The National tribune., 1895-03-07

| eOu WHAT dressings PRESERVED. IL sn0ulu D
in every homo to be cherished loved and hon
ored. s'-
The books that are placed in the hands o
children should be selected with the utmes
care, as many child has been ruined by un
wholesome books There is grand litera
ture inspiring a lofty patriotism and embalm
ing the names and deeds OF heroes and pa
trio,s. These are the books that make
boys and girls high minded men and women
who are faithful to the duties of preserving
the liberties and blessings that they have re-
ccived priceless heritage.
Next to the homo comes tho school inhu-
ence, that of the teacher and the books studied
| As in the home. so in the school the highes,
aim should be to develop character that will
not license; opportunity to be great, useful
and matchless. or weak and degraded. The
wondrous opportunity OF liberty gave tho same
| high opportunities to an Aaron Burr as to
Hamilton. Picture to the youth Of the land
that the mind must be free from sin and idle
ness If it would attain the worth and dignity
of noble civilization. if it would be pre-
high ideals of public and private duty and the
acquisition of an exalted patriotism.
| The textbooks on American history have
undergone change, and sre being severely
criticised By loyal and awakefed citizens.
They should contain a true record of the his
| tory of the Nation, its founding, its perils and
| its Victories.
The people have established free schools and
| free education. If need he, 1etsthem assume
control of the textbooks. and let a few Jeffer-
sons and Websters and Gays and Wendell Phil
lipses be found for the noble task of compiling
IN our school books the high thoughts Of man
on God, liberty and patriotism, to be absorbed
by the ont-reaching hearts of children. With
the right text book, place in the schools teach
ers with lofty ideas of integrity. honor, coun-
try. and patriotism; place in the schools the
starry Gag, that the children shall learn to do
homage to it as well as to grand ideas. Teach
the inspiring "Star SpaBaled Banner" and
Rally Round the Flag" and there will be a
rally" and the children viii learn to love the
flag whose folds protect them. Teach youth
the splendor Of great ideas BY recounting the
unnumbered examples which enrich our his
tory.
Let patriotism be taught in the home, the
school, tho college, in the pulpit and on the
platform. Let it be an inspiration to society,
in the office, and in the shop Let love of
country sweep the heart strings of the youth Of
this land; let it touch the souls of the chill
dren, who are so soon to become the guardians
Of the laws aud freedom of our country. Let it
move the family circle and brighten the flames
upon the hearthstones of the land. Let tile
Nation be nursery OF men and principles such
as inspired the founders of the Government.
Let as feel that
"Tbe greatest glory OF free-born people
Is to transmit that freedom to their children"
BY patriotism in forming the character OF
American citizens, we do not mean the Guilt
yatOn Of the war spirit, but the cultivation of
the highest attributes of liberty. honesty in
Government, self-sacri6ce, watchfulness, lest
liberty degenerate into license, and license into
oppression and degradation. 1t means impart-
IF ,S,,S,.
ment, hatred of anarchy. mob rule, and all
disorder which assail the sacred safeguards of
the Republic. 1t means an impersonal and I'M
failing loyalty to principles, high courage. I'M
RENTING vigilance, presence of mind in elner-
Rences. sagacity to see aud the superior power
Of wisely guiding public sentiment. 1t means
singleness of purpose aud q sagacions under
standing OF the mental and moral condition OF
the people. always inspiring unfaltering pstri-
otism and remembering Chat
peace hath her victories no less renowned than
war"
AMERICAN PATRIOTIC SALUTE.
Past National President Sarah c. Mink re-
ferred to the fact that to- the late Col. George
IT. Balch, Auditor Of the Schools of New York
City, we are indebted for the earliest practical
suggestions in patricsc teaching, and said:
I'm January. 1889 Col. Balch commenced
careful examinationlof each of the q schools
cupied Sonic two months. This examination
embraced the relations existing between the
teachers and the parents. and what steps had
beon taken, or what special exercises were OBJ !
served to awaken and stimulate q spirit of
patriotism among the scholars. and, il in use,
how far they had been successful. The
teachers welcomed the movement in all these |
Schools and especially the principals, who
found keen appreciation of the imperative |
necessity of developing and encouraging dis |
tinctly American ideal, of how important it is |
that the child should understand Just what the |
school is for. and why the children attended it,
and their future destinies AS American citizens. |
% In these schools tens OF thousands OF the |
children of the very poor of nearly every race |
on the face of the earth, and of every color, |
children unable-from extreme poverty, from |
speaking foreign language, irregular hours, |
or other reasons-to attend the public schools, |
have been taught what it means to be clean.
orderly, respectful and obedient to authority. |
This examination and investigation led Col.
Balch to formulate his system of patriotic in
BtructOn. with flag in every scbooro0m as
an incentive and object lesson. IN May, 1891,
be introduced in the 81 day-schools of the Aid
Society in New York the patriotic salute We |
give our heads and our hearts to our country
One countryl One language! One fiag!'
"Tbe effect OF the daily use of this salute by
the children was so happy in arOusing their
enng a deep interest in the principles it SYM
b0lized ESQ far as the children were capable of |
them that he became convinced
that the salute needed but n single amendment
10 completely fulfill the patriotic purpose for
which it was intended. That amendment was
the recognition of an overriding Providence, !
Of the Almighty Father of all, OF that God |
whom ell civilized nations, races and tongues
and adore.
ain introducing the salute In school the aim
has been to interest the child by arousing and
appealing to the emotion Of gratitude the out |
growth of its love for its parents who are all in
al to the child. Ii is easy to pass from love in
his form to the love of home, of tho locality
N which the child is reared. and Of personal
friends aud neighbors and thus gradually en-
lble the Child to apprshend the idea of love for
,he country of its birth adoption, that larger
Iome which we designate as our country.
After careful deliberation it seemed wise to
amend the salute as used from 1891 to 1894 so
hat it shall recognize, FIRST of all. the Ruler Of
he Universe, the Almighty God. The form
low used is: We give our heads and our
iearts TO God and our countryl One country!
5ne language! Que 1ag!'"
THE Story OF THE FLAG
In the absence Of Mrs. Gen. John A. Logan,
low on a foreign trip. Margaret Ray Wilkins
handled the sub ect worry ably. In course of her
smarks she said: .aEfa
clam ssked to tell the story of the flag How
hall tell it2 Not Of unity flags. but of the
lag of fsgs-the flag ofttffe free. the symbol
4 freedom of thought aud freedom of speech,
# equal rights to VI, ;pfotection to the weak
md succor for the down trodden and oppressed,
he emblem of universal liberty, under whose