Christianizing the social studies

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CHRISTIANIZING THE SOCIAL STUDIES

by Sister Margaret Alacoaue Murphy

Submitted in partial fulfillment of the requirements for the Master of Science degree in Education at the New Jersey State Teachers College at Newark April, 1951

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UMI Number: EP11166

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Contents

Chapter I

II

III IV

V VI

Page INTRODUCTION............................... 1 A. Underlying Philosophy................. 1 B. Purpose of Experiment................. 3 PROCEDURE.................................. 7 A. Organization of Class into a Civics Club. 7 B. Integration of Civics Club with Catholic Civics Club of America and with Society for the Propagation of the Faith....... 7 C. Attitudes and Concepts Test............ 8 D. Class Agreement on Integrating Theme.... 9 9 E. Content of Course..'..................... 1. Character Building................. 9 2. Civics.............................. 11 3. History............................ 17 Ip. Geography........................... 32 F. Development of Theme in Actual Teaching. J>6 1. Broadening Horizons................ 3& 2. Historical Background.............. Ip2 3. Daily Meditation........ ... ....... lj.2 1].. Personal Striving forCharacter Traits to be Acquired........ Ip2 5. Class Leadership in Playground...... 14-3 6. Monthly Assembly Programs........... Ip3 A SAMPLE WEEK'S LESSONS Content and Procedure for Week........... lflp-63 DESCRIPTION OF TRIPS, CLUBACTIVITIES, CHAR­ ACTER BUILDING LESSONS SHOWING HOW THESE RE­ LATED TO THEME............................... 61|-8lp ANALYSIS OF PRETESTS ANDRETESTS.............. 8lj.-a-b EVALUATION....................................85 A. Favorable Outcomes....................... 85 B. Unfavorable Outcomes..................... 87 C. Conclusions.............................. 88 BIBLIOGRAPHY................................. 89-9 O PUPIL STUDY ACTIVITIES....................... 91-92 APPENDICES: A. Sample Character Building Lessons........ 93-115 B. Sample Civics Lessons....................116-128 C. Sample History Lessons...................129-136 D. Sample Geography Lessons.................139-1^8 E. Revolution Pretest and Retest........... llp9-l53 F. Attitudes Pretest and Retest............ 154-158 G. Pupil Documents........................ l59_l60

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CHAPTER I

INTRODUCTION

A.

Underlying Philosophy of the Experiment

In scrutinizing the causes of failure in modern edu­ cation as a directive force in the present and after-school lives of their students, teachers unanimously agree that a lack of constructive philosophy is remarkably evident.

The

various theories of education are either too exaggerated in idealism or fatalistically inundated in materialism. Such one-sidedness loudly testifies to the ignoring of the purpose of life and the consequent inadequate preparation of the children for their role in it.

Appealing only to the

humanistic or naturalistic aspect in man, these so-called nsystems of education*’ fall far short in educating for the complex demands of our existence. The accent on the individual in the ’’child-centered” school, or the over-emphasis of the significance of the community in the ’’socialistic” school, both represent ex­ tremes in their point of view which if properly evaluated would coalesce and function together. The true concept of the child, then, is the ”whole

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child," in his spiritual, intellectual, and physical poten­ tialities.

Clearly, in his encyclical, The Christian Edu­

cation of Youth, Pope Pius XI., defines the total subject of educational endeavor:

"In fact it must never be forgotten

that the subject of Christian education is man whole and en­ tire, soul united to body in unity of nature, with all his faculties natural and supernatural, such as right reason and revelation show him to be; man, therefore, fallen from his original estate, but redeemed by Christ and restored to the supernatural condition of adopted son of God, though without the preternatural privileges of bodily immortality or per­ fect control of appetite.

There remain, therefore, in human

nature the effects of original sin, the chief of which are weakness of will and disorderly inclinations."^ Realizing that she has the correct view of the child as expressed by the Holy Father, should not the religious teacher question whether or not she is permitting her knowl­ edge of the child and his needs to permeate every teaching period of the day?

Is she merely relegating the Christian

Idea and Ideal to the religion lesson in the morning?

Should

she not utilize the manifold opportunities of classroom liv-

Pope Pius XI., "Subject of Education," Christian Education of Youth, New York, The Paulist Press, 1929, P»23

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ing for more specific formation of the Christlike man and wo­ man of society?

Considerations such as these challenge to

more realistic and consistent integration.

B.

Purpose of Experiment

With the recognition of the problem to be solved, namely the application of Christian principles to everyday living of the pupils in school and out, comes the concomitant question as to which subject fields possess the most valuable possibil­ ities.

Logically the social studies, namely the areas of

man's relationships to God, to himself, and to society, offer the best media for experiment with the validity of the prin­ ciples to be tested.

The classroom becomes a ”social stud­

ies laboratory” where the acquisition of attitudes, concepts, and skills indicative of the Christian Way of Life is at­ tempted in motivated and purposeful activity. At best, however, the ”laboratory” or classroom provides a narrow or artificial atmosphere for living.

Therefore, the

child’s environment broadened to include his community, state, nation, and, finally, the world, comprised the other inte­ grating factor in the educational experiment undertaken. means of visual materials, trips, visits, interviews, and vicarious experiences, the pupil explored his surroundings

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By

for present and future citizenship.

Definitely, the daily

’’learning situations” were replete with circumstances favor­ able to Christian interpretation of living together in jus­ tice and charity. In the following experiment which was planned along the foregoing teaching pattern, the need for an inspiring or ani­ mating idea was met by the adaptation of Father Keller’s the­ ory of "bringing Christ to the market place" to our own ed­ ucational adventure.

Accordingly, from his book, You Can

Change the World, was borrowed the vivifying theme, "We Can Change the World." Besides the over-all topic or theme to which all the activities of the semester were related, the class partici­ pated in a monthly recurring religious program.

The group,

appealing to the school by assembly or public address per­ formance in behalf of devotion to Our Lady of Fatima, inter­ ceded for the welfare of the world according to the terms which Mary has stipulated. The third outstanding feature of this Christianizing program was the explicit training of the pupils in the moral virtues, particularly those of Prudence and Justice as basic to good citizenship and virtuous Christian living.

This step

was the actual utilization of the natural for the develop-

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ment of the supernatural. Briefly, "Christianizing the social studies" constituted a more determined effort on the part of the pupils to live in the presence of God, Our Loving Father, imitating in their human way the principles taught and practiced by Christ, the Divine Son.

It included also a deepening of the concept of

"Christian social living" awakening a more lively sense of responsibility to their class, neighborhood, city, state, country and world. The democratic organization of the class, the integra­ tion of the social studies subjects, and the spiritual moti­ vation of behavior were the basic contributing factors. Before commencing the organization of procedure and content, a list of objectives was drawn up: To present a tentative approach to the integration of the history, geography, and civic content of Grade Seven with increased emphasis on religious interpretation and applica­ tion. To increase awareness on the part of the teacher of the educational necessity of pupil participation in purposeful learning activities. To facilitate pupil development in the sphere of human relations by means of the acquisition of correct attitudes,

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concepts, and skills attuned to his individual growth. To encourage thoroughly realistic teaching on the part of the religious teacher, who, in imitation of the Master Teacher, Christ, will utilize the "little things" of every­ day living for effective citizenship in this world and eter­ nal happiness in the next. To make our social studies program so explicitly Christcentered that a higher type of conscientious Christian will necessarily evolve. Finally, so to equip our pupils mentally and morally that their public and private lives will reflect to the world the virtues taught by Christ and specifically command­ ed by Him for the salvation of mankind.

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CHAPTER II

PROCEDURE

A.

Organization of Class into a Civics Club

The first step in the attempt to integrate character training and social studies activities was the formation of the class into a democratic unit.

Candidates were nominated

and elected, and meetings were conducted according to parlia­ mentary procedure. signed them.

Committees were formed and duties as­

Some pupils undertook at once the care of such

details as the arrangement and content of bulletin boards, while others volunteered the preparation of reports on mater­ ial pertaining to the contributions of early peoples.

The

assumption of responsibility on the part of the leaders and the apparent willingness of the rest of the class to cooper­ ate presaged success.

B.

Integration of Civics Club with Catholic Civics Club of America and with Society for the Propagation of the Faith

In line with the class resolve "to change the world" and in imitation of the historical topic, "How They Changed the World, there developed the necessity of doing something collectively for spiritual and patriotic reasons.

Accordingly, upon sub-

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8;

scribing to the class weekly, Young Catholic Messenger, the pupils learned of the existence of the nationwide club with whose purpose and civic activities they voted to affiliate themselves immediately. Intensifying the idea of service and spiritualizing the motive for contributing to domestic and foreign missions, the succeeding gesture of the group was their one hundred per cent enrollment as members of the Society for the Propagation of the Faith. These two organs supplied the vitalizing force of the project.

The literature produced by each society contin­

ued to unite, as it were, the body or material part of the study with the spirit, or vivifying principle of purpose.

C.

Attitudes and Concepts Test

The test in Appendix F was given as a sort of diag­ nostic approach to how pupils felt about social problems and what particular false notions in the light of Christian charity and justice might have to be eradicated.

The basic

concepts in the social studies field, in general, were also included.

The test was repeated at the end of the semester,

the results of which are discussed in Evaluation, Chapter Y.

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D.

Class Agreement on Integrating Theme

Having associated themselves with the Catholic Civics Club of America under the title, "7/e-Change-the-Worid Citi­ zens," and relating their civic activities to the Christopher idea of "bringing Christ into the market place," the pupils discussed how to effect their objectives by everyday class­ room living.

They concluded that the "Christ-Bearer" idea

should permeate every sphere of their lives.

Therefore, the

subject matter fields explored by study and personal partici­ pation would necessarily be included in their wholehearted determination to serve Christ through "changing the world." The over-all title of the content to be covered then, would be "We Can Change the World" while the consideration of the historical aspects would be subordinated to "How They Changed the Y/orld."

The core was to be their individual character

training lessons which would have for their sub-title, "How Can I Change the World?"

E.

Content of Course

1.

Character Building

As the actual core of the entire experiment, the lessons included in this phase of the work provided the spiritual

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stimulus necessary for the proper attitudinizing of the pu­ pils toward "changing the world for Christ."

Here the more

basic idea was nurtured, namely that of "changing oneself for Christ."

Through a series of considerations, discussions, and

activities relating to the cardinal virtues of Prudence or Justice, and motivated by mental prayer, each pupil equipped himself, as it were, to the best of his powers to achieve in his daily conduct a minimum of progress for the pleasure of God, his own soul’s welfare, and the betterment of society* From the simplest concept of life as a game to the more sub­ lime idea of "The Golden Rule," each study was •understandable to the child and specifically applicable to his own life, his theme, and goal• The fact that the character traits to be developed fall under the heading of either virtue mentioned necessitated a knowledge of the definition of each so that the pupil might more intelligently realize for which virtue he was striving and in which he was lacking.

Therefore, through discussion

the following statements were reached:

Prudence is a virtue

which makes us act according to right reason. thoughts, intentions, and actions.

It guides our

Justice is the habit

which makes us give everyone his due.

It causes us to give

God all we owe Him, by which we mean to lead a good, Chris-

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tian life, and to be fair and just with our neighbor.

This

virtue makes us love, obey, honor, and reverence our parents and all other lawful authority.

It causes us to treat every­

one fairly, and to be honest with God and ourselves.

Justice,

then, means to be reverent and truthful in our dealings with others. The self-appraisal and activities of the pupils were constant reminders of whether or not ”1 change the world" and its relation to "We-Change-the-World." 2.

Civics

In relation to the main theme, in the citizenship vein, How Our Civil Forefathers "Changed the World;" An Apprecia­ tion of Their Foresight; Study of Constitution. a.

Historical Background of State and National Governments (1) The Forming of the Union (2) Government of Territories (a) Ordinance of 1787 (b) How a Territory Became a State (1) The Organizing Act for a Territory (a) The Territorial Pol­ icy of the United States (b) The extensive powers of State Government (c) The State Consti­ tution is the legal basis of the State Government (2) Method of Admitting a New State (a) The Enabling Act

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12.

(b) (c)

(d) (e)

The drawing up of a Constitution The acceptance of the Constitution and its approval by Congress The Proclamation of the President The addition of a star to the American Flag

b.

Significance of State Constitutions (1) Purpose of Constitutions (2) What Constitutions contain (a) Bill of Rights (b) Description of the Government and of the State Officers and their duties (c) A statement of the powers of the Government (d) A method by which the Consti­ tution may be amended or changed (3) How amendments are made (1|.) Similarities in State Government (5>) Original powers retained by the State

c.

Specific Rights, Duties, and Obligations of the States (1) Rights (a) The right to a Republican form of Government (b) The right to protect against invasion and domestic violence (c) The right to have equal repre­ sentation with every other State in the United States Sen­ ate (d) The right to its territorial integrity (2) Duties and Obligations (a) To surrender criminals escaping from other States and taking refuge within its borders (b) To give the same civil and pol­ itical rights to the citizens of other States as they give to their own citizens

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13. (c)

(d)

To give "full faith and credit to the public acts, records, and judicial proceedings of every other State.1’ To act as loyal members of the Union.

d.

Structure and Functions of the State (1) Form: Senate and General Assembly (2) Apportionment of the Legislature 21 Senate; 60 General Assembly (3) Powers of the Legislature (ij.) How Laws are made (a) Introduction of Bills (b) Legislative Committees (c) Legislative action on Bills (d) Amendments.

e.

Organization and Operation of the Executive Department (1) The Governor Elected in odd-numbered years for terms of four years Appoints single department heads; board members with advice and consent of Senate Governor's veto Governor's legislative power (2) Other Administrative Officers Secretary of State Attorney General - Both appointed by Governor; State Auditor -appointed by State Legislature (3) State Departments (a) Department of State (b) Department of Law and Public Safety (c) Department of Treasury (d) Department of Health (e) Department of Education (f) Department of Public Utilities (g) Department of Agriculture (h) Department of Institutions and Agenc (i) Department of Labor and Industry Department of Conservation and (J) Economic Development (k) Department of Civil Service Department of Defense Cl) Cm) Department of Banking and Insurance (n) Highway Department

f.

Forms and Functions of the State Judiciary

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(1)

(2)

(3)

g.

The Judicial System (a) Supreme Court (Chief Justice and six Associate Justices) (b) Superior Court (Court of original jurisdiction) (c) County Court (d) Inferior courts of limited jurisdiction Court Proceedings (a) How law is enforced (b) The Grand Jury (c) How a trial is conducted (d) The lawyers' arguments and the judge's charge (e) The verdict (f) The rights of a citizen in a court trial The Judges (a) Appointed by the Governor for initial terms of seven years; must retire at 70 years of age

Federal Constitution Compared with State Constitution (p. 12. ) Lead back to Revolution as out­ lined in next section 3> P» 15. How did the Federal Constitution, "the bundle of compromises," help "change the world?" Why was it adopted? What was the significance of the "Critical Per­ iod?"

Lead back to disregard by British of colonists* rights: England proposes plans for strengthening her empire by: 1. Enforcement of Navigation Acts. 2. Prohibition of industries which would compete with British goods. 3.

British government disregards rights claimed by colonists: 1. Taxation without representation. a. Stamp Act. b. Towpshend Act.

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15

2.

3.

c. Tea Tax. Resistance in the Colonies. a. Boston Massacre. b. Boston Tea Party. Parliament retaliates, a. Intolerable Acts: (1) Boston Port Bill. (2) Massachusetts Charter Act. (3) Quartering Act. (1|.) Quebec Act.

Organization for resistance by colonists. 1. First Continental Congress: a. Declaration of Rights and Grievances. b. Division of opinion in England. 2. Second Continental Congress: a. Assumed authority. b. Organization of army. c. Declaration of War, July 6, 1775* The Revolution. 1. Advantages and disadvantages of the col­ onists. 2. Advantages and disadvantages of the British. 3. Plans of Campaign: a. First plan to subdue Massachusetts, ij-. Declaration of Independence: a. A study of the document; composition; signers; promulgation; effects. 5* Washington’s campaigns in New Jersey. 6. Second plan -to divide the colonies: a. Tory and Indian warfare. b. Burgoyne’s surrender. c. French aid secured; French alliance. 7. Campaigns in the South: a. Surrender of Cornwallis at Yorktown. b. Individuals studied in relation to theme: How They "Changed the World:" George Washington, Paul Revere, Nathan,Hale, Robert Morris, Benedict Arnold, John Barry, Daniel Boone, Lafayette, von Steuben, Gibault, Clark. 8. Results of the War: a. Treaty of Paris. b. Independence of American colonies.

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How New Nation Organizes as a Republic: A.

Critical Period. 1. Articles of Confederation. a. How drawn up. b. Unsatisfactory as a permanent plan of govern­ ment: (1) States supreme. (2) Congress with no power to levy taxes, reg­ ulate, commerce, etc. (3) All States regardless of size had but one vote. 2. Discord among and within the States. 3. Failure of foreign policy. ij.. Ordinance of 1787 - Constructive Results.

B.

The 1. 2. 3. ij..

5.

Constitution (reviewed): Better form of government needed. Mt. Vernon Conference. Annapolis Conference. The Constitutional Convention: a. Time, place, character of delegates. b. The great compromises. (1) Representation. (2) Slave trade. Ratification

Leading Questions: 1.

How the American Patriots through maintaining God given rights helped to "change the world.”

2.

What are pupils' consequent responsibilities?

3.

Why did colonists declare themselves "free and independent?"

Pretest on American Revolution Administered: To determine whether or not pupils were acquainted with the significance of the Revolution in the light of "changing the world" on seventh grade level.

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SUMMARY: Revolution Test Repeated:

To ascertain whether or

not a marked increase in knowledge and a definite improve­ ment in attitudes had not been achieved. How the Patriots and Civil Ancestors of Present Day Americans really "changed the world” in the light of Christian principles? Pupils’ consequent responsibility? (See Appendix E) 3.

History

For continuity of theme, ”How They Changed the World,” detailed review of Greeks and Romans through Middle Ages up to material of grade, Exploration throughout Revolution. Greece How early peoples ”changed the world:" Brief consideration of outstanding contributions of Egyptians, Babylonians, Phoenicians, and Jews.

Lead up to

"How did Greeks ’change the world?1” a.

Geography: (1) Surface features, soil, climate (2) Effects of geographic conditions on (a) Agriculture and trade (b) Rational life

b.

Early Aegean Civilizations: (1) The Minoan Civilization of Crete (2) The Mycenean Civilization

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c.

Greek Invasion of Aegean World: (1) Coming of the Acheans, the Ionians, the Aeolians, and the Dorians Transition from nomadic shepherd life to life in settled communities (2) The Homeric Age (a) Warfare (b) The Trojan War and the hero songs (c) Greek religion in Homeric myths (3) Beginnings of trade and influence of con­ tacts with Phoenicians and other eastern peoples (a) Adoption of alphabet (b) Introduction of use of iron (c) Influence on clothing, arts, crafts

d.

Development of City-States: (1) Early government - lack of unity (2) Formation of little city-kingdoms (3) Rise of Athens, Sparta, and other citystates

e.

Greece in the Age of the Nobles: (1) Rise to power of wealthy nobles (2) Decline and disappearance of kings (3) Expansion through commerce and colon­ ization (a) Development of sea trade by Greek merchants (b) Growth of shipbuilding industry (c) Establishment of colonies (1|.) Slavery (5) Misery of the peasants (6) Influences toward unity of Greek states (a) Religious councils and festivals (b) Common language and literature (c) Athletic games (7) Culture in the Age of the Nobles (8) Beginnings of struggle toward democracy

f.

Social Crisis and Age of Tyrants: (1) Growth of industry and rise of a wealthy capitalist class (2) Conditions of peasants and debtors (3) Power of nobles broken (If) Control seized by ”tyrants”

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19

(a) (b)

(5) (6)

g.

Harsh rule and reforms introduced Accomplishments of Pisistratus of Athens and Perlander of Corinth Draco’s code -first written code of laws Solon’s reforms at Athens -foundation stones of democracy

The Persian Wars: (1) Strength of the Persian Empire (2) Revolt of Greek cities of Asia Minor under Persian rule (3) Persian campaigns in Greece (a) Campaign of Darius the Great (b) Expedition of Xerxes 1. Sparta unites with Athens 2. The Persians are driven from Europe

h.

Life (1) (2) (3) (ij.) (5) (6) (7) (8) (9) (10)

in Athens, Age of Pericles: Classes of people Triumph of democracy Shelter, food, and clothing Daily life of the citizen Position of women and their occupations Slavery Education of youth Athletics Religious festivals Art, architecture, literature, science

i.

Life (1) (2) (3) (!(.} (5)

j.

Conflicts Between Leagues of City-States for Control of Greece: (1) Peloponnesian Wars (2) Later struggles of Thebes and others

k.

Philip, Alexander, and the Hellenistic Age: (1) Greece conquered and united by Philip (2) Alexander and the Hellenistic Civilization (a) Alexander puts down revolts in Greece (b) Conquests -Egypt, Persian Empire, etc.

in Sparta: Classes of people Reasons for development of a military state Rigid training of youth Government Spartan ideals

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(c) (d) (e) (f) (g) (h) (i) (j)

Spread of Greek culture by Alexander Oriental influences Art, Architecture in Hellenistic Age City planning Learning -inventions, science, libraries, literature, education Philosophy and religion Alexandria as a center of culture Successors of Alexander and the decline of Greece

1.

A few famous Greeks? (1) Literature and drama- Homer, Aeschylus, Sophocles, Euripides, Aristophanes (2) History- Herodotus (3) Government- Solon, Pericles, Demosthenes, Alexander the Great (If) Art- Phidias, Myron, Praxiteles (5) Philosophy- Socrates, Plato, Aristotle (6) Science- Archimedes, Hippocrates

m.

Contributions to Modern World? (1) In Art and Architecture (2) In Literature- Drama, Poetry, Myths (3) In Philosophy- Ways of looking at life (if) In Athletics- Good Sportsmanship (5) Theories of Government (6) Ideals of Beauty (7) In Science, Mathematics, Medicine Rome

Just how did Romans "change the world?" a.

The Beginnings of Rome: Geography of the Italian peninsula: (1) Surface features (2) Character of the soil and climate (3) Effect of geographic conditions on life of the people The people of ancient Italy: (1) The Latins, a simple agricultural people (2) The Etruscans, a highly civilized people The traditional founding of Rome-legend of Romulus and Remus

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21

Conquest of Rome by the Etruscans and rule of the Etruscan kings Revolt of the Romans and overthrow of the kings Influence of Greece on Etruscans and early Rome b.

The Roman Republic: (1) Classes of people -patricians and plebs (2) Government of early republic: (a) The consuls (b) The Senate (c) The assemblies (d) The tribunes (e) The quaestors, censors, and praetors (3) Struggle of patricians and plebs and result­ ing changes in government (lj-) Military conquests and expansion of the Re­ public: (a) Establishment of colonies in conquered territory of the Italian peninsula (b) Capture of Rome by the Gauls (c) Commercial and agricultural expansion (d) Military organization and methods of warfare (e) Carthage, Rome’s great commercial rival (f) Punic Wars and the defeat of Carthage (g) Roman conquest of Greece and adoption of Greek civilization (h) Further conquests- Rome mistress of the Mediterranean (i) Establishment of the provinces (5) Social Conditions (a) Slavery and its effect on labor (b) Growth of wealthy class and of luxury (c) Conditions among the poor (d) Effect of war and slave labor on the farmer (6) Corruption of the Government (a) Hostility between classes (b) Tyranny of governors of the provinces (c) Ruinous taxation of the people (d) Attempts of the Gracchi and others to remedy conditions (7) Civil War -power of military chiefs

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22.

c.

Overthrow of the Republic: (1) Caesar and Pompey (a) Pompey1s conquests in the Orient (b) Caesar*s conquests in Europe, Africa, and Asia Minor (c) Break between Caesar and Pompey (2) Caesar as dictator of the Roman world

d.

The Roman Empire: (1) Augustus, the first Roman emperor (a) Reorganization of the state (b) Peace policy of Augustus (c) Organization of the provinces (d) Effort to restore old Roman life (e) Augustus as a builder- Rome beauti­ fied (2) Two hundred years of peace (a) Successors of Augustus (b) Britain becomes a Roman province; Jerusalem subdued (c) Reforms -tax system revised (d) Rise of a system of law for the em­ pire

e.

Civilization of Imperial Rome: (1) The people (a) How the wealthy lived- great luxury (b) The ,,clients,, of influential citizens (c) The miserable conditions of the poor (d) Slaves in homes, trades, and pro­ fessions (e) Cosmopolitan life at Rome (f) Position of women (2) Houses, food, and clothing (3) Transportation and travel (ij.) Navigation and shipping (5) Entertainment -circuses, gladiatorial com­ bats, boxing matches, theaters, etc. (6) Religion (a) Decline of belief in old gods (b) Popularity of oriental religions (c) Spread of Christianity (7) Rome, the art center of the ancient world (a) Marble buildings, public baths, basilicas, temples, theaters (b) Influence of, Greece and the Orient on

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(8 ) (9)

architecture (c) Roman sculpture and painting The Romans as engineers; aqueducts, roads, Literature and learning

f.

Decline and Pall of the Empire: (1) Internal decay (a) Decline of agriculture, manufacturing (b) Weakening of the army (2) Emperors under control of the army (3) Division of the empire (If) Acceptance of Christianity by emperors; (How Christianity helped "change the world") (5) Coming of the barbarians

g.

A Pew Famous Romans: (1) Literature -Livy, Horace, Vergil, Seneca (2) History -Plutarch, Tacitus (3) Statesmanship -Caesar, Cicero, Augustus (if) Philosophy -Marcus Aurelius

h.

Contributions to the Modern World: (1) Through the preservation and spread of Greek culture (2) In the field of law and government (3 ) In engineering (if) In architecture (5) The Latin language -many words in our vocab­ ulary (6 ) The calendar and Roman numerals Middle Ages

a*

The Break-Up of the Roman Empire: (1) Condition of the empire at the time of the invasions (a) Declining strength (b) Christianity -effect on later civil­ ization (2) The barbarian tribes and how they lived (a) Appearance (b) Occupations 1. Crude form of agriculture 2• Warfare (c) Pood and clothing (d) Houses (e) Reasons for lack of permanent homes

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2k-

(f)

(3)

Religious beliefs before their conversion to Christianity

Migrations of the barbarians, their causes and effects (a) Invasions of the Goths 1. Alaric and the Visigoths 2. Theodoric and the Ostrogoths (b) Attila and the Huns (c) Beginnings of the Prankish kingdom 1. Clovis and the conquest of Gaul 2. Charles Martel and Pepin (d) Genseric and the Vandals (e) Italy overrun by the Lombards (f) Britain invaded by the Anglos and Saxons (g) The invasions of the Northmen

b.

Charlemagne’s Empire and His Work: (1) Ruler of the Franks (2) Wars (3) Coronation of the Pope (k) Contribution to education

c.

The Eastern, or Byzantine, Empire: (1) Division of the Roman Empire (2) How the shrewd Byzantine emperors kept their realm from barbarian invasions (3) The splendor and culture of the capital, Con­ stantinople (Ij.) Justinian and his code of Roman law (5) The end of the Empire (How did the Middle Ages "change the world?’1) (What do we owe them?)

d*

Fusion of the German and Roman Cultures in a New Civilization

e*

The Mohammedans: (1) Invasion of Spain (2) Struggle with the Franks (3) Contribution to medieval culture

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2-5

f.

g.

The Feudal Period: System of land holding and origin of feudalism (1) The nobles (a) The castle 1. Purpose and plan 2. Original form and changes after the Cru­ sades 3. Interior and furnishings (b) Life of the nobles 1. Food a . Kinds b. Preparation c. Service 2. Clothing a. Where the raw materials were procured b. Where the clothing was made c. Kinds of costume worn 3. Occupations and amusements a. Warfare-methods, armor b. Tournaments c. Hunting d. Games e. Jcngleurs and troubadours f. Occupations of the women II. The making of a knight a. The page, his duties and education b. The life of the squire c. The ideals of the knight d. The ceremony of knighting (2) The serfs, or peasants (a) How the serfs lived 1. Houses; food; clothing 2. Pleasure (b) Agriculture 1. How the fields were laid out 2. Crops raised; farming methods (c) Other occupations The Medieval Church: (1) Organization (2) Influence (3) Life of the monks and their contributions Significance of '’how they changed the world."

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Middle Ages

Continued

Hoy/ did the Crusaders nchange the v/orld?"

h.

The Crusades and Their Effects: (1) Pilgrimages (2) Purpose of the Crusades (a) Religious motives 1. Turkish conquest of Jerusalem 2. Vow of Christians to take the Holy City (b) Motives of gain or adventure (3) Story of the various Crusades (a) How the people's enthusiasm was aroused (b) Important leaders, routes taken, etc. (c) Conquest and loss of Jerusalem (ij.) Results of the Crusades (a) Cost in money and lives (b) Effect on learning, trade, and daily life

i.

Rise (1) (2) (3)

j.

Trade; (1) Trade expansion resulting from Crusades (2) Fairs and markets (3) Gilds (a) How the gilds controlled town trade (b) Merchant gilds and craft gilds * (c) Standards of workmanship set up

of Towns and Tovm Life: Decline of cities in early Middle Ages Effect of trade revival on towns Plan of a medieval tov/n (a) Factors that affected location (b) Measures for protection (c) Streets, houses, and shops, sanitation (I4.) Life in the town (a) Workers -growth of a middle class (b) The church as a community center (c) Education and culture (d) Trade (e) Recreation (5) Effects of town life on government (a) Decline of feudalism -how the towns gained their freedom from feudal lords (b) How the towns v/ere governed (c) The tov/n as an independent unit (d) The Hanseatic League

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(!{.) (5)

(6 ) (7)

The Hanseatic League Effect of trade revival on ways of living (a) Growth of towns (b) Growth of interdependence and special­ ization Powerful trading centers of the Middle Ages Effect of trade on world expansion

k.

Travel and Transportation: (1) Land transportation (a) Types of vehicles; animal power (b) Roads and bridges (c) Perils from bandits -safety measures (2) Transportation by water (a) Kinds of sea-going vessels used (b) Navigation (c) Difficulties from shipwreck laws and piracy (3) Measures taken by important towns to protect traders - Hanseatic League (Ip) Medieval trade routes

1.

Art and Learning: (1) Architecture, painting, sculpture (2) Education (a) Medieval schools (b) Influence of the East on learning (c) Beginnings of universities (3) Literature and drama (a) Scarcity of original writing and use of Greek and Roman writings (b) Songs, ballads, and romances (c) Miracle plays and mysteries; pageants

m.

Beginnings of Modern Nations: (1) Why Europe is divided into so many nations (2) Landmarks in the development of England (a) Achievements of Alfred the Great (b) William and the Normans (c) Magna Carta - importance to us (d) Trial by jury (e) Parliament and the beginnings of representative government (3) Beginnings of France, Spain, and Portugal (1).) Why Italy and Germany were late in forming national states

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2a

n.

The Revival of Learning: (1) Effect of growth of wealth, commerce, and cities on ways of living and thinking (2) Why the Renaissance had its start in Italy (3) The Renaissance in literature (a) Revival of Greek and Roman culture (b) Special contributions of Italian scholars -Dante, Petrarch (If.) Renaissance in art and architecture (5) Advances in science and invention (a) Roger Bacon and his ideas (b) Printing, the compass, gunpowder (6 ) Economic and political advances

o.

Period of Discovery and Exploration: (1) Geographic knowledge in the Middle Ages (2) Travels of Marco Polo (3) Influence of Crusades (if) Improvements in ships and navigation (5) Achievements of Henry the Navigator (6 ) Discovery of America by Columbus (7) Explorers who followed Columbus - the Cabots, DeGama, Vespucius, Balboa, etc. (8 ) Magellan-first round-the-world voyage (9) The Spanish Empire in the New World

p.

Rivalries Between Nations: (1) The Reformation and its effects (2) Exploits of English sea dogs (3) Defeat of Spain’s Invincible Armada -England mistress of the seas (If) Spanish and French claims in America (a) Early French attempts at colonization (5) First colonizing attempt of English in America (6 ) Motives that led various European nations to establish colonies in the New World

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29-

How did the Colonization of the New World "change the world?" a*

The Colonization of North America Through the Seventeenth Century; (1) Conditions in England (a). Financial prosperity: 1, Capitalists anxious to invest 2. Laborers anxious for employment (b) Religious difficulties (2) Attempts at Colonization (a) Organization of companies (b) Jamestown founded 1. Successes 2. Failures 3» Leading men (c) The Rise of Industry-Tobacco 1. Introduction of slavery 2. The coming of women and making of homes (d) First Representative Government 1. Representatives called Burgesses 2. Assembly called House of Burgesses 3. Fall of House of Burgesses (e) Rise of the Royal Colony 1. Governor Berkeley 2. Attitude toward colonists 3* Results Ij.. Study and compare present govern­ ments of the various countries Philippines, India, Ireland, Canada, Puerto Rico, etc. Discuss their present status and their relation to the UN.

b.

The Settlement of New England: (1) Religious difficulties in England (a) The Puritans (b) The Separatists 1. The Separatists become Pilgrims 2. The Mayflower Compact (the first written constitution) 3. Early hardships (2) Massachusetts Bay (a) Puritans suffer from religious and political tyranny in England

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30

(b) (c)

(3)

(ij.)

The grant of land in America The Settlements: Salem, Boston, Roxbury, Dorchester (d) Developments of industries 1. Farming 2. Fur trading and fishing 3. Shipbuilding and commerce (e) Government (f) Religion-Intolerance 1. Compare their reason for leaving England with their spirit of in­ tolerance in New England (g) Education 1. Establishment of schools The Puritan followers at Rhode Island; Con­ necticut (a) Settlements 1. Providence 2. Hartford; Saybrook 3. Religious tolerance and intolerance The New England Confederation (a) Purpose (b) Effect

Maryland and Pennsylvania: (1) Maryland-Refuge for Catholics (a) Lord Baltimore and the first settlement (b) Important characters in the history of Maryland: 1. George Calvert; Cecil Calvert; Father White, S.J., Father Altham, S.J., Rev. John Carroll (1735-1815) (c) Clayborne's Rebellion (d) The Toleration Act (e) Baltimore (First diocese in America) (2) Pennsylvania (a) Quakers-Their ideals and customs (b) William Penn and his colony 1. Penn’s life and liberal ideas a. Relations with the Indians b. Rapid growth and prosperity of Philadelphia (c) Mason and Dixon Line 1. Importance

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d.

New Jersey: (Treated in "Broadening Horizons," F-l, Page 38 .)

(The remainder of History integrated with Civics material, Section 2.)

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Ij..

Geography

AFRICA Historical Background:

Physical Features:

Correlated with Biblical Stories

Size, Climate, Drainage, Natives: Various Kinds; 2 largest groups Whites of Northern Africa and Blacks South of the Sahara

Why Europeans prefer Southern Africa? NORTH AFRICA Significance of the Atlas Why Farmers? Why Animals Move Over Grassland? Significance of Nile Valley Egypt’s Major Contribution to Commerce and World Trade What Nile Does for Egypt How Land is Irrigated Farmers for Centuries Strategic Size SAHARA Extent: Population: Conditions: How a Barrier Significance of Oases

Climate

SUDAN Grasslands: Position and Size Why Warm all Year How Rainfall Changes from South to North Where Grass Grows Tallest How Water is Stored ( Occupations: Methods: Training Centers )

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CONGO

Jungles Congo River People THE GUINEA COAST Study and discuss: 1. Region of tropical rain forest: a. Why this region is called the "Guinea Coast"? b. Why has it not become a white settlement? 2.

Name five ways in which this region resembles the Congo.

3*

Name three products shipped in large amounts from this region.

Ij..

What part of coast is called the Gold Coast; what part is called the Ivory Coast?

5. Why Liberia was founded.

6.

Two European countries owning most of the Guinea Coast EAST CENTRAL AFRICA

Study and discuss: 1. Why called "The Lake Region"? 2. European nation in control. 3. Countries of the region: Kenya, Tanganyika, and Nyasa land- all have high plateaus. 1}.. Large areas cool enough for white settlement. 5. Observe number of lakes in this region. 6 . Products-coffee grows well on hillsides. 7. Six animals found in this region. 8 . There are no navigable river; how are ports connected with the interior? chief seaports. 9. Zanzibar: Location; ownership, spice produced. SOUTHERN AFRICA General Survey of Region: 1. Includes nearly all Africa south of the Congo basin.

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3ll*.

2. 3. 1).. 5. 6.

7. 8.

9.

Vast tableland— cooler than East Africa. Has season of one hundred days when frost may occur. Rainfall— meager with serious deficiencies in summer. Plan of Cecil Rhodes. Surface features: a. Narrow Coastal Lowland. b. The Plateau. c. Drakensburg Mountains. Hoiv the British obtained much of this territory. Climate: a. How climate on plateau is favorable to white man. b. Climate on lowland is not favorable to white man. c. Why the very dry regions do not favor the whites. The forest region: a. Locate the two forest regions; why lumber is im­ portant. b. Where the grasslands are; how these lands may be used in the future. c. The Kalahari Desert: Location; why not all ex­ plored; the natives; occupations; animals they raise; how drinking water is obtained; why oxen are used; why better suited to this region than is the horse•

Related Problem:

Has contact of black man with the white impressed him with the justice and char­ ity of the latter?

Besides class text and weekly periodical, the main source of information regarding Africa and forming an integral part of our theme was supplied by ANNALS OF THE HOLY CHILDHOOD, a mission monthly. (See Appendix D) DETAILED SUMMARY OF AFRICA: 'Study of physical factors. . Integration mostly with theme by way of study of natives,

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emphasizing current material from mission magazine. Africa was chosen because it was the semester work of the grade.

Opportunity for integrating was provided by

material of mission magazine. Therefore, constant reference, etc., to pupils’ sig­ nificance in "helping to change the world" by helping Africa, specifically, for the love of Christ.

(See Sample Lesson- Chapter III.)

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F.

Development of Theme in Actual Teaching 1.

Broadening Horizons: Detailed study of Newark as to geographical, histor­

ical, and civic implications: a.

Study of Newark

The General Picture: From a map try to answer the fol­ lowing: Transportation: Is there a waterway? How many rail­ roads enter the city? How many main highways go through? Does it have a gridiron street pattern? Are there many short or dead-end streets? In which sections is the street pattern easier to follow? Districts: Find the downtown district; the indus­ trial district; the residential districts, and the outlying business districts; slum district. What is the work of the City Planning Commission or Board? What are the zoning rules for the city? Where is the most valuable land in the city? Why? What is the plan of the city street pat­ tern? How is the future growth of the city esti­ mated? What plans are there for future develop­ ment? For beautifying the city? For improving transportation facilities? For additional recreation? After selecting a district to be studied, these facts should be ascertained: Land use; Streets; Buildings; People; (Residential, manufacturing, civic, and business) Recreation and cultural activities.

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37.

Check as adequate or inadequate: Recreation facilities: Cultural activities: Safety: Health:

Transportation:

City Planning:

Problems:

Trips and Visits -

Parks, playgrounds, theaters bowling alleys, etc. Churches, schools, libraries museums, concert halls Traffic lights, fire pro­ tection, police protection. Water supply, garbage col­ lection, sewage disposal, street cleaning, smoke abate­ ment, rat control. Streetcars, buses, rail­ roads, air lines, trucks, parking facilities. Zoning, industrial districts, business districts, resi­ dential districts, recre­ ation areas. What sections of the town or city need to be replanned? What buildings or sections of the town should be torn down? Which streets need widen­ ing or extending? What changes in the trans­ portation system and park­ ing facilities seem to be desirable? What changes would be help­ ful in beautifying the city? What additional cultural buildings are needed by the city?

Supplement Municipal Yearbook mater­ ial relevant to theme, "How Can We Newarkers Change the World?'

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b. (1)

Our Home State:

New Jersey

General Facts: lj.th in size; l66 miles from High Point to Cape May 32 miles from Trenton to the Raritan Bay. Geographical Background: y t h in population with a population of more than 1 000 0 0 0

].,

,

.

Varied Scenery: North -

high mountains and plateaus, with rivers winding through the green valleys; orchards full of fruit, and forests where deer and pheasants live; shining lakes and reservoirs of spark­ ling water.

Central - from Trenton to Newark some hills; broad fields good for growing all kinds of crops. Large herds of cattle graze on the meadows. On the poultry farms many chickens and turkeys are raised. Here are most of the towns and cities, the big factories, the railroads, and the crowded highways. Southern Half Very flat land; many thousands of years ago the Atlantic Ocean covered most of this region; much of the soil is still quite sandy. The weather is never very cold, be-

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39.

cause the Atlantic Ocean is on one side and the Del­ aware Bay is on the other. So this part of New Jersey is good for raising crops, too. Significance in Colonial History:

Why has New Jersey such a large population? Why are the following dates significant in the history of New Jersey:

1609? i66i?

161J4-? 167I4.?

1623? 1682?

1638? 1702?

Why are the following people significant in early Jersey history? Duke of York? Lord Berkeley? Sir C-eorge Carteret? Philip Carteret? (2)

Activities: Find out who were the first settlers to live on the land where your city is now. Your local library may have this information. Old news items, etc. If your parents or grandparents were not born in New Jersey, find out why they came here. Make an old-fashioned candle. Procure a state map. Find out how many nationalities or races there are in your room. Interview one of the people who have lived longest in your city. Report on what he tells you. Growing out of their civic interest in "How We Can Change the World" and as a sort of detailed reconsideration of /the significance of New Jersey

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in Colonial and Revolutionary days, together with valuable current matter, class booklets were com­ piled on facts gleaned from Know Your State, a sub stantial pamphlet edited by the New Jersey Council Division of Planning and Development, Trenton, in­ cluded in Appendix B.' d.

The International Scene or World Interdependence Concept:

Detailed Outline of UN, emphasizing the importance of UNESCO, accompanied by a study of America’s significance in assuming world leadership contributed much to the theme, "How Can We Change the World?"

Pupils were repeatedly led to

admit that material leadership is not sufficient. THE UNITED NATIONS: Main Problem:

ITS ORGANIZATION AND FUNCTIONS

How is UN really "changing the world?"

INTERNATIONAL COURT OF JUSTICE

15 members chosen for 9-year terms by Assembly and Council from candi­ dates riominated by nations. Decides legal disputes between nations, formulates international law.

GENERAL ASSEMBLY £ delegates from each of the member nations, but only one vote for each nation. Super­ vises general UN ac­ tivities, discusses any question within scope of Charter, elects main bodies, makes recommendations to the Council.

SECURITY COUNCIL

11 members,with Big Five perma­ nent, other 6 elected for 2 year terms by Assembly. In­ vestigates international disputes, pre­ serves peace, takes action against ag­ gressors if necessary

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ip - .

ECONOMIC AND SOCIAL

TRUSTEESHIP COUNCIL

SECRETARIAT

Headed by Secretary- Composed of any 18 members elected General chosen for 5- members adminis­ for 3-year terms by the Assembly. Makes recom­ year terms by As­ tering trust ter­ sembly who appoints mendations on economic ritories, plus and social problems, co­ administrative and re­■Big Five, plus ordinates work of special­ search staffs serv­ others to insure ized agencies. ing entire United equal represen­ Nations. tation to non­ trustee nations. Administers Trusteeship System. ILO

FAO

UNESCO

ICAO

IMF

IRO

I TO

UPU

WHO ITU

World Bank ICEF

International Armed Forces Contingents

Military Staff Committee

Commission for Con­ ventional Armaments

Atomic Energy Commission

Which organizations can we help specifically?

How?

Who are the members of the Security Council now? What is the chief topic on the agenda these days? Who is the present chairman? Who is the Secretary-General? Who is the President of the General Assembly? Some Aims of UNESCO:

"To advance mutual knowledge by prommoting free and increased flow of in­ formation." "To help raise standards of education and make it freely available to all."

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k2.

P.

Development of Theme in Actual Teaching (Continued)

2.

Historical Background: Regarding historical background feature, note that

this has been introduced in history content. it served as part of the method.

At this point

Major Activity:

Cumulative

map of world drawn by pupils as a frieze with significant historical dates entered, and illustrative objects of re­ spective civilizations entitled, "How They Changed the World." Worked out in chronological arrangement as detailed in Section E- 3, Page 17.

3.

Daily Meditation: This consisted of a simple personal talk with

Christ during which the pupils asked God for enlightenment in practicing their most necessary virtue.

This step fol­

lowed the lesson in character training and preceded the other activities of the day.

ip.

Samples are in Chapter III.

Personal Striving for Character Traits to be Acquired: Having resolved at the end of each meditation to

practice with God’s help the characteristic or trait most needed for their part in "changing the world," the pupils were on their honor to put into execution the resolution they had made.

An actual account was kept by each pupil

for a study of his progress.

Sample Sheet in Appendix G,

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5.

Class Leadership in Playground: Prom personal, to class, to school interest, the

civic pride of the group developed.

Voluntarily, but in

fulfillment of the conditions stipulated in their Catholic Civics Club of America Charter, they utilized their various committees in yard duty for both disciplinary and esthetic improvement•

6.

Monthly Assembly Programs: Our Lady of Patima Devotion, Civic Dramatizations,

and Historical Scenes formed part of their school contribution toward "changing the world."

These performances were worked

in as culminating features in the various subdivisions of the theme.

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CHAPTER III

A SAMPLE WEEK1S LESSONS

Content for Week:

Monday through Friday

Although planned separately without any attempt to fuse the material of the respective subject matter fields, the purpose of the weekfs work was kept in mind and continually interrelated with the main theme, "We Can Change the World." The character training lesson, "Onward and Forward," was meant to serve as a sort of sub-topic, motivating the study and civic activities of the week. The visit of Mr. Rinaldi along the "broadening hori­ zons" phase forcefully clinched the items gleaned from the Municipal Yearbook thereby providing an ideal culmination.

A.

Character Training 1.

"Onward and Forward

God has given our beloved country many wonderful ad­ vantages. Good and noble men in the past have made wise laws for the people. We, too, want to do our share to keep our country great, but much depends upon how we think and act now. The first thing that makes a nation great is its peo­ ple. Good rulers are the cornerstone of a nation. Good citizens make good rulers and if we are to be good citizens we must strive for true and noble character. Since the happiness and success of ourselves and our

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future homes will depend largely upon the wise use we are making of our opportunities, we cannot overlook any of the means that will help us to reach our goal. We share rights and duties in our home, our school, our country, and our Church. For years our homes have pro­ tected us, supported us and helped us to grow and develop. As we grow older we should increase our share of respon­ sibility. So also in school, we should add our contribu­ tion to its work by becoming better and more appreciative students. Our influence should also be a factor for good in our dealings with others. Our conduct in public and private should be an advertisement for the good training we have received in the home and school. Honesty and sincerity should be outstanding character­ istics in all our dealings with others. A fine, upright character is the best contribution we can make to our coun­ try. Have we contributed anything so far? Is our char­ acter building progressing?" Class Discussion 1.

To build a good solid building one must have good

materials. building? 2.

What qualities are necessary for good character Discuss.

What are some of the good traits and virtues that

a sense of justice will develop in an earnest citizen? 3.

Why do some people who have outstanding qualities

later meet with failure in life?

Would they fail if they

moved onward and forward in their character development?

1. Sister Mary Evangela, M.S. and Sister Mary Aurelia,0.S.F., The Cardinal Virtue of Justicet The Declan X. McMullen Co., Inc., 19^9, p.26-27 (Lesson which follows was adapted from same source.)

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Class Discussion 1. game in 2. What

Discuss why the game of life is

the mostimportant

which we must take part, Does this

game have rules which we must follow?

are the rules which all players must observe? 3»

Do you need to practice this game well?

How can

you get that practice? Ij..

Who has given you the part

which you aretoplay?

5.

How can you tell what your

part in the gameof

life is? Activities 1.

Make a diagram showing a baseball diamond, and

mark the position of the players, 2.

In a similar diagram mark the different kinds of

players in the game of life, such as teachers and doctors. What

will you mark the goal? 3.

Make a set

of rules for playing the game well.

The Commandments of God The Commandments of the Church The Reception of the Sacraments !(..

To become a professional in the game of life you

need a daily workout. practice?

What should be included in your daily

Complete the list: a. b.

Good intention on awaking in the morning

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c. d. s. Self-Appraisal I am still an amateur in the game of life, but I must train for a definite position on the team.

Until I become

a professional, am I trying to keep myself fit?

The best

means for growing healthy are good food, exercise, and fresh air. In the game of life the best means are Frequent Holy Communion Obeying theCommandments Keeping away from the occasions of sin Am I neglecting any of the means for keeping fit? so, which?

To win, I need regular, earnest practice.

If I

shall begin at once to do what I ought to do so that I may play my part well and reach my goal.

My daily workout will

be: a. b. c. d. e. I shall use the following means to develop strength and skill: a. b. c.

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lj.8.

Activities 1.

In taking stock of yourself answer these questions: a.

What good trait have I tried very hard to de­ velop?

b.

Which trait do I need most to work on?

c.

What is my outstanding good quality which others like?

d.

Am I easy to get along with?

Why?

e.

Is my character any better than when I began my character building?

2.

What kind of building do you think your character

will resemble, a broken-down structure; a building that looks rather shabby; or a cathedral which attracts the attention and admiration of others because of its beauty? Self-Appraisal Am I going onward and forward in my efforts to build a strong character?

Am I true to my ideal?

pose and then act the lie?

Or do I merely

Am I prudent in avoiding any oc­

casions that might hinder my progress?

If I am not really

making progress, where does the fault lie?

I must begin again

if I have failed.

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Helpful Thought:

(Placed on blackboard for week)

Ideals are little stars; You will not succeed in touching them with your hands, But like the seafaring man on the desert waters, You choose them as your guides, and following them, You reach your destiny.

Sample Meditations: My God, I place myself in Your Holy Presence. Holy Spirit, give me the grace to pray well. Dear Lord, I like to imagine myself with You, Your Bles­ sed Mother, and Saint Joseph in the Holy House of Nazareth. You were such a cheerful and obedient Son.

I see You now

helping Joseph at his carpenter’s bench, and again running to the well to draw water for Your Blessed Mother. must have thrilled them!

How You

Getting meals for You was a pleas­

ure, for You never grumbled or complained.

Dear Child Jesus,

give me the moral strength to be like You.

As You changed

the lives of all about You as a Boy on earth, please help me to do the same.

With Your help I resolve today especially

to

. ___ Thank You, dear Lord, for Your inspiration.

Meditations vary from day to day; some thought aloud by pupils

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The "game idea" continued for awhile becoming more ex­ plicitly related to the pupils’ personal lives in their re­ lationship with God and their neighbor. THE GAME OP LIFE In a baseball game some of the players are pitchers, others fielders, and still others are catchers.

If the mana­

ger is smart, he will see to it that each person on his team is given the position in which he can play best. All of us must play the game of life. into this world for a definite purpose.

God has put us

We know what this

purpose is— to obtain our eternal happiness with Him in heaven.

Heaven, then, is our goal.

which we play.

It is the prize for

How should we play this game?

We shall see

how this is done. When God created us, He gave us certain gifts or talents Some have a talent for music, others for drawing or painting, and others for writing beautiful thoughts.

To some God gives

the ability to become good doctors, nurses, scientists. Others have great success making good homes and raising fine families.

Some become priests, brothers, or sisters.

Each

child born into this world has some special gift from God, and if he makes use of that special gift, if he uses it to work for the salvation of his soul, he will reach his goal.

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Helpful Thoughts:

All that you do, do with your might Things done by halves are never done right.

I am the Pood of Life.

He that eateth Me shall live by

Me. (Add other striking thoughts you may find in your reading.) (See Appendix A for other samples)

An important introductory step was teaching the pupils a systematic but simple method of mental prayer for spir­ itualizing the character building procedure.

The follow­

ing was a preliminary lesson which served to facilitate pu­ pils’ praying and eventually elicted their own spontaneous attempts: HOW TO MEDITATE Five Steps: 1.

By remembering that we are in the pres­ ence of God.

2.

By asking the Holy Ghost to give us grace to benefit by the meditation.

3«

By reflecting seriously on some sacred truth regarding our salvation,

if.

By drawing some good resolution from the thoughts we have had.

5»

By thanking God for the knowledge and grace

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bestowed on us through meditation. A sort of conversation or thinking aloud in the Presence of God. Sample Meditations: Dear Lord,

I place myself in Your Holy Presence.

Holy Spirit, give me the grace to meditate well. Dear Holy Mary, I should like to picture myself with you,

Joseph, and the Holy Child back in your little

home atNazareth.

He

But, oh, so differentJ least for today.

was just about my age, Blessed Mother. Help me to be more like Him - at

I wish to imitate His Obedience as he

cheerfully performed the household chores for you and Jos­ eph.

Help me especially to________________________________ . Jesus, Mary, and Joseph, all the Holy Family help me I Thank You, Lord, for any inspiration I have re­ ceived.

Help me to be good.

Holy Spirit, enlighten me to pray well. Dear Sacred Heart, I place myself before Your Wounded Heart suffering for me and for all the sinners of the world.

Please forgive us all.

Please help me to be one of Your faithful chil­ dren who will atone not only for my own care-

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lessness in loving You, but also for all the world who do not even know Your suffering and love.

To prove my sincerity today, I resolve with

Your Divine Aid, to_______________________________ . Thank You, Holy Ghost, for the holy thoughts and good intentions with which You have inspired me. OUR LADY: Holy Spirit, help me to remember Your Holy Pres­ ence.

Listen to my Heavenly Mother for me. And my dear blessed Mother, I come to you as a

would-be Lucia or Jacinta, or Francisco, to try to absorb your sad but motherly warning to the world. I know that I am not worthy to see you, Mary, but I believe that your message to the little Portugese children was meant for all of us children throughout the world.

I

promise to say the Rosary every day, to make at least a daily sacrifice, and to observe the Five First Saturdays, but you will help me to do so.

Won’t you, dear Blessed

Mo ther? Please help me particularly today to_____________ . Praise the Immaculate Heart of Maryi Thank You, dear Lord, for Your graces 1

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Meditation on a Gospel Scene:

(Pupil Suggestions)

Meditation on a Picture in the Classroom:

Meditation on a Crucifix:

(Pupil Sug­ gestions)

(Pupil Suggestions)

Voluntary Little Talks with Jesus

B.

Civics

Discuss in relation to theme. 1. How did the Constitution as "a living document" change the world? Although only seventeen specific powers of Congress are stated, other things are implied or understood within these seventeen.

Therefore, Congress can "stretch" powers

to meet changing conditions.

Through the use of the "im­

plied powers" and the addition of twenty-one amendments, the Constitution has kept strong and vigorous. This document was written in the l8 th Century for a

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farming nation of two and one half million people. continued in use to this day.

It has

Now it serves a nation of one

hundred thirty million Americans living under the greatly changed conditions of the Atom Age. 2.

Why did the Constitutional fathers not mention such

important rights as we Americans kno\v them today if they were really "changing the world?" Some of the delegates thought that it was unnecessary to itemize the guaranteeing of religious liberty, trial by jury, freedom of speech, and freedom of the press.

The dele­

gates found that they were wrong for the Constitution was going to remain unratified if the people had not the assur­ ance that these guarantees would be added in the first ten amendments, or Bill of Eights. 3.

Were the people unanimous in ratifying the docu­

ment which did so much to "change the world?" There were many who opposed ratification, but they were not organized.

Those who favored the Constitution realized

its importance and organized to obtain its immediate rati­ fication.

They were called Federalists.

of the wealthier classes: lawyers, and planters.

They were composed

The merchants, the traders, the

Opposing them were the Anti-Federal­

ists, the small farmers, the supporters of Shays* Rebellion,

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56

and the backwoodsmen who lived along the frontier.

By the

month of June, 1788, nine states had ratified the Constitution thus putting it into effect. I4..

What was the significance of the important states in

ratifying the Constitution? New York and Virginia did not immediately approve the Constitution, although Virginia did hasten to join the other states.

Meanwhile, Alexander Hamilton, John Jay, and James

Madison, decided to try to influence public opinion in New York in favor of the Constitution.

They published in the

newspapers a series of essays proving its value.

These have

since been published in a book called The Federalist.

New

York was a key state situated between the northern and south­ ern states. Constitution.

It was highly important that New York ratify the Hamilton, besides writing, organized speech-

making campaigns and parades in a special effort to win New York.

Finally he was successful and New York joined the

other states in ratifying the Constitution. 5.

Summary of Significance of the Constitution in

"changing the world," and the heroism of the men who promot­ ed its ratification. Related to theme insofar as pupils ask themselves how they can prove their adequacy in safeguarding and utilizing

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57*

these God-given rights.

As Americans their duty is to con­

tinue to "change the world .'1

How does resolution of character training period affect each personally?

Is each one building a constructive character for constructive citizenship?

C.

History

1.

From, the Ratification of Constitution, 1788* lead

back to 1778. Discuss why the Declaration of Independence? Having realized their God-given rights as Englishmen the colonists resented the tyranny of the British King.

Hence

a study of another important document in United States History will explain how both the Constitution and itself came to "change the world." a.

Statement of the rights of life, liberty, and the

pursuit of happiness:

the duty of the government to protect

them. b.

List of twenty-seven accusations against the king,

e.g., refusal of laws necessary for people's good; taxation without consent; maintenance of a standing army in times of

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peace; suspension of colonists’ legislatures; cutting off trade with all parts of world. c.

Concluding words of independence:

”We, there­

fore, the representatives of the United States of America, do solemnly declare that these united colonies are, and of right ought to be, free and independent states.” 2.

Continuing discussion lead to realization that

seven years of hard fighting had to be endured before the colonists' independence was achieved, arousing interest in preliminary causes. a.

The Grenville Policy: (1)

Enforcing Acts of Trade and Manufacture

(2)

Establishing permanent military force in colonies

(3)

Raising revenue within America by Act of Parliament

b.

Stamp Act, 1766: (1)

Opposition, private and public, especially of Patrick Henry

(2) c.

Repeal of Stamp Act

Declaratory Act: (1)

Development of Colonial Opposition

(2)

Writs of Assistance

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d.

(3)

Patrick Henry*s Speeches

(!{.)

Samuel Adams

Townshend Acts:

e.

(1)

Opposition

(2)

Farmer*s Letters

(3)

Boston Massacre

(ij.)

Committees of Correspondence

(5)

Resented Tea Tax

(6 )

Boston Tea Party

Retaliation of Parliament:

3. Organization for Resistance:

The Intolerable Acts

Continental Congress,

17714ij.. War of Revolution:

a.

Lexington and Concord

b.

Bunker Hill

5. Second Continental Congress, 1775 a.

Tying in with the Declaration of Independence

6 . The War in the North a.

British Plan

b.

Trenton

c.

Philadelphia

d.

Saratoga Campaign (1)

Victory at Saratoga:

Why the "turning point

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_6o.

of the war?" Studied in detail via map and in relation to sub­ theme:

D.

"How They Changed the World.'*

Geography

Discuss how people in Central Africa have "changed the world" and their peculiar difficulties. Why they distrust the white man? How diseases may be overcome? 1. See ) Geography ) Outline )

Central Africa a. Congo Region (1) Location (2) Climate (3) Congo River Significance to Natives (Ij.) Occupations: Hunt ing Collecting forest products Farming Mining Compare with Guinea Coast

Current Facts: Any significant effect of American assistance in Cen­ tral Africa today? Specific country in Eastern Belgian Congo, Ruanda Urundi:

"Miracle Country of the Missions."^

Called the Switzer-

"Miracle Country of the Missions," Annals of the Holy Child­ hood, Ij-7:21-22, September-October, 1950.

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6i.

land of Africa because of high mountains and beautiful green valleys. Sparkling lakes and rivers make real paradise. Population:

Over 5*000,000 people live in area about size

of Vermont and New Hampshire. Average height:

About lj.500 feet above sea level.

"Mountains of Moon" in the north reach 1I4.,000 feet into sky. Wild Animals:

Elephants, hippopotami, lions, leopards, wild .

cats, and huge snakes; crocodiles in most rivers and People:

Bahuta - related to the Bantu Batwa

streams.

race.

- related to Pygmies.

Batutse- most interesting:

6

feet,6 inches,

rulers of country. Characteristics:

Smart, strong, athletic; can jump as high as 7 feet.

Own most of millions of cows and sheep in Ruanda and Urundi. Over 900,000 Catholics now, while nearly 80 years ago there was not even one. Henry Stanley, explorer, first white man. 50 years ago White Fathers arrived. Present King Mutara III almost 7 feet tall was baptized in 19ij-3 »

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Now about 250,000 people receiving instructions and waiting to be baptized* SUMMARY: Since Central Africa appears fertile for Christ, civilization, and salvation, are we really helping them to "change themselves and the world?" Increase in mission aid--prayer, self-sacrifice. Future:

Look for other sections of Africa with respect to

people, their relation to mankind in general.

See Mr. Rinaldi’s visit for Personal and Class Integration - really ideal*

SPECIAL ACTIVITY: (Friday of Week:

History-Civies-Geography Periods.)

Visit by Mr. Rinaldi, Executive Secretary of Central Planning Board: Ingenious teaching lesson via map, quiz, and discus­ sion.

First-hand information of our city in general; his

own department, Public Works, in particular. Provided class with a skilfull resume of topics of study already covered together with a personal impression of high type citizenship. Mr. Rinaldi’s philosophy of the individual’s willing-

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ness to sacrifice himself for the good of the group in a demo cratic society was illustrated thus: Midway in the lively discussion one of the class suggest ed to Mr. Rinaldi that the difficulty experienced in crossing the street at a certain neighborhood corner seemed to justi­ fy the placement of a traffic light there. reply that the city traffic engineer

His patient

really

studies thetraf­

fic situation scientifically for knowledge of the "danger spots", and his suggestion that they cross the street at the nearest light, taught the pupils that as loyal citizens they are expected to be unselfish in cooperating for the common r

good. They were further persuaded of their responsibility in improving the condition of the "blighted area" that the Rose­ ville section is. This proved an ideal experience in "broadening hori­ zons," and actually summarized the sub-theme of the week, "Onward and Forward."

It proved an ideal culminating fac­

tor of the week’s work covered with respect to children’s various relationships.

Concisely, this visit answered how

they as Newarkers, Americans, and children of God, can "change the world" for Christ.

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614-.

CHAPTER IV

DESCRIPTION OF TRIPS, CLUB ACTIVITIES, CHARACTER BUILDING LESSONS, HISTORY LESSONS: THEIR RELATION TO THEME

Class Trips Both the cultural and civic aspects of the "actual living experience" were adequately served in the various class trips.

They served to acquaint the pupils with the

everyday educational assets of their community and also to stimulate their sense of responsibility in using them intel­ ligently. Branch Library: For example, the class visit to the branch library had an electrifying effect.

Pupils on the

whole had not realized that for the organization and back­ ground of study materials such as they were planning for their Old World Backgrounds a variety of books was essential. Therefore, their visit proved to be a significant prelim­ inary to gathering information for their respective groups. The outstanding characteristics, besides exposure to and association with reference works previously unknown, were those of courteous treatment and expert guidance by leaders in our democratic culture. In addition, the children, who are non-readers, actually

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65

participated in selecting books, even though not on seventh grade level.

They actually enjoyed the library.

Now they

go voluntarily. The final outcome seemed to be that assignments given for improved work could be more efficiently and maturely fulfilled with individuals on committees no longer shirking the vague but insistent command to "look it up." The relation of this visit to theme lay in the fact that the pupils had an effective tool for "changing the world." Museum:

The class trip to the museum had a twofold aspect:

1.

The study of a local Cultural Asset, the museum itself.

2.

The appreciation and knowledge to be gained from exhibits

on hand. Features Studied and Enjoyed by Class: Early North American Indians (Comparative Study) Hackensack Indians (Significant Details) How information has been gleaned from trash heaps; compara­ tive social consciousness of the Leni Lenape; natural virtues practiced by them; their industry. Colonial Kitchen:

1750-1850

Interesting display of ingenuity of colonists in adapting themselves to their environment.

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Study of Nature Specimens of New Jersey: Particularly interesting array of snakes and amphibians.

Use

fulness of these creatures to man as well as observation of their habits increased appreciation of God's Creation. Detailed Exhibit of Tibet: The Religion and Customs of the People; Inaccessibility to Outside World; Geographic Factors. Adequately explained-reported-and related to

11How They Changed the World” Correlated with Current Events:

Strategic signif­

icance to Tibet in World News.

The fact that some of the pupils had never visited the museum before and were apparently fascinated by its beauty and content was in itself rewarding. The "whole view" of the North American Indians in gen­ eral and of those of New Jersey in particular increased his­ torical and geographical knowledge. The Nature Exhibit:

Stimulated pupils to desire for

further study in science. The Tibetan Exhibit: on a magnificient scale.

Most gigantic— impressed pupils They marveled at distorted idea

of prayer evidenced by people of Tibet with their various kinds of prayer wheels.

They questioned whether or not they

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themselves are really pleasing to God when they address Him. Couldn*t they improve in reverence and respect for presence of God? Developments are still ensuing from this trip.

Some

pupils have enrolled voluntarily as Junior Museum Members thereby translating from the passive to the active stage and actually by their attitudes and efforts are helping to "change the world." Police Headquarters;

The class trip to Police Headquarters

was undertaken for personal contact with law and to stimulate respect for and confidence in police. Features:

Treated very courteously by staff.

Shown

around by Detective Kirwin. Photo Room Speedograph;

By means of which pictures can

be transmitted not only across the country but also across the state. Line-up Room:

For identification and measuring.

Telephone Room:

Where switchboard operated by three men

connect calls within the building, outside the building, and also with the police in radio cars. Teletype:

Electrically operated typewriter receives

messages from eleven different states and also sends them. Actual incoming messages fascinated the pupils; an announcementpof recovery of a stolen car interested

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as well. Although the efficiency of the techniques interested the pupils, it was the personal element which they most en­ joyed.

The fatherly talk by Captain Strong, the exciting

experience related by Deputy Chief Lacey, and the geniality of the judges, lawyers, and detectives, who patiently auto­ graphed the pupils* notes made the most lasting impression. This healthful sort of hero worship will intensify, it is hoped, their respect for and cooperation with authority. One of the most directly related experiences contributing valuably to the theme, this will elicit a unanimous, "We Can Change the World.” Visit to Model of Palestine: in a unique way.

This trip contributed to theme

It occurred after the pupils had completed

their detailed study of the contributions of early peoples to "changing the world," and highlighted in particular the significance of the Jews and Romans. While the geographical, historical, and social impli­ cations in the marvelously intricate reproduction were in­ numerable, the religious and inspirational appeal was pro­ found. It Is not an exaggeration to say that this trip really provided atmosphere for the entire project.

For just as

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69

surely as the Messias changed the world at His Coming, so His followers, to be true to Him, must be other Christs, and save the world with Him in every age. The pupils look forward to seeing this exhibit again. They have been impressed immeasurably.

Club Activities Upon coordinating with the Catholic Civics Club of America, the class automatically assumed the responsibility of promoting civic interest in the school. they proceeded to organize for action.

Accordingly,

The all-time activ­

ity apparently most beneficial was decided to be that of maintaining neatness and order in the playground.

Com­

mittees were formed each operating on its turn, a week at a time.

Both boys and girls continue to provide recepta­

cles for pupils’ scraps in the yard and supervise the young­ er children in their play at lunch time.

Cooperation from

school - fair. Another school responsibility they have adopted is that of producing spirited assembly programs from time to time.

Even though they are culminating factors in a teach­

ing experience, the pupils deliberately supply much relig­ ious and civic feeling, thereby trying for God and country "to change the world.”

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A third activity is that of cooperating with the Junior Red Cross in entertaining shut-ins.

The class 1 first and

thus far last attempt was to provide Christmas entertainment for the Home for the Aged in our neighborhood.

The apprecia­

tion of the old and the enjoyment of the young were really quite balanced.

"Changing the world for Christ” seemed to

come true, such was the joy of spirit. Besides donating to the missions, Red Cross, and pagan babies, the class undertook an extraordinary act of mercy at Thanksgiving.

Having agreed among themselves to prepare

a basket of food for the needy, they brought in enough for three families.

The overwhelming response seemed to cry,

”we are changing the world." Their continued cooperation with the larger organ calls for appropriate action at intervals.

Therefore, the

suggestions made in the "Young Catholic Messenger" as well as others they may find necessary in and around the school will continue to be made throughout the year. The real civic chore of the school year, namely that of delivering milk to all the classes, is their daily act of "changing the world." The next seasonal constructive attempt to "change the world" now in the making will be a suitable program for Arbor Day.

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Character Building Lessons At the outset, the game idea of "getting on in life," serving God, developing self, and cooperating with neighbor, was discussed.

This lesson served as introduction: NOW IS TEE TIME TO BEGIN

What game do you like best? it take skill to win? well?

Why do you like it?

Do you need to practice to play it

There are all kinds of interesting games:

jacks, checkers, and many others. others.

Does

marbles,

Perhaps you can suggest

The games mentioned do not require as much physical

exercise as games like baseball, football, basketball or softball.

But all of them are played to win, and to do

this, you must be able to beat your opponents.

This means

that you must study the game and learn the rules and fine points.

Then you must try to master the game by much ser­

ious practice.

If the game is played by groups, one

against another, it becomes much more interesting.

CLASS DISCUSSION: 1. What are some of the things that make playing with others interesting? 2.

Do you play just to pass time, or do you have a purpose in playing?

3.

If your aim is to win, is it important to know the rules?

!(..

What else is required besides knowing and observ-

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ing the rules? 5.

What is meant by being a "good sport"?

ACTIVITIES: 1. In the following list, check the things most neces­ sary to do in playing with others: a. b. c. d. e.

Know the rules of the game. Practice at the game. Beat your opponent at any cost. Play fair. Be a good loser.

2.

Rewrite the above list in the order of their im­ portance, omitting any point that you think should not be included.

3.

Prepare a one-minute talk on what kind of boys and girls you like to play with.

ij..

Tell the class about the best game you ever played or saw.

SELF-APPRAISAL: What kind of player am I? a. b. c. d. e.

Check the proper item.

A favorite of my group or team. A know-it-all who wants to do all the bossing. A cheater. A squabbler who is always finding fault with others. An honest winner. Am I agreeable, cheerful, able to forget an unpleasant happening? What faults must I overcome in order to be a really good player? I shall begin today to correct this fault.

HELPFUL THOUGHTS: Empty barrels make the loudest noise. A man of words and not of deeds is like a garden full of. weeds.

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The lesson was not planned for one day.

It was carried

over as long as it apparently took for the idea to develop by way of discussion, activities, self-appraisal, and help­ ful thoughts.

The meditation varied from day to day, fol­

lowing the foregoing steps.

The resolution for conduct dur­

ing the day depended on the individual as did the marking of the personality trait chart. The personal application served as the integrating link in all the character building lessons and was constantly re­ lated to the main theme without strain or artificiality.

History Lessons Using Compton’s as basic reference, accompanying ques­ tions with detailed picture study, the lesson on the Early Greeks developed: "How did Early Greeks Change the World?" The Greeks or Hellenes were not the first people on the peninsula and the nearby islands.

Nor was the Greek clas­

sical civilization the first civilization of the country. Before it there existed another civilization that partly de­ clined and partly was wrecked by the Greek invaders. Name of Civilization; Why so-called: Where using?

Minoan.

Named for Minos, legendary king.

Island of.Crete, reaching high state of de­

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74.

velopment as early as 2000 B.C. Any succeeding civilization:

Later developed so-called

Mycenaen civilization in the Peloponnesian peninsula. Name:

Called from Mycenae, a fortress of the period; evi­

dently influenced by contacts with Crete. Were these people Greeks:

Not believed to be— but some

Greek tribes were present in Greece at time of Mycenaen civ­ ilization. Where is information found?

Chiefly in Homeric poems.

What caused decline of this early civilization?

Coming of

the Dorians, the last Greek tribe to reach Greece.

'What kind of civilization succeeded? called the Greek Middle Ages.

This period is

Although all the elements of

the earlier civilization were not lost, in many ways cul­ ture seems to have taken a new start, inspired partly by contacts with oriental civilizations.

Thus grew the great

culture of classical Greece. (Study Compters, A-25-7-) How prospered?

By conquering Troy, the Greek tribes opened

a seaway through the Dardanelles, or Hellespont.

By 1000

B.C. they had occupied all of Greece proper, the islands of the Aegean, and the west coast of Asia Minor. How they changed themselves or the world?

During the cen-

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turies that it had taken them to settle the Aegean lands they changed from rude shepherds to a trading, seafaring people. Did the Greeks merely turn to the sea in their effort to sur­ vive?

No.

They made use of the three outstanding ways

in which Europeans in general made sure they would not starve (1)

by conquering another race and ruling over them, per­

haps enslaving them; (2) rate on sea; (3)

by raiding on land or turning pi­

by improving methods of farming and trad­

ing. The Greeks changed the world thus: They became excellent sailors and their vessels made regular trips to the Black Sea, Crete, Cyprus, and Egypt. They found excellent trading with Phoenicia, near Palestine, and from the Phoenicians they learned an immense number of things.

They borrowed from all the older civil­

izations they met, and improved upon what they found. What were some of the specific things they learned, and how did they adopt them?

They discovered that the

Phoenician traders kept accounts by means of a system of writing.

The Greeks took over the Phoenician alphabet and

adjusted it to their own language.

Soon they not only kept

accounts but used writing to tell the story of their wander­ ings .

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7&

They found that their oriental neighbors used a better metal than their bronze.

That was iron.

Little by little

they replaced their old bronze arms and tools with iron. They built villages, poor things at first, made of tree trunks and sun-dried brick, though stone had been used in the Mycenaean Age. As they traveled and saw the massive, colonnaded temples of Egypt, however, they began to improve their build­ ings although it was long before they had good homes. From the Phoenicians, the Greeks learned to build bet­ ter boats, and the former shepherds became sea rovers. They traded their olives and wines for Phoenician metal dishes, glassware, trinkets, and furniture of carved ivory. They adopted the Phoenician designs on pottery and metal. At first they copied the statues and paintings of the Asiatic people, but gradually they tried to make their work more lifelike.

The artists consciously tried to copy ex­

actly what they saw, although their regard for beauty led them to idealize their subjects. Do we, like the Greeks, try to improve the world? Is the need for “changing the world" on our part sim­ ilar to that of the early Greeks? Discuss.

Summarize.

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What kind of character was the Roman of the old days who really did much to "change the world?" Why did Rome become so powerful over the other citystates of Italy? Although Rome was merely the mistress of a federation of Latin states, united for defense, she had a great advan­ tage in her situation on the Tiber where she grew by trade and was protected by the river and her seven hills. What were the Romans’ specific characteristics? Freeborn Romans had a love for and a devotion to their city, which made them ready to leave their fields and shops at a moment’s notice to die on the field of bat­ tle rather than see their city fall. splendid soldiers.

Those freemen were

They did not know when they were beat­

en, for they felt they were fighting just, defensive wars. How did the Romans’ regard for their families con­ tribute to their "changing the world?" The family was very dear to the Roman of the old days of the republic.

The clan spirit was strong in him and he

regarded his position as head of the family as a sacred one. He was the "pater familias" , respected and obeyed by all his household.

He undertook the education of his sons in

citizenship and oversaw his wife’s training of the daugh­ ters.

He arranged marriages, not only for his children

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but for

his slaves and

servants, punished offenders in the

family,

divided up the

property, and directed the lives of

all. Which specific virtues did Romans regard as the great­ est? They taught that obedience and patriotism were the greatest virtues. How did they live? They lived a close, simple, frugal life, worshiping the gods of

the hearth and household called Lares and Penates.

(Picture 1, plate IX). Such was the Roman character of the old days— stern, upright, simple, and above all, patriotic. How did the monks of the Middle Ages "change the world?" The special contribution of monasteries of Western Europe about the year $00 was the adoption of the Rule of Saint Benedict.

Its significance lay in its emphasis upon

work. Since the Romans and the Germans had no respect for work considering it beneath the dignity of a freeman and fit only for slaves, the example of the monks in cultivat­ ing the soil, clearing swamps and forests, copying books,

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and serving the needy, "brought men to see that work is the universal work of mankind.

This helped to break down the

tradition that the vast majority of people were born to sup­ port a small group of aristocratic idlers in luxury. What was one of the most important works of the mon­ asteries in both "saving and changing the world?" One of the most important works of the monasteries was the preservation of books and making many copies of them (see Plate XII, picture 3).

In the unsettled times of the

early Middle Ages, the great libraries of the Roman Empire had disappeared, yet an astonishingly large proportion of Latin literature was saved in the monastic libraries, and was made available for the use of scholars throughout Europe by the patient labors of copyists. What were some of the other services performed by the monks by which they "changed the world?" The monasteries kept up schools, in which those who intended to become monks, might learn to read and write. Their libraries were retreats where the few who inclined to scholarship might study and write.

Hymns, manuals of

devotion, and lives of saints were written.

Many of them

made a practice of recording the chief events of each year in "annals" or "chronicles", which are today among the

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,

chief sources we have for finding out how the people of the time lived and worked and thought. Any other services beneficial to the world? Missionary enterprises of course.

Monasteries estab­

lished in Britain took the chief part in converting the heathen tribes of England, Scotland, and Ireland, and spread the faith throughout other parts of Europe which had not been Christianized during the wanderings of the barbarians. Were other founders besides Saint Benedict instrumental in "changing the world for Christ?" Yes, early in the thirteenth century, Saint Francis, an Italian, and Saint Dominic, a Spaniard, founded groups called friars, a name which comes from the Latin word, "frater" , meaning "brother".

They took a vow of poverty

and depended upon alms for their support, and so were called mendicants. The Dominicans devoted themselves to teaching and mis­ sionary work.

The Franciscans were the "social service"

workers of the Middle Ages.

They built shelters in the

slums and brought the poor in from the streets to be fed and clothed and nursed back to health. The life of the gentle and kindly Saint Francis stands out like a star.

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SUMMARY:

Why Church is called great civilizing force of Middle Ages? Was one common bond that united all Western Europe. Preserved best of Roman learning and culture. Maintained schools, hospitals, and homes for aged. Taught gospel of work. Monks cleared vast areas of swamp and forest, taught peasants all they knew about science and agriculture. Chronicles and documents:

Sole source for this

period of history. Kept up guest houses for travelers-reviving trade. Church touched life at every point and did much to lessen cruelty, injustice, and disorder. (Compton's M-232-6.)

How did England and France by colonizing in the New World help to "change the world?" The English came to gain better living conditions and religious freedom.

Some hoped to find vast stores of

gold and silver such as the Spanish had found farther south of the long-sought waterway across America to the Pacific and Asia. ; England encouraged them, for she was eager to build

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up colonies to which she could sell her manufactured goods in return for the raw materials she needed. The motives of the French were vastly different. France had no large groups of people eager to leave Europe as England had, and few Frenchmen had any idea of founding an empire in the New World. What sort of Frenchmen came to the New World?

How

did they ”change the world?” At first mostly adventurers and missionaries.

Ad­

venturers came to get rich on fur trade and to find a pas­ sage to Asia.

Missionaries came to save the souls of the

Indians. Colonies were established rather as outposts against attacks by the Indians and the English than as self-support­ ing settlements. For fifty years after the establishment of New France they did not raise enough food for themselves and had to be supported partly by supplies from the home land. Was any Frenchman instrumental in planting a permanent settlement in the New World? ”The Father of New France,” Samuel deChamplain, plant­ ed the first permanent French settlement at Quebec in l608. He had hard work in arousing enough interest in France to t

keep his colony alive.

Growth was slow.

The government al-

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lowed none but Frenchmen and Catholics to come, and in l660 there were only about 2,000 whites in the whole coun­ try, while the English colonies had a population of 8^,000, and were growing rapidly. Did any other European nation try to "change the world" by settling in the NewWorld? Holland - New Amsterdam (Now New York City) in 1623. Other settlers followed and built forts at various places on Hudson, Delaware, and Connecticut rivers.

The

Dutch West India Company, which controlled the colony, grant­ ed vast estates to wealthy proprietors or "patroons", who brought over farmers.

New Netherland, as the colony was

called, prospered on the fur trade and agriculture, and had 10,000 people when the English took it in l66i).. The other country which tried to colonize was Sweden. Between 1638 and

t h e New Sweden Company had established

a few trading posts on the Delaware River.

These were taken

by the Dutch in l655 and a few years later passed into the hands of the English. Just how is the "world changed" at the Dawn of Modern Times? England is firmly established in the New World with Spain and France her only rivals. Europe:

Feudalism has vanished; national governments

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strengthened. Peasants free— working for wages or renting fields. Rise of powerful middle class. Printing press, schools, universities freeing men’s minds. People looking forward instead of back.

SUMMARY: As a result of geographical discoveries and ex­ plorations, Europe has turned its face from the Mediterran­ ean to the Atlantic and has begun the career of expansion which today makes its civilisation supreme throughout ninetenths of the world.

LEADING QUESTION: Will future generations consider them­ selves fortunate that from now on it is the New World who will "change the world?” (For other History Lessons see Appendix G.)

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CHAPTER V

ANALYSIS OP PRETESTS AND RETESTS

Among the constructive results of the project were the improved scores of the attitudes and concepts as well as those of the Revolution retests. In comparison with the pretest, Appendix P, the retest was successful.

On the chronological items the improvement

was not so marked for the events were quite detailed if not too comprehensive. The fact questions scored highest while the thought questions were still low among the average and poor groups. In the social studies test, Appendix E, the highest individual score was 80, while the lowest was $0.

When given

previously, the highest number of facts known -was 20 out of

52 , several pupils achieving 0 . In analyzing the individual scores, it was found that no one failed the social studies test the second timewas not true of the Revolution.

This

While practically every one

knew nothing at the pretest, no one knew everything at the retest. The fact remains, however, that knowledge of the grade work in history had been acquired, despite the excursion into

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8^-b.

Old World backgrounds and current topics of local, national, and international interest set in a framework of Christian motivation and interpretation. The concept results indicate that those which were taught incidentally were not mastered by the slow learners. On the other hand, the attitude improvement by this group was marked.

Perhaps this fact was to be expected as their

particular scores were quite negative in the pretest. In order to achieve higher scores, the teacher feels that a more specific review is necessary.

She administered

the retests without any preparation, assuming that not memor­ ization but comprehension is the criterion.

Then, too, the

changed behavior of the pupils for a better world is the more inclusive goal toward which the methods, objectives, and mater­ ials were planned.

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CHAPTER VI

EVALUATION

A.

Favorable Outcomes

The first most apparent result of the ''Christianizing'1 experiment is that the pupils now recognize that religion to be effective must be translated from hazy abstract no­ tions into concrete everyday living.

From this realization

they are gradually awakening to the significance of their own various relationships, namely to God, to themselves, to their families, the country, and to the world.

Their

desire to find out more about civic affairs and to partici­ pate eventually as intelligent citizens are evidenced by their increased interest in the welfare of Newark, in both government and citizenry.

From a state of childish indif­

ference and ignorance they have entered one of enthusiasm and responsibility. The acquisition of study habits and social studies skills appears to be in proportion to intelligence and ma­ turity.

Improvement in democratic participation and group

cooperation is quite general. In view of the objectives stated at the outset, the goal though remote is partly in the process of realization.

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The "tentative approach to the integration of history, geog­ raphy, and civics content of Grade Seven with increased em­ phasis on religious interpretation and.application" contin­ ues to be made.

But the fact of the situation seems to be

that while the subjects lend themselves readily to corre­ lation, actual integration among them does not seem pos­ sible.

Yet the religious theme as the core does provide

a basis for integration with respect to the pupils* various relationships accenting the spiritual motives and ends of constructive citizenship. The objectives of personality development, growth of Christian character, increased mental and moral living are so comprehensive that they remain in the realm of the ulti­ mate, though real goals to be attained.

For this reason,

the daily character training lessons must be constantly adapted to the ever-changing needs and deficiencies of the individual as well as those of the group. The objectives relating to the teacher, particularly with respect to the realistic teaching of Christ-centered social living, are materializing gradually. With regard to contributing to larger endeavors of cit­ izenship, that of serving the school as promoters of order and neatness, has an over-all sort of pioneer flavor not !

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quite appreciated by the rest of the school. The real stimulant for national, as well as local pa­ triotism, on the part of pupils, is served to them regular­ ly, vividly, and cooperatively by their mother group, as it were, the Catholic Civics Club of America.

Membership in

such a notable undertaking insures against dearth of whole­ some civic ideas.

B.

Hence, activities are never wanting.

Unfavorable Outcomes

The most obvious defect is lack of perseverance.

The

pupils appreciate their importance in the scheme of God's Creation; they realize their obligation to live for Christ; they actually know that America needs good citizens for sur­ vival, yet in the words of Holy Scripture, "The spirit in­ deed is willing, but the flesh is weak." Next in order of difficulty seems to be the applica­ tion of the pupils’ individual responsibility.

While their

group interrelation on committees, civic and scholastic, functions smoothly tinder strong leadership, the need for per­ forming their less important chores along the lines considered during prayer period is not quite realized by some.

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Not really additional but rather concomitant with the outcomes of the project were the definitely improved attitudes of the poorer students.

Their enjoyment of the trips and

participation in the other class activities obviously made school life mere interesting for them.

They have long since

tired of the 3 R* s as such; therefore, the "game of life" idea motivated by the love of God proved at least a stimulant for their educational experience.

This was mainly evidenced

by voluntary reports of the simplest type--not to mention the chores of delivering milk, cleaning the yard, and tak­ ing a brotherly interest in the little children at playtime. While the slow learners have become happier, the more studious pupils have in most instances succeeded in becom­ ing more self-reliant in a study sense, and more cooperative in classroom living.

Their willingness to head committees,

assume responsibility, and even criticize their own short­ comings were on the whole most satisfactory.

While some of

the less ambitious did not strive too hard, most of the lack seemed due to immaturity, the pupils of this category com­ prising the younger element of the group. The teacher herself enjoyed the project immensely. though involved in quite a bit of initial organizing, the integrating nature of the experience proved fascinating.

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Al­

8?-b.

The fact that the task of education in general is being served by such an undertaking actually encourages further creative efforts toward the distant yet ever-realistic goal. Besides the feature of professional perfection, that of personal improvement on the part of the teacher challenges her continued efforts.

A better informed Newarker, a more

patriotic American, and a definitely more patient and sympa­ thetic person, as a result of assisting her pupils, the teacher hopes to become, to the best of her ability, as her pupils, a real ”Christ-bearer to the world.”

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C.

Conclusions

The attempt to ”Christianize the Social Studies” is not revolutionary, but it is a serious undertaking which de­ serves continuance and, if necessary, repetition. The results on the whole are not measurable, although the attitudes, behavior, and actions of the pupils appear more mature. The chief achievement seems to be an increased selfconsciousness in a constructive form which should be util­ ized for individual development and genuine self-advance­ ment . ’’What does God want” and how ’’change the world” actually do challenge reflective thinking and, for more marked progress in Christian social living, should begin on the pupil's level in the preceding grades. The informal opinions of pupils, taken at random, tes­ tify to both constructive and negative results.

See Appendix

G*

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BIBLIOGRAPHY

1*

Bathurst, Effie G. 'Adhere Children Live Affects Cur­ riculum, U.S. Office of Education, Bulletin 1950, no. 7» Washington, D.C., Government Printing Office, 1950. 77 P.

2.

Commission on American Citizenship. Better Men for Better Times. Washington, B.C., Catholic University of America Press, cl944* 125 p.

3.

Commission on American Citizenship. Guiding Growth in Christian Social Living. Washington, D.C., Catholic University of America Press, cl9l{-6. v. 3, 372 p.

if..

DeHovre, Rev. Franz, Ph.D. and Jordan, Rev. Edward B., M.A., S.T.D. Catholicism in Education. Hew York, Benziger Brothers, cl93^}-« 501 p.

5.

Evangela, Sister Mary, M.S. and Aurelia, Sister, O.S.F. The Cardinal Virtue of Prudence. New York, Declan X. McMullen Co., Inc., cl9^9• 58 P*

6.

Evangela, Sister Mary, M.S. and Aurelia, Sister, O.S.F. The Cardinal Virtue of Justice. New York, Declan X. McMullen Co., Inc., cl9i|-9» 57 p.

7.

Goetz, Delia. World Understanding Begins with Children. U.S. Office of Education, Bulletin 19M-9» no. 17» Washington, D.C., Government Printing Office, 19^4-9• 30 p

8.

Hatcher, Halene. Better Living through Wise Use of Re­ sources. U.S. Office of Education, Bulletin 1950, no. 15 Washington, D.C., Government Printing Office, 1950. 76 p

9»

Junior Town Meeting League. Using Current Materials. Columbus, Ohio, The League, cl950. 31 p.

10.

Keller, James, M.M. One Moment Please 1 New York, Doubleday and Co., Inc., cl950. 365 p.

11.

Keller, James, M.M. You Can Change the World. Longmans, Green and Company, cl9p}7 387 p.

New York,

12.

Pius XI., Pope. Christian Education of Youth. The Paulist Press, n. c. I48 p.

New York,

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13.

Research Service Department. The Resourceful Teacher, v. ij., no. 2. New York, Silver Burdett Company, cl95015 p.

llj..

Ryan, Rev. John A., Ph.D. The Nev/ Knowledge and the Old Faith. New York, The Paulist Press, 1935* l6 p.

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91.

PTJPIL STUDY ACTIVITIES

Problem Solving Through Research: Use of Reference Material Encyclopedia Supplementary Texts (Social Studies re Ancient Civili­ zation) Life of Christ Weekly:

YOUNG CATHOLIC MESSENGER

Monthly:

ANNALS OP THE HOLY CHILDHOOD

Discussion:

New Testament

Bible History Report (Committee and Individual) Outline:

Scrapbook (Individual)

Drawings:

Illustrations: Charts: Maps:

Visits:

People-Costumes-Homes-Objects

Time for Whole Picture For Environmental Factors

Groups and Committees

Museum Library City Hall Dramatizations: Wall Frieze:

)National )International )Local

- Historic and Geographic

Puppet

In parts - Cumulative Map Region Thus Far Studied, e.g., "The Mediterranean World." Cut-outs of Objects to symbolize significance of City, e.g., Parthenon for Greece, Sphinx for Egypt.

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The appendix contains sample lessons in the respective fields taught.

No attempt is made to demonstrate how they

actually integrated, although each lesson in particular re­ lated to the theme. The character training lessons provided the core of the week's work, or at least suggested the specific virtue toward which the class should strive in attempting to achieve the goal of "changing the world." Although the subjects were not strained for artifi­ cial correlation, the topics of study as they treated of the pupils' various relationships were consistently asso­ ciated with the theme.

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APPENDIX A.

Sample Character Building Lessons

1.

WHAT CAUSED THE CHANGE?

Consideration: One of the most instructive stories Our Lord told was that of the prodigal son. it.

Many lessons can be drawn from

The part that we are particularly interested in is con­

cerned with the result of the prodigal son’s reflection which brought about his change of character. The story goes like this: two sons.

Once there was a man who had

The younger son, like so many young people today,

wanted more freedom to have a good time. his home.

Everything was too dull there.

He grew tired of So he said to his

father, ’’Give me the inheritance that I am to get later." And the father gave it to him. where no one would know him.

This son left his home to go He made friends with others

like himself and had a jolly time.

But when his money was

gone, those whom he thought were his friends left him.

To

make matters worse, hard times came to the country and peo­ ple had scarcely enough to eat. As the prodigal son tramped along the roads in ragged clothes, hungry and footsore, he began to think, to reflect upon the cause of his state.

As he sat in a lonely spot

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thinking things over, he said to himself, "Here I am, dying with hunger.

At home in my father’s house even the servants

have enough to eat. my father and say: against you.

How foolish I have beeni

I will go to

"Father, I have sinned against God and

I am not worthy to be called your son.

be one of your servants."

Let me

Getting up he started for home.

When he was still some distance from his father's house, he could see his father watching for him. him trudging over the hills.

The good old man saw

Immediately he went out to

meet him and received him with joy. Class Discussion: Our Lord told this story to teach us how good and merciful our Heavenly Father is.

But it is also a

good example of the effects of reflection* 1.

What did the younger son do with his inheritance? Was he prudent?

2.

Why?

When did he realize his mistake?

What should he

have done to avoid it? 3.

When he found himself in such a miserable condition, what did he resolve to do?

ij.. Did he carry out his resolution at once? 5>. Though this young man was not prudent when he left his father’s house, he had one good trait.

He

learned to think seriously about his mistakes, and

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then earnestly set about making matters right again. Another good quality about him was that he was not too proud to admist his mistake. Activities; 1.

Compare this story with that of Saint Augustine.

Did

reflection bring about the change in Saint Augustine's life? 2.

When and how?

Try to read the life of Saint Francis Borgia.

Re­

late the story to the class and tell how it ap­ plies especially to this lesson on reflection. 3.

Without mentioning their names, can you tell the class of the change brought about in the life of any of your friends or relatives because of seri­ ous reflection?

ij..

Is the story of the Good Thief a lesson on reflec­ tion?

How?

Self-Appraisal; Am I ready to admit something I should not have done? ____________ Am I willing to do what I can to correct this mistake?_____________ What resolution ought I to make right now?______________

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Helpful Thought:

I ’ve made mistakes just the same as you, The same mistakes that all mortals do. Turning life's song to a sad refrain, Let's try to forget them and start again I 2.

IS THIS YOU?

Have you ever played with a boy who loses his temper when things do not go as he wishes? angry when she can't run the game? such children?

Or with a girl who gets Do you like to play with

You really can't have fun with boys and

girls who are easily hurt, or who always want to have their own way about everything.

Some people are touchy and one

never knows what to do or say to please them. There are some children who delight in making everything disagreeable for their companions. quarrel.

They are always ready to

They seem to be looking for mistakes and faults

in others. Yet, we also find boys and girls who are cheerful, ready to do a good turn, willing to play fairly, good-natured and easy to get along with.

Do you know any persons of this

kind? Class Discussion: 1.

John, aged 12, is in the seventh grade.

and learns easily, but he does not like school. and indifferent.

He is bright

He is lazy

He is careless about his work and does not

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follow his teacher’s advice.

He is sometimes sullen and

troublesome in class and disturbs others.

On the playground

he does mean things to harm and torment others. him on the team. 2. ed to? 3.

Nobody wants

Can you guess why he is not wanted?

Do you think John could be a good player if he want­ Why? What about John’s part in the game of life?

the necessary talent to become a good player?

Has he

How do you

know? If..

What bad traits must he get rid of?

5.

What would you suggest that John do to develop the

necessary skill?

What means should he use to help himself?

Activities; If you were a teacher, what character traits would you like your pupils to have? What qualities does a captain look for in choosing his team? What good traits should be developed in place of these? Bad Traits

Good Traits

Laughing at mistakes of others Using things that belong to others Disturbing others Wasting time Taking advantage of the teacher’s absence

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Self-Appraisal:

Do I resemble John in any way? their teams do they pick me?

When captains choose

Am I their first or last pick,

or am I left out entirely? What are my outstanding traits by which they judge me? Can I be proud of these traits?

What must I correct or im­

prove in my conduct toward others?

Today I will try my best

to correct this fault by______________________ Helpful Thought: A Winner or good loser Is never a grouch or a chooser. A cheerful disposition makes the best com­ panion. 3.

AS I SEE MYSELF

This matter of character development requires, first of all, that you be convinced of the necessity of becoming S-O-M-E-B-O-D-Y worthwhile.

You must also be convinced

that it is possible to become that S-O-M-E-B-O-D-Y. problem is to know how to go about it. gestions.

First, examine yourself.

Y-O-TJ-R-S-E-L-F?

The

Here are some sug­

Have you really met

What good qualities do you possess, even

in a small degree?

What qualities do you admire in others?

In your I-D-E-A-L?

What outstanding traits will you have

to get rid of in order to be more like those you admire?

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Pace the facts and resolve to rid yourself of those habits which might prove an obstacle to your progress.

Then the

building of your C-H-A-R-A-C-T-E-R can begin. A person of character is one whose life is ruled by principles of conduct.

Our conduct, you know, is governed

by the habits we form.

Virtue is another name for a certain

kind of habit which enables us to do good.

We practice vir­

tue when we acquire the habit of doing what we know to be right because it is the right and decent thing to do. Class Discussion: Perhaps you admire a certain man or woman about whom you studied in your history, literature, or religion class* Such character as George Washington, Abraham Lincoln, Flor­ ence Nightingale, Clara Barton, Saint Agnes, Saint Tarcisius, and others may appeal to you because of their courage, hon­ esty, or self-sacrifice.

Great artists, musicians, writers,

inventors, statesmen and others make you wish that

you, your­

self, could do the things they did. Even today we

have men

and women around us whom we admire and love because of their kindness, their cheerfulness, their consideration or thought­ fulness for others; and often,

we unconsciously

think:

wish I were like that person.” Now, as boys and girls, you are constantly tending toward some future ideal.

As time goes on your mind becomes

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"I

more keen, your thoughts and desires change, your will be­ comes stronger and more determined. in time become fixed habits.

Your daily actions will

Unless your will is strong and

your habits are well-directed, you will never become the man or woman you would like to be. 1*

Do you like to read about people whose character is

worth imitating? 2.

When you come across a person in your reading who

has done something good or noble, do you stop to think about it and picture yourself as doing the deed?

It is by keep­

ing in mind the worthwhile things we read that we are led to imitate them. 3.

Discuss some character you read about that you

wished you could imitate perfectly. Activities; 1.

Tell the class about some book

you have read that

told the story of a strong character. 2.

Describe the particular traits

that you admired in

that character. 3*

Tell the class where they might find the lives of

some saints like those discussed in the 4.

previous lessons*

Pick out five saints you know from your

reading

and beside each state one fact that proves strength of char-

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acter. Self-Appraisal:

When I have leisure time to read what is my first choice? _________ .

Do I like to read about saints?______ Or do I find

it dull?____________ If dull, where does the trouble lie? _________ Am I trying to feed my mind with worthwhile thoughts or with mere nonsense?______________ At the first opportunity I am determined to raise my level by choosing the best. Helpful Thoughts: Good thoughts leed to noble deeds. 4.

THE GOLDEN RULE

"DO TO OTHERS AS YOU WOULD HAVE THEM DO TO YOU." is called the Golden Rule. the two great Commandments.

Do you know why?

It is one of

Our Lord wants us to treat

others as we want to be treated. it?

This

It is a simple rule, isn’t

Now, how do you want to be treated?

You want every one

to be kind to you, respect your rights, to treat you as a real person.

Some boys are like George who was always say­

ing, "Gee, Mom, you’d think that I was a baby the way every one around here treats me.

It’s George do this, and George

do that; and George you can’t go to the game; you have to stay in and take care of Junior; and so on all day long. I don’t have any rights at all."

Why,

What do you think of George?

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Alice Mae's mother has trouble to make her understand that she must do her share if she wants all the nice things she asks for.

’’Mama, why can't I have a new hat?

I need

a pair of new shoes to match the dress I am going to wear." Alice Mae does not consider that her brothers and sisters might need new clothes, too.

She is unwilling to help Mother

in the home, and never thinks of doing nice things for those at home.

But she wants everything and thinks she has a right

to have it.

Have George and Alice Mae any rights?

Have

they any duties? Our conduct everywhere should be governed by the Golden Rule.

How could you apply it in your conduct toward your

teachers?

Your classmates?

To the other teachers and

children in the building? Selfish people usually forget about the Golden Rule. Per example, how often does it happen that a thoughtless boy or girl comes into Church and steps right in front of others who have been waiting patiently for their turn to go to con­ fession.

One sees boys and girls enter streetcars and buses

and rush for the best seats, often pushing others aside. They let older and tired-looking people stand.

How rude and

inconsiderate they are by their loud talking and laughing I Their rude and unmannerly behavior in public places stamps

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them as selfish and bold. If the Golden Rule were observed by every one, what a grand world we would have 1 It must be the guiding rule for every child who wishes to play the game well. Glass Discussiont 1.

Discuss a situation which you think was unfair on the part of another.

2.

Suppose you had a very noisy neighbor and some­ one in your home was ill and unable to stand the noise, how would you handle the situation?

3.

What are some of the rights which you claim to have with which you do not want your neighbor to interfere?

Activities; 1.

Show how you would act on entering an assembly where four or five chairs are vacant in the same row.

2.

Show how you would offer your seat to someone in a crowded bus.

3.

Make a set of rules you think should be observed in a movie theater.

1|..

If someone entered a room and all seats were oc­ cupied, what would you do to relieve the newcomer

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lOif.

of embarrassment?

Show the class.

Self-Appraisal:

How do I stand with regard to the Golden Rule?

Do I

show by my conduct that I have an Ideal that is high and noble?

Could others say that I have a pleasing personality?

Do I show that I have a trained and virtuous character? Helpful Thoughts: Nothing is such a revelation of character as our un­ conscious habit of speech and conduct. He that is greatest among you shall be the servant of all. 5.

TRUE BLUE

Many of us take too much for granted.

By that is

meant that we just take everything as if it were due to us without any kind of obligation on our part.

For example,

we rise every morning with never a thought that God has given us another day to love and serve Him, to work for His honor and glory, and thereby to earn a great reward some day in heaven.

We dress, take our breakfast, and give no

thought to our parents who provided these things for us with the help of God.

We go off to school, walking along

well-paved and clean streets, pass the traffic officer who directs us safely across the dangerous street crossing.

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.

105

Of course we do not think that our government has thus taken care of our health and safety.

We enter the school building

and go to our classroom where we find a Brother or a Sister ready to guide us along the hard road of learning.

The

room is well lighted, our desks are comfortable, and we are provided with a wealth of interesting books and materials. All through the school day we are shown the wonders of na­ ture, the beauty of goodness, the greatness of noble-minded men and women--and we never think of the great Goodness of God our Father Who created all for our benefit to lead us to heaven where we might some day be happy with Him forever. Now, the remembrance of all these things should fill us with gratitude toward God, our parents, and our country. We show this gratitude by the love and honor we give them. We call this being loyal to them.

To be loyal means to be

true. Class Discussion: Discuss various ways in which a good citizen shows his loyalty to his country. What are some of the ways in which a true Christian shows his love for his parents? Loyalty toward God consists in: b.

a. Keeping the ________

Receiving the ____________ frequently; c.

__________ !

Leading a_____

life through the practice of___________________

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io6.

Activities: 1.

For your English period ask your teacher to let you

write a description.

One group might describe a loyal Ameri­

can; another group, a loyal Catholic; a third group, a loy­ al member of a family. 2.

Select the best one of each group.

Find magazine clippings showing picture which de­

pict loyalty and post them on the bulletin board with ap­ propriate captions. 3.

In your work of character formation, loyalty is a

necessary trait to develop.

State ways in which you prac­

tice that virtue now in the hope that you will become a worthy adult citizen, both of earth and of heaven. Self-Appraisal: How do I stand with regard to the virtue of loyalty? Does my loyalty consist merely of saying proudly, "I am an American"; School?"

"I am a Catholic";

I go to Saint Rose of Lima

Actions speak louder than words.

that I am a loyal American? of my school?

How do I prove

A loyal Catholic?

Do I always speak well of them?

A loyal pupil Do I ever

criticize my school, my teachers, the priests, and others who work for my good?

Is this being loyal?

the things that are provided for my good? al?

How about my use of Is this being loy­

How must I improve to be considered "True Blue"?

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107.-

Helpful Thoughts:

White for purity, red for valor, blue for justice, in the flag of our country, to be cherished by all our hearts, to be upheld by all our hands. We were put here to do what service we can; for honor and not for hire.

6.

PATRIOT OR TRAITOR?

Did you ever hear the story of Nathan Hale, a great hero of the Revolutionary War?

You surely remember Benedict

Arnold, the traitor, who sold his country to the enemy. Which do you admire?

What made Nathan Hale a hero?

How did

Benedict Arnold become a traitor? Nathan Hale loved his country. die for it.

He was not afraid to

The love and devotion one has for his country

is called loyalty or patriotism.

Patriotism, then, means

loving one's country above all others; serving it with all one's heart; and doing nothing to disgrace it. Loyalty to one's country is a Christian virtue based on gratitude and honor.

What does our country mean to us?

We Americans have many wonderful advantages and opportuni­ ties which people in other countries do not have.

Even the

poorest child in the United States may become great. Lincoln is a good example of this.

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Abraham

Class Discussion: 1.

Under the following headings list some of the oppor

tunities which children of your age have in this country:

2.

a.

Opportunities for education:

b.

Opportunities for sound physical development1 :

c.

Opportunities for appreciation in the fine arts:

d.

Opportunities for practicing one's religion: In addition to these opportunities the great pro­

duction and industry of our country affords splendid oppor­ tunities for making a livelihood and of advancing accord­ ing to your ambition and integrity of character.

Find the

meaning of the word "integrity”' in your dictionary and write in your own words what is meant by the last sentence. Activities: 1.

Give a brief sketch of the lives of some of our

great Americans.

Tell what made them great with regard to

their opportunities and their own personal efforts. 2.

Which Presidents or outstanding leaders in Ameri­

can History came from a poor home? such positions? 3.

How did they rise to

Was a strong character necessary?

Which leaders in history were failures because

of weaknesses of character?

Name some you have met in

your study of Old World History.

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"A country is as strong as its citizens." Show how this was true with regard to some of the great na­ tions of the past.

For example, Rome was at one time one

of the greatest nations of the world until its citizens became weak because of their self-indulgence and sinful lives Self-Appraisal; What is my spirit of loyalty to my country? of it?

Do I uphold it on all occasions?

I am proud to be an American? for the flag?

Am I proud

How do I show that

Do I show the proper respect

For our rulers and officials?

Do I respect

public property, such as parks, museums, playgrounds, etc., by making proper use of them but not destroying anything in them?

Do I bear my share of responsibility for the upkeep

of these places which are meant for the good of all citi­ zens?

How do I act toward the traffic officer, policeman,

and other public service agents? school doctor; school nurse; etc?

Am I grateful toward the I shall correct anything

in my conduct which would mark me as a disloyal citizen of my country. Helpful Thoughts: The test of a Christian character should be that you are a joy-bearer to the world. Do your work; keep your word; help when you can;

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be an honest citizen.

Try to memorize some of these helpful thoughts and use them in your conversations . 7.

I AM AN AMERICAN

Americans are known for their love of fair play.

Still,

we often meet boys and girls who claim to be Americans but who do not have this spirit of fairness.

True Americans want a

square deal themselves and are willing to give others a square deal.

Fairmindedness should be one of the qualities we are

aiming to develop. Saint John the Baptist gives us a very plain lesson in the practice of this virtue.

Saint John was Our Lord's cousin.

He was selected by God to tell the people about the Messiah. He was a sort of "publicity man," as we would say today. He was to advertise the work of the Messiah.

But the people

thought that John, himself, was the Messiah.

John, however,

told them that he was only the herald, or the announcer, and that Christ would come later to teach them. ly have posed as the Messiah. him.

John could easi­

The people loved and admired

They were ready to follow him, but John's sense of

fairness would not allow him to deceive the people. We see this same virtue of fairness shine forth in Our Lord's example.

Jesus could have gone to the place

where -John was preaching and told the people that He vas the Messiah and John only His servant.

But Jesus did not; in-

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stead, He publicly paid high tribute to John.

What fine

characters we have here as our models I Jesus and John the Baptist taught us a beautiful lesson of fair play and humil­ ity.

Each gave the other due credit, and neither interfered

with the work of the other.

That is fairness at its best.

Class Discussion: 1.

Do you think quarrels would last long if the faults

were only on one side?

The trouble is probably due to both

because neither is big enough to give in to the other. 2.

Discuss some of the characteristics of Saint John

the Baptist which gave him such a fine sense of fairness. Read the story of his life in the desert. 3.

Though Jesus was infinitely superior to Saint John

He honored him, and spoke highly of him to His own follow­ ers.

What does this show us about Our Lord’s character?

Could there be any nobler? Activities; 1.

What qualities are possessed by those people who

usually get along with everyone.

Put these in one column.

In a column beside this name the qualities which are the op­ posites of the first ones.

Are they not the qualities of

persons who do not get along well with others?

Which qual­

ities would you say you possessed?

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2.

Discuss and write in a column some ways in which you

can fail against fairness.

Here are a few to begin with:

a.

Quarreling over rights

f.

b.

Opposing others impatiently

g.

c.

Trying to run everythingyour own way

d.

Disputing over trifles

i.

e.

Not doing your share

j.

h.

Self-Appraisal: Would others rate me as a true American because of my spirit of fairness? biggest share? due credit? with them?

Or am I always ready to fight for the

When others are doing well, do I give them

Am I unfair by criticizing and finding fault Am I always aiming to be on the top whether I de­

serve to be or not?

If this is my picture, how do I compare

with Saint John or with Our Lord?

When and where do I fail

in this respect? Helpful Thoughts: He must increase; I must decrease. An offense was intended or it was not; if it was, you lower yourself to get even; if it was not, forget it.

8.

I PLEDGE ALLEGIANCE

How Americans cheer when they see the flag on the screen in a movie i

There is something about the flag of our country

that never fails to give one a thrill.

To see our flag flying

from a height gives one a sense of security, of freedom, of

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liberty, and of happiness.

All honor to the flag of our

country I As long as we have good citizens that flag will mean something true, something great.

But some people seem

to think that patriotism is mere flagwaving. A true patriot is a man or woman, a boy or girl who loves his country, and who brings honor to it by being a good citizen.

You know the qualities of mind and heart that

make a good citizen. qualities.

You have been trying to build these

A good test is to ask yourself what kind of

Catholic you are.

A good Catholic cannot fail to be a good

citizen. To come down to facts, let's silently ask and answer a few questions.

How are your building plans working out?

You have some good material to use; for example, such traits as love and devotion to God, to your parents, to your coun­ try, and reverence and respect toward all who have authority over you, such as priests, teachers, and civil officials. Honesty and truthfulness are also excellent character-build­ ing material.

How have you used these materials?

firmly placed in your mind and heart?

Are they

Have you put the

building blocks of gratitude and appreciation in a prominent place?

A sense of honor and fair play give the building a

finished look.

Have you made sufficient use of these?

If

you have been faithful in your resolutions, your character

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111*..

will be a noble one and you will be one of God's truly great citizens of heaven and in the meantime a good and loyal citi­ zen of this great country. Class Discussion; 1.

Discuss the meaning of the stripes, the stars, and

the colors of the flag. 2.

’’White for purity, red for valor, blue for justice in

the flag of our country."

Compare the three qualities men­

tioned in the above quotation with the qualities that a good Catholic possesses.

Are they similar?

Would any good char­

acter need these qualities? Activities: 1.

For one of your class periods your teacher may allow

you to work out a little project that would combine true American patriotism with character building. letters in the word A M E R I C A N sent each letter.

Cut out the

and have one pupil repre­

Have each letter stand for some good qual­

ity or trait which should be found in a true American, and a good, staunch character. 2. MY

Draw the outline of an imposing structure.

C H A R A C T E R

B U I L D I N G .

Label it

In some of the

large building blocks print the names of the character traits you have so far developed.

As you go on building you can grad­

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ually label some more blocks.

If your foundation— the prac­

tice of your Faith--is strong the structure will stand and in time develop into a complete and towering building. Self-Appraisal: Does my flagwaving mean anything?

Can I really be con­

sidered a true American or is my pledge of allegiance a mean­ ingless salute?

If I mean what I say I must try to be a

worthwhile citizen of our great country and bring out all the qualities that good citizenship demands.

What these qual­

ities are my practice of virtue--my Religion— will show.

Vir­

tues are habits and habits are repeated actions which are good.

When I do them for the love of God, the Father of us

all, then they make of me not only a true citizen but a saint whose true home is heaven.

Is that the direction toward

which I am traveling? Helpful Thought: Earth is the testing ground; Heaven is the reward.

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APPENDIX B.

Sample Civics Lessons

Lesson 1 ,

Semester Topic:

The Constitution

Discussion ^ Directed Study

In studying the Constitution, the topic of "checks and balances," was handled thus: The Constitution is called a system of "checks and bal­ ances" because it comprises three departments of government, namely, the Legislative, Executive, and Judicial, each act­ ing as a check on the other. Relative to theme:

"We Change the World," it is the

duty of every citizen to see that only constructive laws are passed and that the Constitution is amended only when necessary. Respect for government requires an intelligent knowledge of how it works.

Therefore, problem posed:

What are the outstanding obligations of the three de­ partments of government? According to Article I, Section I of the Constitution: "All legislative powers herein granted shall be vested in a Congress of the United States, which shall consist of a Congress and a House of Rep­ resentatives."

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Since Congress is the lawmaking body of the country, how is it that so much of its activity consists of courtlike pro­ ceedings, for example, in the Congressional Investigations? Has Congress the authority to do this? All Congressmen operate on legislative committees. Led up to:

Yes, the real job of Congress is to pass laws.

But the responsibility for passing laws carries with it the power to get information upon which laws may be based. The committees are agents of Congress in securing information. The Special House Committee to study European needs is a good example of an investigating committee seeking in­ formation for Congress. So investigators studied conditions firsthand in Europe and the Ear East to determine how they could be best aided, for the House has the job of appropriating the money to be used to help foreign countries. propriated?

How much should be ap­

In what nations should the money be spent?

Under what conditions should aid be given? The Un-American Activities Committees has long been one of the most controversial of House Committees.

It has fre­

quently charged individuals with un-American activities, but there have been controversies about the justice of some of the charges and of the methods of the committee. (Any new laws?)

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Lesson 2 . -Executive Department. In checking significance of "checks and balances", an examination of the Executive Department was suggested: Article II, Section I, of Constitution: "The executive power shall be vested in a President of the United States of America." Just what are the major duties of the President to his country? 1.

He must see that the laws are enforced. a.

How?

Those who break the laws of Congress must be punished as the law prescribes.

Therefore, the President is empowered

to employ the necessary helpers subject to limitations. Officers in the upper brackets must be approved by the Sen­ ate.

Many others must be chosen in accordance with civil

service regulations set by Congress. 2.

The President shares the law-making process.He has the veto power.

He is also directed by the

Constitution to report to Congress on the "state of the Union" and to recommend laws which he thinks should be passed. 3.

The President directs our international relations. He makes treaties subject to ratification by the

Senate.

He appoints ambassadors and other foreign service

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officers with the approval of the Senate.

All negotiations

with foreign powers go through the Presidents Office, either through personal action or through agents delegated for the job by the President. If.

The President is responsible for the control of the military services. As commander-in-chief of the Army and the Navy, he

appoints commanding officers, sets up our military policies (Under control of Congress), and has the power to order mili­ tary forces into action. Discussion on pertinent current topics, such as President's sending troops to Europe, etc. Lesson 3.

The Judicial Department

For further study of Departments, respective Articles of Constitution: Article III: "The judicial power of the United States shall be vested in one Supreme Court and in such in­ ferior courts as the Congress may from time to time or­ dain and establish." How does the Court operate? The duty of the Supreme Court, the highest court of the land, is to decide the constitutionality of new laws and to interpret American law. Supreme Court consists of nine Justices who, after a

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case is heard, vote on the decision to be rendered. Must they render unanimous decisions? No.

In fact, in recent years unanimous decisions were

rendered in only about two out of every five cases. The reasons for the lack of agreement on many cases can be found in the underlying philosophies of the men who are Justices. How do they differ? They differ in answer to these fundamental questions: Should the will of the people as expressed by Congress have greater weight than past decisions of the Court on similar controversies? Should a Justice permit his own conviction as to what measures are wise to influence his decisions? Upon these two questions, lawyers have been divid­ ing the Court into "conservative" and "liberal" Justices.

If the opinions of the Justices indicate

that their answers are "yes" to the questions above, they are labeled as liberals.

Lawyers think of the

other Justices as conservatives. How can Americans show their interest in the Supreme Court as a contributing factor in our system of g ovem-

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ment? Americans should have a knowledge of the types of questions that have to be determined.

There is no bet­

ter way to secure this knowledge than a careful study of the cases recently decided. Forward Look:

Discover other Supreme Court cases in Current Events.

Discuss how decided.

Criticize. Discuss: Representatives in Congress Should (or can) the Federal Government force a state to organize congressional districts of about equal popu­ lation? A group of Illinois citizens was concerned because of the uneven size of the congressional districts in that state. One representative came from a district with 112,000 inhabi­ tants.

There were others whose districts had more than 900,

000 inhabitants.

This division obviously did not give all

voters equal powers in influencing the work of Congress. It was claimed that the State Legislature refused to make a more equitable division of the state because it suited'the political purposes of the majority party to let the current divisions stand. The Federal Constitution leaves the details of electing Congressmen to the states, but it has been assumed for a

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long time that the election districts should be as equal in population as is practical. The group of Illinois citizens went to the state courts and asked for an order demanding the redistrieting of the state.

The Illinois Court refused the request.

The case

was then appealed to the United States Supreme Court. After hearing the arguments, the Justices of the Court found that they could not agree; 2 Justices were absent, and lj_ reached a decision.

The decision was that the Supreme

Court must refuse to order the redistricting of Illinois be­ cause: 1.

The Constitution leaves the details of congression­

al elections to the State Legislatures. has no power to intervene.

The Supreme Court

Only Congress can act by re­

fusing to seat Representatives elected by a system of which it does not approve. 2.

There is a practical question involved.

What

would happen if the Supreme Court were to order the Illinois Legislature to pass a new law redistricting the state? Suppose the Legislature refused to act.

There would be no

way in which the decision could be enforced.

The Supreme

Court should order no action which.could be defied with impunity. \

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The other 3 Justices dissented.

They maintained that

the Illinois situation was contrary to the intent of the Con­ stitution and that the Supreme Court should make that fact clear. Besides keeping our Government within its original constitutional framework, then, the Supreme Court has been one of our main instruments of orderly constitutional change. The Constitution was written over 1$0 years ago when America was built chiefly on agriculture and trade.

It is possible

to amend the Constitution, but the process is long and slow. How has the Supreme Court kept the Constitution work­ able? By taking the broad instead of the narrow view, the Court has kept the Constitution flexible and in line with the needs of modern life.

This function of the Court is more

important than ever today. Lesson ip.

State Constitution

Why did New Jersey adopt a new State Constitution in 19^7?

How does this change affect our theme, "We Can Change

the World?" The original Constitution was over a hundred years old and definitely outmoded for the present needs of the State. What is the Preamble of the New Jersey Constitution?

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12k.

"We, the people of the State of New Jersey, grate­ ful to Almighty God, for the civil and religious liberty which He hath so long permitted us to enjoy, and looking to Him for a blessing upon our endeavors to secure and transmit the same unimpaired to suc­ ceeding generations, do ordain and establish this Constitution." Does the new Constitution enumerate the same depart­ ments of Government? Yes.

Just as "under the l8i|I). Charter, the powers of

government are divided among three departments, the Executive, Legislative, and Judicial. Who comprise the Executive Department? The Executive Department is headed by the Governor, elected in odd-numbered years for a term of four years.

He

may succeed himself once. Executive departments are limited to 20 as set up by the Legislature.

On assuming office, the Governor appoints,

with the advice and consent of the Senate, to serve for the term fixed by law, a State Board.

Such a board may appoint

an executive officer, subject to the Governor’s approval, and removable by him after notice and hearing.

The Attorney

General and Secretary of State continue as constitutional officers and are appointed by the Governor with State con­ firmation. Of whom does the Legislative Department consist?

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The Legislative power is vested in the Senate and the General Assembly.

The Senate is composed of 21 members, one

from each county, elected for four-year terms, about one half being elected biennially.

The General Assembly is com­

posed of 60 members, elected bienially for two-year terms, and apportioned among the c o u n tie s according to population, no county having less than one member.

Legislators are

elected in odd-numbered years. When does the Legislature meet?

How does it operate?

The Legislature meets each year on the second Tuesday in January.

The Governor may call a special session when­

ever in his opinion the special interest so requires and must call such a session on petition of a majority of all the members of each house.

The Legislature may appoint only

one administrative officer, the State Auditor. Lesson 5 -

Of whom does the Judicial Department consist?

How does it operate? The judicial power is vested in a Supreme Court, Superior Court, County Courts and inferior courts of limited juris­ diction.

The inferior courts and their jurisdiction may

from time to time be established, altered, or abolished by law. The Supreme Court is the highest Court of Appeal in the

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126.

State, and consists of a Chief Justice and six Associate Justices.

It makes the rules governing the administration

of all Courts in the State and, subject to law, the practice and procedure in the Courts.

It also has jurisdiction over

admission to the practice of law. The Supreme Court succeeds the Court of Errors and Ap­ peals set up by the l8ifij_ Constitution. How does the Superior Court function? The Superior Court consisting of as many judges (not less than 2ip) as may be fixed by law, is the court of orig­ inal jurisdiction throughout the State in all causes.

It

is divided into Appellate, Law and Chancery Divisions, and thus absorbs the Supreme, Chancery and Circuit Courts pro­ vided in the 18I|!{. Constitution. Is there any other court in the State,?

How does it

compare with former courts? There is a County Court in each county.

It has all

the jurisdiction exercised under the l8ljlj_ Constitution by the Court of Common Pleas, Orphan’s Court, Court of Oyer and Terminer, Court of Quarter Sessions, and Court of Special Sessions. How are judges appointed? The Governor appoints Supreme, Superior, and County

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Court justices and judges with the advice and consent of the Senate,

Supreme and Superior Court justices and judges hold

office for initial terms of seven years and upon reappoint­ ment hold office during good behavior. the age of 70.

They must retire at

The Chief Justice of the Supreme Court has

full administrative power over all courts. How does the Bill of Rights of 19^7 Constitution com­ pare with the Charter of I8J4J4-? It has been called the most liberal constitution ever enacted in the United States.

In addition to all the safe­

guards to liberty provided in the Charter of l 8ijl{-, it guaran­ tees labor in private employment, the right to organize and bargain collectively, permits public employes to organize and present grievances, guarantees women equal constitutional rights and prohibits denial in the exercise of any civil or military right, or segregation in militia or public school because of race, color, religious principles, ancestry, or national origin. How is Hew Jersey represented in Hational Congress? Hew Jersey has 2 United States Senators and llj. members of Congress. Forward Look:

To find out who our Hational Senators and Congressmen are.

To find out how

Representative Rodino of our District

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128.

is helping to "change the world?" we assist?

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How can

APPENDIX

History Lessons

Lesson 1 .

The Fight for Freedom.

Discussion and Direct

ed Study.. How did the Patriots by their courage and patriotism help to "change the world?" How should they inspire young Americans of today? The Patriots were confronted with obstacles in the form of lack of money, lack of a strong central government, lack of manufacturing, and the presence of a large body of Tories. They proceeded to solve their problems by personal sacrifice and by enlisting the help of foreign allies. The French, in particular, through the French Alliance, pro­ vided military and naval aid valuable, for example, in the victory at Yorktown.

Rifles, blankets, money, and other

supplies helped bolster up the American cause. Did the English or the colonists have the superior ad­ vantage? The colonists were fighting on their own soil, and in defense of their homes.

But the British had the wealth and

supplies which the colonists lacked.

The British Navy and

trained officers added to their strength.

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ip.

What was the significance of Patrick Henry in the Pa­ triot cause? The enthusiasm of his speeches aroused sympathizers even in Parliament.

Two of these farsighted statesmen were Ed­

mund Burke and William Pitt, who came boldly to the defense of the colonists and forced the King to repeal the Stamp Act. Other laws were imposed to crush the independent spirit. Finally, in 177if> the King ordered the Port of Boston closed because of her citizens' daring Tea Party on the night of December l6 , 1773*

Then Patrick Henry sent forth that ever-

ringing challenge:

"I know not what course others may take,

but as for me, give me liberty or give me death!" His passionate defense of freedom inflamed all Patriot hearts.

Men, echoing his words, pledged life, fortune, and

sacred honor that freedom might live. Does he still affect us today? Yes, for since those 13 original Colonies have evolved into one of the mightiest nations of the world, the spirit of Patrick Henry still has power to quicken the freedomloving soul of the people of the United States ofAmerica. The "World-Changers" must continue to beinspired

by

Patrick Henry. Lesson 2.

Why and How did Nathan Hale sacrifice his

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life for his country?

Discussion and Di_-

rected Study* In trying to gain for his commander-in-chief important news of the British movements on Long Island, Nathan Hale was captured and executed as a spy. This young native of Connecticut, who was a Yale gradu­ ate, had intended to become a minister. ton needed men.

But General Washing­

After that early defeat of the poorly equipped

Continental Army by the vastly superior numbers of the Brit­ ish under General Howe, on Long Island, in 177&, Washington knew that he would need information as to the enemy’s plans before he might even hope to defend New York.

Nathan Hale

volunteered to get the information. He entered the British lines on Long Island, disguised as a schoolmaster.

There he proceeded to gain all the valu­

able data necessary to Washington.

But on his way back he

was recognized by a Tory relative and taken prisoner.

Gen­

eral Howe ordered him executed as a spy. During the night, Hale wrote two letters, one to his anxious mother, the other to his sweetheart.

Both were torn

up before his eyes by the despicable officer, William Cunning­ ham.

Nor would he permit Nathan Hale the comfort of a Bible

or a minister, although this was later given him through the

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kindness of the British guard. In the morning of September 22, 1776, young Hale stood calmly upon the scaffold.

"I regret that I have but one life

to lose for my country," he replied to the taunts of the off i cer. How, today, can young Americans imitate the heroism of this twenty-one-year-old officer of General Washington's staff Lesson

How did Washington on a bitter cold and

stormy night in December, 1776, with his 2 ,14.00 men cross­ ing the Delaware in one last effort save the cause in its darkest hour, thereby "changing the world?" Discussion and Directed Study. Not only were the British forces superior in numbers, with a far greater supply of ammunition, but they were all soldiers of experience.

As a result of their victory at the

Battle of Long Island on August 27, Washington was forced to retreat with heavy losses, first into Westchester, New York, and then across the State of New Jersey. On December 8 , 1776, he managed to cross the Delaware River with his army of three thousand discouraged soldiers, thereby eluding General Cornwallis, who was pressing him closely.

But Washington did not dare await Cornwallis' next

move, which might be the seizure of Philadelphia itself.

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He planned, therefore, to recross the river and attack the now relaxing forces of the British at Trenton before they had time to rally, and he chose Christmas night for the cross­ ing— a night dark and stormy, when the Delaware was a mass of floating ice.

The troops were to cross under three com­

manders, but only Washington's division achieved the perilous maneuver. Two thousand four hundred soldiers of the Continental Army, together with their horses and artillery, were gathered together in row boats, their oars constantly thrusting the heavy ice packs aside.

All that night they struggled through

the bitter sleet storm, ferrying the shivering troops from Pennsylvania to New Jersey. Dawn lighted the sky before every man had reached the opposite shore.

Then on they marched to Trenton, nine miles

through a howling snowstom, to the victory which proved to be the turning point of the Revolution. How can Americans of today live up to that spirit of daring and thus help 11change the world?" Lesson

I4..

Why did the British campaign of 1777 fail,

thereby causing the failure of Burgoyne and "changing the world" in favor of the cause? Discussion and Directed Study.

Map Study

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The capture of the Hudson Valley, thereby cutting off New England from the rest of the Colonies, was the British plan of 1777*

Accordingly, General Howe was to sail up the

Hudson; St. Leger, to seize the Mohawk Valley; and General John Burgoyne, to march down from Canada, through the wilder­ ness, all three meeting victoriously at Albany. But Howe, not receiving his instructions until too late, instead, defeated Washington at Brandywine on Septem­ ber 11, and again at Germantown on October i|_, after which he went into winter quarters at Philadelphia.

This left

Burgoyne without sufficient aid, for St. Leger, defeated at Oriskany on August 6 , was later driven out completely by Benedict Arnold.

In addition, the detachment sent by Bur­

goyne to secure food and supplies at Bennington was captured on August 13 by Stark, while the Indians whom Burgoyne had enlisted were daily deserting, since he would not sanction their savage treatment of American prisoners. After recapturing Crown Point and Ticonderoga, Burgoyne found his advance retarded to one mile a day, for Schuyler had burned the bridges and blockaded the roads all along the way.

At last, Burgoyne risked an engagement at Saratoga on

September 19, suffering a far greater loss than the Colonists, who might have won completely had General Gates sent aid to

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135

Benedict Arnold as he should have done.

Again, on October 17,

Burgoyne risked all at Saratoga, and here the surrender of his brave, starving army of six thousand took place. The defeat of Burgoyne proved to be the determining point which won France’s open participation and that of her ally, Spain, as well as the later aid of Holland. Is not the'importance of even one individual signifi­ cant in "changing the world?’1 Lesson 5»

What part did New Jersey play during the Revo­

lutionary Period in "changing the world?" New Jersey has rightfully been called "The Pathway of the Revolution."

Washington, as Commander-in-Chief, moved

his army across the State four times.

Within its boundaries,

three major battles and at least ninety minor engagements were fought.

The Tories and British sympathizers, constant­

ly in action, took refuge in the pine belt of South Jersey. From there they carried on raids on neighboring communities and became known as "Pine Robbers." Toward the close of 177&, Washington retreated across New Jersey from Fort Lee, hotly pursued by the British forces. He made camp about eight miles above Trenton on the Pennsyl­ vania side of the river at a place then known as McKonkey’s Ferry.

To prevent the British from following across the

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river he gathered, on the Pennsylvania shore, every available boat up and down the river for miles. Here he conceived the bold plan of the surprise attack on Trenton.

On Christmas night, 177&, he made his now im­

mortal crossing of the icy Delaware and marched to Trenton where in a short decisive engagement he captured the Hessian garrison. The significance was felt both by Colonists and British. For the former, it meant an uplift in morale, and by the lat­ ter, it was considered the ”turning point of the Revolution in which all hopes were blasted.” Was Washington satisfied with defeating the Hessians? No.

A few days after the capture of the Hessians the

second battle of Trenton occurred.

The outcome of this was

not determined because after a day of battle Washington and his army withdrew in the dead of night and marched northward intending to capture British stores at New Brunswick.

At

Princeton they encountered the British regiments marching southward to join the main British army at Trenton.

After

a short engagement known as the Battle of Princeton, the Con­ tinental Army proceeded to Morristown, where it established winter headquarters. In June, 1778* the Battle of Monmouth, near what is now

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Freehold, occurred.

This was a complete success from the Con­

tinental standpoint.

Washington expected to continue the

battle the second day, but when he awoke the next morning the British had fled.

Monmouth is now famous for the action of

Molly Pitcher in,taking her husband's place, at the cannon when he fell and also for the inexplicable conduct of General Charles Lee, who, following the battle, was court-martialed and dismissed from the army. Of what significance was Nassau Hall during the Revolu­ tion? It was here that the Council of Safety first held sessions, for Nassau Hall was the first building at Princeton University, completed in 1756.

Here, too, the Continental

Congress sat for a season, happily adjourning with the declara­ tion of peace (1783) between Britain and its erstwhile Col­ onies.

Standing today, although twice gutted by fire, Nassau

Hall is one of the most notable college buildings in America. Has New Jersey made any other contributions during this period toward "changing the world?" In the development of the Constitution of the United States, New Jersey stood out as a leader for the small states in their struggle against the "large state" plan for a central government with a Congress based on population.

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138.

New Jersey became the third state to approve the Con­ stitution on December 18, 1787. In Trenton, in 1789 * occurred the most notable reception accorded Washington enroute to New York to accept the Presi­ dency of the United States.

A triumphal arch, supported by

thirteen pillars and festooned with laurel and early spring flowers, was erected over Assunpink Creek.

Washington was

feted as he passed through it. How is New Jersey cooperating in "changing the world?'

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139,

APPENDIX D.

Geography Lessons Lesson 1.

Northern Africa

Discussion - Direct­

ed Study - Map Study.

How do the people of Northern Africa help to "change the world?" Prom early times North Africa has been settled and has had a flourishing civilization of its own, e.g., Egypt had made much progress in farming and in some of the early arts. The flood waters of the Nile made the land productive and abundant crops were grown.

The people built great pyramids,

roads, canals, and cities.

As time passed, Egypt was con­

quered by different peoples, such as the Persians, Greeks, Romans, Arabs, and Turks. How, under these people, did Egypt help to "change the world?" On the whole, it made progress except under the Turks. Today it is independent and of strategic importance because of the Suez Canal. Significance of Nile: Since Egypt has so little rain all of the area is a desert.

In fact, all Egypt Is a part of the Libyan Desert.

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Alexandria, on the Mediterranean, has eight inches of rain annually, while Cairo has only one inch. Cairo, showers only occasionally fall.

To the south of The winters are mild

along the sea and warm in the interior, while the simmers are hot.

Sometimes the nights feel rather cool.

Thus the temper

ature is warm enough all the year for crops to grow, and all that is needed is water. Why, then, is Egypt called the "gift of the Wile?" Without the Wile River, almost all of Egypt would be a desert with few people.

With the aid of the

Nile, a small

part of Egypt has become one of the great f a m i n g sections of the world.

Only a small part of Egypt receives gifts

of water and rich dirt from the Nile, but this area has played a very important part in the history of

the human

race. Is the Nile of any other advantage? The Nile River also aids Egypt in other ways.

It

furnishes drinking water and is used for river transportation Even the railroads in Egypt are built along the Nile because they go where the people are. The oasis along the river really makes up only onethirtieth of the entire area of Egypt.

It is divided into

Nile Delta or Lower Egypt, and the Nile Valley, or Upper

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Egypt.

There are only a few oases in Egypt outside of the

land watered by the Nile River.

Some one or two hundred

miles to the west of the Nile River there are a few scattered oases which receive their water from springs.

There are less

than one hundred thousand people living in Egypt outside the Nile Valley and the Delta. Lesson 2.

Describe the Nile River and its behavior.

It overflows seasonally rebuilding a fertile stretch of farmland.

The floods are caused by the moving of the equa­

torial rain belt a few degrees north of the equator, causing heavy rains to fall on the Abyssinian Plateau.

Moist air

blows in toward the Abyssinian Plateau from the Indian Ocean, thus making still more rain for the plateau.

At this time

of the year, summer, the Blue Nile and the Atbara carry much dirt and water to the Nile River.

Indeed, so much water

and sediment are carried to the Nile River that the water rises many feet.

The water in the Nile River rises in Egypt

from June to September.

During the winter, the equatorial

rain belt moves to the south of the equator and the Abyssinian Plateau receives very little rainfall. Atbara become very shallow.

The Blue Nile and the

Then from October to May, the

Nile River gradually rises. How does the soil become fertile during this season?

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Rapid flowing water can carry more sediment than slow moving water.

Thus, when the Nile River overflows, the cur­

rent is checked and the water moves more slowly, or in some places it may stand still for a time.

A thin layer of sedi­

ment or soil is deposited over the land which the water cov­ ers.

The material deposited by the rivers in time of flood

is called alluvium and the soil which it makes is called alluvial soil.

Thus, the Nile River has given the Egyptians

not only water for their land, but it has also been fertil­ izing their farms year after year. Is there a reason then why Egyptians would be farmers for sixty centuries and why three-fourths of them farm to­ day? How in this respect are they "changing the world?" Lesson 3*

Compare the farm life in the Nile Valley

with that of the Delta, explaining how the farming of Egypt has helped "change the world?" The sediment carried by the Nile and not deposited un­ til the water reaches the sea forms a large fan-shaped area of land at its mouth.

The Greeks called this land a delta

because it resembles the Greek letter, delta. The land is very low here.

The Egyptians have drained

it and it is very densely settled.

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lli-3.

How does such a small area support one thousand people to the square mile? The first reason is that most of the people are farmers. The climate is warm enough for crops to be grown all year, so the land is always producing something. and easily worked.

The soil is fertile

The region has numerous canals which fur­

nish water whenever it is needed. In the second place, many of the people are very poor. They do not have much to eat and they wear very cheap cloth­ ing.

The farmers live in small mud houses.

There is almost

no furniture. How do farmers exist? They live in villages which are collections of mud houses. Each village generally has some date palm trees. obtain their drinking water from canals. clothing there.

The people

They wash their

They use them for transportation.

Their

roads usually follow banks of the canals. How about the Nile Valley? The Nile Valley or Upper Egypt is not so densely set­ tled as the Delta, chiefly because the basin system of ir­ rigation is used over a large part of the area.

Where the

basin system is used, crops are not grown during the entire year.

The farmers live in mud houses and they have small

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farms similar to the farmers of the delta. Describe the largest dam. The big dam near Aswan is one and one-fourth miles long, and about one hundred and fifty feet high. narrow place in the Nile River.

It is built at a

Granite blocks which were

used in the making were quarried nearby. up water on land which once had villages. hundred and eighty gates, or sluices.

This large dam stores The dam has one

By opening these gates,

the water behind the dam is let out; and by closing the gates, the water is stored.

During the summer, when the Nile River

is in flood, the gates are opened and the flood waters and dirt pass through.

When the Nile River begins to fall and

the water becomes clear, the gates are closed and the water is stored up in a big lake behind the dam.

Then, later in

the year, when water is needed in the Nile Valley or delta, the gates are opened and water is let out. How has the building of dams and canals in Egypt helped to "change the world?" It has corrected the flooding of farms during highwater. Much of the sediment is carried to the sea or it sinks to the bottom of the canals in place of being spread over the land.

Sometimes the dirt is dredged from the canals and

river and is spread over the soil.

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1^5

Forward Look:

How does this compare with our dams?

Lesson lj-.

How have other occupations and customs con­

tributed to Egyptians as "world changers?" Egypt has almost no forests or minerals.

Only a

few products are manufactured and some of these are made in the home.

Some clay products and leather products are made.

Cigarettes are manufactured chiefly from tobacco imported from Greece and Turkey.

Cotton is ginned and put in bales.

Oil is obtained from the cotton seeds. The largest city is Cairo which many people visit dur­ ing the winter.

The delightful climate, the Egyptian cus­

toms, the desert scenes, and the ruins of ancient Egypt ap­ peal to many travelers. Do their cities resemble ours? In Cairo some streets near the large hotels resemble somewhat the streets in an American city.

Many of the

Egyptians who work in offices dress about like European peo­ ple.

However, when a person gets away from the hotels and

public buildings, he finds the streets and dress of the peo­ ple quite different from those near the hotels. people wearing flowing robes. may be bought.

He passes

In the bazaars, various things

Certain articles are sold on a given street.

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For example, carpets may be bought on one street, shoes on another, and copper utensils on another street.

The Egyp­

tians do not seem to be in much of a hurry to buy or sell things. The water carrier is a common sight.

He wades out into

the Nile R i v e r and fills his jars or goatskin bags. he sells water to anyone who will buy it.

Then

Today, water

is pumped from the ground and is piped throughout Cairo. However, foreigners often drink bottled water in order to make sure that the water is pure. Besides Cairo, the city of mosques, there is the chief port of Alexandria located to the west of one of the main mouths of the Nile River. ton.

The chief exnort is cot­

The imports are textiles, food products, iron and

steel goods, and other products. What is the present status of Egypt Lesson 5«

in world affairs?

Why is North Africa called a "Land of Lost Faith ?"

Discussion - Map Study

-

Narration

When Saint Augustine lived in the city of Hippo over 1500 years ago, there were many millions of Catholics in these countries:

Ethiopa, Sudan, Egypt, Libyia, and the

great desert area of Algeria and Morocco.

There were hun­

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lil-7.

dreds of Catholic Bishops all over Morocco, Algeria, and Egypt. In the Seventh Century wild horsemen rode out of the East across Egypt, Algeria, and Morocco.

Across North Africa they

drove their horses and plundered villages and murdered the in­ habitants. lems.

They forced the people of Africa to become Mos­

They started schools and taught little children their

book called the Koran.

They threw out the Bible.

Priests were always murdered and driven out. In most lands of North Africa, the people want nothing to do with anything Christian.

People are poor and ignorant

and dirty. Most of Morocco, Algeria, Libyia and Egypt almost en­ tirely Moslem. Millions of Moslems curse the Holy Name of Jesus. In most places of North Africa there is but one Catho­ lic to every one hundred people. There is only one way to change their hatred for Jesus to a real love. Only God can change their hearts from inside. We should pray and offer up our pains and heartaches for the Moslems.

We should pray that God will give the grace

of Faith to them. Picture Study:

(ANNALS OF HOLY CHILDHOOD, ltf:2, P. 31.)

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llp8.

MOROCCO:

Fez, capital of Morocco. Fez, cap worn by Arabs and Moslems originally from Fez.

OASES:

Frequently good-sized towns.

Most of natives

have never seen ports. GAME :

Home-made game of "checkers". sand for checker board.

Punch holes in

Use black and white

stones for the men. The common manner of sitting for all Arab and Berber people is cross-legged on ground or floor.

Assign story of: "Apostle of the Desert," P. lip, same issue of ANNALS. Forward Look:

How should members of

the Propagation of the Faith help Northern Africa to "change the world?" Lead to Summary of Northern Africa.

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1^9.

APPENDIX

Revolution Pretest and Retest

I.

U.S. History & Civics 1.

Explain some of the conditions which led to the American Revolution.

2.

Why did the measures proposed by Grenville antag­ onize the colonists?

3.

How did the colonists oppose the Stamp Act?

What

was the result? Ip.

Why was John Dickinson called the "Penman of the American Revolution?"

5.

Explain the significance of the First Continental Congress at Philadelphia in 177^*

6.

Why is it said that at the Battle of Bunker Hill "though the Americans lost the hill, they won the glory?"

7.

Describe some of the official acts of the Second Continental Congress from 177& to 1781.

8.

Who was the author of the Declaration of Inde­ pendence?

9*

Compare the advantages and disadvantages of the Americans with those of the British.

t

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10.

Why and how did the British plan the capture of New York State?

11.

Why and how was the Battle of Saratoga the turn­ ing point of the war?

12.

Why was Washington forced to let General Clinton and his men retreat to New York?

13.

lif.

Who were some of

the brave guerilla warfare lead­

ers in the South

who finally ousted the British?

Why was the move

of Cornwallis into Yorktown such

a fatal blunder? l£.

How did the members of Congress celebrate the American victory?

16 .

Why did George Rogers Clark prize the capture of the Northwest Territory?

How did he accom­

plish it? 17.

Why was the Northwest Ordinance the most signif­ icant achievement of the government set up by the Articles of Confederation?

18.

When did the Critical Period occur?

Why is it so

called? 19*

Which two provisions included by the "Fathers of the Constitution" for its continuance really keep the Constitution vigorous and up-to-date?

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20.

Why is our government called a "system of checks and balances?"

II.

U. S . History & Civics Arrange the following in chronological order: Battle of Bunker Hill Battle of Lexington Declaration of Independence Stamp Act Congress Boston Tea Party Declaratory Act Battle of Saratoga Washington at Valley Forge Washington's Crossing of the Delaware Surrender of Cornwallis Capture of Vincennes Intolerable Acts First Continental Congress Committee of Correspondence Townshend Acts Second Continental Congress Boston Massacre French Alliance Battle of Trenton

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Battle of Oriskany Treachery of Arnold Defeat of the Serapis by John Paul Jones

Complete the following: 1. The

first attempt in colonial history to obtain

united action was in the p l a n __________________ . 2.

The

meeting organized by James Otis to protest

against the taxation policy of England was called t h e _________________________. 3- The

Articles of Confederation was drafted by the

colonial body called _______________________. i|_. The

most important work of the United States

under the Articles of Confederation was the pass­ ing of the law known as ______________________. 5.

The

government under the Articles lacked the power

to ________________________interstate commerce.

6 . The

U.S. Constitution has been called a ’’bundle of _

7.

The

•

11

first ten Amendments to the Constitution are

known as the "_______________________

8 . The

doctrine of implied powers is contained in the clause of the Constitution.

9*

The

first capital of the United States under the

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U.S. Constitution was-______________________. 10. The rich man's party, led by Hamilton, was the

Write the appropriate name next to each of the fol­ lowing: 1.

Father of his country

___________________

2.

Financier of the Revolution ___________________

3.

Hair buyer

___________________

If.

Drillmaster

___________________

5.

Patriotic schoolmaster

___________________

6.

Swamp fox___________________ ___________________

7.

Conqueror of the Northwest

___________________

8 . Writer of the Declaration of Independence_____________ ___________________ 9.

10.

Commander of the first American fleet______________ ____________________ Penman of the Revolution

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151]-.

APPENDIX P.

Social Studies O.uiz: Place a plus sign before each statement with which you agree:

Zero, if you disagree:

__________ 1. We should hate the Communists. ________. 2.

As children, we can do little to improve the world.

__________ 3* Most people are poor because they are lazy. __________ If. The D P ’s should be suspected of espionage. __________ 5*

Our daily newspapers should not criticize the government.

__________ 6 . As patriotic Americans we should be concerned with only our own nation’s problems. __________ 7*

The white race is superior to all others.

__________ 8 . The work of industry is more important than that of farming. 9.

The Constitution really needs to be revised.

10.

The Jews are too aggressive.

11.

The President should have more power than he now possesses.

12.

The people of Asia are not to be trusted.

13*

Since the natives of Africa are so backward,

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155

Since Catholics have the true faith, they are quite sure of salvation. _15.

Only smart children should go to school.

_l6 .

The idea of democracy comes to us from the Romans.

_17.

It is unconstitutional for Catholic school chil­ dren to receive Federal aid.

_l8 .

America has had the best leaders in the history of the world.

,19.

Machines are really harmful to industry,

since

they put so many people out of work.

20.

America should accept the responsibility of world leadership with more emphasis on moral values.

21.

The Korean War is not our problem.

22.

Our greatest lack in Government today is brain power.

23.

The men of America vote oftener and more intel­ ligently than the women.

2l|_.

We should not care how the Soviet Union treats us

25.

.

We should participate in the worldwide campaign of American Propaganda.

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Part 2.

Underline Correct Word in Each Parenthesis: 1.

An (ambassador, senator, patriot) represents the United States officially in a foreign country.

2.

The rich people of the South in early days lived in (homesteads, river boats, plantations).

3.

For a desert to become fruitful, (migration, irrigation, capital) is necessary.

[(..

Agriculture refers to (fishing, mining, farming).

5.

Disagreements are settled peacefully by (arbitration, nullification, proclamation).

6.

When two nations want quite different things but do not want to go to war about their differences, they (re­ peal, compromise, mobilize).

7.

The Bill of Rights is part of (United Nations Charter, Human Rights Organization, the Constitution).

8.

The veto of the President is a (check, refusal, ap­ proval) of a proposed law.

9*

The existence of three departments in our government, namely, the Legislative, .the Executive, and the Judicial, is called (a system of ways and means, a method of right and power, a system of checks and balances).

10.

The need for cooperation among citizens, between citi-

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zens and government, and among the nations of the world, is called (coordination, reliance, interdepen­ dence.)

11.

We live in a society that is (changeless, simple, com­ plex).

12 .

It is chiefly by the (knowledge, practice, discussion) of our Christian Way of Living that we can "change the world . n

13-

The religion of a person is his (duty, heritage, be­ lief in God).

llj..

The Mercator map is best for (location, shape, direc­ tion) .

15.

The truest reproduction of the earth is (the relief map, the Air Age map, the globe).

16 .

Modern cities, on the whole, are the result of (careful planning, localized industry, heavy population).

17*

The pride which the Greeks took in their surroundings reflected their ideal of (religious, artistic, human) perfection.

18 .

There is (no, much, little) evidence of Greek influ­ ence in modern architecture.

19.

The Greeks were conquered by the Romans because of their lack of (strength, wealth, unity).

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20.

Much of the learning of the ancient Greeks was preserved in the Middle Ages by (government, guilds, monks).

21 . The Hrebirth” of learning from llj.00 to 1600 A.D. was called the (Revolt, Renaissance, Reformation).

22

.

So-called Modern History begins about (1088, ll}-92,

1620). 23.

Much progress in civilization has occurred during the twentieth century especially with regard to (religious, intellectual, material) prosperity.

21}..

Our knowledge of history, geography, and civics (is to be, is not to be, should be) stored in our minds un­ til we are 21.

25.

Our city is governed by a board of (directors, councilmen, commissioners).

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APPENDIX G.

PUPIL D O C U M E N T S

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Personal Daily Record M

Traits

O O

PL,

Oh

fc OPLi H O H

s

M

E-i

s

E-1

PERSONALITY 1. 2. 3If. 5.

Agreeable; cheerful, pleasant, willing Good-natured; easy to get along with Unselfish; interested in others Friendly, thoughtful of others Thoughtful, ready to help others

"

HAVING AN IDEAL 1.

Keeping in mind the picture of the kind of man or woman I want to be. 2. Making daily effort toward this ideal 3. Choosing a model for imitation if. Having a definite plan to improve each day 5. Reading good books, papers, and maga­ zines to come closer to my model 6 . Making a daily examination of conscience PLAYING THE GAME 1. 2. 3. if. 5.

Being fair at games; a good loser; a generous winner Cheerfully admitting defeat Ready to.yield a point Controlling temper; willing to cooperate Playing my part in the game as well as possible

1

I

HOW DO I STAND? This list of traits is related to the virtue of prudence. Mark your personal standing with a check in the proper col­ umns. This is your own personal record sheet. It should provide a true picture of yourself as you ought to be and as your conscience tells you you really are. Am I really "changing the world?"

Charity begins at home.

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