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diff --git a/old/69573-0.txt b/old/69573-0.txt deleted file mode 100644 index e71b35d..0000000 --- a/old/69573-0.txt +++ /dev/null @@ -1,2247 +0,0 @@ -The Project Gutenberg eBook of The light, by Catherine T. Bryce - -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: The light - An educational pageant - -Author: Catherine T. Bryce - -Release Date: December 18, 2022 [eBook #69573] - -Language: English - -Produced by: hekula03 and the Online Distributed Proofreading Team at - https://www.pgdp.net (This book was produced from images - made available by the HathiTrust Digital Library.) - -*** START OF THE PROJECT GUTENBERG EBOOK THE LIGHT *** - - - - - -OTHER ATLANTIC TEXTS INCLUDE - - - ATLANTIC CLASSICS, _First Series_ $1.25 - - ATLANTIC CLASSICS, _Second Series_ - - _Essays from the Atlantic Monthly_ $1.25 - - THE ATLANTIC MONTHLY AND ITS MAKERS - - _For the class in American literature_ $1.00 - - ESSAYS AND ESSAY WRITING - - _For the composition class_ $1.00 - - ATLANTIC NARRATIVES, _First Series_ - - _For college use_ $1.00 - - ATLANTIC NARRATIVES, _Second Series_ - - _For secondary schools_ $1.00 - - ATLANTIC PROSE AND POETRY - - _For junior high schools and upper grammar grades_ $1.00 - - ATLANTIC READING SERIES, each $0.15 - - - THE ATLANTIC MONTHLY PRESS - BOSTON - - - - - THE LIGHT - - An Educational Pageant - - - _By_ - Catherine T. Bryce - - _Assistant Superintendent of Schools - Cleveland, Ohio_ - - - [Illustration: (Colophon)] - - - Boston - The Atlantic Monthly Press - 1920 - - - - - Copyright, 1920, by - THE ATLANTIC MONTHLY PRESS, Inc. - - - [_This pageant was prepared for presentation - at the Cleveland Convention of the National - Education Association, February, 1920._] - - - - - PROLOGUE: THE VISION 1 - - THE FIRST GLIMMER: EXPERIENCE 5 - - THE SECOND GLIMMER: TRADITION 8 - - THE THIRD GLIMMER: INVENTION 11 - - THE FOURTH GLIMMER: TRAINING 15 - - THE FIFTH GLIMMER: DISCIPLINE 16 - - THE SIXTH GLIMMER: A FIRST LESSON IN DEMOCRACY 18 - - THE SEVENTH GLIMMER: THE BOOK 27 - - THE EIGHTH GLIMMER: FORCE 29 - - THE NINTH GLIMMER: TRAINING FOR DEMOCRACY 36 - - THE TENTH GLIMMER: A WARNING 45 - - THE ELEVENTH GLIMMER: EDUCATION’S DREAM 52 - - EPILOGUE: THE GLEAM 56 - - - - -MUSIC - - -Incidental music may be introduced at appropriate places throughout -the pageant. The following suggestions may prove helpful:-- - - _Glimmer_ I. During a moment’s tableau just before curtain - falls: strain of a dirge. - - _Glimmer_ II. To accompany girl’s humming. - - _Glimmer_ III. Indian music for curtain. - - _Glimmer_ IV. Music throughout. - - _Glimmer_ V. Martial music. - - _Glimmer_ VI. Accompaniment for minstrel. - - _Glimmer_ VII. Solemn, followed by patriotic, music during time - curtain is raised. - - _Glimmer_ IX. Patriotic music as curtain falls. - - _Glimmer_ XI. As indicated in the text. - - - _Final_--Star-Spangled Banner. - - - - -PROLOGUE - -THE VISION - - -_Characters_ - -ANY CITY: a boy. - -EDUCATION: a girl, taller than the boy. - - ANY CITY _is dressed like a modern business man_. EDUCATION - _is dressed in classic robes, hair in loose Grecian - knot with gold fillet. She carries a lamp shaped like - the old-fashioned one so frequently used to illustrate - Education._ - - ANY CITY _is studying the proposed tax levy for the year. - He is seated in an easy chair._ - -ANY CITY (_impatiently_). H’m. It just can’t be done! It is out of -the question to raise so much money by taxation this year. This -list of appropriations must be cut. But where? What can be cut -without raising a row? (_Looks over the list._) Half a million -dollars for a new bridge over the canal at 7th St. There’s a -perfectly good bridge at 9th St., and another at 3rd St. But the -railroad and marketmen will strike if we don’t build this new -bridge. To keep peace, I’ll have to stand by that appropriation. -(_Pointing to different items on the paper._) That must not be -cut; nor that; nor that; nor that! H’m! Three million dollars -for the extension of Grand View Avenue. Really, that’s not -necessary. That road is being opened only for the accommodation -of some rich men who take advantage of my city opportunities, but -live in the suburbs and evade paying any taxes to me. But their -financial influence is so great, I dare not cut this appropriation. -(_Continues study of list._) No, not that; nor that; nor that! Ha! -here is the school appropriation: three and a half million dollars. -I hate to do it, but I’ll have to cut here. Of course, it means -curtailing the kindergarten, deferring the building of the much -needed new elementary school in the 3rd Ward, the abolition of -summer schools, the serious handicapping of junior and senior high -school work, the overcrowding of classes, and no hope of increase -in teachers’ salaries. Oh! I hate to do it! But I must! It’s -positively the only place I can cut without bringing about a strike -or at least a kick. But--oh--Taxation is Vexation! - - _With the paper still in his hand, he leans back in his - chair, relaxes as one who has solved a weighty question - satisfactorily, and is soon as fast asleep as his - neighbors, the other cities of the land._ - - _Enter_ EDUCATION, _holding her lamp aloft. She glides - slowly across the stage to the sleeper and holds her lamp - above him. He awakes slowly, stretching his arms, and in - so doing drops the paper to the floor._ - -ANY CITY (_sleepily_). A light! (_Suddenly perceiving_ EDUCATION, -_he sits forward in his chair_.) And you! Who are you? - -EDUCATION. The bearer of the light. - -ANY CITY. What is your name? - -EDUCATION. Since the beginning of time I have borne many names. -Men have called me Experience, Tradition, Discipline, Invention, -Culture, Ambition, Knowledge, Training, Learning, Teaching, -Instruction, Development, Information, and many other names, and I -answer to all. But I am more commonly called Education. - - ANY CITY _starts up, snatches up the tax budget, and holds - it behind his back_. - -ANY CITY. Why are you here? - -EDUCATION. Because I have need of you; and because you have need of -me. Here, hold my light for a moment. - - ANY CITY _holds the light carefully in both hands, dropping - his paper in order to do so. The light grows somewhat dim._ - -EDUCATION. The light still burns. It does not go out in your -keeping. By that symbol, I know that by my light you may still -choose the right path, that you may follow the path in confidence, -that you may arrive in safety at the journey’s end. Come with -me for a while into the shadows, and watch my light glimmering -through the ages. Me you shall not always see in person, but -wherever my light burns, know that I am surely there. Come. - - _As_ EDUCATION _speaks the first “Come,” she takes the lamp - from_ ANY CITY _and holds it aloft. At the second word “Come,” - she takes his hand and leads him behind the curtain. Before - leaving, Any City picks up his paper, which he carries as far - from_ EDUCATION _as he can_. - - _Curtain is raised._ - - - - -FIRST GLIMMER: EXPERIENCE - - - _The light of_ EDUCATION _is hanging above. The background - for this and the next two pictures may be the same--a - forest scene._ - - -_Characters_ - - STRONG ARM, the Father - FLEET FOOT, the Daughter - RASH DARING, the Son - - -_Costumes_: Flesh-colored tights and skins of animals. - - RASH DARING _is writhing on the ground in agony_. FLEET - FOOT _runs toward him with water in her cupped hands. On - the ground lies some brightly colored fruit._ - -FLEET FOOT. Here, my brother, drink the pure water. It may allay -your suffering. Oh, that ye had heeded my words, my brother! - - _She kneels beside_ RASH DARING, _and tries to force him to - drink. Then smooths his brow with her moistened fingers. - Suddenly_ RASH DARING’S _body jerks spasmodically; then is - still_. - -FLEET FOOT (_seizing his hands in terror_). Look at me! Speak to -me, my brother! (_Cries aloud._) O father! father! - - STRONG ARM _rushes in, takes in picture at a glance, and - kneeling beside_ FLEET FOOT, _examines the body of the boy_. - -FLEET FOOT. What shall I do, father? Shall I fetch more water? - -STRONG ARM. Nay, little daughter. There is nothing to be done. Your -brother is dead. - - FLEET FOOT _throws herself down, weeping bitterly_. STRONG - ARM _touches her head gently with his hand_. - -STRONG ARM. Tears are but idle. Sit up, my daughter, and tell me -what caused the death of my son. - -FLEET FOOT (_controlling herself by a great effort_). Far away in -the forest we found a small tree covered with beautiful fruit. See, -father, there is some of it at your feet. (STRONG ARM _picks up a -fruit and examines it, while_ FLEET FOOT _continues her story_.) -Rash Daring wanted to eat some of the fruit as soon as we found it; -but I persuaded him to gather it and carry it home for you to see, -for I feared it was poisonous because, with many monkeys in the -neighboring trees, not one fruit on the small tree had been bitten -or plucked. On our way home I ran ahead of my brother. Suddenly -he cried aloud. I hastened back and found him lying on the ground -in great pain. He told me that he had eaten some of the fruit and -suffered greatly. I ran to the brook for water, but he could not -drink it. Then I called you. - -STRONG ARM. Yes, the fruit is poison. Would that we could purchase -our experience at a smaller cost! O my son! my son! - -_As_ STRONG ARM _speaks the sentence, “Would that we could -purchase,” etc., the light burns brightly_. - -CURTAIN - - _As the curtain falls_, EDUCATION, _bearing her lamp and - leading_ ANY CITY, _steps before it_. - -ANY CITY. But, Education, I do not understand! Your light burned -aloft; but there was no school! - -EDUCATION. No school? You have visited the hardest school in the -world, the school ruled by the sternest teacher in the world--the -School of Experience. Fortunate are they who learn from the -experience of the past and the experience of others. - - _As_ EDUCATION _speaks, her light is cast for a moment on - the tax paper_. ANY CITY _glances at the paper and tries to - conceal it. With a beckoning gesture_ EDUCATION _leads him - again behind the curtain_. - - - - -SECOND GLIMMER: TRADITION - - -_Characters_ - -OLD WOMAN, and several maidens - - _They are seated in an almost closed circle, each grinding - grain between two flat stones. Above them hangs the light. - They are dressed in Oriental costume, the bright colors - of which serve as a background to the gray stones. They - grind with a rhythmic movement, humming a monotonous tune. - Gradually one of the maidens stops and gazes dreamily - toward the light._ - -OLD WOMAN. Get thee to thy work, maiden. Thinkst thou idle fingers -and dreaming eyes will grind the corn? - -MAIDEN (_with hand on upper stone as if ready to resume work, but -with eyes toward the light, which glows brighter as she speaks_). I -was but wondering if there be not some better way to grind the corn. - -OLD WOMAN. Better way to grind the corn, she says! She means easier -way--an easier way for her own idle self! Shame upon thee, thou -lazy maiden! Shame upon thee, thou presumptuous maiden! Thinkst -thou that in thy foolish mind lies the wisdom of the earth? Had -there been a better way, would not our fathers, the wise men of -the land, have discovered that way and handed it down to us? Have -not the women of our country from generation to generation ground -their corn in this way? If this way were good enough for them, -it is good enough for us! Thinkst thou that thou art better or -wiser than they? I have no patience with thy dreams, born of thine -own laziness! Get to work, maiden, and let me hear no more of thy -better ways! Better ways, forsooth! - - _While the_ OLD WOMAN _speaks, the light burns dimmer. The - other maidens stop their work to listen, all showing their - approval of her words, and their condemnation of her who - dared to dream of better things. As the_ OLD WOMAN _finishes, - they resume their task and their monotonous tune_. - -CURTAIN - - EDUCATION _and_ ANY CITY _appear before the curtain_. - -ANY CITY. Good for the Old Woman! I believe in sticking to old -well-tried things. So many people believe that just because a thing -is new, it is the only good thing in the world. - -EDUCATION. But a greater number believe that just because a thing -is old, it is sacredly all sufficient. If everybody had thought -with you and the Old Woman, how would the world be fed to-day? -Think you those primitive stone-grinders rival the great flour -mills of the present day? How many hand-mills think you would be -necessary to grind the wheat of our vast plains? - -ANY CITY. Of course, I don’t mean that I want things as they were -long ago. But there are some people who are never satisfied. They -are continually wanting things different. - -EDUCATION. No, you don’t want things to remain as they _were_. -You want them to stay as they _are_. That is all the Old Woman -wanted in her time. She didn’t want to go back to the earliest days -when the grain was ground only by the teeth of the consumer. Had -everyone followed blindly the tradition of his own time, we should -still be at the very beginning. Look you to the justly dissatisfied -man for all that has made for progress in the world. Saw you not -how my light brightened at the words of the maiden? Remember that, -far as we have journeyed in the past, so far and perhaps still -farther lies the way of the future along the Highway of Progress. -_Be not you bound too tightly by the bonds of old tradition._ - - _As_ EDUCATION _speaks the last sentence, her light plays - for a moment on_ ANY CITY’S _paper. With a guilty air he - tries to conceal it, as he follows_ EDUCATION _behind the - curtain_. - - - - -THIRD GLIMMER: INVENTION - - -_Characters_ - -HIAWATHA and a group of Indians - - _A deerskin with picture-writing on it (see text below) is - in the centre of the background. Over the writing burns the - light._ HIAWATHA _stands before the deerskin instructing - his people, who are grouped about him. During his lesson - they show signs of eager approval._[1] - -HIAWATHA. - - Lo, how all things fade and perish! - From the memory of the old men - Pass away the great traditions, - The achievements of the warriors, - The adventures of the hunters, - All the wisdom of the Medas, - All the craft of the Wabenos, - All the marvelous dreams and visions - Of the Jossakeeds, the Prophets. - Great men die and are forgotten, - Wise men speak; their words of wisdom - Perish in the ears that hear them, - Do not reach the generations - That, as yet unborn, are waiting - In the great, mysterious darkness - Of the speechless days that shall be. - On the grave-posts of our fathers - Are no signs, no figures painted; - Who are in these graves we know not, - Only know they are our fathers. - Face to face we speak together, - But we cannot speak when absent, - Cannot send our voices from us - To the friends that dwell afar off. - - _Turns to deerskin, and points with an arrow to different - symbols, as he names them._ - - On the white skin of the reindeer - I have painted shapes and figures, - Wonderful and mystic figures, - And each figure has a meaning, - Each some word or thought suggesteth. - Gitche Manito, the Mighty, - He, the Master of Life, I’ve painted - As an egg, with points projecting - To the four winds of the heavens. - Everywhere is the Great Spirit, - Is the meaning of this symbol. - Mitche Manito, the Mighty, - He, the dreadful Spirit of Evil, - As a serpent I’ve depicted. - Very crafty, very cunning, - Is the creeping Spirit of Evil, - Is the meaning of this symbol. - Life and Death I draw as circles; - Life is white, but Death is darkened. - For the earth I draw a straight line, - For the sky a bow above it; - White the space between for daytime, - Filled with little stars for night-time; - On the left a point for sunrise, - On the top a point for noontide, - And for rain and cloudy weather - Waving lines descending from it. - Footprints pointing toward a wigwam - Are a sign of invitation, - Are a sign of guests assembling. - Thus, my people, I would teach you - All the mysteries of painting, - All the art of Picture-Writing. - Go ye then and mark your grave-posts - Each one with its household symbol. - And the Jossakeeds, the Prophets, - The Wabenos, the Magicians, - And the Medicine-Men, the Medas, - Paint upon the bark and deerskin - Figures for the songs ye chant us - For each song a separate symbol, - Figures mystical and awful, - Figures strange and brightly colored; - Let each figure have its meaning. - Thus shall live the great traditions, - The achievements of the warriors, - The adventures of the hunters, - All the wisdom of the wise men, - All the craft of the magicians, - All the visions of the prophets. - -CURTAIN - - _As_ EDUCATION _and_ ANY CITY _appear before the curtain, - Any City is protesting in sputtering confusion_. - -ANY CITY. But--but--I--I can’t for the life of me understand why -your light burned so brightly over those crude drawings! - -EDUCATION. Crude they were, I grant, but they meant much to me. -Through them was passed on the results of my work for ages--all -that I had taught the people through experience and tradition, all -that they had achieved, their strivings, their conquests, their -beliefs, and their dreams. Invention, originality, self-expression, -call it what you will, is the gateway to Progress. Honor to the -man who is not bound by old precedent, who is not swayed by might -or favor, who establishes a new procedure based on right and -justice. (_Light directed to paper._) - -ANY CITY (_in confusion, as he conceals paper_). I thought that -Education is training and discipline! - -EDUCATION. Those are two of my attributes. Come with me and you -shall see some early lessons in training and discipline. - - EDUCATION _and_ ANY CITY _withdraw from before the curtain_. - - -Footnotes: - -[1] The following has been adapted slightly from _Hiawatha_. - - - - -FOURTH GLIMMER: TRAINING - - - _Young men and maidens in ancient Greek costume at exercises - for the training of the body. The lamp hangs above._ - - I. Maidens playing with a golden ball (to music). - - II. Young men throwing discus. - - III. Dance. - - _Curtain lowered for one minute._ - - - - -FIFTH GLIMMER: DISCIPLINE - - - _As the curtain is raised, boys representing Roman soldiers - march in. Under the command of their leader, they go through - some military evolutions. At last the order corresponding to - our “Attention!” is given. Every man stands like a statue._ - - _A_ MESSENGER, _wildly excited, rushes in from right of - stage_. - -MESSENGER. Fire! The whole city burns! Your homes and all that you -hold dear are in danger! - - _Rushes off at left._ - - _During the alarm not one man moves. Not a quiver betrays - their feelings. Officer gives command and leads them off at - double-quick toward fire at right._ - -CURTAIN - - EDUCATION _and_ ANY CITY _appear before the curtain_. - -ANY CITY. Magnificent! Now I know the source of that “Glory that -was Greece,” and that “Grandeur that was Rome!” Surely never since -those olden days have you seen such grace of body, such discipline -of mind! - -EDUCATION. Yes, I have seen little children at play who were -as graceful as any trained dancer of old Greece; and have you -forgotten our American lads that went down on the Tuscania? Surely -the discipline and courage of those untried boys, who met death -with a song on their lips, were equal even to that of the trained -and tried legions of Imperial Rome. - -ANY CITY. But surely you do not deprecate such training and such -discipline? - -EDUCATION. Nay, far from it! It is only when such training and -discipline are given but to certain classes that I tremble. Come -with me and I will show you how the trained, the selected classes -had power over their brother men until--But wait; you shall see for -yourself. Come. - - _Exit_ EDUCATION _and_ ANY CITY. - - - - -SIXTH GLIMMER: A FIRST LESSON IN DEMOCRACY - - - _A room in a feudal castle in England._ _A_ MAN _and a_ - MAIDEN _dressed as servants of the time (1215) are standing - near an open casket. The_ MAN _holds an illuminated book - in his hand. The_ MAIDEN _is peering over his shoulder at - the beautiful decorations. At her feet lies her distaff. - The light burns dimly above. Some humble stools, and two - high-backed chairs covered with gorgeous tapestry are the - only furnishings._ - -MAIDEN. _Oh, how lovely! I could look at the gay colors for years -and never tire!_ - -MAN. And I would give years of my life if I could but read the -writing in the book. - -MAIDEN (_clutching his arm in terror_). Oh, say not so! The very -walls have ears! If it were known that thou didst entertain an -ambition so high above thy station, it would mean, at least, the -stocks. - -MAN. I care not. Why should this book and all the learning of the -sages be closed to me because I was born in a hovel, and opened to -my master just because he chanced to be born in a castle? I tell -thee it is not fair! I-- - - _Enter the_ LADY EDYTH. _The_ MAIDEN, _who first sees her, - covers the_ MAN’S _mouth with her hand, so staying him - and preventing the_ LADY EDYTH’S _hearing his words. She, - however, sees the open casket, and the precious book in - the hands of the servant, and sweeps angrily forward._ - -LADY EDYTH. How now, sirrah; what dost thou with the precious book? - -MAN (_humbly_). I but looked at it, my lady. - -LADY EDYTH (_snatching it from his hand_). Thou “but looked at it”! -Thinkst thou such a book was made for a boor like thee to look at, -let alone to handle with thy great rude hands? How durst thou even -open the casket? I have a mind to have thee flogged. - -MAIDEN (_falling on her knees_). Nay, my lady, spare him, I pray -thee! The fault is wholly mine. I opened the casket. I placed the -book in his hands. I-- - -MAN (_stepping forward_). Say not another word. Thou shalt not -sacrifice thyself for me. Heed her not, my lady. I alone am to -blame. - - LADY EDYTH _looks from one to the other and her face softens. - She replaces the book in the casket. Then turns again to the - servants._ - -LADY EDYTH. Methinks ye are both to blame; an’ ye transgress again, -I shall see that proper punishment is meted out to both. Pick up -thy distaff, wench, and get thee to thy spinning. (_A knock at the -door is heard._) And thou, sirrah, open the door. - - _The_ MAIDEN _picks up her distaff and, seating herself on - one of the stools, begins to spin_. LADY EDYTH, _with one - hand on the casket, stands looking toward the door as the_ - MAN _opens it and admits_ BARON OLDITCH, _a gentleman of - the times, splendidly attired. Following the_ BARON _comes - a_ MINSTREL, _dressed in the garb of his profession. In his - belt is thrust a scroll. Across his shoulder is slung his - instrument--a mandolin, harp, or any stringed instrument - common to the times._ - -LADY EDYTH (_extending her hand_). Thou art doubly welcome, baron: -I looked for no guest this stormy morning, and I am weary of mine -own company. - -BARON (_bending over_ LADY EDYTH’S _hand_). In thy gentle presence, -I heed not the rude blasts of the storm; in the light of thine -eyes, I know not, nor care, whether the sun be shining in full -glory or hidden behind a cloud. As for thy weariness, I can -speedily dispel it. I have brought with me a minstrel, with a new -ballad that has set the whole town of London agog. If thou wilt be -seated, he will begin his lay without further ado. - - LADY EDYTH _graciously bows, and the_ BARON _leads her with - great ceremony to her chair. The_ MAIDEN _steps quickly - forward to place a footstool under her mistress’s feet. - The smiling_ BARON _bends again over_ LADY EDYTH’S _hand - and takes a step backward. In doing so he treads on the_ - MAIDEN’S _distaff, which she has dropped, and nearly loses - his balance. The smile leaves his face. In a rage he kicks - the distaff away toward the_ MINSTREL. - -BARON. Out of my way, clumsy stupid wench! - - _He raises his hand, and the kneeling_ MAIDEN _at her - mistress’s feet cowers as if expecting a blow. The_ - MINSTREL _and the_ MAN _each take a step forward, the_ MAN - _with clenched hands; but the_ BARON _carries his hand to - his head and strokes his hair_. - -LADY EDYTH. Forgive the maid, baron. She is a good wench and truly -skillful. - -BARON. There is nothing, there is nobody I would not forgive an’ -thou asked it, my fair lady. (_Turning to_ MAIDEN.) And now, stupid -one, up and fetch a stool for the minstrel. - - _The_ MAIDEN _obeys, while the_ BARON _seats himself beside_ - LADY EDYTH. - -BARON (_turning to the_ MINSTREL). And now, sir, we are ready to -hear thy ballad. - - _The_ MINSTREL _advances to the seat the_ MAIDEN _has placed - for him. As he passes her, with a low bow, he hands her the - distaff which he has picked from the floor._ - -LADY EDYTH (_aside to the_ BARON). Marry, but thy minstrel has -right courtly manners! - -BARON (_aside to_ LADY EDYTH). He comes here direct from the court. - -MINSTREL (_standing before_ LADY EDYTH, _bowing very low_). I am at -thy service, my lady. - -LADY EDYTH. Talk not of _service_, O minstrel; it is pleasure thou -bringest, I know. Most welcome art thou, for dearly love I all -ballads. Pray be seated and favor us with thy rhymes. - - _With another low bow the_ MINSTREL _seats himself on the - stool placed before_ LADY EDYTH’S _and the_ BARON’S _chairs. - While he unslings his instrument and makes ready, the_ - MAIDEN _seals herself and resumes her spinning. The_ MAN - _watches the_ MINSTREL _with eager, longing eyes. As the lay - is chanted, he is visibly affected. He forgets his work, he - forgets his station, and, as if lured by the rhyme, creeps - nearer and nearer._ LADY EDYTH _and the_ BARON _are - unconscious of the effect of the minstrelsy on the_ MAN _as - the backs of their chairs are toward his position_. - -MINSTREL. I will recite for you, my lord and lady, the lay of -Thomas Rhymer. - - “True Thomas lay on grassy bank, - And he beheld a lady gay, - A lady that was brisk and bold, - Came riding o’er the fernie brae. - - “Her skirt was o’ the grass-green silk, - Her mantle o’ the velvet fine; - And on the locks o’ her horse’s mane - Hung fifty silver bells and nine. - - “True Thomas he took off his cap, - And bowèd low down on his knee: - ‘All hail thou, mighty Queen of Heaven - For thy peer on earth could never be.’ - - “‘Oh no, oh no, True Thomas,’ she said, - ‘That name does not belong to me; - I am but the queen of fair Elfland, - That am hither come to visit thee. - - “‘Now, ye must go with me,’ she said; - ‘True Thomas, ye must go with me; - And ye must serve me seven years, - Through weal or woe as chance may be.’ - - “She turned about her milk-white steed; - She took True Thomas up behind, - And aye, whene’er her bridle rang, - The steed flew swifter than the wind. - - “O they rode on, and farther on, - The steed flew swifter than the wind; - Until they reached a desert wide, - And living land was left behind. - - “‘Now light ye down, True Thomas,’ she said, - ‘And lean your head upon my knee, - Abide ye there a little space, - And I will show you wonders three. - - “‘O see ye not yon narrow road, - So thick beset with thorns and briers? - That is the Path of Righteousness, - Though after it but few inquires. - - “‘And see ye not you braid, braid road, - That lies across the lily leven? - That is the path of wickedness, - Though some call it the “Road to Heaven.” - - “‘And see ye not yon bonny road, - That winds about the fernie brae? - That is the Road to fair Elfland, - Where thou and I must go this day. - - “‘But, Thomas, ye must hold your tongue, - Whatever ye may hear or see; - For speak ye word in Elfin Land, - Ye’ll ne’er get back to your ain countrie.’ - - “O they rode on, and farther on, - And they waded rivers above the knee; - And they saw neither sun nor moon, - But they heard the roaring of the sea. - - “Syne they came to a garden green, - And she pulled an apple from a tree: - ‘Take this for thy wages, True Thomas; - It will give thee tongue that can never lee.’ - - “He has gotten a coat of the even cloth, - And a pair of shoes of velvet green, - And till seven years were past and gone - True Thomas on earth was never seen.” - - _By the time the_ MINSTREL _has reached the last stanza - of the ballad, the_ MAN _has advanced until he now stands - directly back of_ LADY EDYTH’S _chair_. - -MAN. Bravo! Bravo! Oh, what would not I be willing to give if only -I might write--or even read--such lays as that! - - _The_ BARON _and_ LADY EDYTH _are startled at hearing a voice - so close_. - -BARON. (_Starting to his feet in a rage, he makes a mad rush for -the servant, belabors him, and throws him to the floor._) How -darest thou comport thyself thus in the presence of thy betters! -Write lays! read lays! What is the world coming to, forsooth, when -every lazy churl aspires to lift himself from the station in which -he was born! - - _He advances threateningly toward the_ MAN, _but the_ MAIDEN - _rushes between and, falling on her knees, raises her hands - in pleading_. _The_ BARON _stops_. LADY EDYTH _leaves her - chair and advances toward the_ BARON, _as if to intercede, - but he does not see her_. - -BARON. Out of my way, wench! I will have him flayed alive for his -insolence! I will have him thrown into prison! I will-- - -MINSTREL (_interrupting_). Thou shalt do him no ill. - - LADY EDYTH _and the_ MAIDEN, _still on her knees, and the_ - MAN, _who has raised himself until he reclines on an elbow, - look to the_ MINSTREL _with various expressions on their - faces_: LADY EDYTH’S _look is one of wonder, and fear for - the consequence of his words; the servants’ faces express - fear and a glimmer of hope_. - -BARON (_astounded_). What? What? By what right darest thou thus -address me? - -MINSTREL. By the right granted by the King. Thou art far from -London, and so methinks have not heard the news. Over a fortnight -ago King John signed the Magna Charta. - -BARON (_forgetting his rage in a desire to hear all_). Tell on. - -MINSTREL. The barons compelled him to sign the charter granting -civil liberty. - -BARON. Yes, granting greater liberty to us--the barons. Now more -firmly may we deal with such upstarts as this varlet. I will-- - -MINSTREL (_again interrupting_). Hold! The rights and the -privileges granted to the barons are extended to their vassals. -Listen to these lines. - - _As the_ MINSTREL _speaks, he draws the scroll from his belt - and unrolls it. While he reads, the light burns brighter._ - -MINSTREL (_reading_). “No freeman shall be taken, or imprisoned, or -dispossessed, or outlawed, or banished, or in any way destroyed; -nor will we pass upon him, nor commit him, but by the lawful -judgment of his peers, or by the law of the land. - -“To no man will we sell, to none will we delay, to none will we -deny, right or justice.” - -Thou seest, baron, it is for all men! - -MAN (_rising slowly to his feet_). “For all men.” And I am a man! - -CURTAIN - - EDUCATION _and_ ANY CITY _appear before the curtain_. - -ANY CITY. I am wondering if the book--the learning for which he -hungered--was placed in the hand of the serf even after a more -democratic government was established. - -EDUCATION. No, not _put_ into his hands; but he might reach forth -his hands and take, and no man deny him. Come, I will show you two -pictures: the first, the book in feudal times, the second, the book -in a democracy. - - _Exit_ EDUCATION _and_ ANY CITY. - - - - -SEVENTH GLIMMER: THE BOOK - - - FIRST PICTURE: _A high reading-desk to which a book is - chained. The light feebly burns above._ - - SECOND PICTURE: ABRAHAM LINCOLN, _the boy, reading close - to the light of the fire. The light of education burns - brightly above his head._ - - _The curtain is dropped for a moment between the two - tableaux._ - - _When the curtain is lowered after the pictures_, EDUCATION - _and_ ANY CITY _again appear before it_. - -ANY CITY (_speaking as if continuing a conversation begun behind -the curtain_). But the chained book is but a symbol! - -EDUCATION. No, it is a pictured fact. The book was so chained -during the Dark Ages. - -ANY CITY (_with satisfied manner_). Well, thank fortune that we -live in a democracy, where anyone who wants it may have learning. - -EDUCATION. Congratulate yourself not on that fact. How many Abraham -Lincolns, think you, are in this land to-day--boys who will travel -miles of rough road in stormy weather and work at hard labor for -weeks, for the privilege of reading a book? The few such give us no -care. They mould their own future. But can we allow the millions of -less ambitious young citizens, the lawmakers of the future, to go -without the education they so sorely need, but never would secure -through their own efforts? No! No! No! “The Spirit of Democracy -is the fruit of Education.” And he who in any way curtails the -opportunities for the education of American boys and girls is -working directly against the Spirit of Democracy. - - _As_ EDUCATION _speaks the last sentence, her light plays - on the paper_. ANY CITY _raises it as if to toss it away, - but reconsiders his action and places it out of sight_. - -ANY CITY. But I still maintain that things are made too easy for -the children of the present day. They should be forced to learn as -they were in the past. - -EDUCATION. Have you ever seen “forced learning” in operation? - -ANY CITY. No, but I know it is good for children to be forced into -right ways at times. - -EDUCATION. Come with me into the past and see Force at work. - -ANY CITY. No, I really don’t care to. - -EDUCATION. To paraphrase your own words, “It is good for a _city_ -to be forced into right ways at times.” Now is such a time for you. -Come! - - EDUCATION _leads the reluctant_ ANY CITY _behind the curtain_. - - - - -EIGHTH GLIMMER: FORCE - - -A DAME SCHOOL - - THE DAME _(teacher) is a sour-looking old woman. She wears - side curls and a high comb, a kerchief and hoop-skirt. Her - voice is loud and rasping._ - - _The pupils in old-fashioned costume--boys in long trousers - and short jackets, girls in full long skirts and plain - bodices and aprons--are seated on benches made by placing - boards on two wooden horses or other supports. There is - no rest for the pupils’ backs; the feet of the shorter - children swing above the floor. The boys are seated on one - side, the girls on the other. A boy with a high peaked cap, - on which the word “Dunce” is printed, stands on a stool at - one side of the room. A little girl stands on a stool on - the other side. About her neck is hung a placard on which - is written, “I brought my puppet to school.” Her puppet, a - rag doll, lies at her feet._ - - THE DAME _carries a switch in her left hand. A bundle of - switches lies on her table. On the middle finger of her - right hand she wears a great brass thimble. Whenever a - child is reprimanded or punished, the other pupils laugh as - if enjoying the discomfiture of a class-mate, thus showing - the worst influence of the teacher in the lives of her - pupils._ - - _As the curtain goes up, the_ DAME _is speaking to the girl - who brought her puppet to school_. - -DAME. Thou hast stood on the stool now for thirty minutes--time -enough for thee to repent. Sit thou now on the stool for another -thirty minutes as an example to others. - - _Child obeys, crying. She lifts her apron to wipe her eyes._ - -DAME. Put down thine apron at once. (_Sarcastically._) Wouldst -cover thy beautiful placard? Let us all see thy shamed face and thy -repentant tears. They are a sign of grace. - - _While she is talking, a little girl whispers behind her - book to another._ DAME _spies her_. - -DAME. So, thou canst not keep thy mouth closed without help, Susie -Gray? Well, I’ll help thee! - - _She takes a large handkerchief from table and ties it over - child’s mouth._ - -DAME. Now go back to thy place! Next time, I will paste thy mouth -shut. - - _She raps child over the head with her thimble, and_ SUSIE - _goes weeping to her seat_. - - _While the_ DAME _is disciplining_ SUSIE, _a boy reaches - out his foot and draws the rag doll toward him. He has all - but secured it when the_ DAME _discovers him_. - -DAME. So, Johnny Green, thou likest the puppet, too. Well, I think -we will let thee play with it for a while. Bring it to me. (_Boy -comes sheepishly forward, carrying the doll by a leg._) Nay, that’s -not the way to hold thy dear puppet. Take it in thine arms, so! -(_To girl on stool._) Bring thy placard here. Here is one who needs -it more than thou. (_She removes the placard from about the girl’s -neck and hangs it about the boy’s._) Now take thy place on the -stool, that we may all see how well thou canst hold thy baby. - - _As the boy takes his place, the other children snicker. - The owner of the doll giggles with them, until she sees - the boy slyly tear a leg from the doll. Then she begins to - weep, but is afraid to tell the_ DAME _of the boy’s act_. - -DAME (_to boy in dunce-cap_). Come here, little dunce, and see if -thou knowest thy lesson now. - - _Boy climbs from stool and takes position before_ DAME, - _with hands folded behind him_. - -DAME. Spell _joy_. - -BOY. G-o-y, joy. - -DAME. Back to thy stool, and stay there until thou hast learned thy -words. - -BOY (_retreats toward stool, then turns at bay_). An thou keepst me -on the stool for a week, I cannot learn my lesson without a book! - -DAME. Insolence! Come to me and I will teach thee respect to thine -elders. - - _As the boy comes slowly toward her and her upraised switch, - she detects another boy holding his slate so that a girl may - see a picture he has drawn of the_ DAME. _She pounces upon - him, while she waves the dunce to one side. The dunce takes - advantage of her preoccupation with the second boy, to seize - a book and study half-aloud, “joy, j-o-y,” before resuming - his place on the stool._ - -DAME (_ignoring picture of herself, speaking sarcastically to young -artist_). Oho, so he wants the girls to see how clever he is! He -would like to amuse the girls! Go, then, and sit with the girls. - -SECOND BOY. I don’t want to. I’d rather take a whipping. - -DAME. Oh, be not so modest as to ask but _one_ punishment. Thou -shalt have it _after_ your pleasant visit to the girls’ bench. Take -thy place in the middle, little girl-boy. - - _The girls crowd together, to make as much room for the boy - as possible as he takes his place in the middle of their - bench._ - -DAME (_to boy on stool_). Now, dunce, come here. (_Boy advances and -stands before her._) Spell _joy_. - -BOY. J-o-y, joy. - -DAME. Take thy seat. Have thy lesson to-morrow or--(_Holds up -switch and shakes it._) - - _As the boy goes to his seat, he “makes a face” at the_ - DAME, _which she cannot see, but which is enjoyed by his - classmates_. - -DAME. The first class in reading will now come forward. The rest -will sit with folded arms as a punishment for the disorder in this -school to-day. And let me see no one talking or swinging his feet, -or it will go ill with him. I have a fine new bundle of switches -itching to be used. - -CURTAIN - - EDUCATION _and_ ANY CITY _appear before the curtain_. - -ANY CITY. A very much exaggerated picture. I am sure that children -never were so tortured in school. - -EDUCATION. An exact picture of Dame Weary’s school in Colonial -days. And you have not seen half the tortures inflicted on her -hapless pupils as recorded in authentic records. When force rules, -a despot reigns, and a despot can beget naught but despotism. The -strong bullies; the sly escapes; the unscrupulous gathers the -spoils. There is no foundation laid for a true brotherhood of man. -In short, there is nothing in the teaching or in the discipline in -a school of force that fitly trains pupils as present and future -citizens of a democracy. - -ANY CITY. No, not in the school you have just shown me. But what -of the little red schoolhouses? There we had true training. The -pupils were not helped over-much. They had to solve their own -problems. Those pupils could spell. Think of the good old-time -spelling-matches! They could recite the orations of America’s great -men. Those little red schoolhouses turned out scholars and patriots. - -EDUCATION. All honor to the splendid men and women, teachers in -the little red schoolhouses of the past! Far be it from me to -decry in any way their work. But, methinks, the ruddy glow of the -exterior and the mellowing influence of time have thrown a warm -glow over the cold hard facts concerning the work that was carried -on in the interior of these buildings. And, even if the little -red schoolhouse was all that fancy has painted it, it has served -its time; it is as inadequate to the work of training the boys -and girls of to-day as are the primitive stones to the task of -grinding wheat for the people of America in the twentieth century. -You say that the little red schoolhouse turned out patriots. The -first of these schools were built by English-speaking people who -sought civil, religious, and educational freedom. They built their -fort, their meeting-house, and their school at the same time. I -tell you, the little red schoolhouse _received_ patriots, patriots -bred in democratic principles. Our schools to-day receive people -speaking many languages, bred in ideals far removed from those of a -republic. When you speak of the schools of the past, you think of -the best; when you speak of the schools of to-day, you speak as if -you knew only the worst. How long is it since you actually visited -a real American public school? - -ANY CITY (_embarrassed_). Why, I--really--I must confess that I -have not visited a school since I was a pupil. I left when I was in -the sixth-grade. - -EDUCATION (_with light shining on tax paper_). And you presume to -pass on present day educational needs with a hazy idea of what -education has wrought in the past, and absolutely no knowledge of -what she is accomplishing to-day? - - ANY CITY _shows signs of embarrassment and discomfiture, but - does not answer_. - -EDUCATION. Come with me. We will visit a sixth-year grade of to-day. - - EDUCATION _leads_ ANY CITY _behind curtain_. - - - - -NINTH GLIMMER: TRAINING FOR DEMOCRACY - - - _The light bums brightly over a modern schoolroom. The - pupils are seated in chairs or at movable desks, well - grouped._ MISS WHITE, _the teacher, is seated near her - desk, or table, which is neatly arranged and is brightened - by some flowers_. _She is dressed in a pretty, serviceable - frock, with white collar and cuffs. She wears well-fitted, - medium-heeled shoes. Her hair is neatly and becomingly - coiled. All her movements are graceful but thoroughly - alive. Her voice is pleasing and her articulation is - perfect. In dress, voice, and movements, the pupils reflect - the teacher’s influence._ - - _An elderly gentleman is visiting the school. When the - curtain is raised, he is standing beside a chair near the - teacher and is speaking to seven boys and girls standing in - line. He holds a paper containing a list of words in his - hand._ - -VISITOR. I congratulate you, young people. The list of words I -gave you in the spelling-match just ended, is the very list that -was given over a hundred years ago in a spelling-match held in -the town hall of a New England village. Pupils from two district -schools took part in the contest, and the hall was crowded with -their friends and relatives. At the close of the match everybody -was spelled down but one boy, Hiram Edwards, afterwards a famous -preacher. At the end of our match to-day, we have seven girls and -boys still standing. I congratulate you more once. - - _The pupils bow and return to their seats._ - -VISITOR. Miss White, this is my first visit to a schoolroom in ten -years. I am interested in the modern methods of education. May I -ask you a few questions? - -MISS WHITE (_who has risen to her feet on being addressed by her -elderly visitor_). Certainly. My pupils and I will gladly answer -all the questions we can. - - _A questioning smile of the teacher’s is answered by assenting - smiles from the pupils._ - -VISITOR. What are the pupils doing in geography? - -MISS WHITE. Will someone answer our visitor? - - _Several pupils rise._ - -MISS WHITE (_choosing_). Mary. - -MARY (_looking straight at_ VISITOR). To-day we are to show whether -or not Argentina is a progressive country. - -VISITOR. Aren’t you going to take just what your geography says? -That’s what we did when I went to school. - -MARY. Yes, but we want to know more than our geography tells before -we can decide. - -VISITOR. Bless me! I don’t see how you’re going to get anywhere. -Suppose half of you say Argentina isn’t a progressive country, and -the other half say it is, and the geography says nothing--who is -going to decide? - -MARY. Oh, we must all prove our statements, show our authority. -(_Taking up a book and looking around._) See, we all have -reference books. (_Other pupils produce books which they hold up._) -They are all different. - -VISITOR (_walking over and peering at titles through glasses_). -Different! So they are--as different as our way of studying -geography from one book in the past. Well! Well! What are you doing -in arithmetic? - - _Again several pupils stand._ - -VISITOR (_choosing one_). You tell me, young man. - -PUPIL. We are working problems in percentage. I am on page 201. - -VISITOR. And where are the others, pray? - - _Pupils stand and answer in turn at nod from visitor._ - -FIRST PUPIL. I am working on page 199. - -SECOND PUPIL. I am working on page 204. - -THIRD PUPIL. I am working on page 200. - -VISITOR. My! This is as bad as a district school! All working on -different pages! - -MISS WHITE (_to_ FIRST PUPIL). Tom, will you please tell our -visitor how we study arithmetic? - -TOM. Miss White explained what percentage is, that it is a sort of -other name for decimal fractions, and the problems can be worked -just like common or decimal fractions. Then we work them. That’s -all. I’d have been farther, only I got stuck on the eighth problem -on page 197. But I finally worked it all right. And now I am just -sailing along. - -VISITOR. Good for you! Good for every one of you! I like the child -or the man who solves his problems independently. I had an idea -that nowadays teachers did the real work and pupils only copied -it. That’s what I’ve been told. - - _Pupils look bewildered for a second, then, thinking this an - attempt at a joke, laugh._ - -VISITOR. When I was a boy, we used to speak pieces on Friday -afternoons. I liked best to recite bits of patriotic speeches. Do -any of you know Lincoln’s Gettysburg Address? (_Most of the class -stand._) Bless me! So many! - -MISS WHITE. If you would like to hear one of my pupils recite it, -choose your orator. - -VISITOR. I think I’d like to hear this little chap speak those -great words of a great man. - - GEORGE, _the boy chosen, comes to the front of the room and - recites_. - -ADDRESS AT THE DEDICATION OF THE GETTYSBURG NATIONAL CEMETERY - - Fourscore 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 battlefield of that - war. We have come to dedicate a portion of that field as - a final resting-place for 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 government of the people, by the people, for the - people, shall not perish from the earth. - -VISITOR. Thank you, my lad, thank you. - -MISS WHITE. Sometimes we make original one-minute speeches. Would -you like to hear one of those we prepared on Theodore Roosevelt? If -so, choose your speaker. - -VISITOR. Indeed I would. I think I’ll choose you. - - _The pupil chosen comes to the front and delivers an original - speech._ - -VISITOR. Great work! Great work! I’m sure there is another Lincoln -or Roosevelt in the making, right here in this class. I am -especially pleased to hear these good American speeches, for I can -see by your faces that some of you, or perhaps your parents, came -from foreign lands. - -MISS WHITE. Those who were not born in America please stand. -(_Seven pupils stand._) In what country were you born? - - _In turn each answers: 1, Italy. 2, Russia. 3, Ireland. 4, - Sweden. 5, Russia. 6, Austria. 7, England._ - -MISS WHITE. Now, will all those whose parents--one or both--were -born in other lands please stand also? (_More than half the class -rise. Motions pupils to their seats._) What are you all now? - -PUPILS (_emphatically_). AMERICANS! - -MISS WHITE. I am sure our visitor will be pleased to hear, “I am an -American,” recited by Alice and Peter. Then we will all recite The -American Creed. - - ALICE _and_ PETER _come to the front of the room and recite_. - -ALICE. - - I am an American. - My father belongs to the Sons of the Revolution; - My mother, to the Colonial Dames. - One of my ancestors pitched tea overboard in Boston Harbor; - Another stood his ground with Warren; - Another hungered with Washington at Valley Forge. - My forefathers were America in the making: - They spoke in her council halls; - They commanded her ships; - They cleared her forest. - Dawns reddened and paled. - Stanch hearts of mine beat fast at each new star - In the nation’s flag. - Keen eyes of mine foresaw her greater glory: - The sweep of her seas, - The plenty of her plains. - The man-hives in her billion-wired cities. - Every drop of blood in me holds a heritage of Patriotism. - I am proud of my past. - I am an American. - -PETER. - - I am an American. - My father was an atom of dust, - My mother, a straw in the wind, - To his Serene Majesty. - One of my ancestors died in the mines of Siberia. - Another was crippled for life by twenty blows of the knout; - Another was killed defending his home during the massacres. - - * * * * * - - But then the dream came-- - The dream of America. - In the light of the Liberty torch - The atom of dust became a man - And the straw in the wind became a woman - For the first time. - “See,” said my father, pointing to the flag that fluttered near, - “That flag of stars and stripes is yours; - It is the emblem of the promised land. - It means, my son, the hope of humanity. - Live for it--die for it!” - Under the open sky of my new country I swore to do so; - And every drop of blood in me will keep that vow. - I am proud of my future. - I am an American. - - MISS WHITE _steps forward, and placing a hand on the - shoulder of each, leads the class, as they stand proudly - erect, in reciting The American Creed. The Creed must be - spoken clearly and emphatically_. - -CLASS. - - I believe in the United States of America as a government - of the people, by the people, for the people; whose just - powers are derived from the consent of the governed; - a democracy in a republic; a sovereign nation of many - sovereign states; a perfect union, one and inseparable; - established upon those principles of freedom, equality, - justice, and humanity for which American patriots - sacrificed their lives and fortunes. - - I therefore believe it is my duty to my country to love it; - to support its Constitution; to obey its laws; to respect - its flag, and to defend it against all enemies. - -CURTAIN - - EDUCATION _and_ ANY CITY _appear before the curtain_. - -ANY CITY. Do you mean to tell me that all the sixth-grade pupils in -America are being taught as are these children? If so, no sacrifice -is too great for the public to make, that such schools may be -maintained. - -EDUCATION. Alas, no! I have shown you one of the best schools. -But there are hundreds of such schools in the land to-day; and I -tell you, no sacrifice is too great for the public to make that -all schools in the country may be brought to this standard, may be -advanced beyond it. It is owing to the self-denial and patriotism -of the best teachers of America that the average standard of her -schools is as high as it is to-day; it is because of their untiring -efforts that America has to-day schools beyond the price the public -is paying for them. - -ANY CITY (_as if thinking aloud_). Yes, such children--children -with a thorough education; children trained to think and act for -themselves; children who learn to stick to a thing until it is -finished; children who are healthy, courteous, and patriotic--will -be a power for good when they become men and women. - -EDUCATION. Yes, it is to the school-children of to-day that you -must look for the controllers of the future destinies of America. -Upon the training you give them now depends the fate of the Nation -in the years to come. We are at the dividing of the ways. The -public must either provide the means for the democratic training -of all boys and girls, or permit class-distinctions in citizens of -a republic. That you may know the danger that thus threatens, come -with me and behold a possible school of the future. - - _Exit_ EDUCATION _and_ ANY CITY. - - - - -TENTH GLIMMER: A WARNING - - - _A public school of the future suffering for lack of - public support. The pupils are crowded into dilapidated - desks--two pupils at each. Benches on which other pupils - are crowded are arranged along the wall. The pupils are - unkempt, ragged, rude. A small blackboard, much defaced, is - at one side of the room. On it is some very careless work, - misspelled words, poorly made figures, etc. The_ TEACHER - _is slovenly in appearance: hair fussy and untidy; she is - dressed in a sheer chiffon waist, much worn and entirely - unsuited for business purposes; a badly hung skirt; shabby - slippers with “run-down” high heels. Her movements are - awkward and abrupt; her voice harsh; her articulation poor, - the “g” being constantly dropped from words ending in - “ing”; her pronunciation incorrect, and her grammar faulty. - She is the type of teacher to be expected if teachers’ - salaries are not materially advanced. Teacher’s desk is - cluttered with books, papers, etc. As the curtain goes up - the_ TEACHER _is talking to, or rather screaming at, a - foreign-appearing woman--a woman with a black handkerchief - on her head, who has brought two children to school_. - -TEACHER. No, I can’t take them. Look at this room! For the land’s -sake, where do you think I could put two more? Hang them on the -wall, or plaster them to the ceilin’? Gee! I’d like to quit this -job! (_Raps on desk._) Stop yer talkin’! You’d think you had never -been learned any manners. You know it ain’t perlite to talk when -I’m speakin’ to a lady. (_Turns again to visitor._) No, it won’t do -you any good to see the Board of Education. They’ve got troubles -of their own, I guess. I jest can’t take another one in this class -and that’s the end of it. You’d better go now. I’ve no time to fool -with visitors. - - _Woman leaves, shaking her head._ - -TEACHER. The A division will take out your Arithmetics. (_The A -division obey noisily._) For the land’s sake! I didn’t tell you to -smash your desks with them. I bet some of you bust your book-backs. - - _Pupils examine books; one boy deliberately tears back - binding. All laugh. At this point, one of the old seats - gives way and the occupants are thrown to the floor._ - -TEACHER. There, I’ve been expectin’ that to happen any time for the -last month. I have begged and begged for some decent desks, but the -cry is always, “No money! No money!” Are you hurt, boys? - -FIRST BOY. No. - -SECOND BOY. Yes, I twisted my wrist. - -TEACHER. Well, go home and have it ’tended to. I have no time to -fix it for you. And (_turning to_ FIRST BOY) you can go with him, -Sam. You might as well, for I have no place for you now your desk -is broken. - - _Boys leave and_ TEACHER _turns again to the class_. - -TEACHER. The B division will-- - - _The class interrupts, A and B divisions shouting at the same - time._ - -A DIVISION. You never told us what to do yet! - -B DIVISION. You forgot to tell the A’s what to do with their -Arithmetics! - -TEACHER (_placing hands over ears, and screaming_). Hush up! Do you -want to make me deef? A’s do the first five examples on page 97. - - _The first, second, and third pupils speak at the same time._ - -FIRST PUPIL. Aw, I can’t do them examples! - -SECOND PUPIL. You never told us how to do them examples! - -THIRD PUPIL. I don’t know what this word means! - -TEACHER. You’ll have to do the best you know how. I’m sure I -haven’t got any time to stop and explain things now. If I have time -later, I’ll explain anythin’ you want to know. - -FOURTH PUPIL. I hain’t got no pencil. - -TEACHER. Correct your English. - -FOURTH PUPIL. I ain’t got any pencil. - -TEACHER. Borrow one off of another pupil. - - _The_ FOURTH PUPIL _creates further disturbance by proceeding - to borrow a pencil_. - -FIFTH PUPIL. The point of my pencil’s busted. - -TEACHER. Well, you can git along as best you can. With seventy-two -pupils I haven’t got time to see that pencils are sharpened. - -SIXTH PUPIL. I haven’t got no paper. - -TEACHER. Well, do your examples on the blackboard. The stingy -allowance of paper provided for this class is used up long ago. - -SIXTH PUPIL. The page is tore out of my book. - -TEACHER. I’m not surprised. We should have had new books two years -ago. These have been in tatters for ages. Look on with somebody -else. - -SEVENTH PUPIL. I-- - -TEACHER. Oh, do be still! I won’t listen to another word. I’ve got -to hear the B history lesson now. Let me see everybody at work at -once. - - _A division takes its time getting ready, slouches down - in awkward, unhealthful attitudes and makes a pretence of - solving the problems it does not understand. The_ TEACHER - _meanwhile is giving her attention to the B division_. - -TEACHER. To-day we will have a review of America’s great men. (_She -opens her book and reads the questions from it._) John, who was -Washington? - -JOHN. Washington was the first President of the United States. -He was the father of his country. He cut down a cherry tree. He -fought. He killed a colt. - -TEACHER. Very good, John. Does anybody else know anythin’ about -Washington? (_A number of hands are raised._) Well, what do you -know, Mary? - -MARY. His birthday is February twelfth. - -TOM. Hear her, February twelfth! That’s Valentine’s Day. -Washington’s birthday is February twenty-second, and we have a -holiday. - -FRED. You’re wrong yourself. February twelfth is Lincoln’s -birthday. Valentine Day is the fourteenth. - -TEACHER. Stop quarrelin’. Fred is right. Now, Fred, what can you -tell me about Lincoln? - -FRED. He was a poor boy and split rails for the railroad. He was -president. He was shot. - -TEACHER. Good. - -FANNY. I know something else about Lincoln. He-- - -TEACHER (_interrupting_). Never mind; we have no time to hear more -about him. Tell me what you know about Franklin instead. - -FANNY. One day a girl saw him walking along the street eating a -roll. She laughed at him and so she married him. - -CARRIE. Franklin wrote wise things. We have a book about him at -home. He said, “Early to bed, and early to rise, makes a man -healthy, wealthy and wise.” - -PETER. Call that wise! Gee, I never go to bed before eleven. - -FANNY. I don’t believe Franklin ever said that. It don’t say -anything like that in our history book. - -TEACHER. Well, if it don’t we’ll not talk about it. The land knows -I’d be tickled if I had time to hear all that your book says, -without huntin’ up more trouble in other books. Now we must stop. -Time’s up, but you have done splendid, children. Nobody can say I -don’t teach my children American history as good as anybody, even -if I have such a whale of a class. - -CURTAIN - - EDUCATION _and_ ANY CITY _appear before the curtain_. - -ANY CITY. But it is impossible that such a state of affairs can -ever exist in this land! - -EDUCATION. Impossible! I tell you the beginning of such a state -of affairs exists in this land to-day. The danger is even now -at your doors. When the penurious, short-sighted policy of the -public drives the cultured, trained, and efficient teacher from -the classroom, her place is taken by the ignorant, the untrained, -or the inefficient. There are scores of thousands of untrained, -inefficient teachers in American schools, teaching American -children to-day; and, unless the public speedily awakes to the -danger, and pays the price for competent service, such teachers -will predominate in the schools of to-morrow. Unless measures are -promptly taken to secure for every child in America a seat in a -healthful schoolroom, and books and materials for his education, -the public schools of the land will surely sink to the level of -the classroom I have just shown you. Are you willing to trust the -government of this country to citizens so trained? - -ANY CITY. But the children you showed me are the children of the -poor, the ignorant. Surely the children of the rich, the cultured, -will have better training. - -EDUCATION (_sternly_). The children I showed you are the children -of America; and would you train a selected few to rule this land? -If you say _yes_, then are you a traitor to America. You would -overthrow this Democracy--the “government of the people, by the -people, and for the people,” and substitute an aristocracy--a -government of the people, by a favored class, for--what? Nay! I -tell you, “the end of American education is the knowledge and -the practice of Democracy.” The education of the children in a -democracy is the concern of all the public. It must be an education -of all the people, paid for by all the people. You sent millions -of Americans across the sea to make the world safe for Democracy. -You must educate every child in the land to make democracy safe for -America. “Education is the most sacred concern, and the only hope -of a nation.” - -ANY CITY. You are right. I wish that you had shown me a happier -view of the future, however. - -EDUCATION (_eagerly_). I will. I will show you my dream for the -future education of America, and I can make the dream come true if -you will lend your aid. Come. - - EDUCATION _leads, and_ ANY CITY _eagerly follows her behind - the curtain_. - - - - -ELEVENTH GLIMMER: EDUCATION’S DREAM - - - _When the curtain is raised, the stage is almost in darkness, - only the light of_ EDUCATION, _from the lamp hung near the - front, streams across the stage. A searchlight should be - arranged to suggest the brightening of_ EDUCATION’S _light, - turning the glimmer into a broad gleam. Into this bright - light march those who are a part of_ EDUCATION’S _dream. - All the characters of the past, those who took part in - previous glimmers, should be grouped in the background--the - Past looking toward the Future. The procession_--EDUCATION’S - _dream--carry banners showing who they are. As they march, - they sing._ - -ORDER OF PROCESSION - -1. _Leader_, carrying American Flag. - -2. _Kindergartens_, first a girl and boy, each carrying something -to suggest their work. After them marches a third child with a -banner on which is printed: “Kindergarten--From 4 to 6.” - -3. _The Elementary Grades_: - - 2 First-Grade pupils. - 2 Second-Grade pupils. - 2 Third-Grade pupils. - 2 Fourth-Grade pupils. - 2 Fifth-Grade pupils. - 2 Sixth-Grade pupils. - - _Some of above carry books and samples of work, showing - that there is no lack of books and materials provided; - others carry Indian clubs, dumb-bells, footballs, etc., - showing that the physical welfare of the child is - considered._ - - _After the elementary grades marches a boy bearing a banner - on which is printed: “Elementary Schools--From 6 to 12.”_ - - _Then follow the pupils representing the higher schools. - Each group carries objects suggesting its special school - activities._ - -4. _The Junior High School_--From 12 to 15. - -5. _The Classical High School_--From 14 to 19. - -6. _The Technical High School_--From 14 to 19. - -7. _The Commercial High School_--From 14 to 19. - -8. _College_--From 18 to 22. - -9. _Extension School_--From 18. - -10. _Americanization_--For all. - - _As they march they sing._ - -PROCESSIONAL: HYMN OF FREEDOM - -(Tune: “Stand up, stand up, for Jesus.”) - - Unfurl the flag of Freedom, - Fling far the bugle blast - There comes a sound of marching - From out the mighty past. - Let every peak and valley - Take up the valiant cry, - Where, beautiful as morning, - Our banner cuts the sky. - - Free-born to peace and justice, - We stand to guard and save - The liberty of manhood, - The faith our fathers gave. - Then soar aloft, Old Glory, - And tell the waiting breeze - No law but Right and Justice - Shall rule the seven seas! - - _The procession forms a tableau toward front of stage. The_ - LEADER _with the flag stands in front. All banners held - at the rear face audience. In the centre of the line of - banners is a very large one bearing the legend_:-- - - A PLACE FOR EVERY CHILD IN THE PUBLIC SCHOOLS - _and_ - EVERY CHILD IN THE PUBLIC SCHOOL - -LEADER. Let us repeat our slogan. - -ALL. Education for all! - -LEADER. One country! - -ALL. The United States of America. - -LEADER. One language! - -ALL. The English language. - -LEADER. One flag! - -ALL. The Stars and Stripes. - -CURTAIN - - EDUCATION _and_ ANY CITY _appear before the curtain_. - -EDUCATION. And now, speak no more of the cost of education. Fear -rather the cost of ignorance. Never yet has America failed to -give, and to give generously, to the cause of Freedom. And through -education comes perfect freedom. Uncounted millions were spent in -the war to make the world safe for Democracy. Will America not -gladly spend a tithe of those billions for peace and to make safe -the democratic principles of this republic? - - Were half the power that fills the world with terror, - Were half the wealth bestowed on camps and courts, - Given to redeem the human mind from error, - There were no need of arsenals and forts. - -Nor will a plea of ignorance avail. I have shown you glimmers of -the past. I have told you the needs of the present. I have given -you a gleam along the pathway of the future. By its light you may -find the right path, you may see to walk in it, you may arrive -safely at the journey’s end. Up! follow the gleam! - - _As_ EDUCATION _says, “Up! follow the gleam!” the lights - are turned off_. EDUCATION _steps behind the curtain, her - hand holding the light being withdrawn last, so that the - gleam remains after she has “faded” from sight. During the - moment of darkness_, ANY CITY _resumes his chair, and when - the lights are turned on, is seen, as in the Prologue, fast - asleep_. - - - - -EPILOGUE - -THE GLEAM - - -ANY CITY (_opening his eyes, as if waking from sleep_). What a -dream I have had! No, I believe it was what the seers of old -would call a vision, for a light seemed to be with me always. -(_Picks up tax paper and opens it._) Well, dream or vision, I have -learned a lesson. I will follow the gleam! By the gleam I see -my path--I will cut off my hand before I cut one cent from this -school appropriation! By the light of the gleam I will follow the -path--I will give more, and more, and more, that my children may be -educated in the knowledge and practice of Democracy. By the gleam -I shall reach the goal--the democratic education of every soul in -America. Only by thus following the gleam may I make certain that -“government of the people, by the people, and for the people shall -not perish from the earth.” - - - - -=TRANSCRIBER’S NOTE= - - - Italic text is denoted by _underscores_. - - Bold text is denoted by =equal signs=. - - Obvious punctuation errors have been corrected after careful - comparison with other occurrences within the text and - consultation of external sources. - - Some hyphens in words have been silently removed, some added, - when a predominant preference was found in the original book. - -*** END OF THE PROJECT GUTENBERG EBOOK THE LIGHT *** - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the -United States without permission and without paying copyright -royalties. 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