Front matter (continued 3)

In New Jersey, as in all parts of the East, conditions were and are different. The whole state was originally unbroken forest, and the task of the pioneers was to make room for fields and settlements. Nearly half our area (46 per cent) is still forest, though the greater part has been reduced to a woefully poor condition. Thus if our festival is to serve our needs, we will celebrate Arbor Day in such, a way that we shall learn to improve the forests we have rather than seek to make more; to protect and care for the trees we have as well as to plant more; to get rid of false impressions and broaden our understanding of the relations between tree life and human society.

New Jersey cannot spare more land for forests. She now has upwards of two million acres, and if we apply the rule that a state with 30 per cent of her area in forests is well off, we shall reduce the total to about a million and a half acres. But this will adjust itself; our present concern is to stop the waste of our forest resources and bring them to serve one of the most highly organized communities in the nation.

With respect to trees, as distinguished from forests, this intensive life and concentrated population make it imperative that cities and towns be provided with parks and as much street shade as possible. Thus there are two ample fields for study and work, the one dealing with trees and their social bearings, the other with forests and their economic relations.

The art of caring for trees is called arboriculture, and one who devotes himself to it an arborist. The art of producing and developing tree communities, or forests, is silviculture or forestry.

HOW TREES LIVE AND GROW

The intimate study of trees is full of interest. The sap, consisting of raw food material gathered by the root hairs from the soil, courses upward, through the newer wood cells of trunk and branch, to the leaves; there, under the action of sunlight, it is assimilated with carbon dioxide, and, so prepared as tree food, passes downward through the newer bark. Thus, the process never entirely suspended, even in winter, but varying in vigor with the seasons, the tree grows in stature by producing new shoots each year. No part of a tree that has concluded a season's growth is ever elongated, but remains fixed, and length is added to its terminal by the development of new buds. This is why a branch always remains at the height at which it started. On account of this fact the age of a tree or branch may be determined by counting back from the terminal one year for each section of development. On most deciduous trees this is hard to follow for more than a few years, but on the evergreens, which produce their branches in whorls, it is easy. On the other hand, diameter growth may continue indefinitely and is exhibited on any cross-section in a series of annual rings. A count of these rings will give the age of the tree at that point.

Other interesting things to know are the means by which trees support themselves upright, even in severe storms; how they support the weight of heavy branches; and how the various species differ in the form, color, texture of their bark. Then the flowers and fruits. Few people know that the early spring awakening of the silver maple is marked by the appearance of its flowers weeks before the leaves come out, or that pines and oaks have flowers at all. And so with the fruits: willows produce catkins; chestnuts, burs; elms, samaras; spruce, cones.

KNOWING THE TREES

And then one who is fond of trees will not be satisfied until he can recognize and name at least the commoner kinds. This is field work for many seasons, for the variations as well as the fixed characters must be observed, and there are at least a hundred species to be found in New Jersey. The student will soon want a handbook like Collins and Preston's "Key to Trees," but without that he will distinguish the two great groups—evergreen and deciduous. The evergreens are also called conifers because the fruit of most of them is a cone. Almost all are ornamental but none is suitable for the street. Their wood is commonly called soft, though that of many species is quite hard, and forms the great bulk of coarse lumber used for building, etc.

Deciduous trees are so called because their leaves fall at the beginning of winter. There are many more kinds or species of these than of evergreens and their forms and characters are more varied. A few have recognized values as shade trees; many more are interesting or attractive in the park or on the lawn; others are never found outside the forest. By way of contrast with that of the conifers, the wood of deciduous trees is called hard, though many kinds are quite soft, and the trees themselves hardwoods. Hardwood lumber is often very beautiful, and is used for many purposes besides furniture, but the world could better get along without it than without soft woods.

SHADE TREES

One is attracted to a noble oak, a graceful hemlock, a beautifully colored maple, and wants to live with it and its kind. This desire deserves to be satisfied, and can be satisfied by encouraging the planting of trees where they will reduce the glare and heat of city streets; on lawns and in parks they are more at home and can be treated so that the beauty of individuals and the values of groups or masses can be brought out. Especially should they find place upon every school ground so that the attention of the children may be constantly drawn to these hungry, thirsty, breakable, burnable, beautiful friends of man.

The kinds of trees that may be planted upon a city street are few, for the life is so hard that only the hardiest can stand it. If we name Norway Maple, Ginkgo, Sycamore, White Elm, Red Oak, the list of the best is exhausted. Others may often be planted where conditions are favorable, and for lawns and parks the list of availables is almost endless, but in any case the wisest course is to avoid novelties and get some one who is experienced to do the planting.

But more important than to plant a tree is to protect and develop one already in the right place. This applies especially to trees beside country roads. A newly planted tree has a precarious hold on life for several years, whereas an old one has survived many dangers. Let, therefore, the care of the trees that are found in place be the first concern. Guard them from all that may increase their infirmities, keep in check the insects that seek to destroy them, have their wounds attended to and their branches pruned where necessary. This is work for one who knows how, not for the butcher who "tops" a tree "to make it grow"; or for the "tree doctor" who uses cement without knowing whether it will do good or do harm. Reputable men can be found to do any work of this kind. Under wise direction there should be no hesitation about cutting down a tree that is in the way. In many places houses and streets are too much shaded.

The fundamental idea to be grasped is that every tree is an organism; in one view an individual, in another a community. We must satisfy at least its strongest requirements or it cannot live. To the extent that all are satisfied is the tree healthy and vigorous.

FORESTS

As with trees so with the tree communities called forests. Our duty in New Jersey is to improve the forests we have rather than to concern ourselves about getting more. Of course, waste land may be redeemed by planting with trees, but where there is a remnant of the old forest, nature can be trusted to bring another if she is given a fair chance. The forest secured in this way may not yield so much lumber as one that was planted, and it will not satisfy a forester, but it will answer our most immediate needs, and can be secured more quickly than any other.

And again, as with trees, let no one fear to have a forest cut off when its time comes. Forest trees were made for use and if they are not used as they mature, nature will get rid of them by decay. That this must be so will appear when one observes that in any piece of native woods room is made for young trees by the fall of old ones that have lived their term.

WHY FORESTS ARE GOOD

Nature clothed most of the habitable earth with forests of one kind or another and evidently meant that they should serve mankind. This they do by furnishing wood for shelter and for warmth (seven-eighths of the people of the world still use wood for fuel), by providing grateful shade in summer and protection from cold winds in winter, by preventing the soil on steep hillsides from being lost by erosion, by regulating the flow of streams. The contention that forests cause rainfall, or materially influence the climate of a country, is not established. The weight of evidence indicates that forests thrive in proportion to the rainfall rather than that the rain falls in proportion to the extent of forests. And in respect to stream flow we must distinguish between a mountainous or hilly country and a country that is flat; and whether the rain commonly falls in brief, heavy storms or in frequent gentle showers. For instance, we can say with assurance that in North Jersey a forested watershed will discharge a purer, more regular stream than one that is unforested, while in South Jersey the influence of the forest upon the streams is negligible.

THE FORESTS OF NEW JERSEY

As the climate of New Jersey is much the same in all parts, the character of our forests is determined chiefly by soil conditions. Fortunately we have a great diversity, and between the northern and southern sections, strong contrasts. The line separating these sections is nowhere sharply defined but is commonly assumed to run more or less irregularly from Long Branch to Salem.

The forests of North Jersey, supported by soils of considerable fertility, are almost universally of the mixed hardwood type common to the greater part of the central United States east of the Mississippi River. That is, they are composed of a variety of deciduous trees in which are many oaks, chestnut, beech, several maples, ashes, hickories, elms, birches, etc. As exceptions or variants to the type are swampy areas in which black spruce and hemlock are dominant, and sterile mountain crests bearing the pitch pine and scrub oak of the poorest South Jersey sands. This kind of forest, in which each species occupies the position to which it is best adapted, and from which therefore all competitors are excluded, is considered by ecologists the most highly developed vegetable society.

And about and among these forests is the most fully developed human society—villages, towns and cities.

Practically all these forests have been several times cut over and many times burned. Individual trees about settlements are often noble and imposing, and occasional groves of fine trees are found, but the forest is only a reminder of what it was—and a promise of what it may be.

In South Jersey the contrast with North Jersey is emphasized in every way. Instead of hills and valleys the land is level or gently rolling. Near the Delaware and at numerous points in the interior are fertile soils and thriving communities, but much of the territory is characterized by sand and forests of pine, with an undergrowth of scrub oak, often covering hundreds of thousands of acres. This condition justifies the common name of the region "The Pines," though variations in soil frequently give rise to considerable areas of tree oaks, and swamps of white cedar border many of the streams.

On the sandy land profitable agriculture is full of uncertainties; but forestry is not, for there the pitch pine, though burned almost to extinction by the fires that for years swept annually across the level reaches, persists and wherever given a few years' immunity from fire, sends up its arms of living green. Here is the great forest area of the state; one of those tracts fitted by nature to maintain trees of a single kind, or single class. These "pure" forests, so called in contrast to the mixed forests of richer regions, are found in the southern states, in the far North and in the Rocky Mountains. They are easily developed, easily logged, and always will be, as they now are, the chief source of the world's lumber supply.

FIRE

The key to the forest problem in New Jersey, as in every state, is the control of fire. A few years ago it was an undenied fact that more forest was destroyed by fire every year than by the ax. Burning the forest to make plow-land was justifiable when trees were an encumbrance, but the practice got us into bad habits. From being a servant, fire became a master. Without fires, we in New Jersey can and will have all the forest we need; with fires, that which is bad becomes worse.

The lesson for Arbor Day, and for every day, therefore, is to urge and require that no forest shall be burned. It is good fun to sit about a camp-fire, yet the danger that the fire will escape and do harm is great. Even a surface-fire that apparently burns only dry leaves, and is often set for that purpose, will kill the young trees that are just starting on the struggle for life. Fortunately New Jersey is getting her fires under control. Firewardens are located wherever there are forests; their duty is to prevent fires by every means possible, and if a fire is started they must summon men to put it out. The forests are already responding to this protection and proving their ability to take care of themselves when relieved of the frightful handicap that has been upon them for generations.

PRACTICAL FORESTRY

Though fire control will make a forest where conditions are favorable as here, the skill of a forester is needed to make it a good and a productive forest. Here is applied a knowledge that is more intimate than that which serves to recognize a tree or to provide for its physical well-being. The successful forester must be a practical scientist in many departments; must have executive ability and be a capable business man. All who cannot meet these requirements should be discouraged from seeking to make forestry their profession.

PARKS

Every urban community needs parks where those who live in close quarters can find fresh air. And a state with many cities must make it possible for the people to get into the open—not for an hour only, but for days and weeks. New Jersey can do this in the woodlands that are so near to most of the large cities. It is not always necessary that the state take title to the land; few owners object to reasonable use and almost all would gladly remove every restriction if they were assured that the privilege would not be abused.

The timber forests of continental Europe are universally used as great public parks. Good roads make all parts accessible and the tourists are so accustomed to behave themselves that no serious harm is done. We can have ample parks of this kind at no more cost than assuring the owners' material interests.

STATE AID

The state of New Jersey is prepared to help its citizens in any interest connected with the soil. The State Forester, Trenton, will advise individuals or communities regarding the care of shade trees and the planting or management of forests. The Agricultural Experiment Station, New Brunswick, and the Department of Agriculture, Trenton, will afford similar assistance upon any subject connected with farms, orchards or gardens. Anyone who wants to know about any of these subjects has the right to ask questions and to seek advice.

ARBOR DAY MAY BE OBSERVED BY PLANTING A HAMILTON GROVE

CHARLES A. PHILHOWER, SUPERVISING PRINCIPAL, WESTFIELD

The following fitting observance of Arbor Day, commemorating an historic incident in the life of Alexander Hamilton, was conducted in Mindowaskin Park, Westfield, April 12, 1918. The program took its origin from the following narrative:

Alexander Hamilton, in the year 1801, planted a grove of thirteen trees at his home, "Hamilton Grange," 143d Street, west of Convent Avenue, New York City. The trees were the liquidambar styraciflua, sweet or red gum, and were sent from the South. Each one of the thirteen trees was named for one of the thirteen original colonies. The group of trees was later known as the "Hamilton Grove." Martha Washington became greatly interested both in its upkeep and in its preservation.

The program was as follows.

The schools marched to the park with flags and assembled en masse.

As the flag was raised, the Star Spangled Banner was sung, a cornetist leading.

Address by Honorable Arthur N. Pierson.

Song, "Over There."

Planting of trees: Each of the thirteen grades, from the kindergarten through the twelfth grade, planted a tree. As the trees for the states were planted the following passages were read. When the New Jersey tree was planted the whole audience joined in the response.

Massachusetts

This tree we plant as a memorial to the great state of Massachusetts, noted for its patriots and its learning. As thy emblem, the pine tree, points to heaven, may thy ideals lead us on.

New Hampshire

Land of the Great Stone Face, look over these United States of ours with a watchfulness that will keep us true and steadfast in the cause of democracy.

Rhode Island

Grow, thou tree of life, as the spirit of religious liberty has grown in this broad land of ours.

Connecticut

As the famous Charter Oak kept thy government free and unmolested, so may the branches of this tree perpetuate to the world the constitution under which we as a nation live.

New York

The towering buildings of thy metropolis cry as they mount heavenward "Excelsior." May thy slogan be the slogan of our nation.

New Jersey

Proud are we of this the "Garden State of the Union." We love thee and the great Union of which thou art a part. For thee and our country we live and serve.

Pennsylvania

Live to the memory of thy founder, William Penn, father of peace and justice. This boon we would give to the world.

Maryland

Song—"Maryland, My Maryland."

Delaware

Long live the memory of this first state of the Union. May we show to the world, "In Union there is Strength."

Virginia

Home of the father of Our Country, to thee we dedicate this tree. Washington, give us that courage that held thee to the great cause of freedom.

North Carolina

The cypress tall and majestic is the tree of this state. Majestic may this country of ours stand among the nations of the world.

South Carolina

Like the palmetto which bends its branches over all who come to its shade, spread to all the benediction of life and liberty.

Georgia

Refuge of the oppressed. May the charity of thy founders characterize us as a nation.

Song, "America."

A record of the plantings was filed in the school. On each succeeding Arbor Day each class which planted a tree will see whether its tree is growing. Should the tree perchance have died, another will be planted in its place. Other trees than the sweet gum may be used in some localities with greater certainty of thriving.

SUGGESTIONS TO TEACHERS

K. C. DAVIS, FORMERLY OF STATE AGRICULTURAL COLLEGE, NEW BRUNSWICK

As the season of planting is upon us and all nature is preparing to show her most gorgeous dress, we should interest the pupil in ways of beautifying the school. There is not a school in the land that cannot be made better, and many of them may be improved very much. The pupils will take a great interest in the matter if they receive a little encouragement and leadership on the part of their teachers.

Beautify the school grounds. A woven wire trellis supporting a thrifty vine would be a splendid screen for unsightly outbuildings. Shrubs about the foundations of the school building, in the angles of walks, and in natural clumps in the corners of the grounds would add beauty to the school surroundings. A few plots not used for play nor for garden may be grassed. Never scatter the trees or shrubs openly about the lawn area. Better mass the shrubs in natural clumps in angles or foundations, walks and borders. Use the trees along boundary and division lines. Native trees and shrubs are always preferable to imported or exotic kinds.

PLANNING FOR ARBOR DAY

Arbor Day plans should be begun early and should include a number of lines of preparatory work.

Send for the bulletins first.

Draw plans of the grounds, measuring the lines and distances to make it somewhat accurate. If a class is assigned to this task the best map may be framed for the future use of the school. A passepartout binding, at least, may be used. This map may show the plan of planting for several years if there is more to be planted than can be done this year. The walks, buildings, clumps of shrubs, trees, school garden, playgrounds, etc., should all be shown.

This work may be done by arithmetic or geography classes. The arithmetic class may also find suitable dimensions for the corn-contest plots.

Have the reading classes read about birds, gardening, trees, lawns, weeds, etc. Use the newer words in spelling exercises. Let boys and girls both make bird-houses at home. These may be ready to put up on Arbor Day.

The corn testing and seed study should begin at once.

Trees, shrubs and seeds that are to be planted on Arbor Day, or soon after, should be ready in advance. The roots of trees and shrubs must be temporarily covered with soil to prevent drying out.

Some exercises in root grafting of apples may be carried out as described in two of the bulletins, 113 and 408.

Tools to be used in the planting of school grounds may be brought by pupils from their homes; the list available for the purpose should be made in advance.

Divide the students into suitable groups for the work, so that each will know his part.

Invite parents and home folks to the work of Arbor Day, and make it a community exercise. The men may come in the morning to work, and the women may come with lunch baskets at noon, both staying until the exercises are over.

Plan to have some one take pictures of the children and patrons while the improvement work is going on.

Do not forget to have some manure and good soil hauled in advance.

SUGGESTIVE PROGRAMS

I

1. Remarks by the teacher or a member of the school board on the value of teaching the useful and beautiful as well as the classical and historical.

2. Have five pupils stand together. The first pupil will read from this pamphlet or tell in his own way why we should all know more about trees; the second about insects; the third about weeds; the fourth about birds; and the fifth about corn.

3. Have five girls stand and each tell a few things about some useful bird.

4. Have a boy who has made a bird box tell how bird boxes are a protection to young birds, and how he made his.

5. Have a boy tell of some ways of destroying English sparrows, learned from U. S. Farmers' Bulletin 383.

6. Another boy should tell how to distinguish English sparrows from other sparrows and common birds.

7. Have some of the best tree planters tell how to plant a tree—preparation of soil, roots, pruning and actual planting.

Note. In any or all of these exercises pupils may get the subject matter from this pamphlet and from bulletins referred to in it. They may make note on paper of what they wish to say and speak from these notes. If the time for preparation be very short the points may be copied and read directly. Let each exercise be very short.

II

1. Announcement of outlines of contests in school or home gardening, corn growing, or other work the school may be planning, and the premiums offered for the contests and exhibits next fall.

2. Some pupils may tell of several benefits of trees and forests, or five pupils may stand together and each tell of one important benefit.

3. Have a pupil describe how to test seed corn by the individual ear method.

4. Have two pupils tell of the two types of insect moths, each telling how to control such insects.

5. Have a boy tell of three or four things necessary to improve the home lawn. (See U. S. Bulletin 248)

6. Have three pupils stand and each take one part

(a) Use of vines to beautify the grounds at school or home, naming some vines to use in certain places

(b) Use of trees in same way

(c) Use of shrubs in same way

THE VALUE OF OUR FORESTS

Few people ever think of a forest as a place to store water. Who would think that "the woods" hold water as well as a mill pond or a reservoir! But they do, although we cannot see the water they hold, except, perhaps, as a pool here and there; and yet this is one of the most important functions that a forest can perform.

All of us have noticed in walking through the woods how soft and springy the ground is. A thick carpet of leaves, twigs, and decayed wood covers the earth, sometimes to a depth of several feet. It is very porous, and it absorbs water like a sponge. When storms come and rain falls in torrents, it does not beat directly upon the ground under the trees because the raindrops first strike the leaves and branches above. The water then trickles gently down and soaks into the leafy carpet. If the forest is extensive a very large quantity of water is absorbed—enough to prevent floods except in extraordinarily long periods of rain. Gradually through the weeks and months that follow the absorbed water oozes out of low places as "springs," and it dashes merrily away in little brooks that continue to form creeks and rivers which flow peacefully and steadily out to sea.

If there are no trees, no leaves to break the beating rain, no spongy mold to hold the water when it falls, no matted roots to prevent washing, the big raindrops spatter upon the earth and quickly form rushing streams that wash the ground into gulleys. The bare earth absorbs some water, to be sure, but far less than the humus of the forest. If the rains are continued the rivers are soon filled beyond the capacity of their banks and they spread over the neighboring valleys, carrying devastation with them. After the heavy rains cease, the flood waters subside as suddenly as they had arisen and the streams dwindle to insignificance, sometimes completely drying up in a long, hot summer.

Thus it is that forests act as great reservoirs and aid in preventing disastrous floods and in maintaining the flow of streams at a rate that is nearly uniform all the year round.

Now let us see what use is made of the trees. The greatest of all is for firewood; but this is largely the decaying or faulty trees from the farmer's woodlot, the waste product of a lumber region, or from land that is cleared for cultivation. It is said that about 100,000,000 cords are used annually.

The greater part of the salable timber, however, is sawed into lumber, which is used in a variety of ways. The first and greatest use of lumber is for building houses, barns, sheds, outbuildings and fences.

Next comes furniture of all kinds—chairs, tables, beds, and all other house, office, and school furniture; musical instruments; vehicles of all kinds—wagons, carriages, buggies, and parts of automobiles; agricultural implements—plows, harrows, harvesters, thrashing machines, and other farm implements.

Car building is another great use for lumber—freight cars, passenger cars, and trolley cars. Other important uses for timber are as cross-ties, poles for telegraph and telephone lines, and "shoring" or supports in mines. Even more trees are used in the manufacture of paper than for these purposes. Then there are various small articles used in the home, such as spools, butter dishes, fruit crates, baskets, boxes, all kinds of tools, toys, picture frames, matches, pencils, clothes pins, toothpicks, etc. These are little things, but so many of them are used that they consume a great deal of wood. Next we derive tannic acid for tanning leather, turpentine and rosin, maple sugar, and many extracts used in making medicines.

So valuable are the forests that the whole nation is interested in preserving them. No one is benefited more by them than the farmer, and no one should be more interested in them.—U. S. Bureau of Education Bulletin, "Agriculture and Rural Life Day"

BIRDS

"The Study of Birds and Bird Life in the Schools of New Jersey," by Dr. Robert G. Leavitt, of the Trenton State Normal School, published by this Department, should be consulted.

BIBLIOGRAPHY

See Bibliography at end of monograph.

MEMORIAL DAY

May 30

THE SLEEP OF THE BRAVE

William Collins

MEMORIAL DAY

GEORGE C. BAKER, SUPERVISING PRINCIPAL, MOORESTOWN

SUGGESTIVE PROGRAM

Flag Salute

Song—"Battle Hymn of the Republic"

Story of Memorial Day

Stories from the battle-fields of 1861 and 1918, told by larger pupils, adult members of the community, or soldiers

"The Blue and the Gray"

Song—"Keep the Home Fires Burning"

"The Gettysburg Address"

"In Flanders Fields"

Song—"America" or "The Star Spangled Banner"

Preparatory to the making and carrying out of a Memorial Day program, the teacher, a group of pupils or some wide-awake member of the community should talk about the sacrifices made by the soldiers of our country during the different wars in which we have been engaged; what great principles they have fought for, and why we should honor their memory in the public schools of our land. Throughout the preparation and the execution of the program there should be a consciousness of the debt we owe to those who have fought and died for freedom's cause. The simplest program prepared in this spirit will be of lasting value to the children of the school and to the members of the community in which the exercises are held.

Pupils and teachers should talk over fully the kind of program to be given. Much responsibility should be placed upon the pupils for the making of the program. They should make all "projects" necessary for the carrying out of the program, and should invite all patrons and friends in the community.

The exercises should be a service truly commemorating the honored dead of our land.

ORIGIN OF MEMORIAL DAY

The observance of May 30 as Memorial Day had its official origin in an order issued in 1868 by General John A. Logan, then commander-in-chief of the Grand Army of the Republic. General Logan often said afterward that the issuing of that order was the proudest act of his life.

The strewing of flowers upon graves is old in some countries. It is said that the first decoration of graves of soldiers of the Civil War was done on April 13, 1862, by two little girls, daughters of a Michigan chaplain. They had been out gathering wild flowers, and, returning, came across a rough, unmarked mound which covered some northern boy.

One of the girls said: "Oh, let's put our flowers on this grave! He was a soldier boy." They knelt down and made garlands of flowers on that grave. This grave was in Virginia, not far from Mount Vernon. The next day they interested their family and friends in a plan to decorate all the graves, and the plan was carried out. Each year afterward, in May, they did the same wherever they happened to be. Others saw them and followed their example.

The later date of May 30 was chosen by General Logan so that flowers could be had in all the northern states.

From decorating the graves of soldiers the custom has extended to the graves of all who have relatives or friends to remember them. In time the soldiers will be forgotten, but the custom of decorating graves with flowers will doubtless continue for many generations to come. The spirit which prompts it is a noble one, which should ever be cherished.

Two years after the close of the Civil War the New York Tribune printed a paragraph simply stating that "the women of Columbus, Mississippi, have shown themselves impartial in their offerings made to the memory of the dead. They strewed flowers alike on the graves of the Confederate and of the National soldiers."

Whereupon the North thrilled with tenderness and Francis Miles Finch was inspired to write his moving lyric "The Blue and the Gray," which has become the credo of the Festival.

In a famous address, Chauncey M. Depew related the occurrence with felicity: "When the war was over in the South, where under warmer skies and with more poetic temperaments symbols and emblems are better understood than in the practical North, the widows, mothers, and the children of the Confederate dead went out and strewed their graves with flowers; at many places the women scattered them impartially also over the unknown and unmarked resting-places of the Union soldiers. As the news of this touching tribute flashed over the North it roused, as nothing else could have done, national amity and love and allayed sectional animosity and passion. Thus out of sorrows common alike to North and South comes this beautiful custom."

The incident, however, produced no practical results until in May, 1868, Adjutant-General N. P. Chipman suggested to National Commander John A. Logan, of the Grand Army of the Republic, that their organization inaugurate the custom of spreading flowers on the graves of the Union soldiers at some uniform time. General Logan immediately issued an order naming the 30th day of May, 1868, "for the purpose of strewing with flowers or otherwise decorating the graves of comrades who died in defense of their country during the late rebellion, and whose bodies now lie in almost every city, village, or hamlet churchyard in the land.... It is the purpose of the commander-in-chief to inaugurate this observance with the hope that it will be kept up from year to year while a survivor of the war remains to honor the memory of the departed."

The idea spread rapidly. Legislature after legislature enacted it into law until the holiday has become a legal one in all states. In some of the southern states an earlier date is usually chosen.

THE REVEILLE[F]

Bret Harte

THE BLUE AND THE GRAY

Francis Miles Finch

RECESSIONAL

Rudyard Kipling

BATTLE HYMN OF THE REPUBLIC

Julia Ward Howe

We have scattered our floral tributes today over the graves of the patriotic dead. These frail mementos of affection will soon wither, but let not the memory of these martyrs fail to inspire in us a purer, holier life! The roll-call brings to mind their faces and their deeds. They were faithful to the end. The weary march, the bivouac, the battle are still remembered by the survivors. But your line, comrades, is growing slenderer every year. One by one you will drop out of the ranks, and other hands may ere long strew your grave with flowers as you have done today in yonder cemetery. When mustered in the last grand review, with all the veterans and heroes of earth, may each receive with jubilant heart the Great Commander's admiring tribute "Well done!" and become with Him partaker of a felicity that is enduring and triumphant!

E. P. Thwing

Of all the martial virtues, the one which is perhaps most characteristic of the truly brave is the virtue of magnanimity. That sentiment, immortalized by Scott in his musical and martial verse, will associate for all time the name of Scotland's king with those of the great spirits of the past. How grand the exhibitions of the same generous impulses that characterize this memorable battle-field! My fellow-countrymen of the North, if I may be permitted to speak for those whom I represent, let me assure you that in the profoundest depths of their nature, they reciprocate that generosity with all the manliness and sincerity of which they are capable. In token of that sincerity they join in consecrating, for annual patriotic pilgrimage, these historic heights, which drank such copious draughts of American blood, poured so freely in discharge of duty, as each conceived it—a Mecca for the North, which so grandly defended, a Mecca for the South, which so bravely and persistently stormed it. We join you in setting apart this land as an enduring monument of peace, brotherhood, and perpetual union. I repeat the thought with emphasis, with singleness of heart and of purpose, in the name of a common country, and of universal liberty; and by the blood of our fallen brothers, we unite in the solemn consecration of these hallowed hills, as a holy, eternal pledge of fidelity to the life, freedom, and unity of this cherished Republic.

John B. Gordon

From "Gettysburg: A Mecca for the Blue and the Gray"

Our fathers ordained that in this Republic there should be no distinctions; but human nature is stronger than laws and nothing can prevent this people from showing honor to all who have deserved well of the country. Every man who has borne arms with credit has earned and is sure to receive a special measure of regard. And it is our peculiar privilege to remember that our armies and navies, regular and volunteer, have always been worthy of esteem ... the Grand Army of the Republic—soldiers and citizens whom the Republic delights to honor.

John Hay

Let no vandalism of avarice or neglect, no ravages of time, testify to the present or to the coming generations, that we have forgotten, as a people, the cost of a free and undivided Republic.

John A. Logan

We honor our heroic and patriotic dead by being true men, as true men by faithfully fighting the battles of our day as they fought the battles of their day.

David Gregg

AFTER THE GREAT COMPANIONS!

The race has not run out.

We are still men, and worthy of our fathers.

That is what Memorial Day 1919 says to us.

Not in pride nor vain boasting but in fearful and solemn humility we speak, for it is our dead that prompt us. They, our kin and blood, were not afraid to die.

When the Destroyer came, the obscene Dragon, with breath of poison gas, eyes of hell fire, and teeth of steel, they did not shrink, our brothers, but played the man, and struck, and dying struck again, and flung their shredded bodies into the breach, and "filled the gap up with our English dead."

We are of such.

We put our arms around our dead, and hold them proudly up to God, and glory before all men that this is our breed.

The lies of the Accuser are disproved. His slanders fall from us. We are not slaves of greed, money grubbers, soft and lily-livered. We know how to suffer and to die. We, too, can follow the gleam.

O Greeks of Marathon, room for us! Through Chateau Thierry and the wood of Argonne we have come up to stand by your side, and dare to call you Brothers.

You Five Hundred of Balaklava, meet these boys from Kansas and New York, who also rode blithely into the valley of death. They are your kind.

You men of Bunker Hill, of Gettysburg and of San Juan, place! place for these, our neighbors' sons, our friends and playmates!

For them also the laurel, and the royal requiem! For them the Cross of Honor, and the Divine Halo!

They are ours! Ours! Dear God, we will be worthy of them. Thus cries the poet of America:

"Allons! After the great Companions, and to belong to them!

"Allons! through struggles and wars!

"Have the past struggles succeeded?

"What has succeeded? yourself? your nation? Nature?

"Now understand me well—it is provided in the essence of things that from any fruition of success, no matter what, shall come forth something to make a greater struggle necessary.

"Allons! the road is before us!"

Dr. Frank Crane

THE SERVICE FLAG

The service flag is not an official flag of the United States Government. The idea was, so far as we are advised, an entirely novel one, the credit for the conception of which appears to be due to R. L. Queisser, of Cleveland, Ohio, who designed and patented the present flag. It has, however, taken such firm root in popular sentiment and has been of such beneficial influence that it is officially recognized, and everyone who is entitled to fly it is encouraged and urged to do so.

Mr. Queisser was formerly captain of the machine gun company, 5th Ohio Infantry (now 145th United States Infantry), from which he was retired because of an accident. He thus states the origin of the flag:

"Shortly after April 6, 1917, when war with Germany was declared, the thought came to me that both of my sons, who were still officers in the guard, would again be called out, and I wondered if I could not evolve some sign or symbol by which it might be known that they were away in their country's service, and one which would be to their mother a visible sign of the sacrifice her sons were making. The inspiration of the service flag came to me in that manner."

Official U. S. Bulletin

THE SERVICE FLAG

Josephine M. Fabricant

I HAVE A SON[G]

Emory Pottle

IN FLANDERS FIELDS[H]

John McCrae

AMERICA'S ANSWER

R. W. Lillard

AMERICAN SENTIMENTS

It is a fearful thing to lead this great, peaceful people into war, into the most terrible and disastrous of all wars, civilization itself seeming to be in the balance. But the right is more precious than peace, and we shall fight for the things which we have always carried nearest our hearts—for democracy, for the right of those who submit to authority to have a voice in their own governments, for the rights and liberties of small nations, for a universal dominion of right by such a concert of free peoples as shall bring peace and safety to all nations and make the world itself at last free.

To such a task we can dedicate our lives and our fortunes, everything that we are and everything that we have, with the pride of those who know that the day has come when America is privileged to spend her blood and her might for the principles that gave her birth and happiness and the peace which she has treasured. God helping her, she can do no other.

Woodrow Wilson

We came into this war for ourselves. It is a war to save America, to preserve self-respect, to justify our right to live as we have lived, not as some one else wishes us to live. It is more precious that this America shall live than that we Americans should live.

Franklin K. Lane

No nation has a right to its freedom if it is unwilling to fight for the freedom of others, and for its own.

The cost of war is not to be measured in money. It is in the slow paid price of the human heart—in the blood drops, one by one.

Charles C. Gordon

BIBLIOGRAPHY

See Bibliography at end of monograph.

FLAG DAY

June 14

THE STARS AND STRIPES

It is not a painted rag. It is a whole national history. It is the Constitution. It is the Government. It is the free people that stand in the Government, on the Constitution.

Henry Ward Beecher

FLAG DAY

HANNAH H. CHEW, PRINCIPAL CULVER SCHOOL, MILLVILLE

The great war has brought more forcibly to us a realization of the necessity for training the youth of our land to a greater respect for, and a fuller knowledge of our national emblem.

Wherever the flag floats, children must be taught to love it and to respect its significance.

New Jersey long ago required that the flag be displayed on school buildings, and the flag salute be given daily, but no statute can make certain that the spirit of the law is emphasized.

The teachers of the children of the state bear the responsibility of training for patriotism, and the future of democracy depends upon the patriotic ideals nurtured in the public schools. We shall have more patriotic observances than formerly and one of those which we shall celebrate with more interest will be Flag Day.

The date authorized to be observed as Flag Day comes so near the close of the school year that it may well be used as a special occasion on which pupil and parent join in paying tribute to our national emblem.

Flag Day can be made the occasion of raising a new flag, or of taking a collection to provide silk flags or a patriotic picture for the classrooms, thus giving parents an opportunity to contribute to the patriotism of the school. If a new flag is to be presented to the school, Flag Day will be a most appropriate time to receive it, and exercises can be conducted partly or altogether out-of-doors. On the playground all pupils can take part in marches and drills suitable to their grades. In order to have the best effects, some uniformity of costume is best. Any movements uniformly done in mass are pleasing, and teachers can adapt marching figures to their own playground with good effect. The purpose of the teacher of the primary grades should be to awaken love and reverence for the flag and to instill loyalty into the minds and hearts of the children.

In the higher grades children should not only be trained to show love and respect for the flag, but should understand their duty toward their country. They should study the flag, its history, its significance, its various forms and uses, the correct ways of displaying it, and the proper manner of raising and lowering it.

The flag of our state should also be taught, together with its history.

It is a part of our school law that the flag salute shall be a part of the daily program. It is the duty of the teacher to interpret the meaning and the spirit of the salute to the pupils, not neglecting the correct pronunciation of the words. The salute should never be carelessly repeated, but should be given in a serious manner, and only after children have been called to standing position.

In the making of a program, attention should be given to current events. The best of the popular songs may be sung. (Be sure they are the best.) Current literature will furnish some prose and poetry suitable for the occasion. A real, present-day note should always be sounded. The same program should not be used year after year, but the material should be selected anew each time, though some repetition in the use of standard recitations and national songs is to be expected.

A scrap-book kept for suitable material will be a valuable aid to the teacher. Such a scrap-book can be made by using large envelops, fastening them at the bottom within a cardboard cover, and labelling each envelop according to its contents. As additions are made to the songs, poems, programs, etc., a catalog of the contents can be kept on the outside of the envelop. It will be best to mount recitations on heavy paper in order to preserve them longer.

SUGGESTIVE PROGRAMS

PRIMARY GRADES

Opening remarks by teacher in charge

Singing by school, "America"

Recitation, "Our Flag" (by May Howlister), First grade pupil

Recitation, "Your Flag and my Flag" (by Wilbur D. Nesbit), Fourth grade pupil

Song, "Our Country's Flag" (by Florence L. Dresser)

Flag Drill, All pupils

Presentation of new flag, Member of Parent-Teacher Association

Flag Salute, Entire audience: "I pledge allegiance to my flag, and to the Republic for which it stands; one Nation, indivisible, with Liberty and Justice for all"

Song, "The Star Spangled Banner"

GRAMMAR GRADES

Remarks by teacher or pupil in charge

Song, "The Star Spangled Banner," School, led by school orchestra

Oration, "Flag Day Address" (by President Wilson), Eighth grade boy

Recitation, "The Name of Old Glory" (by James Whitcomb Riley)

Song, "The Unfurling of the Flag" (by Clara Endicott Sears)

"Why we should love the Flag" (Best original speech by grade pupil)

Recitation, "Old Flag" (by Hubbard Parker)

Song, "We'll Keep Old Glory Flying" (by Carleton S. Montanye)

Flag drill and grand march, All pupils of grades 5, 6, 7, 8

Presentation of new flag by father of pupil

Flag Raising

Flag Salute: "I pledge allegiance to my flag and to the Republic for which it stands; one Nation, indivisible, with Liberty and Justice for all"

Song, "America"

BRIEF HISTORY OF THE AMERICAN FLAG

On the 2d of July, 1776, the American Congress resolved "that these united colonies are, and of right ought to be, free and independent states; and that all political connection between us and the states of Great Britain is, and ought to be, totally dissolved." On the 4th of July a Declaration of Independence was adopted by the Congress, and sent out under its authority, to announce to all other nations that the United States of America claimed a place among them. On this 4th of July the nation was born. Its flag, the visible symbol of its power, was not adopted till 1777.

On the 14th of June, 1777, Congress resolved "that the flag of the thirteen United States be thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new constellation."

The national flag—our national flag—grew in the most direct way out of the banners that had waved over the colonists. The flag of the United Colonies had thirteen stripes, one for each colony, and the stripes were alternate red and white. This part of the old flag remained unchanged in the new one. Each colony retained its stripe.

The flag of the colonies, in its union, had displayed the king's colors. There was now no longer a king in America, but a new Union had arisen—a Union of Thirteen States—no longer a Union of kingdoms. The union of the old flag had been the crosses of St. George and St. Andrew conjoined on a blue field. The new union was a circle of silver stars in a blue sky—"a new constellation."

The flag of the United States was derived from the flag of the United Colonies in the simplest and most natural manner. The old flag had expressed the hopes and aspirations of thirteen colonies which had united in order to secure justice from their king and fellow-countrymen in England. The new flag expressed the determined resolve of the same thirteen colonies—now become sovereign states—to form a permanent Union, and to take their place among the nations of the world. They were no longer Englishmen; they were Americans.

Many suggestions have been made to account for the appearance of stars or of stripes in the new flag. It seems unnecessary to seek for any explanation other than the one that has just been given. The old flag of the United Colonies expressed the feelings and aspirations of the revolted English colonists. They were willing to remain as subjects of the English king, but they had united to secure justice. The new flag expressed their firm resolve to throw off the yoke of England and to become a new nation. The symbols of each flag exactly expressed the feeling of the men who bore it.

There is a resemblance between the colors and symbols of the new flag and the symbols borne on the coat of arms of General Washington that is worthy of remark. General Washington was a descendant of an English family, and his ancestors bore a coat of arms that he himself used as a seal, and for a book-plate.

It has been supposed that the stars of the American flag were suggested by the three stars of this coat of arms, and this is not impossible. General Washington was in Philadelphia in June, 1777, and he is said to have engaged Mrs. John Ross, at that time, to make the first flag, though this is not absolutely certain.

However this may be, it is known that the American flag of thirteen stars and of thirteen stripes was displayed at the siege of Fort Stanwix in August, 1777; at the battle of Brandywine on September 11; at Germantown on the 4th of October; at the surrender of the British under General Burgoyne on October 17. The flag had been adopted in June of the same year. The vessels of the American navy flew this flag on the high seas, and their victories made it respected everywhere....

The treaty of peace between England and the United States was signed (at Paris, France) on September 3, 1783. This was the acknowledgment of Great Britain of the independence of her former colonies; and the other nations of Europe stood by consenting. Our flag was admitted, at that time, on equal terms with the standards of ancient kingdoms and states, to the company of the banners of the world....

In April, 1818, the Congress passed "An Act to Establish the Flag of the United States":

"Section I. Be it enacted, etc., That from and after the fourth day of July next, the flag of the United States be thirteen horizontal stripes, alternate red and white; that the Union have twenty stars, white in a blue field.

"Section II. And be it further enacted, That on the admission of every new state into the union, one star be added to the union of the flag; and that such addition shall take effect on the fourth of July next succeeding such admission. Approved, April 4, 1818."

No changes (other than the addition of new stars) have been made in the national flag since 1818. The stars have been added, one by one, until in 1898 there are forty-five in all. Every state has its star; each of the original thirteen states has its stripe.

So long as the United States exists the flag will remain in its present form, except that new stars will be displayed as the new states come in. It will forever exhibit the origin of the nation from the thirteen colonies, and its growth into a Union of sovereign states.

Edward S. Holden

MAKERS OF THE FLAG

This morning, as I passed into the Land Office, The Flag dropped me a most cordial salutation, and from its rippling folds I heard it say: "Good-morning, Mr. Flag-Maker."

"I beg your pardon, Old Glory," I said, "aren't you mistaken? I am not the President of the United States, nor a member of Congress, nor even a general in the army. I am only a Government clerk."

"I greet you again, Mr. Flag-Maker," replied the gay voice. "I know you well. You are the man who worked in the swelter of yesterday straightening out the tangle of that farmer's homestead in Idaho, or perhaps you found the mistake in that Indian contract in Oklahoma, or helped to clear that patent for the hopeful inventor in New York, or pushed the opening of that new ditch in Colorado, or made that mine in Illinois more safe, or brought relief to the old soldier in Wyoming. No matter; whichever one of these beneficent individuals you may happen to be, I give you greeting, Mr. Flag-Maker."

I was about to pass on, when the Flag stopped me with these words:

"Yesterday the President spoke a word that made happier the future of ten million peons in Mexico; but that act looms no larger on the flag than the struggle which the boy in Georgia is making to win the Corn Club prize this summer.

"Yesterday the Congress spoke a word which will open the door of Alaska; but a mother in Michigan worked from sunrise until far into the night, to give her boy an education. She, too, is making the flag.

"Yesterday we made a new law to prevent financial panics, and yesterday, maybe, a school teacher in Ohio taught his first letters to a boy who will one day write a song that will give cheer to the millions of our race. We are all making the flag."

"But," I said impatiently, "these people were only working!"

Then came a great shout from The Flag:

"The work that we do is the making of the flag.

"I am not the flag; not at all. I am but its shadow.

"I am whatever you make me, nothing more.

"I am your belief in yourself, your dream of what a people may become.

"I live a changing life, a life of moods and passions, of heartbreaks and tired muscles.

"Sometimes I am strong with pride, when men do an honest work, fitting the rails together truly.

"Sometimes I droop, for then purpose has gone from me, and cynically I play the coward.

"Sometimes I am loud, garish, and full of that ego that blasts judgment.

"But always I am all that you hope to be, and have the courage to try for.

"I am song and fear, struggle and panic, and ennobling hope.

"I am the day's work of the weakest man, and the largest dream of the most daring.

"I am the Constitution and the courts, statutes and the statute makers, soldier and dreadnaught, drayman and street sweep, cook, counselor, and clerk.

"I am the battle of yesterday, and the mistake of tomorrow.

"I am the mystery of the men who do without knowing why.

"I am the clutch of an idea, and the reasoned purpose of resolution.

"I am no more than what you believe me to be and I am all that you believe I can be.

"I am what you make me, nothing more.

"I swing before your eyes as a bright gleam of color, a symbol of yourself, the pictured suggestion of that big thing which makes this nation. My stars and my stripes are your dream and your labors. They are bright with cheer, brilliant with courage, firm with faith, because you have made them so out of your hearts. For you are the makers of the flag and it is well that you glory in the making."

Franklin K. Lane

THE NAME OF OLD GLORY[I]

James Whitcomb Riley

WE'LL KEEP OLD GLORY FLYING

Song

Carleton S. Montanye

OUR COUNTRY'S FLAG

Song

Florence L. Dresser

OLD FLAG

Hubbard Parker

THE UNFURLING OF THE FLAG

Song

Clara Endicott Sears

YOUR FLAG AND MY FLAG

Wilbur D. Nesbit

OUR FLAG

Mary Howlister

This flag, which we honor and under which we serve, is the emblem of our unity, our power, our thought and purpose as a nation. It has no other character than that which we give it from generation to generation. The choices are ours. It floats in majestic silence above the hosts that execute those choices, whether in peace or in war. And yet, though silent, it speaks to us—speaks to us of the past, of the men and women who went before us, and of the records they wrote upon it.

We celebrate the day of its birth; and from its birth until now it has witnessed a great history, has floated on high the symbol of great events, of a great plan of life worked out by a great people. We are about to carry it into battle, to lift it where it will draw the fire of our enemies. We are about to bid thousands, hundreds of thousands, it may be millions, of our men—the young, the strong, the capable men of the nation—to go forth and die beneath it on fields of blood far away....

Woe be to the man, or group of men, that seeks to stand in our way in this day of high resolution, when every principle we hold dearest is to be vindicated and made secure for the salvation of the nations. We are ready to plead at the bar of history, and our flag shall wear a new luster. Once more we shall make good with our lives and fortunes the great faith to which we were born, and a new glory shall shine in the face of our people.

Woodrow Wilson

From Flag Day Address, June 14, 1917

STORY OF THE "STAR SPANGLED BANNER"

In the War of 1812, when an attack was being made upon Fort McHenry, Mr. Key and his friend were on board an American vessel just in sight of the enemy's fleet and the flag of Fort McHenry. They remained on board all through the night, holding their breath at every shell that went careering over among their countrymen in the fort, and every moment expecting an explosion.

Suddenly the firing ceased, and as they had no connection with the enemy's ships they could not find out whether the fort had been abandoned, or the siege given up. For the remainder of the night they paced to and fro upon the deck in terrible anxiety, longing for the return of the day, and looking every few moments at their watches to see how long they must wait for it.

Light came at last, and they could see that our flag was still there. At length they were told that the attack had failed and that the British were re-embarking.

The words of the "Star Spangled Banner" were written by Mr. Key, as he walked the deck in the darkness and suspense.

In less than an hour after it went into the printer's hands it was all over town, was hailed with joy, and at once took its place among our national pieces.

Ferdinand Durag, an actor, saw it, and catching up a volume of flute music, he whistled tune after tune; at length, he chanced upon one called "Anacreon in Heaven," and as note after note fell from his lips, he cried, "Boys, I've hit it!" Then, taking up the words, there rang out for the first time the "Song of the Star Spangled Banner." How the men shouted and clapped!

The actor sang it in public. It was caught up in camps, sung around bivouac fires, and whistled in the streets. When peace was declared and the people scattered to their homes, it was sung around thousands of firesides.

THE STAR-SPANGLED BANNER

Francis Scott Key

A man came from Europe to this country, and went to Cuba in 1867. He was arrested as a spy, court-martialed and condemned to be shot. He sent for the American and English consuls, and proved to them that he was not a spy. They went to one of the Spanish officers and said, "This man you have condemned to be shot is an innocent man." The Spanish officer said, "The man has been legally tried by our laws and condemned, and the law must take its course and the man must die." The next morning the man was led out; the grave was already dug for him, the black cap was put on him, the soldiers were there ready to receive the order "Fire," and in a few moments the man would be shot and put in that grave. Then the American consul took the American flag and wrapped it around the prisoner, and the English consul took the English flag and wrapped it around him, and they said to those soldiers, "Fire on those flags if you dare!" Not a man dared. Why? There were two great governments behind those flags.

Let us love our flag, because behind it is "the greatest of the best and the best of the great of all governments."

I have told the story of the making of an American. There remains to tell how I found out that he was made and finished at last. It was when I went back to see my mother once more and, wandering about the country of my childhood's memories, had come to the city of Elsinore There I fell ill of a fever and lay many weeks in the house of a friend upon the shore of the beautiful Oeresund. One day when the fever had left me they rolled my bed into a room overlooking the sea. The sunlight danced upon the waves, and the distant mountains of Sweden were blue against the horizon. Ships passed under full sail up and down the great waterway of the nations. But the sunshine and the peaceful day bore no message to me. I lay moodily picking at the coverlet, sick and discouraged and sore—I hardly knew why myself. Until all at once there sailed past, close in shore, a ship flying at the top the flag of freedom, blown out on the breeze till every star in it shone bright and clear. That moment I knew. Gone were illness, discouragement and gloom! Forgotten weakness and suffering, the cautions of doctor and nurse. I sat up in bed and shouted, laughed and cried by turns, waving my handkerchief to the flag out there. They thought I had lost my head, but I told them no, thank God! I had found it, and my heart, too, at last. I knew then it was my flag; that my children's home was mine, indeed; that I also had become an American in truth. And I thanked God, and, like unto the man sick of the palsy, arose from my bed and went home, healed.

Jacob A. Riis

From "The Making of an American"

THE FLAG GOES BY

Henry Holcomb Bennett

RULES FOR FLAG ETIQUETTE

In no case should the flag be permitted to touch the ground, nor should it be marred by advertisements, nor desecrated on the stage.

For indoor decorations the flag should only be used as a drapery; it should not be used to cover a bench or table, or where anything can be placed upon the flag.

No words, figures, pictures or marks of any kind should be placed upon the flag.

When our national flag and state or other flags fly together, or are used in decoration, our national flag should be on the right.

Whenever possible the flag should always be allowed to fly in the breeze from a staff or mast, but if it should be necessary to fasten it to the side of a building or platform, it should hang with the blue field at the upper left hand corner. If hung where it can be seen from both sides, the blue field should be toward the east or north.

The correct salute to the flag as required by the regulations of the United States army is:

Standing at attention, raise the right hand to the forehead over the right eye, palm downward, fingers extended and close together, arm at an angle of forty-five degrees. Move hand outward about a foot, with a quick motion, then drop it to the side.

The oath of allegiance to the flag, adopted by the N. S. D. A. R., and by our military schools, the Boy Scouts and other organizations, and which should be taught in all our public schools is:

"I pledge allegiance to my flag, and to the Republic for which it stands: one Nation indivisible, with liberty and justice for all."

When the colors are passing on parade or in review, the spectator should, if a man or boy, stand at attention and uncover.

When the "Star Spangled Banner" is played, all present should rise and stand at attention until the ending.

When the flag is displayed at half mast, for mourning, it is lowered to that position from the top of the staff. It is afterward hoisted to the top before it is finally lowered.

When the flag is flown at half staff as a sign of mourning it should be hoisted to full staff at the conclusion of the funeral.

When used on a bier or casket at a funeral, the stars should be placed at the head.

Our most important holidays (when the flag should be displayed at full staff) are: Lincoln's Birthday, February 12; Washington's Birthday, February 22; Arbor Day; Memorial Day, May 30; Flag Day, June 14; Independence Day, July 4; Columbus Day, October 12; Thanksgiving Day, and State Day.

The flag should not be hoisted before sunrise or allowed to remain up after sunset.

At "retreat," sunset, civilian spectators should stand at "attention" and the men should remove their hats during the playing of the "Star Spangled Banner." Military spectators are required by regulation to stand at "attention" and give the military salute.

When the national colors are passing on parade, or in review, spectators should, if walking, halt, and if sitting, rise and stand at attention, the men removing their hats.

BIBLIOGRAPHY

See Bibliography at end of monograph.

BIBLIOGRAPHY

BIBLIOGRAPHY

KATHARINE B. ROGERS, REFERENCE LIBRARIAN, STATE LIBRARY

HOLIDAYS AND FESTIVALS IN GENERAL

Armstrong, W. C. Patriotic poems of New Jersey. New Jersey Society Sons of the American Revolution

Bacon, Corinne, comp. One thousand good books for children. Wilson[J]

Bates, E. W. & Orr, W. Pageants and pageantry. Ginn

Bemis, K. I., Holtz, M. S. & Smith, H. L. Patriotic reader. Houghton

Broadhurst, Jean & Rhodes, Clara L. Verse for patriots. Lippincott

Chambers, R. Book of days. Lippincott

Chubb, Percival. Festivals and plays. Harper

Craig, Mrs. A. A. The dramatic festival. Putnam

Davis, H. C. ed. Three minute declamations for college men. Hinds

Davis, H. C. ed. Three minute readings for college girls. Hinds

Deems, E. M. Holy-days and holidays. Funk

Dynes, S. A. Socializing the child. Silver Burdette (Chapters VII and VIII for teachers' reading)

Horsford, I. M. Stories of our holidays. Silver Burdette

Mackay, C. D. How to produce children's plays. Holt

Mackay, C. D. Patriotic plays and pageants. Holt

Mackay, C. D. Plays of the pioneers. Harper

McSpadden, J. W. Book of holidays. Crowell

Needham, M. M. Folk festivals. Huebsch

Olcott, F. J. ed. Good stories for great holidays. Moffat

One hundred and one famous poems. Cable

Patten, H. P. The year's festivals. Estes

Paulsson, Emilie. Holidays songs and everyday songs and games. Milton Bradley Co.

Rice, S. S. Holiday selections. Penn

Schauffler, R. H. ed. Our American holiday series. Moffat Separate volumes on Arbor Day, Flag Day, Lincoln's Birthday, Memorial Day, Thanksgiving, Washington's Birthday

Stevenson, B. E. Days and deeds. Baker & Taylor

Stevenson, B. E. Home book of verse. Holt

Thorp, J. & Kimball, R. Patriotic pageants of today. Holt

Watkins, D. E. & Williams, R. E. The forum of democracy. Allyn

OPENING EXERCISES

McNaught, M. S. Training in courtesy. (U. S. Bureau of Education bulletin no. 59, 1917)

COLUMBUS DAY

Brooks, E. S. The true story of Christopher Columbus. Lothrop

Colombo, Fernando. The discovery of America; from the Life of Columbus by his son. (Old South Leaflets, vol. 2, no. 29)

Fiske, John. The discovery of America. 2 vols. Houghton

Irving, Washington. Columbus; his life and voyages. (Heroes of the Nation Series)

Mackie, C. P. With the Admiral of the ocean sea; a narrative of the first voyage to the western world, drawn mainly from the diary of Columbus. McClurg

Moores, C. W. Life of Christopher Columbus for boys and girls. Houghton

Seelye, Mrs. E. E. The story of Columbus. Appleton

Trenton State Normal School—Junior Class. Columbus Day; a dramatic festival. (Manuscript at Trenton State Normal School Library)

Winsor, Justin. Christopher Columbus, and how he received and imparted the spirit of discovery. Houghton

THANKSGIVING DAY

Kellogg, A. M. How to celebrate Thanksgiving and Christmas. Penn

Schauffler, R. H. ed. Thanksgiving. Moffat

Schell, S. Thanksgiving celebrations. Werner.

Sindelar, J. C. Thanksgiving entertainments. Flanagan.

Trenton State Normal School. Thanksgiving Day. Crowell Publishing Co. (Woman's Home Companion)

LINCOLN'S BIRTHDAY

Andrews, Mary R. S. The perfect tribute. Scribner

Arnold, I. N. Life of Abraham Lincoln. McClurg

Baldwin, James. Four great Americans, Washington, Franklin, Webster, Lincoln. American Book Co.

Brooks, E. S. The true story of Abraham Lincoln. Lothrop

Brooks, Noah. Abraham Lincoln, and the downfall of American slavery. Putnam

Coffin, C. C. Abraham Lincoln. Harper

Gordy, W. F. Abraham Lincoln. Scribner

Hill, F. T. Lincoln, the lawyer. Houghton

MacKaye, Percy. Lincoln centenary ode. Macmillan

Moores, C. W. Life of Abraham Lincoln for boys and girls. Houghton

Morgan, James. Abraham Lincoln, the boy and the man. Macmillan

Morse, J. T. Abraham Lincoln. 2 vols. Houghton

Nicolay, J. G. Boy's life of Abraham Lincoln. Century

Nicolay, J. G. Short life of Abraham Lincoln. Century

Nicolay, J. G. & Hay, John. Abraham Lincoln. 10 vols. Century

Nicolay, J. G. & Hay, John. Complete works of Abraham Lincoln. 2 vols. Century

Putnam, M. L. Children's life of Abraham Lincoln. McClurg

Robinson, L. E. Abraham Lincoln as a man of letters. Reilly

Rothschild, Alonzo. Lincoln, master of men. Lane

Schauffler, R. H. ed. Lincoln's Birthday. Moffat

Schurz, Carl. Abraham Lincoln. Houghton

Selby, Paul. Anecdotal Lincoln. Thompson

Tarbell, I. M. Life of Abraham Lincoln. 2 vols. Doubleday

Whipple, Wayne. The story-life of Lincoln. Winston

WASHINGTON'S BIRTHDAY

Brooks, E. S. The true story of George Washington. Lothrop

Carrington, H. B. Washington, the soldier. Scribner

Ford, P. L. The true George Washington. Lippincott

Ford, W. C. George Washington. Small

Hapgood, Norman. George Washington. Macmillan

Haworth, P. L. George Washington: farmer. Bobbs-Merrill

Headley, J. T. Washington and his generals. Scribner

Hill, F. T. On the trail of Washington. Appleton

Irving, Washington. Life of George Washington. 8 vols. Putnam

Irving, Washington. Washington and his country. ("Life" abridged for schools) Ginn

Kellogg, A. M. How to celebrate Washington's Birthday. Penn

Lodge, H. C. George Washington. 2 vols. Houghton

MacKaye, Percy. Washington, the man who made us. Knopf

Schauffler, R. H. ed. Washington's birthday. Moffat

Scudder, H. E. George Washington. Houghton

Seawell, M. E. Virginia cavalier. Harper

Seelye, Mrs. E. E. Story of Washington. Appleton

Sindelar, J. C. Washington day entertainments. Flanagan.

Trent, W. P. Southern statesmen of the old régime. Crowell

van Dyke, Henry. Americanism of Washington. Harper

Whipple, Wayne. Story-life of Washington. 2 vols. Winston

ARBOR DAY

Revell, E. I. Arbor Day exercises for the schoolroom. Educational Publishing Co.

Schauffler, R. H. ed. Arbor Day. Moffat

Skinner, C. R. Arbor Day manual. Bardeen

MEMORIAL DAY

Andrews, M. P. The American's creed and its meaning. Doubleday

Hale, E. E. The man without a country

Revell, E. I. Memorial Day exercises for the schoolroom. Educational Publishing Co.

Schauffler, R. H. ed. Memorial Day. Moffat

United States Committee on Public Information. Battle line of democracy

FLAG DAY

Canby, George & Balderston, Lloyd. Evolution of the American flag. Ferris & Leach

Harrison, P. D. The stars and stripes and other American flags. Little, Brown & Co.

Holden, E. S. Our country's flag and the flags of foreign countries. Appleton