for the assembly.
Children will bring material for their costumes and stage furnishings
from home and should be encouraged to do so. Parents will come to see
children take part in a program when nothing else would attract them
to the school, and if the home is to be called upon to help the school
there must be a closer relationship between parents and teacher.
In preparing dramatizations for elementary school pupils but few scenes
should be chosen, and in those selected the language and action should
be simple and within the capabilities of the children.
The following dramatizations were worked out by teachers and pupils
of our building as class projects. They were presented in the opening
exercises as worth-while classroom projects which would be entertaining
and helpful to all pupils of the school, to teachers and to parents.
In presenting these scenes the pupils secured excellent practice in
oral English work, in dramatic action, and in community and group
cooperation. The pupils and teachers who made up the audience enjoyed
opening exercises in which there was purpose. All entered into the
spirit of the play; all enjoyed the exercises without having to think
why. The results have been better team work between teacher and pupils,
better school spirit, more pupil participation in leadership activities.
The History of Cotton
_Prepared by Bessie O'Hagen, Teacher of Fourth Grade, Bangs Avenue
School, Asbury Park_
_Characters_: Spirit of Cotton, Little Girl, Maiden from India, Maiden
from Egypt, Maiden from America, Spirit of Eli Whitney.
_Little Girl_ (_coming into the room in bad humor_). I hate this old
cotton dress. I wish I had a silk one. I don't see why we have to use
cotton anyway. We have to have cotton dresses, cotton sheets, cotton
stockings, cotton everything. I just hate cotton! I'm not going out to
play or anything. (_Finally sits down._) I am so tired. I wish I had a
silk dress. I hate this cotton dress. (_Falls asleep._)
_Spirit of Cotton_ (_skipping into the room_). Heigh ho! Ho heigh! Here
am I, the Spirit of Cotton. I heard what you said, little girl. Did you
ever see cotton grow?
_Little Girl_ (_frightened_). Why, no.
_Spirit of Cotton._ How do you know whether it is interesting or not?
I will tell you the story of my life. In the early spring the planter
gets the ground ready for me. As soon as the frost is out of the
ground, he plants me.
_Little Girl._ What happens then?
_Spirit of Cotton._ The good earth gives me food. The sun and rain make
me grow, and soon--
Heigh ho! Ho heigh!
There am I,
A tall plant of cotton.
_Little Girl._ How do you look?
_Spirit of Cotton._ My leaves are green like the maple. I have lovely
blossoms. They are white the first day and pink the next.
_Little Girl._ I thought you said that you were a cotton plant.
_Spirit of Cotton._ So I did. My blossoms fall off, and then--
Heigh ho! Ho heigh!
There am I,
A nice bunch of cotton.
_Little Girl._ Is that all?
_Spirit of Cotton._ No, I have some friends who will tell you more
about my life. (_Goes out and returns leading a little girl by the
hand._) This is my friend from India. (_Goes out again._)
_Little Girl._ How did you get here?
_Maiden from India._ I heard the Spirit of Cotton calling and I obeyed.
_Little Girl_ (_pointing to a map of Asia which is pinned on Maiden
from India_). Is this your country?
_Maiden from India._ Yes, I have come to tell you something about
cotton in my country. Cotton was first raised in my country. That was
long, long, long ago.
_Little Girl._ A hundred years ago?
_Maiden from India._ We knew how to weave cotton thousands of years ago.
_Little Girl._ Did you know how to weave well?
_Maiden from India._ We made such fine dresses that you could draw a
whole one through your ring.
_Little Girl._ I don't believe I could draw my dress through my ring.
_Maiden from India._ I know you couldn't.
_Spirit of Cotton_ (_outside_). Heigh ho! Ho heigh!
_Maiden from India._ I must return. The Spirit of Cotton is calling.
(_Goes out._)
_Spirit of Cotton_ (_comes in, leading a little girl by the hand_).
This is my friend from Egypt. She has something to tell you too. (_Goes
out._)
_Little Girl._ Do you know about cotton?
_Maiden from Egypt._ Yes, we knew how to use cotton long before your
country was even heard of.
_Little Girl._ Is this your country (_pointing to a map_)?
_Maiden from Egypt._ Yes.
_Little Girl._ Did your people like cotton dresses?
_Maiden from Egypt._ Yes; just think how warm those woolen ones were.
_Little Girl._ I guess every one who ever lived must have liked cotton.
_Maiden from Egypt._ All good children do now.
_Spirit of Cotton_ (_outside_). Heigh ho! Ho heigh!
_Maiden from Egypt._ I must go. I hear the Spirit of Cotton calling.
_Spirit of Cotton_ (_bringing a little girl into the room_). This is my
friend from America. (_Goes out again._)
_Little Girl._ I know you. We studied that map in school. You are from
the United States. What did America have to do with cotton?
_Maiden from America._ When Columbus first landed on the Bahama Islands
the natives came out to his ships in canoes, bringing cotton thread and
yarn to trade.
_Little Girl._ That was in 1492, wasn't it?
_Maiden from America._ Yes, it was 427 years ago.
_Little Girl._ Why did you put all this cotton here (_points to cotton
pasted on different states_)?
_Maiden from America._ They are the cotton states.
_Little Girl._ I know which ones they are--North Carolina, South
Carolina, Louisiana, Arkansas and Texas. Did America do anything
wonderful with cotton?
_Maiden from America._ Yes; we raise more cotton than any other place
in the world. It is the best cotton too.
_Little Girl._ I am so glad of that. We won't let India and Egypt get
ahead of us, will we?
_Maiden from America._ Of course not. All good little girls must help
too.
_Little Girl._ I shall always like cotton after this.
_Spirit of Cotton_ (_outside_). Heigh ho! Ho heigh!
_Maiden from America._ I hear the Spirit of Cotton calling; I must go.
(_Goes out._)
_Spirit of Cotton_ (_leading a boy into the room_). This is my friend
Eli Whitney. (_Goes out._)
_Eli Whitney._ I am the Spirit of Eli Whitney. I was born in
Massachusetts in 1765. One day when my father went to church, I took
his watch to pieces and put it together again. Then I thought I would
go to Yale College. When I finished Yale College I went to Georgia. I
heard everyone there talking about cotton. They were trying to find out
how to get the seeds out of it more easily. I invented the cotton gin.
_Little Girl._ What happened then?
_Eli Whitney._ One man could now clean fifty times as much cotton as he
could before.
_Spirit of Cotton_ (_outside_). Heigh ho! Ho heigh!
_Eli Whitney._ I hear the Spirit of Cotton calling; I must go. (_Goes
out._)
_Little Girl_ (_waking up_). Where is the spirit of Cotton? Where is
the Maiden from India? Where is the Spirit of Eli Whitney? It must
have been a dream! I guess I got up on the wrong side of the bed this
morning. I will always like cotton after this. I am going out to play
now.
The Cat and His Servant
_Prepared by Alice Lewis, Teacher of Second Grade, Bangs School, Asbury
Park_
_Dramatized from story of same name_
_Characters: Farmer, Cat, Fox, Wolf, Bear, Rabbit, Cow, Sheep._
_Materials used_: Small branches of tree, box for house, cards with
printed names of animals.
_Scene:_ The Forest.
_Enter the Farmer and the Cat_
_Farmer._--I have a cat. He is very wild so I will take him to the
forest. (_Puts cat in bag and takes him to tree._) I will leave him
here. (_Takes off bag and leaves the cat._)
_Cat._ I will build a house for myself and be the owner of this forest.
(_Brings in box and nails boards._) Now my house is done.
_Enter the Fox_
_Fox._ Good morning. What fine fur you have! What long whiskers you
have! Who are you?
_Cat._ I am Ivan, the owner of this forest.
_Fox._ May I be your servant?
_Cat._ Yes; you may. Come into my house. (_Both go in house._) I am
hungry. Go out and get me something to eat.
_Fox._ I will go. (_Goes into forest and meets Wolf._)
_Wolf._ Good morning.
_Fox._ Good morning.
_Wolf._ I have not seen you for a long time. Where are you living now?
_Fox._ I am living with Ivan. I am his servant.
_Wolf._ Who is Ivan?
_Fox._ He is the owner of this forest.
_Wolf._ May I come with you and see Ivan?
_Fox._ Yes; if you will promise to bring a sheep with you. If you do
not Ivan will eat you.
_Wolf._ I will go and get one. (_Leaves the fox and hunts for a sheep._)
_Enter the Bear_
_Bear._ Good morning, Mr. Fox.
_Fox._ Good morning, Mr. Bear.
_Bear._ I have not seen you for a long time. Where are you living?
_Fox._ I am living with Ivan. I am his servant.
_Bear._ Who is Ivan?
_Fox._ He is the owner of this forest.
_Bear._ May I go with you and see him?
_Fox._ Yes, but you must promise to bring a cow with you or Ivan will
eat you.
_Bear._ I will go and get one. (_Leaves the fox and hunts for a cow._)
_The Fox returns to the house and enters_
_Cat._ Did you bring me something to eat?
_Fox._ No; but I have sent for something and it will be here soon.
_Cat._ All right; we will wait.
_Enter Wolf with a sheep and Bear with a cow_
_Bear._ Good morning, Mr. Wolf. Where are you going?
_Wolf._ Good morning. I am going to see Ivan, the owner of this forest.
_Bear._ So am I. Let us go together.
_Bear and Wolf walk to Cat's house and place sheep and cow near door_
_Wolf._ You knock on the door.
_Bear._ No; you knock on the door. I am afraid.
_Wolf._ So am I. Shall we ask Mr. Rabbit to do it?
_Bear._ Yes; you ask him.
_Wolf_ (_calling to a rabbit who is passing_). Hello, Mr. Rabbit; will
you knock at the Cat's door for us?
_Rabbit._ Yes, I will. _(Knocks.)_
_Bear and Wolf hide behind the trees and bushes_
_Cat_ (_coming out of his house with the Fox and noticing the cow and
sheep lying by the door_). Look! here is what you got for my dinner.
There is only enough for two bites.
_Bear_ (_to himself_). How hungry he is. A cow would be enough to eat
for four bears and he says it is only enough for two bites. What a
terrible animal he is.
_Cat_ (_seeing Wolf behind the bushes_). Look! there is a mouse. I must
catch him and eat him. (_Chases Wolf away._) I think I hear another
mouse. (_Sees Bear and tries to catch him but fails._) I am so tired
that I cannot run at all. Let us sit by the door and eat our dinner.
(_Cat and Fox sit down and eat the sheep and cow._)
BIBLIOGRAPHY
See Bibliography at end of monograph.
COLUMBUS DAY
October 12
Columbus, seeking the back door of Asia, found himself knocking at the
front door of America.
_James Russell Lowell_
COLUMBUS DAY
J. CAYCE MORRISON, SUPERVISING PRINCIPAL, LEONIA
October 12, 1492! What a date in the world's history--the linking of
the new world with the old--the dreams of a dreamer come true--the
opening of the gates to a newer and better home for man--the promise
of--America!
The story of Columbus is a story of romance, of patient perseverance,
of high endeavor, of noble resolve--a story that grips and thrills.
Every boy and every girl who feels the story wants to discover a
new world; and out of that desire may well come the discovery of
America--its aims, ideals, opportunities. The Columbus Day program is
an opportunity to discover the new world into which we are emerging.
Even childhood in the school may come to glimpse that which lies beyond
and feel the exultation of the sailor who cried, "Land! Land!"
The materials of this program are largely suggestive. It is hoped that
they may be of service in program making from kindergarten to high
school.
The school program of most value is that which results from the
creative genius of the children themselves. Let children live the life
of Columbus in imagination and they will create their own program
and express it in costume, tableaux, music, composition, acting, and
dialog. The merit of the Columbus Day program will lie in its leading
children, through their own expression, to a better understanding of
their country, to a broader conception of patriotism.
SUBJECTS FOR COMPOSITION OR ORAL REPORTS
Marco Polo
A flat world
The new idea--sailing west to reach the east
The dangers of the western sea
The attempted mutiny (See Irving's "Life of Columbus")
The signs of land
Columbus in chains
San Salvador
October 12, 1492
The Columbian Exposition, 1892
The discovery of America, 1919
What Columbus would do today
A Little Program for Columbus Day
Recitation
(By three boys bearing the American flag, the Spanish flag, and a drum)
_1st_--We are jolly little sailors;
Join us as we come;
We'll bear the flag of proud old Spain,
And we will beat a drum!
_2d_--We are jolly little sailors,
And we pause to say,
We raise the bonny flag of Spain
Upon Columbus Day.
_3d_--We are jolly little sailors;
Raise the red, the white, the blue;
Though we honor brave Columbus,
To our own flag we are true.
_All_--(Beat drum and wave flag)
Salute the banners, one and all,
O raise them once again;
Salute the red, the white, the blue,
Salute the flag of Spain!
For countries old and countries new,
We will wave the red, the white, the blue!
Recitation
(By eight girls carrying banners that bear letters spelling "Columbus")
C Columbus sailed o'er waters blue,
O On and on to countries new.
L Long the ships sailed day and night,
U Until at last land came in sight.
M Many hearts were filled with fear,
B But the land was drawing near.
U Upon the ground they knelt at last
S So their dangers all were past.
_All_ Wave the banners bright and gay,
We meet to keep Columbus Day.
Crowning Columbus
(Recitation by four children. Picture of Columbus on easel. Children
place on it evergreen and flower wreaths and flags)
_1st_--Crown him with a wreath of evergreen,
The very fairest ever seen--
Our brave Columbus.
_2d_--Crown him with flowers fresh and fair;
We'll place them by his picture there--
Our brave Columbus.
_3d_--Crown him with the flag of Spain;
Columbus day has come again--
Our brave Columbus.
_4th_--Crown him with red, and white, and blue;
Bring out the drum and banners too--
Our brave Columbus.
_All_--As we stand by his picture here,
Columbus' name we all revere--
Our brave Columbus.
What We Can Do
(Recitation by two small boys, carrying flag)
1. I wish I could do some great deed--
Just find a world or two,
So that the flag might wave for me
As for Columbus true.
It makes a small child very sad
To think all great deeds done.
What is then left for us to do?
What's to be tried and won?
2. My father says--and he knows too,
For he's a grown up man--
That heroes leave some things for us
To carry out their plan.
He says that if we do our best,
Just where we are, you see,
We too shall serve our country's flag;
True patriots we shall be.
_Both._ We'll love our flag, we'll keep its pledge;
We'll honor and obey;
We'll love our fellow brothers all;
And serve our land this way.
Recitation
(By a very small child, carrying a flag)
My beautiful flag,
You are waving today,
To honor a hero true;
Columbus who gave us
Our dear native land,
Our land of the Red, White and Blue.
Recitation
(By a very small child, carrying a flag)
I'll wave my flag for Discovery Day,
And before I get frightened
I'll scamper away.
Columbus Game
The children stand in a circle. They choose one to represent Columbus.
The children all sing the song (given below). As they sing the fifth
line Columbus points to three children, who become the Nina (baby),
the Pinta, and the Santa Maria. These three children come inside the
circle, and wave arms up and down as though sailing. The children now
all repeat the song, marching round in the circle, waving arms up and
down, and the children inside the circle skip round also.
The song is then repeated, children standing in a circle, and the three
chosen as Nina, Pinta and Santa Maria choose three children to take
their places by pointing at any three children in the circle.
Game may continue as long as desired or until all have had a chance to
go inside the circle.[A]
[A] The story of Columbus may be dramatized in connection with this
game.
Song
Columbus was a sailor boy,
Many years ago.
A great ship was the sailor's joy,
Many years ago.
The Nina, the Pinta, the Santa Maria,
Little vessels three,
The Nina, the Pinta, the Santa Maria,
Sailed out across the sea.
_Laura Rountree Smith_
My Little Ship
Once I made a little ship,
Down beside the sea;
And I said, "Come now, dear winds,
And blow it back to me!"
O little ship that sails the sea.
O wind that blows it back to me!
Song
_Tune, Lightly Row_
Wave the flags, wave the flags;
We are sailor boys at play;
Wave the flags, wave the flags,
On Columbus Day.
O'er the waters we will go,
Singing, singing, as we row;
Wave the flags to and fro,
On Columbus Day. (_Children wave flags_)
Cross the flags, cross the flags,
With their pretty colors gay;
Cross the flags, cross the flags,
On Columbus Day.
We would like to sail, 'tis true,
O'er the waters bright and blue,
So we cross the flags for you
On Columbus Day. (_Children cross flags_)
_Laura Rountree Smith_
Recitation for Very Little Boys
_1st_--Columbus was a sailor bold,
At least that's what I have been told.
_2d_--I would also like to sail the sea,
If not too far from mother's knee.
_3d_--He had three ships to sail the sea,
One ship would be enough for me.
_4th_--In the Nina I would go;
But what if stormy winds should blow?
_5th_--In the Pinta I'll set sail;
That ship has weathered many a gale.
_6th_--The Santa Maria waits for me;
O how I love to sail the sea.
_7th_--At night we'll glide across the foam,
But wish ourselves quite safe at home.
_8th_--Kind friends, I hope you understand,
We are really happier far on land.
(_All join hands and run to seats_)
Then come, dear sailors, hand in hand,
We'll run to seek the nearest land!
Play
(_Ferdinand and Isabella on their thrones, chairs with a red drapery
concealing them._)
_Enter Columbus and followers, bowing low_
_Columbus_
O most gracious majesties!
_Ferdinand_
My wise men say your scheme is vain,
So your plan I must disdain;
If as _you_ say this earth is round
No one could stay upon the ground.
(_Bows his head and looks very wise. Columbus looks sadly around and
sighs. Queen Isabella stretches forth her hand._)
_Queen_
I have talked to the Abbot kind,
And he has made me change my mind.
Take these and these (_dropping her bracelets and necklaces into
Columbus' hat_) and may you be,
Successful in your quest at sea.
_Columbus and followers_
Long live, long live Isabella the queen!
Such generous faith has seldom been seen.
Long live, long live Isabella the queen!
_All_ (_except Columbus, who bows as he listens_)
Here's to Columbus, so brave and so true,
Who will soon sail west on the ocean blue
To--find--the--land--of--India.
_Headed by king and queen all march around and off_
_One returns_
Columbus safely made his voyage
And now, though he never knew it,
He discovered this land, the fair land of our birth,
The greatest nation on all the earth.
(_Displays flag_)
_All except Columbus return and sing America_
_Mary R. Campbell_
Recitation
(_By three boys_)
_1st_--Columbus dared to cross the sea
Where none had gone before;
And sailing west from Palos, Spain,
He came to our front door.
_2d_--His men were only prisoners
Queen Isabel set free;
For other men, they did not dare
To cross the unknown sea.
_3d_--He had no friend to share his hope;
No one could understand;
Now all men honor his great name,
Who first saw our dear land.
_All_--If we can only be as true
To our best selves as he,
Speak truth, keep faith, be brave and pure,
True heroes we shall be.
Discovery Day
I wonder what Columbus
Would think of us today,
Just stepping out from '92,
Four centuries on, we'll say.
With aeroplanes and warships,
And submarine affairs,
He'd surely think the mighty sea
Was putting on some airs.
Discovery Day, we greet you;
You're only just begun;
Industry, art, and science now,
Begin their race to run.
But brighter than these wonders,
More beautiful to see,
Democracy's fair smile begins
To dawn o'er land and sea.
Discovery Day! When Freedom
Shall reign in every land,
When nations know their brotherhood,
And naught but good is grand.
America, thy mission
Be this: discover now
A _world_ safe for Democracy.
'Tis ours to teach it how.
The Flag of Spain
_Tune--Long, Long Ago_
There was a flag that waved all over Spain
Long, long ago; long, long ago.
And many sailors had gone forth in vain,
Long, long ago, long ago.
Then came the ships and Columbus set sail;
Proudly the vessels withstood every gale.
Then came the cry, "Blessed land, land we hail,"
Long, long ago, long ago.
Columbus
A dreamer they called him,
And mocked him to scorn,
But O, through this dreamer
A new world was born.
A new land whose watchword
Is ringing afar--
"Democracy! Freedom!"
That none shall dare mar.
A nation whose vision
Is making it be
Humanity's champion
On land and on sea.
America, my land,
A dream gave thee birth;
Through vision thou'st conquered
In all realms of worth.
Thy spirit shall beckon
Till all nations heed,
And follow in wisdom
The path thou dost lead.
CLASS EXERCISE FOR COLUMBUS DAY
The foundation for these exercises should be laid in previous class
recitations and specially prepared class compositions which relate
developing incidents in the life of Columbus. Several periods used in
the preparation of these oral and written exercises will be time well
spent. Select the composition which portrays the life pictures most
clearly and effectively; and as the writer reads his story, let other
members of the class give tableaux or act scenes apropos. The children
should be encouraged to initiate their own ideas and execute their own
mental pictures in costume, arrangement, facial expression, etc.
The following are mentioned _suggestively_:
Acts portraying the life of Columbus
1. Columbus, the boy
Boy of nine to eleven years, seated, intently studying a geography,
_or_
Boy whittling a wooden toy ship.
2. Columbus, the man
Larger boy, posing as a dreamer, gazing at and studying the stars, _or_
Larger boy drawing maps, appearing wise and thoughtful.
(Let others stand aside, smiling and mockingly pointing.)
3. Columbus' appearance before King Ferdinand and Queen Isabella
King and Queen, dressed in royal style, on improvised throne; Columbus
kneeling before them; the queen offering him her jewels.
4. On shipboard
Boys representing mutinous sailors, their faces depicting fear, anger,
dejection--dressed sailor fashion.
Columbus displaying confidence, courage and patience--dressed in short
full trousers, cape over his shoulders thrown back on one side. Let
facial expressions and actions change to show land has been sighted.
5. The landing
Columbus planting the flag of Spain in the New World. Sailors (all
with uncovered heads) kneeling. Indians (let the boys wear Indian
suits) watching from the outskirts, one falling down in worship.
6. The return reception
King Ferdinand and Queen Isabella on throne, dressed as before, with
guards on either side. Ladies-in-waiting, noblemen, etc., dressed in
15th century style, grouped about. Columbus enters (to music). All
bow low except king and queen, who rise to meet him. Columbus kneels
before them, kisses the queen's hand and rises.
Indians enter (with bow and arrow) and gaze in wonder about. One
Indian plucks Columbus by sleeve and gruntingly interrogates him
concerning some wonder in the room--a picture of the king and queen,
decorated with Spanish flags. The king takes the hand of the Indian,
places it in Columbus' hand and, covering them with his own left
hand, raises the right to signify his blessing upon the newly found
land.
Music gives the signal for the recessional. All fall into line and
march out--guards, king, queen, Columbus, ladies, and courtiers.
The Indians follow irregularly.
THE BOY COLUMBUS
"'Tis a wonderful story," I hear you say,
"How he struggled and worked and plead and prayed,
And faced every danger undismayed,
With a will that would neither break nor bend,
And discovered a new world in the end--
But what does it teach to a boy of today?
All the worlds are discovered, you know, of course,
All the rivers are traced to their utmost source;
There is nothing left for a boy to find,
If he had ever so much a mind
To become a discoverer famous;
And if we'd much rather read a book
About some one else, and the risks he took,
Why nobody, surely, can blame us."
So you think all the worlds are discovered now;
All the lands have been charted and sailed about,
Their mountains climbed, their secrets found out;
All the seas have been sailed and their currents known--
To the uttermost isles the winds have blown
They have carried a venturing prow?
Yet there lie all about us new worlds, everywhere,
That await their discoverer's footfall; spread fair
Are electrical worlds that no eye has yet seen,
And mechanical worlds that lie hidden serene
And await their Columbus securely.
There are new worlds in Science and new worlds in Art,
And the boy who will work with his head and his heart
Will discover his new world surely.
COLUMBUS AND THE EGG
One day Columbus was at a dinner which a Spanish gentleman had given
in his honor, and several persons were present who were jealous of the
great Admiral's success. They were proud, conceited fellows, and they
very soon began to try to make Columbus uncomfortable.
"You have discovered strange lands beyond the seas," they said, "but
what of that? We do not see why there should be so much said about it.
Anybody can sail across the ocean; and anybody can coast along the
islands on the other side, just as you have done. It is the simplest
thing in the world."
Columbus made no answer; but after a while he took an egg from a dish
and said to the company:
"Who among you, gentlemen, can make this egg stand on end?"
One by one those at the table tried the experiment. When the egg had
gone entirely around and none had succeeded, all said that it could not
be done.
Then Columbus took the egg and struck its small end gently upon the
table so as to break the shell a little. After that there was no
trouble in making it stand upright.
"Gentlemen," said he, "what is easier than to do this which you said
was impossible? It is the simplest thing in the world. Anybody can do
it--after he has been shown how!"
COLUMBUS DAY
(_Fitchburg, Massachusetts, Normal School_)
This entertainment is simply an attempt to give a few of the most
dramatic incidents in the life of Columbus as connected with his
discovery of the New World. Other scenes could be readily added,
although it would require some care to avoid an anti-climax.
A. In Spain at the Council of Salamanca
Before this scene is presented give a brief explanation and description
of the early life of Columbus and his attempts to obtain aid.
_Characters_: Churchmen and counselors at the court of Spain (seven to
ten) and Columbus.
_Costumes_: The _churchmen_ are dressed in long black garments, except
two, who have black capes with white underneath. Columbus wears a long,
black garment or coat, which plainly shows the poverty of its owner.
_Tableau I--Columbus before the Council at Salamanca_
The characters are arranged somewhat as in a picture of this scene
found in the Perry pictures. A picture of this scene is also found
in Lossing's History of the United States, volume I. Only the chief
characters are shown in this tableau. Three churchmen or counselors are
in center near Columbus; two at left, one pointing mockingly, or making
fun of Columbus; two stand haughtily in the back, and there may also be
two or three at right. Columbus has a partly open roll of parchment in
one hand and is pointing with the other. One of the churchmen in the
center has an open Bible in his hand, and another has a book which he
is holding out to Columbus.
B. On Shipboard
_Characters_: Columbus, the mate, other sailors.
_Costumes_: Columbus, red cape; sailors, sweaters and sailor caps.
_Tableau II--Nearing Land; Columbus and the Mate_
The conversation in Joaquin Miller's "Columbus" takes place between
Columbus and mate. The sailors are in the background, one holding a
lantern. Between the different parts of his conversation with Columbus,
the mate goes to consult with the sailors. The last stanza of the
poem is given by some one from the wings. When the reader reaches the
line, "A light! A light!" Columbus and the mate change their position.
Columbus points and the mate raises his arm, peering forward. (Picture
in "Leading Facts of American History," by Montgomery, revised edition.
Also in "Stepping Stones of American History.")
C. In the new world
_Characters_: Columbus, three noblemen, eight sailors, six Indians.
_Costumes_: Columbus and the noblemen wear the Spanish costume of the
fifteenth century (described later). Sailors wear sweaters and sailor
caps made from blue, red or grey cambric. Indians wear Indian suits
(nearly all boys have or may obtain them from any clothing store). They
carry bows and arrows or tomahawks. The spears and swords for this and
the following scene are made from wood, bronzed to look like silver.
The tall cross is made of wood and stained with shellac. The banner of
the expedition is white, with a green cross. Over the initials F and Y
(Ferdinand and Ysabella) are two gilt crowns.
_Tableau III--The landing of Columbus_
The characters are posed from Vanderlyn's painting of the scene in the
Capitol at Washington. Reproductions are found in many histories and
among the Perry pictures. Columbus holds the banner of the expedition
in one hand, and a drawn sword in the other. One of the men has a tall
staff with the top in form of a cross; two others hold tall spears. The
Indians are peering out at the white men from the sides of the stage;
one of them is down on the stage with his head bowed on his hands,
worshipping the strangers; the others seem to be full of fear and
curiosity.
D. At Barcelona in Spain
Before this scene is presented a description of the reception of
Columbus by the king and queen upon his return to Spain is given. This
scene is more elaborate than any of the others.
_Characters and costumes_: Queen, red robe, purple figured front;
collar and trimmings of ermine. She wears a crown. Ermine is made
of cotton with little pieces of black cloth sewed on it, crown of
cardboard covered with gilt paper. Dress cheesecloth with a front of
silkoline.
King wears purple full, short trousers (trunks), purple doublet, purple
cape and gilt crown. The trousers and cape are trimmed with ermine.
The two guards have black trousers (trunks) and red capes, collars, and
knee pieces made from silver paper; they wear storm hats covered with
silver paper, and carry spears.
The two ladies-in-waiting wear dresses fixed to resemble the dress of
the period. They have high headpieces shaped like cornucopias, made
from cardboard covered with gilt paper, and with long veils draped over
them; this was one style of headpiece worn in the fifteenth century.
The eight churchmen, eight sailors and six Indians are dressed as in
previous scenes.
The little page of Columbus is dressed in his own white suit.
Columbus wears grey and red clothing. The ten noblemen wear
combinations of bright colors.
The general plan in regard to the dress of the Spanish nobility in the
time of Columbus is to have the full, short trousers (trunks) made
of one color and slashed with another; the upper garment or doublet
made of figured silkoline; the cape of one color lined with another,
worn turned back over one shoulder; pointed collars and cuffs of white
glazed or silver paper; and soft felt hats with plumes. Each nobleman
carries a sword.
The gold brought by the sailors may be made by gilding stones.
_Tableau IV--Reception of Columbus by King and Queen_
In center of stage is raised platform or throne with two or three steps
leading up to it: this throne is covered with figured raw silk (yellow
and brown). Chairs are placed on throne for king and queen.
The scene is an attempt to represent the reception of Columbus on
his return to Spain after his first voyage. (See painting by Ricardo
Balaca, the Spanish artist, of Columbus before Ferdinand and Isabella
at Barcelona.)
A march may be played on the piano while the different characters in
the tableau come on the stage and take their proper positions. First
the two royal guards march to the throne, taking positions one on each
side, so that the king and queen may pass between them in mounting
the platform. They are followed by the king and queen, and then the
ladies-in-waiting. The king and queen mount the platform and take
seats; the ladies wait in front of the platform until the king and
queen are seated, then they take positions on each side of the throne.
The guards, after the king and queen are seated, take positions on the
platform in the rear. All these come as one group in the procession,
with only a little space between them.
Next come the churchmen. One of them carries the tall cross. They take
their places at the right of the queen.
The Indians come, shuffling across the stage to the extreme left of
the king and queen. Of course they know nothing of keeping time to the
music or paying homage to royalty.
The sailors march upon the stage, each bringing something from the New
World--gold, a stuffed bird, or some product. Each in turn approaches
the king and queen, kneels, and then places whatever he carries at the
side of the platform, and takes his place on the left.
The noblemen, one by one, come in with great dignity, go to the front
of the throne, kneel and salute with their swords. Then they go to the
right of the stage.
Finally the music sounds a more triumphal note, announcing the approach
of the hero of the occasion. Columbus is preceded by his page, carrying
the banner of the expedition. The page kneels to the king and queen,
then goes to the left, where he is to stand just back of the place
reserved for Columbus.
As Columbus approaches the throne, the king and queen rise and come
forward to do him honor. Columbus kneels, kisses the queen's hand, then
rises and points out to the king and queen the treasures which his
sailors have brought. He also brings forward one of the Indians. The
king and queen regard everything with interest. After this, at a signal
given on the piano, all kneel to give thanks for the discovery of the
New World. The Te Deum Laudamus is chanted or the Doxology is sung.
This is the end of the reception.
* * * * *
This scene may be simplified, if desired, and given in the form of two
tableaux. Columbus kneeling before the queen and king and Columbus
telling his story may be given separately. There need not be as many
characters in the scene. See the picture, "Reception of Columbus"
(adapted from the picture by Ricardo Balaca) in "America's Story for
American Children," by Mara L. Pratt.
It would be easy to give the substance of this entertainment in any
schoolroom and without costumes. Even with these limitations the story
of Columbus would become more real to the children in this way than it
could be made by any description.
A good description of the reception of Columbus in Spain after his
first voyage is given in the "Life of Columbus," by Washington Irving.
A description and picture of the banner of the expedition may be found
in Lossing's "History of the United States," volume I.
Music that may be used: "Columbus Song," taken from "1492"; the "New
Hail Columbia."
THE DISCOVERY OF AMERICA
It was on the morning of Friday, 12th of October, 1492, that Columbus
first beheld the New World....
No sooner did he land than he threw himself upon his knees, kissed the
earth, and returned thanks to God with tears of joy. His example was
followed by the rest, whose hearts indeed overflowed with the same
feelings of gratitude.
Columbus then rising drew his sword, displayed the royal standard, and
... took solemn possession in the name of the Castilian sovereigns,
giving the island the name of San Salvador. Having complied with the
requisite forms and ceremonies, he now called upon all present to take
the oath of obedience to him, as admiral and viceroy, representing the
persons of the sovereigns.
The feelings of the crew now burst forth in the most extravagant
transports.... They thronged around the Admiral in their overflowing
zeal. Some embraced him, others kissed his hands. Those who had been
most mutinous and turbulent during the voyage, were now most devoted
and enthusiastic. Some begged favors of him, as of a man who had
already wealth and honors in his gift. Many abject spirits, who had
outraged him by their insolence, now crouched as it were at his feet,
begging pardon for all the trouble they had caused him, and offering
for the future the blindest obedience to his commands.
_Washington Irving_
IMMORTAL MORN
Immortal morn, all hail!
That saw Columbus sail
By Faith alone!
The skies before him bowed,
Back rolled the ocean proud,
And every lifting cloud
With glory shone.
Fair science then was born,
On that celestial morn,
Faith dared the sea;
Triumphant over foes
Then Truth immortal rose,
New heavens to disclose,
And earth to free.
Strong Freedom then came forth,
To liberate the earth
And crown the right;
So walked the pilot bold
Upon the sea of gold,
And darkness backward rolled,
And there was light.
_Hezekiah Butterworth_
All hail, Columbus, discoverer, dreamer, hero, and apostle! We here, of
every race and country, recognize the horizon which bounded his vision,
and the infinite scope of his genius. The voice of gratitude and praise
for all the blessings which have been showered upon mankind by his
adventure is limited to no language, but is uttered in every tongue.
Neither marble nor brass can fitly form his statue. Continents are his
monument, and unnumbered millions, past, present, and to come, who
enjoy in their liberties and their happiness the fruits of his faith,
will reverently guard and preserve, from century to century, his name
and fame.
_Chauncey Mitchell Depew_
Little wonder that the whole world takes from the life of Columbus one
of its best-beloved illustrations of the absolute power of faith. To a
faithless world he made a proposal, and the world did not hear it. To
that faithless world he made it again and again, and at last roused the
world to ridicule it and to contradict it. To the same faithless world
he still made it year after year; and at last the world said that,
when it was ready, it would try if he were right; to which his only
reply is that he is ready now, that the world must send him now on the
expedition which shall show whether he is right or wrong. The world,
tired of his importunity, consents, unwillingly enough, that he shall
try the experiment. He tries it; he succeeds; and the world turns round
and welcomes him with a welcome which it cannot give to a conqueror.
In a moment the grandeur of his plans is admitted, their success is
acknowledged, and his place is fixed as one of the great men of history.
Give me white paper!
The sheet you use is black and rough with smears
Of sweat and grime and fraud and blood and tears,
Crossed with the story of men's sins and fears,
Of battle and of famine all those years
When all God's children have forgot their birth
And drudged and fought and died like beasts of earth.
Give me white paper!
One storm-trained seaman listened to the word;
What no man saw he saw, and heard what no man heard.
For answer he compelled the sea
To eager man to tell
The secret she had kept so well;
Left blood and woe and tyranny behind,
Sailing still West that land newborn to find,
For all mankind the unstained page unfurled,
Where God might write anew the story of the world.
_Edward Everett Hale_
[Illustration: Columbus
"Admiral at the Helm"]
The fame of Columbus is not local or limited. It does not belong to
any single country or people. It is the proud possession of the whole
civilized world. In all the transactions of history there is no act
which for vastness and performance can be compared with the discovery
of the continent of America, "the like of which was never done by any
man in ancient or in later times."
_James Grant Wilson_
With boldness unmatched, with faith in the teachings of science and
of revelation immovable, with patience and perseverance that knew no
weariness, with superior skill as a navigator unquestioned, and with
a lofty courage unrivaled in the history of the race, Columbus sailed
from Palos on the 3d of August, with three vessels, the largest (his
flagship) of only ninety feet keel, and provided with four masts, eight
anchors, and sixty-six seamen. Passing the Canaries and the blazing
peak of Teneriffe, he pushed westward into the "sea of darkness," in
defiance of the fierce dragons with which superstition had peopled it,
and the prayers and threats of his mutinous seamen, and on the 12th of
October landed on one of the Bahama Islands.
_Benson J. Lossing_
COLUMBUS[B]
[B] From complete works of Joaquin Miller, published by the Harr Wagner
Publishing Company of San Francisco.
Behind him lay the gray Azores,
Behind the Gates of Hercules;
Before him not the ghost of shores,
Before him only shoreless seas.
The good mate said: "Now must we pray,
For lo! the very stars are gone.
Brave Admiral, speak; what shall I say?"
"Why, say 'Sail on! sail on! and on!'"
"My men grow mutinous day by day;
My men grow ghastly wan and weak."
The stout mate thought of home; a spray
Of salt wave washed his swarthy cheek.
"What shall I say, brave Admiral, say,
If we sight naught but seas at dawn?"
"Why, you shall say at break of day,
'Sail on! sail on! sail on! and on!'"
They sailed and sailed, as winds might blow,
Until at last the blanched mate said:
"Why, now not even God would know
Should I and all my men fall dead.
These very winds forget their way,
For God from these dread seas is gone.
Now speak, brave Admiral, speak and say--"
He said: "Sail on! sail on! and on!"
They sailed. They sailed. Then spake the mate:
"This mad sea shows his teeth tonight.
He curls his lip, he lies in wait,
He lifts his teeth, as if to bite!
Brave Admiral, say but one good word;
What shall we do when hope is gone?"
The words leapt like a leaping sword:
"Sail on! sail on! sail on! and on!"
Then pale and worn, he paced his deck,
And peered through darkness. Ah, that night,
Of all dark nights! And then a speck--
A light! A light! At last a light!
It grew, a starlit flag unfurled!
It grew to be Time's burst of dawn.
He gained a world; he gave that world
Its grandest lesson: "Oh! sail on!"
_Joaquin Miller_
He failed. He reached to grasp Hesperides,
To track the foot-course of the sun, that flies
Toward some far western couch, and watch its rise--
But fell on unknown sand-reefs, chains, disease.
He won. With splendid daring, from the sea's
Hard, niggard fist he plucked the glittering prize,
And gave a virgin world to Europe's eyes,
Where gold dust choked the streams, and spice the breeze.
He failed fulfillment of the task he planned,
And drooped a weary head on empty hand,
Unconscious of the vaster deed he'd done;
But royal legacy to Ferdinand
He left--a key to doorways gilt with sun--
And proudest title of "World-father" won!
_George W. W. Houghton_
With all the visionary fervor of his imagination, its fondest dreams
fell short of the reality. He died in ignorance of the real grandeur of
his discovery. Until his last breath, he entertained the idea that he
had merely opened a new way to the old resorts of opulent commerce, and
had discovered some of the wild regions of the East.... What visions of
glory would have broke upon his mind, could he have known that he had
indeed discovered a new continent, equal to the whole of the old world
in magnitude, and separated by two vast oceans from all of the earth
hitherto known by civilized man; and how would his magnanimous spirit
have been consoled, amidst the chills of age and cares of penury, the
neglect of a fickle public, and the injustice of an ungrateful king,
could he have anticipated the splendid empires which were to spread
over the beautiful world he had discovered, and the nations, and
tongues, and languages, which were to fill its lands with his renown,
and to revere and bless his name to the latest posterity!
_Washington Irving_
ON A PORTRAIT OF COLUMBUS
Was this his face, and these the finding eyes
That plucked a new world from the rolling seas?
Who, serving Christ, whom most he sought to please,
Willed the great vision till he saw arise
Man's other home and earthly paradise--
His early thought since first with stalwart knees
He pushed the boat from his young olive trees,
And sailed to wrest the secret of the skies.
He on the waters dared to set his feet,
And through believing planted earth's last race.
What faith in man must in our new world beat,
Thinking how once he saw before his face
The west and all the host of stars retreat
Into the silent infinite of space!
_George Edward Woodberry_
Of no use are the men who study to do exactly as was done before, who
can never understand that today is a new day. There never was such
a combination as this of ours, and the rules to meet it are not set
down in any history. We want men of original perception and original
action, who can open their eyes wider than to a nationality--namely, to
considerations of benefit to the human race--can act in the interest of
civilization; men of elastic, men of moral mind, who can live in the
moment and take a step forward. Columbus was no backward-creeping crab,
nor was Martin Luther, nor John Adams, nor Patrick Henry, nor Thomas
Jefferson; and the Genius or Destiny of America is no log or sluggard,
but a man incessantly advancing, as the shadow on the dial's face, or
the heavenly body by whose light it is marked.
_Ralph Waldo Emerson_
ADDRESS TO AMERICA
(_From a Commencement Poem, Dartmouth College. 1872_)
As a strong bird on pinions free,
Joyous, the amplest spaces heavenward cleaving,
One song, America, before I go,
I'd sing, o'er all the rest, with trumpet sound,
For thee, the Future.
Sail--sail thy best, Ship of Democracy!
Of value is thy freight--'tis not the Present only,
The Past is also stored in thee!
Thou holdest not the venture of thyself alone--
Not of thy western continent alone;
Earth's résumé entire floats on thy keel, O Ship--
Is steadied by thy spars.
With thee Time voyages in trust,
The antecedent nations sink or swim with thee;
With all their ancient struggles, martyrs, heroes, epics, wars,
Thou bears't the other continents;
Theirs, theirs as much as thine, the destination-port triumphant,
Steer, steer with good strong hand and wary eye--
O helmsman--thou carryest great companions,
Venerable, priestly Asia sails this day with thee,
And royal, feudal Europe sails with thee.
_Walt Whitman_
AMERICA
O mother of a mighty race,
Yet lovely in thy youthful grace!
The elder dames, thy haughty peers,
Admire and hate thy blooming years;
With words of shame
And taunts of scorn they join thy name....
They know not, in their hate and pride,
What virtues with thy children bide;
How true, how good, thy graceful maids
Make bright, like flowers, the valley shades;
What generous men
Spring, like thine oaks, by hill and glen.
What cordial welcomes greet the guest
By thy lone rivers of the West;
How faith is kept, and truth revered,
And man is loved and God is feared,
In woodland homes,
And where the ocean border foams.
There's freedom at thy gates, and rest
For earth's down-trodden and opprest;
A shelter for the hunted head;
For the starved laborer toil and bread.
Power, at thy bounds,
Stops, and calls back his baffled hounds.
O fair young mother! on thy brow
Shall sit a nobler grace than now.
Deep in the brightness of thy skies
The thronging years in glory rise,
And, as they fleet,
Drop strength and riches at thy feet.
Thine eye, with every coming hour,
Shall brighten, and thy form shall tower;
And when thy sisters, elder born,
Would brand thy name with words of scorn,
Before thy eye
Upon their lips the taunt shall die.
_William Cullen Bryant_
THE WESTERN LAND
Great Western land, whose mighty breast
Between two oceans finds its rest,
Begirt by storms on either side,
And washed by strong Pacific tide.
The knowledge of thy wondrous birth
Gave balance to the rounded earth;
In sea of darkness thou didst stand,
Now first in light, great Western land.
In thee the olive and the vine
Unite with hemlock and with pine;
In purest white the southern rose
Repeats the spotless northern snows.
Around thy zone a belt of maize
Rejoices in the sun's hot rays;
And all that Nature could command
She heaped on thee, great Western land.
Great Western land, whose touch makes free,
Advance to perfect liberty,
Till right shall make thy sov'reign might,
And every wrong be crushed from sight.
Behold thy day, thy time is here;
Thy people great, with naught to fear.
God hold thee in His strong right hand,
My well beloved Western land.
_Caroline Hazard_
OUR NATIONAL IDEALS[C]
[C] Used by permission of, and by special arrangement with, Houghton
Mifflin Company, the authorized publishers.
Foremost among the ideals which have characterized our national life
is the spirit of self-reliance. The very first chapter of our national
history records the story of a man, who arose from among the toilers
of his time, and whom eighteen years of disappointed hopes could
not dismay. It tells how this man, holding out the promise of a new
dominion, at last overcame the opposition of royal courtiers, and
secured the tardy support of reluctant rulers. And when, at Palos,
Columbus flung to the breeze the sails of his frail craft, and ventured
upon that unknown ocean from which, according to the belief of his age,
there was no hope of return, he displayed the chief characteristic of
the American people--the spirit of self-reliance.
What is this spirit? Emerson has expressed it in a sentence: "We will
walk on our own feet; we will work with our own hands; we will speak
our own minds." This was the spirit which animated that little group
of colonists who preferred the unknown hardships of the new world
to the certain tyranny of the old; who chose to break old ties, to
brave the sea, to face the loneliness and perils of life in a strange
land--a land of difficulties and dangers, but a land of liberty and
opportunity....
In order that our country may continue this proud record of
self-reliance, each one of us has a special obligation. Every
citizen in his individual life should live up to the same ideal of
self-reliance. The young citizen who relies on himself, who does honest
work in school, never cheating or shirking, who is always, ready to do
a little more than is actually required of him, who thinks for himself,
acts rightly because he loves right actions--such a citizen is doing
his part in helping to achieve our national ideal of self-reliance.
_William Backus Guitteau_
I believe in my country. I believe in it because it is made up of my
fellow-men--and myself. I can't go back on either of us and be true
to my creed. If it isn't the best country in the world it is partly
because I am not the kind of a man that I should be.
_Charles Stelzle_
BIBLIOGRAPHY
See Bibliography at end of monograph.
THANKSGIVING DAY
Last Thursday in November
For flowers that bloom about our feet;
For tender grass, so fresh, so sweet;
For song of bird, and hum of bee;
For all things fair we hear or see,
Father in heaven, we thank Thee!
For blue of stream and blue of sky;
For pleasant shade of branches high;
For fragrant air and cooling breeze;
For beauty of the blooming trees,
Father in heaven, we thank Thee!
_Ralph Waldo Emerson_
THANKSGIVING DAY
ROY L. SHAFFER, STATE NORMAL SCHOOL, NEWARK
Among our national holidays Thanksgiving should be a red letter day.
We need these days so that the modern tendency of reducing all days to
the same mediocre level may be overcome. Such days, when contrasted
with common school days, show a wonderful stimulation. Hence it is
urged that the celebration of Thanksgiving take on the aspect of the
play-festival. The play-festival will have a potent effect on the
audience and the actors. The audience will be composed for the most
part of the school body and on this body the festival program will have
a unifying effect. For this reason it is further urged that an entire
grade, or perhaps a group of grades, be employed to render the program.
Such a rendition will be treated as a contribution from a part to the
whole.
The festival to be effective must bind the entire school into one
social group. The response of the audience will be complementary and
the spirit and the pride of the school will give forth inspiration to
the actor and the audience. The performer must make others feel what he
knows, and thus his learning becomes intensified. The result is that
the play-festival has two high values, the social and the educational.
The essential problem which arises, and which must be answered by every
teacher, is, "What shall be done to provide a good program, and how
shall it be done?" The answer will come from a careful survey of the
needs, capacities, and make-up of each individual or group of pupils.
The answer includes the utilization of the dramatic instinct, i. e.,
the play instinct, which finds expression through singing, speaking
and dancing. The successful festival must be well organized, and
this organization must be effected according to a suitable program.
(1) The history of the day must be clearly brought to the attention
of the pupils. (2) There should be a committee appointed to have
supervision of the arranging of the festival. (3) A program full of
content should-be arranged. (4) What constitutes the proper program for
a Thanksgiving festival should have the careful thought of those in
charge. The children should be actual factors in planning the program,
as well as in presenting it.
In order that Thanksgiving Day may be celebrated in an appropriate
manner it is necessary that its history be fully comprehended by the
entire school. Teachers of all grades should use the historic material
that will meet the needs and capacities of their pupils. This material
should be correlated with as much of the regular school work as may
seem advisable. It is essential that the entire school fully appreciate
the historic foundations of the day, so that they may comprehend the
setting which has so much to do with this holiday. Furthermore, a full
comprehension of the history as a background for this festival will
stimulate the school audience, so that they will receive from the
program those things which we believe they ought to receive from the
celebration.
HISTORY
The following extracts relative to the history of Thanksgiving have
been selected because they are exceptionally interesting; they show
that traditionally the celebration of this holiday is truly American;
they also give hints as to the wealth of material that may be woven
into a program for the play-festival.
The first year of the Pilgrim settlement, in spite of that awful winter
when nearly half of their number perished, had been comparatively
successful. The Pilgrims had planted themselves well, and it is easy
to understand why this fact should have appealed to the mind of their
governor, William Bradford, as an especial reason for proclaiming a
season of thanksgiving. The exact date is not certain, but from the
records we learn that it was an open air feast. It is evident that
it must have occurred in that lovely period of balmy, calm, cool
air and soft sunshine which is called Indian Summer, and which may
be considered to range between the latter week of October and the
latter week of November. It came at the end of the year's harvest. In
confirmation, let us quote from the writing of Edward Winslow, thrice
governor of the Pilgrims:
"Our corn did prove well; and, God be praised, we had a good increase
of Indian corn, and our barley indifferent good. Our harvest being
gotten in, our governor sent four men on fowling that so we might
after a special manner rejoice together after we had gathered the
fruit of our labors."
We learn that as a result of this hunting expedition they had many
wild turkeys, which the women probably stuffed with beechnuts, and
they brought home wood pigeons and partridges in abundance. But, it
seems, they must have lacked deer, since the Indians, with their king,
Massasoit, volunteered to go out and bring in the venison.
One noteworthy fact is the relations that existed between the Pilgrims
and the Indians. At this first Thanksgiving feast King Massasoit and
ninety of his warriors were present. They entered heartily into the
preparations of thanksgiving. What a cheerful spectacle it must have
been to see the Indian guests appearing, carrying a many branched
buck or a pretty doe, possibly hung across the stalwart shoulders of
some giant red man? Shall one doubt that the Pilgrim gravity was for
a moment dispelled, when the Indians approached with their delicious
contribution to the feast? Can't we hear the welcoming cheer that arose
from the throats of those Englishmen, or the clapping of the hands of
the younger women as those Indian athletes entered the camp? It is also
recorded that from their Indian guests the Pilgrims received clams,
oysters, fish and vegetables. What a feast this must have been!
The warriors remained with the Pilgrims for several days, and contended
with them in various games or feats of strength and agility. Perhaps
Massasoit unbent from his kingly dignity to show how straight he
could send an arrow at some improvised target. Maybe some Puritan
maiden laughingly tried her hand on an Indian bow. Possibly, too,
in the military drill which Miles Standish with his famous regiment
of twenty gave, there was intention on the part of the stout little
warrior to show the Indian what a formidable foe the white man might
be if provoked. At any rate, the friendship, hallowed by thanksgiving
hospitality, continued unbroken for nearly half a century.
What a noble, inspiring picture is the history of this first
Thanksgiving Day--a picture of piety, of human brotherhood, and of
poetry, for which the universal heart of man, when realizing its
profound significance, must gladly and proudly give thanks.
For many years this autumnal "feast of ingathering" was merely an
occasional festival, as unexpected prosperity or hoped for aid in
adversity moved our Pilgrim fathers to a special act of praise. It
was not until after the Revolutionary War that this day took on a
national significance. George Washington issued the first proclamation
in 1795. This will be read by many with deep interest, especially in
view of the fact that some persons believe that a national Thanksgiving
proclamation is a recent invention in our country. After this date it
was only occasionally observed until 1863. It was our Civil War which
awakened our national conscience, and since that time every President
of the United States has issued a Thanksgiving Proclamation, which
has in turn been issued to the different states by their respective
governors.
Thanksgiving is a universal holiday; it is for all the people. As
heretofore, each year brings new households, enlarged families,
increased affections, comfortable homes, plentiful tables, abundant
harvests, a beneficent government, free schools, and religious liberty.
There is much to be grateful for in our national history. Whatever may
have been our sense of past duty, it is the privilege of all to thank
God that He has given us the unexpected and unsought for opportunity to
relieve much oppression and to extend the blessings of good government
and fair freedom to many millions of people.
It is a wonderful opportunity, and no people on the face of the globe
have a stricter sense of duty than our great country. We may be far
from perfect if tried by the highest standards, but where shall we find
a nation which less desires to rule, and desires to rule more justly,
giving liberty to all? We as a generation have lived to see what may
be the greatest epoch in the world's history. Truly the seeds of this
harvest were sown years ago by our Pilgrim fathers. For such mercies
what soul will not raise its thanksgiving to God? Let us as teachers
of the state of New Jersey teach our children these great truths, and
enter with an open mind and a willing heart into each Thanksgiving
festival, and let us all try to inculcate in the hearts of our pupils
this significant brotherhood.
THE FESTIVAL COMMITTEE
Let the history of this great Thanksgiving Feast be the background and
setting for your play-festival. Let it be the duty of teachers to see
that the program for this celebration is inspired by patriotism, by a
reverence for God, who has been most gracious to us as a people. For
social reasons, it will be well to let some particular grade prepare
the program for the festival. The other grades of the school will be in
the audience, and thus the whole school will be united into one large
social group. Before it is decided which grade shall be selected to
prepare the program the principal and teachers should meet and, after
talking over the preliminary plans, appoint the festival committee.
It is important that the proper kind of machinery for this festival
work be constructed. It will be the duty of this special committee to
keep in mind such objects of the play-festival as the promotion of a
keener appreciation and a more reverent remembrance of great events and
great men and women of our history; the promotion of a deep national
patriotism; the promotion of a sense of deep gratitude that we live
in such a bountiful and beautiful earth. The play-festival should
be looked upon as a means of moral, social, cultural and esthetic
education.
Keeping these things in mind, the play-festival should be invented
almost entirely by the children, who will present the program. Of
course this will require the watchful guidance of teachers and
committee. A play or program that has been already planned for the
occasion may be taken, but even in such a program the scenes should
be planned by the class. If this plan is followed almost any of the
ready-made plays may be adapted for any grade from the kindergarten to
the high school. The wealth of historic material which readily conforms
to the Thanksgiving program is abundant. There is no school that
cannot act some scene, pantomime, tableau or the like, with but little
thought and drill. The results obtained by bringing any class in touch
with some of our masterpieces of history, literature, art, music, or
sculpture, cannot be easily estimated.
PREPARING THE PROGRAM
A good method of preparing the program is to bring before the class who
has been decided upon to render the festival the fact that this grade
has been appointed to do this bit of patriotic service. Tell them about
the festival, its simple aims; about the historic material on which
the day is founded. Have the pupils write their ideas about developing
the program. These may be discussed, and the best suggestions can be
used about which to form an outline. This is admirable training for
the pupils. Not infrequently surprises occur; unsuspected talents are
discovered; and often the children who have appeared as dullards in
them regular school subjects will take an interest which will lead to
salutary results. Many times children will enjoy working on such plans
and develop a new interest in their studies. The children should also
be asked for suggestions as to developing the stage scenery, costumes,
etc. Frequently their suggestions, with slight modifications, have an
effectiveness beyond the reach of the teacher. Of course we as teachers
must be satisfied with rather crude suggestions, and work up to a
satisfactory result.
The stage setting should always be simple, but suggestive. Often a
play-festival may be rendered with little or no scenery. In fact, most
of our present school programs are given without even a semblance
of scenery or decorations. Some simple stage setting, scenery, or
decorations will add wonderfully to the effect of your program, and
this will be found easy to accomplish. This is particularly true of
the Thanksgiving Day program. In the rural districts, especially, can
be found the proper materials for this day. Such things as cornstalks,
pumpkins, apples, fruits, cereals, and vegetables of many kinds will
meet your needs. Whatever is good for a harvest home celebration may be
used to celebrate Thanksgiving.
It is desirable, also, to have simple costumes. The teacher should not
be burdened with the making of the costumes. Arouse the interest of
your class, and they will take home this interest. The result will be
that the teacher will get more than he had hoped or suggested.
The work of preparing the music should be done during the period of the
day when singing is usually done. The music is very valuable. The whole
school appreciates music and singing. It is the one unifying influence
within the reach of the school. If all the various classes are used to
promote the play-festival a practical correlation of the work of the
school may be profitably accomplished.
THE PROGRAM
Below is submitted a type program for the Thanksgiving Day Festival.
This is suitable for fifth and sixth grade pupils. This type of program
may be easily changed so that it may be rendered by pupils of the
first grade or by students of the high school. Care should always be
exercised that the plan of the program is easily understood by the
class who renders it. Scenes should be molded to meet the needs and
capacities of the grade that is to perform. The dialog or monolog
should also be adapted to the ages of the pupils who are to do the
acting. Below will be found a list of scenes which by thoughtful
manipulation may be made to fall within the command of pupils from the
kindergarten to the high school. The bibliography given will furnish
much information.
THANKSGIVING EXERCISES
_In Charge of Grade VI_
Theme: The Harvest
=Song=--"America," by the school
=Prayer=
=Reading=--"George Washington's Thanksgiving Proclamation of 1795"
=Song=--"Harvest Home," by the school
=Act I.= Getting ready for seed time
_Scene I._ Indians showing the Pilgrims how to plant corn
_Scene II._ Resting (a camp scene)
Song--"Thanksgiving Day," by the school
Recitation--"Thanksgiving," by a pupil
=Act II.= A corn husking bee (place, a New England barn)
_Scene I._ Husking corn
_Scene II._ The frolic
_Scene III._ Going home
Song--"Star Spangled Banner," by the school
The following scenes may be made appropriate for the different grades
by changing the quality and quantity of the scenery. Pantomimes are
especially to be recommended for use in our school programs. Many
of these scenes will lend themselves to this purpose. Hints for the
preparation of these scenes may be gained from the great paintings or
their reproductions.
Autumn Memories
The Pilgrims
An Indian Camp
An Indian Village
Miles Standish and his Warriors
The Pilgrim's Town Meeting
The Pilgrims going to Church
The Pilgrims Hunting
The Pilgrims Fishing
The Husking Bee
The Dying Year
Thanksgiving at Home
The Harvest Home (Old English)
The Country Dance
The Love Scene of Priscilla and John Alden
Miles Standish's Home
Many Indian Scenes from Hiawatha
Many Harvest Home Scenes
BIBLIOGRAPHY
See Bibliography at end of monograph.
LINCOLN'S BIRTHDAY
February 12
Again thy birthday dawns, O man beloved,
Dawns on the land thy blood was shed to save,
And hearts of millions, by one impulse moved,
Bow and fresh laurels lay upon thy grave.
_Ida Vose Woodbury_
LINCOLN'S BIRTHDAY
CHARLES A. PHILHOWER, SUPERVISING PRINCIPAL, WESTFIELD
The observance of Lincoln's birthday as a national holiday has grown
steadily until twenty-four states have designated it by statute as a
holiday. The great emancipator is today our foremost national hero. His
most unusual career from the log cabin to the White House sets ambition
and hope of attainment before the most lowly and the most favorably
environed alike.
There are many salient reasons why the boys and girls of our schools
should study the life of this great hero. He established once and for
all time the now inalienable right of life, liberty, and the pursuit of
happiness to all mankind. Early in life he was dubbed by his friends
and neighbors with the enviable title of "Honest Abe." On the frontier
we find him inuring himself to toil. He was thoroughly acquainted
with that slogan always necessary to success, "hard work." His life
was pure, untainted with the vices which spring from luxury, the lust
for gain, the greed for fame. Simple in living, steadfast in purpose,
kindly in spirit, he towered among his fellows, exemplary of that
manhood toward which all boys who would be of worth to mankind should
aspire.
At the present time it is especially opportune that Lincoln's birthday
be celebrated most impressively. The freedom for which we have just
been fighting is a greater freedom than that of '61. That was for the
freedom of the slave, this for a greater freedom of men already free;
that was freedom for a part of mankind, this a freedom for all, for
the democracy of the world. The principles for which he stood are the
principles for which we must ever stand, but the application of those
principles is limitless in its scope. It is for us to see that those
who have sacrificed their lives in this great cause shall not have died
in vain. It is for the boys and girls in our schools today to carry
to a successful issue this great project of making the world safe for
democracy and democracy safe for the world, and no small part of this
work lies on our shoulders as teachers of boys and girls who will be
citizens tomorrow.
The law requires that on the last school day preceding Lincoln's
birthday appropriate exercises be held for the development of a high
spirit of patriotism. The whole day should center around the life of
Lincoln. For the afternoon a special program should be prepared and
the parents of the school children invited by special letters written
by the pupils of the school. The pupils of each school should assist
in working out the program. In some schools, in the upper grades the
pupils should be held responsible for much of the work in program
making. Each teacher and principal should arrange the work of the
day and the special program to one end, that of utilizing the great
spirit and profound wisdom of a wonderful man to the establishment of a
greater patriotism and the working out of the national problems before
us.
The following general suggestions indicate the important factors to be
considered in making a Lincoln program.
Point out the significance of the flag salute
Analyze the pledge
Sing patriotic songs
The songs of today
The songs of the past
Study Lincoln's boyhood. His career from the log cabin to the White
House is phenomenal
Lincoln the lawyer and politician
Emphasize the work and honesty in the life of Abraham Lincoln
President of the United States and statesman. His great speeches
Read, study and memorize the Gettysburg speech. Each child should have
a copy
Learn quotations, and know their meaning and application
Collect a number of pictures of Lincoln
Call special attention to the best statuary
Gutzon Borglum's Lincoln before the Court House in Newark, New Jersey,
and the statue by Saint Gaudens in Lincoln Park, Chicago, are the most
worthy and should be particularly noted
"O Captain, My Captain," by Whitman, and "The Perfect Tribute," by
Mary Shipman Andrews, should be read by the teacher
Do not neglect the great humor in his life; children enjoy a joke
Pupils will enjoy writing acrostics on the name of Lincoln
The Lincoln Highway and the National Lincoln Memorial are recent
monuments to the honor of this great man
Let the decorations of the room be in keeping with the celebration
Lincoln posters may be made in the drawing class
The younger pupils will be interested in collecting the stamps with
Lincoln's picture
Civil War veterans, Civil War pictures, Civil War newspapers, Civil
War correspondence, will make vital contributions in vivifying the
life of Lincoln, incidents of the War, and this special observance.
Invite veterans to come in and make brief speeches. Request pupils to
bring old newspapers, old correspondence, war relics and the like with
the assurance that they will be cared for and safely returned
[Illustration: Saint Gaudens' Lincoln Lincoln Park, Chicago
Copyright by Underwood & Underwood, N.Y.]
Read letters from boys who were at the front. Collect war pictures
from the Sunday newspapers. Remember the boys from your community who
went to war. Contrast the present war situation and practices with
those of the Civil War. Classroom activity of this kind may continue
for the whole week.
SUGGESTIONS FOR USE OF THE MATERIAL WHICH FOLLOWS
Preparatory to the observance of Lincoln's birthday teach carefully
and thoroughly the Gettysburg Speech. Each pupil from the fifth grade
through the high school ought to know this great masterpiece. Teach
the occasion on which it was given, which brought forth this great
production, the significance of the speech then and now, and finally
have each child give it from memory. A contest in the delivery of
Lincoln's Gettysburg Speech would interest the school and the public.
The winner should appear on the holiday program.
The placing in schools of Lincoln Memorial Bronze Tablets containing
the Gettysburg Speech will give special significance to the observance.
This practice should be promoted. Every new school should have its
Lincoln Memorial Tablet.
The most interesting persons in the eyes of children are children. They
are most concerned with what kind of a boy Lincoln was. Books such as
"Life of Abraham Lincoln for Boys and Girls," by C. W. Moores, and
"The Boy's Life of Abraham Lincoln," by J. G. Nicolay, should be made
available. Pupils should be encouraged to tell to the class what they
have found of interest in the accounts of his boyhood. Incidents of
his honesty, his desire for learning, and habit of hard work, will be
brought forth and no effort should be spared to emphasize these most
important characteristics. Strive for enthusiastic admiration, and the
imitation of these most desirable qualities will follow.
Stories from his life, incidents in his experience, and periods in his
career, such as the twenty-two years on the farm, the twenty-seven
years in intellectual pursuits, and the seven years in national
service, will give profitable material for work in English. Oral and
written reproductions should be taught for some time before the holiday
observance and the best of these used on this occasion. Mr. Judd
Stewart's suggestions (given on another page) respecting the study of
Lincoln's English are very valuable.
Give an exercise or two in acrostic writing with the aim of setting
forth in a succinct way his admirable character and laudable
accomplishments. A problem of this type appeals to children and has
value in it.
The humorous stories of Lincoln should not be neglected. There is
great need for high standards of humor, jokes and jests with boys and
girls. Every one should be able to tell a good story well. The humor in
Lincoln's life presents good material for such teaching.
A study and memorizing of quotations may be begun early in the fall;
in fact, such study should be pursued throughout the whole school
course. If this is done many pupils will be able to give on February
twelfth their choice from among Lincoln's sayings with reasons for
their selections and with statements respecting the source of their
admiration. Every pupil should have a stock of Lincoln sayings at his
command. These selected thoughts should be a part of the thinking of
boys and girls.
Readings for the week preceding the holiday observance can be made from
the following brief publications:
"Lincoln Centenary Ode," Percy MacKaye
"Commemorative Ode," James Russell Lowell
"Abraham Lincoln," Carl Schurz
"Abraham Lincoln," George Bancroft
"The Perfect Tribute," Mary Shipman Andrews
The selections should be read in their entirety, in most cases by the
teacher to the class. If there is a pupil who is a very good reader,
such a pupil may do it effectively. Each school library ought to have
a good selection of Lincolnia from which the pupils could draw books
for outside reading. Books such as these should be read by the class
supplemental to the study of the Civil War period.
A good teacher is able to read well "O Captain, My Captain," and she
reads it often to her pupils. Ultimately the children will get the
spirit of the poem and some will be able to read it well or give it
from memory. The various poems herein mentioned are worthy of similar
treatment.
As the Gettysburg Speech is studied, so should the Civil War songs be
studied. The "Battle Hymn of the Republic" should be sung with all the
feeling which its meaning is capable of conveying. As much should be
done with "Tenting on the Old Camp Ground." The allusion here is very
impressive. The sentiment is the song, the tune is a mode of expression.
Each school in the state should have a picture of Lincoln. It should
be hung by the pupils where it can be seen by the youngest as well as
the oldest. A child does well in having a definite acquaintance with
the rugged, kindly face of Lincoln. A look at this picture should give
renewed emphasis to his standards of living and the great principles
which he established. Not long since a teacher said to me, "When I have
a case of discipline where the pupil has difficulty in getting the
right point of view I often say to the boy, especially if he be of the
upper grades, 'Go out into the hall and look for a few minutes at the
fatherly face of the great Lincoln and then come back to me and tell me
what you think he would say in this case.'" Such procedure is extremely
effective, particularly when the pupil is acquainted with Lincoln's
sayings and the great principles for which he stood. Marshall's
"Lincoln" is a fine portrait for schools.
The decoration of the classroom will present demands for drawing and
handwork activities such as picture frames, draperies, red, white and
blue chains, and flag decorations. Much can be done in the making of
posters with water colors and crayons, in the artistic ornamentation
of Lincoln picture mounts on drawing paper, and in the lettering and
decoration of Lincoln acrostics. The use of Lincoln picture cutouts;
the drawing or painting of flags, the state seal and shields, the
American eagle; perspective drawings of the log cabin, the White House
and the Capitol are suggested activities. Postage stamps containing
Lincoln's picture may be used in connection with handwork and drawing
activities. Booklets for acrostics, anecdotes, quotations, brief
biography or history incidents, with appropriate cover design, initial
letters and simple illustrations will afford attractive and profitable
projects.
Many other ways and means of presenting the life of Lincoln will
suggest themselves to the active, thinking teacher. The whole object is
to help boys and girls to know Lincoln as he lived, to make his life
function in making their lives better and more worth while through his
great thoughts, high ideals and indefatigable spirit of work.
The following programs, selections, suggestions and bibliography are
intended to make available some selected material which in many cases
may not be accessible.
ASSEMBLY PROGRAM
=Organization of School for exercises=
1. School orchestra
2. Two color bearers at each entrance to auditorium
3. One color bearer with honorary guard of two at each side of platform
4. Color bearer for flag salute--center of platform
=Program=
Salute flag draped over Lincoln portrait
Song, "America"
Story of Lincoln's life told by pupil[D]
Reading "Gettysburg Address" by teacher
Solo "When The Boys Come Home"
Reading Civil War letter
Solo, "Star Spangled Banner," school joining in chorus
Talk by Civil War veteran
Chorus sung by school, "Keep the Home Fires Burning"
Salute
Formal dismissal in keeping with assembly
[D] It would be well to have several pupils take part in this, each
presenting a period in Lincoln's life.
GENERAL PROGRAM FOR CLASSROOM
Place in front of the room the picture of Lincoln veiled with the
American Flag
Unveil picture
Pupils stand in saluting posture ten seconds
Quote in concert, verse from Ida Vose Woodbury's "Lincoln's Birthday"
Song, "Battle Hymn of the Republic"
Brief story of life of Lincoln (compare autobiography). (Told by an
older pupil--not longer than five minutes)
At least three incidents from Lincoln's life given by intermediate
pupils
Damage to borrowed book
Returning of right change
Lincoln and the pig
Long walk to school
Wood chopping for log house
Lincoln and his sums
Illustrate on sand table Lincoln's log house and the clearing of
forest land
Recitation, "Gettysburg Speech"
"O Captain, My Captain" read by teacher
Song, "My Country 'Tis of Thee"
Salute flag and give pledge: "I pledge allegiance to my flag, and
to the republic for which it stands; one nation, indivisible, with
liberty and justice for all"
INTERMEDIATE GRADE PROGRAM
Reading of acrostics, using letters of Lincoln's name
Make Lincoln booklets
Conversational lesson in which each child contributes what he knows or
was able to find about Lincoln, the teacher adding interesting items
Lincoln's Gettysburg Speech recited by one child
Civil War newspaper articles read
Patriotic songs chosen by children sung
Pledge--"I pledge allegiance to my flag, and to the republic for which
it stands; one nation, indivisible, with liberty and justice for all"
PRIMARY PROGRAM
Picture of Lincoln in front of room
Salute and pledge
Song, "America"
Stories about Lincoln selected and read by children from books brought
from home or library
Recitation, "A Prayer for our Soldiers and Sailors," by Oriola Johnson
Marching and military exercises with flags
Lincoln's early boyhood told by pupil. A few readings of sketches
written by pupils. Request that each child take his composition home
and read it to his parents
Song
KINDERGARTEN OBSERVANCE
=1. Morning Circle=
Singing
Tone plays about flag, etc.
Hail to the flag (Gaynor)
=2. Morning talk about Lincoln=
Get from the children what they know about Lincoln. Add to this until
they know something of his life, laying emphasis on his kindness,
obedience, thoughtfulness, bravery. Hint as to how these much admired
qualities may be used by little children
=3. Table Work=
Gift period
Make soldier hats from squares of newspaper. Build Lincoln log house
=4. Games=
(a) "Soldier Boy, where are you going?"
(b) Parade for Lincoln's Birthday
Choice by children of best kindergarten soldiers to carry the flags in
parade; use drum
=5. Table Work=
Occupation period
Make crayoneine frame around picture of Lincoln
Take picture home
=6. Sing "America," at least one verse=
GETTYSBURG SPEECH
Four score and seven years ago our fathers brought forth on this
continent a new nation, conceived in liberty, and dedicated to the
proposition that all men are created equal. Now we are engaged in
a great civil war, testing whether that nation, or any nation so
conceived and so dedicated, can long endure. We are met on a great
battle-field of that war. We have come to dedicate a portion of it as
the final resting-place of those who here gave their lives that that
nation might live. It is altogether fitting and proper that we should
do this.
But, in a larger sense, we cannot dedicate--we cannot consecrate--we
cannot hallow--this ground. The brave men, living and dead, who
struggled here, have consecrated it far above our poor power to add or
detract. The world will little note nor long remember what we say here,
but it can never forget what they did here. It is for us, the living,
rather, to be dedicated here to the unfinished work which they who
fought here have thus far so nobly advanced. It is rather for us to be
here dedicated to the great task remaining before us--that from these
honored dead we take increased devotion to that cause for which they
gave the last full measure of devotion; that we here highly resolve
that these dead shall not have died in vain; that this nation, under
God, shall have a new birth of freedom; and that the government of the
people, by the people, for the people, shall not perish from the earth.
_Abraham Lincoln_
SECOND INAUGURAL ADDRESS
[Lincoln's ideas respecting the injustice of the principles of slavery
and the honesty of purpose in waging the Civil War are set forth in the
Second Inaugural Speech. This passage is probably the most beautiful,
the most chaste, the most profound, the grandest, ever uttered by an
American.]
Fellow-countrymen: At this second appearing to take the oath of the
presidential office, there is less occasion for an extended address
than there was at the first. Then a statement somewhat in detail, of a
course to be pursued, seemed fitting and proper. Now, at the expiration
of four years, during which public declarations have been constantly
called forth on every point and phase of the great contest which still
absorbs the attention and engrosses the energies of the nation, little
that is new could be presented.
The progress of our arms, upon which all else chiefly depends, is as
well known to the public as to myself; and it is, I trust, reasonably
satisfactory and encouraging to all. With high hope for the future, no
prediction in regard to it is ventured.
On the occasion corresponding to this, four years ago, all thoughts
were anxiously directed to an impending civil war. All dreaded it; all
sought to avert it. While the inaugural address was being delivered
from this place, devoted altogether to saving the Union without war,
insurgent agents were in the city seeking to destroy it without
war--seeking to dissolve the Union, and divide effects, by negotiation.
Both parties deprecated war; but one of them would make war rather than
let the nation survive, and the other would accept war rather than let
it perish. And the war came.
The prayer of both could not be answered--those of neither have been
answered fully. The Almighty has His own purposes. "Woe unto the world
because of offenses! for it must needs be that offenses come; but woe
to that man by whom the offense cometh."
If we shall suppose that American slavery is one of those offenses
which, in the providence of God, must needs come, but which, having
continued through His appointed time, He now wills to remove, and that
He gives to North and South this terrible war as the woe due to those
by whom the offense came, shall we discern therein any departure from
those divine attributes which the believers in a living God always
ascribe to Him?
Fondly do we hope, fervently do we pray, that this mighty scourge of
war may soon pass away.
Yet, if God wills that it continue until all the wealth piled by the
bondsman's two hundred and fifty years of unrequited toil shall be
sunk, and until every drop of blood drawn by the lash shall be paid by
another drawn with the sword, as was said three thousand years ago,
so still it must be said, "The judgments of the Lord are true and
righteous altogether."
With malice toward none, with charity for all, with firmness in the
right, as God gives us to see the right, let us strive on to finish
the work we are in; to bind up the nation's wounds; to care for him
who shall have borne the battle, and for his widow and for his orphan;
to do all which may achieve and cherish a just and lasting peace among
ourselves, and with all nations.
_Abraham Lincoln_
ABRAHAM LINCOLN'S AUTOBIOGRAPHY
The following autobiography was written by Mr. Lincoln's own hand at
the request J. W. Fell, of Springfield, Illinois, December 20, 1859. In
the note which accompanied it the writer says: "Herewith is a little
sketch, as you requested. There is not much of it, for the reason, I
suppose, that there is not much of me."
I was born February 12, 1809, in Hardin County, Kentucky. My parents
were both born in Virginia, of undistinguished families--second
families, perhaps I should say. My mother, who died in my tenth
year, was of a family of the name of Hanks, some of whom now reside
in Adams County, and others in Mason County, Illinois. My paternal
grand-father, Abraham Lincoln, emigrated from Rockingham County,
Virginia, to Kentucky, about 1781 or 1782, where, a year or two later,
he was killed by Indians, not in battle, but by stealth, when he
was laboring to open a farm in the forest. His ancestors, who were
Quakers, went to Virginia from Berks County, Pennsylvania. An effort
to identify them with the New England family of the same name ended
in nothing more definite than a similarity of Christian names in both
families, such as Enoch, Levi, Mordecai, Solomon, Abraham, and the
like.
My father, at the death of his father, was but six years of age, and
grew up literally without any education. He removed from Kentucky to
what is now Spencer County, Indiana, in my eighth year. We reached
our new home about the time the state came into the Union. It was
a wild region, with many bears and other wild animals still in the
woods. There I grew up. There were some schools, so called, but no
qualification was ever required of a teacher beyond readin', writin'
and cipherin' to the rule of three. If a straggler, supposed to
understand Latin, happened to sojourn in the neighborhood, he was
looked upon as a wizard. There was absolutely nothing to excite
ambition for education. Of course, when I came of age I did not know
much. Still, somehow, I could read, write, and cipher to the rule of
three, but that was all. I have not been to school since. The little
advance I now have upon this store of education I have picked up from
time to time under the pressure of necessity.
I was raised to farm work, at which I continued till I was twenty-two.
At twenty-one I came to Illinois, and passed the first year in Macon
County. Then I got to New Salem, at that time in Sangamon, now Menard
County, where I remained a year as a sort of clerk in a store. Then
came the Black Hawk War, and I was elected a captain of volunteers--a
success which gave me more pleasure than any I have had since. I went
into the campaign, was elected, ran for the Legislature the same year
(1832), and was beaten--the only time I have ever been beaten by
the people. The next and three succeeding biennial elections I was
elected to the Legislature. I was not a candidate afterward. During
the legislative period I had studied law, and removed to Springfield,
to practice it. In 1846 I was elected to the Lower House of Congress.
Was not a candidate for reelection. From 1849 to 1854, both inclusive,
practiced law more assiduously than ever before. Always a Whig in
politics, and generally on the Whig electoral ticket, making active
canvasses. I was losing interest in politics when the repeal of the
Missouri Compromise aroused me again. What I have done since then is
pretty well known.
If any personal description of me is thought desirable, it may be said
I am in height six feet four inches, nearly; lean in flesh, weighing,
on an average, one hundred and eighty pounds; dark complexion, with
coarse black hair and gray eyes--no other marks or brands recollected.
THE BIXBY LETTER
Executive Mansion, Washington, November 21, 1864
Dear Madam:
I have been shown in the files of the War Department a statement of
the Adjutant-General of Massachusetts, that you are the mother of
five sons who have died gloriously on the field of battle. I feel how
weak and fruitless must be any words of mine which should attempt to
beguile you from the grief of a loss so overwhelming. But I cannot
refrain from tendering to you the consolation that may be found in
the thanks of the Republic they have died to save. I pray that our
Heavenly Father may assuage the anguish of your bereavement, and leave
you only the cherished memory of the loved and lost, and the solemn
pride that must be yours to have laid so costly a sacrifice upon the
altar of freedom.
Yours, very sincerely and respectfully
Abraham Lincoln
To Mrs. Bixby
Boston, Massachusetts
SAYINGS FROM LINCOLN'S SPEECHES
Let us have faith that right makes might; and in that faith let us, to
the end, dare to do our duty as we understand it.
I intend no modification of my oft-expressed wish that all men
everywhere should be free.
A house divided against itself cannot stand. I believe this government
cannot endure permanently half slave and half free.
I take the official oath today with no mental reservation and with no
purpose to construe the constitution by any hypercritical rules.
You can have no oath registered in heaven to destroy the government;
while I shall have the most solemn one to "preserve, protect and
defend" it.
The mystic chords of memory stretching from every battle-field and
patriot grave to every living heart and hearthstone all over this
broad land, will yet swell the chorus of Union, when again touched, as
surely they will be, by the better angels of our nature.
In giving freedom to the slaves we assure freedom to the
free--honorable alike in what we give and what we preserve.
Do not swap horses in the middle of the stream.
You can fool part of the people all of the time, and all of the people
part of the time; but you cannot fool all of the people all of the
time.
I do not think much of a man who is not wiser today than he was
yesterday.
The leading rule for the man of every calling is diligence; never put
off until tomorrow what you can do today.
I never let an idea escape, but write it on a piece of paper and put
it in a drawer. In this way I sometimes save my best thoughts on a
subject.
Wealth is a superfluity of what we do not need.
Come what will, I will keep faith with friend and foe.
Faith in God is indispensable to successful statesmanship.
God bless my mother; all I am or hope to be I owe to her.
I will study and get ready and maybe my chance will come.
Be sure you put your feet in the right place and then stand firm.
And having thus chosen our course, without guile and with pure
purpose, let us renew our trust in God, and go forward without fear
and with manly hearts.
Nothing valuable can be lost by taking time.
It is all in that one word--thorough.
Let us strive on to finish the work we are in.
When you can't remove an obstacle plow around it.
The way for a young man to rise is to improve every way he can, never
suspecting that anybody wishes to hinder him.
To add brightness to the sun or glory to the name of Washington is
alike impossible. Let none attempt it. In solemn awe pronounce the
name and in its naked deathless splendor leave it shining on.
O CAPTAIN! MY CAPTAIN!
O Captain! my Captain! our fearful trip is done;
The ship has weather'd every rack, the prize we sought is won;
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring.
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;
Rise up--for you the flag is flung--for you the bugle trills;
For you bouquets and ribbon'd wreaths--for you the shores a-crowding;
For you they call, the swaying mass, their eager faces turning.
Here, Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,
You've fallen cold and dead.
My Captain does not answer; his lips are pale and still;
My father does not feel my arm; he has no pulse nor will.
The ship is anchor'd safe and sound, its voyage closed and done;
From fearful trip the victor ship comes in with object won.
Exult, O shores, and ring, O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
_Walt Whitman_
THE UNFINISHED WORK
The crowd was gone, and to the side
Of Borglum's Lincoln, deep in awe,
I crept. It seemed a mighty tide
Within those aching eyes I saw.
"Great heart," I said, "why grieve alway?
The battle's ended, and the shout
Shall ring forever and a day--
Why sorrow yet, or darkly doubt?"
"Freedom," I plead, "so nobly won
For all mankind, and equal right,
Shall with the ages travel on
Till time shall cease, and day be night."
No answer--then; but up the slope
With broken gait, and hands in clench,
A toiler came, bereft of hope,
And sank beside him on the bench.
_Joseph Fulford Folsom_
ACROSTIC
(Written by a fifth grade child)
L is for Lincoln, brave and true
I is for the Iron nerve which helped him through
N is for Nation whose tongue sings his praise
C is for Colors on his birthday we raise
O is for Oration or speech he gave
L is for Liberty given the slave
N is his Name which ever we'll save
[Illustration: Statue of Lincoln by Gutzon Borglum
In front of Court House, Newark]
THE BOY THAT HUNGERED FOR KNOWLEDGE
In his eagerness to acquire knowledge, young Lincoln had borrowed
of Mr. Crawford, a neighboring farmer, a copy of Weems' Life of
Washington--the only one known to be in existence in that section of
the country. Before he had finished reading the book, it had been
left, by a not unnatural oversight, in a window. Meantime, a rain
storm came on, and the book was so thoroughly wet as to make it nearly
worthless. This mishap caused him much pain; but he went, in all
honesty, to Mr. Crawford with the ruined book, explained the calamity
that had happened through his neglect, and offered, not having
sufficient money, to "work out" the value of the book.
"Well, Abe," said Mr. Crawford, after due deliberation, "as it's you,
I won't be hard on you. Just come over and pull fodder for me for two
days, and we will call our accounts even."
The offer was readily accepted, and the engagement literally
fulfilled. As a boy, no less than since, Abraham Lincoln had an
honorable conscientiousness, integrity, industry, and an ardent love
of knowledge.
ABE LINCOLN'S HONESTY
Lincoln could not rest for an instant under the consciousness that
he had, even unwittingly, defrauded anybody. On one occasion, while
clerking in Offutt's store, at New Salem, Illinois, he sold a woman
a little bill of goods, amounting in value by the reckoning, to two
dollars six and a quarter cents. He received the money, and the
woman went away. On adding the items of the bill again, to make sure
of its correctness, he found that, he had taken six and a quarter
cents too much. It was night and closing and locking the store, he
started out on foot, a distance of two or three miles, for the house
of his defrauded customer, and, delivering over to her the sum whose
possession had so much troubled him, went home satisfied.
On another occasion, just as he was closing the store for the night,
a woman entered, and asked for a half pound of tea. The tea was
weighed out and paid for, and the store was left for the night. The
next morning, Lincoln entered to begin the duties of the day, when
he discovered a four-ounce weight on the scales. He saw at once
that he had made a mistake, and, shutting the store, he took a long
walk before breakfast to deliver the remainder of the tea. These
are very humble incidents, but they illustrate the man's perfect
conscientiousness--his sensitive honesty--better perhaps than they
would if they were of greater moment.
YOUNG LINCOLN'S KINDNESS OF HEART
An instance of young Lincoln's practical humanity at an early period
of his life is recorded, as follows:
One evening, while returning from a "raising" in his wide
neighborhood, with a number of companions, he discovered a straying
horse, with saddle and bridle upon him. The horse was recognized as
belonging to a man who was accustomed to excess in drink, and it was
suspected at once that the owner was not far off. A short search only
was necessary to confirm the suspicions of the young men.
The poor drunkard was found in a perfectly helpless condition, upon
the chilly ground. Abraham's companions urged the cowardly policy
of leaving him to his fate, but young Lincoln would not hear to the
proposition. At his request, the miserable sot was lifted to his
shoulders, and he actually carried him eighty rods to the nearest
house. Sending word to his father that he should not be back that
night, with the reason for his absence, he attended and nursed the man
until the morning, and had the pleasure of believing that he had saved
his life.
A BIT OF HUMOR FROM THE BUSY LIFE OF LINCOLN
Two persons who had been arguing with each other how long a man's legs
should be in proportion to his body, stepped into Lincoln's office and
asked him to settle the dispute.
To them he replied: "After much thought and consideration, not to
mention mental worry and anxiety, it is my opinion, all side issues
being swept aside, that a man's lower limbs, in order to preserve
harmony of proportion, should be at least long enough to reach from
his body to the ground."
HOW LINCOLN AND JUDGE B. ... SWAPPED HORSES
When Abraham Lincoln was a lawyer in Illinois, he and a certain judge
once got to bantering each other about trading horses, and it was
agreed that the next morning at nine o'clock they should make a trade,
the horses to be unseen up to that hour, and no backing out, under a
forfeiture of $25.
At the hour appointed the Judge came up, leading the sorriest-looking
specimen of a horse ever seen in those parts. In a few minutes
Mr. Lincoln was seen approaching with a wooden sawhorse upon his
shoulders. Great were the shouts and the laughter of the crowd, and
both were greatly increased when Mr. Lincoln, on surveying the Judge's
animal, set down his sawhorse, and exclaimed: "Well, Judge, this is
the first time I ever got the worst of it in a horse trade."
The following paragraphs are quoted from a small pamphlet of Mr. Judd
Stewart of Plainfield, New Jersey, entitled "Suggestions for a Text
Book for Students of English." Mr. Stewart is a profound student of
Lincoln, and without doubt has the largest private collection of
Lincolnia in the United States.
It was recently suggested to me by a lieutenant in the navy, a
graduate of Annapolis, that in teaching English the writings and
speeches of Lincoln would be a very proper text-book. This appeals to
me most forcefully because all school children know who Lincoln was,
know something of his Gettysburg Address, know him as the Emancipator
of the Slaves and probably a majority of them admire him. Therefore,
it seems to me that a text-book based upon, or rather made up from
Lincoln's speeches and letters would be of great interest to the
majority of children, and by having such a text-book they would learn
history and good expressive English at the same time and in a most
interesting way.
The suggested text-book would consist of: The House Divided Against
Itself Speech, in 1858; The First Debate with Douglas Speech in 1858;
The Cooper Institute Speech, 1860; The First Inaugural, 1861; The
First Message to Congress, 1861; The Emancipation Proclamation, 1863;
The Gettysburg Address, 1863; The Letter to Mrs. Bixby, 1864; The
Second Inaugural, 1865.
Lincoln spent 49 years of his life in preparation, six years in the
accomplishment of his work. The study of his life is commended and
commends itself to all thinking people.
Why should we not teach his thoughts, his modes of speech, his
simplicity of expression to those who with their children and
descendants for ages will remember Abraham Lincoln, the Emancipator,
the Martyr, the Greatest American?
Attention should be given to the great statue of Lincoln before the
Court House in Newark, New Jersey. It presents our most admired
statesman seated on a bench absorbed in thought. The statue is a
wonderful work of art. From every angle it is unique, beautiful, and a
masterpiece. At all times of day passersby may see the children of the
city sitting in his arm, lovingly admiring the fatherly face. On his
knees and on the bench they gather, children of all races, rejoicing in
the freedom which he gave to mankind.
The statue was conceived and made by the Sculptor Gutzon Borglum, for
Amos H. VanHorn, the donor. It was presented to the Lincoln Post on
May 30, 1911, by Chancellor Mahlon Pitney. Colonel Theodore Roosevelt
received it in behalf of the Post, and Mayor Husaling made the speech
of acceptance.
Pass on, thou that hast overcome. Your sorrows, O people, are his
peace. Your bells and bands and muffled drums sound triumph in his
ear. Wail and weep here; God made it echo joy and triumph there. Pass
on.
Four years ago, O Illinois, we took from your midst an untried man,
and from amongst the people. We return him to you a mighty conqueror.
Not thine any more, but the Nation's; not ours, but the world's. Give
him place, O ye prairies. In the midst of this great continent his
dust shall rest, a sacred treasure to myriads who shall pilgrim to
that shrine to kindle anew their zeal and patriotism. Ye winds that
move over the mighty places of the West, chant his requiem. Ye people,
behold a martyr whose blood as so many articulate words, pleads for
fidelity, for law, for liberty.
_Henry Ward Beecher_
BIBLIOGRAPHY
See Bibliography at end of monograph.
WASHINGTON'S BIRTHDAY
February 22
It was almost unconsciously that men learned to cling to Washington
with a trust and faith such as few other men have won, and to regard
him with a reverence which still hushes us in presence of his memory.
_Green_
WASHINGTON'S BIRTHDAY
HENRY W. FOSTER, SUPERVISING PRINCIPAL, SOUTH ORANGE
February is the greatest month for the teaching of patriotism. The
national heroes, Washington and Lincoln, whose birthdays we celebrate,
give distinction to two of its days. The time falls happily in midyear,
when pupils and teachers alike need inspiration for a new period of
sustained effort requiring determination and vigor.
It has been shown very clearly that through its schools a nation can be
trained in ideals which will govern national life and conduct. Neither
Washington nor Lincoln, however, owed his heroic quality to schools;
but they did owe it to the very same ideals for which our schools
stand. Indeed, their greatest service to mankind is the fact that they
incarnated those ideals.
It is not so easy to venerate abstract principles and to submit one's
life to them as it is to imitate great personalities whose deeds have
embodied those principles.
Because we love our national heroes and venerate them personally,
they still live and work through us. The principles of democracy are
established eternally in their deeds and in ours.
The child who writes an appreciation of Washington, or recites from his
addresses, or renders a poem commemorating him, or dramatizes something
from his life, enters into his spirit, and in the child Washington
lives again.
The Declaration of Independence asserts the lofty principle of equality
in liberty. All men are created free, and equal in the right to life,
liberty and the pursuit of happiness. It is a declaration of rights,
not of duties. Each person has a right to _his_ life, _his_ liberty,
the pursuit of _his_ happiness. The deeds of Washington embodied not
only these principles, but emphasized the duty of service. In our
time our country has fully justified a new statement of political
faith, which Washington lived. All men are born equal in the right to
opportunity--each to make the best of himself--so that he may render
the best service.
Think not of the reward! On the whole, service is requited according
to its worth. Too many want to do what they can't do, and won't do
what they can do! It may be pride, or it may be looking for an
undeserved reward. The school should train for service, and teach
self-respect in doing the best that one can in the thing for which
he is best fitted. Washington sought no reward; but he commands the
undying veneration, not only of his countrymen, but of all mankind.
Speaking of the retirement of Washington, at a time when party spirit
against the policy of the great founder and preserver of the Republic
was calculated to arouse bitterness in a less noble man, Knight, in
his "History of England," says: "Had his nature been different, had
his ambition been less under the control of his virtue, he might have
taken up his sword and, sweeping away his enemy, have raised himself to
supreme power upon the ruins of his country's liberty. He retired to
his estate at Mount Vernon to pass the rest of his days as a private
citizen.... Washington's scheme of glory was realized. He had been
a ruler of free men, ruling by the power of law. He laid down his
authority when he had done the work to which he was called, most happy
in this, that ambitions of a selfish order could never be justified by
his example."
Washington's point of view as a ruler of men was unique at that period
in the world's history.
We need to teach from the life of Washington that same respect for
English ideals of government which he maintained and defended, even by
revolting against the English king. Too many of our people have grown
up in hatred of England, through the story of the Revolution and the
War of 1812, and the unfortunate attitude of aristocratic England in
our Civil War.
How does England, the heart and brain of England, regard us? If we know
that she sympathizes with our ideals and her heart has been with us
all the time, shall we not feel safe with her, and find in Englishmen
brothers with whom we may work for the good of the world?
English historians have an appreciation of Washington which we cannot
surpass. Writing English history for the instruction of English boys
and girls, and men and women, they justify our Revolution and laud our
national hero as a world hero. No American orator has ever magnified
Washington in more laudatory terms than are to be found in Green's
"History of England." Green says: "Washington more than any of his
fellow colonists represented the clinging of the Virginia land owner to
the Mother Country, and his acceptance of the command proved that even
the most moderate of them had no hope now save in arms."
[Illustration: Stuart's Washington
Copyright by Underwood & Underwood, N. Y.]
For the future we shall need a better understanding of our English
brothers. This cannot better be attained than by knowing well that our
ideals are held in the same regard by them as by ourselves.
There was one man who was the chief instrument in the hands of
Providence for conducting the war, by his energy, prudence, and
constancy, to that triumphant assertion of Independence which has built
up the great North American republic. To Washington the historian
naturally turns, as to the grandest object of contemplation, when he
laid aside his victorious sword--that sword which, with those he had
worn in his earlier career, he bequeathed to his nephews with words
characteristic of his nobleness: "These swords are accompanied with an
injunction not to unsheathe them for the purpose of shedding blood,
except it be for self-defence, or in defence of their Country and its
rights, and in the latter case to keep them unsheathed, and prefer
falling with them in their hands to the relinquishment thereof."
The United Colonies in America had such a man as Washington to control
the destinies of our country in the making. The new nation had such
a man for a leader during the early years of trial and promise. The
nation today has the records, accomplishments and deeds of the national
hero, Washington, to ever honor, venerate and imitate. The school
children of the great state of New Jersey should be happy to learn from
the life of this great man lessons of service, respect for law and
order, truthfulness and patriotism.
QUOTATIONS
According to Captain Mercer, the following describes Washington when
he took his seat in the House of Burgesses in 1759:
"He is as straight as an Indian, measuring six feet two inches in
his stockings, and weighing one hundred and seventy-five pounds. His
head is well shaped, though not large, and is gracefully poised on a
superb neck, with a large, and straight rather than prominent nose;
blue-gray penetrating eyes, which are widely separated and overhung by
heavy brows. A pleasing, benevolent, though commanding countenance,
dark-brown hair, features regular and placid, with all the muscles
under control, with a large mouth, generally firmly closed."
Houdon's bust accords with this description.
* * * * *
To the man of all men for whom his manly heart felt most tenderness,
to Lafayette, it is that he wrote the beautiful letter of February 1,
1784, unaware that his rest was only temporary, and that he was to
become the first President of the country he had given life to:
"At length, my dear marquis, I am become a private citizen on the
banks of the Potomac, and under the shadow of my own vine and my own
fig-tree, free from the bustle of a camp and the busy scenes of public
life, I am solacing myself with those tranquil enjoyments of which the
soldier who is ever in pursuit of fame, the statesman whose watchful
days and sleepless nights are spent in devising schemes to promote the
welfare of his own, perhaps the ruin of other countries, as if the
globe was insufficient for us all ... can have very little conception.
I have not only retired from all public employments, but I am retiring
within myself, and shall be able to view the solitary walk of private
life with heart-felt satisfaction. Envious of none, I am determined to
be pleased with all; and this, my dear friend, being the order for my
march, I will move gently down the stream of life until I sleep with
my fathers."
_J. J. Jusserand_
Among these men whose union in purpose and action made the strength
and stability of the republic, Washington was first, not only in
the largeness of his nature, the loftiness of his desires, and the
vigor of his will, but also in that representative quality which
makes a man able to stand as the true hero of a great people. He
had an instinctive power to divine, amid the confusions of rival
interests and the cries of factional strife, the new aims and hopes,
the vital needs and aspirations, which were the common inspiration
of the people's cause and the creative forces of the American
nation. The power to understand this, the faith to believe in it,
and the unselfish courage to live for it, was the central factor of
Washington's life, the heart and fountain of his splendid Americanism.
_Henry van Dyke_
"How did George Washington look?" asked Nell;
"What was he like? Won't you please to tell?"
Thus I answered: "A courtly man,
Wearing his honors as heroes can.
Erect and tall, with his six feet two;
Knee-breeches, buckles, frills and queue;
Powdered brown hair; blue eyes, far apart;
Strong-limbed and fearless, with gentle heart;
Gracious in manner toward every one--
Such, my Nellie, was Washington."
Washington one day came across a small band of soldiers working very
hard at raising some military works, under command of a pompous little
officer, who was issuing his orders in a peremptory style indeed.
Washington, seeing the very arduous task of the men, dismounted from
his horse, lent a helping hand, perspiring freely, till the weight at
which they were working was raised.
Then, turning to the officer, he inquired why he, too, had not helped,
and received the indignant reply: "Don't you know I'm the corporal?"
"Ah, well," said Washington, "next time your men are raising so heavy
a weight, send for your commander-in-chief." And he strode off,
leaving the corporal dumbfounded.
An American sailor landing in England shortly after the close of the
War of the Revolution took a first-class seat in a stage coach, but
was told to get out, as such seats were reserved for gentlemen. "I am
a gentleman," said the sailor. "Who made gentlemen out of fellows like
you?" asked the coach guard. "George Washington," said the sailor; and
he kept his seat.
* * * * *
No nobler figure ever stood in the forefront of a nation's life.
Washington was grave and courteous in address; his manners were
simple and unpretending, his silence and the serene calmness of his
temper spoke of a perfect self-mastery; but there was little in
his outer bearing to reveal the grandeur of soul which lifts his
figure, with all the simple majesty of an ancient statue, out of the
smaller passions, the meaner impulses of the world around him. What
recommended him for command was simply his weight among his fellow
landowners of Virginia, and the experience of war which he had gained
by service in border contests with the French and the Indians, as well
as in Braddock's luckless expedition against Fort Duquesne. It was
only as the weary fight went on that the colonists learned little by
little the greatness of their leader, his clear judgment, his heroic
endurance, his silence under difficulties, his calmness in the hour of
danger or defeat, the patience with which he waited, the quickness and
hardness with which he struck, the lofty and serene sense of duty that
never swerved from its task through resentment or jealousy, that never
through war or peace felt the touch of a meaner ambition, that knew no
aim save that of guarding the freedom of his fellow countrymen, and no
personal longing save that of returning to his own fireside when their
freedom was secured. It was almost unconsciously that men learned
to cling to Washington with a trust and faith such as few other men
have won, and to regard him with a reverence which still hushes us
in presence of his memory. Even America hardly recognized his real
greatness till death set its seal on "the man first in war, first in
peace, and first in the hearts of his fellow countrymen."
_J. R. Green_
Washington is the mightiest name on earth, long since mightiest in
the cause of civil liberty, still mightiest in moral reformation. On
that name a eulogy is expected. It cannot be. To add brightness to
the sun or glory to the name of Washington is alike impossible. Let
none attempt it. In solemn awe pronounce the name, and in its naked,
deathless splendor leave it shining on.
_Abraham Lincoln_
LIFE OF WASHINGTON[E]
[E] Reprinted by permission from "The Book of Holidays," by J. W.
McSpadden. Copyright 1917 by Thomas Y. Crowell Company.
The story of George Washington's life has been often told, but it is
worth repeating. It was an active, busy life from his earliest days,
beginning as it did away back in Colonial times when the country
was wild and unsettled. Washington was born in Westmoreland County,
Virginia, in 1732. There is no reliable record of his early education,
but it has been supposed that the first school he ever attended was
a little old field school kept by one of his father's tenants, named
Hobby, who was both sexton and schoolmaster. Even at this early age
George was fond of playing at war. He used to divide his playmates
into parties and armies. One of them was called the French and the
other American. A big boy named William Bustle commanded the French,
and George commanded the Americans. Every day, with cornstalks for
muskets and gourds for drums, the two armies would turn out and march
and fight.
George was not remarkable as a scholar, but he had a liking for
mathematics. He was of a more serious turn of mind than most boys of
his age. His last two years at school were devoted to engineering,
geometry, trigonometry, and surveying, and at sixteen years of age
he was appointed a public surveyor. His new employment brought him a
handsome salary, and well it might; for it took him into the perils
and hardships of the wilderness, often meeting savage chieftains, or
fording swollen streams, climbing rugged mountains, breasting furious
storms, wading through snowdrifts, sleeping in the open air, and
living upon the coarse food of hunters and of Indians. But everywhere
he gained the admiration of the backwoodsmen and the Indians by his
manly bearing and his wonderful endurance.
In the year 1751 the frontiers of the colony of Virginia were
constantly being attacked by the French and the Indians, so it was
decided to divide the colony into military districts under a major;
and when he was but nineteen, George Washington received one of these
appointments. Two years later he was sent to the French, who were
becoming threatening, to find out their intentions and to warn them
against invading Virginian territory. This important mission made it
necessary for him to journey six hundred miles through the wilderness;
but he carried out his instructions successfully, and traveled the
whole distance without an escort....
In 1755 George Washington served under the British officer, General
Braddock, showing great bravery under fire at the battle of
Monongahela, against the French and Indians, which would probably not
have been lost if the general had taken Washington's advice.
In 1759 Washington married a widow named Martha Custis, with two
children, John and Martha Parke Custis. He was a great favorite with
the two youngsters, and used to order toys, dolls, and gingerbreads
for them from London. Mrs. Custis had a large estate and so had
Washington, and the management cf them took up all of his time.
When the disputes between England and the American colonies
were at their height, in 1774, he became a member of the First
Continental Congress, and the following year was chosen by that body
Commander-in-Chief of the Continental army. For this position his
training and his surveying experiences had thoroughly fitted him. He
took command of the troops at Cambridge, Massachusetts, on July 3,
1775; but it was a poor army that he found under him. It was in want
of arms, ammunition, and general equipment. Washington, however, kept
it together with patience and skill during the trying years of the
Revolution. The war lasted six years and ended with the surrender of
the British commander, Cornwallis, at Yorktown, Virginia, in 1781.
During all this time Washington had had to contend with the greatest
difficulties. The troops were poorly paid or equipped; often there
were disputes among the officers, and Congress did not know the army's
needs; but the General always kept the confidence of his men until
victory was assured....
In 1783 Washington bade farewell to his army, and for the next six
years lived the simple life of a country gentleman on his estate at
Mount Vernon, attending to the affairs of his homestead and property.
In 1789 he was again called from private life, to become first
president of the United States. Congress was sitting at New
York, for which city he started, in April. He disliked fuss and
ceremony, but the people could not be restrained from showing their
love and admiration. His progress through New Jersey was amid
constant cheering, ringing of bells, and the booming of cannon. At
Elizabethtown he embarked on a splendid barge, followed by other
barges and boats, making a long water procession up the Bay of New
York, the ships in the harbor being decorated with colors, and firing
salutes as it passed. The inauguration took place on April 30, 1789,
at the old City Hall, in Wall Street, Broad Street being crowded
with thousands of people as far as the eye could reach. In 1793, he
was re-elected for a second term of four years, after which he bade
farewell to the people and retired into private life. On the 12th of
December, 1799, he caught a severe cold in making the round of his
plantations and died two days later, in his sixty-eighth year. In
number of years he had not lived a long life, but how much was crowded
into it!
Most of the portraits of Washington show him as a serious-looking
gentleman in a wig, and the earliest biographies of him would lead us
to believe that he was always on his dignity. But our first president
was, in fact, a very genial man, with a hearty laugh, who enjoyed
going to the theater, was fond of fox-hunting and was a thorough
sportsman, and, as he himself admitted, had a hot temper. Towards
young people and children he was always very gracious and kind....
Like Lincoln, Washington was very athletic. Both of our two great
presidents were tall men: Washington was six feet two inches; Lincoln
was six feet four. When he first visited the Natural Bridge, in
Virginia, Washington threw a stone to the top, a distance of about
two hundred feet, and, climbing the rocks, carved his name far above
all others....
In all the positions which he was called upon to fill, in his
remarkable life, whether as host at his home, as surveyor, as general,
or as president, Washington showed the same desire to give the best
that was in him for his people, his country, and for humanity at
large. He endeared himself to the lowly and he gained the admiration
of the great. He was never influenced by mean motives, and those who
were under him loved him. Thus it was that among Americans he came to
be regarded as "First in war, first in peace, first in the hearts of
his countrymen;" and when his death became known on the other side of
the Atlantic Ocean, the armies of Napoleon in France, and the fleet of
Great Britain, his former enemy, did homage to his memory.
Washington's birthday was celebrated even during his lifetime, and
he had the satisfaction of receiving the congratulations of his
fellow-citizens many times upon the return of this day, frequently
being a guest at banquets given in honor of the occasion. In fact,
after the Revolution, Washington's birthday practically took the place
of the birthday of the various crowned heads of Great Britain, which
had always been celebrated with enthusiasm during colonial times. When
independence was established, all these royal birthdays were cast
aside, and the birthday of Washington naturally became one of the most
widely celebrated of American holidays....
Let us not forget what we owe to Washington, or make him merely a
name--an excuse for a holiday. Let us remember him as a real, flesh
and blood man--one of the greatest known to history.
He gave us a nation to make it immortal;
He laid down for Freedom the sword that he drew;
And his faith leads us on through the uplifting portal
Of the glories of peace and our destinies new.
_J. Walker McSpadden_
SELECTIONS FROM THE RULES OF CIVILITY
(_Copied by Washington at the age of fourteen from an old translation
of a French book of 1595._)
Show not yourself glad at the misfortune of another, though he were
your enemy.
When you see a crime punished you may be inwardly pleased; but always
show pity to the suffering offender.
Superfluous compliments and all affectation of ceremony are to be
avoided; yet, where due, they are not to be neglected.
When a man does all he can, though it succeed not well, blame not him
that did it.
Be not hasty to believe flying reports to the disparagement of any.
In your apparel be modest, and endeavor to accommodate Nature, rather
than to procure admiration; keep to the fashion of your equals.
Associate yourself with men of good quality, if you esteem your own
reputation; for 'tis better to be alone than in bad company.
Speak not injurious words neither in jest nor in earnest; scoff at
none, although they give occasion.
Gaze not at the marks or blemishes of others, and ask not how they
came. What you may speak in secret to your friend, deliver not before
others.
Nothing but harmony, honest industry, and frugality are necessary
to make us a great people. First impressions are generally the most
lasting. It is therefore absolutely necessary, if you mean to make any
figure upon the stage, that you should take the first steps right.
There is a destiny which has the control of our actions not to be
resisted by the strongest efforts of Human Nature.
Let your heart feel for the afflictions and distresses of everyone,
and let your hand give in proportion to your purse; remembering
always the widow's mite, but that it is not everyone who asketh that
deserveth charity; all, however, are worthy the inquiry, or the
deserving may suffer.
I consider storms and victory under the direction of a wise
Providence, who no doubt directs them for the best purposes, and to
bring round the greatest degree of happiness to the greatest number.
Happiness depends more upon the internal frame of a person's mind,
than on the externals in the world.
To constitute a dispute there must be two parties. To understand it
well, both parties and all the circumstances must be fully heard;
and to accommodate differences, temper and mutual forbearance are
requisite.
Idleness is disreputable under any circumstances; productive of no
good, even when unaccompanied by vicious habits.
It is not uncommon in prosperous gales to forget that adverse winds
blow.
Economy in all things is as commendable in the manager, as it is
beneficial and desirable to the employer.
It is unfortunate when men cannot or will not see danger at a
distance; or seeing it, are undetermined in the means which are
necessary to avert or keep it afar off.
Every man who is in the vigor of life ought to serve his country in
whatever line it requires, and he is fit for.
Rise early, that by habit it may become familiar, agreeable, healthy,
and profitable. It may, for a while, be irksome to do this, but that
will wear off; and the practice will produce a rich harvest forever
thereafter, whether in public or in private walks of life.
SAID BY WASHINGTON
To be prepared for war is one of the most effectual means of
preserving peace.
There is a rank due to the United States among nations which will be
withheld, if not absolutely lost, by the reputation of weakness.
The propitious smiles of Heaven can never be expected on a nation that
disregards the eternal rules of order and right which Heaven itself
has ordained.
The very idea of the power and right of the people to establish
government presupposes the duty of every individual to obey the
established government.
If there was the same propensity in mankind for investigating the
motives, as there is for censuring the conduct, of public characters,
it would be found that the censure so freely bestowed is oftentimes
unmerited and uncharitable.
Where is the man to be found who wishes to remain indebted for the
defense of his own person and property to the exertions, the bravery,
and the blood of others, without making one generous effort to repay
the debt of honor and gratitude?
There is no truth more thoroughly established than that there exists
in the economy and course of nature an indissoluble union between
virtue and happiness, between duty and advantage, between the genuine
maxims of an honest and magnanimous policy and the solid rewards of
public prosperity and felicity.
Against the insidious wiles of foreign influence the jealousy of a
free people ought to be constantly awake.
The name American must always exalt the just pride of Patriotism.
To the efficacy and permanency of your union a government for the
whole is indispensable.
Every attempt to alienate any portion of our country from the rest
should be indignantly frowned upon.
Let us impart all the blessings we possess, or ask for ourselves, to
the whole family of mankind.
Let us erect a standard to which the wise and honest may repair.
'Tis substantially true that virtue or morality is a necessary spring
of popular government.
It is incumbent upon every person of every description to contribute
to his country's welfare.
It would be repugnant to the vital principles of our government
virtually to exclude from public trusts, talents and virtue, unless
accompanied by wealth.
Give such encouragements to our own navigation as will render our
commerce less dependent on foreign bottoms.
I have never made an appointment from a desire to serve a friend or
relative.
Labor to keep alive in your breast that little spark of celestial
fire, conscience.
WASHINGTON'S FAREWELL TO THE ARMY
(_Dated at Rocky Hill, near Princeton, New Jersey, November 2, 1783_)
It is universally acknowledged that the enlarged prospects of
happiness, opened by the confirmation of our independence and
sovereignty, almost exceed the power of description. And shall not the
brave men who have contributed so essentially to these inestimable
acquisitions, retiring victorious from the field of war to the field
of agriculture, participate in all the blessings which have been
obtained? In such a republic, who will exclude them from the rights of
citizens and the fruits of their labor?
To those hardy soldiers who are actuated by the spirit of adventure,
the fisheries will afford ample and profitable employment; and the
extensive and fertile regions of the West will yield a most happy
asylum to those who, fond of domestic enjoyment, are seeking personal
independence.
Little is now wanting to enable the soldier to change the military
character into that of a citizen but that steady and decent behavior
which has distinguished not only the army under this immediate
command, but the different detachments and separate armies through the
course of the war. To the various branches of the army the General
takes this last and solemn opportunity of professing his inviolable
attachment and friendship. He can only again offer in their behalf his
recommendations to their grateful country and his prayers to the God
of armies. May ample justice be done them here, and may favors, both
here and hereafter, attend those who, under the divine auspices, have
secured innumerable blessings for others!
With these wishes and this benediction the commander-in-chief is about
to retire from service. The curtain of separation will soon be drawn,
and the military scene to him will be closed forever!
WASHINGTON'S FAREWELL ADDRESS
(_To the People of the United States--September 17, 1796_)
Friends and Fellow-Citizens:
The period for a new election of a citizen to administer the executive
Government of the United States being not far distant, and the time
actually arrived when your thoughts must be employed in designating
the person who is to be clothed with that important trust it appears
to me proper, especially as it may conduce to a more distinct
expression of the public voice, that I should now apprise you of the
resolution I have formed, to decline being considered among the number
of those out of whom a choice is to be made....
[Illustration: Statue of Washington at West Point
Presented to the United States Military Academy by a Veteran of the
Civil War
Copyright by Underwood & Underwood, N. Y.]
In looking forward to the moment which is intended to terminate the
career of my public life my feelings do not permit me to suspend
the deep acknowledgment of that debt of gratitude which I owe to my
beloved country for the many honors it has conferred upon me; still
more for the steadfast confidence with which it has supported me,
and for the opportunities I have thence enjoyed of manifesting my
inviolable attachment, by services faithful and persevering, though
in usefulness unequal to my zeal. If benefits have resulted to our
country from these services, let it always be remembered to your
praise, and as an instructive example in our annals, that under
circumstances in which the passions, agitated in every direction,
were liable to mislead, amidst appearances sometimes dubious,
vicissitudes of fortune often discouraging, in situations in which not
unfrequently want of success has countenanced the spirit of criticism,
the constancy of your support was the essential prop of the efforts,
and a guarantee of the plans by which they were effected. Profoundly
penetrated with this idea, I shall carry it with me to my grave,
as a strong incitement to unceasing vows that Heaven may continue
to you the choicest tokens of its beneficence; that your union and
brotherly affection may be perpetual; that the free Constitution,
which is the work of your hands, may be sacredly maintained; that its
administration in every department may be stamped with wisdom and
virtue; that, in fine, the happiness of the people of these States,
under the auspices of liberty, may be made complete, by so careful a
preservation and so prudent a use of this blessing, as will acquire
for them the glory of recommending it to the applause, the affection
and adoption of every nation which is yet a stranger to it.
Here, perhaps, I ought to stop. But a solicitude for your welfare,
which cannot end but with my life, and the apprehension of danger,
natural to that solicitude, urge me, on an occasion like the present,
to offer to your solemn contemplation, and to recommend to your
frequent review, some sentiments, which are the result of much
reflection, of no inconsiderable observation, and which appear to me
all important to the permanency of your felicity as a People.
Interwoven as is the love of liberty with every ligament of your
hearts, no recommendation of mine is necessary to fortify or confirm
the attachment.
The unity of government, which constitutes you one people, is also now
dear to you. It is justly so; for it is a main pillar in the edifice
of your real independence, the support of your tranquility at home,
your peace abroad; of your safety; of your prosperity; of that very
liberty which you so highly prize. But as it is easy to foresee that
from different causes and from different quarters much pains will be
taken, many artifices employed, to weaken in your minds the conviction
of this truth; as this is the point in your political fortress
against which the batteries of internal and external enemies will be
most constantly and actively (though often covertly and insidiously)
directed, it is of infinite moment that you should properly estimate
the immense value of your national Union to your collective and
individual happiness; that you should cherish a cordial, habitual, and
immovable attachment to it, accustoming yourself to think and speak
of it as of the palladium of your political safety and prosperity;
watching for its preservation with jealous anxiety; discountenancing
whatever may suggest even a suspicion that it can, in any event, be
abandoned; and indignantly frowning upon the first dawning of every
attempt to alienate any portion of our country from the rest, or to
enfeeble the sacred ties which now link together the various parts.
For this you have every inducement of sympathy and interest.
Citizens, by birth or choice, of a common country, that country has
a right to concentrate your affections. The name 'American,' which
belongs to you in your national capacity, must always exalt the just
pride of patriotism more than any appellation derived from local
discriminations. With slight shades of difference, you have the same
religion, manners, habits, and political principles. You have in a
common cause fought and triumphed together; the independence and
liberty you possess are the work of joint counsels, and joint efforts,
of common dangers, sufferings, and successes.
But these considerations, however powerfully they address themselves
to your sensibility, are greatly outweighed by those which apply more
immediately to your interest. Here every portion of our country finds
the most commanding motives for carefully guarding and preserving the
union of the whole....
To the efficacy and permanency of your union a government for the
whole is indispensable. No alliances, however strict, between the
parts can be an adequate substitute; they must inevitably experience
the infractions and interruptions which all alliances in all times
have experienced. Sensible of this momentous truth, you have improved
upon your first essay by the adoption of a constitution of government
better calculated than your former for an intimate union and for the
efficacious management of your common concerns. This government, the
offspring of our own choice, uninfluenced and unawed, adopted upon
full investigation and mature deliberation, completely free in its
principles, in the distribution of its powers uniting security with
energy and containing within itself a provision for its own amendment,
has a just claim to your confidence and your support. Respect for its
authority, compliance with its laws, acquiescence in its measures, are
duties enjoined by the fundamental maxims of true liberty. The basis
of our political systems is the right of the people to make and to
alter their constitutions of government. But the constitution which at
any time exists, till changed by an explicit and authentic act of the
whole people, is sacredly obligatory upon all. The very idea of the
power and the right of the people to establish government presupposes
the duty of every individual to obey the established government.
All obstructions to the execution of the laws, all combinations and
associations, under whatever plausible character, with the real design
to direct, control, counteract, or awe the regular deliberation
and action of the constituted authorities, are destructive of this
fundamental principle and of fatal tendency. They serve to organize
faction, to give an artificial and extraordinary force: to put in the
place of the delegated will of the nation, the will of a party, often
a small but artful and enterprising minority of the community; and,
according to the alternate triumphs of different parties, to make the
public administration the mirror of the ill-concerted and incongruous
projects of faction, rather than the organ of consistent and wholesome
plans digested by common counsels, and modified by mutual interests....
Towards the preservation of your government, and the permanency of
your present happy state, it is requisite, not only that you steadily
discountenance irregular opposition to its acknowledged authority,
but also that you resist with care the spirit of innovation upon its
principles, however specious the pretext. One method of assault may
be to effect, in the forms of the constitution, alterations which
will impair the energy of the system, and thus to undermine what
cannot be directly overthrown. In all the changes to which you may be
invited, remember that time and habit are at least as necessary to
fix the true character of government as of other human institutions;
that experience is the surest standard by which to test the real
tendency of the existing constitution of a country; that facility in
changes, upon the credit of mere hypothesis and opinion, exposes to
perpetual change, from the endless variety of hypothesis and opinion;
and remember, especially, that, for the efficient management of your
common interests, in a country so extensive as ours, a government of
as much vigor as is consistent with the perfect security of liberty
is indispensable. Liberty itself will find in such a government, with
powers properly distributed and adjusted, its surest guardian. It is,
indeed, little else than a name, where the government is too feeble
to withstand the enterprise of faction, to confine each member of the
society within the limits prescribed by the laws, and to maintain
all in the secure and tranquil enjoyment of the rights of person and
property....
Of all the dispositions and habits which lead to political prosperity,
religion and morality are indispensable supports. In vain would that
man claim the tribute of patriotism who should labor to subvert these
great pillars of human happiness, these firmest props of the duties
of men and citizens. The mere politician, equally with the pious man,
ought to respect and to cherish them. A volume could not trace all
their connections with private and public felicity. Let it simply
be asked, where is the security for property, for reputation, for
life, if the sense of religious obligation desert the oaths which are
the instruments of investigation in courts of justice? And let us
with caution indulge the supposition that morality can be maintained
without religion. Whatever may be conceded to the influence of refined
education on minds of peculiar structure, reason and experience both
forbid us to expect that national morality can prevail in exclusion of
religious principle....
Promote, then, as an object of primary importance, institutions for
the general diffusion of knowledge. In proportion as the structure of
a government gives force to public opinion it is essential that public
opinion should be enlightened.
As a very important source of strength and security, cherish public
credit. One method of preserving it is to use it as sparingly as
possible, avoiding occasions of expense by cultivating peace, but
remembering also that timely disbursements to prepare for danger
frequently prevent much greater disbursements to repel it; avoiding
likewise the accumulation of debt, not only by shunning occasions of
expense, but by vigorous exertions in time of peace to discharge the
debts which unavoidable wars may have occasioned, not ungenerously
throwing upon posterity the burden which we ourselves ought to bear.
The execution of these maxims belongs to your representatives, but it
is necessary that the public opinion should cooperate....
Observe good faith and justice towards all nations; cultivate peace
and harmony with all. Religion and morality enjoin this conduct; and
can it be that good policy does not equally enjoin it? It will be
worthy of a free, enlightened, and, at no distant period, a great
nation, to give to mankind the magnanimous and too novel example of a
people always guided by an exalted justice and benevolence.
TRIBUTES
The life of our Washington cannot suffer by a comparison with those
of other countries who have been most celebrated and exalted by fame.
The attributes and decorations of royalty could have only served to
eclipse the majesty of those virtues which made him, from being a
modest citizen, a more resplendent luminary.
Malice could never blast his honor, and envy made him a single
exception to her universal rule. For himself he had lived enough
to life and to glory. For his fellow-citizens, if their prayers
could have been answered, he would have been immortal. His example
is complete, and it will teach wisdom and virtue to magistrates,
citizens, and men, not only in the present age, but in future
generations, as long as our history shall be read.
_John Adams_
Washington stands alone and unapproachable like a snow peak rising
above its fellows into the clear air of morning, with a dignity,
constancy, and purity which have made him the ideal type of civic
virtue to succeeding generations.
_James Bryce_
First in war, first in peace, first in the hearts of his countrymen,
he was second to none in the humble and endearing scenes of private
life, pious, just, humane, temperate, and sincere, uniform, dignified,
and commanding, his example was as edifying to all around him, as were
the effects of that example lasting.
_Henry Lee_
Others of our great men have been appreciated--many admired by all.
But him we love. Him we all love. About and around him we call up no
dissentient and discordant and dissatisfied elements, no sectional
prejudice nor bias, no party, no creed, no dogma of politics. None of
these shall assail him. When the storm of battle blows darkest and
rages highest, the memory of Washington shall nerve every American arm
and cheer every American heart. It shall relume that Promethean fire,
that sublime flame of patriotism, that devoted love of country, which
his words have commended, which his example has consecrated.
_Rufus Choate_
Let a man fasten himself to some great idea, some large truth, some
noble cause, even in the affairs of this world, and it will send him
forward with energy, with steadfastness, with confidence. This is what
Emerson meant when he said: "Hitch your wagon to a star." These are
the potent, the commanding, the enduring men--in our own history, men
like Washington and Lincoln. They may fail, they may be defeated, they
may perish; but onward moves the cause, and their souls go marching on
with it, for they are part of it, they have believed in it.
_Henry van Dyke_
Brave without temerity, laborious without ambition, generous
without prodigality, noble without pride, virtuous without
severity--Washington seems always to have confined himself within
those limits where the virtues, by clothing themselves in more lively
but more changeable and doubtful colors, may be mistaken for faults.
Inspiring respect, he inspires confidence, and his smile is always the
smile of benevolence.
_Marquis Chastelleux_
Great without pomp, without ambition brave,
Proud, not to conquer fellow-men, but save;
Friend to the weak, a foe to none but those
Who plan their greatness on their brethren's woes;
Aw'd by no titles--undefil'd by lust--
Free without faction--obstinately just;
Warm'd by religion's sacred, genuine ray,
That points to future bliss the unerring way;
Yet ne'er control'd by superstition's laws,
That worst of tyrants in the noblest cause.
_From a London Newspaper_
BIBLIOGRAPHY
See Bibliography at end of monograph.
ARBOR DAY
Second Friday in April
TREES
I think that I shall never see
A poem lovely as a tree;
A tree whose hungry mouth is prest
Against the earth's sweet flowing breast;
A tree that looks at God all day
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain,
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
_Joyce Kilmer_
ARBOR DAY
FOREWORD IN PAMPHLET ON ARBOR DAY ISSUED IN 1913
The following are the provisions of the statutes of the State
concerning the observance of Arbor Day:
The day in each year known as Arbor Day shall be suitably observed
in the public schools. The Commissioner of Education shall from time
to time prepare and issue to schools such circulars of information,
advice and instruction with reference to the day as he may deem
necessary.
For the purpose of encouraging the planting of shade and forest trees,
the second Friday of April in each year is hereby designated as a day
for the general observance of such purpose, and to be known as Arbor
Day.
On said day appropriate exercises shall be introduced in all the
schools of the State, and it shall be the duty of the several county
and city superintendents to prepare a program of exercises for that
day in all the schools under their respective jurisdiction.
You will notice that Arbor Day now occurs on the second Friday of
April, the Legislature of 1912 having changed the date.
It is believed that Arbor Day may not only be devoted to the
consideration of the value of trees and forests, including, of course,
the planting of trees and shrubs, but that it may also be used to
direct attention to birds and their protection, to the importance of
the school garden, and to other related matters. The conservation of
some of our natural resources might well be considered as the broad
theme of the day, the main emphasis, however, being placed on trees.
Much of the contents of this pamphlet will afford suggestive material
for the use of teachers at any appropriate time. The general
information given may be of help to many teachers throughout the spring
months. The discussions of the various subjects presented may afford
valuable reading material in the grammar schools.
The main purpose of the pamphlet is to give an impetus to the movement
for a greater interest in our natural resources, and the movement
for a greater appreciation of the opportunities offered by rural or
semi-rural life. It is hoped that the suggestions made are such as may
appeal to the interests of children.
It is hoped that Arbor Day may be a profitable one to the pupils in the
schools. It is further hoped that the influence of the contents of the
pamphlet may not be confined to any one day, but may be extended to
many days of the school year.
Calvin N. Kendall
_Commissioner of Education_
LETTER ISSUED TO SCHOOL OFFICIALS IN 1919
Arbor Day will occur this year on Friday, April 11. An announcement
concerning it may be found in the March number of the Education
Bulletin.
It has been happily suggested by Secretary Houston of the Department of
Agriculture at Washington that the day be observed in part this year
by planting trees upon our roadways, in our yards, and in our pleasure
places, each tree being named for a soldier who has fallen in the late
War. Such trees would be appropriate memorials to these soldiers.
I suggest that this particular year there be wide-spread planting
of trees dedicated to those whose lives have been sacrificed in the
War. The planting of the trees should be marked with some appropriate
exercises and these exercises should take on more than a school
significance. The whole community should be invited by the school to
take part.
I trust there may be a generous response on the part of the schools of
New Jersey to this idea.
Calvin N. Kendall
_Commissioner of Education_
TREES AND FORESTS
ALFRED GASKILL, STATE FORESTER
Save What We Have, Let Planting Come After
When the farmers of Nebraska, led by J. Sterling Morton, established
Arbor Day in 1872, they sought the threefold blessing that trees always
give--shade from the summer sun, shelter from winter winds, and wood.
These men found the broad prairies of the Middle West practically
treeless and they soon discovered that unless nature's fault was
remedied the homes they hoped to make could be neither pleasant, nor
secure, nor successful.
In New Jersey, as in all parts of th
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