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)