The National tribune., 1893-11-09


be particularly called to the matter of express
sion. Let them speak rs loudly as they please
ct first, until By practice they acquire force
depth, and smoothness Of utterauce. As soon
as the pupils catch the rhythm so that the time
Is measured with ACCURACY, and the swing OF
movement Of the voices is uniform for each
sentence, tho signal by bell or piano had better
be dispensed with.
Under these conditions and with conseieu-
tious belief in the truth of the words spoken,
the salute will be given in its most impressive
and effective form.
EARNING A FLAG.
The effect of patriotic teaching in public
schools is most beautifully illustrated in the
Rhinelander School of the ChiIdrens' Aid So
ciety, New York City. located at $50 East
Eighty eighth street, Miss VI. P. Pascal, Princi-
pal.
In February, 1892, Miss Pascal who has been
teaching patriotism in her school, using tho
class flag of 80 in salutation, proposed that the
children buy large bunting flag from their
own earnings. The stipulation was that the
purchase-money should be earned in honest
work, and should, in no case be accepted as a
gift from parents or others Each was TO bring
stipulated sum, and so become joint owner
in the flag.
More than 200 of the larger pupils assumed
tho responsibility of earning tine money and
in less than two weeks they had placed that
many silver dimes in the hands Of their Princ-
pal, all earned by honest toll on Saturdays, as
they had no other opportunity for work on any
other day.
sALUTINa THE FLAG.
In the kindergarten School at North Man
chester, lnd.-Mrs. Lu Semans Hadley, PriDci-
pal-the patriotic salute has been adopted, and
there is no moro beautiful sight than TO see
the dear little tots, with uplifted eyes and rapt
faces, gazing upon "Old Glory" and giving
the salute with their baby hands.
God speed the day when the beginning Of all
education will teach devotion to the flag which
made and keeps US a free and happy people.
EFFECTS OF PATRIOTIC TEACHING.
To Comrade Foster, to whom we are in
debted for facts briefly presented, we are under
many obligations for the following valuable
testimony concerning the benefcent effects of
patriotic teaching upon the children of the
schools whore it has been tried and proven.
This IS given in the form of extracts from a few
Principals of the Children's Aid Society Schools
of New York City, to which is added the results
of COmrade Fosters personal knowledge aud
observation.
Miss Margaret P. Pascal, Principal of Rhine
lander School, $50 East S6th street, writes: " I
have now and then tested the patriotism of my
little folks by emitting to announce the saiuta-
ton of the flag some mornings, and il / sug-
gested anything else tue scholars would stand
mOtiOnless TO call nv attention to the fact that
| was neglecting most serious duty. The
teaching of patriotism to our little folks broad
ems their minds and makes them as familiar
with people and locations in history at the age
of 10 as they would otherwise be at two years
older. II widens their range OF subjects for
composition, and from it they gain lessons in
bravery, honor, and right principles more i'm
pressibly than they could from any other
source. They learn from the lesson of patriot
ism TO appreciate what was done for Us by the
noble boys in blue who fought in the war of
the rebellion, and honor snd respect the sur
viyor5 as they should. What nobler influence
can be brought to bear upon the minds of our
young folks than this? Honor to whom honor
is due should be their motto"
Miss Ida Alburts, Principal, Eleventh Ward
School, says: The effect of teaching patriotism
is thoroughly apparent. 1t is awakening in
each and every one, in a greater or less degree,
a grand patriotism, love of country, and de-
sire to know more about what the flag stands
for. 1t is further developing a sense OF per-
sonal possession in the flag which, being rightly
fostered, will in after years give TO this country
men and women who will ably and veil fill the
places of those grand men who founded the
Union, and those who SO nobly saved the flag
in our time of trouble"
Mrs. L. B. Briant, Principal, East River
in my school, put the following questions to
the older scholars:
lst. From what you know about the differ
ent countries of the world, which do you think
the best? Our country, the United States y
was the overwhelming verdict.
Cd If you regard this the best country,
what are your feelings toward it? Then comes
the answer: We love it; we honor it; we are
willing to die for it if necessary
3d. Think a minute and tell me- what irsk
set you to thinking so much of your country
that you are ready to die for it2 After min
ute'5 pause, 'Saluting the fag,' from the ma
jority of scholars"
Miss NJ. g. Satterle. Principal, Fifth Ward
School, says: The children of my school are
almost without exception Italian, of Neapolitan
descent. The salutaton of the flag is their
greatest delight. The ceremony has made these
children feel at once they are Americans. odd
Glory as they call the flag, is the star of their
school life. The discipline of the school-room
is from an intelligent idea of duty not that of
a machine The flag is the animus of our
school,"
Miss l. F. Hook. Principal, Pike Street School,
says: My scholars are mostly Jews, and rep
resenting six natiOnaities / should regret
being obliged to give up the custom of saluting
the flag for | consider it highly beneficial to
the children"
Comrade Foster adds: Zone of our foremost
says: l place the entire salvation of
our Rpublic on the public schools Another
says The hope of the Nation is the public
schools. The emblem of the Nation is the flag.
Let the two be united To which l would say
that teaching of patriotism and instructing the
youth in the true principles of American citi-
m