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Show vest In men and women who will fall Into one of the above classes. These things must be Implanted In the character char-acter of theao who come to you that they may shun the wrong. Second Teach love for the country, theoretically. Tell them to love their America, a. Make much of the flag. Have them give the salute dally. Have It floating over the school grounds. They may not roallzo that though It la but an emblem, It 1b working on their emotional attitude toward the country, b. Eulogize our national Institutions. Make much of tho fact that we are a republic. That some day they are to have the ballot Teach Its sacred-nt88. sacred-nt88. Show the rulershlp of tho people peo-ple and the service of the public offl- PATRIOTISM IN PUBLIC SCHOOLS THEME OF ADDRE9S BY REV. G. W. MoCREERY. Teachers and Students Aeoemble at Flr6t Congregational Church at 4 O'clock. I I At a meeting of the Teachers' association as-sociation yo9terday afternoon at tho First Congregational church, Rov. O.. 1 W. McCrcery addressed the students and teachers, his theme being: "Patriotism "Pa-triotism in the Public Schools." He said: I There are three influences that touch the child lifo In a teaching way. They are the home, the church and tho public school. Bach Is more or less successful, each falls some. At least I In spite of tbem all, some children grow up to be harmful cltizons. devoid clal. Teach them that they arc to be kings and rule. Urge them" to purpose to be JuBt kings, upright sovereigns and faithful rulers. Teach tho Importance Impor-tance of rectitude In the civic life. . Honor our great men, especially those who are dead. Show that they woro govorned by the loftiest of motives. mo-tives. That they woro good men. That thev kept the laws of the land. Show their incorruptibility. It is woll to show also the. fato of tho traitor. Teach thorn to hato tho corrupt. There are some example In history. Third But thirdly, teach them to submerge the' prlvato interest to tho good of atl, even at a sacrifice. The soldiers who have fought for the country coun-try are to bo commended not because they died, for many of them did not die. They arts to bo commended because be-cause thev offered their Ilvos for tho sake of the country. They lived In the conflict that their nation might live So we must live In our daily duties even at the cost of.llfo, that the nation may exist. This Is the key that will unlock the doors to good citizenship. citi-zenship. It Is the key of unselfishness. The good of all first, oven II the Individual Indi-vidual must curb himself. Liberty is the opposite license. Show them that they must keep tho law of tho homo for the nood of all. Have tham recognize rec-ognize that law and order Is necessary for the school room for the good of all and Insist on Impartial obadieneo, to prevent anarchy. So, cause them to reallie that obedience to tho laws of the land are good for all. That one must do his clvio duty, to prevent anarchy an-archy and rnln. The stato gives government, gov-ernment, protection of righto and property. prop-erty. These are the citizens' first rights and he must not Insist that secondary sec-ondary ones shall take tholr places. Therefore tho private good or gain must he put under the joneral good, the rlghta of the many. Show that tho little duties that may sown a burden, must be done In the spirit of tho soldier sol-dier who saortaced for his country. All these things mutjt be tauaht, not among other things of patriotism. It is our purpose this afternoon to discuss dis-cuss this situation and ask and try to answer the question, "How may Patriotism Pa-triotism be taught in tho Public Schools?" In our discussion we assume as-sume that patriotism should bo taught In tho publlo schools. It is an institution institu-tion of the state. Pupils are under obligation ob-ligation to the state for their education and it has a right to expect that they should come out of the public schools with an ideal of citizenship that will make them good cltlaens, intelligent, productive and law abiding. But in part there is a failure. It is best to face tho fact that we may be better. All those Institutions tha: are moulding the life of the child should study the problem from tho standpoint of an Incomplete success. First There is the child that comes out of tho public schools a criminal. You have clearly seen that he Is headed head-ed that way. You have tried to halt him but he has gone from bad to worsy and you have said: "If he does not stop he will 6top In the penitentiary." I do not think that it is the fault of tho publlo school, but tho home in most cases, but the public, school should bo able to handle the problem, If it does its full duty to the Btate. Second Then there Is perhaps a greater number who work the government govern-ment In petty ways of graft. It is considered perfectly right to steal from the government, to slight the work that may be done for the state, to beat tho contracts and steal the public domain. To hew just over the mark, but still on the wrong elde. . Third But greater than nil Is that class of citizens J,who"'are corrupt In their civic dutieB. They may not real- that they may learu it mentally, but that they may come to do It That It mav be woven Into tho texture of citizenship. citi-zenship. Get It into their habits and you will seo that the return is sure. Your work is a great ono,'but your opportunity op-portunity is also great. You have the prefect and must prevail, though w pupils under your direct Influence for a longer time than has tho parents. We look to you for the work that must be done. May God bless you. ise it but they are very unpatriotic, a. Tho first Is the criminally Indifferent. Indiffer-ent. They do not attend the primary, nor lift the iolce in favor of that which they really believe. Sometimes they vote, sometimes! But the state would go to ruin if it were dependent upon them for safety.- Their evil .Is one of omission, b. Then there are those who are active In party politics, but at the behest of the boss and they to their extent are bosses. The party Is above state. It is "My party right or wrong, but my party" with them. They know that their leaders are corrupt, but sav that it is necessary for success. suc-cess. There may he deals with corrupt influences, but they approve, that they may win. They vote the ticket straight, regardless. They make the machine possible. Perhaps they get something out of the corruption barrel, to pay for their-time. They deserve severo rebuke. Tho third tvTe U "the interest" and Its friends. , Thoso stand for tho wants of the corporation or Individual first, the rights of the people and the stato afterward. This is the most subtle and the strongest influence for corruption cor-ruption that we have in tho state. These classeB of citlzons are the unpatriotic. un-patriotic. They are "undesirable citizens," citi-zens," If you will. We need a patriotism patriot-ism that will make these things impos-1 impos-1 sible. It is not the noise mado on the Fourth of July or the amount of cheering cheer-ing done at political gatherings that Indicates patriotism, i Now the problem is this To so i train the children and youth of the 1 land that they will grow up to be citizens citi-zens who will lo their civic duties, ' and do them right and that they will ! be law-abiding and Incorruptible in , all their actions. How Is this to be done First Teach honesty and integrity, truthfulness and uprightness. This la I the root , of the situation. Develop I character. You have many opportuni-! opportuni-! ties. Insist that In their play about the school grounds, or in games be-! be-! tween schools that nothing under- handed shall count The one who wins by deceit has not really won. It Is not good sport to win by trickery. I think that this is very important. To run In players, who do not really belong be-long there, is to lay the foundation for future crime. To play underhandeJly ' is the preparation that leads to under-1 under-1 handed business and crime. Take advantage ad-vantage of tho temptation to steal in grades and Information In examinations to show that to do so Is to foster the practice upon the citizenship of the future. Show that its principle is criminal. crim-inal. I am told that the number of students' In the high school, that filch Information in examinations Is almost all inclusive. That there is a spirit In1 the student body that fosters It; If this is true, if my Information is correct we are going to reap the har- j |