"Tell us about real folks." This is the request that comes to us again
and again from children in the upper grades. In response to this
appeal, the authors, in preparing "Modern Americans," have attempted
to give the pupils the worth-while things they like to read rather
than the things adults think they ought to like.
Those who have taught reading very long agree that the old-time hero
stories have always had a peculiar charm for pupils. But all the
heroes did not live in olden times; they are with us today. Why, then,
isn't it well to acquaint the children with present-day heroes? Young
people in the upper grades are especially interested in the men and
women who are actually doing things. They desire to study in school
the persons they read about in the daily papers. Elihu Root recently
said: "It seems sometimes as if our people were interested in nothing
but personalities."
To bridge the gap between our schools and practical everyday life has
become one of the chief concerns of the wide-awake teacher.
Accordingly, in geography we are studying the industries about us. In
English, civics, and history we are devoting an increasing amount of
time to a consideration of "Current Events." All this is in the right
direction; for, to create an interest in the men and women of the hour
and the social activities of the day makes for an intelligent
citizenship. "Acquaint the people with the great men of any period and
you have taught them the history of the period," says Carlyle. Know
the _past_, if possible; know the _present_ by all means.
At first thought the reader may disagree with the authors in the list
of characters chosen. He may think that many of America's greatest men
and women have been omitted while others of less importance have been
given a place. In reply permit us to say that greatness of achievement
has not been the only consideration in choosing the character studies.
Not all great men and women have life stories that appeal to
children, and unless the stories do appeal, it is better to omit them
until the children are older. Then, too, it seemed desirable to select
persons in various fields of human activity, thus broadening the scope
of the child's knowledge.
The reader will observe that we have placed much stress upon the
childhood experiences of the men and women studied, for the reason
that children are to read the stories; and since they are sure to
interpret what they read in terms of their own experiences, we must,
as far as possible, record experiences that are common to all, namely,
childhood experiences.
It is hoped that these stories have been so brought within the
experiences of the pupils that they will be led to discuss them. Many
of the stories were tried out with children in the University Training
School and the enthusiastic discussions that followed were both
interesting and helpful.
Lastly, and most important, the authors have attempted to inspire the
pupils with a purpose to make the most of themselves. The lives of
great men and women are sure to be an inspiration to the young. Since
great men stand for great things they are sure to embody the latest
and best in science, art, government, religion, and education. By
studying the lives of these representative men and women it is hoped
that the pupils will be stimulated to lofty purposes.
Acknowledgement is hereby made to The Bobbs-Merrill Co., publishers of
Mr. Riley's poems, for kind permission to republish "The Old
Swimmin'-Hole"; and also, to the publishers of "The Story of a
Pioneer"--_Jordan_; "The Story of My Life"--_Keller_; and the magazine
"Success" for additional source material.
CHESTER M. SANFORD
GRACE A. OWEN