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."