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diff --git a/old/69573-h/69573-h.htm b/old/69573-h/69573-h.htm deleted file mode 100644 index 7a5ee4a..0000000 --- a/old/69573-h/69573-h.htm +++ /dev/null @@ -1,2997 +0,0 @@ -<!DOCTYPE html> -<html lang="en"> -<head> - <meta charset="UTF-8"> - <title> - The light: An educational pageant, by Catherine T. Bryce—A Project Gutenberg eBook - </title> - <link rel="icon" href="images/cover.jpg" type="image/x-cover"> - <style> -body { - margin-left: 10%; - margin-right: 10%; -} - -h1,h2,h3 { - text-align: center; /* all headings centered */ - clear: both; -} - -h1 { - font-weight: normal; - font-size: 200%; -} - -h2 { - margin-top: 4em; - font-weight: normal; -} - -h3 { - font-weight: normal; -} - - -p { - margin-top: .51em; - text-align: justify; - margin-bottom: .49em; - text-indent: 1em; -} - -.p1 {margin-top: 1em;} -.p1bot {margin-bottom: 1em;} -.p2 {margin-top: 2em;} -.p2bot {margin-bottom: 2em;} -.p4 {margin-top: 4em;} - -.fs90 {font-size: 90%;} -.fs100 {font-size: 100%;} -.fs120 {font-size: 120%;} - -hr { - width: 33%; - margin-top: 2em; - margin-bottom: 2em; - margin-left: 33.5%; - margin-right: 33.5%; - clear: both; -} - -hr.tb {width: 30%; margin-left: 35%; margin-right: 35%;} -hr.chap {width: 65%; margin-left: 17.5%; margin-right: 17.5%;} -x-ebookmaker hr.chap {width: 0%; display: none;} - -div.chapter {page-break-before: always;} -h2.nobreak {page-break-before: avoid;} - -div.container { text-align: center;} -ul.myUL { text-align: left; display: inline-block; } - -table { - margin-left: auto; - margin-right: auto; - width: 90%; -} - -table.autotable { border-collapse: collapse;} - -.tdl {text-align: left;} -.tdr {text-align: right; padding-right: 1em;} - -/* hanging indents */ -.tdrtop {text-align: right; padding-right: 1em; vertical-align: top;} -.tdltop {text-align: left; vertical-align: top;} -.tdrbot {text-align: right; padding-right: 1em; text-indent: 1em; vertical-align: bottom;} - -.lht {line-height: 1.5em;} - -.pagenum { /* uncomment the next line for invisible page numbers */ - /* visibility: hidden; */ - position: absolute; - color: #A9A9A9; - left: 91%; - font-size: smaller; - text-align: right; - font-style: normal; - font-weight: normal; - font-variant: normal; - text-indent: 1em; -} /* page numbers */ - -.blockquot { - margin-left: 5%; - margin-right: 10%; -} - -.center {text-align: center; text-indent: 0em;} -.hang {padding-left: 2em; text-indent: -2em;} -.noindent {text-indent: 0em;} -.right {text-align: right;} -.smcap {font-variant: small-caps;} -ul {list-style-type: none;} - -img { - max-width: 100%; - height: auto; -} - -img.w100 {width: 100%;} - -.figcenter { - margin: auto; - text-align: center; - page-break-inside: avoid; - max-width: 100%; -} - -.footnotes { - border: dashed 1px; - margin-top: 2em; - margin-bottom: 3em; - padding-bottom: 1em; - margin-left: 20%; - margin-right: 20%; -} - -.footnote { - margin-left: 10%; - margin-right: 10%; - font-size: 90%; -} - -.footnote p {text-indent: 0em;} - -.fnanchor { - vertical-align: super; - font-size: .8em; - text-decoration: none; -} - -.poetry-container2 {text-align: left;} -.poetry-container {text-align: center;} -.poetry {text-align: left; margin-left: 5%; margin-right: 5%;} -.poetry .stanza {margin: 1em 0 0 0;} -.poetry .verse {text-indent: -3em; padding-left: 3em;} -.poetry {display: inline-block; font-size: 80%} - -.x-ebookmaker .poetry {display: block;} - -/* Poetry indents */ -.poetry .indent0 {text-indent: -3em;} -.poetry .indent1 {text-indent: -2.0em;} - -.transnote { - background-color: #E6E6FA; - color: black; - font-size:smaller; - padding:0.5em; - margin-bottom:5em; - font-family:sans-serif, serif; -} - -.illowp70 {width: 70%;} -.illowe9 {width: 9em;} - -x-ebookmaker-drop, .x-ebookmaker-drop {} - - </style> - </head> -<body> -<p style='text-align:center; font-size:1.2em; font-weight:bold'>The Project Gutenberg eBook of The light, by Catherine T. Bryce</p> -<div style='display:block; margin:1em 0'> -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 <a href="https://www.gutenberg.org">www.gutenberg.org</a>. 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. -</div> - -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Title: The light</p> -<p style='display:block; margin-left:2em; text-indent:0; margin-top:0; margin-bottom:1em;'>An educational pageant</p> -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Author: Catherine T. Bryce</p> -<p style='display:block; text-indent:0; margin:1em 0'>Release Date: December 18, 2022 [eBook #69573]</p> -<p style='display:block; text-indent:0; margin:1em 0'>Language: English</p> - <p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em; text-align:left'>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.)</p> -<div style='margin-top:2em; margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK THE LIGHT ***</div> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"></div> -<div class="figcenter illowp70" style="max-width: 30em;" id="cover"> -<img alt="original cover" class="w100" src="images/cover.jpg"> -</div> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<h2 class="nobreak" id="OTHER_ATLANTIC_TEXTS_INCLUDE">OTHER ATLANTIC TEXTS<br> -INCLUDE</h2> -</div> - - -<table class="autotable"> -<tr> -<td class="tdl hang lht fs90"><span class="smcap">Atlantic Classics</span>, <i>First Series</i></td> -<td class="tdrbot fs90">$1.25</td> -</tr> -<tr> -<td class="tdl hang lht fs90"><span class="smcap">Atlantic Classics</span>, <i>Second Series</i></td> -<td class="tdrbot fs90"> </td> -</tr> -<tr> -<td class="tdl hang fs90">   <cite>Essays from the Atlantic Monthly</cite></td> -<td class="tdrbot fs90">$1.25</td> -</tr> -<tr> -<td class="tdl hang lht fs90"><span class="smcap">The Atlantic Monthly and Its Makers</span></td> -<td class="tdrbot fs90"> </td> -</tr> -<tr> -<td class="tdl hang fs90">   <i>For the class in American literature</i></td> -<td class="tdrbot fs90">$1.00</td> -</tr> -<tr> -<td class="tdl hang lht fs90"><span class="smcap">Essays and Essay Writing</span></td> -<td class="tdrbot fs90"> </td> -</tr> -<tr> -<td class="tdl hang fs90">   <i>For the composition class</i></td> -<td class="tdrbot fs90">$1.00</td> -</tr> -<tr> -<td class="tdl hang lht fs90"><span class="smcap">Atlantic Narratives</span>, <i>First Series</i></td> -<td class="tdrbot fs90"> </td> -</tr> -<tr> -<td class="tdl hang fs90">   <i>For college use</i></td> -<td class="tdrbot fs90">$1.00</td> -</tr> -<tr> -<td class="tdl hang lht fs90"><span class="smcap">Atlantic Narratives</span>, <i>Second Series</i></td> -<td class="tdrbot fs90"> </td> -</tr> -<tr> -<td class="tdl hang fs90">   <i>For secondary schools</i></td> -<td class="tdrbot fs90">$1.00</td> -</tr> -<tr> -<td class="tdl hang lht fs90"><span class="smcap">Atlantic Prose and Poetry</span></td> -<td class="tdrbot fs90"> </td> -</tr> -<tr> -<td class="tdl hang fs90">   <i>For junior high schools and upper grammar grades</i></td> -<td class="tdrbot fs90">$1.00</td> -</tr> -<tr> -<td class="tdl hang lht fs90"><span class="smcap">Atlantic Reading Series</span>, each</td> -<td class="tdrbot fs90">$0.15</td> -</tr> -</table> - -<p class="center nobreak"><span class="fs120">THE ATLANTIC MONTHLY PRESS</span><br> -<span class="fs90">BOSTON</span></p> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<h1 class="p4">THE LIGHT</h1> - -<p class="center p1 noindent fs120">An Educational Pageant</p> - -<p class="center p2 noindent"><span class="fs100"><em>By</em></span><br> -<span class="fs120">Catherine T. Bryce</span></p> - -<p class="center p1 p2bot noindent"><span class="fs90"><em>Assistant Superintendent of Schools<br> -Cleveland, Ohio</em></span></p> - -<div class="figcenter illowe9" style="max-width: 30em;" id="colophon"> -<img alt="" class="w100 p1 p1bot" src="images/colophon.jpg"> -</div> - -<p class="center p2 noindent"><span class="fs90">Boston</span><br> -<span class="fs120">The Atlantic Monthly Press</span><br> -<span class="fs100">1920</span></p> -</div> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p class="center p4 noindent fs90">Copyright, 1920, by<br> -The Atlantic Monthly Press, Inc.</p> - -<p class="center p2 noindent fs120">[<em>This pageant was prepared for presentation<br> -at the Cleveland Convention of the National<br> -Education   Association,   February,   1920.</em>]</p> -</div> - - - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> - -<table class="autotable"> -<tr> -<td class="tdltop hang"><span class="smcap">Prologue: The Vision</span></td> -<td class="tdrbot"><a href="#Page_1">1</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The First Glimmer: Experience</span></td> -<td class="tdrbot"><a href="#Page_5">5</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Second Glimmer: Tradition</span></td> -<td class="tdrbot"><a href="#Page_8">8</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Third Glimmer: Invention</span></td> -<td class="tdrbot"><a href="#Page_11">11</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Fourth Glimmer: Training</span></td> -<td class="tdrbot"><a href="#Page_15">15</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Fifth Glimmer: Discipline</span></td> -<td class="tdrbot"><a href="#Page_16">16</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Sixth Glimmer: A First Lesson in Democracy</span></td> -<td class="tdrbot"><a href="#Page_18">18</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Seventh Glimmer: The Book</span></td> -<td class="tdrbot"><a href="#Page_27">27</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Eighth Glimmer: Force</span></td> -<td class="tdrbot"><a href="#Page_29">29</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Ninth Glimmer: Training for Democracy</span></td> -<td class="tdrbot"><a href="#Page_36">36</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Tenth Glimmer: A Warning</span></td> -<td class="tdrbot"><a href="#Page_45">45</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">The Eleventh Glimmer: Education’s Dream</span></td> -<td class="tdrbot"><a href="#Page_52">52</a></td> -</tr> -<tr> -<td class="tdltop hang"><span class="smcap">Epilogue: The Gleam</span></td> -<td class="tdrbot"><a href="#Page_56">56</a></td> -</tr> -</table> -</div> - - - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<h2 class="nobreak" id="MUSIC">MUSIC</h2> -</div> - -<p>Incidental music may be introduced at appropriate -places throughout the pageant. The following suggestions -may prove helpful:—</p> - -<div class="blockquot"> -<p class="p1 hang"><em>Glimmer</em> I. During a moment’s tableau just before curtain -falls: strain of a dirge.</p> - -<p class="p1 hang"><em>Glimmer</em> II. To accompany girl’s humming.</p> - -<p class="p1 hang"><em>Glimmer</em> III. Indian music for curtain.</p> - -<p class="p1 hang"><em>Glimmer</em> IV. Music throughout.</p> - -<p class="p1 hang"><em>Glimmer</em> V. Martial music.</p> - -<p class="p1 hang"><em>Glimmer</em> VI. Accompaniment for minstrel.</p> - -<p class="p1 hang"><em>Glimmer</em> VII. Solemn, followed by patriotic, music during -time curtain is raised.</p> - -<p class="p1 hang"><em>Glimmer</em> IX. Patriotic music as curtain falls.</p> - -<p class="p1 hang"><em>Glimmer</em> XI. As indicated in the text.</p> - -<p class="p1">                <em>Final</em>—Star-Spangled Banner.</p> -</div> - - - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_1"></a>[1]</span></p> -<h2 class="nobreak" id="PROLOGUE">PROLOGUE</h2> -</div> -<h3>THE VISION</h3> - -<p class="center p1 noindent"><em>Characters</em></p> - -<p class="p1"><span class="smcap">Any City</span>: a boy.</p> - -<p><span class="smcap">Education</span>: a girl, taller than the boy.</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Any City</span> <em>is dressed like a modern business man</em>. -<span class="smcap">Education</span> <em>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.</em></p> - -<p class="hang"><span class="smcap">Any City</span> <em>is studying the proposed tax levy for the -year. He is seated in an easy chair.</em></p> -</div> - -<p class="p1"><span class="smcap">Any City</span> (<em>impatiently</em>). 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? -(<em>Looks over the list.</em>) 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. (<em>Pointing to different items on the<span class="pagenum"><a id="Page_2"></a>[2]</span> -paper.</em>) 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. (<em>Continues study of -list.</em>) 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!</p> - -<div class="blockquot"> -<p class="hang"><em>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.</em></p> - -<p class="hang"><em>Enter</em> <span class="smcap">Education</span>, <em>holding her lamp aloft. She -glides slowly across the stage to the sleeper and -holds her lamp above him. He awakes slowly,<span class="pagenum"><a id="Page_3"></a>[3]</span> -stretching his arms, and in so doing drops the paper -to the floor.</em></p> -</div> - -<p><span class="smcap">Any City</span> (<em>sleepily</em>). A light! (<em>Suddenly perceiving</em> -<span class="smcap">Education</span>, <em>he sits forward in his chair</em>.) And you! -Who are you?</p> - -<p><span class="smcap">Education.</span> The bearer of the light.</p> - -<p><span class="smcap">Any City.</span> What is your name?</p> - -<p><span class="smcap">Education.</span> 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.</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Any City</span> <em>starts up, snatches up the tax budget, and -holds it behind his back</em>.</p> -</div> - -<p><span class="smcap">Any City.</span> Why are you here?</p> - -<p><span class="smcap">Education.</span> Because I have need of you; and because -you have need of me. Here, hold my light for a -moment.</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Any City</span> <em>holds the light carefully in both hands, -dropping his paper in order to do so. The light -grows somewhat dim.</em></p> -</div> - -<p><span class="smcap">Education.</span> 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<span class="pagenum"><a id="Page_4"></a>[4]</span> -through the ages. Me you shall not always see in -person, but wherever my light burns, know that I am -surely there. Come.</p> - -<div class="blockquot"> -<p class="hang"><em>As</em> <span class="smcap">Education</span> <em>speaks the first “Come,” she takes -the lamp from</em> <span class="smcap">Any City</span> <em>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</em> <span class="smcap">Education</span> <em>as he can</em>.</p> -</div> - -<p class="right"><em>Curtain is raised.</em><br></p> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_5"></a>[5]</span></p> -<h2 class="nobreak" id="First_Glimmer_Experience"><span class="smcap">First Glimmer: Experience</span></h2> -</div> - -<div class="blockquot"> -<p class="hang"><em>The light of</em> <span class="smcap">Education</span> <em>is hanging above. The -background for this and the next two pictures may -be the same—a forest scene.</em></p> -</div> - -<p class="p1 center noindent"><em>Characters</em></p> - -<div class="container"> -<ul class="myUL"> -<li><span class="smcap">Strong Arm</span>, the Father</li> -<li><span class="smcap">Fleet Foot</span>, the Daughter</li> -<li><span class="smcap">Rash Daring</span>, the Son</li> -</ul> -</div> - -<p class="p1 right noindent"><em>Costumes</em>: Flesh-colored tights and skins of animals.</p> - -<div class="blockquot"> -<p class="hang p1"><span class="smcap">Rash Daring</span> <em>is writhing on the ground in agony</em>. -<span class="smcap">Fleet Foot</span> <em>runs toward him with water in her -cupped hands. On the ground lies some brightly -colored fruit.</em></p> -</div> - -<p><span class="smcap">Fleet Foot.</span> Here, my brother, drink the pure water. -It may allay your suffering. Oh, that ye had heeded -my words, my brother!</p> - -<div class="blockquot"> -<p class="hang"><em>She kneels beside</em> <span class="smcap">Rash Daring</span>, <em>and tries to force -him to drink. Then smooths his brow with her -moistened fingers. Suddenly</em> <span class="smcap">Rash Daring’s</span> <em>body -jerks spasmodically; then is still</em>.</p> -</div> - -<p><span class="smcap">Fleet Foot</span> (<em>seizing his hands in terror</em>). Look at -me! Speak to me, my brother! (<em>Cries aloud.</em>) O father! -father!</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Strong Arm</span> <em>rushes in, takes in picture at a glance, -and kneeling beside</em> <span class="smcap">Fleet Foot</span>, <em>examines the -body of the boy</em>.</p> -</div> - -<p><span class="pagenum"><a id="Page_6"></a>[6]</span></p> - -<p><span class="smcap">Fleet Foot.</span> What shall I do, father? Shall I fetch -more water?</p> - -<p><span class="smcap">Strong Arm.</span> Nay, little daughter. There is nothing -to be done. Your brother is dead.</p> - -<p class="right noindent"><span class="smcap">Fleet Foot</span> <em>throws herself down, weeping bitterly</em>.</p> - -<p class="right noindent"><span class="smcap">Strong Arm</span> <em>touches her head gently with his hand</em>.</p> - -<p><span class="smcap">Strong Arm.</span> Tears are but idle. Sit up, my daughter, -and tell me what caused the death of my son.</p> - -<p><span class="smcap">Fleet Foot</span> (<em>controlling herself by a great effort</em>). Far -away in the forest we found a small tree covered with -beautiful fruit. See, father, there is some of it at your -feet. (<span class="smcap">Strong Arm</span> <em>picks up a fruit and examines it, -while</em> <span class="smcap">Fleet Foot</span> <em>continues her story</em>.) 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.</p> - -<p><span class="smcap">Strong Arm.</span> Yes, the fruit is poison. Would that -we could purchase our experience at a smaller cost! O -my son! my son!</p> - -<div class="blockquot"> -<p class="hang"><em>As</em> <span class="smcap">Strong Arm</span> <em>speaks the sentence, “Would that we -could purchase,” etc., the light burns brightly</em>.</p> -</div> - -<p class="center noindent"><span class="smcap">Curtain</span></p> - -<p><span class="pagenum"><a id="Page_7"></a>[7]</span></p> - -<div class="blockquot"> -<p class="hang"><em>As the curtain falls</em>, <span class="smcap">Education</span>, <em>bearing her lamp -and leading</em> <span class="smcap">Any City</span>, <em>steps before it</em>.</p> -</div> - -<p><span class="smcap">Any City.</span> But, Education, I do not understand! -Your light burned aloft; but there was no school!</p> - -<p><span class="smcap">Education.</span> 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.</p> - -<div class="blockquot"> -<p class="hang"><em>As</em> <span class="smcap">Education</span> <em>speaks, her light is cast for a moment -on the tax paper</em>. <span class="smcap">Any City</span> <em>glances at the paper -and tries to conceal it. With a beckoning gesture</em> -<span class="smcap">Education</span> <em>leads him again behind the curtain</em>.</p> -</div> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_8"></a>[8]</span></p> -<h2 class="nobreak" id="Second_Glimmer_Tradition"><span class="smcap">Second Glimmer: Tradition</span></h2> -</div> - -<h3><em>Characters</em></h3> -<p><span class="smcap">Old Woman</span>, and several maidens</p> - -<div class="blockquot"> -<p class="hang p1"><em>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.</em></p> -</div> - -<p><span class="smcap">Old Woman.</span> Get thee to thy work, maiden. Thinkst -thou idle fingers and dreaming eyes will grind the corn?</p> - -<p><span class="smcap">Maiden</span> (<em>with hand on upper stone as if ready to -resume work, but with eyes toward the light, which glows -brighter as she speaks</em>). I was but wondering if there be -not some better way to grind the corn.</p> - -<p><span class="smcap">Old Woman.</span> 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<span class="pagenum"><a id="Page_9"></a>[9]</span> -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!</p> - -<div class="blockquot"> -<p class="hang"><em>While the</em> <span class="smcap">Old Woman</span> <em>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</em> <span class="smcap">Old Woman</span> <em>finishes, they resume -their task and their monotonous tune</em>.</p> -</div> - -<p class="center noindent"><span class="smcap">Curtain</span><br></p> - -<p class="right noindent"><span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span> <em>appear before the curtain</em>.<br></p> - -<p><span class="smcap">Any City.</span> 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.</p> - -<p><span class="smcap">Education.</span> 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?</p> - -<p><span class="smcap">Any City.</span> 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.</p> - -<p><span class="pagenum"><a id="Page_10"></a>[10]</span></p> - -<p><span class="smcap">Education.</span> No, you don’t want things to remain as -they <em>were</em>. You want them to stay as they <em>are</em>. 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. <em>Be not you bound too tightly by the bonds of old -tradition.</em></p> - -<div class="blockquot"> -<p class="hang"><em>As</em> <span class="smcap">Education</span> <em>speaks the last sentence, her light plays -for a moment on</em> <span class="smcap">Any City’s</span> <em>paper. With a guilty -air he tries to conceal it, as he follows</em> <span class="smcap">Education</span> -<em>behind the curtain</em>.</p> -</div> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_11"></a>[11]</span></p> -<h2 class="nobreak" id="Third_Glimmer_Invention"><span class="smcap">Third Glimmer: Invention</span></h2> -</div> - -<h3><em>Characters</em></h3> -<p class="center noindent"><span class="smcap">Hiawatha</span> and a group of Indians</p> - -<div class="blockquot"> -<p class="hang"><em>A deerskin with picture-writing on it (see text below) -is in the centre of the background. Over the writing -burns the light.</em> <span class="smcap">Hiawatha</span> <em>stands before the deerskin -instructing his people, who are grouped about -him. During his lesson they show signs of eager -approval.</em><a id="FNanchor_1" href="#Footnote_1" class="fnanchor">[1]</a></p> -</div> - -<p class="center noindent"><span class="smcap">Hiawatha.</span><br></p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">Lo, how all things fade and perish!</div> - <div class="verse indent0">From the memory of the old men</div> - <div class="verse indent0">Pass away the great traditions,</div> - <div class="verse indent0">The achievements of the warriors,</div> - <div class="verse indent0">The adventures of the hunters,</div> - <div class="verse indent0">All the wisdom of the Medas,</div> - <div class="verse indent0">All the craft of the Wabenos,</div> - <div class="verse indent0">All the marvelous dreams and visions</div> - <div class="verse indent0">Of the Jossakeeds, the Prophets.</div> - <div class="verse indent1">Great men die and are forgotten,</div> - <div class="verse indent0">Wise men speak; their words of wisdom</div> - <div class="verse indent0">Perish in the ears that hear them,</div> - <div class="verse indent0">Do not reach the generations</div> - <div class="verse indent0">That, as yet unborn, are waiting</div> - <div class="verse indent0">In the great, mysterious darkness</div> - <div class="verse indent0">Of the speechless days that shall be.</div> - <div class="verse indent1">On the grave-posts of our fathers</div> - <div class="verse indent0">Are no signs, no figures painted;</div> - <div class="verse indent0">Who are in these graves we know not,</div> - <div class="verse indent0">Only know they are our fathers.</div> - <div class="verse indent1">Face to face we speak together,</div> - <div class="verse indent0">But we cannot speak when absent,</div><span class="pagenum"><a id="Page_12"></a>[12]</span> - <div class="verse indent0">Cannot send our voices from us</div> - <div class="verse indent0">To the friends that dwell afar off.</div> - </div> -</div> -</div> - -<div class="blockquot"> -<p class="hang"><em>Turns to deerskin, and points with an arrow to different -symbols, as he names them.</em></p> -</div> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent1">On the white skin of the reindeer</div> - <div class="verse indent0">I have painted shapes and figures,</div> - <div class="verse indent0">Wonderful and mystic figures,</div> - <div class="verse indent0">And each figure has a meaning,</div> - <div class="verse indent0">Each some word or thought suggesteth.</div> - <div class="verse indent1">Gitche Manito, the Mighty,</div> - <div class="verse indent0">He, the Master of Life, I’ve painted</div> - <div class="verse indent0">As an egg, with points projecting</div> - <div class="verse indent0">To the four winds of the heavens.</div> - <div class="verse indent0">Everywhere is the Great Spirit,</div> - <div class="verse indent0">Is the meaning of this symbol.</div> - <div class="verse indent1">Mitche Manito, the Mighty,</div> - <div class="verse indent0">He, the dreadful Spirit of Evil,</div> - <div class="verse indent0">As a serpent I’ve depicted.</div> - <div class="verse indent0">Very crafty, very cunning,</div> - <div class="verse indent0">Is the creeping Spirit of Evil,</div> - <div class="verse indent0">Is the meaning of this symbol.</div> - <div class="verse indent1">Life and Death I draw as circles;</div> - <div class="verse indent0">Life is white, but Death is darkened.</div> - <div class="verse indent1">For the earth I draw a straight line,</div> - <div class="verse indent0">For the sky a bow above it;</div> - <div class="verse indent0">White the space between for daytime,</div> - <div class="verse indent0">Filled with little stars for night-time;</div> - <div class="verse indent0">On the left a point for sunrise,</div> - <div class="verse indent0">On the top a point for noontide,</div> - <div class="verse indent0">And for rain and cloudy weather</div> - <div class="verse indent0">Waving lines descending from it.</div> - <div class="verse indent1">Footprints pointing toward a wigwam</div> - <div class="verse indent0">Are a sign of invitation,</div> - <div class="verse indent0">Are a sign of guests assembling.</div> - <div class="verse indent1">Thus, my people, I would teach you</div> - <div class="verse indent0">All the mysteries of painting,</div> - <div class="verse indent0">All the art of Picture-Writing.</div><span class="pagenum"><a id="Page_13"></a>[13]</span> - <div class="verse indent1">Go ye then and mark your grave-posts</div> - <div class="verse indent0">Each one with its household symbol.</div> - <div class="verse indent1">And the Jossakeeds, the Prophets,</div> - <div class="verse indent0">The Wabenos, the Magicians,</div> - <div class="verse indent0">And the Medicine-Men, the Medas,</div> - <div class="verse indent0">Paint upon the bark and deerskin</div> - <div class="verse indent0">Figures for the songs ye chant us</div> - <div class="verse indent0">For each song a separate symbol,</div> - <div class="verse indent0">Figures mystical and awful,</div> - <div class="verse indent0">Figures strange and brightly colored;</div> - <div class="verse indent0">Let each figure have its meaning.</div> - <div class="verse indent1">Thus shall live the great traditions,</div> - <div class="verse indent0">The achievements of the warriors,</div> - <div class="verse indent0">The adventures of the hunters,</div> - <div class="verse indent0">All the wisdom of the wise men,</div> - <div class="verse indent0">All the craft of the magicians,</div> - <div class="verse indent0">All the visions of the prophets.</div> - </div> -</div> -</div> - -<p class="center noindent"><span class="smcap">Curtain</span><br></p> - -<div class="blockquot"> -<p class="hang"><em>As</em> <span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span> <em>appear before the -curtain, Any City is protesting in sputtering -confusion</em>.</p> -</div> - -<p><span class="smcap">Any City.</span> But—but—I—I can’t for the life of -me understand why your light burned so brightly over -those crude drawings!</p> - -<p><span class="smcap">Education.</span> 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.<span class="pagenum"><a id="Page_14"></a>[14]</span> -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. (<em>Light -directed to paper.</em>)</p> - -<p><span class="smcap">Any City</span> (<em>in confusion, as he conceals paper</em>). I -thought that Education is training and discipline!</p> - -<p><span class="smcap">Education.</span> Those are two of my attributes. Come -with me and you shall see some early lessons in training -and discipline.</p> - - -<div class="blockquot"> -<p class="hang"><span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span> <em>withdraw from before the -curtain</em>.</p> -</div> - -<div class="footnotes"><h3>FOOTNOTES:</h3> -<div class="footnote"> -<p><a href="#FNanchor_1" id="Footnote_1">[1]</a> The following has been adapted slightly from <cite>Hiawatha</cite>.</p> -</div> -</div> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_15"></a>[15]</span></p> -<h2 class="nobreak" id="Fourth_Glimmer_Training"><span class="smcap">Fourth Glimmer: Training</span></h2> -</div> - -<div class="blockquot"> -<p class="hang"><em>Young men and maidens in ancient Greek costume -at exercises for the training of the body. The lamp -hangs above.</em></p> -</div> - -<table class="autotable"> -<tr> -<td class="tdrtop">I.</td> -<td class="tdl hang">Maidens playing with a golden ball (to music).</td> -</tr> -<tr> -<td class="tdr"> II.</td> -<td class="tdl">Young men throwing discus.</td> -</tr> -<tr> -<td class="tdr">III.</td> -<td class="tdl">Dance.</td> -</tr> -</table> - -<p class="center noindent"><em>Curtain lowered for one minute.</em></p> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_16"></a>[16]</span></p> -<h2 class="nobreak" id="Fifth_Glimmer_Discipline"><span class="smcap">Fifth Glimmer: Discipline</span></h2> -</div> - -<div class="blockquot"> -<p class="hang"><em>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.</em></p> - -<p class="hang"><em>A</em> <span class="smcap">Messenger</span>, <em>wildly excited, rushes in from right -of stage</em>.</p> -</div> - -<p><span class="smcap">Messenger.</span> Fire! The whole city burns! Your -homes and all that you hold dear are in danger!</p> - -<p class="right noindent"><em>Rushes off at left.</em><br></p> - -<div class="blockquot"> -<p class="hang"><em>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.</em></p> -</div> - -<p class="center noindent"><span class="smcap">Curtain</span></p> - -<p class="right noindent"><span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span> <em>appear before the curtain</em>.</p> - -<p><span class="smcap">Any City.</span> 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!</p> - -<p><span class="smcap">Education.</span> 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<span class="pagenum"><a id="Page_17"></a>[17]</span> -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.</p> - -<p><span class="smcap">Any City.</span> But surely you do not deprecate such -training and such discipline?</p> - -<p><span class="smcap">Education.</span> 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.</p> - -<p class="right noindent"><em>Exit</em> <span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span>.</p> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_18"></a>[18]</span></p> -<h2 class="nobreak" id="Sixth_Glimmer_A_First_Lesson_in_Democracy"><span class="smcap">Sixth Glimmer: A First Lesson in Democracy</span></h2> -</div> - -<div class="blockquot"> -<p class="hang"><em>A room in a feudal castle in England.</em> <em>A</em> <span class="smcap">Man</span> <em>and a</em> -<span class="smcap">Maiden</span> <em>dressed as servants of the time (1215) are -standing near an open casket. The</em> <span class="smcap">Man</span> <em>holds an -illuminated book in his hand. The</em> <span class="smcap">Maiden</span> <em>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.</em></p> -</div> - -<p><span class="smcap">Maiden.</span> <em>Oh, how lovely! I could look at the gay -colors for years and never tire!</em></p> - -<p><span class="smcap">Man.</span> And I would give years of my life if I could -but read the writing in the book.</p> - -<p><span class="smcap">Maiden</span> (<em>clutching his arm in terror</em>). 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.</p> - -<p><span class="smcap">Man.</span> 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—</p> - -<div class="blockquot"> -<p class="hang"><em>Enter the</em> <span class="smcap">Lady Edyth</span>. <em>The</em> <span class="smcap">Maiden</span>, <em>who first -sees her, covers the</em> <span class="smcap">Man’s</span> <em>mouth with her hand, so -staying him and preventing the</em> <span class="smcap">Lady Edyth’s</span> -<em>hearing his words. She, however, sees the open casket,<span class="pagenum"><a id="Page_19"></a>[19]</span> -and the precious book in the hands of the servant, -and sweeps angrily forward.</em></p> -</div> - -<p><span class="smcap">Lady Edyth.</span> How now, sirrah; what dost thou with -the precious book?</p> - -<p><span class="smcap">Man</span> (<em>humbly</em>). I but looked at it, my lady.</p> - -<p><span class="smcap">Lady Edyth</span> (<em>snatching it from his hand</em>). 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.</p> - -<p><span class="smcap">Maiden</span> (<em>falling on her knees</em>). 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—</p> - -<p><span class="smcap">Man</span> (<em>stepping forward</em>). Say not another word. -Thou shalt not sacrifice thyself for me. Heed her not, -my lady. I alone am to blame.</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Lady Edyth</span> <em>looks from one to the other and her face -softens. She replaces the book in the casket. Then -turns again to the servants.</em></p> -</div> - -<p><span class="smcap">Lady Edyth.</span> 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. (<em>A knock at the door is heard.</em>) -And thou, sirrah, open the door.</p> - -<div class="blockquot"> -<p class="hang"><em>The</em> <span class="smcap">Maiden</span> <em>picks up her distaff and, seating herself -on one of the stools, begins to spin</em>. <span class="smcap">Lady Edyth</span>, -<em>with one hand on the casket, stands looking toward -the door as the</em> <span class="smcap">Man</span> <em>opens it and admits</em> <span class="smcap">Baron -Olditch</span>, <em>a gentleman of the times, splendidly<span class="pagenum"><a id="Page_20"></a>[20]</span> -attired. Following the</em> <span class="smcap">Baron</span> <em>comes a</em> <span class="smcap">Minstrel</span>, -<em>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.</em></p> -</div> - -<p><span class="smcap">Lady Edyth</span> (<em>extending her hand</em>). Thou art doubly -welcome, baron: I looked for no guest this stormy morning, -and I am weary of mine own company.</p> - -<p><span class="smcap">Baron</span> (<em>bending over</em> <span class="smcap">Lady Edyth’s</span> <em>hand</em>). 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.</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Lady Edyth</span> <em>graciously bows, and the</em> <span class="smcap">Baron</span> <em>leads -her with great ceremony to her chair. The</em> <span class="smcap">Maiden</span> -<em>steps quickly forward to place a footstool under her -mistress’s feet. The smiling</em> <span class="smcap">Baron</span> <em>bends again -over</em> <span class="smcap">Lady Edyth’s</span> <em>hand and takes a step backward. -In doing so he treads on the</em> <span class="smcap">Maiden’s</span> <em>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</em> <span class="smcap">Minstrel</span>.</p> -</div> - -<p><span class="smcap">Baron.</span> Out of my way, clumsy stupid wench!</p> - -<div class="blockquot"> -<p class="hang"><em>He raises his hand, and the kneeling</em> <span class="smcap">Maiden</span> <em>at her -mistress’s feet cowers as if expecting a blow. -The</em> <span class="smcap">Minstrel</span> <em>and the</em> <span class="smcap">Man</span> <em>each take a step forward,<span class="pagenum"><a id="Page_21"></a>[21]</span> -the</em> <span class="smcap">Man</span> <em>with clenched hands; but the</em> <span class="smcap">Baron</span> -<em>carries his hand to his head and strokes his hair</em>.</p> -</div> - -<p><span class="smcap">Lady Edyth.</span> Forgive the maid, baron. She is a good -wench and truly skillful.</p> - -<p><span class="smcap">Baron.</span> There is nothing, there is nobody I would -not forgive an’ thou asked it, my fair lady. (<em>Turning to</em> -<span class="smcap">Maiden</span>.) And now, stupid one, up and fetch a stool for -the minstrel.</p> - -<div class="blockquot"> -<p class="hang"><em>The</em> <span class="smcap">Maiden</span> <em>obeys, while the</em> <span class="smcap">Baron</span> <em>seats himself -beside</em> <span class="smcap">Lady Edyth</span>.</p> -</div> - -<p><span class="smcap">Baron</span> (<em>turning to the</em> <span class="smcap">Minstrel</span>). And now, sir, we -are ready to hear thy ballad.</p> - -<div class="blockquot"> -<p class="hang"><em>The</em> <span class="smcap">Minstrel</span> <em>advances to the seat the</em> <span class="smcap">Maiden</span> <em>has -placed for him. As he passes her, with a low bow, -he hands her the distaff which he has picked from -the floor.</em></p> -</div> - -<p><span class="smcap">Lady Edyth</span> (<em>aside to the</em> <span class="smcap">Baron</span>). Marry, but thy -minstrel has right courtly manners!</p> - -<p><span class="smcap">Baron</span> (<em>aside to</em> <span class="smcap">Lady Edyth</span>). He comes here direct -from the court.</p> - -<p><span class="smcap">Minstrel</span> (<em>standing before</em> <span class="smcap">Lady Edyth</span>, <em>bowing very -low</em>). I am at thy service, my lady.</p> - -<p><span class="smcap">Lady Edyth.</span> Talk not of <em>service</em>, 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.</p> - -<div class="blockquot"> -<p class="hang"><em>With another low bow the</em> <span class="smcap">Minstrel</span> <em>seats himself on -the stool placed before</em> <span class="smcap">Lady Edyth’s</span> <em>and the</em> -<span class="smcap">Baron’s</span> <em>chairs. While he unslings his instrument<span class="pagenum"><a id="Page_22"></a>[22]</span> -and makes ready, the</em> <span class="smcap">Maiden</span> <em>seals herself and resumes -her spinning. The</em> <span class="smcap">Man</span> <em>watches the</em> <span class="smcap">Minstrel</span> -<em>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.</em> <span class="smcap">Lady Edyth</span> <em>and the</em> -<span class="smcap">Baron</span> <em>are unconscious of the effect of the minstrelsy -on the</em> <span class="smcap">Man</span> <em>as the backs of their chairs are -toward his position</em>.</p> -</div> - -<p><span class="smcap">Minstrel.</span> I will recite for you, my lord and lady, -the lay of Thomas Rhymer.</p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">“True Thomas lay on grassy bank,</div> - <div class="verse indent1">And he beheld a lady gay,</div> - <div class="verse indent0">A lady that was brisk and bold,</div> - <div class="verse indent1">Came riding o’er the fernie brae.</div> - </div> - <div class="stanza"> - <div class="verse indent0">“Her skirt was o’ the grass-green silk,</div> - <div class="verse indent1">Her mantle o’ the velvet fine;</div> - <div class="verse indent0">And on the locks o’ her horse’s mane</div> - <div class="verse indent1">Hung fifty silver bells and nine.</div> - </div> - <div class="stanza"> - <div class="verse indent0">“True Thomas he took off his cap,</div> - <div class="verse indent1">And bowèd low down on his knee:</div> - <div class="verse indent0">‘All hail thou, mighty Queen of Heaven</div> - <div class="verse indent1">For thy peer on earth could never be.’</div> - </div> - <div class="stanza"> - <div class="verse indent0">“‘Oh no, oh no, True Thomas,’ she said,</div> - <div class="verse indent1">‘That name does not belong to me;</div> - <div class="verse indent0">I am but the queen of fair Elfland,</div> - <div class="verse indent1">That am hither come to visit thee.</div> - </div> - <div class="stanza"> - <div class="verse indent0">“‘Now, ye must go with me,’ she said;</div> - <div class="verse indent1">‘True Thomas, ye must go with me;</div> - <div class="verse indent0">And ye must serve me seven years,</div> - <div class="verse indent1">Through weal or woe as chance may be.’</div><span class="pagenum"><a id="Page_23"></a>[23]</span> - </div> - <div class="stanza"> - <div class="verse indent0">“She turned about her milk-white steed;</div> - <div class="verse indent1">She took True Thomas up behind,</div> - <div class="verse indent0">And aye, whene’er her bridle rang,</div> - <div class="verse indent1">The steed flew swifter than the wind.</div> - </div> - <div class="stanza"> - <div class="verse indent0">“O they rode on, and farther on,</div> - <div class="verse indent1">The steed flew swifter than the wind;</div> - <div class="verse indent0">Until they reached a desert wide,</div> - <div class="verse indent1">And living land was left behind.</div> - </div> - <div class="stanza"> - <div class="verse indent0">“‘Now light ye down, True Thomas,’ she said,</div> - <div class="verse indent1">‘And lean your head upon my knee,</div> - <div class="verse indent0">Abide ye there a little space,</div> - <div class="verse indent1">And I will show you wonders three.</div> - </div> - <div class="stanza"> - <div class="verse indent0">“‘O see ye not yon narrow road,</div> - <div class="verse indent1">So thick beset with thorns and briers?</div> - <div class="verse indent0">That is the Path of Righteousness,</div> - <div class="verse indent1">Though after it but few inquires.</div> - </div> - <div class="stanza"> - <div class="verse indent0">“‘And see ye not you braid, braid road,</div> - <div class="verse indent1">That lies across the lily leven?</div> - <div class="verse indent0">That is the path of wickedness,</div> - <div class="verse indent1">Though some call it the “Road to Heaven.”</div> - </div> - <div class="stanza"> - <div class="verse indent0">“‘And see ye not yon bonny road,</div> - <div class="verse indent1">That winds about the fernie brae?</div> - <div class="verse indent0">That is the Road to fair Elfland,</div> - <div class="verse indent1">Where thou and I must go this day.</div> - </div> - <div class="stanza"> - <div class="verse indent0">“‘But, Thomas, ye must hold your tongue,</div> - <div class="verse indent1">Whatever ye may hear or see;</div> - <div class="verse indent0">For speak ye word in Elfin Land,</div> - <div class="verse indent1">Ye’ll ne’er get back to your ain countrie.’</div> - </div> - <div class="stanza"> - <div class="verse indent0">“O they rode on, and farther on,</div> - <div class="verse indent1">And they waded rivers above the knee;</div> - <div class="verse indent0">And they saw neither sun nor moon,</div> - <div class="verse indent1">But they heard the roaring of the sea.</div><span class="pagenum"><a id="Page_24"></a>[24]</span> - </div> - <div class="stanza"> - <div class="verse indent0">“Syne they came to a garden green,</div> - <div class="verse indent1">And she pulled an apple from a tree:</div> - <div class="verse indent0">‘Take this for thy wages, True Thomas;</div> - <div class="verse indent1">It will give thee tongue that can never lee.’</div> - </div> - <div class="stanza"> - <div class="verse indent0">“He has gotten a coat of the even cloth,</div> - <div class="verse indent1">And a pair of shoes of velvet green,</div> - <div class="verse indent0">And till seven years were past and gone</div> - <div class="verse indent1">True Thomas on earth was never seen.”</div> - </div> -</div> -</div> - -<div class="blockquot"> -<p class="hang"><em>By the time the</em> <span class="smcap">Minstrel</span> <em>has reached the last stanza -of the ballad, the</em> <span class="smcap">Man</span> <em>has advanced until he now -stands directly back of</em> <span class="smcap">Lady Edyth’s</span> <em>chair</em>.</p> -</div> - -<p><span class="smcap">Man.</span> Bravo! Bravo! Oh, what would not I be willing -to give if only I might write—or even read—such -lays as that!</p> - -<div class="blockquot"> -<p class="hang"><em>The</em> <span class="smcap">Baron</span> <em>and</em> <span class="smcap">Lady Edyth</span> <em>are startled at hearing -a voice so close</em>.</p> -</div> - -<p><span class="smcap">Baron.</span> (<em>Starting to his feet in a rage, he makes a mad -rush for the servant, belabors him, and throws him to the -floor.</em>) 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!</p> - -<div class="blockquot"> -<p class="hang"><em>He advances threateningly toward the</em> <span class="smcap">Man</span>, <em>but the</em> -<span class="smcap">Maiden</span> <em>rushes between and, falling on her knees, -raises her hands in pleading</em>. <em>The</em> <span class="smcap">Baron</span> <em>stops</em>. -<span class="smcap">Lady Edyth</span> <em>leaves her chair and advances toward -the</em> <span class="smcap">Baron</span>, <em>as if to intercede, but he does not see her</em>.</p> -</div> - -<p><span class="smcap">Baron.</span> Out of my way, wench! I will have him<span class="pagenum"><a id="Page_25"></a>[25]</span> -flayed alive for his insolence! I will have him thrown -into prison! I will—</p> - -<p><span class="smcap">Minstrel</span> (<em>interrupting</em>). Thou shalt do him no ill.</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Lady Edyth</span> <em>and the</em> <span class="smcap">Maiden</span>, <em>still on her knees, and -the</em> <span class="smcap">Man</span>, <em>who has raised himself until he reclines -on an elbow, look to the</em> <span class="smcap">Minstrel</span> <em>with various expressions -on their faces</em>: <span class="smcap">Lady Edyth’s</span> <em>look is one -of wonder, and fear for the consequence of his words; -the servants’ faces express fear and a glimmer of -hope</em>.</p> -</div> - -<p><span class="smcap">Baron</span> (<em>astounded</em>). What? What? By what right -darest thou thus address me?</p> - -<p><span class="smcap">Minstrel.</span> 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.</p> - -<p><span class="smcap">Baron</span> (<em>forgetting his rage in a desire to hear all</em>). Tell -on.</p> - -<p><span class="smcap">Minstrel.</span> The barons compelled him to sign the -charter granting civil liberty.</p> - -<p><span class="smcap">Baron.</span> Yes, granting greater liberty to us—the -barons. Now more firmly may we deal with such upstarts -as this varlet. I will—</p> - -<p><span class="smcap">Minstrel</span> (<em>again interrupting</em>). Hold! The rights -and the privileges granted to the barons are extended to -their vassals. Listen to these lines.</p> - -<div class="blockquot"> -<p class="hang"><em>As the</em> <span class="smcap">Minstrel</span> <em>speaks, he draws the scroll from his -belt and unrolls it. While he reads, the light burns -brighter.</em></p> -</div> - -<p><span class="pagenum"><a id="Page_26"></a>[26]</span></p> - -<p><span class="smcap">Minstrel</span> (<em>reading</em>). “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.</p> - -<p>“To no man will we sell, to none will we delay, to -none will we deny, right or justice.”</p> - -<p>Thou seest, baron, it is for all men!</p> - -<p><span class="smcap">Man</span> (<em>rising slowly to his feet</em>). “For all men.” And I -am a man!</p> - -<p class="center noindent"><span class="smcap">Curtain</span></p> - -<p class="right noindent"><span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span> <em>appear before the curtain</em>.</p> - -<p><span class="smcap">Any City</span>. 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.</p> - -<p><span class="smcap">Education</span>. No, not <em>put</em> 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.</p> - -<p class="right noindent"><em>Exit</em> <span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span>.<br></p> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_27"></a>[27]</span></p> -<h2 class="nobreak" id="Seventh_Glimmer_The_Book"><span class="smcap">Seventh Glimmer: The Book</span></h2> -</div> - -<div class="blockquot"> -<p class="hang"><span class="smcap">First Picture</span>: <em>A high reading-desk to which a -book is chained. The light feebly burns above.</em></p> - -<p><span class="smcap">Second Picture</span>: <span class="smcap">Abraham Lincoln</span>, <em>the boy, -reading close to the light of the fire. The light of education -burns brightly above his head.</em></p> - -<p><em>The curtain is dropped for a moment between the two -tableaux.</em></p> - -<p><em>When the curtain is lowered after the pictures</em>, <span class="smcap">Education</span> -<em>and</em> <span class="smcap">Any City</span> <em>again appear before it</em>.</p> -</div> - -<p><span class="smcap">Any City</span> (<em>speaking as if continuing a conversation begun -behind the curtain</em>). But the chained book is but a -symbol!</p> - -<p><span class="smcap">Education.</span> No, it is a pictured fact. The book was -so chained during the Dark Ages.</p> - -<p><span class="smcap">Any City</span> (<em>with satisfied manner</em>). Well, thank fortune -that we live in a democracy, where anyone who -wants it may have learning.</p> - -<p><span class="smcap">Education.</span> 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<span class="pagenum"><a id="Page_28"></a>[28]</span> -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.</p> - -<div class="blockquot"> -<p class="hang"><em>As</em> <span class="smcap">Education</span> <em>speaks the last sentence, her light -plays on the paper</em>. <span class="smcap">Any City</span> <em>raises it as if to toss -it away, but reconsiders his action and places it out -of sight</em>.</p> -</div> - -<p><span class="smcap">Any City.</span> 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.</p> - -<p><span class="smcap">Education.</span> Have you ever seen “forced learning” in -operation?</p> - -<p><span class="smcap">Any City.</span> No, but I know it is good for children to -be forced into right ways at times.</p> - -<p><span class="smcap">Education.</span> Come with me into the past and see -Force at work.</p> - -<p><span class="smcap">Any City.</span> No, I really don’t care to.</p> - -<p><span class="smcap">Education.</span> To paraphrase your own words, “It is -good for a <em>city</em> to be forced into right ways at times.” -Now is such a time for you. Come!</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Education</span> <em>leads the reluctant</em> <span class="smcap">Any City</span> <em>behind the -curtain</em>.</p> -</div> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_29"></a>[29]</span></p> -<h2 class="nobreak" id="Eighth_Glimmer_Force"><span class="smcap">Eighth Glimmer: Force</span></h2> -</div> -<h3>A DAME SCHOOL</h3> - -<div class="blockquot"> -<p class="hang"><span class="smcap">The Dame</span> <em>(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.</em></p> - -<p class="hang"><em>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.</em></p> - -<p class="hang"><span class="smcap">The Dame</span> <em>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.</em></p> - -<p class="hang"><em>As the curtain goes up, the</em> <span class="smcap">Dame</span> <em>is speaking to the -girl who brought her puppet to school</em>.</p> -</div> - -<p><span class="pagenum"><a id="Page_30"></a>[30]</span></p> - -<p><span class="smcap">Dame.</span> 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.</p> - -<div class="blockquot"> -<p class="hang"><em>Child obeys, crying. She lifts her apron to wipe her -eyes.</em></p> -</div> - -<p><span class="smcap">Dame.</span> Put down thine apron at once. (<em>Sarcastically.</em>) -Wouldst cover thy beautiful placard? Let us -all see thy shamed face and thy repentant tears. They -are a sign of grace.</p> - -<div class="blockquot"> -<p class="hang"><em>While she is talking, a little girl whispers behind her -book to another.</em> <span class="smcap">Dame</span> <em>spies her</em>.</p> -</div> - -<p><span class="smcap">Dame.</span> So, thou canst not keep thy mouth closed -without help, Susie Gray? Well, I’ll help thee!</p> - -<div class="blockquot"> -<p class="hang"><em>She takes a large handkerchief from table and ties it -over child’s mouth.</em></p> -</div> - -<p><span class="smcap">Dame.</span> Now go back to thy place! Next time, I will -paste thy mouth shut.</p> - -<div class="blockquot"> -<p class="hang"><em>She raps child over the head with her thimble, and</em> -<span class="smcap">Susie</span> <em>goes weeping to her seat</em>.</p> - -<p class="hang"><em>While the</em> <span class="smcap">Dame</span> <em>is disciplining</em> <span class="smcap">Susie</span>, <em>a boy reaches -out his foot and draws the rag doll toward him. -He has all but secured it when the</em> <span class="smcap">Dame</span> <em>discovers -him</em>.</p> -</div> - -<p><span class="smcap">Dame.</span> 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. (<em>Boy comes sheepishly forward, carrying -the doll by a leg.</em>) Nay, that’s not the way to hold thy<span class="pagenum"><a id="Page_31"></a>[31]</span> -dear puppet. Take it in thine arms, so! (<em>To girl on -stool.</em>) Bring thy placard here. Here is one who needs -it more than thou. (<em>She removes the placard from about -the girl’s neck and hangs it about the boy’s.</em>) Now take thy -place on the stool, that we may all see how well thou -canst hold thy baby.</p> - -<div class="blockquot"> -<p class="hang"><em>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</em> <span class="smcap">Dame</span> <em>of the -boy’s act</em>.</p> -</div> - -<p><span class="smcap">Dame</span> (<em>to boy in dunce-cap</em>). Come here, little dunce, -and see if thou knowest thy lesson now.</p> - -<div class="blockquot"> -<p class="hang"><em>Boy climbs from stool and takes position before</em> <span class="smcap">Dame</span>, -<em>with hands folded behind him</em>.</p> -</div> - -<p><span class="smcap">Dame.</span> Spell <em>joy</em>.</p> - -<p><span class="smcap">Boy.</span> G-o-y, joy.</p> - -<p><span class="smcap">Dame.</span> Back to thy stool, and stay there until thou -hast learned thy words.</p> - -<p><span class="smcap">Boy</span> (<em>retreats toward stool, then turns at bay</em>). An thou -keepst me on the stool for a week, I cannot learn my -lesson without a book!</p> - -<p><span class="smcap">Dame.</span> Insolence! Come to me and I will teach thee -respect to thine elders.</p> - -<div class="blockquot"> -<p class="hang"><em>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</em> -<span class="smcap">Dame</span>. <em>She pounces upon him, while she waves<span class="pagenum"><a id="Page_32"></a>[32]</span> -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.</em></p> -</div> - -<p><span class="smcap">Dame</span> (<em>ignoring picture of herself, speaking sarcastically -to young artist</em>). 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.</p> - -<p><span class="smcap">Second Boy.</span> I don’t want to. I’d rather take a -whipping.</p> - -<p><span class="smcap">Dame.</span> Oh, be not so modest as to ask but <em>one</em> punishment. -Thou shalt have it <em>after</em> your pleasant visit to -the girls’ bench. Take thy place in the middle, little -girl-boy.</p> - -<div class="blockquot"> -<p class="hang"><em>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.</em></p> -</div> - -<p><span class="smcap">Dame</span> (<em>to boy on stool</em>). Now, dunce, come here. -(<em>Boy advances and stands before her.</em>) Spell <em>joy</em>.</p> - -<p><span class="smcap">Boy.</span> J-o-y, joy.</p> - -<p><span class="smcap">Dame.</span> Take thy seat. Have thy lesson to-morrow -or—(<em>Holds up switch and shakes it.</em>)</p> - -<div class="blockquot"> -<p class="hang"><em>As the boy goes to his seat, he “makes a face” at the</em> -<span class="smcap">Dame</span>, <em>which she cannot see, but which is enjoyed -by his classmates</em>.</p> -</div> - -<p><span class="smcap">Dame.</span> 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<span class="pagenum"><a id="Page_33"></a>[33]</span> -with him. I have a fine new bundle of switches itching -to be used.</p> - -<p class="center noindent"><span class="smcap">Curtain</span></p> - -<p class="right noindent"><span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span> <em>appear before the curtain</em>.</p> - -<p><span class="smcap">Any City.</span> A very much exaggerated picture. I am -sure that children never were so tortured in school.</p> - -<p><span class="smcap">Education.</span> 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.</p> - -<p><span class="smcap">Any City.</span> 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.</p> - -<p><span class="smcap">Education.</span> 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<span class="pagenum"><a id="Page_34"></a>[34]</span> -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 <em>received</em> 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?</p> - -<p><span class="smcap">Any City</span> (<em>embarrassed</em>). 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.</p> - -<p><span class="smcap">Education</span> (<em>with light shining on tax paper</em>). 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?</p> - -<p><span class="pagenum"><a id="Page_35"></a>[35]</span></p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Any City</span> <em>shows signs of embarrassment and discomfiture, -but does not answer</em>.</p> -</div> - -<p><span class="smcap">Education.</span> Come with me. We will visit a sixth-year -grade of to-day.</p> - -<p class="right noindent"><span class="smcap">Education</span> <em>leads</em> <span class="smcap">Any City</span> <em>behind curtain</em>.<br></p> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_36"></a>[36]</span></p> -<h2 class="nobreak" id="Ninth_Glimmer_Training_for_Democracy"><span class="smcap">Ninth Glimmer: Training for Democracy</span></h2> -</div> - -<div class="blockquot"> -<p class="hang"><em>The light bums brightly over a modern schoolroom. -The pupils are seated in chairs or at movable desks, -well grouped.</em> <span class="smcap">Miss White</span>, <em>the teacher, is seated -near her desk, or table, which is neatly arranged and -is brightened by some flowers</em>. <em>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.</em></p> - -<p class="hang"><em>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.</em></p> -</div> - -<p><span class="smcap">Visitor.</span> 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<span class="pagenum"><a id="Page_37"></a>[37]</span> -have seven girls and boys still standing. I congratulate -you more once.</p> - -<p class="right noindent"><em>The pupils bow and return to their seats.</em></p> - -<p><span class="smcap">Visitor.</span> 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?</p> - -<p><span class="smcap">Miss White</span> (<em>who has risen to her feet on being addressed -by her elderly visitor</em>). Certainly. My pupils and -I will gladly answer all the questions we can.</p> - -<div class="blockquot"> -<p class="hang"><em>A questioning smile of the teacher’s is answered by -assenting smiles from the pupils.</em></p> -</div> - -<p><span class="smcap">Visitor.</span> What are the pupils doing in geography?</p> - -<p><span class="smcap">Miss White.</span> Will someone answer our visitor?</p> - -<p class="right noindent"><em>Several pupils rise.</em></p> - -<p><span class="smcap">Miss White</span> (<em>choosing</em>). Mary.</p> - -<p><span class="smcap">Mary</span> (<em>looking straight at</em> <span class="smcap">Visitor</span>). To-day we are -to show whether or not Argentina is a progressive -country.</p> - -<p><span class="smcap">Visitor.</span> Aren’t you going to take just what your -geography says? That’s what we did when I went to -school.</p> - -<p><span class="smcap">Mary.</span> Yes, but we want to know more than our -geography tells before we can decide.</p> - -<p><span class="smcap">Visitor.</span> 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?</p> - -<p><span class="smcap">Mary.</span> Oh, we must all prove our statements, show -our authority. (<em>Taking up a book and looking around.</em>)<span class="pagenum"><a id="Page_38"></a>[38]</span> -See, we all have reference books. (<em>Other pupils produce -books which they hold up.</em>) They are all different.</p> - -<p><span class="smcap">Visitor</span> (<em>walking over and peering at titles through -glasses</em>). 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?</p> - -<p class="right noindent"><em>Again several pupils stand.</em></p> - -<p><span class="smcap">Visitor</span> (<em>choosing one</em>). You tell me, young man.</p> - -<p><span class="smcap">Pupil.</span> We are working problems in percentage. I -am on page 201.</p> - -<p><span class="smcap">Visitor.</span> And where are the others, pray?</p> - -<p class="right noindent"><em>Pupils stand and answer in turn at nod from visitor.</em><br></p> - -<p><span class="smcap">First Pupil.</span> I am working on page 199.</p> - -<p><span class="smcap">Second Pupil.</span> I am working on page 204.</p> - -<p><span class="smcap">Third Pupil.</span> I am working on page 200.</p> - -<p><span class="smcap">Visitor.</span> My! This is as bad as a district school! -All working on different pages!</p> - -<p><span class="smcap">Miss White</span> (<em>to</em> <span class="smcap">First Pupil</span>). Tom, will you please -tell our visitor how we study arithmetic?</p> - -<p><span class="smcap">Tom.</span> 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.</p> - -<p><span class="smcap">Visitor.</span> 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<span class="pagenum"><a id="Page_39"></a>[39]</span> -the real work and pupils only copied it. That’s what -I’ve been told.</p> - -<div class="blockquot"> -<p class="hang"><em>Pupils look bewildered for a second, then, thinking -this an attempt at a joke, laugh.</em></p> -</div> - -<p><span class="smcap">Visitor.</span> 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? (<em>Most of the class stand.</em>) Bless me! -So many!</p> - -<p><span class="smcap">Miss White.</span> If you would like to hear one of my -pupils recite it, choose your orator.</p> - -<p><span class="smcap">Visitor.</span> I think I’d like to hear this little chap -speak those great words of a great man.</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">George</span>, <em>the boy chosen, comes to the front of the -room and recites</em>.</p> -</div> - -<p class="center noindent">ADDRESS AT THE DEDICATION OF THE GETTYSBURG NATIONAL CEMETERY</p> - -<div class="blockquot"> -<p>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.</p> - -<p>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.</p> - -<p>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<span class="pagenum"><a id="Page_40"></a>[40]</span> -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.</p> -</div> - -<p><span class="smcap">Visitor.</span> Thank you, my lad, thank you.</p> - -<p><span class="smcap">Miss White.</span> 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.</p> - -<p><span class="smcap">Visitor.</span> Indeed I would. I think I’ll choose you.</p> - -<div class="blockquot"> -<p class="hang"><em>The pupil chosen comes to the front and delivers -an original speech.</em></p> -</div> - -<p><span class="smcap">Visitor.</span> 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.</p> - -<p><span class="smcap">Miss White.</span> Those who were not born in America -please stand. (<em>Seven pupils stand.</em>) In what country -were you born?</p> - -<div class="blockquot"> -<p class="hang"><em>In turn each answers: 1, Italy. 2, Russia. 3, Ireland. -4, Sweden. 5, Russia. 6, Austria. 7, England.</em></p> -</div> - -<p><span class="pagenum"><a id="Page_41"></a>[41]</span></p> - -<p><span class="smcap">Miss White.</span> Now, will all those whose parents—one -or both—were born in other lands please stand -also? (<em>More than half the class rise. Motions pupils to -their seats.</em>) What are you all now?</p> - -<p><span class="smcap">Pupils</span> (<em>emphatically</em>). <span class="smcap">Americans!</span></p> - -<p><span class="smcap">Miss White.</span> 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.</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Alice</span> <em>and</em> <span class="smcap">Peter</span> <em>come to the front of the room and -recite</em>.</p> -</div> - -<p class="center noindent"><span class="smcap">Alice.</span></p> - -<div class="poetry-container2"> -<div class="poetry hang"> - <div class="stanza"> - <div class="verse indent0">I am an American.</div> - <div class="verse indent0">My father belongs to the Sons of the Revolution;</div> - <div class="verse indent0">My mother, to the Colonial Dames.</div> - <div class="verse indent0">One of my ancestors pitched tea overboard in Boston Harbor;</div> - <div class="verse indent0">Another stood his ground with Warren;</div> - <div class="verse indent0">Another hungered with Washington at Valley Forge.</div> - <div class="verse indent0">My forefathers were America in the making:</div> - <div class="verse indent0">They spoke in her council halls;</div> - <div class="verse indent0">They commanded her ships;</div> - <div class="verse indent0">They cleared her forest.</div> - <div class="verse indent0">Dawns reddened and paled.</div> - <div class="verse indent0">Stanch hearts of mine beat fast at each new star</div> - <div class="verse indent0">In the nation’s flag.</div> - <div class="verse indent0">Keen eyes of mine foresaw her greater glory:</div> - <div class="verse indent0">The sweep of her seas,</div> - <div class="verse indent0">The plenty of her plains.</div> - <div class="verse indent0">The man-hives in her billion-wired cities.</div> - <div class="verse indent0">Every drop of blood in me holds a heritage of Patriotism.</div> - <div class="verse indent0">I am proud of my past.</div> - <div class="verse indent0">I am an American.</div> - </div> -</div> -</div> - -<p class="center noindent"><span class="smcap">Peter.</span></p> - -<div class="poetry-container2"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">I am an American.</div> - <div class="verse indent0">My father was an atom of dust,</div><span class="pagenum"><a id="Page_42"></a>[42]</span> - <div class="verse indent0">My mother, a straw in the wind,</div> - <div class="verse indent0">To his Serene Majesty.</div> - <div class="verse indent0">One of my ancestors died in the mines of Siberia.</div> - <div class="verse indent0">Another was crippled for life by twenty blows of the knout;</div> - <div class="verse indent0">Another was killed defending his home during the massacres.</div> - -<hr class="tb"> - - <div class="verse indent0">But then the dream came—</div> - <div class="verse indent0">The dream of America.</div> - <div class="verse indent0">In the light of the Liberty torch</div> - <div class="verse indent0">The atom of dust became a man</div> - <div class="verse indent0">And the straw in the wind became a woman</div> - <div class="verse indent0">For the first time.</div> - <div class="verse indent0">“See,” said my father, pointing to the flag that fluttered near,</div> - <div class="verse indent0">“That flag of stars and stripes is yours;</div> - <div class="verse indent0">It is the emblem of the promised land.</div> - <div class="verse indent0">It means, my son, the hope of humanity.</div> - <div class="verse indent0">Live for it—die for it!”</div> - <div class="verse indent0">Under the open sky of my new country I swore to do so;</div> - <div class="verse indent0">And every drop of blood in me will keep that vow.</div> - <div class="verse indent0">I am proud of my future.</div> - <div class="verse indent0">I am an American.</div> - </div> -</div> -</div> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Miss White</span> <em>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</em>.</p> -</div> - -<p class="center noindent"><span class="smcap">Class.</span></p> - -<div class="blockquot"> -<p class="hang">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,<span class="pagenum"><a id="Page_43"></a>[43]</span> -and humanity for which American patriots sacrificed -their lives and fortunes.</p> - -<p class="hang">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.</p> -</div> - -<p class="center noindent"><span class="smcap">Curtain</span></p> - -<p class="right noindent"><span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span> <em>appear before the curtain</em>.</p> - -<p><span class="smcap">Any City.</span> 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.</p> - -<p><span class="smcap">Education.</span> 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.</p> - -<p><span class="smcap">Any City</span> (<em>as if thinking aloud</em>). 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.</p> - -<p><span class="smcap">Education.</span> Yes, it is to the school-children of to-day -that you must look for the controllers of the future destinies<span class="pagenum"><a id="Page_44"></a>[44]</span> -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.</p> - -<p class="right noindent"><em>Exit</em> <span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span>.</p> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_45"></a>[45]</span></p> -<h2 class="nobreak" id="Tenth_Glimmer_A_Warning"><span class="smcap">Tenth Glimmer: A Warning</span></h2> -</div> - -<div class="blockquot"> -<p class="hang"><em>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</em> <span class="smcap">Teacher</span> <em>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</em> <span class="smcap">Teacher</span> <em>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</em>.</p> -</div> - -<p><span class="smcap">Teacher.</span> 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<span class="pagenum"><a id="Page_46"></a>[46]</span> -ceilin’? Gee! I’d like to quit this job! (<em>Raps on desk.</em>) -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. (<em>Turns again to visitor.</em>) -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.</p> - -<p class="right noindent"><em>Woman leaves, shaking her head.</em></p> - -<p><span class="smcap">Teacher.</span> The A division will take out your Arithmetics. -(<em>The A division obey noisily.</em>) 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.</p> - -<div class="blockquot"> -<p class="hang"><em>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.</em></p> -</div> - -<p><span class="smcap">Teacher.</span> 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?</p> - -<p><span class="smcap">First Boy.</span> No.</p> - -<p><span class="smcap">Second Boy.</span> Yes, I twisted my wrist.</p> - -<p><span class="smcap">Teacher.</span> Well, go home and have it ’tended to. I -have no time to fix it for you. And (<em>turning to</em> <span class="smcap">First -Boy</span>) you can go with him, Sam. You might as well, for -I have no place for you now your desk is broken.</p> - -<p class="right noindent"><em>Boys leave and</em> <span class="smcap">Teacher</span> <em>turns again to the class</em>.</p> - -<p><span class="pagenum"><a id="Page_47"></a>[47]</span></p> - -<p><span class="smcap">Teacher.</span> The B division will—</p> - -<div class="blockquot"> -<p class="hang"><em>The class interrupts, A and B divisions shouting at -the same time.</em></p> -</div> - -<p><span class="smcap">A Division.</span> You never told us what to do yet!</p> - -<p><span class="smcap">B Division.</span> You forgot to tell the A’s what to do -with their Arithmetics!</p> - -<p><span class="smcap">Teacher</span> (<em>placing hands over ears, and screaming</em>). -Hush up! Do you want to make me deef? A’s do the -first five examples on page 97.</p> - -<div class="blockquot"> -<p class="hang"><em>The first, second, and third pupils speak at the same time.</em></p> -</div> - -<p><span class="smcap">First Pupil.</span> Aw, I can’t do them examples!</p> - -<p><span class="smcap">Second Pupil.</span> You never told us how to do them -examples!</p> - -<p><span class="smcap">Third Pupil.</span> I don’t know what this word means!</p> - -<p><span class="smcap">Teacher.</span> 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.</p> - -<p><span class="smcap">Fourth Pupil.</span> I hain’t got no pencil.</p> - -<p><span class="smcap">Teacher.</span> Correct your English.</p> - -<p><span class="smcap">Fourth Pupil.</span> I ain’t got any pencil.</p> - -<p><span class="smcap">Teacher.</span> Borrow one off of another pupil.</p> - -<div class="blockquot"> -<p class="hang"><em>The</em> <span class="smcap">Fourth Pupil</span> <em>creates further disturbance by -proceeding to borrow a pencil</em>.</p> -</div> - -<p><span class="smcap">Fifth Pupil.</span> The point of my pencil’s busted.</p> - -<p><span class="smcap">Teacher.</span> Well, you can git along as best you can. -With seventy-two pupils I haven’t got time to see that -pencils are sharpened.</p> - -<p><span class="smcap">Sixth Pupil.</span> I haven’t got no paper.</p> - -<p><span class="pagenum"><a id="Page_48"></a>[48]</span></p> - -<p><span class="smcap">Teacher.</span> Well, do your examples on the blackboard. -The stingy allowance of paper provided for this -class is used up long ago.</p> - -<p><span class="smcap">Sixth Pupil.</span> The page is tore out of my book.</p> - -<p><span class="smcap">Teacher.</span> 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.</p> - -<p><span class="smcap">Seventh Pupil.</span> I—</p> - -<p><span class="smcap">Teacher.</span> 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.</p> - -<div class="blockquot"> -<p class="hang"><em>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</em> <span class="smcap">Teacher</span> <em>meanwhile is giving her attention -to the B division</em>.</p> -</div> - -<p><span class="smcap">Teacher.</span> To-day we will have a review of America’s -great men. (<em>She opens her book and reads the questions -from it.</em>) John, who was Washington?</p> - -<p><span class="smcap">John.</span> 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.</p> - -<p><span class="smcap">Teacher.</span> Very good, John. Does anybody else -know anythin’ about Washington? (<em>A number of hands -are raised.</em>) Well, what do you know, Mary?</p> - -<p><span class="smcap">Mary.</span> His birthday is February twelfth.</p> - -<p><span class="smcap">Tom.</span> Hear her, February twelfth! That’s Valentine’s -Day. Washington’s birthday is February twenty-second, -and we have a holiday.</p> - -<p><span class="pagenum"><a id="Page_49"></a>[49]</span></p> - -<p><span class="smcap">Fred.</span> You’re wrong yourself. February twelfth is -Lincoln’s birthday. Valentine Day is the fourteenth.</p> - -<p><span class="smcap">Teacher.</span> Stop quarrelin’. Fred is right. Now, -Fred, what can you tell me about Lincoln?</p> - -<p><span class="smcap">Fred.</span> He was a poor boy and split rails for the railroad. -He was president. He was shot.</p> - -<p><span class="smcap">Teacher.</span> Good.</p> - -<p><span class="smcap">Fanny.</span> I know something else about Lincoln. He—</p> - -<p><span class="smcap">Teacher</span> (<em>interrupting</em>). Never mind; we have no -time to hear more about him. Tell me what you know -about Franklin instead.</p> - -<p><span class="smcap">Fanny.</span> One day a girl saw him walking along the -street eating a roll. She laughed at him and so she -married him.</p> - -<p><span class="smcap">Carrie.</span> 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.”</p> - -<p><span class="smcap">Peter.</span> Call that wise! Gee, I never go to bed before -eleven.</p> - -<p><span class="smcap">Fanny.</span> I don’t believe Franklin ever said that. It -don’t say anything like that in our history book.</p> - -<p><span class="smcap">Teacher.</span> 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.</p> - -<p class="center noindent"><span class="smcap">Curtain</span></p> - -<p><span class="pagenum"><a id="Page_50"></a>[50]</span></p> - -<p class="right noindent"><span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span> <em>appear before the curtain</em>.</p> - -<p><span class="smcap">Any City.</span> But it is impossible that such a state of -affairs can ever exist in this land!</p> - -<p><span class="smcap">Education.</span> 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?</p> - -<p><span class="smcap">Any City.</span> 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.</p> - -<p><span class="smcap">Education</span> (<em>sternly</em>). The children I showed you -are the children of America; and would you train a -selected few to rule this land? If you say <em>yes</em>, then are -you a traitor to America. You would overthrow this -Democracy—the “government of the people, by the<span class="pagenum"><a id="Page_51"></a>[51]</span> -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.”</p> - -<p><span class="smcap">Any City.</span> You are right. I wish that you had shown -me a happier view of the future, however.</p> - -<p><span class="smcap">Education</span> (<em>eagerly</em>). 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.</p> - -<div class="blockquot"> -<p class="hang"><span class="smcap">Education</span> <em>leads, and</em> <span class="smcap">Any City</span> <em>eagerly follows her -behind the curtain</em>.</p> -</div> - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_52"></a>[52]</span></p> -<h2 class="nobreak" id="Eleventh_Glimmer_Educations_Dream"><span class="smcap">Eleventh Glimmer: Education’s Dream</span></h2> -</div> - -<div class="blockquot"> -<p class="hang"><em>When the curtain is raised, the stage is almost in darkness, -only the light of</em> <span class="smcap">Education</span>, <em>from the lamp -hung near the front, streams across the stage. A -searchlight should be arranged to suggest the brightening -of</em> <span class="smcap">Education’s</span> <em>light, turning the glimmer -into a broad gleam. Into this bright light march -those who are a part of</em> <span class="smcap">Education’s</span> <em>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</em>—<span class="smcap">Education’s</span> <em>dream—carry banners -showing who they are. As they march, they -sing.</em></p> -</div> - -<p class="center noindent p1"><span class="smcap">Order of Procession</span></p> - -<p>1. <em>Leader</em>, carrying American Flag.</p> - -<p>2. <em>Kindergartens</em>, 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.”</p> - -<p>3. <em>The Elementary Grades</em>:</p> - -<ul> -<li>2 First-Grade pupils.</li> -<li>2 Second-Grade pupils.</li> -<li>2 Third-Grade pupils.</li> -<li>2 Fourth-Grade pupils.</li> -<li>2 Fifth-Grade pupils.</li> -<li>2 Sixth-Grade pupils.</li> -</ul> - -<div class="blockquot"> -<p class="hang"><em>Some of above carry books and samples of work, showing -that there is no lack of books and materials provided;<span class="pagenum"><a id="Page_53"></a>[53]</span> -others carry Indian clubs, dumb-bells, footballs, -etc., showing that the physical welfare of the -child is considered.</em></p> - -<p class="hang"><em>After the elementary grades marches a boy bearing a -banner on which is printed: “Elementary Schools—From -6 to 12.”</em></p> - -<p class="hang"><em>Then follow the pupils representing the higher schools. -Each group carries objects suggesting its special -school activities.</em></p> -</div> - -<p>4. <em>The Junior High School</em>—From 12 to 15.</p> - -<p>5. <em>The Classical High School</em>—From 14 to 19.</p> - -<p>6. <em>The Technical High School</em>—From 14 to 19.</p> - -<p>7. <em>The Commercial High School</em>—From 14 to 19.</p> - -<p>8. <em>College</em>—From 18 to 22.</p> - -<p>9. <em>Extension School</em>—From 18.</p> - -<p>10. <em>Americanization</em>—For all.</p> - -<p class="right noindent"><em>As they march they sing.</em></p> - -<p class="center noindent p1">PROCESSIONAL: HYMN OF FREEDOM</p> - -<p class="center noindent">(Tune: “Stand up, stand up, for Jesus.”)</p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">Unfurl the flag of Freedom,</div> - <div class="verse indent0">Fling far the bugle blast</div> - <div class="verse indent0">There comes a sound of marching</div> - <div class="verse indent0">From out the mighty past.</div> - <div class="verse indent0">Let every peak and valley</div> - <div class="verse indent0">Take up the valiant cry,</div> - <div class="verse indent0">Where, beautiful as morning,</div> - <div class="verse indent0">Our banner cuts the sky.</div> - </div> - <div class="stanza"> - <div class="verse indent0">Free-born to peace and justice,</div> - <div class="verse indent0">We stand to guard and save</div> - <div class="verse indent0">The liberty of manhood,</div> - <div class="verse indent0">The faith our fathers gave.</div><span class="pagenum"><a id="Page_54"></a>[54]</span> - <div class="verse indent0">Then soar aloft, Old Glory,</div> - <div class="verse indent0">And tell the waiting breeze</div> - <div class="verse indent0">No law but Right and Justice</div> - <div class="verse indent0">Shall rule the seven seas!</div> - </div> -</div> -</div> - -<div class="blockquot"> -<p class="hang"><em>The procession forms a tableau toward front of stage. -The</em> <span class="smcap">Leader</span> <em>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</em>:—</p> -</div> - -<p class="center noindent p1"> -<span class="smcap">A Place for Every Child in the Public Schools</span><br> -<em>and</em><br> -<span class="smcap">Every Child in the Public School</span></p> - -<ul> -<li>Leader. Let us repeat our slogan.</li> -<li>All. Education for all!</li> -<li>Leader. One country!</li> -<li>All. The United States of America.</li> -<li>Leader. One language!</li> -<li>All. The English language.</li> -<li>Leader. One flag!</li> -<li>All. The Stars and Stripes.</li> -</ul> - -<p class="center noindent"><span class="smcap">Curtain</span></p> - -<p class="right noindent"><span class="smcap">Education</span> <em>and</em> <span class="smcap">Any City</span> <em>appear before the curtain</em>.</p> - -<p><span class="smcap">Education.</span> 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<span class="pagenum"><a id="Page_55"></a>[55]</span> -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?</p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">Were half the power that fills the world with terror,</div> - <div class="verse indent1">Were half the wealth bestowed on camps and courts,</div> - <div class="verse indent0">Given to redeem the human mind from error,</div> - <div class="verse indent1">There were no need of arsenals and forts.</div> - </div> -</div> -</div> - -<p>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!</p> - -<div class="blockquot"> -<p class="hang"><em>As</em> <span class="smcap">Education</span> <em>says, “Up! follow the gleam!” the -lights are turned off</em>. <span class="smcap">Education</span> <em>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</em>, <span class="smcap">Any -City</span> <em>resumes his chair, and when the lights are -turned on, is seen, as in the Prologue, fast asleep</em>.</p> -</div> - - - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<p><span class="pagenum"><a id="Page_56"></a>[56]</span></p> -<h2 class="nobreak" id="EPILOGUE">EPILOGUE</h2> -</div> - -<h3>THE GLEAM</h3> - -<p><span class="smcap">Any City</span> (<em>opening his eyes, as if waking from sleep</em>). -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. (<em>Picks up tax paper and opens it.</em>) 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.”</p> - - - - -<hr class="chap x-ebookmaker-drop"> -<div class="chapter"> -<div class="p4 transnote"> -<a id="TN"></a> -<p class="center noindent"><b>TRANSCRIBER’S NOTE</b></p> - -<p>Obvious punctuation errors have been corrected after careful -comparison with other occurrences within the text and -consultation of external sources.</p> - -<p>Some hyphens in words have been silently removed, some added, -when a predominant preference was found in the original book.</p> -</div> -</div> - -<div style='display:block; margin-top:4em'>*** END OF THE PROJECT GUTENBERG EBOOK THE LIGHT ***</div> -<div style='text-align:left'> - -<div style='display:block; margin:1em 0'> -Updated editions will replace the previous one—the old editions will -be renamed. -</div> - -<div style='display:block; margin:1em 0'> -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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