Part 2

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!