America First.
by Various.
FOREWORD
America First was the central thought in President Wilson"s address to the Daughters of the American Revolution on the twenty-fifth anniversary of their organization--their Silver Jubilee--in Washington, D. C., October 11, 1915. The president declared in this address that all citizens should make it plain whether their sympathies for foreign countries come before their love of the United States, or whether they are for America first, last, and all the time. He a.s.serted, also, that our people need all of their patriotism in this confusion of tongues in which we find ourselves over the European war.
The press throughout the country has taken up the thought of the President and, seconded by the efforts of the Bureau of Education, has done loyal work in making "America First" our national slogan. This is all good so far as it goes--especially among the adult population, many of whom must be educated, if educated at all, on the run. But the rising generation, both native-born and foreign, to get the full meaning of this slogan in its far-reaching significance, must have time for study and reflection along patriotic lines. There must be the right material on which the American youth may settle their thoughts for a definite end in patriotism if our country is to have a new birth of freedom and if "this government of the people, by the people, and for the people is not to perish from the earth." The prime and vital service of amalgamating into one h.o.m.ogeneous body the children alike of those who are born here and of those who come here from so many different lands must be rendered this Republic by the school teachers of America.
The purpose of this book is to furnish the teachers and pupils of our country, material with which the idea of true Americanism may be developed until "America First" shall become the slogan of every man, woman, and child in the United States.
ACKNOWLEDGMENTS
Acknowledgments for permission to use copyrighted and other valuable material in this volume are hereby tendered to authors and publishers as follows:
To President Woodrow Wilson for his three addresses "America First,"
"The Meaning of the Flag," and "Neutrality Proclamation."
To Secretary Franklin K. Lane for his speech on "The Makers of the Flag."
To William Jennings Bryan and his publishers, Funk and Wagnalls Company, New York and London, for extracts from his address on "The Patriotism of Peace."
To Archbishop Ireland for extracts from his address on "The Duty and Value of Patriotism."
To George L. Schuman and Company, publishers of _Modern Eloquence_, Chicago, for the following extracts and addresses: "Our Country," by William McKinley; "Our Reunited Country," by Clark Howell; "The Blue and the Gray," by Henry Cabot Lodge; "A Reminiscence of Gettysburg," by John B. Gordon; "The New South," by Henry W. Grady; and "The Hollander as an American," by Theodore Roosevelt.
To A. C. b.u.t.ters for the address on "Washington," by John W. Daniel, from _Modern Eloquence_ published by George L. Schuman and Company.
To Henry Watterson, Louisville, Kentucky, for the extracts from his lecture on Abraham Lincoln.
To E. Benjamin Andrews and to his publishers, Fords, Howard and Hulbert, for the extracts from his lecture on Robert E. Lee.
To J. B. Lippincott Company, Philadelphia, for the poem by Thomas Buchanan Read, "The Rising in 1776."
To Charles Scribner"s Sons, New York, for the poem by Henry van d.y.k.e, "America for Me," and also for the extract from the poem "Wanted," by J.
G. Holland.
To The Bobbs-Merrill Company, Indianapolis, for the poem by James Whitcomb Riley, "The Name of Old Glory."
To Henry Holcomb Bennett for his poem ent.i.tled, "The Flag Goes By."
To Christopher Sower Company, Philadelphia, for the poem by Edward Brooks, ent.i.tled "Be a Woman."
The selections from the poems of Ralph Waldo Emerson, Henry Wadsworth Longfellow, James Russell Lowell, and Bayard Taylor are used by permission of and special arrangement with Houghton Mifflin Company, the authorized publishers of the works of those authors.
The thanks of the author are also extended to Nelson Warner, Katherine M. Cook, Mrs. L. R. Caldwell, Belvia Cuzzort, W. R. Hood, and Dr.
Stephen B. Weeks of the Bureau of Education, for valuable a.s.sistance in the compilation of this work.
THE CONTINENTAL CONGRESS
A DRAMATIZATION
[Ill.u.s.tration: SIGNING THE DECLARATION]
INTRODUCTION
This dramatization of the Continental Congress portrays the spirit of the times during the period of the American Revolution. It deals princ.i.p.ally with the debates for and against the Declaration of Independence; it is a summary of the grievances, struggles, sacrifices, and victories of the colonies from the enactment of the obnoxious Stamp Act by the British Parliament to the resignation of George Washington as commander-in-chief of the American army.
In the construction of a drama covering such a heroic period and relating to events so momentous, all of which must pa.s.s in review before us within an hour and a half"s time, it is necessary to exercise a certain dramatic license. The historical literalist, like the scriptural literalist, makes the letter kill the spirit of the truth. After all, it is not the dry facts, dates, and mechanics of history that are of greatest importance; it is the fundamental principles, causes, and effects underlying the events as well as the spirit of the times, that are of first consideration.
Any modification of historical fact in this dramatization has been made only to give a fuller meaning to the great facts of history touched upon therein. It is the period of the American Revolution that is to be portrayed, as already stated--not alone those memorable days of June and July, 1776, during which the debates on the Declaration of Independence took place. For example, Patrick Henry was a member of the First and the Second Continental Congress, though not a member at the time the Declaration of Independence was debated, Washington was a member of the First Continental Congress, but Jefferson was not. Congress was a changing body in its membership then as is our Congress to-day.
Jefferson declares that Patrick Henry was the man who put the ball of the American Revolution in motion. Not to give Henry a place in this dramatization would be like the play of "Hamlet" with Hamlet left out.
It must be remembered that no record was made of the debates in the Continental Congress as is done verbatim by expert reporters in Congress to-day and published in the Congressional Record. Therefore, the speeches herein have been adapted from such sources as Paine"s "Separation of Britain and America," Webster"s "Supposed Speech of John Adams," "Wirt"s Supposed Speech of Patrick Henry," Alexander H.
Stephens"s "Corner Stone Speech," Webster"s "Supposed Speech of Opposition to Independence," and Sumner"s "True Grandeur of Nations."
The dialogue between Jefferson and Adams is taken from a letter of John Adams to Timothy Pickering, dated August 6, 1822. The speeches of Stephens and Sumner are paraphrased to suit the times to which they are here applied.
Great care has been exercised to place each of the leading characters in these debates on the side in which he _at that time_ conscientiously believed. In the roll call in this drama on the vote for independence, the history of each colony has been thoroughly studied so as to bring out the changed att.i.tude of the people of the various colonies toward independence, as well as of certain members of the Continental Congress on this question.
The scenes of Washington and his army just before the battle of Long Island, the tableau of The Spirit of "76, and Washington"s resignation as commander-in-chief of the army, are introduced not alone for their psychological effect on the dramatization proper, but for their own worth in teaching patriotism.
With twenty-nine leading characters the dramatization can be well staged. But if fifty-five characters are available--the number who signed the Declaration, and if there is room for so many, so much the better, except as the number of performers is increased there will be an additional expense for costumes.[1] It may be given as a reading lesson without costumes; it may be given so as a drama; but it is a greater success given in costumes.
Those who take part in this dramatization should be costumed as nearly like the characters they represent as possible. As a rule, wigs can be rented for this purpose at a reasonable cost, and it will not be difficult to dress in the style of the Revolutionary period--buckle shoes, silk stockings, knee pants, ruffled shirt, and the conventional coat of the time.
The same freedom must be permitted and exercised in carrying out this dramatization, that marked the actors in the Continental Congress itself in its stormy debates and noisy sessions. Immediately following the close of each speech there should be a clamor for recognition on the part of the delegates, but the president will be careful to recognize the proper person so as to make the play move without any hitch. As each speaker proceeds there should be a reasonable number of interruptions by applause or dissenting voices so as to play both sides as strongly as possible.
The parliamentary procedure must not be followed too strictly or it will kill the interest in the play on the part of the public. It must be given with dispatch and dramatic effect to make a happy hit.
These debates may be considered as an oratorical contest with prizes awarded accordingly if so desired. It adds interest to the work.
It is hard to tell in which years of school work it is best to give this dramatization--whether in the grammar grades, in the high school, or in the college, for it is within the understanding of grammar grade boys; it is not too elementary for young men in the high school; and it is profound enough for the best thought and the best efforts of college students. If given by grammar school boys and high school young men, it will have a wholesome influence in training for a better citizenship at an opportune time. If presented by college, university, and normal school students it will give those who are fitting themselves for teaching a valuable lesson in methods. If it were given by every grammar school, high school, college, university and normal school, on every Chautauqua platform, and by every patriotic society in the United States on Washington"s Birthday and other patriotic occasions, and then repeated on the Fourth of July every year for the next decade it would do much towards combating that dangerous "aggressive hyphenated Americanism," that has sprung up in our country and whose baneful effects it will take much earnest teaching to obliterate. When all native-born children of foreign parentage, and when all citizens of foreign birth know the story of the struggle and sacrifice by which our country rose to her proud station it will make them feel "that they are Americans among Americans; that they are part of America and have a share and a duty toward American inst.i.tutions." May it also cause those native-born Americans who have become luke-warm in their love of country, careless of its honor, and negligent in its defense to awake to their duty with a spirit to do their duty before it is too late. May it make of every one of us a truer American "by being wholly and without reserve, and without divided allegiance, and with emphatic repudiation of the entire principle of "dual nationality," an American citizen and nothing else."
_In their ragged regimentals Stood the old Continentals, Yielding not, When the grenadiers were lunging.
And like hail fell the plunging Cannon shot; When the files Of the isles, From the smoky night encampment, bore the banner of the rampant_ _Unicorn;_ _And grummer, grummer, grummer, rolled the roll of the drummer_ _Through the morn!_