Part 3

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 government of the people, by the people, for the people, shall not perish from the earth.

VISITOR. Thank you, my lad, thank you.

MISS WHITE. Sometimes we make original one-minute speeches. Would you like to hear one of those we prepared on Theodore Roosevelt? If so, choose your speaker.

VISITOR. Indeed I would. I think I’ll choose you.

_The pupil chosen comes to the front and delivers an original speech._

VISITOR. Great work! Great work! I’m sure there is another Lincoln or Roosevelt in the making, right here in this class. I am especially pleased to hear these good American speeches, for I can see by your faces that some of you, or perhaps your parents, came from foreign lands.

MISS WHITE. Those who were not born in America please stand. (_Seven pupils stand._) In what country were you born?

_In turn each answers: 1, Italy. 2, Russia. 3, Ireland. 4, Sweden. 5, Russia. 6, Austria. 7, England._

MISS WHITE. Now, will all those whose parents--one or both--were born in other lands please stand also? (_More than half the class rise. Motions pupils to their seats._) What are you all now?

PUPILS (_emphatically_). AMERICANS!

MISS WHITE. I am sure our visitor will be pleased to hear, “I am an American,” recited by Alice and Peter. Then we will all recite The American Creed.

ALICE _and_ PETER _come to the front of the room and recite_.

ALICE.

I am an American. My father belongs to the Sons of the Revolution; My mother, to the Colonial Dames. One of my ancestors pitched tea overboard in Boston Harbor; Another stood his ground with Warren; Another hungered with Washington at Valley Forge. My forefathers were America in the making: They spoke in her council halls; They commanded her ships; They cleared her forest. Dawns reddened and paled. Stanch hearts of mine beat fast at each new star In the nation’s flag. Keen eyes of mine foresaw her greater glory: The sweep of her seas, The plenty of her plains. The man-hives in her billion-wired cities. Every drop of blood in me holds a heritage of Patriotism. I am proud of my past. I am an American.

PETER.

I am an American. My father was an atom of dust, My mother, a straw in the wind, To his Serene Majesty. One of my ancestors died in the mines of Siberia. Another was crippled for life by twenty blows of the knout; Another was killed defending his home during the massacres.

* * * * *

But then the dream came-- The dream of America. In the light of the Liberty torch The atom of dust became a man And the straw in the wind became a woman For the first time. “See,” said my father, pointing to the flag that fluttered near, “That flag of stars and stripes is yours; It is the emblem of the promised land. It means, my son, the hope of humanity. Live for it--die for it!” Under the open sky of my new country I swore to do so; And every drop of blood in me will keep that vow. I am proud of my future. I am an American.

MISS WHITE _steps forward, and placing a hand on the shoulder of each, leads the class, as they stand proudly erect, in reciting The American Creed. The Creed must be spoken clearly and emphatically_.

CLASS.

I believe in the United States of America as a government of the people, by the people, for the people; whose just powers are derived from the consent of the governed; a democracy in a republic; a sovereign nation of many sovereign states; a perfect union, one and inseparable; established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes.

I therefore believe it is my duty to my country to love it; to support its Constitution; to obey its laws; to respect its flag, and to defend it against all enemies.

CURTAIN

EDUCATION _and_ ANY CITY _appear before the curtain_.

ANY CITY. Do you mean to tell me that all the sixth-grade pupils in America are being taught as are these children? If so, no sacrifice is too great for the public to make, that such schools may be maintained.

EDUCATION. Alas, no! I have shown you one of the best schools. But there are hundreds of such schools in the land to-day; and I tell you, no sacrifice is too great for the public to make that all schools in the country may be brought to this standard, may be advanced beyond it. It is owing to the self-denial and patriotism of the best teachers of America that the average standard of her schools is as high as it is to-day; it is because of their untiring efforts that America has to-day schools beyond the price the public is paying for them.

ANY CITY (_as if thinking aloud_). Yes, such children--children with a thorough education; children trained to think and act for themselves; children who learn to stick to a thing until it is finished; children who are healthy, courteous, and patriotic--will be a power for good when they become men and women.

EDUCATION. Yes, it is to the school-children of to-day that you must look for the controllers of the future destinies of America. Upon the training you give them now depends the fate of the Nation in the years to come. We are at the dividing of the ways. The public must either provide the means for the democratic training of all boys and girls, or permit class-distinctions in citizens of a republic. That you may know the danger that thus threatens, come with me and behold a possible school of the future.

_Exit_ EDUCATION _and_ ANY CITY.

TENTH GLIMMER: A WARNING

_A public school of the future suffering for lack of public support. The pupils are crowded into dilapidated desks--two pupils at each. Benches on which other pupils are crowded are arranged along the wall. The pupils are unkempt, ragged, rude. A small blackboard, much defaced, is at one side of the room. On it is some very careless work, misspelled words, poorly made figures, etc. The_ TEACHER _is slovenly in appearance: hair fussy and untidy; she is dressed in a sheer chiffon waist, much worn and entirely unsuited for business purposes; a badly hung skirt; shabby slippers with “run-down” high heels. Her movements are awkward and abrupt; her voice harsh; her articulation poor, the “g” being constantly dropped from words ending in “ing”; her pronunciation incorrect, and her grammar faulty. She is the type of teacher to be expected if teachers’ salaries are not materially advanced. Teacher’s desk is cluttered with books, papers, etc. As the curtain goes up the_ TEACHER _is talking to, or rather screaming at, a foreign-appearing woman--a woman with a black handkerchief on her head, who has brought two children to school_.

TEACHER. No, I can’t take them. Look at this room! For the land’s sake, where do you think I could put two more? Hang them on the wall, or plaster them to the ceilin’? Gee! I’d like to quit this job! (_Raps on desk._) Stop yer talkin’! You’d think you had never been learned any manners. You know it ain’t perlite to talk when I’m speakin’ to a lady. (_Turns again to visitor._) No, it won’t do you any good to see the Board of Education. They’ve got troubles of their own, I guess. I jest can’t take another one in this class and that’s the end of it. You’d better go now. I’ve no time to fool with visitors.

_Woman leaves, shaking her head._

TEACHER. The A division will take out your Arithmetics. (_The A division obey noisily._) For the land’s sake! I didn’t tell you to smash your desks with them. I bet some of you bust your book-backs.

_Pupils examine books; one boy deliberately tears back binding. All laugh. At this point, one of the old seats gives way and the occupants are thrown to the floor._

TEACHER. There, I’ve been expectin’ that to happen any time for the last month. I have begged and begged for some decent desks, but the cry is always, “No money! No money!” Are you hurt, boys?

FIRST BOY. No.

SECOND BOY. Yes, I twisted my wrist.

TEACHER. Well, go home and have it ’tended to. I have no time to fix it for you. And (_turning to_ FIRST BOY) you can go with him, Sam. You might as well, for I have no place for you now your desk is broken.

_Boys leave and_ TEACHER _turns again to the class_.

TEACHER. The B division will--

_The class interrupts, A and B divisions shouting at the same time._

A DIVISION. You never told us what to do yet!

B DIVISION. You forgot to tell the A’s what to do with their Arithmetics!

TEACHER (_placing hands over ears, and screaming_). Hush up! Do you want to make me deef? A’s do the first five examples on page 97.

_The first, second, and third pupils speak at the same time._

FIRST PUPIL. Aw, I can’t do them examples!

SECOND PUPIL. You never told us how to do them examples!

THIRD PUPIL. I don’t know what this word means!

TEACHER. You’ll have to do the best you know how. I’m sure I haven’t got any time to stop and explain things now. If I have time later, I’ll explain anythin’ you want to know.

FOURTH PUPIL. I hain’t got no pencil.

TEACHER. Correct your English.

FOURTH PUPIL. I ain’t got any pencil.

TEACHER. Borrow one off of another pupil.

_The_ FOURTH PUPIL _creates further disturbance by proceeding to borrow a pencil_.

FIFTH PUPIL. The point of my pencil’s busted.

TEACHER. Well, you can git along as best you can. With seventy-two pupils I haven’t got time to see that pencils are sharpened.

SIXTH PUPIL. I haven’t got no paper.

TEACHER. Well, do your examples on the blackboard. The stingy allowance of paper provided for this class is used up long ago.

SIXTH PUPIL. The page is tore out of my book.

TEACHER. I’m not surprised. We should have had new books two years ago. These have been in tatters for ages. Look on with somebody else.

SEVENTH PUPIL. I--

TEACHER. Oh, do be still! I won’t listen to another word. I’ve got to hear the B history lesson now. Let me see everybody at work at once.

_A division takes its time getting ready, slouches down in awkward, unhealthful attitudes and makes a pretence of solving the problems it does not understand. The_ TEACHER _meanwhile is giving her attention to the B division_.

TEACHER. To-day we will have a review of America’s great men. (_She opens her book and reads the questions from it._) John, who was Washington?

JOHN. Washington was the first President of the United States. He was the father of his country. He cut down a cherry tree. He fought. He killed a colt.

TEACHER. Very good, John. Does anybody else know anythin’ about Washington? (_A number of hands are raised._) Well, what do you know, Mary?

MARY. His birthday is February twelfth.

TOM. Hear her, February twelfth! That’s Valentine’s Day. Washington’s birthday is February twenty-second, and we have a holiday.

FRED. You’re wrong yourself. February twelfth is Lincoln’s birthday. Valentine Day is the fourteenth.

TEACHER. Stop quarrelin’. Fred is right. Now, Fred, what can you tell me about Lincoln?

FRED. He was a poor boy and split rails for the railroad. He was president. He was shot.

TEACHER. Good.

FANNY. I know something else about Lincoln. He--

TEACHER (_interrupting_). Never mind; we have no time to hear more about him. Tell me what you know about Franklin instead.

FANNY. One day a girl saw him walking along the street eating a roll. She laughed at him and so she married him.

CARRIE. Franklin wrote wise things. We have a book about him at home. He said, “Early to bed, and early to rise, makes a man healthy, wealthy and wise.”

PETER. Call that wise! Gee, I never go to bed before eleven.

FANNY. I don’t believe Franklin ever said that. It don’t say anything like that in our history book.

TEACHER. Well, if it don’t we’ll not talk about it. The land knows I’d be tickled if I had time to hear all that your book says, without huntin’ up more trouble in other books. Now we must stop. Time’s up, but you have done splendid, children. Nobody can say I don’t teach my children American history as good as anybody, even if I have such a whale of a class.

CURTAIN

EDUCATION _and_ ANY CITY _appear before the curtain_.

ANY CITY. But it is impossible that such a state of affairs can ever exist in this land!

EDUCATION. Impossible! I tell you the beginning of such a state of affairs exists in this land to-day. The danger is even now at your doors. When the penurious, short-sighted policy of the public drives the cultured, trained, and efficient teacher from the classroom, her place is taken by the ignorant, the untrained, or the inefficient. There are scores of thousands of untrained, inefficient teachers in American schools, teaching American children to-day; and, unless the public speedily awakes to the danger, and pays the price for competent service, such teachers will predominate in the schools of to-morrow. Unless measures are promptly taken to secure for every child in America a seat in a healthful schoolroom, and books and materials for his education, the public schools of the land will surely sink to the level of the classroom I have just shown you. Are you willing to trust the government of this country to citizens so trained?

ANY CITY. But the children you showed me are the children of the poor, the ignorant. Surely the children of the rich, the cultured, will have better training.

EDUCATION (_sternly_). The children I showed you are the children of America; and would you train a selected few to rule this land? If you say _yes_, then are you a traitor to America. You would overthrow this Democracy--the “government of the people, by the people, and for the people,” and substitute an aristocracy--a government of the people, by a favored class, for--what? Nay! I tell you, “the end of American education is the knowledge and the practice of Democracy.” The education of the children in a democracy is the concern of all the public. It must be an education of all the people, paid for by all the people. You sent millions of Americans across the sea to make the world safe for Democracy. You must educate every child in the land to make democracy safe for America. “Education is the most sacred concern, and the only hope of a nation.”

ANY CITY. You are right. I wish that you had shown me a happier view of the future, however.

EDUCATION (_eagerly_). I will. I will show you my dream for the future education of America, and I can make the dream come true if you will lend your aid. Come.

EDUCATION _leads, and_ ANY CITY _eagerly follows her behind the curtain_.

ELEVENTH GLIMMER: EDUCATION’S DREAM

_When the curtain is raised, the stage is almost in darkness, only the light of_ EDUCATION, _from the lamp hung near the front, streams across the stage. A searchlight should be arranged to suggest the brightening of_ EDUCATION’S _light, turning the glimmer into a broad gleam. Into this bright light march those who are a part of_ EDUCATION’S _dream. All the characters of the past, those who took part in previous glimmers, should be grouped in the background--the Past looking toward the Future. The procession_--EDUCATION’S _dream--carry banners showing who they are. As they march, they sing._

ORDER OF PROCESSION

1. _Leader_, carrying American Flag.

2. _Kindergartens_, first a girl and boy, each carrying something to suggest their work. After them marches a third child with a banner on which is printed: “Kindergarten--From 4 to 6.”

3. _The Elementary Grades_:

2 First-Grade pupils. 2 Second-Grade pupils. 2 Third-Grade pupils. 2 Fourth-Grade pupils. 2 Fifth-Grade pupils. 2 Sixth-Grade pupils.

_Some of above carry books and samples of work, showing that there is no lack of books and materials provided; others carry Indian clubs, dumb-bells, footballs, etc., showing that the physical welfare of the child is considered._

_After the elementary grades marches a boy bearing a banner on which is printed: “Elementary Schools--From 6 to 12.”_

_Then follow the pupils representing the higher schools. Each group carries objects suggesting its special school activities._

4. _The Junior High School_--From 12 to 15.

5. _The Classical High School_--From 14 to 19.

6. _The Technical High School_--From 14 to 19.

7. _The Commercial High School_--From 14 to 19.

8. _College_--From 18 to 22.

9. _Extension School_--From 18.

10. _Americanization_--For all.

_As they march they sing._

PROCESSIONAL: HYMN OF FREEDOM

(Tune: “Stand up, stand up, for Jesus.”)

Unfurl the flag of Freedom, Fling far the bugle blast There comes a sound of marching From out the mighty past. Let every peak and valley Take up the valiant cry, Where, beautiful as morning, Our banner cuts the sky.

Free-born to peace and justice, We stand to guard and save The liberty of manhood, The faith our fathers gave. Then soar aloft, Old Glory, And tell the waiting breeze No law but Right and Justice Shall rule the seven seas!

_The procession forms a tableau toward front of stage. The_ LEADER _with the flag stands in front. All banners held at the rear face audience. In the centre of the line of banners is a very large one bearing the legend_:--

A PLACE FOR EVERY CHILD IN THE PUBLIC SCHOOLS _and_ EVERY CHILD IN THE PUBLIC SCHOOL

LEADER. Let us repeat our slogan.

ALL. Education for all!

LEADER. One country!

ALL. The United States of America.

LEADER. One language!

ALL. The English language.

LEADER. One flag!

ALL. The Stars and Stripes.

CURTAIN

EDUCATION _and_ ANY CITY _appear before the curtain_.

EDUCATION. And now, speak no more of the cost of education. Fear rather the cost of ignorance. Never yet has America failed to give, and to give generously, to the cause of Freedom. And through education comes perfect freedom. Uncounted millions were spent in the war to make the world safe for Democracy. Will America not gladly spend a tithe of those billions for peace and to make safe the democratic principles of this republic?

Were half the power that fills the world with terror, Were half the wealth bestowed on camps and courts, Given to redeem the human mind from error, There were no need of arsenals and forts.

Nor will a plea of ignorance avail. I have shown you glimmers of the past. I have told you the needs of the present. I have given you a gleam along the pathway of the future. By its light you may find the right path, you may see to walk in it, you may arrive safely at the journey’s end. Up! follow the gleam!

_As_ EDUCATION _says, “Up! follow the gleam!” the lights are turned off_. EDUCATION _steps behind the curtain, her hand holding the light being withdrawn last, so that the gleam remains after she has “faded” from sight. During the moment of darkness_, ANY CITY _resumes his chair, and when the lights are turned on, is seen, as in the Prologue, fast asleep_.

EPILOGUE

THE GLEAM

ANY CITY (_opening his eyes, as if waking from sleep_). What a dream I have had! No, I believe it was what the seers of old would call a vision, for a light seemed to be with me always. (_Picks up tax paper and opens it._) Well, dream or vision, I have learned a lesson. I will follow the gleam! By the gleam I see my path--I will cut off my hand before I cut one cent from this school appropriation! By the light of the gleam I will follow the path--I will give more, and more, and more, that my children may be educated in the knowledge and practice of Democracy. By the gleam I shall reach the goal--the democratic education of every soul in America. Only by thus following the gleam may I make certain that “government of the people, by the people, and for the people shall not perish from the earth.”

=TRANSCRIBER’S NOTE=

Italic text is denoted by _underscores_.

Bold text is denoted by =equal signs=.

Obvious punctuation errors have been corrected after careful comparison with other occurrences within the text and consultation of external sources.

Some hyphens in words have been silently removed, some added, when a predominant preference was found in the original book.