SUGGESTIONS TO TEACHERS.

Do not look upon this Manual as a text-book in American history. There are many good books that give the facts, and some that attempt the philosophy of the subject. But this does not pretend to do either. I am of the mind that neither facts nor philosophy alone, nor both combined, can create the sentiment of patriotism, much less foster and strengthen it in the minds and hearts of children. Be yourselves well grounded in the facts, and teach them as may be needful. Seek the philosophy of events, and teach it as far as possible. But when you take this book in your hands, let the light of sentiment and imagination play over facts and theories-tingeing all as with the beautiful Red, White and Blue of the Flag. Put yourselves in the place of the child. When your own mind is thus made responsive to the color-touch in history, try to make your pupils see and feel the illuminating power of great and worthy deeds. Nor of deeds alone. Teach them the wonderful power that abides in great personalities. Hold before their eyes a vision of the commanding figures of our own American history. Inspire them with a sentiment of loyalty and devotion to native land. If so profound a reasoner so wonderful an orator as Webster, constantly wove into the fabric of his most enduring speeches the splendid colors of the imagination, surely we need not hesitate, but rather, should be eager to use as best we can, though in faint degree, that power which he so magnificently wielded. Remember that the imagination is the very heart of all the symbols which are found in this book and are here used to set forth the noblest principles of government, the great underlying truths of our common humanity.

So, it was with intent that pictorial themes were largely chosen for the programs that follow. At the same time, it should be understood that the prefatory matter which caps each program is meant only as a hint or suggestion to be amended or enlarged as any teacher may wish. Keep the Flag ever before the mind's eye. Remember, also,

that so far as patriotism finds oral expression it is through music, poetry and prose. They are the gateways beautiful into the mind of the child. Teach them to sing the songs, let them learn "by heart" the poems and prose selections,- for not a strain of music, not a stanza, not a sentence, conveys an unworthy thought. Do not be alarmed at any sentiment for fear it is too profound for children to comprehend. If they learn it not in early years, they will never learn it. But my word for it, the day of a complete understanding of its meaning will come, and then they will remember, with undying thanks, the faithful one who taught them. Do not let them lose sight of the underlying thought of each program, that special quality in pictorial guise, which it is intended to set forth. Perhaps it is sympathy, or freedom or protection—no matter what, in the wide range of patriotism. If the central, rallying word is not given in the preliminary note, let the teacher give it, or better still, let the pupils find it. Let them put it in as clear and compact a "composition" form as possible, or explain it in oral form. Have class exercises frequently; let pupils sing or repeat in concert; borrow the music of other groups or individual programs, if time permits; the selections, poetry or prose, of different groups or single programs, choosing selections from any part of the book. Put in a quotation exercise, now and then, permitting pupils to select for themselves.

Mindful that in school as elsewhere, "time is money," I have made the great majority of the programs so brief that any one may be compassed in ten minutes or less, at the opening or closing of the daily session. All told, the programs number forty, so that a daily exercise may be given through the school year without repeating any one program more than four or five times, just often enough to keep the memory refreshed on the various songs and selections. The programs for Memorial Day, Washington's birthday, Lincoln's birthday, Flag Day, have been made longer than others, as befits their great importance. Each of these four great themes makes a group by itself. The other programs are divided into groups according to the relation they bear to the Flag, the central theme of all the programs. Near the opening of the book a brief history of the flag is given,

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straightway followed by exercises pertaining to the flag and by the ceremony of " Salutes " and " Pledges of Allegiance." Thus the body of the book has been divided into groups, each distinct and separate, and similarly into programs closely related to "The Flag." Even the abstract subjects, with their wisely-chosen selections, all find their meaning and inspiration in the flag.

It was the first thought of the editor of this Manual to make an extended list of patriotic books for the use of pupils. But that does not fall within the province and scope of the law, and so no such bibliography appears. It is entirely right and commendable, however, for any teacher to point out to his pupils the sources of our history and to give them the knowledge of its facts. For this, any good text in United States History will suffice. Upon the sentiment and romance of our history, the books are almost innumerable. Here again, the teacher's discretion and opportunity must be his guide.

It may be that enthusiastic and progressive teachers will welcome the giving, from time to time, of what may be called a composite program. If so, take any program-subjects, such as liberty bell, sword, dove, shield, flag, let a pupil or pupils tell what each symbolizes, and then show what use any great statesman or statesmen made of these or similar symbols and what the symbols meant to them. Thus, to Abraham Lincoln, and through him to the people of this great nation, the liberty bell meant freedom; the sword, union; the dove, peace with honor; the shield, protection; the flag, loyalty. The possible combinations of such a plan are many, historically interesting, patriotically profitable.

It is greatly to be desired that the ceremony of the "Transfer of Flags" be held in as many schools of the State as possible. Choose a national holiday for the exercise. In cities, let each school be represented by a color-bearer with a flag. Range the delegates in semicircle on the stage. In smaller places, put all the pupils, or as many as possible, upon the stage, accompanied by the flag in the hands of a color-bearer. Alike in cities and smaller places, let the flags to be transferred be those donated by G. A. R. Posts rather than those purchased by the city or district authorities under mandate of the State. Invite veterans, parents, friends. Arrange whatever patriotic

exercises seem best, and near the close, let the teacher, or an old soldier, or some adult speaker, give a brief history or eulogy of the flag, exhort each new color-bearer to guard it sacredly, to do nothing that might bring dishonor to its unsullied colors. Then, at the word of command, "Transfer flag!" let the color-bearer who has had the care of the flag for the past year hand it over to another who is to be its custodian for the year to come. It is an inspiring and memorable sight!

For several months, in the scant leisure of a busy life, I have wrought at the plan and making of this book. The task has been, to me, very pleasurable; I hope it may be to others most profitable — to teachers, by strengthening and clarifying their appreciation of the noble history of our common country; to the Young America of the Empire State, by the creation and exaltation of a pure-minded and intelligent patriotism.

And so I drop my pen, with a silent salute and renewed pledge of allegiance to The Flag!

W. K. W.