ΧΙ THE LAW OF LOYALTY Good Americans are Loyal If our America is to become ever greater and better, her of life; full of courage and regardful of their honor. 1. I will be loyal to my family. In loyalty I will gladly obey my parents or those who are in their place and show them gratitude. I will do my best to help each member of my family to strength and usefulness. 2. I will be loyal to my school. In loyalty I will obey, and help other pupils to obey those rules which further the good of all. 3. I will be loyal to my town, my state, my country. In loyalty I will respect, and help others to respect, their laws and their courts of justice. 4. I will be loyal to humanity. In loyalty I will do my best to help the friendly relations of our country with every other country, and to give to everyone in every land the best possible chance. If I try simply to be loyal to my family, I may be disloyal to my school. If I try simply to be loyal to my school, I may be disloyal to my town, my state, and my country. If I try simply to be loyal to my town, state, and country, I may be disloyal to humanity. I will try above all things else to be loyal to humanity; than I shall surely be loyal to my country, my state, and my town, to my school and to my family. And those who obey the law of loyalty obey all of the other ten laws of The Good American. HISTORICAL NOTE The Hutchins morality code was awarded the Donor's prize of $5000 in the National Morality Codes Competition, 1916, for the best Children's Code of Morals, the judges being Professor George Trumbull Ladd, of Yale University; Justice Mahlon Pitney, of the Supreme Court of the United States; and President Mrs. Phillip North Moore, of the National Council of Women. All the states participated, and the competition was under the auspices of the Character Education Institution. PART IV LITERATURE AND LIFE IN THE HOMELAND The present-day teacher of literature devotes her time and her skill to creating situations that will foster keen observation, understanding, and appreciation of literature, rather than in spending the valuable literature period "hearing recitations" or "reading around the class." Any activity growing out of the study of a selection, any graphic representation of facts, conditions, or principles, or any application of these facts to other subjects studied will help to make permanent some of the ideas and ideals of literature, besides developing in the pupil initiative, judgment, and discrimination. The pupils will perhaps be ready to suggest or to accept the sugges tion made by the teacher that the study of Part IV become a project in American literature. The purpose of the project will be to promote comprehension, appreciation, and enjoyment of the selections. The project will be made up of a series of problems, each with a specific purpose and involving various activities such as preparing to read the selection for the pleasure of the group; reporting on outside reading; making outlines, graphs, and recording data; illustrating by means of posters, cartoons, drawings; dramatizing; or any other activity suggested by the group. Each problem may be summarized in a graphic chart; at the close of the project these charts may be bound, making an interesting record of the pupil's progress and achievement. AN INTRODUCTION (page 333) The teacher and the class may read and talk over the Introduction so that the pupils will get an idea of Part IV as a whole and be encouraged to observe and use judgment in seeing the selections as parts of that whole. As the teacher reads the Introduction certain ideas may be listed by the pupils, either upon the blackboard or in their notebooks, emphasizing or fixing points which the teacher wishes the pupils to gain. The list may take some such form as the following; or, the outline may be placed upon the blackboard and used as the basis for an informal discussion after the reading. I. Characteristics of literature A. "Knows neither place nor time" (page 333, lines 1-2) (a) Seasons, Nature, life and death (page 333, lines (b) Love, justice, ideal government (333, lines 4-7) 2. No bounds of language, nationality, or centuries (page 333, lines 7-24) B. A form of history of nations (page 333, line 25; page 334, line 26) 1. Record of their achievements and failures (page 334, lines 1-2) 2. Reasons for these deeds found in letters, speeches, poems, dramas, etc. (page 334, lines 2-4) 3. Revealing the soul of a people (page 334, lines 4-26) II. The twofold province of literature A. Record of world heroes that belong to all nations (page 334, line 29 to page 335, line 7) 1. Fairy tales, Beowulf, Ulysses, etc. B. Record of national heroes 1. Study of American history enriched by the study of American literature (page 335, lines 8-27) III. Divisions of Part IV A. American scenes and legends (page 335, lines 30-33) B. American literature of lighter vein (page 335, line 33 to page 336, line 4) C. American workers and their work (page 336, lines 4-19) AMERICAN SCENES AND LEGENDS SONG OF THE CHATTAHOOCHEE (page 337) Problem I. To see how Nature appeals to a poet and how he interprets what he sees; to experience the poet's feelings and to read the poem to make others experience the same thoughts and feelings. SUPERVISED STUDY Any stream might have inspired the same thought in the poet as did the Chattahoochee and a reader might get the spirit of the poem without |