Chapter 4

Saint Gaudens' LincolnLincoln Park, ChicagoCopyright by Underwood & Underwood, N.Y.

Read letters from boys who were at the front. Collect war pictures from the Sunday newspapers. Remember the boys from your community who went to war. Contrast the present war situation and practices with those of the Civil War. Classroom activity of this kind may continue for the whole week.

SUGGESTIONS FOR USE OF THE MATERIAL WHICH FOLLOWS

Preparatory to the observance of Lincoln's birthday teach carefully and thoroughly the Gettysburg Speech. Each pupil from the fifth grade through the high school ought to know this great masterpiece. Teach the occasion on which it was given, which brought forth this great production, the significance of the speech then and now, and finally have each child give it from memory. A contest in the delivery of Lincoln's Gettysburg Speech would interest the school and the public. The winner should appear on the holiday program.

The placing in schools of Lincoln Memorial Bronze Tablets containing the Gettysburg Speech will give special significance to the observance. This practice should be promoted. Every new school should have its Lincoln Memorial Tablet.

The most interesting persons in the eyes of children are children. They are most concerned with what kind of a boy Lincoln was. Books such as "Life of Abraham Lincoln for Boys and Girls," by C. W. Moores, and "The Boy's Life of Abraham Lincoln," by J. G. Nicolay, should be made available. Pupils should be encouraged to tell to the class what they have found of interest in the accounts of his boyhood. Incidents of his honesty, his desire for learning, and habit of hard work, will be brought forth and no effort should be spared to emphasize these most important characteristics. Strive for enthusiastic admiration, and the imitation of these most desirable qualities will follow.

Stories from his life, incidents in his experience, and periods in his career, such as the twenty-two years on the farm, the twenty-seven years in intellectual pursuits, and the seven years in national service, will give profitable material for work in English. Oral and written reproductions should be taught for some time before the holiday observance and the best of these used on this occasion. Mr. Judd Stewart's suggestions (given on another page) respecting the study of Lincoln's English are very valuable.

Give an exercise or two in acrostic writing with the aim of setting forth in a succinct way his admirable character and laudable accomplishments. A problem of this type appeals to children and has value in it.

The humorous stories of Lincoln should not be neglected. There is great need for high standards of humor, jokes and jests with boys and girls. Every one should be able to tell a good story well. The humor in Lincoln's life presents good material for such teaching.

A study and memorizing of quotations may be begun early in the fall; in fact, such study should be pursued throughout the whole school course. If this is done many pupils will be able to give on February twelfth their choice from among Lincoln's sayings with reasons for their selections and with statements respecting the source of their admiration. Every pupil should have a stock of Lincoln sayings at his command. These selected thoughts should be a part of the thinking of boys and girls.

Readings for the week preceding the holiday observance can be made from the following brief publications:

"Lincoln Centenary Ode," Percy MacKaye"Commemorative Ode," James Russell Lowell"Abraham Lincoln," Carl Schurz"Abraham Lincoln," George Bancroft"The Perfect Tribute," Mary Shipman Andrews

The selections should be read in their entirety, in most cases by the teacher to the class. If there is a pupil who is a very good reader, such a pupil may do it effectively. Each school library ought to have a good selection of Lincolnia from which the pupils could draw books for outside reading. Books such as these should be read by the class supplemental to the study of the Civil War period.

A good teacher is able to read well "O Captain, My Captain," and she reads it often to her pupils. Ultimately the children will get the spirit of the poem and some will be able to read it well or give it from memory. The various poems herein mentioned are worthy of similar treatment.

As the Gettysburg Speech is studied, so should the Civil War songs be studied. The "Battle Hymn of the Republic" should be sung with all the feeling which its meaning is capable of conveying. As much should be done with "Tenting on the Old Camp Ground." The allusion here is very impressive. The sentiment is the song, the tune is a mode of expression.

Each school in the state should have a picture of Lincoln. It should be hung by the pupils where it can be seen by the youngest as well as the oldest. A child does well in having a definite acquaintance with the rugged, kindly face of Lincoln. A look at this picture should give renewed emphasis to his standards of living and the great principleswhich he established. Not long since a teacher said to me, "When I have a case of discipline where the pupil has difficulty in getting the right point of view I often say to the boy, especially if he be of the upper grades, 'Go out into the hall and look for a few minutes at the fatherly face of the great Lincoln and then come back to me and tell me what you think he would say in this case.'" Such procedure is extremely effective, particularly when the pupil is acquainted with Lincoln's sayings and the great principles for which he stood. Marshall's "Lincoln" is a fine portrait for schools.

The decoration of the classroom will present demands for drawing and handwork activities such as picture frames, draperies, red, white and blue chains, and flag decorations. Much can be done in the making of posters with water colors and crayons, in the artistic ornamentation of Lincoln picture mounts on drawing paper, and in the lettering and decoration of Lincoln acrostics. The use of Lincoln picture cutouts; the drawing or painting of flags, the state seal and shields, the American eagle; perspective drawings of the log cabin, the White House and the Capitol are suggested activities. Postage stamps containing Lincoln's picture may be used in connection with handwork and drawing activities. Booklets for acrostics, anecdotes, quotations, brief biography or history incidents, with appropriate cover design, initial letters and simple illustrations will afford attractive and profitable projects.

Many other ways and means of presenting the life of Lincoln will suggest themselves to the active, thinking teacher. The whole object is to help boys and girls to know Lincoln as he lived, to make his life function in making their lives better and more worth while through his great thoughts, high ideals and indefatigable spirit of work.

The following programs, selections, suggestions and bibliography are intended to make available some selected material which in many cases may not be accessible.

ASSEMBLY PROGRAM

Organization of School for exercises

1. School orchestra2. Two color bearers at each entrance to auditorium3. One color bearer with honorary guard of two at each side of platform4. Color bearer for flag salute—center of platform

Program

Salute flag draped over Lincoln portraitSong, "America"Story of Lincoln's life told by pupil[D]Reading "Gettysburg Address" by teacherSolo "When The Boys Come Home"Reading Civil War letterSolo, "Star Spangled Banner," school joining in chorusTalk by Civil War veteranChorus sung by school, "Keep the Home Fires Burning"SaluteFormal dismissal in keeping with assembly

[D]It would be well to have several pupils take part in this, each presenting a period in Lincoln's life.

GENERAL PROGRAM FOR CLASSROOM

Place in front of the room the picture of Lincoln veiled with the American FlagUnveil picturePupils stand in saluting posture ten secondsQuote in concert, verse from Ida Vose Woodbury's "Lincoln's Birthday"Song, "Battle Hymn of the Republic"Brief story of life of Lincoln (compare autobiography). (Told by an older pupil—not longer than five minutes)At least three incidents from Lincoln's life given by intermediate pupilsDamage to borrowed bookReturning of right changeLincoln and the pigLong walk to schoolWood chopping for log houseLincoln and his sumsIllustrate on sand table Lincoln's log house and the clearing of forest landRecitation, "Gettysburg Speech""O Captain, My Captain" read by teacherSong, "My Country 'Tis of Thee"Salute flag and give pledge: "I pledge allegiance to my flag, and to the republic for which it stands; one nation, indivisible, with liberty and justice for all"

Place in front of the room the picture of Lincoln veiled with the American Flag

Unveil picture

Pupils stand in saluting posture ten seconds

Quote in concert, verse from Ida Vose Woodbury's "Lincoln's Birthday"

Song, "Battle Hymn of the Republic"

Brief story of life of Lincoln (compare autobiography). (Told by an older pupil—not longer than five minutes)

At least three incidents from Lincoln's life given by intermediate pupils

Damage to borrowed book

Returning of right change

Lincoln and the pig

Long walk to school

Wood chopping for log house

Lincoln and his sums

Illustrate on sand table Lincoln's log house and the clearing of forest land

Recitation, "Gettysburg Speech"

"O Captain, My Captain" read by teacher

Song, "My Country 'Tis of Thee"

Salute flag and give pledge: "I pledge allegiance to my flag, and to the republic for which it stands; one nation, indivisible, with liberty and justice for all"

INTERMEDIATE GRADE PROGRAM

Reading of acrostics, using letters of Lincoln's nameMake Lincoln bookletsConversational lesson in which each child contributes what he knows or was able to find about Lincoln, the teacher adding interesting itemsLincoln's Gettysburg Speech recited by one childCivil War newspaper articles readPatriotic songs chosen by children sungPledge—"I pledge allegiance to my flag, and to the republic for which it stands; one nation, indivisible, with liberty and justice for all"

Reading of acrostics, using letters of Lincoln's name

Make Lincoln booklets

Conversational lesson in which each child contributes what he knows or was able to find about Lincoln, the teacher adding interesting items

Lincoln's Gettysburg Speech recited by one child

Civil War newspaper articles read

Patriotic songs chosen by children sung

Pledge—"I pledge allegiance to my flag, and to the republic for which it stands; one nation, indivisible, with liberty and justice for all"

PRIMARY PROGRAM

Picture of Lincoln in front of roomSalute and pledgeSong, "America"Stories about Lincoln selected and read by children from books brought from home or libraryRecitation, "A Prayer for our Soldiers and Sailors," by Oriola JohnsonMarching and military exercises with flagsLincoln's early boyhood told by pupil. A few readings of sketches written by pupils. Request that each child take his composition home and read it to his parentsSong

Picture of Lincoln in front of room

Salute and pledge

Song, "America"

Stories about Lincoln selected and read by children from books brought from home or library

Recitation, "A Prayer for our Soldiers and Sailors," by Oriola Johnson

Marching and military exercises with flags

Lincoln's early boyhood told by pupil. A few readings of sketches written by pupils. Request that each child take his composition home and read it to his parents

Song

KINDERGARTEN OBSERVANCE

1. Morning Circle

SingingTone plays about flag, etc.Hail to the flag (Gaynor)

Singing

Tone plays about flag, etc.Hail to the flag (Gaynor)

Tone plays about flag, etc.

Hail to the flag (Gaynor)

2. Morning talk about Lincoln

Get from the children what they know about Lincoln. Add to this until they know something of his life, laying emphasis on his kindness, obedience, thoughtfulness, bravery. Hint as to how these much admired qualities may be used by little children

3. Table Work

Gift periodMake soldier hats from squares of newspaper. Build Lincoln log house

Gift period

Make soldier hats from squares of newspaper. Build Lincoln log house

4. Games

(a) "Soldier Boy, where are you going?"(b) Parade for Lincoln's BirthdayChoice by children of best kindergarten soldiers to carry the flags in parade; use drum

(a) "Soldier Boy, where are you going?"

(b) Parade for Lincoln's Birthday

Choice by children of best kindergarten soldiers to carry the flags in parade; use drum

5. Table Work

Occupation periodMake crayoneine frame around picture of LincolnTake picture home

Occupation period

Make crayoneine frame around picture of LincolnTake picture home

Make crayoneine frame around picture of Lincoln

Take picture home

6. Sing "America," at least one verse

GETTYSBURG SPEECH

Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of it as the final resting-place of those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

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

Abraham Lincoln

SECOND INAUGURAL ADDRESS

[Lincoln's ideas respecting the injustice of the principles of slavery and the honesty of purpose in waging the Civil War are set forth in the Second Inaugural Speech. This passage is probably the most beautiful, the most chaste, the most profound, the grandest, ever uttered by an American.]

Fellow-countrymen: At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first. Then a statement somewhat in detail, of a course to be pursued, seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented.

The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured.

On the occasion corresponding to this, four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it; all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war—seeking to dissolve the Union, and divide effects, by negotiation.

Both parties deprecated war; but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish. And the war came.

The prayer of both could not be answered—those of neither have been answered fully. The Almighty has His own purposes. "Woe unto the world because of offenses! for it must needs be that offenses come; but woe to that man by whom the offense cometh."

If we shall suppose that American slavery is one of those offenses which, in the providence of God, must needs come, but which, having continued through His appointed time, He now wills to remove, and that He gives to North and South this terrible war as the woe due to those by whom the offense came, shall we discern therein any departure from those divine attributes which the believers in a living God always ascribe to Him?

Fondly do we hope, fervently do we pray, that this mighty scourge of war may soon pass away.

Yet, if God wills that it continue until all the wealth piled by the bondsman's two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn by the lash shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said, "The judgments of the Lord are true and righteous altogether."

With malice toward none, with charity for all, with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for him who shall have borne the battle, and for his widow and for his orphan; to do all which may achieve and cherish a just and lasting peace among ourselves, and with all nations.

Abraham Lincoln

ABRAHAM LINCOLN'S AUTOBIOGRAPHY

The following autobiography was written by Mr. Lincoln's own hand at the request J. W. Fell, of Springfield, Illinois, December 20, 1859. In the note which accompanied it the writer says: "Herewith is a little sketch, as you requested. There is not much of it, for the reason, I suppose, that there is not much of me."

I was born February 12, 1809, in Hardin County, Kentucky. My parents were both born in Virginia, of undistinguished families—second families, perhaps I should say. My mother, who died in my tenth year, was of a family of the name of Hanks, some of whom now reside in Adams County, and others in Mason County, Illinois. My paternal grand-father, Abraham Lincoln, emigrated from Rockingham County, Virginia, to Kentucky, about 1781 or 1782, where, a year or two later, he was killed by Indians, not in battle, but by stealth, when he was laboring to open a farm in the forest. His ancestors, who were Quakers, went to Virginia from Berks County, Pennsylvania. An effort to identify them with the New England family of the same name ended in nothing more definite than a similarity of Christian names in both families, such as Enoch, Levi, Mordecai, Solomon, Abraham, and the like.My father, at the death of his father, was but six years of age, and grew up literally without any education. He removed from Kentucky to what is now Spencer County, Indiana, in my eighth year. We reached our new home about the time the state came into the Union. It was a wild region, with many bears and other wild animals still in the woods. There I grew up. There were some schools, so called, but no qualification was ever required of a teacher beyond readin', writin' and cipherin' to the rule of three. If a straggler, supposed to understand Latin, happened to sojourn in the neighborhood, he was looked upon as a wizard. There was absolutely nothing to excite ambition for education. Of course, when I came of age I did not know much. Still, somehow, I could read, write, and cipher to the rule of three, but that was all. I have not been to school since. The little advance I now have upon this store of education I have picked up from time to time under the pressure of necessity.I was raised to farm work, at which I continued till I was twenty-two. At twenty-one I came to Illinois, and passed the first year in Macon County. Then I got to New Salem, at that time in Sangamon, now Menard County, where I remained a year as a sort of clerk in a store. Then came the Black Hawk War, and I was elected a captain of volunteers—a success which gave me more pleasure than any I have had since. I went into the campaign, was elected, ran for the Legislature the same year (1832), and was beaten—the only time I have ever been beaten by the people. The next and three succeeding biennial elections I was elected to the Legislature. I was not a candidate afterward. During the legislative period I had studied law, and removed to Springfield, to practice it. In 1846 I was elected to the Lower House of Congress. Was not a candidate for reelection. From 1849 to 1854, both inclusive, practiced law more assiduously than ever before. Always a Whig in politics, and generally on the Whig electoral ticket, making active canvasses. I was losing interest in politics when the repeal of the Missouri Compromise aroused me again. What I have done since then is pretty well known.If any personal description of me is thought desirable, it may be said I am in height six feet four inches, nearly; lean in flesh, weighing, on an average, one hundred and eighty pounds; dark complexion, with coarse black hair and gray eyes—no other marks or brands recollected.

My father, at the death of his father, was but six years of age, and grew up literally without any education. He removed from Kentucky to what is now Spencer County, Indiana, in my eighth year. We reached our new home about the time the state came into the Union. It was a wild region, with many bears and other wild animals still in the woods. There I grew up. There were some schools, so called, but no qualification was ever required of a teacher beyond readin', writin' and cipherin' to the rule of three. If a straggler, supposed to understand Latin, happened to sojourn in the neighborhood, he was looked upon as a wizard. There was absolutely nothing to excite ambition for education. Of course, when I came of age I did not know much. Still, somehow, I could read, write, and cipher to the rule of three, but that was all. I have not been to school since. The little advance I now have upon this store of education I have picked up from time to time under the pressure of necessity.

I was raised to farm work, at which I continued till I was twenty-two. At twenty-one I came to Illinois, and passed the first year in Macon County. Then I got to New Salem, at that time in Sangamon, now Menard County, where I remained a year as a sort of clerk in a store. Then came the Black Hawk War, and I was elected a captain of volunteers—a success which gave me more pleasure than any I have had since. I went into the campaign, was elected, ran for the Legislature the same year (1832), and was beaten—the only time I have ever been beaten by the people. The next and three succeeding biennial elections I was elected to the Legislature. I was not a candidate afterward. During the legislative period I had studied law, and removed to Springfield, to practice it. In 1846 I was elected to the Lower House of Congress. Was not a candidate for reelection. From 1849 to 1854, both inclusive, practiced law more assiduously than ever before. Always a Whig in politics, and generally on the Whig electoral ticket, making active canvasses. I was losing interest in politics when the repeal of the Missouri Compromise aroused me again. What I have done since then is pretty well known.

If any personal description of me is thought desirable, it may be said I am in height six feet four inches, nearly; lean in flesh, weighing, on an average, one hundred and eighty pounds; dark complexion, with coarse black hair and gray eyes—no other marks or brands recollected.

THE BIXBY LETTER

Executive Mansion, Washington, November 21, 1864

Dear Madam:

I have been shown in the files of the War Department a statement of the Adjutant-General of Massachusetts, that you are the mother of five sons who have died gloriously on the field of battle. I feel how weak and fruitless must be any words of mine which should attempt to beguile you from the grief of a loss so overwhelming. But I cannot refrain from tendering to you the consolation that may be found in the thanks of the Republic they have died to save. I pray that our Heavenly Father may assuage the anguish of your bereavement, and leave you only the cherished memory of the loved and lost, and the solemn pride that must be yours to have laid so costly a sacrifice upon the altar of freedom.

Yours, very sincerely and respectfullyAbraham Lincoln

To Mrs. BixbyBoston, Massachusetts

SAYINGS FROM LINCOLN'S SPEECHES

Let us have faith that right makes might; and in that faith let us, to the end, dare to do our duty as we understand it.I intend no modification of my oft-expressed wish that all men everywhere should be free.A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free.I take the official oath today with no mental reservation and with no purpose to construe the constitution by any hypercritical rules.You can have no oath registered in heaven to destroy the government; while I shall have the most solemn one to "preserve, protect and defend" it.The mystic chords of memory stretching from every battle-field and patriot grave to every living heart and hearthstone all over this broad land, will yet swell the chorus of Union, when again touched, as surely they will be, by the better angels of our nature.

Let us have faith that right makes might; and in that faith let us, to the end, dare to do our duty as we understand it.

I intend no modification of my oft-expressed wish that all men everywhere should be free.

A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free.

I take the official oath today with no mental reservation and with no purpose to construe the constitution by any hypercritical rules.

You can have no oath registered in heaven to destroy the government; while I shall have the most solemn one to "preserve, protect and defend" it.

The mystic chords of memory stretching from every battle-field and patriot grave to every living heart and hearthstone all over this broad land, will yet swell the chorus of Union, when again touched, as surely they will be, by the better angels of our nature.

In giving freedom to the slaves we assure freedom to the free—honorable alike in what we give and what we preserve.Do not swap horses in the middle of the stream.You can fool part of the people all of the time, and all of the people part of the time; but you cannot fool all of the people all of the time.I do not think much of a man who is not wiser today than he was yesterday.The leading rule for the man of every calling is diligence; never put off until tomorrow what you can do today.I never let an idea escape, but write it on a piece of paper and put it in a drawer. In this way I sometimes save my best thoughts on a subject.Wealth is a superfluity of what we do not need.Come what will, I will keep faith with friend and foe.Faith in God is indispensable to successful statesmanship.God bless my mother; all I am or hope to be I owe to her.I will study and get ready and maybe my chance will come.Be sure you put your feet in the right place and then stand firm.And having thus chosen our course, without guile and with pure purpose, let us renew our trust in God, and go forward without fear and with manly hearts.Nothing valuable can be lost by taking time.It is all in that one word—thorough.Let us strive on to finish the work we are in.When you can't remove an obstacle plow around it.The way for a young man to rise is to improve every way he can, never suspecting that anybody wishes to hinder him.To add brightness to the sun or glory to the name of Washington is alike impossible. Let none attempt it. In solemn awe pronounce the name and in its naked deathless splendor leave it shining on.

In giving freedom to the slaves we assure freedom to the free—honorable alike in what we give and what we preserve.

Do not swap horses in the middle of the stream.

You can fool part of the people all of the time, and all of the people part of the time; but you cannot fool all of the people all of the time.

I do not think much of a man who is not wiser today than he was yesterday.

The leading rule for the man of every calling is diligence; never put off until tomorrow what you can do today.

I never let an idea escape, but write it on a piece of paper and put it in a drawer. In this way I sometimes save my best thoughts on a subject.

Wealth is a superfluity of what we do not need.

Come what will, I will keep faith with friend and foe.

Faith in God is indispensable to successful statesmanship.

God bless my mother; all I am or hope to be I owe to her.

I will study and get ready and maybe my chance will come.

Be sure you put your feet in the right place and then stand firm.

And having thus chosen our course, without guile and with pure purpose, let us renew our trust in God, and go forward without fear and with manly hearts.

Nothing valuable can be lost by taking time.

It is all in that one word—thorough.

Let us strive on to finish the work we are in.

When you can't remove an obstacle plow around it.

The way for a young man to rise is to improve every way he can, never suspecting that anybody wishes to hinder him.

To add brightness to the sun or glory to the name of Washington is alike impossible. Let none attempt it. In solemn awe pronounce the name and in its naked deathless splendor leave it shining on.

O CAPTAIN! MY CAPTAIN!

O Captain! my Captain! our fearful trip is done;The ship has weather'd every rack, the prize we sought is won;The port is near, the bells I hear, the people all exulting,While follow eyes the steady keel, the vessel grim and daring.But O heart! heart! heart!O the bleeding drops of red,Where on the deck my Captain lies,Fallen cold and dead.O Captain! my Captain! rise up and hear the bells;Rise up—for you the flag is flung—for you the bugle trills;For you bouquets and ribbon'd wreaths—for you the shores a-crowding;For you they call, the swaying mass, their eager faces turning.Here, Captain! dear father!This arm beneath your head!It is some dream that on the deck,You've fallen cold and dead.My Captain does not answer; his lips are pale and still;My father does not feel my arm; he has no pulse nor will.The ship is anchor'd safe and sound, its voyage closed and done;From fearful trip the victor ship comes in with object won.Exult, O shores, and ring, O bells!But I with mournful tread,Walk the deck my Captain lies,Fallen cold and dead.

O Captain! my Captain! rise up and hear the bells;Rise up—for you the flag is flung—for you the bugle trills;For you bouquets and ribbon'd wreaths—for you the shores a-crowding;For you they call, the swaying mass, their eager faces turning.Here, Captain! dear father!This arm beneath your head!It is some dream that on the deck,You've fallen cold and dead.

My Captain does not answer; his lips are pale and still;My father does not feel my arm; he has no pulse nor will.The ship is anchor'd safe and sound, its voyage closed and done;From fearful trip the victor ship comes in with object won.Exult, O shores, and ring, O bells!But I with mournful tread,Walk the deck my Captain lies,Fallen cold and dead.

Walt Whitman

THE UNFINISHED WORK

The crowd was gone, and to the sideOf Borglum's Lincoln, deep in awe,I crept. It seemed a mighty tideWithin those aching eyes I saw."Great heart," I said, "why grieve alway?The battle's ended, and the shoutShall ring forever and a day—Why sorrow yet, or darkly doubt?""Freedom," I plead, "so nobly wonFor all mankind, and equal right,Shall with the ages travel onTill time shall cease, and day be night."No answer—then; but up the slopeWith broken gait, and hands in clench,A toiler came, bereft of hope,And sank beside him on the bench.

The crowd was gone, and to the sideOf Borglum's Lincoln, deep in awe,I crept. It seemed a mighty tideWithin those aching eyes I saw.

"Great heart," I said, "why grieve alway?The battle's ended, and the shoutShall ring forever and a day—Why sorrow yet, or darkly doubt?"

"Freedom," I plead, "so nobly wonFor all mankind, and equal right,Shall with the ages travel onTill time shall cease, and day be night."

No answer—then; but up the slopeWith broken gait, and hands in clench,A toiler came, bereft of hope,And sank beside him on the bench.

Joseph Fulford Folsom

ACROSTIC

(Written by a fifth grade child)

L is for Lincoln, brave and trueI is for the Iron nerve which helped him throughN is for Nation whose tongue sings his praiseC is for Colors on his birthday we raiseO is for Oration or speech he gaveL is for Liberty given the slaveN is his Name which ever we'll save

Statue of Lincoln by Gutzon BorglumIn front of Court House, Newark

THE BOY THAT HUNGERED FOR KNOWLEDGE

In his eagerness to acquire knowledge, young Lincoln had borrowed of Mr. Crawford, a neighboring farmer, a copy of Weems' Life of Washington—the only one known to be in existence in that section of the country. Before he had finished reading the book, it had been left, by a not unnatural oversight, in a window. Meantime, a rain storm came on, and the book was so thoroughly wet as to make it nearly worthless. This mishap caused him much pain; but he went, in all honesty, to Mr. Crawford with the ruined book, explained the calamity that had happened through his neglect, and offered, not having sufficient money, to "work out" the value of the book."Well, Abe," said Mr. Crawford, after due deliberation, "as it's you, I won't be hard on you. Just come over and pull fodder for me for two days, and we will call our accounts even."The offer was readily accepted, and the engagement literally fulfilled. As a boy, no less than since, Abraham Lincoln had an honorable conscientiousness, integrity, industry, and an ardent love of knowledge.

"Well, Abe," said Mr. Crawford, after due deliberation, "as it's you, I won't be hard on you. Just come over and pull fodder for me for two days, and we will call our accounts even."

The offer was readily accepted, and the engagement literally fulfilled. As a boy, no less than since, Abraham Lincoln had an honorable conscientiousness, integrity, industry, and an ardent love of knowledge.

ABE LINCOLN'S HONESTY

Lincoln could not rest for an instant under the consciousness that he had, even unwittingly, defrauded anybody. On one occasion, while clerking in Offutt's store, at New Salem, Illinois, he sold a woman a little bill of goods, amounting in value by the reckoning, to two dollars six and a quarter cents. He received the money, and the woman went away. On adding the items of the bill again, to make sure of its correctness, he found that, he had taken six and a quarter cents too much. It was night and closing and locking the store, he started out on foot, a distance of two or three miles, for the house of his defrauded customer, and, delivering over to her the sum whose possession had so much troubled him, went home satisfied.On another occasion, just as he was closing the store for the night, a woman entered, and asked for a half pound of tea. The tea was weighed out and paid for, and the store was left for the night. The next morning, Lincoln entered to begin the duties of the day, when he discovered a four-ounce weight on the scales. He saw at once that he had made a mistake, and, shutting the store, he took a long walk before breakfast to deliver the remainder of the tea. These are very humble incidents, but they illustrate the man's perfect conscientiousness—his sensitive honesty—better perhaps than they would if they were of greater moment.

On another occasion, just as he was closing the store for the night, a woman entered, and asked for a half pound of tea. The tea was weighed out and paid for, and the store was left for the night. The next morning, Lincoln entered to begin the duties of the day, when he discovered a four-ounce weight on the scales. He saw at once that he had made a mistake, and, shutting the store, he took a long walk before breakfast to deliver the remainder of the tea. These are very humble incidents, but they illustrate the man's perfect conscientiousness—his sensitive honesty—better perhaps than they would if they were of greater moment.

YOUNG LINCOLN'S KINDNESS OF HEART

An instance of young Lincoln's practical humanity at an early period of his life is recorded, as follows:One evening, while returning from a "raising" in his wide neighborhood, with a number of companions, he discovered a straying horse, with saddle and bridle upon him. The horse was recognized as belonging to a man who was accustomed to excess in drink, and it was suspected at once that the owner was not far off. A short search only was necessary to confirm the suspicions of the young men.The poor drunkard was found in a perfectly helpless condition, upon the chilly ground. Abraham's companions urged the cowardly policy of leaving him to his fate, but young Lincoln would not hear to the proposition. At his request, the miserable sot was lifted to his shoulders, and he actually carried him eighty rods to the nearest house. Sending word to his father that he should not be back that night, with the reason for his absence, he attended and nursed the man until the morning, and had the pleasure of believing that he had saved his life.

An instance of young Lincoln's practical humanity at an early period of his life is recorded, as follows:

One evening, while returning from a "raising" in his wide neighborhood, with a number of companions, he discovered a straying horse, with saddle and bridle upon him. The horse was recognized as belonging to a man who was accustomed to excess in drink, and it was suspected at once that the owner was not far off. A short search only was necessary to confirm the suspicions of the young men.

The poor drunkard was found in a perfectly helpless condition, upon the chilly ground. Abraham's companions urged the cowardly policy of leaving him to his fate, but young Lincoln would not hear to the proposition. At his request, the miserable sot was lifted to his shoulders, and he actually carried him eighty rods to the nearest house. Sending word to his father that he should not be back that night, with the reason for his absence, he attended and nursed the man until the morning, and had the pleasure of believing that he had saved his life.

A BIT OF HUMOR FROM THE BUSY LIFE OF LINCOLN

Two persons who had been arguing with each other how long a man's legs should be in proportion to his body, stepped into Lincoln's office and asked him to settle the dispute.To them he replied: "After much thought and consideration, not to mention mental worry and anxiety, it is my opinion, all side issues being swept aside, that a man's lower limbs, in order to preserve harmony of proportion, should be at least long enough to reach from his body to the ground."

Two persons who had been arguing with each other how long a man's legs should be in proportion to his body, stepped into Lincoln's office and asked him to settle the dispute.

To them he replied: "After much thought and consideration, not to mention mental worry and anxiety, it is my opinion, all side issues being swept aside, that a man's lower limbs, in order to preserve harmony of proportion, should be at least long enough to reach from his body to the ground."

HOW LINCOLN AND JUDGE B. ... SWAPPED HORSES

When Abraham Lincoln was a lawyer in Illinois, he and a certain judge once got to bantering each other about trading horses, and it was agreed that the next morning at nine o'clock they should make a trade, the horses to be unseen up to that hour, and no backing out, under a forfeiture of $25.At the hour appointed the Judge came up, leading the sorriest-looking specimen of a horse ever seen in those parts. In a few minutes Mr. Lincoln was seen approaching with a wooden sawhorse upon his shoulders. Great were the shouts and the laughter of the crowd, and both were greatly increased when Mr. Lincoln, on surveying the Judge's animal, set down his sawhorse, and exclaimed: "Well, Judge, this is the first time I ever got the worst of it in a horse trade."

At the hour appointed the Judge came up, leading the sorriest-looking specimen of a horse ever seen in those parts. In a few minutes Mr. Lincoln was seen approaching with a wooden sawhorse upon his shoulders. Great were the shouts and the laughter of the crowd, and both were greatly increased when Mr. Lincoln, on surveying the Judge's animal, set down his sawhorse, and exclaimed: "Well, Judge, this is the first time I ever got the worst of it in a horse trade."

The following paragraphs are quoted from a small pamphlet of Mr. Judd Stewart of Plainfield, New Jersey, entitled "Suggestions for a Text Book for Students of English." Mr. Stewart is a profound student of Lincoln, and without doubt has the largest private collection of Lincolnia in the United States.

It was recently suggested to me by a lieutenant in the navy, a graduate of Annapolis, that in teaching English the writings and speeches of Lincoln would be a very proper text-book. This appeals to me most forcefully because all school children know who Lincoln was, know something of his Gettysburg Address, know him as the Emancipator of the Slaves and probably a majority of them admire him. Therefore, it seems to me that a text-book based upon, or rather made up from Lincoln's speeches and letters would be of great interest to the majority of children, and by having such a text-book they would learn history and good expressive English at the same time and in a most interesting way.The suggested text-book would consist of: The House Divided Against Itself Speech, in 1858; The First Debate with Douglas Speech in 1858; The Cooper Institute Speech, 1860; The First Inaugural, 1861; The First Message to Congress, 1861; The Emancipation Proclamation, 1863; The Gettysburg Address, 1863; The Letter to Mrs. Bixby, 1864; The Second Inaugural, 1865.Lincoln spent 49 years of his life in preparation, six years in the accomplishment of his work. The study of his life is commended and commends itself to all thinking people.Why should we not teach his thoughts, his modes of speech, his simplicity of expression to those who with their children and descendants for ages will remember Abraham Lincoln, the Emancipator, the Martyr, the Greatest American?

The suggested text-book would consist of: The House Divided Against Itself Speech, in 1858; The First Debate with Douglas Speech in 1858; The Cooper Institute Speech, 1860; The First Inaugural, 1861; The First Message to Congress, 1861; The Emancipation Proclamation, 1863; The Gettysburg Address, 1863; The Letter to Mrs. Bixby, 1864; The Second Inaugural, 1865.

Lincoln spent 49 years of his life in preparation, six years in the accomplishment of his work. The study of his life is commended and commends itself to all thinking people.

Why should we not teach his thoughts, his modes of speech, his simplicity of expression to those who with their children and descendants for ages will remember Abraham Lincoln, the Emancipator, the Martyr, the Greatest American?

Attention should be given to the great statue of Lincoln before the Court House in Newark, New Jersey. It presents our most admired statesman seated on a bench absorbed in thought. The statue is a wonderful work of art. From every angle it is unique, beautiful, and a masterpiece. At all times of day passersby may see the children of the city sitting in his arm, lovingly admiring the fatherly face. On his knees and on the bench they gather, children of all races, rejoicing in the freedom which he gave to mankind.

The statue was conceived and made by the Sculptor Gutzon Borglum, for Amos H. VanHorn, the donor. It was presented to the Lincoln Post on May 30, 1911, by Chancellor Mahlon Pitney. Colonel Theodore Roosevelt received it in behalf of the Post, and Mayor Husaling made the speech of acceptance.

Pass on, thou that hast overcome. Your sorrows, O people, are his peace. Your bells and bands and muffled drums sound triumph in his ear. Wail and weep here; God made it echo joy and triumph there. Pass on.Four years ago, O Illinois, we took from your midst an untried man, and from amongst the people. We return him to you a mighty conqueror. Not thine any more, but the Nation's; not ours, but the world's. Give him place, O ye prairies. In the midst of this great continent his dust shall rest, a sacred treasure to myriads who shall pilgrim to that shrine to kindle anew their zeal and patriotism. Ye winds that move over the mighty places of the West, chant his requiem. Ye people, behold a martyr whose blood as so many articulate words, pleads for fidelity, for law, for liberty.

Four years ago, O Illinois, we took from your midst an untried man, and from amongst the people. We return him to you a mighty conqueror. Not thine any more, but the Nation's; not ours, but the world's. Give him place, O ye prairies. In the midst of this great continent his dust shall rest, a sacred treasure to myriads who shall pilgrim to that shrine to kindle anew their zeal and patriotism. Ye winds that move over the mighty places of the West, chant his requiem. Ye people, behold a martyr whose blood as so many articulate words, pleads for fidelity, for law, for liberty.

Henry Ward Beecher

BIBLIOGRAPHY

See Bibliographyat end of monograph.

WASHINGTON'S BIRTHDAY

February 22

It was almost unconsciously that men learned to cling to Washington with a trust and faith such as few other men have won, and to regard him with a reverence which still hushes us in presence of his memory.Green

Green

WASHINGTON'S BIRTHDAY

HENRY W. FOSTER, SUPERVISING PRINCIPAL, SOUTH ORANGE

February is the greatest month for the teaching of patriotism. The national heroes, Washington and Lincoln, whose birthdays we celebrate, give distinction to two of its days. The time falls happily in midyear, when pupils and teachers alike need inspiration for a new period of sustained effort requiring determination and vigor.

It has been shown very clearly that through its schools a nation can be trained in ideals which will govern national life and conduct. Neither Washington nor Lincoln, however, owed his heroic quality to schools; but they did owe it to the very same ideals for which our schools stand. Indeed, their greatest service to mankind is the fact that they incarnated those ideals.

It is not so easy to venerate abstract principles and to submit one's life to them as it is to imitate great personalities whose deeds have embodied those principles.

Because we love our national heroes and venerate them personally, they still live and work through us. The principles of democracy are established eternally in their deeds and in ours.

The child who writes an appreciation of Washington, or recites from his addresses, or renders a poem commemorating him, or dramatizes something from his life, enters into his spirit, and in the child Washington lives again.

The Declaration of Independence asserts the lofty principle of equality in liberty. All men are created free, and equal in the right to life, liberty and the pursuit of happiness. It is a declaration of rights, not of duties. Each person has a right tohislife,hisliberty, the pursuit ofhishappiness. The deeds of Washington embodied not only these principles, but emphasized the duty of service. In our time our country has fully justified a new statement of political faith, which Washington lived. All men are born equal in the right to opportunity—each to make the best of himself—so that he may render the best service.

Think not of the reward! On the whole, service is requited according to its worth. Too many want to do what they can't do, and won't do what they can do! It may be pride, or it may be looking foran undeserved reward. The school should train for service, and teach self-respect in doing the best that one can in the thing for which he is best fitted. Washington sought no reward; but he commands the undying veneration, not only of his countrymen, but of all mankind. Speaking of the retirement of Washington, at a time when party spirit against the policy of the great founder and preserver of the Republic was calculated to arouse bitterness in a less noble man, Knight, in his "History of England," says: "Had his nature been different, had his ambition been less under the control of his virtue, he might have taken up his sword and, sweeping away his enemy, have raised himself to supreme power upon the ruins of his country's liberty. He retired to his estate at Mount Vernon to pass the rest of his days as a private citizen.... Washington's scheme of glory was realized. He had been a ruler of free men, ruling by the power of law. He laid down his authority when he had done the work to which he was called, most happy in this, that ambitions of a selfish order could never be justified by his example."

Washington's point of view as a ruler of men was unique at that period in the world's history.

We need to teach from the life of Washington that same respect for English ideals of government which he maintained and defended, even by revolting against the English king. Too many of our people have grown up in hatred of England, through the story of the Revolution and the War of 1812, and the unfortunate attitude of aristocratic England in our Civil War.

How does England, the heart and brain of England, regard us? If we know that she sympathizes with our ideals and her heart has been with us all the time, shall we not feel safe with her, and find in Englishmen brothers with whom we may work for the good of the world?

English historians have an appreciation of Washington which we cannot surpass. Writing English history for the instruction of English boys and girls, and men and women, they justify our Revolution and laud our national hero as a world hero. No American orator has ever magnified Washington in more laudatory terms than are to be found in Green's "History of England." Green says: "Washington more than any of his fellow colonists represented the clinging of the Virginia land owner to the Mother Country, and his acceptance of the command proved that even the most moderate of them had no hope now save in arms."

Stuart's WashingtonCopyright by Underwood & Underwood, N. Y.

For the future we shall need a better understanding of our English brothers. This cannot better be attained than by knowing well that our ideals are held in the same regard by them as by ourselves.

There was one man who was the chief instrument in the hands of Providence for conducting the war, by his energy, prudence, and constancy, to that triumphant assertion of Independence which has built up the great North American republic. To Washington the historian naturally turns, as to the grandest object of contemplation, when he laid aside his victorious sword—that sword which, with those he had worn in his earlier career, he bequeathed to his nephews with words characteristic of his nobleness: "These swords are accompanied with an injunction not to unsheathe them for the purpose of shedding blood, except it be for self-defence, or in defence of their Country and its rights, and in the latter case to keep them unsheathed, and prefer falling with them in their hands to the relinquishment thereof."

The United Colonies in America had such a man as Washington to control the destinies of our country in the making. The new nation had such a man for a leader during the early years of trial and promise. The nation today has the records, accomplishments and deeds of the national hero, Washington, to ever honor, venerate and imitate. The school children of the great state of New Jersey should be happy to learn from the life of this great man lessons of service, respect for law and order, truthfulness and patriotism.

QUOTATIONS

According to Captain Mercer, the following describes Washington when he took his seat in the House of Burgesses in 1759:

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