over those who came together. They were still boasting and quarreling, and they did not help each other lift the net. So the hunter lifted the net himself and crammed them into his basket. But the wise quail gathered his friends together and flew far away, for he knew that quarrels are the root of misfortune.





For the Teacher:



A great city is that which has the greatest men and

women, If it be a few ragged huts it is still the greatest city in the

whole world.

The place where a great city stands is not the place of

stretch'd wharves, docks, manufactures, deposits

of produce merely, Nor the place of ceaseless salutes of new-comers or the

anchor-lifters of the departing, Nor the place of the tallest and costliest buildings or

shops selling goods from the rest of the earth, Nor the place of the best libraries and schools, nor the

place where money is plentiest, Nor the place of the most numerous population.

Where the city stands with the brawniest breed of

orators and bards, Where the city stands that is belov'd by these, and loves

them in return and understands them,

Where no monuments exist to heroes but in the common

words and deeds, Where thrift is in its place, and prudence is in its place,

Where outside authority enters always after the prece

dence of inside authority, Where the citizen is always the head and ideal, and

President, Mayor, Governor and what not, are

agents for pay, Where children are taught to be laws to themselves, and

to depend on themselves, Where equanimity is illustrated in affairs, Where speculations on the soul are encouraged, Where women walk in public processions in the streets

the same as the men, Where they enter the public assembly and take places

the same as the men; Where the city of the faithfulest friends stands, There the great city stands.

The most important public question before us today is the unsolved question of how to develop a class of trained citizens who shall bring into political life such upright devotion and such a high degree of efficient service that our civic life will show the results. It behooves the teachers of the United States to begin the foundations of such a crusade with the children. The junior citizens of our country are the future citizens of the nation. Even in the fourth grade the pupils, boys and girls alike, are in touch with the daily activities of municipal life around them. As they come to school they see workmen employed by the municipal government busily engaged on some service for the good of all. What these men are doing, why they are doing

it, what good comes from it, are questions to be considered.

Even more important are the questions that follow: If good does come from such work, cannot all citizens be interested and helpful? If the grown-up citizens are interested, why should not the children be interested and helpful too? These are questions to be fostered in the class room, in order to bring about a vital and intelligent coöperation on the part of the pupils.

As it is the spirit and not the letter that we are to develop in the lower grades, the actual study of government cannot be given as a branch of learning. But much will be gathered as basic knowledge of civic life if an informal succession of lessons be presented in the form of talks and stories, together with the study of pictures of civic life and poetry to stir local patriotism.



For the Teacher:



At length his lonely cot appears in view,
Beneath the shelter of an aged tree;
Th' expectant wee-things, toddlin', stacher thro',
To meet their Dad, wi' flichterin' noise an' glee.
His wee bit ingle, blinkin' bonilie,
His clane hearth-stane, his thriftie wifie's smile,
The lisping infant prattling on his knee,

Does a' his weary carking cares beguile,
An' makes him quite forget his labor an' his toil.

Wi' joy unfeign'd brothers and sisters meet,
An' each for other's weel fare kindly spiers:
The social hours, swift-wing'd, unnotic'd fleet;
Each tells the uncos that he sees or hears;
The parents, partial, eye their hopeful years;
Anticipation forward points the view.
The mother, wi' her needle an' her shears,
Gars auld claes look amaist as weel 's the new;
The father mixes a' wi' admonition due.

Their master's an' their mistress's command
The younkers a' are warned to obey;
An' mind their labours wi' an eydent hand,
An' ne'er, tho' out o’ sight, to jauk or play:
An' oh! be sure to fear the Lord alway,
An' mind your duty, duly, morn an' night!
Lest in temptation's path ye gang astray,'
Implore His counsel and assisting might:
They never sought in vain that sought the Lord aright!

Suggestions for morning talks
If you tell the boys and girls what children are doing in

their homes in other towns and cities to serve the community you will quickly catch their interest. Stories read like fairy tales to them when the heroes are children - children who have made their homes more beautiful, and thus bettered the community in

which they live. Jane Andrews's “Seven Little Sisters,” and “Ten

Boys,” will assist the teacher to bring before the pupils the helpfulness of children in the homes of other countries throughout the great epochs of his

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