Georgia. 1733--bicentennial--1933. Handbook for teachers ... [Published by state Department of education, M. D. Collins, state superintendent of schools]

I'
I
1733-BICENTEN NIAL-I~33
HANDBOOK FOR TEACHERS
"Oh Georgia Land, Fair Georgia Land, To thee I pledge my heart, my hand, My life, my all at thy command, My own, dear, native Georgia Land."
Published by
STATE DEPARTMENT OF EDUCATION M. D. COLLlNS
State Superintendent of Schools II
I

I
1733-BICENTEN NIAL-I~33

To Georgia Teachers and Pupils: "Its great to be a Georgian!" But it is better to be a great Georgian.
The best Way for our boys and girls to become great Georgians Is for them to get well acquainted with Georgia-her history and geography, her people and resources. Become familiar with our forests and farms, our cities and industries, our lands and waters, mountains and plains, birds and beasts. Read Georgia literature, sing Georgia songs, see Georgia scenes. In proportion as they know Georgia they will partake of her Greatness and be loyal to their state.
For use in the elementary schools in celebrating Georgia's Bicentennial dUring the year 1933, this booklet has been prepared with great care by a large committee, approved and ordered printed by the committee of the State Board of Education, and sent to all superintendents for distribution to their teachers. It is earnestly hoped that it will be freely used in the public schools thrOUghout Georgia's Bicentennial year and inspire our boys and girls to become greater Georgians. And then in a great chorus of nine hundred thousand voices we shall sing,
"Oh Georgia Land, Fair Georgia Land, To thee I pledge my heart, my hand, My life, my all at thy command, My own, dear, native Georgia Land."
With earnest interest in them, I am Cordially, M. L. DUGGAN,
FORMER State Superintendent of Schools. State Department of Education, Atlanta, Ga., December 1, 1932.
I

~.,2.:

TABLE OF CONTENTS Foreword by Dr. Mell L. Duggan Introduction CollllIdttee

._

I

III

VI

A Tribute to Georgia_ ______________ ____________________________ __ __ IX
Health and Physical Education_______________________________ 1 Music________________________________________________________ 23 Art___________________________________________________________ 37

Nature Study________________________________________________ 53

Literature, Reading, Language, Spelling

73

Social Science

109

Georgia Day Assembly

168

Promotion Exercises

169

Georgia Products Promotion Luncheon

170

Oombined Founders' Day and Georgia Bicentennial

172

Parent-Teacher Association Program

172

Suggested Units of Work:

Report of a Study of a Georgia Oity

175

Farm and Oommunity Life in Georgia

176

Suggested Pageants and Plays:

Masque and Pageant of Our State

180

Honoring King Ootton

c

182

A Georgia Pageant

182

Oglethorpe's Ooming to Georgia

185

Desirable Outcomes for the PupiL

189

II

Introduction
There is going to be a party on February 12, 1933. It is the birthdaythe two hundredth birthday-of the state of Georgia and every man, woman, and child who says, "I am a Georgian," is invited to the celebration.
Since the school has become a nucleus of modern life, this Bicentennial Celebration is to have its beginnings in the schools of Georgia. An intensive and interesting study of the state-its beginnings, its growth, its strength and its weakness, its points of interest, its progress, and its need for further progress-is to be made in each classroom throughout the length and breadth of Georgia.
This is a handbook to be used by the teacher of elementary children in order that she may be better able to present the study of Georgia in an interesting, worthwhile fashion. It was prepared within a limited time, only four weeks having been allotted in which to gather and organize all information. Because of this limitation and because of the fact that each city and section of the state has its own particular interests and heroes, the handbook herein presented is by no means either exhaustive or complete. The teacher, in order to understand the spirit of the work, is expected to read the entire book first, and then to add that information which is of especial interest to her and to those whose interests she guides.
Much worthwhile knowledge can be had through experiences, either actual or vicarious. Therefore, it is hoped that the teacher in the elementary school will have her children participate in as many activities as possible. She will find that they "learn to do by doing" and that the knowledge and skills which come as the result of an activity are both lasting and real.
To the average child, wide experience is impossible, actuallY. He can, however, obtain it vicariously. For example, through the windows of literature and history, he can look upon the past, the present, and the probable future of our state. He can come in contact with great thinkers, with noble minds, and with high adventures. Then, the clear vision of the discerning few can become the clear vision of all.
This guide book is the result of the earnest, conscientious effort ot eighty-nine teachers, principals, supervisors and directors in the elementary schools of the city of Atlanta. It was written so that the many little children who have been invited to the two hundredth birthday party of their state can have a good time. If, at the mention of Georgia's name in the years to come, the eyes of Georgia's children grow a bit brighter, if hearts beat a bit faster, and if ambition soars a bit higher, this book will have accomplished its purpose.
III

ACKNOWLEDGMENTS

The committee desires to express its appreciation to those pUblishers,

.=.C1..;

and authors from whose publications excerpts have been used. They

also, wish to express appreciation to The Atlanta Journal, The Atlanta

Georgian, and The Atlanta Constitution for the use of material in their

files; to the following libraries: Carnegie, Reference Library Atlanta

Board of Education, Agnes Scott College, Emory University, Oglethorpe

University, and Georgia School of Technology. This kind assistance

has made possible the writing of this handbook.

Excerpts from publications from the following publishers have added greatly to the value of this book:

American Book Company: Stories of Georgia, by Joel Chandler Harris. First Lessons in Georgia History, by Lawton-B. Evans. Essentials of Geography, Brigham and McFarlane.

Poets of the South, by V. Painter. Mentzer-Bush Company-Chicago.
History of Georgia, by Robert Preston Brooks. Bobbs-Merrill CompanY, Indianapolis. Brantley, R. L., Forsyth, Georgia. Browne and Derby Company:
History of Georgia, by I. W. Avery. Bureau of Printing, Department of Interior, Washington, D. C.:
Nineteenth Annual Report of Bureau of American Ethnology.

J. W. Burke Company: Introduction to Georgia Writers, by Bertha Sheppard Hart.
Church of God Publishing Company: StOry of the Cherokees, by W. R. L. Smith.
City Builder, Chamber of Commerce, Atlanta.

Dodd, Mead Company: The Bookman, Vol. XXIX.
General Motors Corporation. Georgia Power Company, Atlanta.

Harper Bros., Publishers: Georgia Scenes, by Augustus B. Evans.
Heath, D. C. Company: The StOry of Georgia, by Massey and Wood. American Indians, by Frederick Starr. Language Teaching in the Grades, by Alice W. Cooley. History of the United States, by Thompson.

Houghton-Mifflin Company: Life and Letters of Joel Chandler Harris, by Julia Collier Harris.

Howell, Clark, Editor Atlanta Constitution.

Humane Educational Society. Twelve Lessons in KiIj.dness to Animals.

Knight, Lucian Lamar. Lewis Publishing Company:
Georgia and Georgians, br Lucian Lamar Knight.

IV

Macmillan Company:

~.'2.:

Southern Writers, by Trent.

Torchlights to the Cherokees, by Robert Sparks Walker.

Georgia Supplement to Advanced Geography, McMurry and

Parkins.

Martin Hoyt Company:

Library of Southern Literature.

.Joel Munsell Company. Publishers:

Historical Sketch of Tomochichi, by Charles G. .Jones.

Noble and Noble, Publishers:

Indian Night, by Browne.

Peabody College for Women, George:

Georgia .Journalism, by Rabun Lee Brantley.

Oglethorpe University Press:

The Oglethorpe Book of Verse, by Dr. Thornwell .Jacobs.

State Department of Archives and History:

Georgia Women of 1926.

Cyclopedia of Georgia.

State Department of Agriculture-Eugene Talmadge Commissioner:

Georgia and Her Resources, Year Book of the Empire State of the

South, compiled and edited by Rogers Winter.

Stein Printing.Company:

Coweta County Chronicals, .Jones and Reynolds.

Soule, Dr. Andrew M., State Agricultural College:

An Appreciation of Aesthetic Values.

University Publishing Company.

.J. P. White Company:

National Cyclopedia of American Biography.

H. W. Wilson Company:

Living Authors, by Dille Tante.

V

.~.,2.:

COMMITTEE

Margaret Solomon, Principal, Formwalt School, General Chairman

Jennie Akers Bloodworth Perle Bokritzky Gussie Brenner Ira Jarrell Dorothy Orr Gertrude Pollard Margaret Solomon

Editing
Principal, Crew St. School. Teacher, Formwalt School. Principal, Kirkwood School. Principal, Sylvan Hills School. Principal, Fair and Pryor Schools. Principal, Morningside School. Principal, Formwalt School.

Health and Physical Education

Myra N. Graves, Director of Health and Physical Education, Elementary Schools, Chairman.

Janie T. Solomon, Assistant Director of Health and Physical Education, Elementary Schools, Co-Chairman.

Dorothy Alexander Marion Brooks Vera Davenport Ida Hurtel Mrs. Thelma J. Lyngar. Mrs. W. M. McAfee Ruth O'Steen Jean Ragsdale Norine Sears Frances C. Shelburne Viva Sims

Whitefoord School. Formwalt School. Fair St. School. Ragsdale School. Kirkwood School. Fair St. School. Spring St. School. Harris School. Highland School. West School. English Ave. School.

Music

L. G. Nilson, Director of Music

} Chairmen.

Ruth Weegand, Assistant Director of Music

Jane Alger Mrs. Evelyn H. Brown JUlia Chapman
Nell~Foster
Louise Henderson Josephine Smith Elise Wall

Formwalt School. S. M. Inman School. Moreland School. Home Park School. Slaton School. Harris School. Spring St. School.

VI

Creative Art

Charlotte G:Smith, Supervisor of Art, Chairman. Elise R. Boylston, Assistant Supervisor of Art, Co-Chairman.

Mrs. Thelma Coley Mrs. Custis Ivey Mrs. L. G. .Jamerson Pauline Martin Charlotte Muldrew Mrs. Helen C. Richardson Arienne Thrasher MaryWaddey
Chrystine Woodburn

Whitefoord School. Tenth St. School. English Ave. School. Luckie St. School. Formwalt School. Highland School. Luckie St. School. Crew St. School. Harris School.

Nature Study

Hattie Rainwater, Supervisor of Nature Study, Chairman. Mrs. Charles Ward, Formwalt School, Co-Chairman.

.Julia Collins .Jennie Dargan Mary Hobgood Sara .Jackson .Julia Mitchell Emma Prichard Alice Sutton

Tenth St. School S. M. Inman School. Faith School. Slaton School. Slaton School. S. M. Inman School. Gordon School.

Literature, Reading, Language, Spelling

Ethel Massengale, Supervisor of Kindergarten, First, Second, and Third Grades, Chairman.
Lucile D .Jones, Tenth St. SChOOl} Co-Chairmen. Erie D. Moore, Tenth St. School

.Janie Callahan Louise Carroll Lois Chandler Melville Doughty Bessie Dunwody Mamie Heinz Lucile Hunter Annie S .Johnson Ruby Lacey
Pearl Moore Bessie Perry Maud Steedman Evabel Turner Mrs. D. W. Watson

Home Park School. Crew St. School. Capitol View School. . Capitol View School. Spring St. School. Lee St. School. Faith School. Lee St. School. Gordon School. Kirkwood School. Highland School. Key School. Faith School. Ragsdale School.

VII

Social Science

Josie Slocumb, Supervisor of Fourth, Fifth, and Sixth Grades, Chair-

~.'::L

man.

Ellen Bittick, East Lake School } Co-Chairmen. Elizabeth Silvey, Calhoun School

Mrs. R. Y. Beckham Jewell Boggus Mrs. Barbara Brooke Ruth Brown Nellie Camp Mrs. Willie Cates Ethel Cockrell Mrs. Pearl Davidson Martha Kothe Minnie Maughon Sara Pierce Mrs. Lillian Rayfield Mrs. Joe Thompson Margie L. Webster

Highland School. Luckie St. School. Lee St. School Key School. Adair School. Sylvan Hills School. Luckie St. School. Haygood School. .Mary Lin School. Couch School. Gordon School. Spring St. School. Tenth st. School. Spring St. School.

The following committee authorized by the Board of Education of the State of Georgia, has approved of the material used in this book and has ordered it printed and distributed for use in the public schools of the state:

Dr. M. L. Duggan. State School Superintendent. Miss Nina Cox, Ashburn, Georgia. Mr. L. A. Whipple, Cochran, Georgia.

VIU

A Tribute to
GEORGIA.
GOLD was their quest, and for it they had pierced the hUmid swamps and moss-hung jUngles. "Here we will stay," the soldiers cried. "Here is a pleasant place." But the bronzed leader, De Soto, who rode before them, signalled "Forward]" He knew not the gold of red soil and gentle rivers. He urged them on. Behind them stillness returnej to the hills and valleys. Through the tall pines the wind blew silently. Unwritten remained a page in the record book of time. Two centuries passed. Another leader Clime to the land. James Edward Oglethorpe was his name. He saw that the soil was good and the rivers gentle. He knew that with them men would find a security more lasting than with gold. In the name of his king he called the land GEORGIA. Last of the English colonies, GEORGIA became a vast empire from the Atlantic to the Mississippi. Today she is the largest state east of that river. Warmed by a friendly sun and gentle breezes, GEORGIA is a happy land. In her varied soil many seeds find nourishment. In her thriving cities thousands know the security that labor brings. From her coast towns ships sail forth to traverse the seven seas. Many are the steps leading upward from ignorance and pain that GEORGIA has erected. It was in GEORGIA that the young physician, Crawford Long, forever abated the agonies of surgery by successfullY administering the first anesthetic. In GEORGIA the first state university was founded. In GEORGIA the lamp of learning first was passed to the hands of women, for Wesleyan, founded in Macon in 1836, was the pioneer among chartered COlleges for girls. From Savannah sailed the first steamship to cross the Atlantic Ocean. In ColumbUS, a daughter of GEORGIA inaugurated the ceremony which gavetothe nation Memorial Day. And when, after the years of civil conflict, the cannons were stilled, the swords laid aside, and the painful work of reconstruction was begun, it was a son of GEORGIA,Henry Grady, whose silver tongue and noble spirit led in the task of reuniting the shattered Union. "Wisdom, Justice, Moderation" is GEORGIA'S motto. Well has she clung to these ideals. Visit this modern empire of the South. Like the soldiers of De Soto, yOU will find it the "pleasant place." From GEORGIA'S smooth highways yOU will look out on fields of fragrant tobacco and fluffy cotton, vast orchards whose trees are laden with peaches, acres of tall green corn and yellow grain. You will breathe the air made pungent by forests of rigid pine. You will see great quar-
ries of ageless marble and granite. You will linger in modern cities.
You will see mountains and plains. You will find an eager people moving onward, their eyes alight with the vision of the New South. In awe ;VOU will stand before Stone Mountain, on whose face in heroic proportions there will be an everlasting tribute to the great Southern leaders of the Civil War. In old Savannah you will find memories of Colonial days. Here stands Christ Church, where John Wesley preached. Here in the glory of her youth, is Wormsloe, oldest plan-
IX

7 . C1.,;

tation in the state. In Augusta you should see historic Green Street

withIlts stately and hospitable old mansions. In Atlanta is "The

Sign of the Wren's Nest," where lived the beloved story-teller Joel

Ohandler Harris, creator of "Uncle Remus." In Athens lives Moina

Michael, originator of "POppy Day," angel of mercy to millions of World

War veterans, honored with the Distinguished Service Medal of the

American Legion. In every crisis of the nation GEORGIA has pro-

duced great soldiers, and to the arena of sports she has given Ty Oobb

and Bobby Jones. Wise was Oglethorpe when he chose GEORGIA.

Wise were the early settlers who journeyed from the North to this rich

land. General Motors salutes yOU, GEORGIA. Faithfully have YOU

kept lighted the torch of the pioneer.-Bruce Barton.

As broadcast by General Motors

to the Nation-December 14, 1931.

x

HEALTH AND PHYSICAL EDUCATION IN GEORGIA
"Health is. not everything. It is not to be considered in itself an exclusive end to living. It should not be the main goal of education. It is, however, an absolutely essential means to forms of human achievement of most worth. It is even more essential to the welfare of the future than of the present, if the race is to progress and not deteriorate. "
-Dr. Thomas Wood.
I-Health as Affected by the Geography of Georgia:
A. Climate. B. General Freedom from Natural Perils. C. Water Supplies. D. Healthful Food Products.
U-Health as Related to the History of Georgia:
A. Games and Dances as They Follow Georgia History. B. Action Stories Based on Georgia History. C. Great Georgians Who Have Contributed to the World's Health. D. Traits Developed Through Physical Education as Exemplified
in the Lives of Great Georgians. E. Georgia Health Statistics.
IU-Bibliography.
I-Health as Affected by Geography of Georgia:
A. Climate. 1. Make study of Georgia's many climatic belts with their great varieties of climates and the comparatively few extremes of temperature; develop the fact that this makes for health. 2. Study rainfall in Georgia and its distribution throughout the year. Why is abundant rainfall well-distributed throughout the year a factor for health? 3. StUdy briefly the various health resorts of Georgia. Notice variety of health resorts. (Mountain and seashore.) Note the many health-giving springs in Georgia. (The following places are suggested for study: Alto, Lithia Springs, Tybee, St. Simon's, Warm Springs, White Sulphur SpriIigs, Radium Springs, and Indian Springs.) Suggested Activities in Connection with Climate: a. Study maps, booklets, charts, etc., showing climatic belts, distribution of rainfall, location of resorts, etc. b. Make weather observations. c. Visit Weather Bureau. d. Write letters to Chambers of Commerce or to school children of resorts studied.
1

B. General Freedom from Natural Perils.

Note: Georgia enjoys comparative freedom from tidal waves,

7'::L

earthquakes, storms, and complete freedom from volcanic

eruptions. (Here may be taught the general safety rules

based on the idea that, since Nature has done so much for

the safety of Georgians, surely every good Georgian should

do his part to prevent endangering of life and property

through "man-made" dangers.)

C. Water Supplies.
Note to teachers: The following study of Atlanta's water sUpply is given as a type study for those places in Georgia which use surface water. 1. Brief history of development of Atlanta's water-works:
Artesian well at "Five Points"-Ponce de Leon SpringsInstallation of 3,000,000 gallon Hyatt Filter Plant completed at old water-works at Lakewood in 1885--Construction of new water-works system built during years 1900 to 1904, and remodeled and enlarged in 1923-Plans now on foot for greatlY expanded system to supply all North Georgia. 2. Study of the Chattahoochee River (introduced bY Lanier's Song of Chattahoochee"): Origin in cool, healthful springs of Blue Ridge-Its red color gained from red clays of GeorgiaIts use by Gainesville and Buford as an outlet for sewage, thereby necessitating careful chemical treatment. 3. Mechanical and chemical processes in purification: Alum for coagulation-Calcium-lime for further coagulationSedimentation-Filtration-Chlorination. (Note: A visit to the Hemphill Ave. Station will enable the pupils to see the above five steps in the purification process.) . Work of Health Department at State Capitol in the analysis of water: Search for germs of typhoid and dysenteryGreat decrease in cases of illness and death from these diseases because of this work. 5. Chemical treatment of sewage for protection of health. Suggested Activities in Connection with Water Supplies: a. Build miniature water-works system with filter. (See
one at Hemphill Station.) b. Build filter with sand, gravel, and rock layers, and force
water through to watch process of purification. c. Build modern farm home showing water pump which
brings filtered water from tap, and an outside toilet with correct sewage disposal. (See the one at State Capitol). d. Compare modern water and sewage systems with rural and small-town wells and pit-privies.

D. Food Products of Georgia from Standpoint of Health.
1. Mountain products.. 2. Plain products.

2

3. Lowland products. Suggested Activities in Connection with Food Products. a. Make menus of Georgia products for balanced meal. The following menus are inserted as an aid to teachers.

Breakfast
Baked apples, corn-meal mush with cream, bacon, eggomelet, butter, toast, milk.

Lunch

Boiled ham, creamed corn, fruit salad, hot toast, butter



milk.

Dinner
Beef roast, creamed Irish potatoes, plum jelly, snapbeans, cornsticks, butter, stuffed celery, peach icecream, cup cake. b. Count calories in Georgia foods on certain specified days. The following scale showing calories needed per day for different ages is given for the help of the teacher:

Age

Boys

Girls

5-6 6- 7 7- 8
8-9 9-10 10-11 11-12 12-13 13-14

1300-1600 1400-1700 1500-1800 1600-1900 1700-2000 1900-2200 2100-2400 2300-2700 2500-2900

1220-1520 13OQ-1600 1380-1680 1460-1760 1550-1850 1650-1950 1750-2050 1850-2150 1950-2250

(Scale given in Wellman's "Food Planning and Preparation. ")

The following list is based on Wellman's' 'Food Planning and Preparation." Georgia foods suitable for hot and cold lunches are listed according to caloric content:-

Cold Lunches

Food

Calories

One large apple____ _______ _____ ___ ___ _______ 2!

Bread-Boston Brown-1 small slice

10

Graham-1 thick slice_ ____ _______ _______ 14

White-2 medium slices_____________________ 15

Whole Wheat-1 thick slice_ ____ _

14

1 scant tablespoon butter - - - -- - -- - - - - -- - - __ t

1 serving chicken

~__________________

80

2 graham crackers_ ________ _____________________ 9

1 large bunch Conco~d grapes__________________ 5 1 small serving fresh ham_ ______________ _______ 61

3

1 small serving smoked ham____________________ 20

1 tablespoon orange marmalade _____________

1

20peanuts

c

~___

19

1 slice apple pie________________________________ 3
1 slice custard pie_ ____ ____ ________________ _____ 91

1 tomato (medium)______________________________ 4

Hot Lunches 6 stalks asparagus__ ________ ___ _________________ 33 1 slice bacon_____ _________________ ___ ________ ___ 6
! cup baked beans - - - - - _-- - - __ -- - - __ - -- -_ ___ 21l
1 serving beef ribs__ ________ ______ __ ____ ______ __ 22
2 hot biscuits__________________________________ 9

Breads. (See list of cold foods). 1 glass buttermilk_ ______ ____________________ 30 2carrots_______________________________________ 10 1 serving cauliflower_______ _____ _______ __ ___ 12 1 serving chicken___ _____________ _________ __ ____ 80 1 canned corn_ _____ ___ _______________ ______ __ __ 12 1 egg___________________________________________ 24

1 serving fresh ham ____________________________ 20

1 serving dried ham____________________________ 16

1 cornmeal muffin______________________________ 16i

1 serving creamed celery soup____ ___________ ____ 11

1 serving creamed tomato soup_ ___

12

1 serving creamed corn soup____________________ 12
! sweet potato _________________________________ 6

1 Irish potato_ __________________ _______________ lO!

c. Make recipes of healthful Georgia foods. (The following recipes are given as aid to teachers):

Recipes- Georgia Products
Cole Slaw Ingredients:
3 cupfuls shredded white cabbage. 1 teaspoonful salt. 2 teaspoonfuls sugar. 2 tablespoonfuls mayonnaise. 2 tablespoonfuls vinegar mixed with a little water. Method: Mix salt with cabbage. Mix sugar with vinegar and stir into salted cabbage. Combine thoroughly with mayonnaise. A dash of paprika adds a touch of color to this dish.
Tomato and Okra Gumbo. Ingredients:
2 or 3 onions. 4 tablespoonfuls bacon fat. 1 can tomatoes. Ii cups okra cut into cross slices.
4

Method: Slice onions and brown in bacon fat. Cook the browned onion with the okra and tomatoes. Season to taste with salt, a. little sugar, and a dash of pepper.
Sweet Potato Pudding Ingredients:
4 or 5 medium sized sweet potatoes. 1 cup Georgia cane syrup. 2 tablespoonfuls brown sugar. 1 tablespoonful butter.
! cup sweet milk.
2 eggs. 1 tablespoonful lemon juice. 1 teaspoonful nutmeg.
! cup pecan meats.
Method: Cook potatoes and mash. Add Syrup, butter, milk, egg Yolks, lemon juice, nutmeg, and majority of pecan meats. Beat thoroughly, add beaten egg whites and fold in. Place in casserole, sprinkle with powdered sugar and cinnamon. Add remaining pecans. Bake 20 minutes in moderate oven.
Stuffed Baked Potato
Boil 6 Irish potatoes. Cut into halves. Scoop out potato from skins. Mash and add butter size of an egg, pinch of salt, and pepper. Place in bread pan. Bake in oven. Refill skins with seasoned potato and brown about five minutes before serving. d. Make lists, posters or booklets of Georgia products
that afford vitamins (milk, eggs, tomatoes, green vegetables, etc.) e. Make posters or booklets or lists of Georgia foods that(1) Build (meats, milk, eggs, fish, beans, cheese, etc.) (2) Give energy (bread, cereals, potatoes, rice, etc.) (3) Heat (butter, nuts, vegetable oils, meat fats, sugar,
etc.) (4) Regulate (greens, spinach, carrots, tomatoes, fruits,
etc.) f. Put on health plays and projects that "tie up" with
Georgia. (The following example is given.)
A GEORGIA HEALTH PLAY
Characters: Father, mother, two children, teacher and about twenty children.
Part I. A home scene in Georgia. (The mother is busy fixing the breakfast table and the father is sitting near reading the paper. Flowers on the table.)
5

I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I I I I

~'4

Mother: Jim, it is getting late. are ready for breakfast?

Will YOU please see if the children

Father: Yes, (looking at his watch) it is late.. I had better go ",ee

about them. (Goes out of room.)

Mother: I hope the children will like their breakfast. Let me see,

I have baked apples, oatmeal, buttered toast, poached eggs and bacon.

Oh, I almost forgot the milk. (Goes to get milk; father returns and be-

gins reading again. Then mother returns with milk.)

Mother: Jim, yoU know the children seem to feel so much better

since they have been eating a good breakfast; and do YOU know that this

good breakfast this morning is a Georgia breakfast-everything pro-

duced right here in Georgia? Their school work has been better too.

It has been a long time since they have had an unsatisfactory note.

Father: Yes, I am glad to see they are up in their weight. Maybe

they won't be sick this winter and can get an attendance button. I

hope so, anyway. If any food can make healthy, strong children Georgia

food certainly can.

Mother: What can be the matter with the children? I wonder why

it is taking them so long to get ready. (Calls) "Children, children I"

(Children come rushing in.)

The Girl: (Going up to her mother) Oh, mother, is my neck clean?

I surely did scrub it. Does my hair look all right? We are going to have

a Georgia Health Program at school today and I'm to be Queen Health

in a play my group has written. You ought to see my costume. I made

it at school. It is made out of Georgia cotton, Mother.

Mother: You look very clean and nice. I want yOU to tell me about

your play when you have time. Now yoU must eat your good Georgia

breakfast. Son, (going over to the son who has already been seated at

the table. The father has been seated too). How about you? How

nice yoU look I Did yOU brush your teeth?

The Boy: Yes, I brushed my teeth. I never forget it any more. The

group I am in at school has been learning a Tooth-brush Song, and that

has helped me remember. We are going to sing it today in the Georgia

Health Program.

Mother: You must sing it for me some time. Now finish your break

fast and I will fix your lunches; they are going to be all Georgia foods,

too.

The Girl: I like this breakfast. Don't yOU, Brother? Aren't Georgia

breakfasts the very best ever I

The Boy: I certainlY do like it. I am always hungry for breakfast

now that I am sleeping ten hours with my windows open.

Father: You children are looking well. I want yOU to study hard

and make good grades in school.

Mother: (Returning with lunches) Here are your lunches: Beaten

biscuit, peach preserves, and a nice chicken sandwich apiece. Take

a bottle of milk, also. Now isn't this a good Georgia lunch?

Children: Thank YOU, Mother.

The Boy: Mother, I enjoyed my breakfast.

The Girl: So did I, Mother.

6

The Children: (Going out of room)-Goodbye.

=-.1..: Father: (RisIng) It is time for me to be going to work.

I enjoyed your breakfast as much as the children.

-.

Mother: Goodbye.

Goodbye.

Part II. Classroom scene. (The children are all seated and the teacher

enters.)

Teacher: Good morning, children I Children: Good morning.

Teacher: You children look so nice and clean this morning. I wonder how many of you brushed your teeth. Raise your hands. (Children

raise hands) That is fine! You certainly have improved. You know

this is the morning for our Georgia Health Program, and I shall now

let the group leaders take charge. (A boy places a chair for the teacher

and she is seated.) Thank you. The First Group Leader: (Rising and coming to front) My group

has written a Georgia health play. It is called, "The Happy Georgia

Family." We are ready to begin. The characters will please come for-

ward.

Characters in Play:

King Health-wearing crown.

Queen Happiness-wearing crown. The Helpers:

1. Fresh Vegetables-Child holding some vegetables with placard "Raised in Georgia."

2. Fresh Fruit -Child holding some fruit with placard

"Raised in Georgia."

3. Milk

-Child holding bottle of milk with placard

"From Georgia Cows."

4. Water

-Child holding bottle of water with placard "From Georgia Pure Springs."

5. Exercise 6. Sleep

-Child taking a few simple exercises. -Child looking sleepy.

7. Toothbrush -Child holding a toothbrush.

King Health: I am King Health and this (turning to the Queen)

is Queen Happiness. These (looking at helpers) are the helpers and each one is a great help. Our family is called the "Happy Georgia Fam-

ily" because we help to make many Georgia people happy. Each helper

will tell you something about his work.

Vegetables: I am fresh vegetables.

Some children do not like me,

But why I do not know. For if they would only let me

I'd make them grow and grow.

King Health: Tell us what healthful vegetables can be raised in

Georgia.

Vegetables: There are so many that I could never name them all;

Georgia's vegetables are the best that can be found.

7

Fruit: Fresh Fruit is my name And I am glad to say Most children like me, And eat me every day. Of course, I'm better when I'm fresh, But listen now, please do, If yOU can't get me when I'm fresh, I'm canned or dried for you.
King Health: What Georgia fruits make people healthY? Fruit: Apples, peaches, melons, grapes, pears, plums; they all grow in
Georgia. Milk: Fruit and vegetables are good for you,
And believe everything they Say. But if yOU want to grow big and strong, You must drink me every dayAt least a quart. Queen Happiness: Tell us about Georgia's milk. Milk: Georgia's milk is the best. Our cows feed on Georgia green corn and grass, velvet and soy beans, and cotton seed meal and hulls; therefore, their milk is pure and rich. Water: While yoU are drinking a quart of milk, Please don't forget about me; I help to keep you clean inside And outside too, yoU see. (Holding up hands.) Queen Happiness: Is Georgia's water pure? Water: No state has purer or better. Exercise: It takes exercise to make yOU grow,
Outdoor exercise is best, But do not play too hard and long, Just stop awhile and rest. King Health: Can children play outdoors much in Georgia? Exercise: Of course theY can, Georgia's climate is never so very hot in summer, nor so very cold in winter; there are not many days when children of Georgia cannot get fresh air and exercise out-of-doors. Sleep: It is all right to eat and drink, And exercise dailY too, But if it were not for sleep, Just what would YOU do? It is then your bodies grow And rest for work or play. Sleep ten hours every night, And rest an hour each day. Be sure your windows are open. King Health: Yes, leave your windows open, children, and get plenty of Georgia's healthful air. Toothbrush: I am just a little toothbrush,
But if YOU will use me, I'll make your teeth clean and white, Just try me and see.
8

I

I

You know some day you'll be oldNow listen to me awhile Take care of your health while yoU are young, And when yOU are old, you can smile. Queen Happiness: What Georgia foods are good for teeth? Toothbrush: Leafy vegetables, milk and fruits.
(First group is seated.) Second Group Leader: My group has learned a toothbrush song. We will now sing it for you. The group will please come forward. Toothbrush Song: (Tune: Jingle Bells).
We brush our teeth, we brush our teeth We brush them every day. Round and round, up and down, We know that is the way. We brush our teeth, we brush our teeth, We brush them every day; We brush them right and keep them white, Then smile our cares away.
(Second Group is seated.) Teacher: (Rising) Children, I have enjoyed your program very much. Let me remind yoU that every Gilorgian wants to have nice, white, clean teeth; so be sure to remember what the Toothbrush Song says. Now suppose we stand and sing our "Good Health Song."
Good Health Song (Tune "Ramblin' Wreck")
We're a Georgia team that would never dream Of breaking our good health rules. We try each day in every Way To prove just what they mean. We are such jolly good fellows and I'll tell yoU the reason whyThe food is great, raised in our state And we keep our good health rmes. Teacher: You have had such a good program that, if yoU like, we shall go out and play some games. Those who would like to go, please stand.
(All the children stand.) Note: This program is original classroom work.
II-Health as Related to the History of Georgia:
A. Games and Dances as They Follow Georgia History. 1. Games of Gilorgia. a. Indian Games. "Ball Play (In this game each player had a three or four foot stick with a round hoop on one end, large enough to catch a ball of about the size of a tennis ball. A network of roots or deerskin was formed across the hoop. The object was to throw or carry the ball across the opposing team's goal.
9

I I I I I I
I I I I I I
I I I I I I
I I I I

f

C2,;

b. Games of Early Colonists:

Corn huskings, log rollings, etc.

c. Games Adapted from English Games:

Croquet, lawn tennis, etc. d. Field and Track Meets:
Jumping, throwing, etc. e. Modern Games:
Baseball, football, golf, etc. 2. Georgia History in Pageant.

The following pageant is a dance drama which will give a resume of the developments in Georgia that have taken place in the past two hundred years in the field of physical education and recreation and at the same time serve as a means to maintain bodily growth and development and further social adjustment. This program, or dance drama, presupposes a contest, which, if carefully carried on, can serve as an aim or goal in stressing many points of physical perfection.

TWO HUNDRED YEARS OF FUN

Prologue: In the lovely month of June, Georgia holds high carnival in a woodland dell. Miss Cherokee Rose, the loveliest maiden of the realm, has been chosen to be judge of the type of recreation she thinks most fun. This is the day of the contest.
The Master of Ceremonies presents to Miss Cherokee Rose one recreation after another that has taken place in their native state for the past two hundred years. Miss Cherokee Rose longs to join in them all, but when the strains of her own "Cherokee Rose Waltz" are heard she listens with JOY and the Master of Ceremonies asks for the dance. They give vent to their joy of the day bY dancing a frolic-some waltz to the strains of the "Cherokee Rose of Georgia." The others like it so well they soon join in singing the chorus.
Characters in order of their appearanceAttendants followed by Miss Cherokee Rose. (Attendants dance for Miss Cherokee Rose to "Southern Rose,"
by Strauss.) Master of Ceremonies, who presents:
Group l-(Fun of the 17th CenturY) a. Indian hunters. b. Indian dancers. Indian Games and Dances, by Alice Fletcher
Group 2-(Fun of 1733) a. Morris Dance. Country Dance Book, by Cecil T. Sharp. b. Minuet. Dancing for Beauty and Strength, by Scott. c. Group playing croquet.
Group 3-(Fun of 18(0) a. Square Dance. Modern Quadrille Call Book,by A. C. Wirth. (Be sure to use fiddler.)
10

b. Negro Clog. Clog and Oharacter Dancing, by Frost.
c. 'Ootton Picking Dance (or any other dance of work). d. Pony Ballet. Group 4-(Fun of 1860) a. Polka. b. Virginia Reel.
American Oountry Dances, by Burchenal. c. Ballet Dance. d. Group playing baseball. Group 5-(Fun of 1890) a. Ohildren's singing games. b. Formal drill. c. Early waltz (hoppy waltz) d. Dance number showing Duncan influence. Group 6-(Fun of 1933) a. Jazz tap. b. Group of modern sports (mimetic movements such as
diving, golf, football, etc.) c. Modern dance (machine dance) d. Oherokee Rose Waltz.
The Oherokee Rose Duet Dance. Music-Oherokee Rose of Georgia, by Kate Lee Harralson.
11

'" ' "'_"' __ ~ _...

__ . __ '._ ..._ _ _ __ ~_.~.,

~'. ,._~>

~' ~,_~.AO~~._~.-.~_.-~~~

W." ...." -"""''''',"'' .. .............--". ._~~,,, _.~.".

~

'''''''.".-",-".'''~''-'''''''.'''''._.-",

_..... ,cy"'...,....,.-.,,_~_ _. ..,......-.-~ ' ..

\.~

Cherokee Rose I

OF

I

GEORGIA

~
I
I

I

I

I

'\.AI:rz ~O~G

I

BY

I

Kate Lee Harralson

~
I

My white petaled Rose of Georgia.
My golden-hearted Rose. No sweeter Rose in Georgia grows, . My way-side Cherok('e Rose.

I
~
I

I

_~J::.r~~~~l~~~\. ~'i~':....JI;\rrals~

I

~~~~~~~~~~~~~~~I

12

CHEROKEE ROSE OF GEORGIA

(WALTZ SONG,)

WORDS AND MUSIC BY Kate Lee Harralson.

~~-~-~=E~===~=~::!:::H=::t:~:::=:a=:~:j3:~:3:::=:=a=-3_'_:=E=-~:=i-=~::=;=:=#::::a==EE==~=:~:-r-q-:':::B:r=n-]3

1. The breeze comes down from the hill - sides green, And spring - time reigns

in

2. I sing of the rose

that stars our hills, The Cher ," o-kee Rose

'of

- "- - ..- -./ ~~-=i=E: -m==~;gm 7=-~EL_~ #-J]

Ceoc

gia; The birds cir-de wide un-der blue skies se-rene, And springtime is

Geor

gia; On sun .. lit slopes and by laugh - iog rills, Its blos-5Oms are

~~=---=~f"=;~:-=-tJik~~I-=--=S-~~-CfE::W::-:t=-~'Tfg'~~~~-:,-:-:'~-~:~b~:---:=~b:-]~

~~~g7~~=!HJ41==r5=tbm~~~~~~~

13

"::---~-
CHEROKEE ROSE OF GEORGIA

-~:=- -=1---=t~===~;==~=~~

-./

-./,

-./-./

;~~~~I.ooI~~-"--'-W~~~~~~REE;C==~ hed .. ges will show'r blos.soms rare;._...........

pet .. als

blow on the woldj_

_.

Our Cher 0 ~ kee Rose

This rose.

an

em

is unblem of

-~=~1~=!=~~f~~fr1~~-=!=:~

CHORUS.

14

The Dance-

During the introduction the boy leads the girl in open position, her

hand inllis, down to the back center stage.

.

.

. 1. Step on left foot, swing right, run, run, run-girl runs to other

sideof boy and gives him her other hand-repeat step. 8 measures.

J1. Moving diagonally right (girl slightly in front and to the side of.

boy)-slide right foot, rise on toe in arabesque position, run, run, run.

Repeat diagonally left, both using left foot. 8 measures.

3. Boy and girl dance away from each other in a waltz turn step and

look over shoulder coquettishly. Repeat step toward one another and

catch hands (as in stiff starch game). 8 measures.

4. Boy drops one hand and they face each other, moving directly

back (step, bring feet together, step and turn back to back with a hop,

and click heels in the air). Repeat three times. 8 measures.

Chorus:

5. Girl runs away from boy as if returning to her seat. Boy runs

after her. 8 measures.

6. They waltz in social dance position. The girl puts her right hand

to her back. The boy takes it and slightly jerks it which flings the

girl out in a turn. He catches her left hand. 8 measures.

At the end, to add color and life, the music can be repeated and all

sing the words of "Cherokee Rose of Georgia." During the last chorus

they might all throw confetti in the shape of Cherokee roses, while

that part of the dance is repeated.

Suggestions for selecting the leading characters in the dance drama:

1. Keep a box for suggestions. Have students find out for them-

selves what good posture is, and what physical perfection should in-

clude. From suggestions taken from this box decide what points are

to be used in judging the contest for selecting Miss Cherokee Rose and

Master of Ceremonies.

2. Use silhouette to show types of physical perfection. (Silhouettes

may be made by using an unbleached domestic curtain with strong light

...

behind it and the figure standing in front of it.) 3. Study some pictures of the famous small bronzes, such as Harriet

Frishmuth's Play Days, JOY of the Waters, The Vine, Glint of the Sea,

Desha, The Discus Thrower, Wrestlers, DYing Adonis, Speed, and the

Slavic Dancer.

Some gifted children could plan a statue dance combining these

positions in a pleasing way.

4. Discuss good proportions and correct measurements for different

ages. Let children measure themselves and compare with the ideal.

(Use height and weight charts.)

The girl and the boy selected as the most representative specimens of

physical perfection shall win the honor of being Miss Cherokee Rose,

and the Master of Ceremonies in the dance drama.

Suggestions for costumes:

Costumes should be historicallY correct as the project lends itself

so well to a historical stUdy of Georgia and the dances are so much more

attractive in the costumes of their time.

15

I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I I I

Miss Oherokee Rose wears a full -white tarleton ballet skirt, ankle

length, with white sateen tight-fitting basque and white baimt shoes.

.'~-"3'.

The headdress is a saucy white Oherokee Rose with a yellow center

made of cardboard covered with crepe paper. A tarleton ribborlIuns

through the cardboard and ties under the chin, holding the hat, in

place. In most cases this hat is more becoming tilted over one eye.

The Master of Oeremonies should wear a white waist and white trousers

with a yellow stripe down each leg and a white cape lined with yellow.

-In POny Ballet, jockey costumes are-attractive, colorful, and easier

to ge(than riding habits.

B.. Action Stories (Story Plays) Based on Georgia History.

Note: Story plays are primarily for first and second grades. They

take the place of formal commands and setting up exercises, giving the

children the same value hygienically, but in a more interesting, more in-

structive, and more imaginative Way. The play may be correlated with

other subjects or with any particular historical event. In this year of

the celebration of Georgia's two hundredth birthday many interesting

story plays may be worked out.

The following two stOry plays given in full as examples and other suggestions are listed:

1. STORY PLAY BASED ON THE FOUNDING OF GEORGIA.

Story

Gymnastic Activity

Once upon a time there were

some people living in England who

could not pay their debts, so they Walk to see King.

were put in jail. They did not like Bow to King (bending forward

this, so one day a man named from hips.)

James Edward Oglethorpe went to Stand at attention.

the king and asked him if he could Bow again.

bring these people across the sea to WaU(home.

this country to live.

They wanted to grow silk worms

..

here, so they could sell the silk and

make money. The King said,

"Yes."

Stooping, raising arms, lifting;

They packed all their clothes and etc.

belongings; then one day they Pack clothes in bundles (bend-

slung their bundles on their backs ing).

and went to the ship.

Reach for high articles (stretch-

ing).

Sling bundles on back.

Walk to ship.

The ship sailed away. Sometimes the salling was smooth. Sometimes the ship rocked in the Rock as ship in waves (bending waves. The people watched for sideways).

16

Story
land. It seemed a long time before they saw any, and when they did they were happy. The anchor was let down and they got off the ship into rOw boats and rowed to land. Only Indians were living there. Later the white men named this place Savannah, Georgia.

Gymnastic Activity
Watch for land, (head turning). .Jump up and down. Lift anchor. Let anchor down. Climb into row boats and row, (rowing movements).

Cut down trees (arm and trunk

The first thing the people had to movement).

do on landing was to build homes Saw trees into logs, (swaying

in which to live. So they began to bodY back and forth).

cut down trees and split them into Lift logs, reach up, and place

logs. They put mud in the cracks logs on top of each other, (stooping

and corners of the log houses to and reaching.)

keep out the rain and cold.

Get mUd. fill cracks (deep knee

bending.)

They soon found out that mulberry trees would not grow in this new land. So they cleared the fields and the Indians showed .them how to plant corn and tobacco.

Clear land. (Use ax.) Plant tobacco plants. Dig holes for corn and plant it.

The white men and Indians were good friends and sometimes they would sit around in a circle and smoke a peace pipe, which meant they would not fight.

Squat in a circle. Take deep puffs on peace pipe. (Deep breathing.)

This was two hundred years ago and we are all thankful for .James Edward Oglethorpe, who founded our wonderful state of Georgia.

2. STORY PLAY BASED ON THE LEGEND OF THE CHEROKEE ROSE (Georgia Flower)

Suggested Story
Two hundred years ago only Indians lived in Georgia. There was one tribe of them called the Cherokee tribe. Another tribe lived further South in a state now called Florida and were known as the Seminole tribe. Each tribe had

Gymnastic Activity

17

I I I I I I
I I I I I I
I I I I I I
I I I
1
I I I

~;~~~f:~);;' ('.$":''':'':~:''.:'. ;'.....;~_':~-.~. -'''::' to; -'-".__ _ _

-"F.~
"

Story

Gymnastic Act,ivity

"::''':1.: a chief: Sometimes these two

tribes were at war with each other.

The warriors were very strong and Stretch as tall as possible.

brave. They had to have strong Run in place.

legs to run fast.

They had to have strong arms to shoot their bows and arrows straight.
They did many things to get ready for battle.

Shoot with bow and arrow. (Draw one arm back as if aiming with arrow.)

They mixed paints from berries and bark of trees and painted their bodies bright colors, to show they were going to fight.
They built large fires, formed circles around them and danced Indian war dances.

Gather berries. Pull bark from trees. Mix paints in clay bowls. Color bodies. Gather sticks. Build bonfire. Dance around fire, (swaying backwards and forwards.) Turn heads. Lift feet high. Dance fast.

Once during a battle the Oherokee tribe took the chief of the Seminole tribe prisoner. They were going to burn him alive but he got very sick, and they decided to wait until he got well before burning him. While he was ill a beautiful Indian maiden of the Oherokee tribe nursed him. They fell in love with each other, so they decided to get married and slip away some night to his home, the land of the Seminoles.
Now, the Indian maiden knew that if she helped the prisoner to escape, and if she went with him to his people, she could never come back to her own people.
This made her very sad. She wanted to take something for remembrance to her new home. She ran back and broke off a piece of vine that was growing on her father's cabin.

Run to battle. Aim arrows and shoot.
Tiptoe from cabin. Turns heads to right and left, looking for enemies.
Run fast back to cabin. Reach high and get vine. Run back and rest. (Breathe deeply.)

18

Story It took tlleIndian chieftain and

Gymp,astic Activity

maiden many, many days to reach

the home of the Seminoles. Some- Climb trees. (Lift arms and legs

times they would have to climb alternately.)

trees to get away from the wild animals. Sometimes they would have to run very fast from the Indians.
They had to stop and rest often.

Run fast. Rest. (Breathe deeply.)

When they came to a spring they Kneel and drink water from a

would drink the cool water.

spring.

They' picked berries and grapes Stoop and stretch high.

for food. The chieftain would also kill rabbits and deer.
Although it took them many days, the Indian maiden saved the little bit of vine and when they finally reached his home she

Stand tall, aim, bend, shoot. Dig deep hole.

planted it by their door. When it blossomed it was a beau-
tiful white flower with a golden

Stoop and plant vine. Cover carefully with soil.

center. And from that day to this it has

been called the Cherokee Rose be-

cause it came from the land of the

Cherokees.

3. Legend of Nacoochee Valley. 4. Legend of Hiawassee. 5. Colonial Times in Georgia. 6. Discovery of Warm Springs. 7. Laying First Railroad in Georgia.

8. Invention of Cotton Gin, Etc.

C. Great Georgians Who Have Contributed to Health.

1. Crawford W. Long, M. D.-first used ether as anaesthetic. 2. Dr. Michael Hoke, nationally known bone surgeon.

3. Dr. Milton Antony-headed group in 1825 that petitioned

State Legislature for 'State Board of Examiners; secured

Charter from Legislature in 1828 for State Medical Academy. 4. Dr. L, D. Ford-began first real work in city sanitation in

Augusta, Ga., during early 19th century.

Taken from "History of the Medical School of University of

Georgia"-Dr. Harry Goodrich.

D. Traits Developed Through Physical Education as Exemplified

in Lives of Great Georgians.

Note: There are certain fundamental traits of character which

should be inculcated in every child. These traits can be

cultivated through physical education, principally through

group activities (athletics and games). No one can question

the fact that group athletics and games requiring "team-

19

work" promote such desirable qualities as cooperation,

"-2,;

leadership, self-control, courteSY, honesty, cheerfulness,

perseverance, etc., and that carefuistudy of health-con-

servation develops reverence for the laws of nature. Study

the lives of Georgians who exemplify in their characters

one or more of these desirable traits that will impress upon

the children the importance of cultivating such traits in

themselves.

1. Perseverance-Sidney Lanier.

2. Cheerfulness-Frank Stanton.

3. Leadership-Alexander Stephens and John B. Gordon.

4. Honesty-Tomochichi.

5. Self-control-Bobby Jones.

6. Health Conservation-Crawford Long.

7. Cooperation-Henry Grady.

8. Love of out-of-doors-Joel Chandler Harris.

E. Georgia Health Statistics. Note: the following statistics are given merely as reference for the teacher, when an effort is being made to impress certain health facts upon the children. It is not intended as material to be taught independently.

Deaths (Exclusive of Stillbirths) and Death Rates per 100,000 popula-

tion, in Georgia: 1930 and 1931-

I Death Rate per

Cause of Death

No. of Deaths 100,000 Population

1930

1931

1930

1931

ALL CAUSES ______________ 35,188 32,989 1207.4 1123.0

Typhoid Fever _______________

500

513

17.2

17.5

]dalaria_______________________

442

307

15.2

10.5

Smallpox _____________________ ]deasles _______________________

----------
128

----------
62

----------
4.4

-... --------
2.1

Scarlet Fever_________________

38

46

1.3

1.6

Whooping-cough _____________

257

113

8.8

3.8

D i p h t h e r i a ___________________

135

158

4.6

5.4

I n d l u e n z a ____________________

964

1301

33.1

44.3

Dysentery____________________

305

177

10.5

6.0

Poliomyelitis _________________

31

33

1.1

1.1

Epidemic meningitis __________

93

56

3.2

1.9

Tuberculosis _________________ 2,175 2,165

74.6

73.7

Canoer____________________ ~ __ 1,552

1,580

53.3

53.8

Diabetes mellitus _____________ Pellagra ______________________

352 713

322

12.1

11.1

563

24.5

19.2

Oerebral hemorrhage _________ Heart diseases ________________
Pneumonia___________________

2,536 4,099 2,580

2,366 3,948 2,465

87.0 140.7 88.5

80.5 134.4 83.9

Diarrhea and enteritis________

721

545

24.7

18.6

Accidents and other violence_ 1,992 2,010

68.4

68.4

20

1931 MORTALITY IN GEORGIA
In 1931 the health record of Georgia was one of the most remarkable of any year for which reliable mortality data are available. This does not mean that the death rate was the lowest ever recorded, but it is remarkable that in spite of the most severe economic depression of a generation, together with a drought which lasted throughout the typhoid fever peak months, and in face of an influenza epidemic during the first four months of the year, the death rate exceeded the minimum by only 1.1 per 1,000 population. However, if the present unfavorable economic conditions continue there will be an appreciable increase in the death rate. Of the thirteen causes of death included in the epidemic and parasitic class (typhoid fever to tuberculosis) over one-half show decreases in their death rates. Whooping-cough, malaria, dysentery, and measles show the greatest decreases in the number of deaths. Influenza shows an increase of 337 deaths with an increase in the death rate of 33.8 per cent. The death rate from pellagra increased from 14.9 in 1920 to 30.0 in 1929, but the rate for the last two years shows marked decreases over the peak rate, 30.0.
Oancer, diseases of the heart, and nephritis have shown steadilY increasing death rates since 1920. The death rate from cancer has increased from 38.8 in 1920 to 53.8 in 1931. An increase of 15.0 or 39 per cent. The death rate from diseases of the heart increased from 65.3 in 1920 to 134.4 in 1931, an increase of over 100 per cent; and the death rate from nephritis increased from 76.0 in 1920 to 109.8 in 1931, an increase of about 30 per cent. However, the death rates in 1931 for both nephritis and diseases of the heart are lower than the rates for 1930.
In 1920 the death rate from automobile accidents was 4.8 and in 1931 it was 20.8, an increase of 333 per cent. This steady increase, from year to year, has occurred in spite of the efforts of the National Safety Oouncil, newspapers, and other organizations to arouse a spirit of courtesy and caution in drivers of automobiles.
The greatest assets of this state are its strong, healthy people, and if the state fails to protect their health and life against preventable diseases it will lose more than a deflation in taxable values. Life, health, faith, and morale are more important to the progress and development of the state than the price of cotton, amount of wages or any other material thing. Much is being done to rid the state of typhoid fever, malaria, hookworm, and other preventable diseases but much more must be done before our people will be relieved of the physical pain, mental anguish, aIid stupendous financial loss through sickness and death from preventable diseases.
IU-Bibliography:
American Journal of Public Health-Ameircan Public Health Association.
American Water Works Association Journal, Southeastern Section, 1932 (includes numerous references.) .
Oharacter Building-BUffalo, N. Y., Department of Education. Oharacter Building-Kansas Oity, Mo., Department of Education.
21

E.xamitlation of Water-Mason & Buswell; John Wiley and-Sons. Games for the Playground, Home,. School, and Gymnasium-Jessie H.
Bancroft. Georgia-Facts and Features-Compiled by Emily Woodward for National
Editorial Association. Georgia and Her Resources-Year Book of 1932-Issued by State De-
partment of Agriculture. Health Through Projects-C. D. Brock. History of Atlanta Water Works-Atlanta Water Works, Hemphill Ave. Microscopy of Drinking Water-Whipple, John Wiley and Sons. Official Bulletins on County Health-State Board of Health. The Operation of Water Filtration Plants-No C. State Department of
Health, Raleigh, N. C. The Pageant of America-Vol. XI.-John Allen Krout. Physical Education for Elementary Schools-Neilson and Van Hagen. The Pit PrivY-Georgia Department of Health. Pupil Citizenship-Diemer, Mullen and Blanche. Report of Division of Sanitary Engineering-Ga. Department of PUblic
Health, 1931. Rhythms and Dances for Elementary Schools-Dorothy LaSalle. Sewage Disposal for the Home, Engineering Bulletin, No.3-State Board
of Health. Statistics of Georgia Products-J. Harold Hoover, Dept. of Agriculture. Story Plays-Louise C. Wright. The Teaching of Ideals-W. W. Charters. Water Purification-Ellms, McGraw-Hill Co. Water Treatment of Atlanta, Georgia-Paul L. Weir, Atlanta Water
Works.
22

MUSIC
Introduction-
I-Early Georgia Music and Musicians: A. Lowell Mason. B. John and Charles Wesley. C. Wilcox. D. McIntosh. E. Blind Tom. F. Negro Music. G. Indian Music.
II~Modern Music and Musicians of Georgia: A. Interest in Musical Culture as shown by: 1. Concerts. 2. Music Clubs. 3. Educational Institutions. 4. Public Schools. 5. P.T.A. 6. Choral and Orchestral Societies. 7. Church Music. B. Teachers and Composers. C. Georgia's Contribution to the Concert Stage. D. Negro Spirituals. E. Lyrics of Georgia Poets Set to Music.
III-Future of Music in Georgia.
IV-Suggestions for Assembly Programs.
V-List of Musical Works Suitable for Inclusion in Bicentennial Programs.

::.:'~."':; ..'~:'~.":~"';;~., J::-~;'...~-; -~'-.'.ii.-.. ;';<"'''-;'':.'''~'"".,,,,.,......~._ > .

~__

'=".-2:

MUSIC

INTRODUCTION

Oh, what would the world be like, my dears, If Music had never been, If all the sounds that smote our ears, Were nothing but noise and din? If ev'ry singing bird were muteNo melody sweetened air Of violin, or harp, or flute! Wouldlife be quite as fair?
And what would the world be like, my friends, If neVer a soul could hear? If harmOnies of richest blends Touched only the dullard's ear? What waste of symphony sublime, If nobodY understood, Nor felt aglow with tune or time! Would life be quite as good? And what would the world be like, at last, If voices had all grown dumb? No Music heard-save from the pastSince living hands all were numb! Nay! far more sweet the music playedTho' faltering oft, at bestBy an eager lad or a beaming maid, To make life rich and blest!-
W. O. MIESSNER, Music Supervisors Journal, 19~O.

I-Ea.rly Georgia. Music a.nd Musicians:
A. Lowell Mason. Due to the fact that Georgia has produced few outstanding com-
POSers or performers, and that Georgia has no publishers to record the work of its artists, little is known of Georgia musicians.
This is indeed unfortunate for the music of one of Georgia's adopted sons, Lowell Mason, has echoed in the hearts of men all round the globe. Though not born in Georgia, he spent about twenty. Years in Savannah and hence may be truly claimed as one of Georgia's adopted sons.
While working there as a bank clerk, he composed the hymns which have lifted the hearts of many from material things up to the plane of spiritual worship and praise.
It was dUring these years that he compiled his first book of music of which Dr. G. K. Jackson, the severest critic in Boston said, "Much the best I have ever seen published and I do not hesitate to give it my most deCided approbation."
The title of this book, "The Handel and Haydn Society Collection of Church Music, Harmonized for Organ and Pianoforte",

24

became a faIniliar volume upon the shelves of the better class of American musicians. Its sale netted the composer over four thousand dollars, and caused him to abandon the commercial world for the musical profession, to the great advantage of religious music.
He moved to Boston and there pUblished OVer fifty manuals and was honored by being elected to the presidency of the Haydn Society. This gave him an opportunity to organize what is now called The Boston Academy of Music. . Thus Boston became the center of American musical culture, and Lowell Mason's influence spread into all fields of classical music. His religious work in the field of sacred hymns, however, remained the rock on which his fame rested. Few Georgians realize that the songs, "My Faith Looks Up to Thee", or "Nearer My God to Thee" or "Watchman Tell Us of the Night", were composed by an adopted son of Georgia.

B. WesleY. No doubt Lowell Mason received much of his inspiration from
the songs of John and Oharles Wesley, who started the fire of Methodism upon the soil of Georgia with their hymns of evangelism. While Mason was influenced by these hymns, he must have been equally thrilled by George Whitfield's preaching and singing. The Wesleys and Whitfield wrote over sixty-five hundred hymns and chants, and Georgia may claim them as their adopted sons.

O. Wilcox

.

In 1827 Savannah produced another musician of great repute,

John Henry Wilcox, the organist.

D. Dr. McIntosh. Dr. McIntosh came from Vanderbilt where he was "Principal of
Music Department", to Emory at OXford, Georgia, in 1877 as "Professor of Music". He trained the first choir of Trinity Methodist Ohurch in Atlanta. He was for thirty years music editor of the Southern Methodist Ohurch. In his most popular book of songs, "PraYer and Praise" , the music to sixty-one of the hymns was written by him. Mrs. McIntosh wrote the music to "He Leadeth Me". "Dr. McIntosh created his songs without the aid of any instrumentjust composed them in his soul, then hummed them and wrote them down."

E. Blind Tom. One of the most outstanding negro musicians was a freakish
prodigy called Blind Tom. He was noted for his ability to repeat upon the piano any rendition, no matter how intricate or difficult, which he had heard played. By some strange gift he could listen to any performer, then sit down to the piano and reproduce, note for note, expression for expression, to the minutest detail, the entire selection. Great audiences attended his exhibitions.

F. Negro Music. Georgia receives much notice, musically, through thenegro and
his spirituals. This type of music is unique--a strange blending of primitive chants, and religious sentiment.x.In Macon Oounty, six

25

:,' : .-;:.;,; .~<.,,~~ ':.\~~:: :.~:~ '~-(:'~.",

;C"":'.'.:. ;"-,'; "', .'.':""' ; ,',. , ... ",,_ ~_ .__ _

~

C2,;

miles from any town and almost hidden Oy a great grove of mossy

oaks, stands a small building known to the colored folk as the

Ohurch of Glorious Hope. Here, may be found negro music in all its purity and earnestness.

On a sabbath afternoon, the sOlemn chants sound marvelously

like the liturgical dronings of a village of monks. Through the

trees drift-"O my Lord; yes my Lord.....I'd lay down my life for my

Lord.....I'd give all I got for my Lord."

G. Indian Music.

The musical history of Georgia would not be complete without

reference to the ancient music of the Indians. Although the In-

dians of Georgia were not great musicians, Yet their chants and

festival songs formed an important part of their lives. Two great

tribes dwelt in Georgia, the Creeks and the Oherokees. Of these

the Oherokees were the most cUltivated and intelligent. Two of

their tunes may be found in Grammar School Songs, by Farns-

worth, published by Oharles Scribner's Sons.

REFERENOES

H. W. Odum~Folk Song and Folk Poetry as Found in the Secular Songs of Southern Negroes.

A. E. Perkins-Negro Spirituals from the Far South.

II-Modern Music and Musicians of Georgia:
A. Interest in Music and Opportunities for Development.
1. While at first glance Georgia does not appear to have pro duced a great number of well-known composers or performers, still the state cannot be called unmusical. It supported a regUlar appearance of the Metropolitan Opera Company for years, which attracted not only people from all parts of Georgia, but from neighboring states as well. Each year many noted artists and symphony orchestras are sponsored by the Music Olub, Oivic Ooncert Series, the Woman's ClUb, and other civic organizations.
2. Affiliated with the Georgia Federation of Music Olubs are one hundred Junior and Senior Music Clubs scattered throughout the state. Boys and girls are eligible for membership in the Junior Club until the age of eighteen, when they join the Senior Club. These clubs have done much to stimUlate an interest in good music, not only by providing concerts by outside artists, but by encouraging local talent. Local musicians are regularly presented on the monthly programs of all the clubs. Through local, state, and national contests each year for members of the Junior Clubs and for the younger members of the Senior ClUbs, many young artists are discovered, stimulated to greater effort, and provided with opportUnities for appearances before the public. The contests include voice, piano, solo instruments of the orchestra, composition and In some instances, choruses. Perhaps more than anything else the contests have served to raise the standards of music teaching in the state.

26

Georgia, through its music clubs, maintains a cottage at the MacDowell Colony at Peterboro, N. H. Each year, under the direction of Miss Evelyn .Jackson, a MacDowell Festival is held to raise money for this projact.
3. Music in some form is found in all the colleges and universities of Georgia. In many cases, the place it is given is yet a small one. In some, as at Emory, it consists of Glee Club and Orchestra, and one or two courses in the summer school; others have flourishing music departments where excellent training may be had in voice and piano, as at Wesleyan, Agnes Scott, and Shorter; and in some instances degrees in music may be earned, as at Brenau.
4. The importance of a musical education is' emphasized in the public schools in many parts of the state, where children are being given musical training through sight reading, music theory, chorus singing, composing original songs, study of piano, violin and other orchestral instruments, and through listening and learning to understand much of the best in music literature that is beyond their power of performance.
15. The Parent-Teacher Associations of Georgia, with their slogans of "More and Better Music in our Schools and Homes", and "Music for Every Child and Every Child for Music", have in many cases not only helped to provide more and better music, but have provided music where none existed before. Sometimes the P. T. A. has paid one half and sometimes all of the salary of a music teacher in the schools when the Board of Education was not convinced of its value, or could not finance it. They have furnished instruments for orchestras, pianos, vietrolas, and other equipment needed by the Music Department. Music is included on all P. T. A. programs. Recently, Mothers' and Daddies' choruses have been formed in many associations.
6. Choruses and Orchestras are springing up throughout the state. Macon has organized a symphony orchestra.. The All-State High School Chorus has met in Macon for the past two years, rehearsing intensively for two days and presenting a program for the Georgia Education Association on its closing night. The Atlanta Philharmonic Society, directed by L. G. Nilson, has given periodic concerts of the highest order, presenting such numbers as the second act of Aida, accompanied by the orchestra, and Verdi's Requiem.
The Atlanta All High School Choir, organized by L. G. Nilson, and consisting of about thirty-five boys and girls selected from the jUnior and senior high schools of Atlanta, has served the important function of raising and setting standards of tone quality, intonation, and types of music. The group has also served to bring the work of the schools into closer contact with the general pUblic by appearing at regular church services, and before various civic organizations. From time to time it' has relieved a church choir and llupplied the music, singing such numbers as Maunder's Cantata, Olivet to Calvary as well as many regular anthems and chorals. As
27

the members of this group graduate from high school, they will

2.:

enter college glee clubs, or, if they remain in Atlanta, they may find

a place in the Philharmonic Ohorus.

.

Among organizations of Georgia that have received nation-wide

recognition is the Emory Glee Club of Emory University. While

Emory has no organized music department, this finely trained men's

chorus, under the direction of Dr. M. H. Dewey, has toured many

cities in the United States and in England with great credit to ita

state. The Emory Orchestra under Dr. Dewey also gives several

concerts during the year.

7. Music in the churches is likewise receiving much attention

and support. Many of the churches have excellent quartets as well

as choruses which, in addition to the regular music for church

!ervices, present from time to time the more extended forms of re-

ligious music in the way of cantatas and oratorios.

B. Teachers and Oomposers.

There has never been a history of Georgia musicians published.

However, by referring to old newspaper articles, and by interview-

ing people, the following information has been gleaned.

Sidney Lanier was not only the most noted of Georgia poets,

but a musician of marked ability. He obtained a position as a

teacher in the North, and also a place as flute player in the Baltimore

Symphony Orchestra. Perhaps the fact that he was a musician

explains the real musical quality of his poetry. His poem, "The

Trees and the Master", has received several different settings.

There are in Georgia many musicians who are gifted, not only

in interpreting the compositions of others, but in adding to Geor-

gia's music bY their original compositions.

Alfredo Barili, while not a native Georgian, has almost become

one by reason of his long residence here. He is a teacher and pianist

of high rank, and numbers among his compositions many that are

favorites of all music lovers. Some of the best known pieces are

"Oradle Song", "The Butterfly",-"There Little Girl, Don't Ory."

Hugh Hodgson, a native Georgian, is known over the country

as a concert pianist. He studied music at home and in Germany,

and has done notable work in music courses in two of Georgia's

universities. He is also a gifted composer, his "Georgia Land"

having been adopted by the Georgia Federation of Women's Clubs.

The words to this song were written by Miss Genie Terrill of Lump-

kin, Ga. His book of "Mother Goose Songs" has also received wide

recognition.

Mrs. Bonita Orowe of Atlanta has many lovely compositions to

her credit. "The Garden Song" won her a prize and national

recognition. "Only Wait" has been adopted for voice, piano, harp,

violin and cello.

Jane Mattingly, also of Atlanta, has given her attention mostlY

to piano compositions suitable for children. One, "The Oello", is

arranged for piano and violin. Her pieces are listed in the Oon-

gressional Library at Washington.

28

ot G. Negri has been arather prolific writer, mUch ot it being "tor
the tun it" he saYs, and much still being in manuscript. An overture to his opera, "Cleopatra", was performed by the Philharmonic Orchestra at one of its spring concerts last season.
O. F. Linder, director of the Atlanta Oonservatory and new director ot the Philharmonic Orchestra, has written for the violin, solo voice, and for the church.
Margaret Bartholomew, not only as a musician but as an editor oia music magazine, merits attention.
Dr. Oharles Sheldon, Elizabeth Hopson, Enrico Leide, Ben J. Potter, Harry Pomar, Billy Arnaud, O. W. Diekman, Arthur Talmadge ot Rome, Pfefferkorn at Gainesville, Mrs. Teasdale at Savannah, and a new-comer, Zachara of Gainesville, are all, in their various fields of music, helping to strengthen Georgia's musical il'owth by their compositions and work.
Little Strickland, about whom there is some controversy a! to whether she is Georgian or Virginian, both states wishing to claim her, has as one ot her best known compositions the oratorio, "St. John, the Beloved." Grace Moore, in her recent concert in Atlanta, used "Ma Linda Lou," by Strickland, as an encore.
Mrs. Florence Golson Bateman was born in Alabama but now resides in Georgia. She has composed a number of beautiful songs, perhaps the best known being, "Spring Symphony," which has been presented many times with much credit to its composer.
Nan Bagby Stephens has written many pieces and has spent several summers at the MacDowell Oolony working on an opera. Her arrangement of Stanton's "When the Little Boy Ran Away," is probably her best known work.
Nellie Womack Hines of Milledgeville, whose Georgia Land has been adopted by the Georgia P. T. A. as its official song, has written several compositions.
Miss Kate Lee Harralson, ot Atlanta, whose Oherokee Rose ot Georgia is to be featured at the Bicentennial Oelebration in Savannah, has done much in enlightening the public concerning good music and its appreciation. O. Georgia's Oontributions to the Ooncert Stage.
Nor must we forget Georgia's contributIon to the concert stage. We point with pride to the work of Mrs. Oharles Dowman as concert pianist, and to Ruby Ohalmers and Ethel Beyer, both pianists and professional accompanists.
Byron Warner, tenor, will be remembered for his work as soloist with the Emory Glee Club and later for his singing on the opera stage in Europe.
Edward Kane, tenor, winner ot Atwater Kent radio audition, has continued his musical career in New York.
Janice Oalaway, (Grovanna Oollovia) ot LaGrange, and Patrick Killikellyof Savannah, have been accepted for Grand Opera.
Both Mrs. Eleanor Whittemore King and Mrs. Maurice Siegler, wete at One time well-known concert violinists.
29

Roland Hayes and Robinson, two Negroes of Georgia, are acquir ing fame in Anierica and Europe by their outstanding concerts.
Among the most noted present day religious singers is Oharles D. Tillman, whose songs are f111ed with spiritual truths and tolk lore which reach the hearts of his listeners.
D. Negro Spirituals. Mention should be made of the negro-spirituals. These haTe
been transcribed to note, mostly by the white man, and are fast gaining world-wide popularity. They are included on the programs of mltny glee clubs, though none, perhaps, sing them with the real understanding and fervor that negro glee clubs do. They seem to have grown from a two-fold origin-first, from the negroes heariIli their masters sing, and then from their slavery experiences. E. Lyrics of Georgia Poets Set to Music.
We could not leave the music of today without paying our respects to Georgia's poets and authors whose works have been set to music. Robert Loveman, wrote "Georgia." It was set to music by Mrs. Lollie Belle Wylie, and adopted as the "Official Song of Georgia" bY the General Assembly in 1922.
Frank L. Stanton, whose "Mighty Lak a Rose," "Just a WearYing for You," and "Sweet Miss Mary," are universal favorites, wllliong be remembered for his tender poems. His "Georgia Land" to the tune of "Maryland, My Maryland," is loved by all who know it.
Joel Ohandler Harris' "Songs and SaYings," are known all over the world. He has recorded many negro folk tunes, one of the best known being "A Plantation Serenade."
III-Future of Music in Georgia:
The musical activities in Georgia are increasing year by year, and the art of music has begun to reach the mass of the people. In March the Southern Oonference for Music Education meets in Atlanta. The Oonference comprises thirteen southern states, and is one of the biggest things musically that has ever come to Georgia. It wlll bring some two hundred and fifty high school boys and girls to the All-Southern Ohorus and as many more for the All Southern Orchestra. These students will rehearse intensively for three days under nationally known conductors and wlll give a concert during the closing night of the Oonference. Nationall7 known educators and musicians will be present. Demonstrations wlll be given in all phases of music, instrumental and vocal. The stimulus that this conference wlll bring to music in the South and to Georgia in particular cannot be estimated.
We find everywhere an awakening interest in music in our schools and in:musical and civic organizations. The music chairman has become an important part of almost every organization, and the quality of music used is steadily improving.
The Atlanta Philharmonic Society is looking toward the time when Atlanta can produce her own Grand Opera, and is now preparing to g!.ve the whole of Faust in concert form. A series ot
80

Summer Operas is given at the University of Georgia at Athens, -using local talent for chorus and orchestra.
The public schools of Atlanta are looking forward to having, Within a few years, an All-nigh-School Symphony Orchestra, which will, in turn, make possible orchestras of a higher order in colleges and. universities, and later real symphony orchestras in the cities of our state.
In Atlanta a Festival Chorus of 1500 voices gives a concert at the City AUditorium every spring. In another year, it is planned to make this a three day Music Festival with a concert one night by elementary schools, one night by high schools, and one night by negro schools.
Many original poems and songs are being written by Atlanta children. As they become more musically minded, more and more of them will use the art as a natural means of self-expression.

Conclusion
Judging the future of music in Georgia by present trends, we cannot but feel that the empire State, in time, may take its place among the musical leaders of the nation.

IV-Suggestions for Assembly Programs:
Original poems and songs written by the children. "Georgia" by Robert Loveman-Lollie Bell Wylie.
(Officially adopted as State Song bY General AssemblY, 1922). "Cherokee Rose of Georgia"-Kate Lee Harralson. "Mighty Lak' a Rose"-Stanton-Nevin. "Sweet Miss Mary"-Stanton-Niedllnger. "In Maytime"-Stanton-Oley Speaks. "Morning"-Stanton-Oley Speaks. "Keep on Hopin' "-Stanton-Heron-Macwell. "When the Little Boy Ran Away"-Stanton-Nan Bagby Stephens. "Georgia Land":""'Stanton-Folk Tune (:My Maryland). "Plantation Serenade"-from Uncle Remus. "Georgia's Colors"-tune "0 Mother Dear, Jerusalem." "GoodShip Anne"-tune "A Capital Ship." "Darkey's Lullaby"-tune "Humoresque"-Dvorak. Lowell Mason-See Bibliography. Wesley hymns: From any good Hymnal. "Into the Woods :My Master Went"-Lanier-Lutkln in Cokesbury
Hymnal-Page 117.

GEORGIA~LAND-Stanton

Tune:

"My Maryland" "The Evergreen"-P. 56, Sixth Year Music; Hollis-Dann.
1
Love light and JOY forever more Georgialand, dear Georgialand The World finds welcome at thY door,

31

Georgialand, dear Georgialand.

':=--,-2..:

Tlu'star-crowned hills and valleys sweet,

Their litanies of love repeat

And night and morning singing meet

Georgialand, dear Georgialand.

2 Blest by thy holy hills and plains Georgialand, dear Georgialand, The sunlight twinkling in thy rains, Georgialand, dear Georgialand. God have thee ever in his keep From mountain wall to stormy deep Until upon thy brest we sleep Georgialand, dear Georgialand.

GEORGIA'S COLORS

Tune: "Oh, Mother Dear, Jerusalem."

1 All hail the glory of our flag, Let hearts with rapture thrill, When Georgia's colors proudly wave O're woodland, plain and hill Where mountain heights in grandeur bold Like rugged sages tower, They speak to us in solemn tones Of wisdom, strength and power.

2 On red old hills and fertile plain No heat nor cold prevails; King Cotton and the Peach Queen reign, And justice holds the scales. O're calm sea glides the Ship of State, Earth's utmost shores in reach; Her progress sure, o're steady course, Should Moderation teach.

3

The red old hills, where marble gleams,

Confederate colms wear,

And moss of patriotic gray,

Waves banners in the air,

So nature, to our colors true,

Would strive to animate

Our hearts with patriotic zeal

In this grand old Empire State."

.

-From Atlanta Journa.l

32

Tune:

GOOD SHIP ANNE
A Capital Ship~Junior Songs by Hollis-Dann, Page 166.
1
A Capital Ship for an ocean trip, Was Oglethorpe's "Good Ship Anne" No wind that blew dismayed her crew Or upset the Captain's plan Thru raging seas and howling gales That o'er the seas did blow-ow-ow They bravely rode with tattered sails On Oglethorpe's Good Ship Anne.
Chorus: Three cheers for "Good Ship Anne" A ship with a pioneer band Who gladly sailed from England's shore So let the music play-ay-ay! They crossed the raging main Their fortunes to regain Three Cheers! Three Cheers! for 'Good Ship Anne" Who sailed to Georgialand.

A PLANTATION SERENADE

Negro folk tune from "Uncle Remus"-See attached sheet tor music.

1 De Raccoon He's er cu'us man He never walk t'wel dark An nothin'never sturbs his mind T'wel he hear ole Bringer bark.

2 De Raccoon totes a bushy tail De Possum totes no ha'r Brer' Rabbit he come skippin' by He ain't got none to spa'r.

Chorus: Met er 'possum in the road "Brer' possum whar yOU gwine?" "I thank my stars, 1 bless my life I'se 'er huntin' for de muscadine."

V-List of Musical Works Suitable for Inclusion in Bicentennial Programs:
A. Georgia SongsGeorgia-Words by Loveman-Music by Lollie Belle WYlie-Adopted as State Song by the General Assembly. Georgia Land-Stanton-Tune My Maryland-Words attached. Georgia's Colors-Tune 0 Mother Dear, Jerusalem-Words attached. Georgia Land-Nelle W. Hines-Milledgeville-Adopted as State Song by P. T. A.-May be obtained from Mrs. Hines. Georgia-Hugh Hodgson-Adopted by Woman's Club as State Song. Cherokee Rose of Georgia-Kate Lee Harralson-Published by Atlanta Music Printing Company, 51 S. Forsyth Street, Atlanta, Georgia.

.I I I I I
I I I I I
I I I I I
I I I I I
I I I I I
I
1
I I
1
I I I

.GoodShip Anne-Tune Oapital Ship-in Junior Songs by Dann and other School Oollections-Words attacl1ed.
Darkey Lullaby-Tune Humoresqe-Dvorak-Arranged by Olifford Page-3 pt.-l st. page may be used by unison chorus if desiredPublished by O. O. Birchard-Laurel Octavo.
B. Music in Early Georgia.
Lowell Mason: Watchman Tell Us of the Night. Work for the Night is Ooming. Joy to the World-arranged from Messiah by Handle. Morning-Music Hour-Third Book-Page 56. A morning Hymn-Gregorian chant arranged by Mason-Music Hour-Third Book-Page 10. Nearer My God to Thee. My Faith Looks Up to Thee. From Greenland's Icy Mountains.
Wesley: Oome Thou Almighty King. Hark the Herald Angels Sing. Ohrist the Lord is Risen Today-Hymnal tor American Youth. Love Divine All Love Excelling. Jesus Lover of My Soul.
Red Old Hills of Georgia-Words by Gen. R. Jackson-Music by Rev. N. Keff Smith-Mrs. Wilmer Moore in Atlanta has the original COpy.
Indian Songs: Oherokee Melodies-Grammar School Songs-Farnsworth-Published by Charles Scribners.
Negro Spirituals: Any suitable arrangements of the following are suggestedDeep River. Aint Gwine Study War Swing Low Sweet Chariot. Steel Away.
C. Musical Settings of Poems 01 Georgians.
Lanier: The poem Ballard of the Trees and the Master has had many settings. While they cannot perform them they may hear them. Into the Woods-Music by Lutkin-Ookebury Hymnal. Trees-words by Lanier-Music by Fearis-for High Schools. A Oantata. Into the Woods-Music by Nevin-4 part Chorus mixed voices-published by Ditson.
Loveman: Georgia-Lollie Bell Wylie-Adopted by General Assembly as State Song. It isn't Raining Rain to Me-Will A. Harding-Unison ChorusPublished by Clayton F. Summy-Chicago.
34

fltanton: -0--2,; Keep on Hopin'-Heron-Maxwell-Solo.
Keep on Hopin'-Heron-Maxwell-2 part-Published byBoose;y and Company, New York.
Sweet Miss Mary-Niedlinger-Solo--Presser. Sweet Miss Mary-Niedlinger-3 part, SSA-and 3 part, SAB-Pub-
lished by Theodore Presser Company, Philadelphia-also in Junior Songs-Ginn and 00. Mighty Lak a Rose-Nevin-Solo. Mighty Lak a Rose-SA-SSA-and SAB-by John Church Co., Cincinnati, Ohio--also published by Oarl Fisher. When the Little Boy Ran Away-Nan Stephens-Cable Piano Company have it in stock. Just A Wearyin' For You-Carrie J. Bond-Solo--also 2 part chorus. Listed by Education Music Bureau, So. Wabash, Chicago. Morning-Speaks-2 and 3 part-Oarl Fisher Co.-3 part-G. Schirmer. Also Solo. In Maytime-Speaks-4 part-Mixed voices-Oarl Fisher Co.-4 part Treble-Published by John Church Co. Georgia Land-To tune of Maryland My Maryland. All Aboard-Dann Third Year (8 measure Song). What's the Use-Dann Fourth Year (8 measure Song). Little Fellow-E. Kneisel-Mill Music 00., New York.
Uncle Remus: Plantation Serenade-See attached words and music-A nelro Folk Tune.
D. Modern.
Vocal:
Bari11:-Published by Phillips & Crew. There Little Girl Don't Cry.
Crowe:-Published by G. Schirmer. Garden Song. Only Wait. It Snows.
Brook~Down.
Roland Flick:-Published by Willis Music Co. Shadows Across My Heart.
Hugh Hodgson:Georgia Land. Book of Mother Goose Songs-Schroeder and Guenther.
Florence Golson (Mrs. Bateman):Little Boy Blue-Willis Music Co. The Bird With a Broken Wing-John Church 00.
Nilson:-Mostly for High Schools. ArrangementsThe Lost Chord-SSA and Soprano Obligato. Scene and Prayer-Cavalleria Rusticana.

List the Oherubic Host-from Gaul's Holy Oity-SAB with Soprano - obligato. Onward Christian Soldiers-double chorus-niixed voices. Nan Stephens:The Little Boy Who Ran Away-words by Stanton. Lillie Strickland:Dreamin' Time-2 and 3 part Treble-J. Fischer. Mah Lindy Lou-3 part Treble-G. Schirmer. Pickaninny Sleep Song-2 and 3 part Treble-Witmark. Southern Moon-2 and 3 part Treble-J. Fischer. Instrumental Barili:-PianoMazurka. Modern Minuet. Dance Caprice. The Butterfly. Cradle Song. Miniature Gavotte. Charles Beaton:Waltz on the Green-Published by G. Schirmer. Dance of the Breezes-Published by G. Schirmer. Elizabeth Hopson:Piano Numbers for Children-Published by Boston Music Compan,. and Clayton F. Summy. Mattingly:Piano-Published by Willis Music Co. Fire Flies. Swaying Pines. Moon Flower. In Sea Plane. Musical Conversation-Two Playmates. Piano-Sixhands-Three Players at one piano. Jack Frost. The Merry Makers. Piano and Violin. Cello. Piano. Pfefferkorn:Kindergarten March-and others-Clayton F. Summy. Zachara:-. Twelve Preludes-Shattinger Music Co.-St. Louis.
36

CREATIVE ART
I-Introduction.
II-The Study of Georgia Cotton in Creative Art.
III-Costumes in Georgia.
IV-Evolution of Georgia Bomes.
V-Teachers' Account of Art Projects. A. Georgia Indians. B. Georgia Clay. C. Georgia Landmarks and Famous Buildings. D. A Modern Georgia Home. E. Marthasville on a Schoolroom Sandtable. F. Uncle Remus and The Wren's Nest.

37

.., ;"

.I-creative Art.
.>=.-~

Introduction

The purpose of art in the elementary schools is to furnish a means of intellectual expression; to develop artistic appreciation, civic pride, and citizenship; to stimulate creative ability; to cultivate the powers of observation; and to record these observations through form and color.
The art material in this program has been centered around the BiCentennial celebration of Georgia. All of these suggested activities have been successfully carried out in the Atlanta Public Schools, and have been correlated with the other subjects of the curriculum.
The earlY Indians of Georgia had little art, and very few symbols are to be found on excavated objects. When the colonists first made their settlements, it was a struggle to wrest a living from the soil, and there was no leisure time for cultural pursuits. During the War between the States, many of the growing cities of Georgia were demolished, and it was some time before they had recovered from the Reconstruction Period; so that art in Georgia has had little chance to develop. However, during the past few years there has been a rapid growth in art, music, and literature. The public schools are fostering this progressive spirit, and are laying the foundation for an artistic sense and a general knowledge of what constitutes the beautiful through an appreciation of form, color, and harmonious design.

II-The Study of Georgia Cotton in Creative Art:
The studY of cotton lends itself easilY to the work of the school in industrial art activities and in other creative work in correlation with the studY of the farm, of textiles and in many other ways which are suggested below.
A. Suggested Activities: In Connection with a Sand Table FeatUring lit Cotton Plantation.
1. Construct the big house, negro cabins, stables, barn, blacksmith's shop, smoke house, fences, etc., (Use card board. Use wood or sticks for logs.)
2. Make wagons, trucks, and farm animals. 3. Make cotton gin and buildings at factory. 4. Make miniature cotton field and cotton bales. 5. Make negroes and farm people of cotton on wire frames.
a. Dress people in cotton materials. b. Cut out doll from unbleached domestic; sew and stuff with
cotton; make hair with heavy cotton thread; make full outfit of clothes from cotton. c. Make doll bonnet and umbrella from cotton cloth. 6. Make cardboard furniture for house. 7. Quilt coverlet for bed. lit. Choose color scheme and design. 8. Design and make wall paper for house. 9. Sew ourtains and draperies. (Use color harmoD7.)
sa

10. Model dishes and utensils from cl8. a. Paint dishes and utensils modeled fromclu .
. 11. Make looms for weaving rag rugs and hammocks. (Watch color harmony.)
12. Construct dry goods store, and displ8 cotton and by-products. 18. Design cover and end pages for booklets featuring cotton stories,
songs, and poems. 14. Make scrap books of cotton fabrics.
a. Collect pictures of by-products of cotton. 15. Make scrap book recording the history of Georgia Cotton.
a. Collect pictUIes of milling scenes. b. Collect pictures of Georgia plantations. 16. Make frieze showing each step of cotton from germination of seed to garment. 17. Make booklet of cotton materials decorated with block print designs. 18. Cut and color free hand illustrations of cotton blooms, bolls, etc. 19. Cut silhouettes of cotton cycle. 20. Make chart showing use of cotton in homes. 21. Make plantation blackboard border of cotton chickens and children in cotton clothes. 22. Tie and dYe handkerchief or scarf ends. 28. Dye yarn for weaving. 24. Make puppet show of cotton field and negroes at work. 25. Make peep show of gathering of Georgia plantation fam1lies dressed in cotton clothes. 26. Make lantern slides of cotton costumes of Colonial days and modern times. 27. Have fashion show or parade of cotton clothes. 28. Make and decorate box for planting cotton seed. 29. Take excursions to cotton field, cotton mill, and department store.
B. Bibliography. Atlanta Public Schools Course of Study. Industrial Arts for Elementary Schools-Bonser and Mossman. Primary Handwork-Dobbs. Stories of Industry-Chase. U. S. Government Bulletins,
III-Costumes in Georgia..
Through the ages, clothes have proven an interesting study. From the earliest days to the present time, clothes, their quality and quantity, have occupied much time and thought.
Costumes of any people in any period contain certain elements. These elements identifY the period. The elaborateness of the costume depends upon the financial status of the section of the country in which it is found.
B9

At a time when Georgia costumes were similar to those of Virginia, for ~conomic reasons, they were much simpler. The study of clothes >~>-:z..: in Georgia, from its founding on February 12, 1733, to the preseht. day, is an interesting one.
When James Edward Oglethorpe, a man of nobility, came to Georgia, he wore elegant clothes. The costumes of the nobility of this period were made of very rich fabrics, satins, silks, and brocades. Embroidery, laces, and fine linens were used. Ruffled shirts with stocks of lace were worn. Tightfitting breeches made of color harmonizing with coat and waist-coat were worn. Light colored or white stockings were in vogue.
The women of this period wore very wide skirts. The bodices were very tight. Hoops were used to make the skirt stand out. Narrow ruffles were used a great deal on the skirt, at the neck-lines, down the front of the bodice, down the edges of the overskirt, and across the bottom of the petticoat. Deep ruffles of lace were worn on the edge of the sleeves, which usually stopped above the elbow.
Colors used at this time were light shades, often striped or brocaded with a flower design.
The hair was elaborately dressed. Wigs were used. Ribbons, garlands, and plumes were worn, not only on the coiffeur, but on the hats.
The constant elements for women were pointed bodices, full skirts, quilted petticoats, capes, fichUS, patches on face, and powdered wigs.
The constant elements for men were short breeches (knee), fancy waistcoats, stocks, and jabots, tri-cornered hats, lace in sleeves, buckles at knees and on shoes, powdered wigs tied back with ribbons.
Since the majority of the early settlers in Georgia were of the poorer classes, their clothes were simpler and of coarser material than the typical costumes described above. The farmer and his wife gradually began to modify their clothes to suit their needs. Hoop skirts were discarded. Broad brimmed sunbonnets became the fashion. Men lengthened their trousers and began to wear broad-brimmed hats.
During the Civil War period and until about 1890, the bustle was used to make the dress stand out just below the waist in the back. The skirts graduated from the floor length in the front to a train in the back. The bodice was tight, with long sleeves, and was gradually raised from the hip length to the normal waist line. Lines were smaller.
During Civil War days and until 1890 the constant elements for women were full skirts with bustles, broad shoulders, small waists, poke bonnets, capes and shawls.
The constant elements for men were long trousers, and higher waisted coats, some with swallow tails, short vests, capes or shawls.
The constant elements for young girls were full skirts, short waists, dresses trimmed with lace and ribbon bows, and pantalettes with white lace or embroidery.
The negro men's costumes were similar to that of their masters, but made of coarser materials.
The constant elements for the negro mammies were full skirts, loose full waists of bright colored materials, white surplices and aprons, and bandanna handkerchiefs twisted around the heads.
40

From 1890 to 1905 we find the sleeves larger at the top, and the skirts '. a regulation length, still fUll enough to give ease in walking, since they "2.; reached the floor or ground. Hats were much larger and were elabo-
rately trimmed. It was at this time that the pompadour grew to a tremendous size, so large that it was necessary for milady to use false hair to make it stand as high as the style required. Hats that sat on top of this coiffeur required several hat pins to keep them from falling off.
By 1914 styles were changing to more severe lines. The dresses were shorter and more simple, and in many cases, the hair was cut or bobbed.
All during these years there were very few changes in men's clothes, except for sports. Short trousers called knickers were often used for sport wear.
The following books, illustrated, have in them costumes of the dates given:
Oolonial Days: Lads and Lassies of Other Days-Price-Silver Burdette 00. Little Maid of Virginia.
1820: Hickory-Goody-DarbY-lllustrated by Grace Gilkison Frederick A. Stokes 00.
1830: Skip-Oome-A-Low-Darby-Frederick A. Stokes 00.
1840: Sometimes Jenny Wren-Darby-Frederick A. Stokes 00.
1860: Miss Jimmy Dean-Knox-lllustrated by Manning Dev. Lee Doubleday, Doran and 00. Diddie, Dumps, and Tot-Pyrnella-Illustrated by Gertrude KeyHarper and Bros.
1860: Little Women-Alcott-Becon Hill Bookshelf-Little, Brown and 00. Pinafores and Pantalets-Ohoates-Ourtis-Harcourt, Brace and 00. Silverfoot-Lindsay-lllustrated by Florence Liley Young Lathrop, Lee and Shepard 00.
1870: The Boys and Sally-Knox. Grandmother's Doll-Boynton-lllustrated by Helen Oarter DUffield and Green.
1880: Mesilla Ann-Ethel Paxton-lllustrated by M. A. Lawson Doubleday, Doran and 00., Inc.
1890: Rebecca of Sunnybrook Farm-Wiggin-Riverside Bookshelf lllustrated by Grose-Houghton, Mifflin and 00.
1910: Mother Oarey's Ohickens-Wiggin-Riverside Bookshelf-lllustrated by Elizabeth S. G. Elliot-Houghton Mifflin.
41

Oostumes of people who lived in the "Gay Nineties" were splendidly 1llustrated by Oharles Dana Gibson, while those from 1900 to 1910 and later were perpetuated by two famous illustrators, HowardOhandler Ohristy and James Montgomery Flagg.
Suggested Activities:
1. Make a sand table showing Oglethorpe landing on Yamacraw Bluff.
2. Make a sand table of a Southern plantation. Dress wire figuresmaster, mistress, negroes.
3. Make a frieze illustrating typical costumes of the different periods. 4. Make a booklet of prominent Georgians, showing the change from
elaborate, ornamental costumes made of fine cloth, to the more practical clothes made of coarser material. 5. Dress wire dolls for a puppet show. 6. Make stereoptican slides, illustrating talks on the influence of our ea.rly settlers from other European countries, on the costumes in Georgia. 7. Make a peep-show of historical setting, placing emphasis on costumes. 8. Make stereoptican slides or cut silhouettes illustrating characters in books suggested. 9. Have a fashion parade, with children dressed in the styles covering the last two hundred years.
BIBLIOGRAPHY
1. A Book of Dramatic Oostume By Edith Dabney andO. M. Wise Pub. by F. S. Orofts & 00. New York
2. Oostuming a Play By Elizabeth B. Grimball & Rhea Walls Pub. by The Oentury 00. New York.
3. The Pageant of America-Vol. 12 New Haven-Yale University Press Oxford University Press.
IV-EVOLUTION OF GEORGIA HOMES
The first homes in Georgia were those of the Indians. Oora Harris' long cabin home in Rydal, Georgia, was built by an Indian, Ohief Pine Log, prior to 1830. Its only chimney is of handmade brick. While Mrs. Harris has added eleven rooms to the original building, they are in perfect harmony with the rest of the house.
The Spanish Missions established on a.u Georgia's coastal islands were next in line. These were built of coquina, sometimes ca.ued tabby, a mixture of crushed oyster shells and a cement made of burnt shells. The only authentic ruin is located six miles from St. Marys. This was the mission of Santa Maria of Guadeloupe and is still known as Mariana. The homes of Georgia.'s early settlers were crude buildings of logs and native timber.
42

The outstanding ante-bellum homes were. of two distinct tn>es. Those of the ooastal islands were of the same material as the Spaniards used int1:lelr missions; that is, coquina. An interesting ruin of thisl tn>e-is-found at Cannons Point, the old Couper house on St. Simons ISland. Enough of the house stands to show the original. A short distance from the house where the kitchen stood, an old Dutch oven fire-place fifteen feet long with arched ovens of hand-made brick remains in an unusually good state of preservation.
Possibly the two best examples of the ante-bellum home are Mimosa Hall in Roswell, Georgia, and the Ralph Small home in Macon. The interior of Mimosa Hall is pure Georgian. The walls are of solid brick plastered and checked like stone. The Ralph Small home has Greek Doric oolumns topped by a frieze of laurel wreaths. We can find examples of this style of architecture in almost every vicinity. Some other outstanding places in Georgia of this period are Bullock Hall and Barrington Hall at Roswell. A few other very interesting Georgia houses are:
Bradshaw House-Athens; Martha Berry Home-Mt. Berry; John B. Gordon Home-Atlanta; Mrs. Sarah Cooper Sanders-Washington; W. E. Bechan-Atlanta; Lucian Lamar Knight-Atlanta; Rutherford Hall-Athens.
It is a far Cry from the Indian wigwam that Oglethorpe found here in 1788 to the modern Georgia home and the big imposing apartment houses of to-day. May Georgia homes of 1933 and of all the years to come be characteriZed by a spirit of devotion to the good, the beautifUl, and the true; and may the girls and boys who are reared in these homes be fine and worthy sons and daughters of the grand old state of Georgial
V-A-ATEACHER'S ACCOUNT OF A PROJECT ON GEORGIA INDIANS
In introducing a unit of work on The First Inhabitants of Georgia, I asked the following questions:
WhY do our artists do better work than the Indians did? WhY should we expect our artists to do better work? Why can our artists get better instruction? Why do we have better materials? Why do we have more from which to choose?
If we are better educated than the Indians were, what differences should we expect in the two languages? Would they or would we have a need for more words? Would they have words for stove, piano, wagon, carriage, lamp, electricity, telephone, postman, bell, auto, radio, store, book, etc.?
I then suggested that we find out how the Indians liVed, what they ate, how they prepared their food, how they regarded other Indians, how they kept their records, what were the meanings of the signs and symbols in their art, and whether or not they contributed an;vthil18 worthwhile to the world. ., Soon the blackboard was filled with Indian signs and their meanings. Books trom the nearest branch libra17, and volumes of recent publica-
48

- tfo~ 1:1:5 well as those of the dim and distant past, wtlre brought in Then-it was necessary to determine if anything in this mlscellaneous collection of material were used and understood by the Georgia Indians. This checking up was no small job. In order to be accurate~ the State Records were searched, the Indian relics in the Emory Museum were inspected, and available material in the Atlanta Teachers' Reference Library and in the Atlanta Carnegie Library was used. The following summary is the result of our study. When the white man came to this section of the New World, he found it inhabited by Indians belonging to several different tribes. Those best known were the Cherokees in the northern part of what is now the state of Georgia. In the lower part of the state were tribes belonging to a confederation which was known to the Whites as the Creeks. Neither of these words, "Cherokee" nor "Creeks," was in the language of either of those tribes. "Cherokee" was a Spanish-English interpretation of a word in the Cherokee language meaning "Dwellers in Caves," which the Cherokees gave themselves when they first took up their abode in the Georgia mountains and the surrounding country. "Creek" was a name given by the Whites to those who lived in the lower part of the state, because of the many small streams that wound their way through this territory. Each tribe had a different legend as to its origin, but it is certain that the Cherokees came from the Ohio River Valley and lower Ohio. They were of Iroquois stock, and were for hundreds of years master mound builders, both in Ohio and in Georgia. From these mounds we get valuable facts concerning their customs and achievements. They were forced to leave their Ohio homes after an unsuccessful war, and took refuge in mountains and caves in the Blue Ridge and Smoky Mountains. Hence the name and explanation given above. These Indians were of superior intelligence, tall of stature, well formed bodily, and happily disposed. They were generous, hospitable, brave, more ingenious than many, and readily accepted new ideas and devices. The Cherokee alphabet was not established until after the arrival ot the Whites, and it was written by an Indian of mixed blood. They used clay for modeling utensils and figures. In some instances their stone work was phenomenal. Some of it, of course, was very crude. All of the Indians living here were fond of sports, played games, and matched their skill in various kinds of contests. They cultivated familY garden plots near their homes and had community fields and orchards outside the village. In them they grew beans, corn, melons, potatoes, pumpkins, and sometimes tobacco. Most of their food was cooked. They made barbecue, succotash, a crude form of grits and lye hominy, and a stew much like our Brunswick stew, usually made with squirrel meat. These Indians lived in tepees in times of war, and were ready to move at a moment's notice, but in peace times they constructed houses of logs, mud, canes, and sticks. On .the arrival of the Whites, they adopted the colonists' mode of living. After the introduction of Negro slaves into Georgia, many Indians, especially Cherokees, owned slaves
44

and cultivated large plantations. There were many wealthy Indians and also many very poor ones. o Skins played a most important part in their lives. They were universallY used for clothing, bedding, and frequently for wall coverings. After the establishment of trading posts, the Indians bought cloth, ready-made clothing, saddles, whips, and other things, such as tools for farming, housework, and building. The lists of these purchases show a love for expensive, decorative, and useful articles.
Most of their travel was done on foot, but in the sixteenth century some of them had devised a kind of sedan chair for the use of consequential individuals, and another tribe had a sun-shade made of sticks and skins which was held over the chief by less noble citizens.
Records show that the Whites had more trouble with the Creeks than with the Cherokees; but there were many in both groups who lived to a ripe old age With a most neighborly feeling toward alL
We are indebted to them for the foods that have already been mentioned, for the names Of many streams, mountains, and towns, and for the many stories and romances associated With the different parts of our state that add interest and charm for traveler and reSident.
We succeeded in finding some symbols and in learning their meanings. These were made into a frieze which showed the symbols and gave their meanings.
V-B-A TEACHER'S ACCOUNT OF A GEORGIA CLAY PROJECT
Since Georgia is so blessed in having such large clay deposits, and since the ceramic industry has become such an important one in this state, the children in one of Atlanta's class rooms were encouraged to undertake a project involving the study and the use of Georgia clay. The class in working out a project on brick making, developed the need for an outdoor kiln. A natural bank near by was used. A large cavelike opening was dug into the bank. The back half of the floor was a foot or more higher than the front. The sides were walled up with brick or rocks securelY placed; and a stove pipe was inserted at the back and up through the top. The pottery was stacked at the back, and the fire made at the front. A sheet of iron closed the opening, to keep in the heat. Twelve hours of a steady fire were necessary for the firing. In this kiln were baked miniature clay figures designed from the characters of Joel Chandler Harris' famous book, "Uncle Remus." These figures were used on the table at a Georgia Products luncheon given this class just before they were promoted to the Junior High SchOOl.
Suggested Activity in Connection with a Georgia Clay Project.
1. Visit a pottery. 2. Visit a tile factory. 3. StUdy the use of tea tiles, wall tiles, roofing tiles, hollow tUe,
sewer pipe, terra cotta, etc. 4. Make pottery of Georgia clay.
45

I

I

I

1-. '.~"2.:

5. StudY the use' of olay in glassware, in enamel, in tableware, in

I

electrical porcelain, in sanitary ware, in fire brick; in camen!;, in

I

paper making, and in linoleum.

I I I I I I I I I I I I I I I I I I I I I I
I

V-C-A TEACHER'S ACCOUNT OF AN ART
PROJECT ON GEORGIA LANDMARKS AND FAMOUS BUILDINGS
One of the pupils in the class had visited Bullock Hall, the old home of President Roosevelt's mother at Roswell, Georgia. After hearing the boy'S description of this beautiful old colonial house, standing amid the stately green of many shade trees, other pupils had experiences to tell of visits to other old landmarks in Georgia such as The Wren's Nest, Home of Uncle Remus. After seeing the pictures of many other places of interest that were brought, everyone agreed that there could be no more wonderfUl way in which to celebrate Georgia's two hundredth birthdaY than by taking a trip to some of these famous landmarks. Everyone was excited and eager to start, but it was agreed that first they should make a studY of stYles and periods of architecture to fUlly appreciate and understand the places visited. Attention was called to such words as columns, turrets, dormer windows, and cupolas. It was found that Georgia was so rich in noted sites and bUildings, which Old Father Time had so graciously adorned with historical memories and incidents, that it was soon realized that all the places coUld not be visited. In order to decide to which places the children would make trips, investigations were made, reference work was done, and visits were planned. A list of famous landmarks and bulldings of Georgia was made. It was very difficUlt to choose the places to be visited. At last, however, the following places were selected:
1. The Wren's Nest-Home of Joel Chandler Harris, Atlanta, Ga. 2. BUllock Hall-Home of Pres. Roosevelt's mother, Roswell, Ga. 3. The Burns Memorial Cottage, Atlanta, Ga. 4. Stone Mountain Confederate Memorial, Atlanta, Ga. 5. Mimosa Hall, Roswell, Ga. 6. Home of Dr. Orawford W. Long, Athens, Ga. 7. Boyhood Home of Henry GradY, Athens, Ga. 8. Old Emory College, Oxford, Ga. 9. The Varner House where General McIntosh signed Treaty, Indian
Springs, Ga. 10. The Van nouse-Indian House where John H. Payne was im-
prisoned, Spring Place, Ga. 11. Old Midway Ohurch and Burial Ground, Liberty Oounty, Ga. 12. Fort Frederica, St. Simons Island, Ga.
The ch11dren were then ready for their trip. Whenever possible, the visits made to the old bUildings and landmarks were real rather than imaginary. Where it was not possible to take a real trip, however, an imaginary one was made.
Class artists and photographers, as well as reporters, wer appointed; and drawings, sketches, and photographs were made of both the exterior and the interior of the bu1ldings as well as of the grounds. These
46

Pictures were later used by the pupils as models in making lantern Slides on -ground glass. These slides were shown in an interesting assembly program called "A Scenic Tour of Georgia," which was one of the units of the art project. A Georgia Bicentennial Book was made containing many water color sketches of places of historic interest in Georgia. The ruins of Fort Frederica were reproduced in clay on the sand table, and a drawing to scale of the floor plan of Bullock Hall was made. Other industrial art units that could have been developed were the reproducing of a small replica of The Wren's Nest, the building and furnishing of a typical Georgia home, the modeling in clay of various monuments and markers, and the reproducing of the interior of Mimosa Hall.
Some desirable outcomes of this project were:
1. Greater knowledge of state landmarks, buildings and historical incidents.
2. Greater appreciation' and love of Georgia. 3. Appreciation of the old, the artistic, the beautiful, as well as of
the modern; and a comparison of the old and the new. 4. Knowledge of architectural periods and styles in Georgia. 5. Improved skill in clay modeling, sketching, drawing, painting, and
drawing to scale. 6. Increased powers of observation, imagination, and construction. 7. Knowledge of means of travel, time tables, maps, roads, distances,
and costs. 8. Practice in using reference work, and in compiling bibliographY. 9. Development of jUdgement and selective abilities.
SOME INTERESTING LANDMARKS AND BUILDINGS IN GEORGIA
1. Christ's Church-Build on site of John Wesley Chapel, Savannah, Ga.
2. Ruins of Tolmato-Darien, Ga. 3. Old Ruins of Dutch Ovens-St. Simons, Ga. 4. Home of Joseph Rucker-Ruckersville, Ga. 5. Home of Howard E. Coffin-Sapeloe Island, Ga. 6. Home of Asa Candler, Jr.-Atlanta, Ga. 7. Lighthouse-St. Simons Island, Ga. 8. Cyclorama-Grant Park, Atlanta, Ga. 9. Bloody Marsh Monument-St. Simons, Ga. 10. Tomochichi's Monument-Savannah, Ga. 11. Oglethorpe's Monument-Savannah, Ga. 12. Henry Grady's Monument-Atlanta, Ga. 13. High Museum of Art-Atlanta, Ga. 14. Rhodes Memorial Hall-Atlanta, Ga. 15. City Hall-Atlanta, Ga. 16. Court House-Atlanta, Ga. 17, State Capitol-Atlanta, Ga. 18. First National Bank Building-Atlanta, Ga. 19. Bell Telephone Building-Atlanta, Ga.
47

I

I

20. Fox. Theatre-Atlanta, Ga. .~.~: Emory University-Atlanta, Ga.

22. Oglethorpe University-Atlanta Ga.

I

23. University of Georgia-Athens, Ga.

BIBLIOGRAPHY

I

1. Georgia's Historical Landmarks and Memorials-Knight.

2. Makers of Georgia's Names and Fame-Whitehead.

I

3. Getting Acquainted with Georgia-Bloodworth. 4. Southern Architecture-Wenmark.

5. Georgia Homes and Landmarks-Howard and Johnson.

I

6. Georgia and Her Resources-1932. V-D-A TEACHER'S ACCOUNT OF A STUDY MADE BY HER CLASS

OF A MODERN GEORGIA HOME.

I

When we began the study of scaled drawing, my pupils saw a plan

of a small bungalow and became interested. They asked, "WhY can't

I

we build a house?" Of course I told them that they could and might. First, we decided upon the scale we would use; then each child drew

a plan of a house he would like to own. After a plan was decided upon,

I

we discussed materials which we wished to use. We decided to use wall board, drawing paper, cardboard, and clay.

The floor plan was drawn to scale; then the windows and doors were

I

cut from the pieces which were to serve as walls. The walls were put into place by the use of small nails. We decided to weatherboard the

house, so we cut white construction paper into strips one half inch by

I

twelve inches, and pasted them on the house to give the appearance of weather-boarding. Next, we put the green blinds into their proper

places. We cut window frames from cardboard and covered them with

I

cellophane. Outside the living and dining room windows, we placed

green flower boxes filled with artificial flowers made by the children.

I

Next we studied the type of wall paper suitable for each room. We received help by interviewing interior decorators and conSUlting books.

Different children volunteered to design and paint the wall paper

I

which had to be drawn to scale. Each roll was to be eighteen feet long and one and one half feet wide. In class, we figured the number of

rolls of paper needed to paper each room.

I

Our next problem was to furnish the house. The class was divided into groups, each group being assigned a room. The children decided

upon the kind of furniture; and what pieces should be used in that

I

partiCUlar room. They measured their furniture at home, drew a COPy to scale, and made it of cardboard.

The living room furniture was overstuffed. The children designed

I

a pattern for tapestry and transferred it to unbleached muslin, coloring it with wax crayons, and pressing it with a hot iron so that the

colors would not rub. The tapestry was cut to fit thelpieces of furni-
I ture which were covered with cotton. Other pieces of fUrniture, such as tables, odd chairs, etc. were made of cardboard, painted with dark

brown show card color. and shellaced.

I

48

I

The draperies and rugs were made of unbleached muslin with designs placed on them just as they were placed on the tapesti:y. The wall lights, and the table and floor lamps were made of small lollipop sticks and copper wire. The shades were made of white construction paper with designs painted and shellacked to give the appearance of parchment.
We decided to hang rich tapestries and pictures upon the walls. The tapestries depicted scenes of medieval life and Georgia life, and were drawn on unbleached muslin with wax crayons. The pictures were painted on white paper with water colors. The frames were made by using gesso around the edges of paper, then gilded.
The sHver ware was made of clay and painted with silver paint. The china, also made of clay, was painted white with colored design. The kitchen utensils were made like the silverware. In the bathroom the tub, commode, and lavatory were made of clay and painted a soft green.
We did not forget the porch. One child made a most attractive glider of cardboard and awning material of unbleached muslin. Around the edge of the porch we placed flower boxes filled with pieces of sponge, dyed green, which gave the appearance of dwarf shrubbery.
When we completed this project we had a miniature Georgia home, without one piece of furniture missing-not even the electric refrigerator.
The children had gathered materials from various places, and had learned from which part of Georgia each piece would have come had they built a real Georgia home in which healthY, happy Georgia girls and boys could live and work and play.
OTHER SUGGESTED ACTIVITIES IN CONNECTION WITH THE STUDY OF A MODERN HOME.
1. Visit tOY departments in stores' and examine doll houses of modern homes.
2. Visit a lumber company. 3. Collect pictures of houses for chart. 4. Collect pictures of furniture, draperies, and rugs. 5. Collect sample wall paper books to study design. 6. Interview architects and authorities on interior decoration. 7. Visit an attractive bungalow priced within the reach of a family of
moderate means. 8. Read books on different types of architecture. 9. Read books on. interior decoration. 10. Read advertisements of manufacturers of furniture, rugs,
draperies, etc. 11. Read the stOry of lumber from the tree to the finished product. 12. Read the stories of pictures SUitable for the home. 13. Read the stOry of clay.
VE-A TEACHER'S ACCOUNT OF THE BUILDING OF "MARTHASVILLE" ON A SCHOOL ROOM SAND TABLE.
In order to have my children understand and appreciate the rapid and remarkable growth of Georgia's largest city, I encouraged them
49

.... :;' .._:. ",'. "-,~ ~~ .~,:.::.~;~~::::?:~::

~

'"~~~.:o-;l'.;.~:;'~';'i';~':".~~',.:!.:_f:;:"" ,.- .. 't'"",.- -.'." ......-_~.

'~."-2.: to buildMarthasville on the sand table and to compare that tiny village of 1843 with Atlanta, the big and beautiful capital of our state. The following phases of art were emphasiZed in connection With the Marthasville set-up
Picture Study
We had to rely largely upon pictures for many of our ideas about Marthasville. Enthusiastic and fruitful searchings through old histories and old newspaper clippings furnished us with many pictures. From these we saw how to lay out our roads and streets; what kinds of homes those first settlers had; just where these homes and other buildings should be placed on the sand table; and the style of dress that was fashionable in 1843.
Fine Arts
1. Free hand cutting of pines and oak trees. 2. mustrative drawing to show:
a. Style of dress in 1843. b. How men made a living. c. Activities of the women. d. First fire department in action. 3. Cutting letters: a. For signs over the doors of the stores and the White Hall Inn. 4. Booklets: a. For new words learned. b. Marthasville scrapbook. c. Composition. d. Poems. 5. Clay: a. For modeling men, women and children. b. For modeling animals. 6. Painting: a. Clay figures and animals. b. White Hall Inn. (Tempera or Poster Paint used)
Industrial Arts
1. Wood: a. Log cabins, houses. b. Railroad track. c. Saw mill. d. Covered wagon. e. Stage coach.
2. Paper: a. Houses. b. Trees that will stand upright.
3. Cloth: a. Dolls, made and dressed. b. Cover on wagon.
50

As a result of this project, the pupils became more. observant and worked with greater aCCuracy and neatness; they were given opportunities for creative expression through drawing, free hand cUtting, designing, clay modeling, and construction; and they developed a greater love for the beautifUl.
They also developed a greater interest in and a deeper admiration for the capital of their state as well as a keener desire to contribute to the future growth and development of any Georgia city in which they might live.
V-F-A TEACHER'S ACCOUNT OF AN UNCLE REMUS ART PROJECT.
One of the most delightful experiences that my group of happy third grade girls and boys had during the year was a trip to "The Wren's Nest," the Joel Chandler Harris Memorial home in West End. The children's delight and enthusiasm on this excursion was unlimited. Very little escaped their youthfUl observation. The quaint old home with its drooping eaves and many gables, the fret-work above the porch, the terraced lawn with its magnolia and tulip poplar trees, the wisteria arbor, the bird-box donated by John Burroughs-all were noted and eagerly commented upon.
Mrs. Hale, the gracious hostess, met us at the door and conducted us through the rooms. We were first taken into the library where the stories were written. Here many interesting things were pointed out: the family portraits on the wall, the bronze bas-relief of Mr. Harris, an interesting picture of Mr. Harris and Andrew Carnegie, and another of the author and James Whitcomb Riley. A showcase containing things dear to Mr. Harris' childhood enthralled the children. They were most interested in the old wooden letter-box which occasioned the naming of the home.
In the hall we were shown the cuckoo clock which had been on the wall for over thirty years. The children waited in perfect silence to hear and to see the cuckoo when he appeared at half-past two. From the hall we could see the memorial bedroom, and a hush fell over the group of little visitors as they were told that this was the room where the beloved author passed away.
Leaving the house we toured the grounds, walking down the "rabbittrail" and over to that part known as Snap-Bean Farm. The negro cabin at the end of the foot-path was next visited; and coming back, the swing by the "Thimble Finger Well" was greatly enjoyed by the children. A complete tour had been made of house and grounds in order that things might be noted for the full development of the project.
On returning to school from our excursion we decided to tell the members of the class who were not with us of our experiences. It was surprising that very little had escaped the children or had been forgotten by them. We made a list on the board of the different things that we could reproduce.
51

For purposes of convenience, the following outline of the work is

1.:

given iIi detailed form under the headings of; Representation, to in-

clude illustrative drawing, clay modeling, sewing, free-hand cutting;

Construction; and Design.

A. Representation: 1. Drawing: Children began by interpreting with illustrative drawings the visual impressions received on the trip. These, arranged in booklet form with stories to accompany the pictures, helped the children in their written language. Lantern slides were made to show experiences. Illustrative drawings of scenes from the different stories, as "Bre'r Rabbit and the Tar Baby," "Bre'r Rabbit Riding Bre'r Fox," and "Bre'r Rabbit Milking Sis Cow," were made. 2. Clay Modeling: There was modeling from Georgia clay of the

various animals of the stories. 3. Sewing: Costumes for a play were made. Tar Baby bean bags

were made for Christmas gifts. Stuffed animals were sewed together for an Uncle Remus Christmas tree.

4. Free-hand Cutting: There was free-hand cutting of the magnolia and the tulip-poplar trees seen on lawn. There were free-hand cuttings of scenes from the different legends, lettering for booklet titles, lettering for .Joel Chandler Harris birth-

day poster, December 9th, and free-hand cuttings of the wren and her nest.

B. Construction:

Construction of bird-houses, letter-box, cuckoo clocks, and book

marks. Construction of wire dolls to represent Uncle Remus and the little boy for a sand-table set-up. Construction of Miss Sally's home and Uncle Remus's cabin. Cutting and posting of Bre'r Rabbit cornucopias for Christmas tree. Cutting and posting of trees to stand on sand-table.

C. Design:

Design costumes for characters in play; design covers for booklet;

design decorations for cuckoo clocks; design posters.

Bibliography

Atlanta Course of Study in the Social Sciences. Harris, .Joel C. Uncle Remus, His Songs and Sayings
(Gift Edition), Appleton. MacClintock, Porter Lander. Literature in the Elementary School.
The University of Chicago Press. Sargent, Walter. Fine and Industrial Arts in the Elementary School.
Ginn and Company.

52

NATURE STUDY. I-Introduction. II-Bird and Animal Life of Georgia:
A. Comparison of numbers and kinds in Oglethorpe's day and the present time.
B. Appreciation of beauty and usefulness of birds. C. Laws of conservation today. D. Suggested activities. III-Plant Life of Georgia: Trees, Shrubs, Wild Flowers. A. Native forms. B. Clearings and destructions. C. Introduction of new forms. D. Suggested activities. IV-Gardens of Georgia: A. The old and the new. B. Our gardens to honor Georgia in her Bicentennial year. C. Highway planting for 1933. D. Suggested activities. V-Minerals and Stones of Georgia: A. Their value to Georgia and to other parts of the world. B. Suggested activities. VI-Soil, Climate, and Crops of Georgia: A. How each has contributed to Georgia's advancement. B. Suggested activities. VII-Beauty Spots of Georgia A. Name, location, and special appeal of each. B. Suggested activities.
53

-::--2.:

STUDY OF NATURE

As She Presents Herself to Georgia

INTRODUCTION
Nature has been most generous to Georgia in the variety of her climate, soil and minerals, in her native plant and animal life, and in her bowers of beauty and charm. Man has added to Nature's gifts, inviting homes and gardens, and productive fields and forests.
It is fitting that our children take time to get in friendly touch with all that Nature has given to Georgia-that they thrill to the presence of these gifts-that they appreciate their full worth to man-that they know them specifically and comparatively-and that they conserve them for other generations.
The following facts and suggestions are given in the hope that the children of Georgia may during this Bicentennial year be led into greater knowledge and greater appreciation of Nature's gifts to their state-and, through these, to greater conservation, and to greater contribution of their own gifts to ai.d Nature.
BIRDS OF GEORGIA
Long before the place of birds in the great scheme of nature was understood they made their appeal to primitive man. American Indians regarded birds with great reverence. Their myths indicate a full appreciation of the beauty of their feathered friends. To them the eagle and raven were especially sacred.
It is difficult to realize the vast amount of game this state furnished to its early settlers. It was almost their sole subsistence. The principal birds then were wild pigeons, ducks, doves, turkeys, partridges, thrushes, mocking birds, finches, nonpareils, hawks and eagles.
Due to the varied climate, birds of the hot, cold, and warm lands are found here. Even the raven, a native of Alaska, has migrated here to live. It is estimated that 325 species of birds find their way into Georgia at some time during the year.
The feathered friends save the farmers millions of dollars yearly by devouring vast numbers of insects, weed seeds, and rodents. Their songs bring cheer and comfort and by their graceful movements and attractive bodies they sti.mulate an appreciation of beauty and poetic harmony..
On account of the abundance of game, laws for the preservation of bird life were not necessary until a recent date. Now, through the Game and Fish Department, bird sanctuaries, preserves, and resorts, the bird life of Georgia is being protected.
The naturalist Clubs of Georgia say that the state or federal government should take prompt steps to set off the swamp lands of the Okefenokee Swamp as a state or national park. This is one of the greatest natural wonderlands in the country and would make a great sanctuary for the wild life that is so fast going the way of the passenger pigeon and the ivory-billed woodpecker. Here once were millions of
54

" birds of all sizes, colors, and types. Wild geese and dUc~s ill their 00'0;"--2.: gratory flights stopped to feed in the lak~s and glade-s. But t,oday
scientists report that only about thirty species can be observed. Almost gone are the snow-white and blue herons, the egret, wood ibis, and the ivorY-billed woodpecker. Commercial slaughter of the plumed birds began with the demand for feathers for millinery purposes.
There are game preserves on the Cumberland, St. Simons, and Ossabaw Islands. Winter resorts and roosts of wild birds are found on Jekyll, St. Simons and Black Beard Islands ana on Mr. Sam Tate's estate at Tate, Georgia. All college grounds, city parks, and cemeteries are informal bird sanctuaries.
The government and many private citizens have bird raising farms in order to replenish the stock of game. The state has twenty-five quail restoration acres for game and for forest protection. Turkey, duck, and small game are raised in Cherokee National Forest. A number of privatelY owned farms which are not commercial but which are used to replenish rich men's estates, are found in Decatur, MilledgeVille, Thomasville, Columbus, Albany, and Sea Island.
Birds of widest range are those whose food is widely distributed, such as swallows, seed-eating sparrows, sandpi.pers, ducks and the
predatory hawks. These are affected "v food conditions depending
upon climate, which varies according to gt:. '''phical conditions. The sweetest song birds are found in the .m southern part of the
state. The birds whose songs make us happy are the bluebird, mockingbird, cardinal, bob-white, redbreast and our state bird, the brown thrasher.
I hardly know how this world would get along without birds, so-
"Protect the birds That eat the insects That destroy the forests That preserve the waters That feed the streams That fill the reservoirs That irrigate the lands That produce the crops That supply the markets That provide the foods That nourish the people Who make the laws."
ANIMAL LIFE IN GEORGIA
When Oglethorpe settled i.n Georgia in 1733, its great forests were alive with animal life and its waters teeming with fish. The historian, Charles Jones, tells of the beautiful coverings, mantles, shawls, and other Indian garments made of skins of buffalo, bear, and deer. In his description of Georgia, Von Rec:[{, leader of the Salzburgers, tells of roebUCks, wild goats, stags, cows, horses, hares, and large herds of buffalo seen on a trip illland.
55

~.~2.:

The animal life played an important part in the settlement and de-

velopment of Georgia as is shown in the following historical facts.

"As there was little salt or ice to preserve meat, the early settlers de-

pended largely upon fresh meats brought from the forests and streams

for their food. The men went on hunting trips, returning laden with

meat of deer, bear, and other wild animals. Fish were plentiful, and

the Indians taught the settlers the value of the oyster as a food, and

fish as a fertilizer.

"When Georgia was first settled, there were few domestic animals,

for the settlers coming from the city jails of London did not own any;

besides, the 'Good Ship Anne' was too small for such a cargo. As

there was no bridge or ferry across the Savannah River domestic ani-

mals could not be imported from the Carolinas. Several years later,

however, the trustees aided the colonists in securing transportation of

the animals most commonly known and used on the farms.

"As money was scarce among the colonists, all trades were made thru

the exchange of furs and skins.

"In their treaty with the settlers of Georgia, the Indians brought a

buffalo robe, maize, turkeys, partrid.ges, deer, and other wild life."

As the state's population increased in density, the wild life became

scarcer. It has been so rapidly destroyed that it is in danger of being

wiped out. As a beginning toward conservation, the State Game and

Fish Department, under the efficient leadership of Peter S. Twitty,

Game Commissioner, has established game refuges and fish hatcheries.

He has also established a department to teach adults, boys, and girls

the economic and aesthetic value and the proper use and care of the

wild life of Georgia. The ambition of this department is that every

boy and girl in the state become a member of the Loyal Legion of Nature

Guardians for it is through the children that the wild life of our state

must be conserved.

Insects are our very smallest animals, but they get ahead of us of-

tener than any other animal. Is Georgia's progress delayed by insects?

Suggested Activities in Connection with Bird and Animal Study
Birds-
1. Organize clubs for bird-observation trips through parks, forests, and museums. Make reports of these trips at least once each week. (Loyal Legion of Nature Guardians of Georgia and National Junior Audubon Society are clubs that will keep you in touch with what others are doing.)
2. Organize bird whistling clubs. Have the whistlers put on programs for other groups at least once each month.
3. Make a list of birds seen in your community. Add to this list by exchanging information with bird students in other parts of the state.
4. Put up bird houses in the early spring, and establish bird-feeding places for the winter. Feed your birds every day at the same hour.
56

'~.-2.:

5.

6.

7.

8.

9. 10.

11. 12.
13. 14.

15.
16.
17.
18. 19.
BIBLIOGRAPHY Birds-
Blanchan, Neltje-The Nature Library-Doubleday Page & Co. Burgess, Thornton W.-The Book of Birds-Little Brown & Co. Gilmore-Birds of Field and Forest-American Book Co. Hawkworth, Hallam-A Year in the Wonderland of Birds-Charles
Scribner's Sons. Horsfall, R. Bruce-Bird and Animal Paintings-Nature Magazine,
Washington, D. C. Mathews, F. Schuyler-Field Book of Wild Birds-G. P. Putnam's
Sons. Miller, Olive Thorne-First and Second Book of Birds-Houghton,
Miflin Co. Pearson, T. Gilbert-Bird StUdy Book-Doubleday, Doran Co. Reed, Chester A.-Pocket Bird Gllide-Doubleday, Page & Co.
1. Land Birds East of Rockies. 2. Water Birds, Game Birds, and Birds of Prey.
57

Pamphlets and Bulletins-

Game and Fish Department of Georgia-:..aeorgia Birds.

.:=.-1..,:

U. S. Department of Agriculture-Common Birds of Southeastern

United States.

U. S. Department of Agriculture-Other Bird Bulletins.

National Geographic Magazine-Book of Birds.

Animals-
Burroughs, John-Squirrels and Other Fur Bearers-Houghton, Miflin Co.
Dunn and Troxell-In Field and Forest-Houghton, Miflin Co. Troxell and Dunn-Baby Animals-Row, Peterson and Co. Pamphlets-
Game and Fish Department of Georgia-Georgia Animals. U. S. Department of AgriCUlture Bulletin-Fur Bearing Animals of
Georgia. U. S. Department of Agriculture-Other Bulletins. National Geographic Magazine-Book of Animals. Boy Scout Handbook.

TREES AND WOODY SHRUBS OF GEORGIA
Our Georgia land must indeed have looked very beautiful to the eager-eyed colonists who first landed here. An early writer describes the bluff where they pitched their tents as a veritable Eden, covered with wide-spreading live-oaks, while lofty forests of pine loomed beyond the river. The forests were like a king's park, Indian fires having kept down the tangle of undergrowth.
Even today a new-comer to the state, or one returning after a long absence, is greatly impressed by the marvel of trees. From the coast to the farthest mountain the eye may always rest on trees of living green, varYing in shade and richness according to season and location.
Many of Georgia's trees will live long in song and stOry. One of the most noted is "Wesley's Oak," on St. Simon's Island. This giant live oak could furnish shelter to a large congregation. There it was that John Wesley preached in the earlY days. Acorns from the "Wesley Oak" are prized by tree-lovers, and many trees from these acorns are growing in different parts of the state.
"Constitution Oak," which furnished timber for the keel of "Old Ironsides," also grew on St. Simon's Island. Just out of Brunswick, looking out over the marshes, is the "Lanier Oak," where the poet was inspired to write the immortal "Marshes of Glynn".
Two white oaks in Georgia have the distinction of owning themselves. One of these is in Athens, and the other, a memorial to the Reverend Doctor Yarbrough, is at Old Emory College, Oxford. A more fitting memorial to Joel Chandler Harris could not be found than the tree dedicated to him, which grows by the door of his home, "The Wren's Nest," in Atlanta.
Thirty-nine varieties of oaks flourish in Georgia soil, one of which is the peculiar little Georgia oak found about Stone. Mountain.
58

='.2,; Georgia's timber resources are very varied. Walnut, hickory, chestnut, beech, ash, elm, maple, poplar, and many other trees used in manufacturing, are found in quantities. First in commercial value is the pine, of which there is a species to suit each of the state's climatic conditions. In the mountainous sections grow'the white pines, pitch pines, and Virginia short-leaf pines. Farther south are the loblollY, the slash, and the pond pines, and in the southern part of the state grows the statliest of them all, the long-leaf or Georgia yellow pine. Related to the pine and growing in the coastal section is the cypress, which one enthusiastic admirer describes as the "loveliest of all trees." To the one hundred and sixty three different species of trees native to Georgia may be added a large number of introduced trees. The mulberry escaped cultivation during the days of the early attempt in the silk industry. Other trees said to have "gone native" are the horsechestnut, the chinaberry, the cotton-tree, and th" mimosa. Numbers of Georgia shrubs become trees under certain conditions. The beauty and variety of the native shrubs contribute much to the charm of the scenery of the state. Besides two National Forests in North Georgia, there are large tracts of original forest. One privately owned woodland in Early County has more than five thousand acres in original pine and hardwood trees. The beauty and economic value of Georgia's forests are appreciated by every true Georgian. We are protecting this heritage by observance of our forestry laws. The Department of Forestry and Geological Research has a division of forestry service which encourage the vocational agricultural schools in the state to teach the fundamentals of forestry. This protective program includes the erection of fire towers, the construction of fire-brakes, the purchase of fire-fighting implements, and the maintenance of organized crews of fire-fighters. For aiding reforestation, Georgia has two nurseries, one at Albany and the other at Blairsville. These nurseries will furnish seedling trees to land owners at cost of production. There is also a nursery at the State Agricultural College at Athens.
Suggested Activities in Connection with the Study of Trees
1. List trees and shrubs native to the vicinity and post them in your class room, in your library, and in other suitable public places.
2. Exchange tree lists with classes in other sections of the state. 3. Identify trees by shape, leaf, bark, and fruit. Make charts show-
ing characteristic differences. 4. Learn all the tree lore possible, and write it in a book for your school
library. 5. Enjoy the music and grace of the trees in the wind, and try to in-
terpret it in music or verse. 6. Memorize nature poems of Georgia; such as, "The Ballad of the
Trees and The Master," by Lanier; "What the Wood Fire Said to the Little Boy," by F. L. Stanton.
59

. _. -. ,"." .,;<,. ' : [.'~'O~-;"'::>',;. ~")~:;;;:;')," ',:,: '~."O\;".~ .:'-j , ~,.:.-~,>

~_:'i~:-.'_'~"'!""'''' -.~,,>o<.

~.:.~. ">p~' co .."OM .~- __ . ~-. __ ~"."

.

_

7. Plant a tree and watch it grow. Help it grow, if necessary, by

.~'~.1.:

watering, by fertilizing, and by protecting it from insects, and

from weather.

8. Grow a "Wesley Oak" from an acorn.

9. List articles made. of various kinds of wood and get pictures of

them or the articles themselves for an exhibition group in your

library.

10. Make a collection of Georgia woods, and test pieces of wood for a

high polish, toughness, etc.

11. List trees and shrubs according to family resemblances. Try to

find the names of the families being studied.

12. Study clumps of trees; their shapes, different shades of color;

which trees and shrubs grow together; and why.

-

.

13. Watch for tent caterpillars and destroy them. .

14. Form the habit of never hurting or mutilating a tree. Read "The

Story.of Rhoecus."

15. Find out all possible information concerning memorial plantings

of trees; such as, Victory Drive in Savannah.

16. Find out about the bamboo experiment in Chatham County.

17. Write to the State College of Agriculture to find upon what terms

they furnish young trees for reforestation.

18. Plant trees in all places where they are needed. Make these plant-

ings a definite part of your Bicentennial Celebration.

19. Vote for a state tree after a careful study of all our native trees

from these angles:

a. Does it grow in all parts of the state?

b. Is it a tree of long life?

c. Is it a tree that gives economic service to the state as lumber,

fuel, shade, or fruit?

d. Is it beautifUl to look upon in spring, in summer, in fall, in

winter?

Suggestion: Send result of your vote to Mr. Collins, State Super-

intendent of Schools, in May 1933-if yOU want to be counted.

BIBLIOGRAPHY
Burleigh and Mattonn: Forest Trees of Georgia-State College of AgriCUlture.
Harper-Trees in Georgia-Southern Woodlands Magazine, 1908, Volume I, No.6, Page 32.
Hawkworth, Hallam-A Year in the Wonderland of Trees-Charles Scribner's Sons.
Keeler-Our Native Shrubs-Charles Scribner's Sons. Keeler-Our Native Trees-Charles Scribner's Sons. Pack, Charles Lathrop-Trees as Good Citizens-Nature Magazine,
Washington, D. C. Pack, Charles Lathrop-The School Book of Forestry-Nature Maga-
zine, Washington, D. C. Rolfe, Mary A.-Our National Parks, Book I-Benjamin H. Sanborn &
Co.
60

Pamphlets from .the Georgia Forest Service Department-State Capitol. o'2.:Bulletins from U. S. Department of Forestry.
WILD FLOWERS
Georgia's diversified climate and variety of soils makes possible a great variety of plant and flower life. From the coastal plains to the highest mountain peaks Nature has scattered her gifts with a generous hand.
In this limited space it is difficult to give an adequate description of the many forms and colors which contribute to the floral beauty of our state.
The Cherokee Rose, our state flower, transforms wayside hedges into flowery bowers; rhododendron and mountain laurel add splashes of color to our mountain and hillside, and rivaling them in beauty are the brilliant hues of the azalea.
Scattered through woods and valleys are thousands of violets, and hiding in shady nooks we find the dainty hepatica and trailing arbutus. On great trees the wistaria and trumpet vine wave their showy blossoms, while on hillside and bank the wild morning-glory, with its white waxy blossoms, spreads itself.
The perfume of the honey-suckle, sweet shrub, and yellow jessamine fill the air, the latter twining itself on bushes and trees in the lowlands, its beauty reflected in lakes and ponds on which hundreds of waterlilies and hyacinths float.
Through the summer we may enjoy many other flowers equally as lovely. Many species of phlox spread out in masses of brilliant color. The butterfly-weed and the dainty Queen Anne's lace greet us on roadsides and in meadows. As fall approaches we catch glimpses of goldenrod, blue asters, and the handsome blazing-star. While feasting our eyes upon all their beauty we are reminded of Jean Ribault, the Huguenot colonist, who said of the new land of Georgia, "It is the fayrest, fruitfulest, and pleasantest in all the world."
"There is no surer road to happiness than one bordered by trees and flowers."
Children love bright colors and they find one answer to this interest in flowers. Through proper guidance and pleasant experiences, we can do much to keep their interest alive, cultivate a love for the flower and plant life of our state, and create a feeling of responsibIlity for their care and protection.
Suggested Activities in Connection with Wild Flower Study
1. Observe wild flowers. 2. Recognize wild flowers. 3. Collect and study root, stem, leaf, and flower or seed. 4. Observe season of blooming. 5. Learn where to look for certain flowers. 6. Plant and care for wild flower garden. 7. Organize a wild flower club. 8. Organize a wild flower protection club.
61

9. Make collections of varieties of flowers belonging to same family.

--2.=

10. Increase this collection by exchanging pressed flowers with children in other parts of the state.
11. Compare flowers for family resemblances.

,

12. Make blue, smoke, or spatter prints of flowers, leaves, etc.

13. Compose poems about wild flowers.

14- Find the country relatives of your garden flowers.

15. Notice whether or not the earliest blooming flowers in your environ-

ment are yellow, as is generally supposed to be true.

16. Hold a wild flower show of autumn flowers.

17. Grow a Cherokee Rose, Georgia's state flower, in a charming place

on your school grounds, your church grounds, and your home

grounds.

BIBLIOGRAPHY OF WILD FLOWERS
Burgess, Thornton W.-Flower Book for Children-Little Brown & Co. Dana, Mrs. W. S.-How to Know Wild Flowers-Charles Scribner's Sons. Georgia, Ada-Manual of Weeds-The McMillan Co. Lounsberry, Aliee-Southern Wild Flowers and Trees-Frederick Stokes,
New York. Mathews, F. Schuyler-Field Book of American Wild Flowers-G. P.
Putnam and Sons. Stories for ChildrenBigham, Madge-
Fanciful Flower Tales. Mother Goose Village.
Mother Hubbard's Easter LilY. The Wonderful Secret. The Sleeping Princess.

GARDENS OF GEORGIA
Gardens have come down to us through our early Georgia settlers. Brooks, the historian, says, "Oglethorpe made a garden for the children." The natives also set us an example by planting among the trees.
The oldest gardens of Georgia, still in existence, are "Wormsloe" in Savannah, "Ferrell" in LaGrange, and "Mimosa Hall" in Roswell.
Noble .Tones was the first owner of "Wormsloe." This eight hundred acre plantation was granted him in 1733 by the British crown. He first intended t() grow silk worms, and the mulberry trees, whose leaves were to supply food for the worms, still stand. "Wormsloe" derived its name from this undertaking. The garden is walled with old hand-pressed brick. There are thirty acres of azaleas and oaks. These oaks were old when Oglethorpe and Wesley came to Georgia. The japonicas, red, white, and variegated, half a century old, are still blooming. "Wormsloe" 1s a rival of "Magnolia Gardens" with its many acres of azaleas, camellias, wistaria, magnolias, ivy, oaks, bamboo, palmettoes, and pine.
"Ferrell Gardens," the home of Mrs. Fuller E. Callaway of LaGrange, is one of the most beautiful places to be found anywhere. These gar-

62

~..'; delis are almost a hundred years old and in them are all kinds of trees, flowers, and shrubs. Boxwood is used abundantly to outline this formal garden and to form mottoes; such as, "God is Love," "Fiat Justitia," and "Oro Pro Me." In the making of this garden, five smaller ones came into being; the east, the west, the sunken garden, one for roses, and the wonder garden, where there are trees and shrubs from allover the world. "Mimosa Hall" in Roswell was built in 1830 by Roswell King, who wrote that here "friendship, contentment, nature, simplicity, and beauty would combine to bring about a kind of paradise." The original trees and mimosa grove are still there. Some of the old shrubs still blooming are the snow-balls, Persian lilacs, syringas, chaste trees, and chinquapin roses. The same climbing roses, white Violets, and liliesof-the-valley that were planted a hundred years ago are still blooming. New gardens are being planted faithfully in keeping with the old plans. Roswell has two other famous gardens-"Barrington Hall", which is being restored to what it was about a hundred years ago, and "Bulloch Hall", the home of the late President Roosevelt's mother. The Redwine Garden in Palmetto was built in 1820. It is noted for its boxwood, some being seventy-nine years old. The others are from cuttings from the original boxwood which are trimmed every three years. Mrs. Harry Chafee of Augusta has blooming in her garden the jasmines, flowering quinces, jonquils and white hyacinths that were planted by her great-grandmother in 1784. Our grandmothers' gardens will forever linger in our memories as we visualize their paths, bordered with pinks, sweet alyssum and violets. Lavender, sage, mint, and thyme were some of the traditional herbs to be found in them. Nothing was prettier than the riot of color formed by mignonettes, pansies, poppies, sweet williams, four o'clocks, primroses, bluebells, nasturtiums, bachelor buttons, tUlips, periwinkle, balm and bitter-rue against a background of hollyhocks, lilacs, syringas, snow-balls and tiger-lilies.
There are hundreds of gardens in Georgia that are worthy of mention, some old and some new. Among these are:
Brittain Gardens, Palmetto Greenwood Gardens, Thomasville Judd Gardens, Dalton Jenkins Gardens, Eatonton McGregor Gardens, Warrenton Jones Gardens, Canton Poullain Gardens, Greensboro Meador Gardens, Augusta McDaniel Gardens, Monroe Stewart Gardens, Macon Porterfield Gardens, Macon Porter Gardens, Rome Veazey Gardens, Veazey Anderson Gardens, Savannah Corley Gardens, Avondale
63

Jackson Gardens, Green County Carswell Gardens, Hepsibah BarnsleY~Gardens,Kingston Mary Gay Gardens, Decatur
There are many others. Find them. Atlanta has many new and beautiful gardens. Almost always there are ten months of bloom from the early jonquils in February to the last chrysanthemums in December. Then there are the berried shrubs all through the winter. The climate and soil are fairly hospitable to flora from other parts of the world.
Types of Atlanta Gardens-
Mrs. Robert Maddox-Sunken Garden-Copy of Garden at Versailles. Mrs. Robert L. Cooney-Woodland Planting. Mrs. Thomas Erwin-Regale Lilies-(Specialty). Mrs. Edgar Poe McBurney-Tulips-(Specialty). Mrs. Morris Brandon-Naturalized Narcissus. Mrs. Robert Alston-Rose Garden. Mrs. Sam Finley-Rock Work and Planted Walls. Mrs. Phinizy Calhoun-Old Boxwood and Wild Garden.
The first school garden was in Penfield, Georgia, and since that time the enthusiasm for school gardens has spread throughout the state.
Our gardens of tomorrow depend largely on the love and appreciation of beauty and nature we cultivate and instill in our children. We should all work to this great aim; for as Shakespeare has said, "Flowers are the pleasures of the world...
Suggested Activities
1. Draw or cut plans for gardens. Write for catalogs to help plan your color scheme and planting.
2. Organize a "Plant and Seed Exchange." 3. Save and label seeds. 4. Plant bulbs and dish gardens for indoor blossoms. 5. Make a small hot bed. 6. Plant a herb garden. 7. Root cuttings. 8. Make a compost heap. 9. Plan a flower show to increase interest. 10. Arrange excursions to historic and beautiful gardens in your vicin-
ity. 11. Plan and plant a garden at your school in honor of Georgia'S Bi-
centennial Year. 12. Make a scrapbook of pictures of gardens. Present it to your school
library. 13. List the flower gardens in your own community. Make a booklet
of information on these for your school library. Let it include descriptive essays; diagrams of plans, and photographs when possible.
64

14. List the gardens that were at one time in your community. Collect by interviews with the elderly people all the information yoU can about them. Make this into a book and present it to your school or town library.
15. Organize a "Flower-on-the-Table" club in your classroom. Let its aims be to keep fresh flowers on the tables at home, at school, and at church.
16. Try your hand at producing a new kind of flower or fruit or vegetable a la Mr. Burbank.
BIBLIOGRAPHY
Books to Help you GardenBardwell, F. A.-Herb Gardening-The McMillan Co. Beard, Patten-Adventures in Dish Gardening-A. T. DeLaMare Co., Inc. Briggs, Geo. R.-Gardening in the South-A. T. DeLaMare Co., Inc. Copek, Josef-The Gardener's Year Book-G. P. Putnam. Cotter, Sir Jas. L.-A Simple Guide to Rock-Gardening-The McMillan Co. Gilmore, H. M. R.-Indian Lore and Indian Gardens-Slingerland & Comstock. Hume, H. H.-Gardening in Lower South-The McMillan Co. Ramsay, L. W.-Garden Pools; Large and Small-The McMillan Co. Rhodes, E. S.-Scented Gardens-Hale. Rockwell, F. F.-Around the Year in the Garden-The McMillan Co. Rockwell, F. F.~The Book of Bulbs-The McMillan Co. Shelton, L.-Continuous Bloom in America-Charles Scribner's Sons. Taylor, G. C.-Garden Making by Example-Charles Scribner's Sons.
Books about Old GardensEarle, A. M.-Old Time Gardens-The McMillan Co. Earle, A. M.-Sun Dial and Roses of Yesterday-The McMillan Co. Lewis, A. D.-Boxwood Gardens Old and New-Wm. Boyd publishing Co. Paget, V.-In Praise of Old Gardens-Masher.
The Georgia Bicentennial Commission will pUblish a book on Georgia gardens to appear sometime in the spring. Watch for it.
GEORGIA'S MINERAL RESOURCES
No state has a greater quantity or variety of minerals than Georgia.
Some outstanding facts about Georgia's mineral wealth are: Georgia is rich in practically every mineral resource of commercial use except coal and iron. Georgia's coal deposit, if it were mined, could supply the state for two hundred years at the present rate of consumption. ThirtY-four different kinds of minerals and clay are now being produced in commercial quantities, while undeveloped deposits already located afford splendid field for future development. A wide belt of clay across middle Georgia contains kinds of kaolin which are used in the manufacture of bricks, tile, table-ware, electrical porceJ,ain, and
65

I

I

I

I

I

I

I

,::;-,,--,,,,-'
"""-

I

I

whiteware. Engineers estimate that the kaolin deposits of Georgia could supply the ceramic industry of the world for many centuries.

I Georgia marble and granite are famous throughout North America.

I The output of Georgia marble quarries is exceeded by only one other

I state, Vermont. Colors of Georgia marble range from pure white to

I almost black, including shades of flesh and pink.. The largest marble

I quarries are at Tate, Elberton, and Canton. Some buildings in which

I

Georgia marble has been used are: Lincoln Memorial and Statue of Lincoln, Washington, D. 0.; Bok Singing Tower, Florida; state Capitols

I of Minnesota, Rhode Island, and Utah; U. S. Government BUilding,

I Boston, Corcoran Art Gallery, Washington, D.O.; Field Museum,

I

Ohicago, Ill.; McKinley Memorial, Niles, Ohio; Harding Memorial, Marion,

I

Ohio; Battle Ship Maine Memorial, Havana; Emory University, Atlanta,

I

Georgia; Court House, New York City; New Post Office, Atlanta, Georgia.

I

Stone Mountain, sixteen miles northeast of Atlanta, is the largest body of exposed granite in the world. It is seven miles around the

I

base and six hundred eighty-six feet above the level of the surrounding

I

country. Granite has been quarried from this mountain for fifty

I

years, yet the amount removed is only a speck in comparison with what

I

remains. The first quarries opened in Georgia were those at stone

I

Mountain, begun in 1869, when the Stone Mountain Granite and Rail-

I

way Company was chartered by J. T. Glenn, S. M. Inman, and J. A.

I

Alexander, all of Atlanta. In 1882, the present owners, Venable brothers of Atlanta, purchased the entire property which is twenty-two hundred

I

acres. Annual shipments of granite have increased from ten carloads

I

to twenty thousand carloads. As early as 1893 the Stone Mountain

I

quarries were yielding a total capacity of twenty-five thousand paving

I

blocks per day.

I

Lexington and Sparta also have large granite quarries.

I

The value of mineral resourceS of Georgia not including water powers for 1931 totals $15,000,000.00.

I

I

Suggested Activities in Connection with Minerals of Georgia

I I I I I I I I I I I I I

1. Assign the following minerals found in Georgia to be looked up and reported on. Give history, location, use and nature of asbestos, barytes, bauxite, cement, coal, copper, corundum, feldspar, fuller's earth, gold, graphite, iron ores, limestone, mangenese, marls, mica, ocher, precious stones, pyrite, sand and gravel, serpentine, slate, talc and soapstone, tripoli, and mineral waters.
2. Each community make permanent collection of interesting stones and minerals and place on exhibit in county seat.
3. Make school museum collection of articles that have Georgia minerals used in them, such as asbestos cloth (asbestos), paint (barytes), aluminium (baUxite), tiles (cement), brick (clay), copper wire (copper), emery wheels or paper (corundum), lamp sockets and sparkplugs (mica), linoleums and oil cloth (ocher), tar roofing (gravel), talcum powder (talc), hearthstone (soapstone).
4. Test clay in community and if suitable, model articles. 5. Visit a marble or granite quarry.

66

6. . 7.
'0;"--.1.:
8.
9.

Make a visit to Stone Mountain. Study quarrying and plant life. Visit the Geological Department at the State capitol, Atlanta. Childre'n not in Atlanta, write Mr. S. W. McOallie, State Geologist,
for information. Make paper weights of interesting stones. Put felt on the under side to protect desk. Think of other ornamental uses of stone.

BIBLIOGRAPHY
Georgia and Her Resources-Year Book 1932, published by the State Department of Agriculture, Atlanta, Ga.
Mineral Resources of Georgia-Bulletin No. 23-S. W. McCallie, State Geologist.

CLIMATE AND SOIL OF GEORGIA
Climate
Georgia has a varied but mild climate, due to its wide latitude, different altitudes, and nearness to the sea in the south. It is situated in the temperate zone and borders on the Atlantic Ocean and the Gulf Stream. The climate is hardly excelled by any state in the union. The average temperature in winter is 47 degrees and 77 degrees in summer. The average rainfall in the state is fifty-one inches during the year and the growing season runs from 260 days in South Georgia to 230 days in North Georgia. Georgia's climate is so mild that all farming, industrial and mining activities continue through the year without interruptions from hot or cold weather. Georgia has seven out of nine climatic belts.
Soils
Georgia has soils adapted to every crop. A variety of soils is found in the three distinct areas that divide the state-the mountainous section in the north, the Piedmont area in middle North Georgia, and the Coastal Plain area that takes in practically all of South Georgia.
In North Georgia may be found brown and red loam, sandy soils either gray or yellow, and more or less gravelly. The gravelly lands have a clay subsoil. All farm crops thrive in the valleys of North Georgia.
The "Red Hills of Georgia" are found principally in Middle and North Georgia and the lands include both red, sandy, and red clayey soils. The surface of the red lands is usually hilly or rolling. These soils are well suited to fruit growing, and give the fruits a delicious flavor and a rich color.
Many red lands are also found in the northern section of the Coastal Plain belt. These lands are of red clay formation, associated generally with shell rocks and a heavy subsoil of clay loam.
The pine belt soil is sandy with generally a clayey subsoil, under which is a white limestone.
In South Georgia the surface is generally level and the soil is pebbly and loamy with a clay and sand subsoil.
67

The coastal lands have a dark loamy soil with a clayey subsoil. These

lands are especially adapted to truck growing. Georgia Crops, listed

"--=.-2.:

in order of their commercial importance, are:

Cotton, corn, tobacco, hay, peanuts, peaches, sweet potatoes, oats,

sugar cane and sorghum, watermelons, Irish potatoes, wheat, peas,

apples, pecans, rye, pears, soy beans, and rice.

Suggested Activities in Connection with Climate and Soil
1. Have a Farm Fair. Plan for it early in the year and have exhibition after the harvest in the fall.
2. Make a collection of Georgia soils in glass containers for comparison and study.
3. Experiment with various soils to see what grows best in each. 4. Plan an outdoor or sand table farm. Grow as many Georgia prod-
ucts as possible. (This suggestion is for small children.) 5. Make a collection of commercial articles made from each of the
Georgia products listed. Use pictures from magazines in sections where articles cannot be had. 6. Make a list of products that Georgia grows in sufficient quantity to sell to other places. Find out who buys fr.om us. 7. Locate canneries preserving Georgia products. Make a book of information about them for your school library. 8. Find out about 4H Clubs and join if possible.

BEAUTY SPOTS OF GEORGIA
In the beginning, "God touched and sealed with His hand," and then gave to future Georgians to have and to hold forever for their comfort, inspiration, and recreation a panorama of lovliness-ocean and wide-spreading rivers on the eastern seaboard; forest, plain, and a greatly undulating terrain in the southern part; snow-clad, cloud-capped mountains, vast, resolute, and calm; towering peaks, awe-inspiring cliffs, radiant valleys, and shimmering waterfalls; turbulent streams, crystal lakes, and bubbling springs; an almost endless variety of shrubs and wild flowers in profusion, adding zest, witchery, and entrancing beauty to the view at all seasons of the year; and sunsets of indescribable beauty.
If we would know the beauty and grandeur of Georgia in intimate detail, it would take constant driving over ttle state for six months-a tour whiCh would prove a most marvelous revelation to the average Georgian.
An attempt is made to mention here only a few of Georgia's outstanding "Beauty Spots"-ehoice being made either because they are unique or excel others of the same kind.
Nothing can eclipse the charm and scenic splendor of our glorious mountain sections of Northeast and Northwest Georgia. "There are nooks and acres of predestination which can be seen only thru the veil of Nature's enchantment. The winds of destiny ma.y have torn the veil from the Garden of Eden, but, in the long ago, a shimmering

68

fragment became forever entangled in the mountain tops of North Georgia, and settled to rest in the valleys."
Nature has been lavish in its bestowal of natural advantages upon Rabun County, "the Switzerland of America". The National Forest Service owns more than ninety thousand acres of land in the county which is open to the public for camping and recreatioIial purposes with only one restriction, "Prevent Forest fires". Trees, shrubbery, and flowers flourish with abundance. Nothing can surpass the beauty of a mountain side when the laurels and rhododendrons are in bloom.
There are within the county numerous mountain peaks that invite the lovers of God's great out-of-doors-Black Rock, Screamer, and Pinnacle. Other spots of loveliness are twelve lakes that cover hundreds of acres of land; the Tennessee Valley, one of the most beautiful valleys to be seen anyWhere in the world; and abundant waterfalls.
Tallulah River Gorge, one of Georgia's seven wonders, famous on account of its waterfalls, is one thousand feet deep. It has long been a playground for excursionists and lovers of rugged scenery.
Lakemont, the "Bon Ton Avenue" of Rabun County, is a show place along Lake Rabun.
Other lovely beauty spots are Mountain City, Wiley, Saw Tooth, Tiger, Clayton, and Rabun Gap.
Amicolola Falls, "Tumbling Waters", in Dawson County, consisting of several cascades are the highest in the state. These falls are considered another one of the seven wonders of the state.
It makes one's heart glow with wonder and praise to behold a fairyland that the "Architect of Nature" has created in Walker County, Georgia, a highlY picturesque and romantic mountain region. Nature has done much for this county's rivers, creeks, ponds, mountains, fertile valleys, and mineral springs. "The Vale of Springs" here is one of the loveliest of Georgia's "beauty spots".
There is a new paradise in Georgia, a new scenic wonderland-nature's store-house of hydro-electric power-Lakes Burton, Rabun, and Tugalo.
Lake Burton, formed by Burton Dam, at the head of the Northeast Georgia developments, is one of the most beautiful bodies of water in the South.
"Like a jewel embedded in the majestic Blue Ridge" is Lake Tugalo, formed by Tugalo Dam which backs up the waters of the Tugalo and Chattooga rivers.
A few miles from Dahlonega, the traveler passes along a ridge with the Etowah, "Clear Waters", the dearest of all Clj.erokee rivers, "smiling below thru luxuriant pines, and, possibly, a valley mist".
The beautiful Etowah, the Zahoola, the Chestatee, the Tesnatee, and others still tell in rippling murmurs "The heart songs of the Cherokee".
Cloudland, on the eastern brow of "Lookout", is "Nature's Roof Garden", two thousand feet above sea level.
Middle Georgia, the rich and beautiful "Piedmont" section, consists of rolling land, innumerable streams-rushing, turbulent, and foaming impatientlY,-and beautiful hills..
69

"Across the land, across the sea

The hills of home are calling me.,.-

-.~2.:

Red hills, green hills, far blue hills of Georgia;

Gray hills, misty, sun-kissed hills of Georgia]

Across the land, across the sea The far blue hills are calling meDear red hills, rock-ribbed hills, time-worn hills of Georgia; Sunset hills, pine-clad hills, apple hills of Georgia."

Stone Mountain, the largest solid rock exposed, in the world, "a product of divine creation, untouched by the hand of man" is a sub ject of fascinating human interest. It is said to be worthy of rank among the natural wonders of the world.
Long Swamp Valley Marble Vein, Pickens County, another one of the seven wonders of Georgia, according to Miss Ella May Thornton, our State Librarian, is the largest single vein of marble known to the world, and has a deposit four miles long, three-eighths of a mile wide, and one-half mile deep. Here is found a great variety of texture and color, and there is no need for water proofing process.
Warm Springs, Meriwether County, are noted for their beauty and tremendous flow of water. These springs are also considered one of the seven wonders of Georgia.
Below Middle Georgia lies the Coastal Plain of the state, a broad expanse of land dropping from the rolling hills of the Piedmont section to an almost level prairie, a country vast, flat, and picturesque.
Charles S. Osborn, gives us this word picture which is suggestive of South Georgia's beauty.
"There is a tranquil charm and beauty that scarcely exists elsewhere. For a time it puzzled me to determine why. Then of a SUdden, as it were, I knew the mocking bird as it had not revealed itself before; and the brown thrasher sang for me its most delicately tremUlous songs; the towhee that you call down here the joree, flitted in the black holly bushes that yOU call the gall berry; the cat squirrels played in my pecan trees; the jasmine and wild violet and the bay and magnolia told me new stories of delight to match the flash of the cardinal. In fact, one cannot phrase the loveliness of South Georgia without exhausting both language and space. There is a subtle something that I cannot define that once seen seizes the senses as nothing else that I have witnessed on the earth. South Georgia has evenings and mornings that are born in the heavens in a manner of mystery, so engaging and fascinating as to be untellable. And these are almost confined to Georg,a. At first I thought it chauvinism that made me find this thing of silent JOY just in Georgia. Then I discovered that the latitUde and longitude of Georgia are exactly right for a certain suffusion and blending of the sunlight and the zodiacal light, producing an effect that entrances one. Seen thru the towering, long-plumed pines or veiled poplars and persimmons and gums in which nestle festooned mistletoes, there is nothing in the world as beautiful. No'Whir>tler etching is to be mentioned as

70

even approaching the delicacy of tracery. And the .colors are so exquisit one may fairly taste them. Once in a while a faint auroral effect is to he detected and the result is transporting".
Ar,other type of beauty is found four miles south of Albany-one of nature's incomparable gems, "Skywater" to the Oreek Indian; "Blue Spring" to the white man who succeeded him; now "Radium Springs" by virtue of the fact that recent analysis of the water has revealed an astonishingly high radioactivity.
Mrs. Maude Dillard Fryer, Albany, Georgia, has painted a lovely word picture of this "beauty spot", the wonder and admiration of all who have seen it since the departure of the Oreek Indians whose tepees were once pitched on its precipitous banks. "The azure waters from this phenomenon of Nature boil endlessly from a great crater in the rock, at the rate of 70,000 gallons a minute, and into its limpid depths the sky seems to have fallen. A great blue boil whose waters 'gurgle and. purl as they eddy and swirl.' Orowningthe bluff which the sapphire waters skirt, are majestic cypress, oak, and magnolia trees 'bearded with long gray moss,' and sea-toned pines, in whose lofty branches is caught the music of every passing breeze."
J ekyl Island and Forests, one of the seven wonders of Georgia, off the coast of Brunswick, are worthy of note. "Trees that were probably saplings when the Spanish came in the sixteenth century, have preserved their primitive splendor. Wild life flourishes there almost as it did before white man came."
Tybee Island, near Savannah, and St. Simons, near Brunswick, where ocean breezes blow present seashores, with all of their entrancingbeauty.
"The seal the sea! the open seal The blue, and fresh, the ever freel Without a mark, without a bound, It runneth the earth's wide region round, It plays with the clouds; it mocks the skies; Or like a cradled creature-lies."
Okefenokee Swamp, one. of the seven wonders of Georgia, a land of hammocks and jungles, a wonderful freak of nature, teems with deer, bear, turkey, and other wild food, animals and birds. Trees of the great swamp contain the eeries of multitudes of vari-colored birds indigenous to the subtropics. The St. Mary's River flows through the swamp eastward, and the sleepy Suwanee, immortalized in poetry and song, rises within its fastness and flows southwesterly into the Gulf of Mexico.
Through the deep and resinous pine timber festooned with long swaYing streamers of gray Spanish moss, we come to the world famous "Marshes of Glynn" near Brunswick.
"Soft Indian names, Sunset that flames, Peaks topped with snow. ' Roses below-that's Georgia.
n

~'-~:' ~ '-:-'':>,e:. ':;: :c !::"~~!.~:i";~:<::-:r.~ .,C~:'~~.~:_."._.' :.

"Peach trees in bloom,

..:=-.,,:2..:

Pine trees in bloom,

Wild flowering gay

Strew all the way-in Georgia.

"Mountains and Coast, Everything most; Folks that you love, Blue Skies above-that's Georgia."

Nellie Womack Hines expresses the feeling of all real Georgians in the following:
"Its great to be a Georgian, And that is why I sing Of all the lovely wonders She brings us with each spring. She spreads a velvet carpet Of living, glowing, green, And in each fairY footstep A violet is seen. There's honeysuckle bowers On hillside, in her dellsA million bird notes floating, She weaves her magic spells. And 101 the red-bud flaunting The yellow jasmine swings, And sways in tuneful rhythm; And my heart sings and sings Her praise for all this beautyFrom mountain to her sea, Oh, Georgia, glorious mother, You're wonderful to me."

Suggested Activities in Connection with Beauty Spots of Georgia.
1. Make excursions to some of Georgia's "Beauty Spots". 2. Locate interesting "Beauty Spots", neigb,boring and state-wide. 3. Have correspondence exchange of "Beauty Spots"-lists, pictures,
information, scrap-books. 4. Collect pictures, poems, articles, scrap-books for school library. 5. Write letters to Chambers of Commerce for information. 6. Make imaginary tour of Georgia-" Seeing Georgia." 7. Make a collection of peoms and poetic prose writings inspired by
"Beauty Spots," in Georgia. Put these in book form for future generations.
Helps. 1. Material from Chambers of Commerce. 2. Material obtained from State Capitol. 3. Newspaper, magazines, radio.

72

LITERATURE, READING, LANGUAGE, SPELLING Introduction. I-Poets. II-Humorists. III-Historians. IV-Novelists, Journalists, Dramatists. V-Folk-Iore Writers. VI-Indian Legends. VII-Language. VIII-Reading. IX-Spelling. X-Conclusion. XI-Bibliography.
73

I I I I I I I I I I I I I I I I I I I I I I
I

INTRODUCTION TO GEORGIA LITERATURE

.~.":2.:

''Dreams, books, are each a world; and books, we know,

Are a substantial world, both pure and good.

Round these, with tendrils strong as flesh and blood,

Our pastime and our happiness will grow."

The birth of literature in Georgia did not come with the pUblishing of our first book, but began long, long before the first settlers came to Yamacraw Bluff. In this celebration of the Bicentennial, it is but fitting that we pay tribute to those nations which awakened our imagination, thus forming a background for our literary efforts.
Long before the white man came to this country, the red man was seeking to interpret the beauties and mYsteries of nature, and where could he have found a more beautiful spot than among our old red hills, our sturdy oaks, and our whispering pines? We love our Indian legends.
The English gave us our means of expression, the mother tongue. We owe much to the Anglo Saxon language, the purest type of which is still to be found among the people of our North Georgia mountainS.
With the Salzburgers, Moravians, and Wesleys came that deep spiritual note which runs through our literature like a silver thread. Another religious influence must have come from that small band of Israelites who settled within our borders, for a literature as rich in heroic tales as that of the Hebrew nation must have left its stamp.
Nor would we forget those silk weavers from sunny Italy who brought to us their love songs and romances to be interwoven with those of other nations. In direct contrast were the Swiss settlers from the snow- . capped Alps, bringing with them their pastorals and the witchery of their mountains.
The Scotch Highlanders from the land of the bonny blue bells and the purple heather made us richer through their traditions of castle walls and Scottish chiefs.
On the Slave ships came our rich heritage of folk lore from far away Africa, tales that the negroes had gathered from immigrants and merchants from places as far away as India and Ceylon.
Do we wonder, then, that after two centuries Georgia speaks a varied language?

I. POETS
INTRODUCTION TO GEORGIA POETS
"The~poet's eye, in a fine frenzy rolling, Doth glance from heaven to earth, from earth to heaven; And as imagination bodies forth, The forms of things unknown, the poet's pen, Turns them to shapes and gives to airy nothing. A local habitation and a name."
-William Shakespeare.

74

Of all the fields of literature in which Georgia has excelled, the realm of poetry has probably done more to place Georgians among the front ranks than am other medium. Some of the sweetest songs in American literature have been sung by Georgia bards, and will live forever in the hearts of all who love beauty and music. The theme of Georgia poets has been the love of nature, the love of country, and particularly the pride of their native state. Most of the best work has been done in lyrical vein. If it is true that the poetry of the state has lacked a certain seriousness and depth of meaning, it is also true that Georgia poets have kept their work free from a harsh and sordid realism which many of America's best poets have of late years affected. The critics are now declaring that the Georgia poets have been right in their attitude, and that the pendulum of verse is swinging away from realism toward romanticism.

I-Georgia Poets.

Charles Wesley

The first Georgia poem was "Jesus, Lover of My SOUl," written by Charles Wesley to commemorate his stormy passage to Savannah, Georgia. Charles Wesley was born in 1707 in Epworth Rectory, England. He was a graduate of Oxford and later received orders in the established Church. He came to Georgia as secretary to General Oglethorpe and as a missionary. He ",rote about 6,500 hymns and many sacred poems. "He moved to London in 1771 and died in Marylebone on March 29, 1788." A few of his many famous hymns are "Jesus, Lover of My SOUl," "Hark the Herald Angels Sing," "Christ, the Lord, is Risen Today," and "Love Divine, All Love Excelling."

Ernest Neal
Ernest Neal was born in Sparta, Georgia, September 6, 1858. He is now living in Calhoun, Georgia. Mr. Neal began to write poetry when quite young and has never ceased to find writing his great delight. He was elected Poet Laureate of Georgia to succeed Frank L. Stanton. His best known poems are "As Long as His Rivers Flow Into the Sea," "A Song of the Soul," and "My Soul."

Frank Lebby~tanton
Frank Lebby Stanton was born in Charleston, South Carolina, February 22, 1857, the son of Valentine and Catherine Rebecca Stanton. At the age of twelve he moved to Savannah, Georgia, where he served an apprenticeship as a printer on the Savannah News. He was llssociated with that paper as a contributor in later years until 1887. He moved to Smithville, Georgia, in 1887 where he met and married Leona Jossey. He was the proprietor and editor of the Smithville News for one year. He next served as night editor of the Rome Tribune, Rome, Georgia, and in 1889, a short time before the death of Henry W. Grady, he accepted an editorial position on the Atlanta Constitution, remaining~with this paper until bis death at his home on Fairview Road, Atlanta, January 7, 1927.
75

He was famed as a verse writer and his daily column of poems and .notes was probably more widely read than any similar column in the United States. He was a contributor to many leading magazines. Among his most famous poems are "Mighty Lak A Rose," "Just A Wearin' for You," and "Bells of St. Michael's."
Frank L. Stanton, next to Sidney Lanier, is the best loved poet of Georgia. During his last years he was chosen by act of the legislature as the first Poet Laureate of the state. He was the James Whitcomb Riley of the South, his poems picturing the daily life of the common people, homely incidents of town and country, and the ordinary ups and downs of life. He did his work so well that no one has taken his place.
Sidney Lanier
Sidney Lanier was born in Macon, February 3, 1842. From childhood he had an overpowering passion for music, learning to play almost every instrument. At fourteen he entered Oglethorpe College, graduating at eighteen, with highest honors of the class. When Georgia seceded he was one of the first to answer the call to arms. Toward the close of the war he was imprisoned and during his confinement he contracted tuberculosis. He reached home exhausted and in poverty. He taught a country school, studied law and then practiced with his father. Unhappy as a lawyer he dedicated his life to music and literature. During Reconstruction days the South offered no opportunities to musicians and authors, therefore he settled in Baltimore as first flute player in a symphony orchestra. His health failed him and again he had to come South. He lectured, wrote poems, and composed articles to support his family. In 1881 he went to Lynn, North Carolina, and remainded until his death.
Since his death his reputation has steadily risen until today he is regarded as the most important man of letters since Poe. His poetry appeals to the emotional lovers of poetry.
Among his best poems are "Sunrise," "The Marshes of Glynn," "The Song of the Chattahoochee," "Corn," "My Springs," and "A Ballad of Trees and the Master."
Robert Loveman
Robert Loveman was born in Cleveland, Ohio, April 11, 1864. He wrote most of his poems while living in Dalton, Georgia, which was his home for the ~eater part of his life. His "Rain Song," a poem of sixteen lines, attained fame very quickly. He published a "Book of Verse" in 1900. Other works are "The Gates of Silence With Interludes of Silence," in 1903; "Songs From A Georgia Garden," "Echoes from the Gates of Silence," "The Blushful South and Hippocrene," "On the Way to Willowdale," and "Verses," in 1909. Each of them is a gem. His poem, "Georgia," was adopted by the General Assembly in 1922 as the State Song. It was set to mus~c by Lollie Belle Wylie. "Verses" by Robert Loveman Is published by J. B. Lippincott. His verses have
76

won for him the title "A Carver of Cameos," which suggests the clearcut, gem-like qUality of his works.
other Georgia poets who have won recognition as writers of beautiful verse are: Roselle Mercier Montgomery, Conrad Aiken, Nellie Womack Hines, Arthur Crew Inman, Ernest Hartsock, Agnes Kendrick Gray, Mary Brent Whiteside, Carlyle McKinley, Lollie Belle Wylie, James Ryder Randall, William Hamilton Hayne, Henry Rootes Jackson, Francis Orray Ticknor, Daniel Whitehead Hickey, Thomas Holley Chivers, Richard Henry Wilde, Charles William Hubner, Paul Hamilton Hayne, and Dr. Anderson M. Scruggs.
POEMS FOR CmLDREN
The Song of the Chattahoochee-Sidney Lanier. Sapelo (a beautiful description of the Island)-Carlyle McKinley. Vernal Prophesies. Through Woodland Ways. A Meadow Song. When Dogwood Brightens the Groves of Spring-William H. Hayne. Sweetes' Li'l Feller. The Mocking Bird. When Its Night-Frank L. Stanton. Rain Song. Georgia's State Song-Robert Loveman. Legend of the Cherokee Rose-Lollie Belle Wylie. Lee on Stone Mountain-Roselle Mercier Montgomery.
II. GEORGIA HUMORISTS
"It is sometimes remarked in the north and east, that the south is lacking in the sense of humor, and this may be true, taking the section as a whole. But Georgia is an exception. The temperament of the native Georgian, whether he is found in the pulpit, or in the literary world, is so sensitized that it flowers into humor and pathos as naturally as the soil produces cotton and cockle burrs."
The humorists of Georgia were not exclusive fun-makers, but of that class of realists who see the details of everyday life in an atmosphere of humor and have a keen insight into human nature.
"When southern humor is discussed, one of the first names that is mentioned is that of Augustus B. Longstreet.
"Longstreet was born September 22, 1790, in Augusta, Georgia. After graduating from Yale University, Longstreet practiced law in Georgia for many years, during which time he was elected as judge of the Su~ preme Court.
"By the death of his oldest son Longstreet's mind was turned to religious thought, and he became a Methodist minister; later he became first president of Emory College.
"While practicing law in Georgia and with a natural sense of humor, he saw the comical side of the people that he met in his judicial capacity, and wishing to share this wholesome fun with others Longstreet
77

compiled a collection of instances and unusual situations of the people in the rural sections of Georgia." "Georgia Scenes" is characteristic of Longstreet's writing, and made its author famous. This series of pictures, portrayed in story form, seems so true of conditions that it afforded a powerful appeal to the readers at that time. Bishop Fitzgerald, Longstreet's personal friend and first biographer, says: "The sketches were written at an age when all enjoyment is most intense, and the humor of the writer is readily caught by the reader. In some sketches you almost hear the laughter of the crowd, the dialect is perfectly rendered-a dialect that yet lingers in some parts of Georgia."
Works by Augustus B. Longstreet: Georgia Scenes, Brown's Extra Session, Review of Decision of Supreme Court, Letters to Clergymen of Northern Methodist Church, Stories With A Moral, Southern Life A Century Ago.
Charles H. Smith
1826-1903
Charles H. Smith, creator of Bill Arp, was born in Lawrenceville, Georgia, June 15, 1826. *"His liberal education was obtained at the University of Georgia, which he entered in 1845." About three years later he began the study of law and was admitted to the bar. Afterwards, he made his home at Rome, Georgia.
"Because of Smith's failing health, he received in 1862, from President Davis, the appointment to special judiciary duty in Macon, Georgia. In October, 1877, the family moved to Fountainbleau, a farm about five miles from Cartersville, Georgia, where eleven years were spent in pursuit of farming. Later Mr. Smith moved to the town of Cartersville, where he spent the last years of his life, honored and loved by troops of friends. He died August 24, 1903."
Works by Charles H. Smith: Bill Arp, So Called: A Side Show of the Southern Side of the War. Bill Arp's Peace Papers. Bill Arp's Scrap Book. Bill Arp: From the Uncivil War To Date. Poem: "The Voice of Spring" from the Scrap Book. Numerous letters in the files of The Atlanta Constitution, Sunny South, and Home and Farm, Louisville, Kentucky.
William Tappan Thompson
1812-1882
William Tappan Thompson was a student of law until the beginning of the Seminole war, at which time he joined the "Richmond Blues" of Augusta and served throughout the campaign.
"After the close of the war Thompson abandoned the study of law for literature and was connected with the publishing of the newspaper,
*Library of Southern Literature, page 4885, Martin-Hoyt Company, Atlanta.
78

Th.e Augusta Mirror. It was for this periodical that the famous Major coL Jones Letters were written."
The Major was a typical countryman, who lived in Pineville, Georgia. The letters were so popular that Thompson was persuaded to collect and publish them in book form. At the time Thompson valued them very lightly and received a very small amount of money for the sale.
Works by William Tappan Thompson: The Ohronicle of Pineville. Major Jones' Oourtship. Major Jones' Travels. Major Jones' Georgia Scenes. The Live Indian. A Voyage to New York. Reference: Introduction to Georgia Writers, Bertha Sheppard Hart.
III. GEORGIA HISTORIANS
"All that Mankind has done, thought, gained, or been; it is lying as in magic preservation in the pages of Books."
-Oarlyle. Colonel Charles C. Jones
Oolonel Oharles O. Jones of Augusta, wrote a History of Georgia which is the best account we have of Oolonial and Revolutionary life. "Bancroft termed him 'The MacOauley of the South'."
Major Hugh McCall Major McOall did not attempt a finished production, but in his history there was material for future historians. For all time he will be known and honored as Georgia's first historian.
Thomas Spalding Thomas Spalding was Georgia's first biographer. His "Life of General James Edward Oglethorpe" is authoritative. It is now in possession of the Georgia Historical Society.
George Gillam Smith Reverend Smith, a native of Newton Oounty, wrote a book that contains a great deal of valuable material. This work he called "The Story of Georgia and Georgia People."
Adiel Sherwood Adiel Sherwood was born in New York. He contributed four editions of "A Gazetteer of the State of Georgia" to our historical records. These were published in 1827, 1829, 1837, 1860.
George White George White was born in Oharleston, S. O. His best known works are "Statistics of the State of Georgia," and "Historical Oollections of Georgia." In the former a description of the manners and customs of
79

-2.:

each county is found; in the latter, interesting traditions and anecdotes

concerning Georgia history from its earliest settl~ment to 1854.

George R. Gilmer
George R. Gilmer was born in 1790. He was twice Governor of Georgia. He wrote "Sketches of the First Settlers'of Upper Georgia, of the Cherokees, and the Author." It was published in 1855.

Mildred Rutherford
"Mildred Rutherford, affectionately known as "Miss Millie," was born in Athens, Georgia. She was state historian for the Georgia Division of the U. D. C., and was historian general for the Confederate Memorial Association.

Lawton B. Evans
*"Lawton B. Evans, author and educator, has achieved distinction in both fields of activity. He has made a remarkable record as a teacher, filling the office of superintendent of schools in Augusta and Richmond County for many years. He is a gifted public speaker, and has lectured in nearly all of the summer schools of the south on the subjects of school supervision and the teaching of history."
*"He has been a liberal contributor to educational literature. He is the author of the following books: "History of Georgia," "First Lessons in American History," "Essential Facts of American History," "America First," "The Trail Blazers," and others."

James Ross McCain
James Ross McCain, the president of Agnes Scott College, wrote "Georgia as a Proprietary Providence. The Execution of a Trust." This book gives an exhaustive account of the first twenty years of Georgia's history. It was published in 1917.

mrich Bonnell Phillips
"Foremost among Georgians who have made exhaustive research work in Southern history is Ulrich B. Phillips. He was born at LaGrange and educated at the University of Georgia, but is now Professor of American History at the University of Michigan. Slavery, transportation, commerce, labor conditions of the ante-bellum period, surveys of plantations, and social classes are the subjects dealt with in his works. His style is fearless, clear-cut, enlightening, with the happy faculty of giving to facts a picturesque touch." He is an authority on conditions in the ante-bellum South.

Preston R. Brooks
Preston R. Brooks, editor of the Georgia Historical Quarterly and instructor in the University of Georgia, is the author of an up-tO-date,

*Howell, Clark, History of Georgia, pages 580-581, S. J. Clark Publishing Company, Atlanta and Chicago.
80

'c"L' well' written History of Georgia designed for use in the elementary schools. It was published in 1913.
Mildred C. Thompson Mildred C. Thompson, alumna of Girls' High School, Atlanta, has written a scholarly work, "Reconstruction in Georgia, Economic, Social, Political." This book was published in 1915. Miss Thompson has for many years held an important position at Vassar.
Jennie Akers Bloodworth Jennie Akers Bloodworth, of Atlanta, realized the need for a history of Georgia that would entertain as well as inform children. Consequently she wrote "Getting Acquainted with Georgia." This little book gives a clear idea of Georgia's resources and possibilities through the medium of a delightful stOry which holds the child's attention from beginning to end.
Lucian Lamar Knight "One of the greatest lovers of Georgia's past is Lucian Lamar Knight . . .
He finds romatic appeal in the incidents of the growth of his native state; he lingers lovingly around the shrines of men, who contributed their best years and work to the state . . .
His best known book is 'Reminiscences of Famous Georgians'."
Thomas E. Watson "Georgia has not produced a more powerful or more facile writer than Thomas E. Watson . . . "Some of his most important writings are: "The Life and Times of Thomas Jefferson;" "The Life and Times of Andrew Jackson;" and one historical novel, "Bethany." "His first important work was a "StOry of France," in two volumes, which was followed by his "Life of Napoleon?"
Ruth Blair Ruth Blair, state historian, has compiled and published the 1925, 1927, 1929, and 1931 editions of "Georgia's Official Register." It was through Miss Blair's influence and efforts that the Rhodes home on Peachtree Street was presented as a gift to the Georgia Historial Society. This is now called the Rhodes Memorial Hall, Department of Archives' and History, and is well worth a visit.
IV. NOVELISTS, JOURNALISTS, DRAMATISTS
"Great is Journalisml Is not every editor a ruler of the world, being a persuader of it?"
-CarlYle. From the very early days of Georgia's history the newspapers have wielded a mighty influence. To a great extent mighty minds behind a journalistic pen have directed the thoughts of a people, so turning the
81

course of events that the affairs of the state have moved forward as of one

-2.;

mind.From the hearts of her large cities to thefiresides of her most

remote rural sections the columnS of Georgia's newspapers have

brought news, humor, information to her people, proving a forceful and

effective ramrod with which to break through petty boundary lines to

merge one section into another, making of the state a unified whole.

In those sections where illiteracy still abounds the state and county

news organs have served to bring closer the events of the times, through

those who read, making it possible for messages to be carried by word

of mouth more quickly and more accurately than could otherwise have

been possible.

Nurturing Georgia almost from her birth as a state, newspapers have

emanated from the minds and ability of great men who, through the

medium of the press, have given to her a character and a strength.

The Georgia Gazette was published in Savannah as early as 1762 by

James Johnson. In 1802 Rev. Dr. Holcombe of Savannah began a

quarterly periodical. This periodical contained articles of a religious

and literary nature and was called Georgia Analytical Repository. It

was the first periodical of such a nature to be pUblished in the United

States. Among the very early journalists of the state are J. E. Smith,

who established the Augusta Chronical, 1785, and Bartlett, who estab-

lished the Macon Telegraph, 1826. Both of these papers are published

today under their original names. James A. Sledge owned and edited

The Banner, Athens; Georgia, until 1857. The Southern Cultivator

was pUblished by Dr. Daniel Lee and Dr. James Camak and it had the

distinction of being the only periodical in the South that did not miss

an issue throughout the four years of the War between the States.

The Atlanta Constitution, founded in 1868, exerted a powerful in-

fluence during the period of reconstruction. Its first editor was Cary

W. Styles. In 1876 Captain Evan P. Howell became its editor-in-chief.

His work was strongly constructive and patriotic, and he was cease-

less in his efforts to build up Atlanta. The famous "Atlanta Spirit"

was created during his time.

Colonel H. E. Hoge, in 1883, founded the Atlanta Journal. He was

succeeded by Hoke Smith as owner and contributor to the paper.

Later, Mr. Smith served as Secretary of the Interior, Governor of Geor-

gia, and United States Senator.

ESTABLISHMENT OF ATLANTA GEORGIAN AND SUNDAY AMERICAN
The evening Georgian, now the Atlanta Georgian, was founded by Fred Seely, April 26, 1906. John Temple Graves, one of Georgia's most famous journalists. was its first editor.
Threaded through the history of Georgia runs the lives of her great men and women. Many of these exerted the power and force of their personalities and brains through the medium of Journalism.
Henry Woodfin Grady Among the most typical of these is Henry Woodfin Grady. He was born in Athens, Georgia in 1850.
82

C-2.: Grady's.entrance into the field of journalism wa'l in a way accidental.

After he was graduated from the University of Georgia, he went on the

annual excursion of the Georgia Press Association as correspondent

for the Atlanta Oonstitution. His letters, written at that time under

the name of "King Hans," showed so much racy humor and person-

ality that they created a sensation among editors. Grady brought new

ideas, new life to his paper.

The possibilities in journalism fired his imagination and he went to

Rome where he became editor of the Rome Oourier.

Later, Mr. Grady came to Atlanta and joined with Oolonel Robert A.

Alston and Alexander St. Claire Abrams, whose paper was bought by

the Oonstitution. Grady was made a reporter.

In his newspaper work Grady made a feature of the material develop-

ment and resources of the State, of which he made exhaustive study.

He was intensely interested in the practical development of the South;

and out of his contemplation of it grew a purpose which made him

famous throughout the country .... the purpose to draw the two

sections, North and South, together in closer bonds of union and good

will.

He bought a fourth interest in the Oonstitution in 1880, and gave up

outside news work to devote his time to his office of managing editor.

In this capacity he employed methods of his own, following no prece-

dent.

When in 1876 Oaptain Evan P. Howell bought a controlling interest

in the Oonstitution, he offered Grady the position of editor, which

position was promptly accepted.

An example of the rapidity and earnestness with which he under-

took a task is shown in the way in which, one Ohristmas day, he stirred

all Atlanta to her very depths by his eloquent pen, and brought the

whole community to the charitable and unselfish heights on which he

always stood. The day before Ohristmas was cold, and the temperature

fell to below zero. Many were SUffering throughout the city. Grady

did not wait for a relief committee to be formed. He sent reporters

out to the highways and byways, going himself, through the bitter

cold, from house to house. The next day, Sunday, the columns of

the Oonstitution were filled with the results of his investigations. He

made appeals through his editorials. The results were amazing. By

eight o'clock on Ohristmas day the streets in front of the Oonstitution

were jammed with vehicles of all kinds. Merchants opened their stores,

and by noon not a man, woman, or child, white or black, was lacking

in necessities. It was, as Grady himself called it, a "perfect Ohristmas

day."

Grady, through the power of his brain and hand, gave to Georgia the

great cotton exposition in the spring of 1881. Through his paper he

organized in 1887 the Piedmont Exposition and the Piedmont Ohau-

tauqua.

.

The editorial methods of Henry Grady were as unique as were his

other methods. He knew news in its embryonic state. He could tell

just where a sensation or startling piece of information would develop.

83

Sometimes news seemed to grow under his hand~He was not as fond of the editorial page as one might think. He waS always ready to take care of news for he considered it and the handling of it as most important. He enlarged the office of reporting and frequently assumed the duties of a reporter. This faculty, probablY more than any other, enabled him to make the Constitution one of the leading journals of the country in its method of gathering and handling news. There was no limit to the amount of CoPY Mr. Grady could produce at a given time, even when working at high pressure. It sometimes happened that he dictated an editorial to his stenographer and wrote a news article at the same time.
He did much of his more leisurelY news work at home. He used a lapboard or pad instead of a desk and leaned back with his feet as high as his head. His home was always full of people. The only thing that disturbed or annoyed him was their talking so low that he could not hear. He could follow a conversation while writing an article and never lose the thread of thought of either.
Henry Grady, one of the best beloved men in Georgia, was the hope and expectancy of the young South. He was the one publicist of the new South who, inheriting the spirit of the old, and realizing the present, looked into the future with the eyes of a statesman and the heart of a great man.
Grady was a big man. He never bore malice and was free from jealousies, rivalries and envies. His every effort was directed toward the. building of his State, the South and the Nation. His editorials in the Constitution show remarkable growth in aim and purpose, and ever faithful confidence in the destiny of the American Union. Through his remarkable ability as conversationalist, orator, and writer, he impressed his vivid personality upon his people, and helped his State to grow and to give of itself to others.
John Temple Graves
One of Georgia's most famous journalists was John Temple Graves After he graduated from the State University he edited two Florida newspapers. He returned to Georgia and became editor-in-chief of the Atlanta Journal. Later he edited the Atlanta News, but he is best known through his connection with the Atlanta Georgian. He was a champion for universal peace through arbitration. Though he used prose form, his thought was often poetic.
Samuel White Small
Well known to all Georgians was Samuel White Small. He was born July 3, 1851, in Knoxville, Tennessee and attended school there as a child. When he was fourteen years of age he enlisted in the Army Reserve Corps of the Confederate States of America. He was graduated at Emory and Henry Universities in 1851. Later, he received two academic and four honorary degrees from various colleges and uni versities.
84

More than fifty-one years ago he became connected with the Atlanta Oonstitution, which connection he held until his death, November 21, 1931. He was seldom absent from his editorial office. The most notable of these rare intervals were when he made a lecture tour of the United States and Oanada with the great Sam Jones, and when he entered service for the Spanish-American War.
Dr. Small is considered one of the greatest political observers and commentators of his time. His column in the Oonstitution, "Looking and Listening," became a newspaper classic known from coast to coast. He is said to have been one of the shrewdest prognosticators of political events in the country. He was an expert stenographer, and sent to his paper an unprecedented stenographic report of the State constitutional convention held in 1877.
In 1878 Dr. Small was appointed by President Rutherford B. Hayes as secretary of the U. S. Oommissioner General to the Paris Exposition and the International Literary Oongress of that year. He is buried in Arlington by the side of other great men of our nation.
Rebecca Latimer Felton
Loved by all Georgians was Mrs. Rebecca Latimer Felton who, in addition to her musical bent, was a prolific writer and wrote for leading journals over the South. Even after Mrs. Felton had reached the age of ninety-four, she wrote a series of articles for an Atlanta newspaper which recalled her memories of the Civil War. For a number of years she was editor of the "Oountry Home Department" of the semiweekly Atlanta Journal.
Mrs. Felton was born about ten miles south of Decatur, DeKalb Oounty, June 10, 1835. She was graduated from Madison Female 001'" lege in 1852, and a year later married Dr. William Harwell Felton. They moved to Oartersville where they made their home.
Mrs. Felton saw the first telephone, 1878, and marveled over the fact that the human voice could be heard over a distance of one mile.
Mrs. Felton was appointed by Governor Hardwick to succeed Senator Thomas Watson. She filled his unexpired term from September 26 to November 7, 1922.
Harry Stillwell Edwards
Harry Stillwell Edwards is another of Georgia's famous as well as most versatile journalists. He is an editor, lecturer, poet and novelist, but has acquired his greatest fame as a writer of short stories. His first journalistic work was with the Macon Telegraph, but for a number of years he has been connected with the Atlanta Journal, editing the column, "What Oomes Down My Oreek." His writings abound in humor and pathos. One of his stories, "Sons and Fathers" won the prize offered by the Ohicago Records for the best mystery story. There is local color of Georgia and the Old South in most of his writings. He is a member of the American Academy of Arts and Sciences.
85

Nan Bagby Stepllens
-=---2,:
Nan Bagby Stephens, musician, novelist, and playwright, was born in Atlanta. She has written "Roseanne," a play; "Glory," a novel; and composed many songs imc two operettas. She is the director of Dramatic Writing at Agnes Scott College for Women.
Lawrence Stallings
Lawrence Stallings, journalist, novelist, and playwright, was born in Macon, November 25, 1894. His writings are strong and vivid, reflecting his own bitter and harrowing experiences during the World War. He wrote "Plumes," "What Price Glory," "The Buccaneer," "First Flight," "Deep River," "The Big Parade," "Old Ironsides."
Other Journalists of Note
Among other famous Georgia journalists are Don Marquis, connected with the Atlanta Journal, and a writer of stories; and W. O. Key, Jr., of the Atlanta Constitution. Mr. Key was given first rank by the Pulitzer jUry on May 26, 1932, and was awarded the prize for his editorial, "Sheakespeare was Right."
Ellen Dorth Longstreet, a pioneer in advocating education in the rural districts, urged special traiIJing for women in journalism.
Myrtle Lockett Avery has contributed to leading periodicals on sociological questions.
Corra Harris, in addition to her work as a novelist, is connected with the Atlanta Journal, conducting the "Candlelit Column." She usually writes of the people and places of the mountains among which she lives. Her articles are often full of subtle humor.
Among other well-known women writers may be found Mildred Seydell, Atlanta Georgian; Myrtle Gude Anderson, religious editor of the New York Globe; Mrs. Bascom Myrick, editor of Americus Recorder; Mrs. Julian Harris, Atlanta; Emily Woodward, editor of the Vienna News.
Through the years journalism in Georgia has developed in strides proportionate to her growth in other fields, so there is built up over the entire State a network of news carriers which helps, possibly more than any other one factor, to educate ~nd inform her people. To the farmer the press brings not only news of events of the day, but informs him of new methods of agriculture as well as of experiments tried by other farmers throughout the world. It brings him weather reports, warnings and advice. To the lawyer, doctor, merchant, teacher, minister, business man, house-wife, the Georgia press renders great service through its news, editorial, and informative columns. Great men have reached out and touched every corner of the State, calming it in anxiety, firing it to action in time of need, enriChing it, nourishing it, helping it to grow. It is not without pride that Georgia points to her journalistic development, and to men who have attained greatness through it.
88

V. FOLK-LORE WRITERS

INTRODUCTION

To the historian we owe the preservation of important and decisive

events in the lives of both individuals and a nation; to the dramatist

we owe the ab111ty to stir our emotions by the presentation of all-power-

ful situations and tense moments; to the novelist we owe our pleasure

of enjoYing characters of fiction, beautifully drawn from the imagi-

nation; to the humorist we owe gratitude for many happy laughs; but to the folk-writer-the unconscious chronicler of the lowly and the

.

commonplace in life, we owe our knowledge of the manners, customs,

idiosyncrasies, and eccentricities of a social order that has passed away.

With the passing of the War came the passing of the "Old South,"

with the plantations of waving cotton, its Big House, its slave quarters,

its "Massa" and "Missus," and its thousands of good old darkies, who

"trusted summer to de Lawd, but winter to you, "Massa."

This strange people and the order of which they were a part would

have been lost forever had not our folk-writers given us pictures of

both which will last forever and save that period of our history from the

pages of oblivion.

Therefore, we, who are primarily interested in the lives and customs

of a people, owe to these folk-lore writers a debt of lasting gratitUde.

Joel Chandler Harris
1848-1908
"The rabbit will do as he always did, And the fox will hide as he always hid, But who can tell us what they will say Since Uncle Remus has passed away?"
Such was the character of Joel Ohandler Harris, the greatest writer of folk tales that the world has ever known. Georgia may well be proud of this wise and kindly man, for he was both born and reared within her boundaries.
It was to Putnam Oounty that he owed his birth; to a rural Georgia newspaper, his early training as a type-setter and access to a remarkable library; to Savannah, his wife; to the Atlanta Oonstitution, his start in writing negro stories; to Atlanta, his permanent home where he did most of his writing about Br'er Rabbit and Br'er Fox in the quiet seclusion and retirement which he loved best; and to West View Oemetery in Atlanta, his last resting place. Therefore, he was Georgia's own from the day of his birth, December 9, 1848, on the little farm near Eatonton, Georgia, until the day, July 3, 1908 when just at sunset, he passed quitely to the Great Unknown.
His boyhood until he was twelve was spent in close association with his mother, Mary Harris, to whom we owe much credit for her tender care in training the little boy. Very early he manifested great interest in the animals about him; because of his tender heart he was able to

87

-=-._~

understand their ways; and a great sympathy forthem grew up in his

heart-a sympathy which lasted until bis death.

The people of Eatonton were very kind to the little boy and his

mother. Mrs. Mary Harris, being well read herself, spent many hours

before the wood fire on winter evenings reading to the little boy. Later

he wrote in a literary biography for Lippincott's Magazine: "My

desire to write,-to give expression to my thoughts,-grew out of hearing

my mother read 'The Vicar of Wakefield'." Such was always the in-

fluence of Mary Harris.

"

At twelve he saw an ad in a local newspaper, The Countryman, for a

bright boy to learn the printer's trade. Having had the advantage of

several terms in the Academy at Eatonton, and being interested in

stories, he answered the ad and was given the place.

He then went to live on Colonel Turner's plantation several miles

from Eatonton. The Countryman was published here and the cul-

tured but eccentric Colonel Turner soon saw possibilities in Joe Harris.

He therefore allowed him access to his private library of many volumes.

Here the boy became acquainted with the world's best authors. He

soon grew unwilling merely to do his own work; he aspired to contrib-

uting to the literary make-up of the paper. He therefore began to

write under a non de plume, but was not particularly successful, even

though he tried many types. Although Colonel Turner criticized the

boy'S articles quite frankly, the young author was not discouraged.

This trait of cheerful optimism followed Mr. Harris through his life,

and his sense of humor never failed.

The war ruined Colonel Turner, and The Countryman was dis-

continued. The young Harris then went to Macon and worked for the

Macon Telegraph. From there he accepted a place on the staff of the

Crescent Monthly in New Orleans. Next he worked a While in Forsyth,

Georgia, and then went to Savannah with the Savannah Morning News.

In Savannah he met Miss Esther LaRose whose parents he had known

for some time. The love which he soon came to have for her is beauti-

fully expressed in letters which he wrote to her at that time. Copies

of these can be found in Joel Chandler Harris: "His Life and Let-

ters," by his daughter, Julia Collier Harris. Miss LaRose and Mr.

Harris were married in Savannah, April 21, 1873. Her companionship

encouraged his belief in himself; ..she surrounded him with the

affection and cheer and sympathy that his sensitive nature so deeply

craved; her sprightliness acted as a curb to his more introspective

tendencies; and his timidity found relief in her self-possession." It

was a very happy union.

From Savannah the young couple came to Atlanta, Mr. Harris to

work on the staff of the Constitution. Here his literary career really

Harris, Mrs. Julia Collier, Life and Letters of Joel Chandler Harris, page 11, Houghton-Mifflin, Company, Boston and New York.
Harris, Mrs. JUlia Collier, Life and Letters of Joel Chandler Harris, pages 123, 124, Houghton, Mifflin Company, Boston and New York.

88

c:z..:began. Mr. Sam W. Small, who had been writing a series of negro dia-

lect articles entitled, "Old Si," retired, and Mr. Harris began writing

the articles over the name of "Uncle Remus." They immediately won

recognition.

Later Mr. Harris retired from newspaper work to devote more time to

writing. It became his task "to tell that about which he knew most.*"

"He glorified the commonplace," and made the ordinary resplendent.

His stories abound in "homely philosophy, science, and theology."

*"If he had done nothing else than to create Uncle Remus and the

Little Boy, his place in classic literature would be as secure as if he had

written the 'Paradise Lost' or 'the Essay on Man'."

His health began to fail in the spring of 1904. The doctor pro-

nounced his trouble cirrhosis of the liver and advised an operation.

This was disregarded and his condition grew worse. He died peace-

fully and painlessly at sunset of Friday, July 3, 1908. Even until the

very end he kept his optimism and sense of humor, te111ng his son,

Julian, "I am about the extent of a tenth of a gnat's eyebrow better."

Once he had said, "Humor is an excellent thing to live by, and all

things being equal, an excellent thing to die by."

"He was buried on the green slopes of West View Cemetery, *and

there he lies, within sound of the sighing of the pine woods and of the

songs of the little birds that people it. A boulder of rough Georgia

granite marks his grave, and on it are recorded those lovely words:

'I seem to see before me the smiling faces of thousands of children-

some young and fresh and some wearing the friendly marks of age,

but all children at heart-and not an unfriendly face among them.

And while I am trying hard to speak the right word, I seem to hear a

voice lifted above the rest, saying: **'You have made some of us happy.'

And so I feel my heart fluttering and my lips trembling and I have to

bow silently, and turn away and hurry into the obscurity that fits me

best'."

.

And so it is true that "Today men are better citizens, life's tasks are

easier, the loads are lighter, and heaven is nearer to earth because of

the cheerfUl, hopeful, mirthful stories of Uncle Remus."

HIS HOME
His home in Atlanta remains today, and two rooms, his bedroom and his study, are preserved as a memorial. This modest gray cottage is best known as, "The Sign of the Wren's Nest," for long ago, the stOry goes, a little wren built her nest in the mail-box. Mr. Harris would not disturb her nest, so kind was he at heart. This mail-box has been preserved, as have so many relics of his day.
*Harris, Mrs. Julia Collier, Life and Letters of Joel Chandler Harris, pages 2113, 2114, 588, 589, Houghton,'.Mifflin CompanY, New York and Boston.
**Harris, Mrs. Julia Collier, Life and Letters of Joel Chandler Harris, page 2114, Houghton, Mifflin Company, New York and Boston.
89

--2.:

HiS bedroom remains just as it was when he left it. No one is allowed

to move anything. His ties, his hat, his typewriter, everything, is in

just the place where he put them last.

Desks are in many places about the house, for it was his habit to write wherever he received an inspiration.

Mr. Harris cared not for monumental memorials carved of stone.

He said they were soon forgotten save by the sparrows. Therefore he asked that the oak tree just on the left of the front porch steps be his

memorial. How fitting is this memorial to one who loved the creatures

of nature as did Mr. Harris1 The home is far back from the street, and the trees and bushes in

both the front and back yards are still the same haven of happiness

and protection for the birds that they used to be dUring his lifetime. Indeed, it seems that here one can find the first feathered creatures

to arrive in the springtime, and the last ones to leave in the fall.

A biographical sketch of Mr. Harris may be found in:

Library of Southern Literature, V. 5 Sketch is written by Henry Stiles Bradley.

Works of Interest Here: (Publishers may be found in Bibliography)

(1) Uncle Remus, His Songs and Saylnji:s.

(2) Uncle Remus Returns.

(3) Plantation Pageants. (4) Nights with Uncle Remus.

(5) The Bishop and the Boogerman.

(6) Chronicles of Aunt Minervy Ann. (7) Mingo, and Other Sketches.

Charles Colcock Jones, Jr.
1831-1893
Next to Joel Chandler Harris, Mr. Jones is perhaps the best known Georgian who has done any folk writing. He is outstanding in this field because of two books especially. One is "Antiquities of the Southern Indians," and the other is "Negro Myths from the Georgia Coast."
Mr. Jones was born October 28, 1831, in Savannah, and spent his early youth on his father's plantation in Liberty County.
He was sent a few years to South Carolina College at Columbia. Then he was graduated from Princeton in 1852. He received his law degree from Harvard in 1855, and was admitted to the Bar in Savannah.
He was a commissioned officer in the Confederate Artillery during the War.
He married Miss Ruth Berrien Whitehead on November 9, 1858. After her death he married Miss Eva Berrien Eve on October 28, 1863. There was one child, Charles Edgeworth Jones.
Mr. Jones gave much time to the study of the early Indians of the South, and accumulated 'some 30,000 relics illustrating their customs and occupations. His book, "Antiquities of the Southern Indians," (1873), showed painstaking research and' scientific treatment.

90

__.-,,' "His most important production was, "A History -of Georgia" (1888) '-'--in two volumes, covering the aboriginal, colonial, and revolutionary
espochs.

He died JUly 19, 1893. He left eighty permanent publications.

Sketch may be found in: Library of Southern Literature, V. 7
Sketch by William H. Fleming.

Works of Interest Here:

(1) Monumental Remains of Georgia

1861

(2) Negro Myths from the Georgia Coast

1888

(3) Historical Sketches of Tomo-Chi-Chi

(4) Mico of the Yamacraws

1887

(5) Oglethorpe as a Landed Proprietor in Georgia 1893

(6) Antiquities of the Southern Indians

1873

Will N. Barben
1858

To Will N. Harben, who has won his place in Southern literature because of his novels, we owe some of our best stories of the North Georgia mountains and their people. These stories are written in the characteristic dialect of that section, and "are marked by simplicity and directness; are terse, yet never bold." Each is filled With valuable atmosphere which helps the reader to see these mountaineers and feel their emotions.
Mr. Harben is a native Georgian, having been born at Dalton, Georgia, on July 5, 1858.
His success in writing did not come until he began to "localize his stories, confining them to North Georgia," and until he began to present well-defined types that he knew because he 1;lad moved and lived his life among them. "
His book, "North Georgia Sketches," published in 1900, is a book of stories compiled from articles that had appeared in leading periodicals.
He has also ventured his hand with negro folk-tales. In "Mam Linda" he "has presented the race problem sanely and convincingly, yet without bitterness or bias, and at the same time interwoven with it the prettiest love-idyl he ever attempted:'
Biographical sketch in: Library of Southern Literature, V. IS Sketch by Anne Booth McKinney.
Works of Interest Here:
(1) North Georgia Sketches 1900. (2) Mam Linda.

McKinney, Anne Booth, Library of Southern Literature, Vol. V, page 2074,2075, Martin-Hoyt Company, Atlanta.

91

.-~

Richard MalcomJohnston

18221898

Not only are we indebted to Mr. Johnston for his writings of various types, but in his folk stories he has given us a splendid picture of the

characters which lived during the earlier times in middle Georgia, and has helped us to see their unique manners and customs. He loved these people with a true devotion, and never have they had such sympathetic treatment by any other writer.

He was born on his father's plantation, "Oak Grove," in Hancock County, on March 8, 1822.
At five years of age he began his education by attending an "old field" school of the old type. This was a log cabin situated in a field, and was quite typical around 1830.
At fifteen, though ready to enter college, he was kept home two years to work on the farm and regain his lost strength. The outdoor work made him strong again.
In 1841 he was graduated from Mercer University at Macon, Georgia, and was immediately admitted to the Bar in Augusta, Georgia.

He died in 1898.

Works of Interest Here:

(1) Georgia Sketches

1864

(2) Old Times in Middle Georgia 1897

Biographical Sketch in Library of Southern Literature, V. 6. Sketch written by Walter G. Charlton.

Howard Washington Odum
1884
One of Georgia's foremost contemporary folk-writers is Dr. Odum. For many years he has been closely associated with educational and sociological fields, and has spent much time in valuable research. There is no wonder, then, that he is able to give us valuable books in the field of negro folk-lore.
Dr. Odum was born at Bethlehem, Walton County, Georgia, on May 24, 1884. He is the son of William Pleasants and Mary Ann (Thomas) Odum.
In 1904 he received his A. B. degree from Emory College, which was then at Oxford, Georgia.
In 1906 he was awarded his A. M. degree from the University of Mississippi.
In 1919 he received a Ph. D. from Clark University and 'the following year the same degree from Columbia.
Since that time he has held many positions of great responsibility, among them:
Supt. of University Summer School for Teachers, University of Georgia 1916-1919.
Dean of School of Liberal Arts 1919-1920. Emory University.

92

. Since 1920 he has been Kenan Professor of Sociology, and Director CO'Lof School Public Welfare at the University of North Carolina.
His home at present is in Chapel Hill, North Carolina..

Biographical sketch in: WHO'S WHO IN AMERICA 1928-1929, V. 15.

Works of Interest Here:

(1) Rainbow Round My Shoulder

1928

(2) Religious Folksongs of the Negro

(3) Negro Work-a-day Songs

1926

(4) Folksongs of the Southern Negroes

James Maurice Thompson
1844-1902
While Mr. Thompson is most versatile as a writer, and while he is best known for his poetry and his novels, we cannot omit him from the folklore section for he has given us a most valuable book, "Stories of the Cherokee Hills."
Although he was born and also died in Indiana; Georgia claims him for her own. His parents settled on a farm in Gordon County, Georgia, when he was very young, and most of his life was spent in this state.
His early education was managed by a private tutor, and the boy, being ambitious, even acquired quite a knowledge of Greek and French.
In 1862 he enlisted. His family was on the line of Sherman's march and lost everything, so when he returned from the war he had to work in the fields. He continued studying at night and was finally admitted to the Bar. He practiced for a short time in Calhoun, Georgia, but found little money in the profession because of the hard Reconstruction days.
For this reason he left the profession, returning to Indiana to do railroad surveying.
He married Miss Alice Lee in 1868. He began his literary career by contributing youthful stories, essays, and verses to Scott's Magazine, which was published in Atlanta from 1867 to 1868. *"A11 the varied moods of sky. earth, and water; the enthusiasm of the hunter; the quiet expectancy of the fisherman; the zest for every phase of outdoor life-these were the poet's intimate and never fa1ling sources of inspiration ,
Biographical sketch in:
Library of Southern Literature, V. 12. Sketch by William H. Hayne.
Works of Interest Here: Stories of the Cherokee Hills.

*Hayne, William H., Library of Southern Literature, Vol. XII, page 5258, Martin-Hoyt Company, Atlanta.
93

Roa.rk Whitney Wickliffe Bra.dford

1896

Mr. Bradford' is quite well known for his negro stories from which we gain much folk-lore. The play "Green Pastures" which ran for some time in New York, is based on his book, "01' Man Adam and His Oh1llun."
Mr. Bradford was born on August 21, 1896, in Tennessee. He received his early education at home and in the public schools.
He was First Lieutenant of the coast artillery when the Armistice was signed.
In March, 1920, he was discharged in Atlanta, Georgia, and went to work immediately for the Atlanta Georgian. For two years he remained here, later going to New Orleans to live.
He is a genial person and talks with the same rich humor with which he writes.
Biographical sketch in: WILSON BULLETIN .June 1928. Sept. 1930.

Works of Interest Here:

(1) 01' Man Adam and His Oh1llun

1928

(2) This Side of .Jordan

1929

(3) 01' King David and the Ph1l1stine Boys 1930

OTHER FOLK-LORE BOOKS OF INTEREST BY GEORGIA WRITERS
I-Little Boy Black, by Mrs. Betty Reynolds Oobb. 2-The Southern Mountaineer, by Oaleb Ridley. 3-01d Times in Georgia, by A. M. Wier ("Sarge"). 4-Saturday Night Sketches (Stories of Old Wiregrass Georgia), by .J. L. Herring.

VI. INDIAN LEGENDS
The American Indian was truly a child of nature. He believed that trees, flowers, animals and men were spirits' and all alike passed on to the "Land of Shades" where their earthly pursuits were continued. To him the shifting clouds, the changing leaf, the mountain, all nature spoke of some vision of the race, some deed of bravery, some incident of legends and myths, told and retold by succeeding generations. Some of these give us an idea of the fundamental racial thought and religion of the Indian people; others were told to amuse, or, like fables, were meant to teach morals to the young. Every tribe had its story teller, usually an aged Indian, often the medicine man of the tribe and alWayS a respected and honored member of the tribe.
Among these myths and legends are many that have come from the Indian tribes who lived in Georgia. The rhythmic names of the Oherokee country are part of' our rich heritage. Ohickamauga, Oohutta (frog mountain), Dahlonega (yellow money), Etowah, Nacoochee (evening star), Ohattahoochee (flowered rock), Tallulah (the terrible), Toccoa
94

(the beautiful), Hiawassee (pretty fawn)-each has its legend, itlil trac'<L~tlons, and . its history.
Legend of the Cherokee Rose
"Among the hills of North Georgia stood the lodge of a Cherokee Chief. It was covered by a climbing rose vine, whose pure white blossoms with hearts of gold were set like stars amid the glOSSY green of its foliage. The chieftain had a beautiful daughter, whose heart was as gentle as her face was fair.
"In one of their raids to the south, the tribe had captured and brought back with them a young Seminole brave, sorely wounded. Their purpose was to keep him until he recovered, and then to tie him to a stake and torture him with hatchets and lighted splinters.
"The maiden had compassion on the wounded man. She nursed him, bringing cool water from the spring to allay his fever, and preparing nourishing food to renew his strength. As he began to recover, he learned to love the thoughtful nurse who tended him so kindly, and she in turn loved the object of her care.
"When he was strong enough to travel, she planned his escape. He refused to go without her, and she consented to flee with him to his own land. One dark night they started on their southward journey. In the gloom and stillness of the forest, she thought of her beloved home, which she would never see again, and begged that she might be allowed to return for some little token to carry away with her. He consented, and stealing back through the darkness, she plucked a little spray of the rose vine. This she carried with her through the long journey over hills and valleys, across rivers and plains, until they reached his land and people. There, when the Seminole bUilt a lodge for her, she planted the little twig of the rose vine beside it. As the vine grew and flourished, covering the lodge with shin1ng green foli age and starry flowers, she called it, in memory of her home among the hills, her Cherokee Rose."
Quoted in full from The StOry of Georgia, Massey & Wood.
Nacoochee
This is the story of Nacoochee, the beautiful daughter of a Cherokee warrior, and Sautee, her lover, the son of a hostile chief. They fled from their tribes and made< their home at Mt. Yonah.
(The Story of Georgia, Massey & Wood. Chapter ll. Georgia Landmarks, Memorials and Legends, Lucian Kn1ght, P. 445.)
The East Waters and the West Waters
A young Cherokee warrior loved Hiawassee, the beautiful daughter of a Catawba chief. "The Catawbas drink the waters of the east, and yOU drink the waters of the west," said the chief to him when he asked for the beautiful maiden. "When you can find a spot where the eastern and western waters unite, then a Catawba may wed a Cherokee." One day in the woods a fawn attracted: the young warrior's attention to a lake from which two streams ran; one to the east and the other to
95

the west. The warrior shouted, "Hiawassee! 0 Hiawassee! I have found it."The western stream on which the new home was established is still called Hiawassee Creek.
(The StOry of Georgia, Massey & Wood. Chapter II.) Also found in First Lessons in Georgia History, Evans, P. 24, and Georgia Landmarks, Memorials and Legends, Knight, P. 442.)
The Little lee Man
This is a myth told by the Cherokee Indians of how the Little Ice Man from his great wigwam in the North sent cold wind, sleet and hail to put out a fire that threatened an Indian Village. Note: This stOry is told in language suitable for second and third
grade children. :Myths of the Red Children, Wilson.
The Legend of Lover's Leap
This is a legend telling of the rivalry between two powerful tribes of the Creek Confederacy living in the region watered by the lower Chattahoochee.
Geoigia Landmarks, Memorials and Legends, Lucian Knight, P. 4.4.7.
Legend of Yahula
Yahula Creek which flows by Dahlonega in Lumpkin County was called Yahulai, or "Place of Yahula" by the Cherokees. Yahula, a prosperous trader among the Cherokees, disappeared. Long after he was given up for lost, he returned. He told his friends he had tasted the fairy food of the Immortals and could not remain with them. "Often at night a tinkling of bells and Yahula's voice in song" came from the hills. When the bells and song were no longer heard, the Indians thought Yahula must have gone away. When the Cherokees went from Georgia in 1838 some of them said, "Maybe Yahula has gone there and we shall hear him."
Indian Landmarks, Memorials and Legends, Knight, P. 450.
The Bride of the Southland
Wiscowan, a chief among the Indians of the Northland married the beautiful daughter of a chief of a tribe in the Southland. When the couple arrived in the Northland, the air became too warm for the people who had always lived in the snow and ice. Wiscowan and his bride were sen.t back to the Southland. There the coldness of Wiscowan caused a freeze to come upon the Southland. The Southland people were not pleased. Wiscowan was brought before the council of medicine men. He begged that he and his bride should be allowed to live together, half of the time in the north, and the other half in the south. So it was decided and the couple went back and forth, bringing warmth to the Northland and cold to the Southland. This was how the change of seasons began.
Indian Nights, G. Waldo Browne, P. 138.
96

Note: Though this is not a pure Georgia Indian Legend, it belongs to Southern Indian folk-lore. It is a story of the change of seasons, imd it is told so that second and third grade children will enjoy the story.
Many legends of the Cherokee tribe may be found in the Nineteenth Annual Report of the Bureau of American Ethnology 1897-98. These stories were told by old Indians who did not go to Indian Territory, but hid in the mountains of Georgia and North Carolina. There are many legends concerning the Indians' belief and many animal and bird myths such as "Why the Turkey Gobbles," and "The Rabbit and the Tar Wolf." "The Man Who Married the Thunder's Sister," is a myth localized at Tallulah Falls. It is suitable for fifth and sixth grade children. The following legends may be found in this volume in more detail.
How The World Was Made
"The earth is a great island floating in a sea of water, and suspended at each of the four cardinal points by a cord hanging down from the skyvault, which is of solid rock. When the world grows old and worn out, the people will die and the cords will break and let the earth sink down into the ocean, and all will be water again.
"When all was water, the animals were brought up beyond the arch; it was crowded there and they wanted more room. They wondered what was below the water. At last the little Water-Beetle offered to go and see if it could learn. It darted in every direction over the surface of the water, but could find no place to rest. Then it dived to the bottom and came up with some soft mud, which began to grow and spread on every side until it became the island which we call the earth.
"At first the earth was flat and very soft and wet. The animals sent the Buzzard down to get the earth ready for them. The great Buzzard, the father of all Buzzards, flew all over the earth. 'When he reached the Cherokee country he was very tired, and his wings began to flop and strike the ground, and wherever they struck the earth there was a valley, and where they turned up again there was a mountain. When the animals above saw this, they were afraid the whole world would be mountains, so they called hiin back, but the Cherokee country remains full of mountains to this day."
The Fire Fire
"In the beginning there was no fire, and the world was cold, until the Thunders sent their lightning and put fire into the bottom ot a hollow sycamore tree which grew on an island. The animals knew it was there because they could see the smoke, but they could not get to it on account of the water." They held a council to see how they could get the fire. Every animal that could fly or swim wanted to go. The Raven was the first to try. He alighted on the sycamore trees. The heat scorched his feathers black and he was frightened and came back without the fire. The little Screech Owl went and while he was ooking down into the hollow tree, a blast of hot air came up and nearly
97

burned out his eyes. He flew back as best he could but it was a long

time before he could see well, and his eyes are .red to this day. The
.~.-2.:
Hooting Owl and the Horned Owl got to the hollow tree, but the

smoke blinded them and the ashes carried up by the wind made white

rings about their eyes. They had to come home without the fire, but

with all their rubbing they were never able to get rid of the white rings.

At last the Water Spider, the one with black downy hair and red striped

on her body, said she would try. So she spun a thread from her body

and wove it into a tusti bowl which she fastened on her back. She

crossed over to the island and through the grass to where the fire was

still burning. She put one little coal of fire into her bowl, and came

back with it, and ever since we have had fire, and the Water Spider

keeps her tusti bowl.

.

The Milky Way
Some people in the south had a corn mill, in which they pounded the corn into meal, and several mornings when they came to fill it they noticed that some of the meal had been stolen dUring the night. They examined the ground and found the tracks of a dog, so the next night they watched, and when the dog came from the north and began to eat the meal out of the bowl, they sprang out and whipped him. He ran off howling to his home in the north, with the meal dropping from his mouth as he ran, and leaving behind a white trail where now we see the Milky Way, which the Cherokees call to this day "Gili-utsunstanuriyi," where the dog ran.
The following quotation was taken from Indian Landmarks, Memorials and Legends, Knight-P. 450-Published by Bird Printing Co.
"Place of Yahula." "Often at night a tinkling of bells and Yahula's voice in song." "Maybe Yahula has gone there and we shall hear him."
-Mamie Heinz.
Note: Please give D. C. Heath, publishers of The Story of Georgia by Massey & Wood credit for use of this legend.

VII. LANGUAGE
The highest ideals are found in literature, and since there is a wealth of literature about Georgia that appeals to the child, to fail to make this a part of his growing life during this Georgia Bicentennial is to miss the greatest factor in his language development.
In all language in connection with this unit of work, there should be JOY, a friendly atmosphere, and an ability, on the teacher's part to recognize individual needs, to inspire children to their best efforts, and to supply a rich background of new experiences and ideas.
Choose activities of varied types which contain within themselves possibilities for developing many interests and types of expression. Stress oral language in the kindergarten and primary grades and creative expression in all the grades.

98

A. Suggested Activities in Connection with Language.
1. Write letters to Georgians in other states, inviting them to thll Bicentennial.
2. Write letters to children in other parts of Georgia about class Georgia project. Send a booklet made.
3. Tell or write about a real or imaginary trip through Georgia. 4. Organize a Georgia Club and individuals make oral reports on
favorite Georgia writers. 5. Have informal debates concerning outstanding Georgia writers. 6. Illustrate a part of a book by a Georgia novelist and tell, or
write its story. 7. Dramatize a stOry or interesting parts of novels-for example,
Young Marooners. 8. Write letters of living historians of Georgia. Invite them to
visit school. 9. Make book reports telling which dramatist is liked best and
why. 10. Compose riddles describing the humorists of Georgia, or their
works. This may be made into a game for other kinds of writers. 11. Take the part of a folk-lore writer, and tell interesting happen-
ings of his childhood. 12. Come out of a large book, which has been constructed by
children, and tell or act a part of a Georgia story. 13. Visit the home of a Georgia poet and tell the other children of
the school about the visit. 14. Act out an Indian Feast. 15. Dramatize an Indian legend. 16. Make a collection of Indian Legends. 17. Compose stanzas to Indian songs. 18. Tell an Indian legend to a group representing Indians seated
before a wigwam. All these activities may be a part of an Indian program. 19. Discuss homes of writers visited and write about them in a Georgia scrap book. "20. Memorize Georgia poems and have poem appreciation. 21. Write creative poems. 22. Impersonate Uncle Remus and the Little Boy, who hears the stories. 23. Write original stories. 24. Make up Georgia plays for assemblies or pageants. 25. Discuss different steps in printing of newspaper after visit to a newspaper plant. 26. Establish class or school paper. 27. Prepare articles for pUblication in city or town paper. 28. Write letters to favorite journalists, or columnists. 29. Discuss articles by good journalists. 30. Compare editorial viewpoints of two or more different paper15 on some matter of local interest. 31. Compare daily newspaper with magazine or weekly pUblication.
99

.-

32. Form an Uncle Remus Club to meet on Friday and read and

tell stories.

33. Study parts of newspaper to find difference between fact and

opinion.

34. Explain Georgia classroom exhibits of varIous kinds to visitors.

35. Write invitations to friends or writers inviting them to a Geor-

gia assembly program, a P. T. A. program, or a pageant.

36. Have a puppet show of an Uncle Remus story.

37. Describe home-made movies of historical places in Georgia.

38. Compose Georgia slogans.

39. Have original radio programs about Georgia.

40. Celebrate birthdays of best known writers.

41. Make scrapbook of clippings from writings of living historians.

42. Have discussions and floor talks about whole unit of work.

43. Have constructive pupil correction and criticism.

44. Make a class booklet of whole Georgia project.

B. Suggestions for Poem Appreciation.

1. Song of the Chattahooche.e-Sidney Lanier.
a. Collect pictures of mountain streams. Talk about them and use words of poem, as-hurry, run, leap, split, rapid, fall, and bed.
b. Recite or read this beautiful poem about a mountain stream to children. Tell them that the writer, Sidney Lanier, is a poet of our own state. Find out something about the author during the library period. The river of this poem rises in Habersham County, and flows through Hall County, both of which counties are in northeastern Georgia.
c. Consult geographies. Make a rough sketch tracing the course of the river "down the hills of Habersham and through the valleys of Hall" County, downward across the plains of Alabama and on to the Gulf of Mexico. Find out in what foothills this river rises.
d. Read poem again for enjoyment. Use music as a fitting accompaniment. Read again and ask for a general discussion of the pictures seen by pupils. Allow them to give opinions, or to express any feeling, which the poem suggests.
e. Read first stanza again. Note the seven expressions that te~l what the river does. Note the two expressions that tell the purpose of it all.
f. Let the children see that in the second stanza the rushing stream is now a quiet, peaceful river, rippling along between its green banks. Discuss the green things growing on the edge of the stream that tried to delay its course, and the meaning of "held me thrall."
g. Point out the lines that are nearly alike in the first and the last stanzas. Show that these lines are the key to the great thought of the poem.

100

o h. Tell what parts are liked best, Give the lines that have

oc o-2,;

been memorized. The children who wish to do so, may learn

the poem and recite it in an assembly program later.

VIII. READING
Reading is, first of all, a means of recreation, like games or travel or any other amusements by which people forget their ordinary occupations and get out of the ruts of their ordinary thought and speech. The first test of literature, therefore, is its power to take us out of ourselves. While we read we live in a world that is attractive through its strangeness, a world of fancy and imagination.
After their interest has been aroused in the Bicentennial, the children will look upon reading as a most important tool in finding out desired information and as an enjoyable and profitable activity. They will wish to become acquainted with those books, stories and poems which bear on sUbjects within the range of their experience. So many delightful stories that are suitable for children have been written by our Georgia writers, that the children should have ample access to this rich material during their reading periods.
A. Suggested Reading Material for Children.
1. Southern Historical Stories-Ruby L. Bradford.
a. Settlement Days: (1) The Blue Tea Set-Indian uprising at Savannah. (2) Refuge-Georgia's first orphanage. (3) The Pirate's Cache-Piracy off the Georgia coast.
b. Revolutionary Period: (1) The Conch Shell-Nancy Hart. (2) Gray Goose-How a plucky girl used Daniel McGirth's horse to thwart him. (3) The Wedgewood Pitcher-Liberty Boys near Augusta. (4) The Price-How Robt. Sallette tricked a Tory and involved a patriot boy in a fine question of honor. (5) The Capture-How the courage of a boy and a girl saved the day at Fort Moultrie.
c. Period of Progress: (Ii The Magic Box-Invention of the cotton gin. (2) Patricia's Parasol-A little girl's first railroad journey from Hamburg. (3) Turkey Feathers-Crawford Long's discovery of anaesthesia.
2. Getting Acquainted with Georgia-Jennie Akers Bloodworth Southern PUblishing Company, Dallas, Texas.
3. Stories of Georgia, J. C. Harris, American Book Company. 4. Story of Georgia-Massey and Wood, D. C. Heath and Company. 5. Young Marooners-Francis R. Goulding, Dodd-Mead Company. 6. Indian Legends-Johanna Lybach.

101

7. Myths of the Red Children-Gilbert Wilson.

.~.-2.:

S.-First Lessons in Georgia HistOry-Lawtoll B. Evans.

9. Just From Georgia-Frank L. Stanton, Byrd Publishing Com-

pany, Atlanta.

10. Little Folks Down South-Frank L. Stanton, D. Appleton

Company.

11. Songs of the Soil-Frank L. Stanton.

12. Songs from Dixie-Frank L. Stanton.

13. Uncle Remus His Songs and Sayings-Joel C. Harris, D. Apple-

ton & Co., New York.

14. Told by Uncle Remus-Joel C. Harris, Grossett and Dunlap,

New York.

15. Merry Animal Tales-Madge A.Bigham.

Georgia Selections:
Mother Goose Village Stories-Madge Bigham. More Mother Goose Village Stories-Madge Bigham. Merry Animal Tales-Madge Bigham. Sonny Elephant-Madge Bigham. The Bad Little Rabbit and Other Stories-Madge Bigham. Uncle Remus, His Songs and Sayings-Joel C. Harris. The Little Boy Lamb-Lawton B. Evans, Child Library, Book I,
p.44. The TarIJ3abY~Joel C. Harris, Bobbs-Merrill Company. The Woodpecker Who Was Selfish-Lawton B. Evans, from Story
a Day, p. 125. The Story:of",thePigs, Riverside Reader, Book II, p. 79. Little Mouse.,and the Strangers, Elson, Book II, p. 44. Why The Bear Sleeps all Winter, Holton-Curry, Book II, p. 87. Little Scar-Face, Young and Field, Book II, p- 138. The Hunter Who Forgot, Young and Field, Book II, p. 148. The Water Lily, Young and Field, Book II, p. 156. Brother Rabbit Goes Fishing, Joel C. Harris, Bobbs-Merrill, Book
III. Blackie in the Trap, Madge Bigham, Holton-Curry, Book III, p. 50. Tommy Tinker's Charm String, Madge Bigham, Holton-CurrY,
Book III.
Indian Folklore:
1. The Beavers' Lodge, Story Hour Book III, p. 27. 2. Manitou and the Squirrels, Story Hour, p. 24. 3. The Swift Runner, Story Hour, p _ 38. 4. Brother Rabbit, Story Hour. p. 42. 5. Gray Mole and the Indian, Story Hour, p. 85. 6. The Water Lil1ies, Story Hour, p. 94. 7. The Gift of Corn, Story Hour, p. 147. 8. The Star and the Lily, Elson, Book III p. 121. Whyl!the Rabbit's Tail is ~hort, Southern Tale, Elson, p. 18. LittlelPumpkin's Tanksgiving, Madge Bigham, Elson, p. 130. Brother Fox's Tar Baby, Winston, Book III, p. 28.

102

A Hallowe'en Night, Children's Own, p. 61.

The Wonderful Tar Baby, Joel C. Harris, Young and Field, Book IV.

';:"--2.:

p. 8.

The Whippoorwill, Frank L. Stanton, Child Library, Book IV, p. 59.

The Old Flag Forever, Frank L. Stanton, Child Library, Book IV, p.

214.

How the First Cotton Gin Was Made, Lawton B. Evans, Child Library,

p.293.

What the Wood-Fire Said, Frank L. Stanton, Elson, Book IV, p. 50.

The Rain Song, Robert Loveman, Elson, Book IV, p. 186.

What the Toys Said, Frank L. Stanton, Wheeler, Book IV, p. 162.

Joel Chandler Harris, Riverside, Book IV, p. 223.

The Rain Maker, Joel C. Harris, Riverside, p. 229.

The King of the Clinkers, Joel C. Harris, Riverside, p. 234.

How a King was Found, Joel C. Harris, Riverside, p. 243.

Cotton, the Gift of the South, Child Library, Book IV, p. 287.

South Atlantic States, Essentials of Geography, p. 109-113.

Song of the Chattahoochee, Sidney Lanier, Good Reading, Book V,

p.430.

Georgia Resources, a compilation of information about Georgia.

Song of the River, Father Ryan, Story Hour, Book VI, p. 18.

Spring, Henry Timrod, Story Hour, Book VI, p. 24.

Man With the Hat in His Hand, Clark Howell, Story Hour, p. 373.

Ark of the Covenant, Henry W. Grady, Story Hour, Book VI, p. 394.

Jump in My Sack, Joel C. Harris, Natural Method, Book VI, p. 20.

A search for a Friend, Joel C. Harris, Natural Method, Book VI, p.

316.

The Homes of the People, Henry W. Grady, Natural Method, Book VI,

p.294.

B. Suggested Activities in Connection with Reading.
1. Read favorite legends, poems or stories to class or for assembly' 2. Read stories and poems for pleasure. 3. Read stories of trips to a Georgia writer's home made by indivi-
duals, or whole group. 4. Read clippings from newspapers and magazines which bear on
unit of work. 5. Read original stories and poems written by individuals. 6. Read stories from readers related to activity. 7. Read stories and poems brought from home for opening exercises. 8. Consult reference books for desired information. 9. Read recipes for a Georgia dinner, or an Indian feast. 10. Read about historical places before going to visit them. 11. Read articles by good journalists fOr discussion. 12. Read class daily news items about Georgia. 13. Read stories by groups and make reports. 14. Form a Georgia Reading Club and read articles by Georgians. 15. Read directions for making articles for unit of work.

103

16. Read stories about Oherokee and Oreek Indians for Indian

play.

2.:

17. Read Indian legends-one class to another at a reading party.

18. Read original riddles about Georgia.

IX. SPELLING
Pupils will become sensitive to the magic of new words in connection with the celebration of the Bicentennial through their reading and language opportunities. They enjoy using an interesting and exact vocabulary. The need for a variety of words will arise, and the knowledge of the new words should come in response to this felt need, or in natural association with the activity being developed. There is no value, however, in teaching isolated new words merely for the sake of enlarging the vocabulary. Words necessary to an activity will become a permanent part of the language equipment.
As the subject progresses, encourage the pupils to consider the choice of words and to suggest more "picture" words. Use the vocabulary that belongs to the activity. This vocabulary may be written on the blackboard by the children, in spelling lists, or in dictionaries made by them.
A checking of the new words learned by means of a summary gives the pupils pride in the mastery of new tools of expression and serves to impress the words for the future.

X. CONCLUSION
"The chief glory of every people arises from its authors."
We have shown in the introduction how Georgia is the literary debtor to those who have contributed to her establishment and her subsequent development. We know Georgia has received a rich heritage in story, folklore, and tradition from Indians, Negroes, Anglo-Saxons, Scotch, Moravians and Hebrews. But what has Georgia given?
If Georgia had no other poet but Sidney Lanier on whom to rest her claims to fame he alone would be sufficient. He ranks with Poe and Walt Whitman, who are conceded by European critics to be the three greatest poets America has produced.
Today Georgia's poerty is in the same stage of development as New Englalld's at the time of Longfellow, Whittier, Lowell and Emerson. Five Atlanta poets have been honored with membership in the Poetry Society of America; Dr. Anderson Scruggs, Ernest Hartsock, Daniel Hickey, Mary Brent Whiteside, and Agnes Kendrick Gray. Miss Gray, who has a wealth of inspiration from her world wide travels, has won prizes from the London Poetry Society. The London Times declares that Atlanta has more real poets than any other city of its size in the world, and predicts a shining future for Georgia's young poets.
Nathan Dole has honored Georgia poets with these lines:

104

"Who are the gardeners that brought forth his glory?

~"L

.They are the poets of the Southern Land

Proud of the immortal prowess gemmed in story

Proud of her beauty heaped on every hand-

Savannah's red soil, lakes, and mountains hoary,

Hail to this flower exultant, singing band '"

Although our state has not advanced as far in prose as in poetry,

she has nevertheless produced writers whose names will live forever.

Joel Chandler Harris is world famous. He is in a class of his own-

unique, inimitable. Love and appreciation of his stories deepen with

the passing of time. The bubbling laughter and sheer JOY of little

children over "Br'er Fox" and "Brer Rabbit" make for him a monu-

ment more enduring than the hands of man could build.

As teachers of Georgia's children we must look to Georgia's future,

and indeed, there is every reason to think that the future will surpass

the past in literary achievements. There are worthwhile writer's clubs

and literary societies in every city in the state. The country's leading

literary magazines and newspapers are alive to Georgia's bUdding

talent.

Last but not least Georgia's schools and colleges are looking to the

future literary development of the state. The emphasis has been

shifted from skills to appreciation. The literature, reading, spelling

and oral and written English have been so closely integrated that the

child secures his skill and his appreciation in the most attractive and

easily remembered way. Much stress is being put on creative work,

both poetry and prose. Such methods must surely bear fruit in years

to come. and we join with Charles Hubner's beautifully expressed

hope:

"Dear Georgia, thou imperial state,

Fair, God blest ever be thy fate;

In commerce, labor, mine or field

May Nature boundless treasure yield;

May the best plans thou has in view

And all thY happiest dreams come true,

Till, star-like shall thy splendid name,

Shine on the pinnacle of fame.

May thy brave men-and womanhood In all that noble is, and good, Through generations yet to be Maintain their loyalty to thee. May gifted authors, writers, prove As did their sires, for thee their love And climbing the Parnassus Crest In their world's work, rank with the best '"

XI. BIBLIOGRAPHY

Avery, History of Georgia.

105

Baskerville, Wm. H. Southern Writers, Biographical and Oritical Studtes, Vol. I. M. li:. Ohurch South, Nashville, Tenn., 1899.
Blair, Ruth, Georgia Women of 1926.
Bookman, The Dodd-Mead and Oompany, New York. Bradford, Roark,
01' Man Adam an His Ohillun, Harper Bros., New York, 1928. This Side of Jordan, Harper Bros., New York, 1929. 01' King David an the Philistine Boys, Harper Bros., 1930. Brantley, Rabun Lee, Georgia Journalism. Brooks, R. P. History of Georgia, Ohas. Scribner Sons, Atlanta. Browne, G. Waldo, Indian Nights. Oobb, Betty Reynolds, Little Boy Black, J. W. Burke PUbl., 00., Macon, Ga., 1926. Oyclopedia of Georgia, Vol. III. Oandler and Evans. Evans, Lawton B. First Lessons in Georgia History. Gaines, Francis P., Southern Plantation, Oolumbia University Press, N. Y., 1925. Green, Mrs. Elizabeth L. The Negro in Oontemporary American Literature, University of North Oarolina Press, Ohapel Hill, N. O. 1928. Hall, James A., Georgia Indians, Olippings in files, Teachers Reference Library, City Hall, Atlanta. Harben, Will N. North Georgia Sketches. MamLinda. Harris, Joel Ohandler, Uncle Remus, His Songs and Sayings, D. Appleton 00., N. Y., 1920. Uncle Remus Returns, McKinley, Stone and Mackenzie, 1918. Nights With Uncle Remus, Houghton, Mifflin Oompany, Boston, 1911. Plantation Pageants, Houghton, Mifflin 00., Boston, 1899. The Bishop and the Boogerman, Doubleday, Page&Oo., N. Y., 1909. Ohronicles of Aunt Minervy Ann, Ohas. Scribner Sons, N. Y., 1899. Mingo, arid Other Sketches in Black & White, J. R. Osgood & 00., Boston, 1884. Harris, Julia Oollier, Joel Ohandler Harris, Houghton, Mifflin 00., Boston, 1918. Harris, Life of Henry W. Grady, Oassell Publishing Oompany, N. Y. Hart, Bertha S.,
Introduction to Georgia Writers, .r. W. Burke 00., Macon. Ga.. 1929.
106

Herring, J. L., Saturday Night Sketches, The Gorham Press, Boston, Mass., 1918.
HUdgins, H. O. & 00., Life and Labors of Henry W. Grady, Atlanta.
Jacobs, Thornwell, The Oglethorpe Book of Georgia Verse, Oglethorpe University Press, Atlantll.. "The most complete anthology of a states' poetry ever pUblished."
Johnston, Richard M. Georgia Sketches Old Times in Middle Georgia, Macmillan Co., N. Y.
Jones, C. 0., Negro Myths from the Georgia Coast, Houghton, Mifflin Company, Boston, Ma!!!!.
Knight, Lucien Lamar, Georgia Landmarks, Memorials and Legend!!, Byrd Printing Co., Atlanta, Ga. Library of Southern Literature, Martin & Hoyt Co., Atlantll..
Link, Samuel A. Pioneers of Southern Literature, M. E. Church South, Dallas, Teu!!.
Lyback, Johanna, Indian Legends.
Massey & Wood, StOry of Georgia, D. O. Heath Co.
McNeill, John Charles, LYric Poems from Cotton Land, Stone and Barringer Co., Ohll.rlotte, N.O.
Odum, Howard, The Negro and His Songs Rainbow Round My ShoUlder Negro Work-a-Day Songs.
Pattee, Century Readings in American Literature.
Painter, V. Poets of the South, American Book Co.
Ridley, Caleb, The Southern Mountaineer, Privately printed, Atlll.nta.
Rutherford, Mildred L., Golden Isles of Georgia The South in History and Literature American Authors Franklin Printing and Publishing 00., Atlanta.
Smith, O. H., History of Georgia, Ginn Company, Atlll.nta.
Suttler, Bernard, Men or Work in Georgia, A. B. Caldwell Co., Atlanta.
Thompson, James Maurice, Stories of the Oherokee Hills, Atlanta.
107

:,:.';:'~.\;~~; ~;':~." :~:,:!r,~'}_ ~: ,":~ ',;:',.;':: y~~;" ~O:::"X"

Trent,

"-=--2.:

. Southern Writers, Macmillan Company, Atlanta.

Weedon, Howard,

Shadows on the Wall

Bandanna Ballads, Doubleday, Page Co., N. Y.

Songs of the South

Old Voices

Who's Who in America, The N. A. Marquis, Co., Chicago.

Wier, A. M ("Sarge" Plunkett),

.

Old Times in Georgia, Constitution Publishing Co., Atlanta.

Wilson,

Bulletin, June '29 and September '30.

Wilson, Gilbert,

Myths of the Red Children.

Work, Milton Co.,

Bibliography of the Negro, The H. M. Wilson Co., N. Y.

Wynn,

Southern Literature, 1932.

Files in:

Atlanta Teachers Reference Library, City Hall.

State Library, Atlanta.

Oglethorpe University Library, Atlanta.

Emory University Library, Atlanta.

Rhodes Memorial,

History of Archives, Atlanta.

Nineteenth Annual Report of the Bureau of American A.

Ethnology, 1897-98.

108

SOCIAL SCIENCE I-Introduction. II-Indians of Georgia. III-History of Georgia:
A. Georgia as a Colony. B. Georgia in the Revolutionary Period. C. Georgia as a Young State. D. Georgia During the War Between the States. E. Georgia Since Reconstruction. IV-Geographical Features of Georgia. V-People of Georgia. VI-Manufacturing in Georgia. VII-Transportation and Trade in Georgia VIII-Agriculture in Georgia. IX-Historic Places in Georgia. X-Education in Georgia. XI-Facts About Georgia. XII-Biographical Sketches. XIII-Conclusion. XIV-Bibliography.
109

I-INTRODUCTION:
::;-'~1..:
"Yet all experience is an arch where through Gleams that untraveled world,
whose margin fades Forever and forever when I move."
-Tennyson.
It has been found that it is through coming into contact with many types of experiences that we learn. Social Science, in its broadest sense, inclUdes almost every type of experience with which the child in elementary schools is expected to become familiar. In this book, however, the social Science Committee has considered the sUbject in its narrowest aspects and has treated it only from the point of view of history, geography, and civics.
In order to prevent duplication of suggestions, this report is confined to activities concerned with visits, oral and written language, creative expression, reading and collection of material of various types. For the tie-up of the social science activities with those pertaining to music, art, health, and nature study, the reader is referred to the chapters on those SUbjects. Much arithmetic will be used in measuring, building, planning trips, finding distances traveled, bUYing materials for costumes, pageants, etc.
There are so many places of historic interest in Georgia that every child should have opportunities to visit one or more of these places. In order to get the most value out of these tours it will be necessary for the teacher to visit the place first and plan ahead so that the children may:
A. Understand the purpose of the visit-know why the place is interesting, know for what they should look, and in some instances secure permission to make the visit.
B. Be prepared to take notes and to make interesting reports from them.
C. Make all necessary preparations; such as, 1. Have parent's consent. 2. Bring any money necessary. 3. Appoint group leaders.
After the visit, reports and discussions should be made and letters written to those who have extended courtesies.
The library, school or city, should play an important part in providing information. Teachers and librarians should cooperate in preparing for visits to be made by children so as to secure the best results possible.
The Georgia Library Commission-Miss Beverly Wheatcroft, Secretary, State Capitol, Atlanta, Georgia, will give information about their Book Loan Service. This service should be most helpful to teachers in the sections without local public libraries.
Current events can always be interwoven in every phase of work in the class room. Opportunity is offered the pupils to express them-
110

selves orally or in writing on subjects in which they are vitally interested. The radio now offers splendid programs giving current events and pupils may report to class what they hear from the benefit of those who do not have the opportunity of listening in.
II-INDIANS OF GEORGIA:
A. The Cherokees.
1. History. *"The old Cherokee country originally embraced about forty
thousand square miles. Later on it became a part of the States of Alabama, Georgia, North Carolina, South Carolina, Tennessee, and Virginia, and included the region of the Allegheny extending from the Cumberland Mountains in the west, eastward as far as the Blue Ridge, and from a point a little north of Atlanta northward to the head streams of the Kanawha River. The land thus covered by these boundaries embraced some of the richest soil and by far the most beautiful natural scenery in the Eastern United States."
***"It is interesting to note that the Cherokee country once belonged to the Creek Indians and that the rivers and mountains all have Creek names. It is said that about one hundred and ten years ago, the Creeks challenged the Cherokees to a game of Indian ball, and bet all these lands on the result. The Creeks lost the game and the lands." The Cherokees thus became owners of some of the most valuable land in the United States.
**"The first record of the Cherokees signing away any of their territory occurred in 1721 in South Carolina. Little by little the Cherokees kept giving away their property until in little more than a century, they had signed away every acre."
2. Government. "The Cherokee nation was a pure democracy, and weIl-
organized. Every town had its own chief nominated by the women of the settlement. This was one of the fore-runners of woman suffrage. The chief, or king, was chosen for competency, courage, and for services rendered. He held his office during good behavior."
The War Chief was second in rank. He led the armies and sat next to the King in counCil meeting.
The Chief priest was third. "His influence was all-powerful in spiritual affairs. Without his advice no hostile expedition was ever decided upon by Council."
3. Villages. "The villages were located on the banks of streams. The
houses were built of logs, poles and bark. Several families lived in one

*Walker, Robert Sparks, Torchlight to the Cherokees, page 1, pub-

lisher, The McMillan Company, New York.

**Same-page 9.

'

***W. C. Martin, Masonic Messenger, September 1932, Dalton and the

Cherokee Country Grand Lodge of Georgia F & M, Macon, Ga. Page 9.

111

~''''-2..:

. house.. " "Every Indian town had, in addition to its circular town house,

a public square and athletic field. The square was the open forum in

which the public business was transacted in summer and was also used

for ceremonials and entertainment for visitors."

"The women of the tribe did all the work in and around the

homes. Only one meal was prepared each day. The men ate first, and

the women and children waited until they finished."

4. Industries.

"The land was not divided, being held by common ownership. Fields and gardens were allotted to each family and the products were owned by the producer. Their implements were axes of stone, spades and hoes of stone or wood.
"Indian corn was the staple product. Seven grains were dropped into every hill, and these were never thinned. They raised beans, squash, gourds, pumpkins, mellons, sweet potatoes. nuts, frUits, sunflowers and tobacco.
"Tobacco was used for a sacred incense or as the guaranty of a solemn oath. The smoking habit took on the semblence of religious devotion.

"They made ropes of the inner bark of trees. They burned or dug out big trunks of poplar or pine trees for canoes. Fire was made by flint or by friction.

"Pottery was a crude art carried on by the women who made convenient pots, jars, bowls, plates, and so forth, for domestic use.
"The women were also skilled in basketry. Their great variety of wares was made of split cane of natural color 01 darkened in mud and worked into all sorts of attractive geometrical patterns."
"Baskets and other household utensils were sometimes elaborately decorated with bits of bone, shells, beads and such other objects a!'J caught the Indian fancy."

5. Characteristics. "The Indian men were frank, honest, fierce, cunning, un-
forgiving, lovers of freedom, and jealous of their rights. The women were mild, amiable, honest and industrious."

6. Language.
"The language was soft and beautiful with a richness of vowel sound. The Cherokee left a treasure of musical names" such as-

"Toccoa, the beautiful. "Tallulah, the terrible. Hiwassee, pretty fawn. Amicalola, tumbling water. Okefenokee, quivering earth. Chattahoochee. flowered rock. Cohutta, frog mountain."

"They told many beautiful legends about these places." "In 1821 Sequoya, a half-breed; after association with whites and noting their means of communication by the written word, invented the Cherokee alphabet. This alphabet consisted of eighty-six letters or symbols

112

c<t.:' standing for syllables. Types were made and papers were printed. This produced an immediate effect upon the Oherokeedevelopment."
7. Religion. "The Georgia Indians believed in a great Spirit as the Ore-
ator who made them and gave them the pure air to breath and all the JOYS of this beautiful world. When they died, this same Great Spirit would take them to a glorious place called the Happy Hunting Grounds. There they could spend their lives hunting and feasting."
"They believed in the existence of evil spirits, from whose influence it was the duty of the priest, conjurer, and medicine man to protect them."
8. Amusements. "The Oherokee Indians were a pleasure-loving people. They
were fond of hunting, running, ball playing, and dancing, in which the women joined. Feasts usually closed with a dance. The music was made by singing and by playing on crude instruments such as cane flute, kettle drum and gourd rattle. With this gay, free life many Indians lived to a very old age."
9. Burials. "Interment was made near the villages, sometimes under
the dwelling. The body was placed in a sitting position, surrounded by all serviceable earthly possessions."
10. Oontact with White Men.
"In man7 instances the white man conducted himself in such a manner that he incurred the hatred of the Indians rather than their friendship. Some of the whites violated treaties made with the Indians while the Oherokees remained loyal to their agreement. This policy of unfaithfUlness brought on Indian wars. Each time a treaty was negotiated the Oherokees lost part of their territory."
"The Oherokees fought with the English during the French and Indian War, although they felt friendly toward the French. In the Revolutionary War, practically all of the Indians took sides against the Americans on account of the treatment they had received. At the close of the war they were left in a deplorable condition."
u"The United States took the Oherokee under protection, but the white settlers continued to move upon the Indian lands." After futile attempts to make the government live up to its promises, the Indians realized that they would have to obey the final decree and give up their home." In 1837, General Winfield Scott issued a proclamation that every Oherokee must move to the West."
The government now maintains a large reservation for the Oherokee Indians in North Oarolina. Excellent educational facilities are provided for the children.
Walker, Robert Sparks, Torchlight to the Oherokees, pages 2, 3, 4, 9, 5, 10, 11. The Macmillan Oompany,' New York.
Walker, Robert Sparks, Torchligbt to the Oherokees, page 12. The Macmillan Oompany, New York.
113

B. .The Creeks.
1. Characteristics.
"The Creek towns consisted of a succession of villages scattered through the woods, along the streams, connected by a network of trails."
..The Creeks were sometimes called the Muskogees. They were more volatile, sprightl:v, and talkative than the Cherokees and were more refined and more civ1l1zed."
Jf'''The Lower Creeks, the Upper Creeks, and the Uchees were the three most powerful tribes in Georgia between the mountains and the coast."
"The Lower Creeks were often called Cowetas. They were hospitable, acute, and had extended power of vision. They possessed the ab1l1ty to reflect, weigh and consider. They refused liquors and were never known to steal."
2. Villages and Homes.
"Each habitation consisted of two houses, each house divided into two rooms. In one was the cooking-living room, and sleeping room. The other, about twenty yards distant, was built with its end toward the first house, two stories high, with one end open, with porches below, and above reached by a ladder. The lower room was closed and used as a storehouse for grain and potatoes.
"They were built with corner posts supporting beams to carry the roof. They occupied the middle of the yards. They were about one-half acre in size with a bank of earth excavated from the yard forming a fence.
"A small comcal house in the yard, called the hothouse, WM a place of refuge for children and old people in the winter.
"In the town there were two public buildings, one a rotunda for entertainments, and the other a council house where all pUblic business was considered and conversations held with visitors. The council house consisted of four buildings forming a hollow square, all opemng toward the center.
"One of these bUildings was for the chief and head man. It was diVided into rooms, one of which was very sacred, and only the chief and the chief priest or medicine man could enter. Here were kept the physic-pot, the rattles, the chaplets of deer hoofs, and the royal standard formed of feathers of the white eagle's tail, placed like an open fan on a scepter. This standard, when displayed for peace, was white and clean, but for war was painted or stained with vermillion.
.Jones-Reynolds, Coweta County Chromcles, Stein Printing Company, Atlanta, Ga. Pages 5-6.
.Jones-Reynolds, Coweta County Ohronicles, Stein Printing Co., Atlanta, Ga. Page 4.
".Jones-Reynolds, Coweta County Ohromcles, Stein Printing Co., Atlanta, Ga. Page 9.
114

"The p1llars and walls of these houses were decorated with ~<z.;: palntinis and carvings of animals, birds, tlovvers, and men."
3. Entertainments. "Entertainments were held nearly every night. "The maidens were in gala attire with apron-like 1k1rt!,
short waists, buckings halt-way up the legs, plaited hair with sUYer pins and many ribbons. The boys wore a short loin cloth, silver bracelets, gargets, moccasins of soft deerskin decorated with wampum. The:r danced together weaving intricate figures."
4. Leading Men. .. Some of the leading men of the tribe were Ohief Red Bird,
Ohief Drowning Bear, Ohief Vann, Deer-in-the-Water, Sleeping Rabbit, Otter Lifter, and Seven Nose."
O. Oglethorpe and the Georgia Indian!.
1. Yamacraw V1llage.
2. Tomochichi, the Ohief. **"Tomochichi was the noble and aged chief of this tribe. He
belonged to the larger tribe of the Lower Oreeks, but had been banished for some political cause along with other members of the tribe. The Oreeks bore him no ill-will, and alwayS spoke of him as a wise and good chief. After leaving the Lower Oreeks, he wandered about and not very long before the arrival of the colonists, formed a settlement at or near the present site of the City of Savannah. Gathering around him the Yamacraws, he was chosen chief."
"Tomochichi was quite old when he met Oglethorpe. He was tall, erect, and vigorous of mind and body. He was a true friend of the colonists and aided them in making treaties with the Indian tribes."
"The old chief was greatly disturbed when he heard that the white men were going to settle near his tribe. He was afraid that they would drive his people from their new home. But General Oglethorpe was so kind and generous. that the chief lost all fear, and freely gave his promise of friendship. He kept the promise faithfully, and became, next to Oglethorpe, the strongest protector of the colony."
3. Treaty of Peace. "Oglethorpe was very anxious to have the colony on friendly
terms with the other Indian tribes. Tomochichi sent messengers to the other Oreek tnbes, and arranged for a meeting with his new white friend. "The convention assembled in one of the newly built houses

Jones-Reynolds, Ooweta Oounty Ohronicles, Stein Printing Oom-

pany, Atlanta, Ga. Page 8.

Martin, W. O. from the Masonic Messenger. Sept. 1932, Dalton and

the Oherokee Oountry, Grand Lodge of Georgia F &; A M, Macon, Ga.

Page 9.

.

***Evans, Lawton B., First Lessons in Georgia History, page 41, Ameri-

can Book 00.

11i

in Savannah." "Each chief thanked General Oglethorpe for his kindnes's to Tomochichi and his band, and freely gav:eto the colonists all" the "region lying between the Savannah and the Altamaha Rivers, and westward as far as the tide water ran, several islands along the coast being reserved to the Indians."
4. Mary Musgrove. "Mary Musgrove, half-breed, who was educated in Carolina
and could speak both English and Creek languages, acted as interpreter at this meeting.'; "#As she possessed much influence with the Creeks and was friendly with the whites, Oglethorpe employed her as an interpreter, paying her for her services." "oShe aided in concluding treaties, securing warriors from the Creek nation in the war between the coloni~ts and Spaniards." "With her husband, an English trader, she established a trading house at Yamacraw."
5. Visit to England. "When General Oglethorpe felt that he could safely leave
the colonists, he decided to make a visit to England. He took with him Tomochichi and Tomochichi's wife and nephew, for he wished them to see how rich and powerful the English nation was. .... "After a voyage of seventy days, the party disembarked in England, and they were conveyed in three of the King's coaches to Kensington Palace, where the Indians were received by the King. Later they were presented to the Archbishop of Canterbury, visited Eton, Hampton Court, the Tower of London, and other noted places. Tomochichi was deeply impressed by the magnificence of London and the visible signs of the power of England, and was always on the side of peaceful relations with the white man."
"After their return from England, the Indians told many strange stories of the English and the great stone castles in which they lived. They generously distributed among their friends the presents which they had received. They never forgot their visit, which made them more desirous than ever to live at peace with the powerful white man."
6. Tomochichi's Later Life. "When Oglethorpe came back froJll England, Tomochichi ac-
companied him on a long trip to the south. Then he settled down at Yamacraw to spend the rest of his days in qUiet. It was only a short distance to Savannah, so that he could see the colonists almost daily. Very often p-e sent them presents of fish and game. He became greatly interested in a little school house, the Irene, which the Moravians had
Brooks, Robert Preston, History of Georgia, page 48, Mentzer, Bush Company, Chicago.
Same, page 49. #Evans, Lawton B. First lessons in Georgia History, page 77, American Book Co. Harris, Joel Chandler, Stories of Georgia, page 28, American Book Co.
116

built near Yamacraw for the Indian children. He was pleased to know c<t.: that the Indian children could be taught the Good Word."

7. Tomochichi's Death. "In the year 1739 Tomochichi became very feeble.. He was
ninety-seven years of age. One day in October, he called his men around him and told them that the Great Spirit was going to take him from them. He wished them to remain on friendly terms with the colonists, and asked to be buried in Savannah among his white friends."
"There was wide spread sorrow over the death of this noble man. He was buried in Savannah. General Oglethorpe and several prominent citizens of Savannah acted as pallbearers."
"A block of granite has been placed in one of the public squares of the city to honor the memory of this strong friend of Georgia's first colony."

D. Suggested activities in Connection with Indians of Georgia.

1. Tell how to set up an Indian village.

2. Describe a trading post. 3. Plant an Indian vegetable garden. 4. Plant corn.

5. Cultivate with Indian tools. 6. Contrast present methods of farming with Indian methods ot
farming.

7. Grind corn, using pestle and mortar. 8. Roast corn in ashes. 9. Gather reeds, honeysuckle vines, for making baskets.

10. Make baskets. 11. Hunt all the things in nature that will color or stain. Try them
as dye. 12. Dye and decorate utensils.

13. Tell how to make Indian costumes, headdress, mocassins. 14. Dramatize Indian myths and legends. 15. Dramatize councils and feasts, showing responsibility and leader-
ship.

16. Dramatize trading incidents.

.

17. Write Indian Plays. Dramatize them.

18. Find a clay bank.

19. Dig clay and make pottery.

20. Describe the appearance of an Indian. 21. Discuss Indian customs.

22. Explain symbols of the Georgia Indians.

23. Compare the Cherokee alphabet with our own. 24. Locate places in Georgia that have Indian names.

25. Tell the stOry of the Cherokee rose.

ID-mSTORY OF GEORGIA:

A. Georgia as a Colony. The first Europeans who are known to have crossed the terri-
tOry of primeval Georgia were Hernando de Soto, Governor of CUba, and
117

his companions. In quest of gold, they marched through what is now

.~'~2.:

Coffee and Laurens Counties and on to Silver Bluff. The Indians

served as guides and led them to where Rome now stands.. They found

no gold, so continued to march on to the Mississippi River where DeSoto

died.

South Carolina was established and Charleston was over sixty

i'ears old when Georgia was colonized. The southern boundary line

of Carolina was the cause of dispute between Great Brittain and Spain.

James Edward Oglethorpe conceived the idea of founding a

home for the unfortunate and unemployed. He asked the King for a

grant of land in "his Majesty's Province of America." The petition

was granted and the charter obtained.

Extracts from the Charter copied from the Colonial Records

Say: "The territory lying and being in most part of South Carolina

which lies from the most northern part of a stream or river there com-

monly called Savannah, along the sea coast to the southward into the

most southern stream called the Altamaha shall erect and create one

independent and separate province by the name of Georgia. By settling

in Georgia the waste lands shall be cultivated, the other colonies shall

lie strengthened, the trade, navigation and wealth of these realms shall

be increased. "

Georgia was to be a model colony in which slavery and rum were to

be prohibited. But it was to be primarily a military colony, a barrier

against the encroachments of the Spaniards and Indians upon South

Carolina. It was also believed that through the silk industry the new

colony could put additional money into England's treasury.

The mottoes on the seal of the Board of Trustees created bY

the charter show the ambition and purpose by which Georgians have

been inspired from the beginning of their existence. On one side of

the seal is the inscription, "Colonia Georgia aug.," meaning "May the

Georgia colony flourish." On the other side of the seal is the motto,

"Non sibi sed allis," which means "Not for themselves, but for others."

James Edward Oglethorpe, a gentleman of marked ability. with

experience in military affairs, was selected by the trustees to take charge

of the new colony, Georgia. Oglethorpe and his party arrived. in the

harbor of Charleston and were met by the governor of South Carolina

who furnished them with provisions, stock, vessels to carry additional

supplies to the Savannah River, and a company of soldiers to protect

them against the Indians until they could build houses and fortifica-

tions. Th.ey landed at Yamacraw Bluff, which Oglethorpe selected for

his settlement. Here Savannah was laid out and built on the banks

of the river.

Oglethorpe's interest in and kindness to the settlers was very

genuine. They loved him. But he allowed no idlers, and his discipline

was strict.

The Indians also loved Oglethorpe. He was generous and just

with them, and they regarded him as a true friend. To give occupation

to the settlers and to bring money into the colony, Oglethorpe began a

trade in furs with the Indians. He secured the lasting friendship of

118

the chief, Tomochichi, upon which depended the safety of the colony.

co,::.:

0 When the Charter was granted by King George II, the trustees be

~

gan to send over colonists. The towns of Savannah, Ebenezer, Fort Argyle,

;~

Darien, Frederica, and Augusta, and a lighthouse on Tybee Island,

A

were established within three years. Industrious, law-abiding Salz-

burgers, brave Scotch Highlanders and calm Moravians were among the

founders of these settlements. As they arrived, they were greeted with

joyful friendship and neighborly kindness by the older colonists and

friendly Indians. It is interesting to note that Georgia was quite a

cosmopolitan colony containing English, Scotch, German and French

people.

As long as Oglethorpe remained in Georgia, the government

was in his hands. Dating from the establishment of the colony, a

Spanish attempt to destroy it had been expected. The Spanish were

jealous of the growth of the British colony. Oglethorpe explored the

islands and coast of Georgia and fortified forts on Jekyll, St. Simons

and Amelia Islands. He also 1'eared the French and Spanish would

attempt to turn the Creek Indians against him, so he made treaties

with these Indians and secured their friendship.

The Spaniards, however, had not given up their claim to this

territory. As the English colony grew stronger and forts were built,

the Spaniards in Florida became more watchful. Finally, the king of

Spain sent word to the King of England warning him to allow no

more military activities in Georgia. Spain threatened to invade Georgia

and put an end to the colony. Then England declared war.

Oglethorpe was greatly hampered in preparing to meet attacks

because of internal troubles of the colony, the niggardly support of

Parliament and the lack of aid from the stronger colony of South Caro-

lina. He made an unsuccessful attack on St. Augustine. Two years

later the Spanish invaded Georgia, but were defeated at Bloody Marsh

by Oglethorpe. This victory was of the utmost importance because a

Spanish conquest of Georgia would have carried the war into the other

English colonies.

When Oglethorpe finally returned to England, Georgia was the

only colony in which slavery was prohibited and this produced much

dissatisfaction among the Georgia colonists. For fifteen years, the

Trustees were firm in refusing their petitions, but at last they agreed,

and negro slavery was introduced into Georgia and made legal. Silk

culture, too, had proved a failure. It was found that other things were

better suited to the climate and could be produced with less cost. The

commercial plans for the colony had proved a failure.

About 1773, the white population of Georgia amounted to eighteen

thousand people. There were about fifteen thousand slaves, many

employed on the rice plantations along the coast. There was practically

no manufactUring done, the people devoting most of their time to agri-

culture. They were discovering what could best be produced on the

soil of their new home and what commercial advantage .could be wrested

from the pine forests. Ships were arriving at ports with manufactured

articles and leaving with farm and forest products. The colony of

119

Georgia, the mother country's baby province, had passed the toddling

~'-2.:

stage. It 'was now standing firmly on its feet; having found strength

in its own resources.

Suggested Activities in Connection with Georgia as a Colony.
1. Trace DeSoto's march through Georgia on map. 2. Make sand map, showing original boundary of Georgia. 3. Trace Oglethorpe's voyage to Charleston from London. 4. Discuss the "layout" of Savannah as a colony on sandtable. 5. Locate all towns established during the first twenty years. 6. Describe a colonial plantation. 7. Tell how candles, furniture, etc. were made in early Georgia. 8. Read stories of Early Colonial Days. 9. Dramatize different historical events; as Oglethorpe'S interviews
with Indians. 10. Write a short description of Georgia before Oglethorpe came. 11. Visit Savannah and see the bronze statue of Oglethorpe. 12. Compare Georgia to-day with Georgia 200 years ago. 13. Discuss articles made for a Colonial museum.
The following articles might be made: Colonial quilts, candle sticks, ink and quill pen, two sun dials, hour glasses, spinning wheels, candles, powder horns, horn books, colonial costumes, powder shakers, and soaps.
14. Describe the natural beauty of Georgia as seen by the first white men who visited it.
15. Discuss the good characteristics of Oglethorpe and Tomochichi.

B. Georgia in the Revolutionary Period.
The American Revolution was a protest against the colonial system of the English Government. It was not only a struggle for control of the colonies' internal affairs, such as the right to vote taxes, but also for surcease from the interference of the mother country in their commercial activities. The colonists resented taxes, because they were not directly represented in Parliament. Great Britain's armed opposition to the independence of her provinces resulted in the Revolutionary War.
Three delegates from Georgia, George Walton, Button Gwinnett, and Lyman Hall, signed the Declaration of Independence on July 4, 1776. News traveled slowly in those days. Mail and other messages were carried by horseback riders, or in stages, thirty to forty miles a day being good speed. Therefore, it was not until August 10th that the news reached Savannah, where it was received with great rejoicing.
The military activity of the province of Georgia was directed against Florida. Although St. Augustine was strongly fortified, the southern border was harried by bands of British and Indians. Savannah soon fell into the hands of the British, and Ebenezer, too, was captured. After the fall of Augusta, Georgia was completely in the hands of the British. Under the leadership of General Nathamel

120

... Green, Colonel Henry Lee and General Anthony Wayne, the British

':--<L were finallY expelled from Georgia.

~

Sergeant W1lliam Jasper Hawkins, Colonel John White, Robert

Sallette, Nancy Hart and Elijah Clarke were some of the outstanding

Georgia patriots of these trying times. Their adventures were interest-

ing and thrilling.

Not so exciting, perhaps, was the daily life of the colonists

during the war, but full of suffering and hardship. The farmers had

become soldiers and could not raise crops. Sugar, salt and medicine

were unobtainable. "Leather was so scarce that shoes cost twenty-five

or thirty dollars a pair." Danger from Indians and British was great.

Homes were destroyed; men were kllied; women and children were left

helpless.

It was not for Georgians, however, to remain depressed. With

the victory of the provinces in the rebellion against England, and with

governments of their own set up, Georgia, too, was readY and willing

for a new life. Many people who had sought refuge in other colonies

returned to Georgia. The legislature made grants of land to soldiers

who had served the state during the war. All the people turned their

attention toward making their good land a better one.

Suggested Activities in Connection with Georgia iil the Revolutionary Period.
1. Read about characters such as General James Jackson, General Light Horse Harry Lee, General Anthony Wayne, General Elijah Clarke, Nancy Hart, Robert Sallette.
2. Write stories of different outstanding characters. 3. Dramatize stOry of Nancy Hart. 4. List qualities which you think a general should possess. 5. Give some possible reasons for Oglethorpe's attitude toward the
American Colonies.
C. Georgia as a Young State. When Georgia threw off the royal yoke, the original twelve
parishes were abolished and the state was divided into eight countiesWilkes, Richmond, Burke, Effingham, Chatham, Liberty, Glynn. and Camden. She was the fourth state to adopt the Constitution of the United States.
At this time, her territory extended to the Mississippi River. embracing the present states of Alabama and Mississippi. In 1802 Georgia ceded her western territory to the United States, which, in return, ceded to Georgia, "that part of the twelve mile strip north of the state." The thirty-fifth parallel of latitUde thus became the northern boundary of Georgia.
Trouble with the Indians over land was partly ended by the Creeks ceding all the lands they owned in Georgia to the United States and moving farther west. A treaty with the Cherokees whereby they also agreed to give up claim to lands east of the Mississippi and move to a special tract of land in the West left Georgia in 1838 free to rightfully enjoy the land she claimed as her own.

121

A new seal of State was early adopted and has been used con-

"&-

tinlJously since. On one side of the seal are three pillars engraved with

the words "Wisdom, Moderation, Justice," supporting an arch engraved

with the word "Constitution." This symbolizes the wisdom of the

legislative branch, the justice of the judicial branch and the moderation

of the executive branch supporting the constitution of the state. A

man with a drawn sword, standing near one pillar represents the military

phase of the state government.

The invention of the cotton gin by Eli Whitney encouraged

the extensive planting of cotton, which now could be used in much

larger quantities. Although William Longstreet's invention of a steam-

boat, over which he labored for sixteen years, was never patented, it

proved, a full year before Robert Fulton's "Clermont" sailed up the

Hudson, that navigation by steamboat was possible.

When the first railroads were built, the people accepted the

steam engines with doubt as to their safety, and disgust for their noise

and smoke. These early railroads came together at a point called Ter-

minus, which later became the village of Marthasville, and is now the

city of Atlanta, capital of Georgia, and one of the greatest railroad

centers in the South. Atlanta is the state's fifth capital, the former

ones being Savannah, Augusta, LOUisville, and Milledgeville.

In the early days of Georgia, many of her people lived on large

plantations in big "colonial houses," vvith "negro quarters" in the

rear. The planters, living in plenty, and attended by many servants,

were noted for their hospitality. The slaves were well treated and

happy-a carefree group whose songs could be heard in the fields by

day and in the "quarters" when the day's work was done.

The people were not all wealthy by any means. A large part

of the population was made up of good, plain people. Their homes

were simple, and they did their own work, cooking in large, open fire-

places; spinning and weaving cloth which they colored with home-made

dye; sewing, quilting, candlemaking, and many other needful occupa-

tions.

Education for the children was provided by schools which

frequently had all-day sessions. Usually the teacher was a man who

believed in strict discipline and who enforced it sternly. Richmond

Academy in Augusta was the first chartered school in Georgia. The

first commencement of the University of Georgia was held in 1804 with

ten graduates. Later, Mercer University, Emory College, and Wesleyan

Female College were established.

People attended political meetings held out in the open to

listen to orators and statesmen who kept them posted about public

affairs. Frequently barbecues were held at these meetings and the

luscious roasted pig that had been cooked whole over the open fire

provided as great a treat for their bodies as the speeches for the minds

of the people.

Always sociable and helpfUl, the people enjoyed gathering t~

gether for work and play. Neighbors met for "house raisings," the set-

ting up of the frame work of a cabin; for "log rollings," rolling logs into

122

'~'-2.:' piles; for "corn shuckings," and for "quiltings." Games, feats of strength, races, dancing and conversation added zest and entertainment to all gatherings. Friendliness and cooperation marked the spirit of the people of Georgia in its youth. Readiness to accomplish in spite of obstacles, happiness and content in all tasks of life were characteristic of these people. They were worthily building a worthy state.

Suggested Activities in Connection with Georgia as a Young State.

1. Draw a map of Georgia showing the first eight counties.

2. On an outline map show the original boundary of Georgia.

.3. Dramatize a scene showing the Indians, making a treaty w:i.th the

whites.

.

4. Tell what the words "Wisdom, Moderation, Justice" mean to you. 5. Describe the Seal of State. 6. Explain a miniature of Eli Whitney's cotton gin. 7. Take an excursion to a modern cotton mill. 8. Discuss reproductions, made by the children, of Longstreet's and
Fulton's steamboats. 9. Dramatize a scene in a stage coach. 10. Picture, on a chart, Atlanta as a railroad center. 11. Locate on an outline map, the five capitals of Georgia. 12. Write and produce plays about life in the "big house" and in the
"negro quarters." 13. Spin and weave some cloth. 14. Dramatize a scene in an early Georgia school. 15. Visit some college or university in Georgia. 16. Write an interesting account of a barbecue, house raising, or log
rolling. 17. Dramatize a quilting party or corn husking. 18. Write poems about life in early Georgia.

D. Georgia during the War Between the States and the Reconstruction Period.
*"The fifty years preceding the Civil War was a period of great progress in Georgia."
**"As the years passed, Georgia increased in population and im portance." There were many slaves in Georgia due to so much cotton planting and rice growing. "In fact over half of the total population was negro slaves."
**"The disputes over the slavery question~caused much bitterness in Congress. The position taken by the Southern States on slavery was very simple. They maintained that the holding of slaves
was a question which each State had a right to decide for itself. The Constitution of the United States gave them this right, and if the North did not desire slaves it had the right to abolish them in its own territory.

*Brooks, R. P., History of Georgia, page 285, Mentzer, Bush Company, Chicago.
**Evans, Lawton B. First Lessons in Georgia History, pages 268, 269, 270. American Book Company, New York.

123

It on the other hand the Southern States desired to have slaves as the,.

--2.:

were doing, the Northern States had no right to interfere.

..Whlle this controversy was going on, a ~oup of delegates from

different sections in Georgia met in Milledgeville to draw up a report

tor the convention and to study the situation. This was written by

Oharles J. Jenkins and was known as the Georgia Platform. It insisted

on State Rights and regretted the agitation over the question of slave

holding. The Platform also stated that the State of Georgia would

resist any action of Congress that would disturb the safety and violate

the rights of slave holding states.

In this controversy some of Georgia's ablest men took part,

men who were famous as statesmen all over the country. *"Among the

most brill1ant advocates of State Rights was Robert Toombs, at one time

United States Senator from Georgia, Alexander Stephens, who later

became vice President of the Confederacy, Howell Cobb, Herschel John-

son and Joseph E. Brown were also great advocates of disunion."

*" Alexander H. Stephens was opposed to immediate secession.

He thought that the South should wait for some act of hostility on the

part of the Republican Party and not anticipate trouble. But as soon

as the states of the lower South had withdrawn from the Union, repre-

sentatives of the seceding states met in Montgomery to create a new

Oonfederacy. "

*"Jefferson Davis of Mississippi was chosen President and

Alexander H. Stephens of Georgia was Vice President of the Confed-

erac,.."

"Preparations for war were going on in all the seceding states."

In April ,1861 the War began. Governor Joseph Emerson Brown, known

as Georgia's War Governor, being far-sighted, had resolved at once to

take possession of our forts and arsenals before the Federal Government

could prevent Georgia from controlllng her own. The seizure of Fort

Pulaski at the mouth of the Savannah River was made in order to pro-

tect the river in case of invasion.

{f"Our men were in the army in Virginia under General Robert

E. Lee, also in Mississippi and Tennessee. But until 1863 Georgia hardly

felt the scourge of war within her own boundries." On September of

this year a fierce battle was fought at Chickamauga. This spot is known

to us to-day as Chickamauga Park and is dedicated to the memory of

the men in gray who fought so bravely for the South.

In May, 1864, the Federal general, W1ll1am F. Sherman, left

Chattanooga, Tennessee on his famous march through Georgia to the

sea. He was opposed near Dalton by Joseph E. Johnston. Due to

*Evans, Lawton B. First Lessons in Georgia History, pages 27G-281-283. American Book Company, New York.
**Evans, Lawton B. First Lessons in Georgia History, pages 268, 269, 270. American Book Company, New York.
***Brooks, R. B. History qf Georgia, pages 265-266, Mentzer, Bush Co., Chicago.
{fMassey and Wood, StOry of Georgia, page 112, D. C. Heath, Boston.
124

small forces, .Johnston thought it best not to attack him. He could do .'~'~2.:. very little fighting but he could prevent Sherman from advancing too
rapidly. In the meantime he was hoping that re-enforcements would arrive.
One of the most serious battles was foUght at Kennesaw Mountain near Marietta. Many men on both sides were killed. One of the National cemeteries is at Marietta. On May 31, National Memorial Day, Federal soldiers are honored at this cemetery.
.Johnston crossed the Chattahoochee River and camped near Atlanta. He did not want a battle with Sherman, and because he expressed this he was replaced by Hood.
***"Atlanta was the next important point of attack and resistance. Defense of the city had to be made as quickly as possible." Hood was not strong enough to withstand the attack, so he retreated leaving Atlanta in General Sherman's hands. When Sherman entered the city he ordered the people, mostlY women and children, to leave at once. He set fire to the city and burned all except four hundred out of the five thousand homes.
He then started on his march from Atlanta to Savannah. There was no army to oppose him. All the Way from Atlanta he left ruin and desolation. He burned the houses, tore up the railroads, trampled the crops, killed the stock and stole the silver.
When word came that he was approaching :MilledgeVille, which was the capital at that time, Governor Brown called the conVicts together and promised them their freedom if they would help load the cars and try to save the Georgia records and property. They gladly helped and continued to serve faithfullY until the end of the war.
*"Late in December Sherman entered Savannah. He sent Lincoln a telegram telling him that he made him a Christmas present of the city."
**"In the meantime Lee was steadilY losing ground in Virginia. General .John B. Gordon, of Georgia, bore a conspicuous part in the Virginia campaign. He was beloved for his bravery and admired for his skill as a soldier."
**"EarlY in April, 1865 General Lee and the remnant of his army surrendered to General Grant at Appomattox Courthouse. General Clement Evans of Georgia, having received no orders to cease firing and not knowing of the surrender, made a charge against the Federals, capturing a small battery. General Evans' brigade fired the last shot in the battle of Virginia.
{f"The war had cost Georgia more than any other Southern State. Georgia had given all she had. Her statesmen had guided in
*Massey and Wood, Story of Georgia, page 115, D. C. Heath, Boston. **Evans, Lawton B., First Lessons in Georgia History, pages 293-296. American Book Company. ***Evans, Lawton B., First LessonsiilGeorgiaHistory, page291. American Book Company. {fMass8Y and Wood, StOry of Georgia, page 116, D. O. Heath, Boston.
125

council, her generals had led in battle, her men had fought bravely, and her women had worked hard and suffered."
Sherman's march left Georgia desolate and the people were SUffering from many hardships. At the beginning of the war Georgia stood seventh in wealth, and at the close she stood thirty-ninth of all the states.
"Southern men were unused to manual labor. It was harder for the men to adjust themselves to the new order of the South than for the women."
Kitchens were never in the house, but some distance away. There had been negro slaves to do the running back and forth. After the war the women had to go to the kitchens because the slaves were now free. There had been no water-works, electric or gas lights. All of these came into use after the war. This was the breaking up of the old home life in the South.
*"After the war Georgia passed through three distinct processes of reconstruction. The first of these is known as the Presidential reconstruction. The second was due to resentment on the part of Congress at the President's presuming to permit the South to return to the Union without consulting the law making body as to the terms to be imposed. The third was the result of the act of the Conservative majority of the State Legislature in expelling the negro members."
E. Georgia Since Reconstruction.
Note: Since there is such limited information obtainable on Georgia history since the reconstruction, the information here given is taken from Clark Howell's History of Georgia.
**"With the end of the Reconstruction period in Georgia, a new era began-bayonet rule was forever gone. Georgians felt like free men again. Democracy was back in her own.
"Now began the period of emergence from Reconstruction into Home Rule. Rapid strides were made toward commercial, agricultural and domestic rehabilitation. Governor Smith was elected executive over Walker.
"Among matters of general interest was the Land Scrip fund. By act of 1862, Congress gave each state 30,000 acres of land for every senator and representative. Georgia's part was 270,000 acres. The fund was to be used in endowing an agriCUltural college in five years. Later more time was given. The legislature of Georgia in 1866 accepted the donation and authorized the governor to apply for, receive and sell these lands. Some of the states received four and five dollars an acre. Governor Smith had to organize the college by July, 1872, or the land scrip would have been forfeited. Many of the cities applied for the
*Brooks, R. P., History of Georgia, page 318, Mentzer, Bush Co., Chicago.
**Howell, Clark, History of Georgia, Vol. I, part 9, pages 629, 630--635. S. J. Clark Publishing Co., Chicago.
126

~<:.: .. fund. He.f1na1Iy gave it to the State University at Athens, institutine the Georgia State College of Agriculture, and Mechanical Arts. Two departments of incalculable benefit were established, the Department of Agriculture and the Office of State Geologist. "Georgia is pre-eminently an agricultural state and its fortunes today, as in the past, depend upon the men and women on the farms. *"The administration of Governor Smith was followed by that of Alfred H. Colquitt. Many exciting scenes took place during this time. Among the legacies of burden left from previous administration were several bankrupt railroads whose bonds the State had endorsed. The roads were finally placed in the hands of receivers, were sold and all came into the ownership of the State. "The Constitution of 1868 having much good and some bad in it, the voters by referendum decided to call a convention, for the purpose of making a better one. The last great service of General Toombs was in this convention. The present constitution, except as amended, was adopted, including biennial sessions of the assembly. This provision was subsequently amended to annual sessions, and in 1924 amended again by returning to the biennial sessions. "At this time, the latter part of the nineteenth century, Atlanta and Milledgeville had a warm contest for the capital. The final vote gave it to Atlanta. Another important event was the appointment of the first railroad commissioners-Ex-Governor .Tames M. Smith, Major Campbell Wallace, and Sam Barnett. "An event worthy of noting was the assembling of the International Sunday School Convention in Atlanta in 1878. This bodY representing' .a constituency of 8,000,000 Sunday School teachers and scholars, the Christian children of the English speaking world of all denominations, was the grandest and most important convocation of the century. **"The year 1881 was memorable in Georgia by reason of the International Cotton Exposition, the first World's Fair in the South. It was a tremendous success and served to turn the attention of the people of America to the South as a coming section of the country, to cement friendly feelings; and in Georgia it served to harmonize some of the factional political differences and to point to good generally. "Georgia's sesquicentennial was celebrated in Savannah in 1883 with great splendor. It commemorated the landing of Oglethorpe and his colonists on the Yamacraw Bluff in 1733. "The yearS 1883-1888 marked the death of Georgia's immortal triumvirate, Hill, Stephens and Toombs in that order and all within five years. "During the administration of Harry D. McDaniel, the new state capitol was erected and the cost was less than one mlillon dollars,
*Howell, Clark, History of Georgia, Vol. I, part IX, pages 635-636, 638. S .T. Clark Company, Chicago.
**Howell, Clark, History of Georgia, Vol. I, part IX, pages 652,653,707, S .T. Clark Publishing Co., Chicago.
127

the figure which had been placed by the Assembly. At this time, too,

"'&.-

-Georgia School of Technology as a unit of the University syStem was

"'-

established.

"The economic reconstruction following the World War was

seriously handicapped for four years on account of the invasion of the

state by the boll weevil in 1920. The boll weevil, as costly and tragic as

its record is in Georgia, has proved in a Way a blessing in disguise. It

forced an abandonment of the single crop idea that held Georgia farm-

ing in its grip. It forced the farmers to raise what they had formerly

depended upon merchants to supply and had too often mortgaged their

crops in advance to pay for. It forced balanced systems in farm opera-

tions and has brought cultivation of other than cotton crops for con-

version into money.- It has taught thrift and economy. It has stimu-

lated cooperative marketing, bettered community spirit and strength-

ened the brotherhood of man. Georgia is progressing. The boll weevil

is no longer a source of alarm."

Now Georgia is going through another reconstruction period

brOUght on by the depression. This is just as hard for the people of

to-day as the reconstruction after the War Between the States was for

the people at that time. Men are having to adjust themselves in like

manner to the order of this day and time. Machinery has taken the

place of many people, making it necessary for them to go into new lines

of occupation. Many of them are unable to find work because of their

age. There is hunger and SUffering just as much as there was during

those epoch-making days. Living conditions have changed and moral

standards are changing. It is true that we are not having to rebuild

the foundations but many people are losing their homes because of bank

failures and lack of employment. The farmer is having just as hard a

time readjusting himself as the planter in Civil War days. The same

problem of too much cotton and the argument for diversified crops Is

before us today.

Doesn't it seem that the reconstruction periods have much in

common?

What Georgia is today she owes to her own courage, energy and

favorable geographical position. A golden future awaits her. Just as

Henry W. Grady, the brilliant editor and statesman, said of the South-

ern soldier, "Does he sit down in sullenness and despair? Not for a day.

As ruin was never before so overwhelming, never was restoration swifter."

During the World War the State of Georgia responded to all

demands made upon her to support the general government in its war

with Germany. So will she respond to the demands made upon her to

fight the war on depression. Things may be dark at the present but

with-the able leadership of some of her present statesmen, Georgia will

prove true to the principles which were hers from the beginning.

Her faith has never been tarnished and with her government

founded on "Wisdom, Justice and Moderation," she will come thrOUgh

the present reconstruction period stronger than ever before.

128

C.,::': Suggested Activities in Connection with Georgia since Reconstruction.
1. Draw a map of Georgia, showing surface divisions, rivers, cities, etc. 2. Make a sand table map. 3. Keep a picture collection of Georgia. 4. Write captions for moving pictures made by children showing their
own illustrations of History of Georgia. 5. Explain slides made by children. 6. Discuss a frieze showing important events in Georgia. 7. Write poems about Georgia. 8. Visit State Capitol, Governor's Mansion, Rhodes Memorial Hall. 9. Have a play-Highlights of Georgia History. 10. Dramatize scenes from Georgia Life. 11. Keep diaries of trips through Georgia. 12. Give talks on Highlights of History. 13. Write an appreciation of Stone Mountain Memorial. 14. Take an imaginary air trip over cities of Georgia-over Atlanta. 15. Trace the main highways of Georgia on maps. 16. Study history relating to Georgia through the collection of stamps
or coins. 17. Write brief bits of information to go with each stamp or coin. 18. Study the stamps made especially to commemorate the two-hun-
dredth anniversary of the settlement of Georgia. 19. Study what YOU would like to have put on the Bicentennial of
Georgia stamp.
Suggested Activities in Connection with Georgia. During Reconstruction Days.
1. Tell an Uncle Remus story. 2. Have a pantomime of slaves at work in the fields. 3. Tell of some customs on the plantations. 4. Discuss the duties of the slaves. 5. Picturize, in words, scenes in the slave quarters. 6. Imitate an old negro "mammy" with her little "white child." 7. Discuss the occupations of the "Southern Gentleman" before the
war. 8. Write a brief sketch of the lives of. Robert Toombs, Alexander
Stephens, Jefferson Davis, Joseph E. Brown. 9. Compare the hardships of the Reconstruction Period with hard-
ships now. 10. Discuss the leaders who helped to rebuild Georgia after the War
Between the States. 11. Discuss Henry W. Grady as a peacemaker. 12. Visit the Cyclorama at Grant Park. StUdy the painting of "The
Battle of Atlanta." 13. Visit Stone Mountain to see the work being done on the Memorial.
Build Stone Mountain on the sa~d bed. 14. Visit Kennesaw Mountain. (This is known as a most important
historical setting.)
129

..".

15. Visit the mOnument of Henry W. Grady in Atlanta.

-

16. Go to the State Oapitol and see the monuments of General John B.

Gordon, Orawford W. Long.

17. Trace Sherman's March to the sea on the sand bed.

18. Describe a colonial mansion, the slave quarters, cotton field, etc.

as shown on a sand table.

19. Write articles for a booklet of Georgia's Generals.

IV-GEOGRAPHIOAL FEATURES OF GEORGIA:
Location, Size, Olimate, Soil.
Georgia is in the southeastern part of the United States. It is the largest state east of the Mississippi, being slightly larger than Florida, forty-eight times as large as Rhode Island, and less than one-fourth the size of Texas. The greatest length of the state from North to South is 320 miles, while at the widest point, it is 254 miles.
Georgia's climate is probably the most diversified of any in the Union-the state having eight of the nine climatic zones into which the United States is divided. The average annual temperature for the state as a whole is 63.6 degrees. The average temperature of the four coldest months is only 49 degrees. The average annual rainfall is 49.76 inches. Heat prostrations are almost unknown in Georgia. Severe winter freezes are few. Weather Bureau statistics show that an average of 274 days a year have sunshine. South Georgia enjoys an average of 250 frost-free days, which enables farmers in that section to produce a money crop during nine months of the year. The climate here is so mild and equable in winter that this part of the state is rapidly becoming a favorite winter resort.
There is a great variety of soil in the state. Soil surveys have been made of a number of counties in the different sections of the state, copies of which may be obtained upon request from the Georgia Department of Agriculture, Atlanta, or the State Oollege of AgriCUlture, Athens, Ga.
Georgia's Topography
Broadly speaking, Georgia is divided into three sections, the Appalachian Highland, the Piedmont Plateau, and the Ooastal Plain. The northern section is mountainous and rugged, rising to a maximum height of 5000 feet,
Middle Georgia or the Piedmont region, consists of beautiful, rolling hills, and fertile valleys.
The Ooastal Plain of the State, three-fifths of the total area, is almost level.
The "Fall Line" extends from Oolumbus on the west through Macon and Milledgeville to Augusta on the east. The Fall Line gets its name from the small falls or rapids, which mark the places where the streams leave the Piedmont region and descend to the Ooastal Plain.

180

Large Cities
*"The Piedmont region contains more than half the cities of the state that have a population of 2000 or more." Atlanta is the capital and largest city.
Savannah is the second largest in size and the most important seaport on the South Atlantic coast.
*"Augusta is the third city in Georgia in wealth and population." Columbus, in the western section of the state on the Chattahoochee River, is one of the outstanding textile manufactUring cities of the South. *"Macon is located near the center of the state at the head of navigation on the Ocmulgee River." It is an important market and manufacturing center. Athens, on the Oconee River, is the largest city of northeastern Georgia. It is noted for its educational institutions. Rome, on the Coosa River, is the chief city of the mountain region.
Ports-Rivers-Drainage
Georgia's sea-ports are: Savannah, Darien, Brunswick and Saint Marys. These can be used the year round, being free from congestion due to ice and snow.
**"By looking at the map you will see that the water-shed of the state extends from the northeast corner down to Atlanta. It divides the rivers, sending some to the Gulf of Mexico and some to the Atlantic Ocean. There are more than fifty streams which can be classed as rivers." Some of the most important ones are: Savannah, Chattahoochee, Flint, Ocmulgee, Altamaha, Oconee, Oostanaula, Ogeechee, Canoochee, Ohoopee, Etowah, Coosa, Coosawatee, Tugaloo, and Suwannee.
***"There are three main drainage areas in Georgia; the eastern area which drains into the Atlantic Ocean, the western area which drains into the Gulf of Mexico and a northern area which drains into the Tennessee River and thence into the Gulf by Way of the Mississippi River."
Okefenokee Swamp
***"The Okefenokee Plain extends along the SatillaLowland and west of it in an irregular belt from about 20 to 40 miles wide. It is called Okefenokee from the large swamp in its southern part, which consists of dense masses of moss, peat, and muck, from four to six feet thick, that sink and rise under the traveler's weight. Hence the Indians called it Okefenokee, which means trembling earth. The swamp has
*McMurry and Parkins, Advanced Geography, Georgia Edition, pages 31, 33,44. The Macmillan Company, New York.
**McMurry & Parkins, Advanced Geography, page 8. The Macmillan Company, New York.
***Brigham and McFarlane, Essentials of Geography, Second Book, pages 7 and 9. American Book Company, New York.
131

many open lakes, and many islands and ridges which support valuable

~.C2.:

forests.'"

Stone Mountain

DeKalb County, Georgia, possesses the largest solid rock in the world, Stone Mountain, upon which is being carved the hUgh Confederate Memorial.
The top of the mountain is 700 feet higher than the surrounding country, and is 2000 feet above sea-level. It is 7 m1les in circumference. Five hundred sixty-three acres of granite show above ground and altogether it contains more than seven billion cubic feet of granite. This mammoth rock rises abruptly from a farming country.

Golden Isles
Six large islands off the coast of Georgia are: Cumberland, Jekyll, Saint Simons, Sapelo, Saint Catherines, and Ossabaw.
They have been crowded with history and romance for nearly four centuries.

Suggested Activities in Connection with Geographical Features of Georgia.
1. Draw outline map of Georgia in sand, showing mountains, plateau, and coastal plain.
2. Watch daily weather reports and keep a record. 3. Collect samples of soil from different places in your neighborhood.
Put them in small glass bottles and label. 4. Write Weather Bureau at Washington to place your school on mail-
ing list for daily weather maps. Make graph each month for rain and one for sun, and be able to explain them. 5. Dramatize Chapter VI "Getting Acquainted with Georgia." 6. Use a small individual outline map of Georgia; put in the mountains rivers, and cities; locate Fall Line cities. 7. Build Stone Mountain on the sand table. 8. Visit Stone Mountain. 9. Collect for a scrapbook, pictures on Savannah, Atlanta or any other city. 10. Make slides of the outline map of Georgia, locating cities, rivers and ports. 11. Observe Chattahoochee River at some point near city in fall and spring, and report your observations to class. 12. Collect pictures of natural beauty spots of Georgia. 13. Take an imaginary trip through parts of the Okefenookee Swamp. 14. Tell in which part of Georgia yOU would prefer to live, giving your reasons.

V-PEOPLE OF GEORGIA:
"What is any place without people?" There were thirty-five families in the original sailing party brough'll over from England by James Edward Oglethorpe to make the fi1'8t settll.

132

ment in Georgia. While the purpose of the founder was philanthropic, ~'-2:the choice of location showed military and economic wisdom, looking
to the protection of Carolina from the Indians and the Spaniards~and to the establishment of a great silk industry. To this end, Oglethorpe added to his colony people of sturdiest character-the Salzburgers, the Moravians, the French Huguenots, and the Scotch Highlanders. Good blood was this on which a great state was builded.
Georgians of today are a home-loving, church-loving, hospitable, sociable, people, possessing the same substantial characteristics of their ancestors. The pioneer strain survives with exceptional purity in our state, 99i% of its people being American born, while, "the mountain people of North Georgia are said to be the purest breed of Anglo-Saxon in the United States."
Scores of our best families trace their descent from the noble blood of the Old World; and there is impressed indelibly in the very nature of the average Georgian a natural love of personal encounter, which, in the Revolutionary period found satisfaction in political "bouts." The result was such a pronounced development of party spirit that some writers have even traced to Georgia the origin of "Parties" in politics.
In Oglethorpe's colony, slavery was forbidden in order that industry and self-reliance might be encouraged. Later, however, slave labor was introduced, and slavery gained a foothold. Georgians were kind to their slaves, as the old laws attest, one of which required owners of old and infirm slaves to support them in comfort.
"One-third of the people of Georgia to-day are negroes descended from these same African slaves. Georgia's white and colored understand each other, and get along remarkably well. No colored man would be begrudged an opportunity to better himself by work and law-abiding citizenship." The taxes of the State of Georgia, together with northern capital, have put the education of the negro in this state above the average.
The people of Georgia have contributed in a large measure, not only to the building, but also to the defense, of the nation and the principles upon which it was founded. Their record in war is one of which every Georgian can be proud. No people have had to endure more than Georgians after the War Between the States; but out of that suffering was to come the fine people of spirit that we have to-day, while it was a Georgian, Henry W. Grady, who by his kindness and sympathy greatly influenced a feeling of contentment and peace over the nation.
Each generation finds its problems, but it develops strength in mastering them. Our people will conquer in the face of difficulties, in the future, as in the past, for their ideals cannot perish while the same spirit lives in us.
VI-MANUFACTURING IN GI;OBGIA:
Although best known as an agricultural state, "Georgia in recent years has made such enormous strides in the development of industry that the value of her manufactured products is now more than double the value of her airlcultural products."
133

With abundant raw materials and a wealth of navigable rivers, Georgia has always possessed the necessary factors for manufacturing. "NaturallY, manufacturing interests centered at first around the Fall Line cities." Rivers and railroads made transportation cheap and abundant, but manufacturing developments were rather slow until" recent years.
The first settlers of Georgia found the rich soil and favorable climate particularly suitable to the production of cotton. After Eli Whitney invented the cotton gin in 1793, cotton became the leading agricultural crop. For many generations Georgia shipped cotton to New England and abroad to be manufactured into the finished products. Carding, spinning, and weaving were home and plantation industries. "NoW, Georgia's cotton mills annually consume more than a million bales of cotton. Thread, hosiery, underwear, towels, bedspreads, rugs, upholstery, piece goods, rope, tire fabrics, and cord are among important products of cotton mills. Sixty-five per cent of the total tire and cord fabric of the United States is now produced in Georgia mills." Huge surgical dressing plants and thread plants are also located in Georgia. Oil from cottonseed is another leading manufactured product. Cottonseed meal, a by-product, is extensively used in making fertilizers.
*"When the first settlers came, about ninety-five per cent of the state was covered with forests. The varied climates and different altitudes produced a great variety of trees. Many were used for making log houses, fire wood, fences, crude furniture, and many home necessities. These were fashioned chiefly by plantation labor. Although much forest land was cleared for farms and plantations, Georgia still holds first place in forest acreage.
"Georgia is the leading naval stores producing state in the Union." The long leaf pine of South Georgia yields large quantities of turpentine and rosin yearly. There are many plants that require naval stores, such as felt, roofing, and tar products.
Georgia's rich mineral products provide a wide variety of raw materials. Foundry products are used in manufacturing machinery, stoves, grates, agriCUltural implements, boilers, cotton gins, castings, ornamental iron works, and steel saws.
"The manufacture of brick and tile is the largest industry in the state making use of Georgia's mineral resources. All types of brickcommon, face, and paving-are manufactured. Tile products include terra cotta and flue linings, hollow tiles for building, drain and roof tiles. Other kiln products include sewer pipes, wall coping, pottery, earthenware; and stone ware. Natural and portland cement are also manufactured. "
"The fame of Georgia's marble and granite is world wide and they are used extensively for building and monumental purposes throughout the United States and in many foreign countries."
*Brigham and McFarlane, Essentials of Geography, Second Book, page 9. American Book Company, New York.
134

The agricultural products furnish materials for many other manufactured products. Wheat and corn are grown in large quantities. Georgia wheat makes a fine quality of flour; corn meal has always been a Georgia product. There are more than one hundred bakeries in the state which manufacture breads and Cakes for home consumption.
Some of the highest grade and most delicious candies are made in Georgia. Well distributed ice cream plants are furnished with cream by splendid dairies. There are many large plants in Georgia for the manufacture and bottling of soft drinks.
Vegetables, berries, and fruits are canned in Georgia and quantities of peaches are frozen and packed. Refrigeration plays an important part in the preservation of products. The manufacture of "dry ice" and frozen packed fruits are two modern developments of value.
Tobacco grown in Georgia is sold in large quantities as a raw product but there are only a few tobacco factories.
Georgia is a land of opportunity. The state has always been rich in raw materials from field, forest, and mine, but with changing industrial conditions and modern electrical development there has come a discovery of 'her vast industrial possibilities. She is undoubtedly a land of new industrial opportunity.
"Among the opportunities for still further development of industry, the following are outstanding in Georgia: manufacture of textiles into clothing and other finished products on a scale commensurate with the enormous expansion in recent years in the manufacture of cotton into textiles; manufacture of textile machinery to supply the vast and constantly expanding textile industry; development of the rayon industry, which has already commenced with the location of a great rayon plant near Rome, in Northwest Georgia; belts of kaolin across middle Georgia ample to sUpply the world, of such high quality that they have long been important sources of supply for the ceramic industry of Ohio and New Jersey; a million acres of virgin forest, both pine and valuable hardwoods, providing an opportunity of tremendous possibilities for furniture and other woodworking plants; an immense available supply of pUlp wood., plus rapid growth of these trees, plus softness and purity of water, plus climatic advantages, plus the rapid depletion and slow renewal of the pulp wood sUpply in the North, indicating that a great paper manUfacturing development is just ahead in Georgia."
"Georgia offers advantages for aircraft manUfacture, aircraft sales and transport operations that are not equaled by other sections of the United States."
Among new developments thrOUgh research is the manufacture of white paper from slash pine. This indicates that a great paper manufactUring development just ahead in Georgia will directly affect printing and publishing.
The resources of Georgia have scarcely been touched and her future industrial possibilities are almost unlimited.
135

Suggested Activities in Connection with Manufacturing in Georgia.
.~'~2.:
1. Make excursions to agricultural and manufactUring activities. 2. Visit museums or private collections to see equipments for home
industries and early types of manufactUring in Georgia. (Cards, spinning wheel, looms). 3. Make collections of samples of resources (woods, minerals, clays, etc.). 4. Preserve and dry fruits (small quantities). 5. Discuss miniature log house and furniture. 6. Discuss miniature modern farm buildings. 7. Trace development of manufactured articles from raw material to finished product. 8. List state resources, limiting to needs and interest of the group. 9. Choose near-by manUfacturing plant and find out why that plant was developed in that locality. What effect did demand, climate, raw materials, power, labor, and taxation have? 10. Keep folder of clippings of new industrial developments. 11. Discuss possibilities and values of new manUfacturing interests coming to Georgia. 12. Compare the price of a bale of cotton now and in earlier times. 13. Dramatize the stOry of Eli Whitney. 14. Try to card, spin, and weave cotton. 15. Make a list of articles made from cotton. 16. Name products of the pine tree. 17. Visit a bakery. 18. Can some fruits and vegetables. 19. Explain the process used in manufactUring "dry ice."
The following quotation was taken from Georgia and Her Resources, issued by Eugene Talmadge, Commissioner of State Department of AgriCUlture as Year Book of 1932, p. 22:
"Georgia in recent years has made such enormous strides in the development of industry that the value of her manufactured products is now more than double the value of her agricultural products."
The following quotation was taken from Essentials of Geography by Brigham and McFarlane, Second Book, Revised Edition, With Georgia Supplement, published by American Book Co., on p. 14 in Georgia Supplement:
"Naturally, manufacturing interests centered at first around the Fall Line cities."
m-TRANSPORTATION AND TRADE IN GEORGIA: .
A study of Georgia's transportation and trade may be classified in to the following:
A. Geographic. B. Ports and Rivers. O. Railroads. D. Highways. E. Air Facillties.
13G

" Georgia's geographical location makes her transportation system c'2:unique. It is the contract point for the entire southeast. The great
Appalachian mountain range is a natural barrier. The only avenue between the north and southwest and between the west and the Atlantic is through Georgia. This location, the extensive railroad system and the numerous navigable rivers give Georgia an unusual advantage for commerce.
Georgia's four ports are important assets to her trade. The navigable rivers are the Savannah, the Chattahoochee, the Altamaha, and the Ocmulgee. There are forty-eight steam railroads crossing Georgia, with a total mileage of 7,049. Atlanta, the state capital, is the center of rail transportation in the southeast. Other railroad centers are Oolumbus, Macon, Savannah and Augusta. The first charter was granted the Georgia Railroad by the Legislature in 1830. The stOry goes that when the Princeton Factory was being built near Athens, the machinery, purchased in England was deposited at Savannah by a sailboat; carried to Augusta on flatboats; and started on to Athens, a distance of one hundred and fifty miles, by wagons. They mired in the mud and were compelled to remain until the road thawed in the spring. Numerous objections to the building of railroads caused the United States to send engineers to investigate for fear of foreign invasion. In May 1838, only six miles were completed. In 1843, Macon was reachedone hundred and ninety miles with a cost of $2,500,000. In 1849, Georgia had the second largest railroad mileage in the U. S. A. The greatest development came from 1880 to 1890. In 1917 Georgia had 7,457 miles of railroads and then there came a gradual decline due to improved highways and the use of automobiles. Georgia's highways rank second in the southeastern territory. The roads are built on a "Pay-as-You-Go" plan without bond issue. Georgia's total mileage is now 8,000 miles. The 1932 State BUdget calls for $15,800,000 to be spent on highways. This includes construction, maintenance, eqUipment, and administration. Since 1919, $133,750,000 has been spent. Georgia has 3,764 miles of hard surfaced roads and 2,229 miles of graded and topsoiled roads. The state highway system is financed by motor vehicle licenses, gasoline tax, and Federal aid. There are passenger and freight bus lines thrOUghout the state. making connection with all parts of the east, west, north, and south. Aviation is rapidly. growing and has opened up a new avenue in transportation. Georgia has three important fields; Atlanta, Macon and McRae. Candler Field, seven miles from the business section of Atlanta, is a three hundred acre tract. It was bought in 1925 by the city for $200,000. It is the Eastern Terminal of fastest long distance mail and passenger service in the world and the center of air network in this section, ranking third in the United States-New York being first and Chicago second. Two transportation companies operate out of Atlanta. There are five schedule passenger services west to Los Angeles with twenty-
137

five hoqrs time; north to Cleveland, Ohio with nine hours time; south

:2.:

to MIami with seven hours time; and southwest to New Orleans and

Houston, Texas with eight hours time. Sixteen regular scheduled

air mail and passenger planes are arriving and departing every twenty-

four hours with approximately 1000 air passengers in and out every

month. The administration bUilding is owned by the City of Atlanta

and costs $50,000.00. Themail service has been in operation four years,

with an average of 343,200 letters each month. In 1928 there was one

hangar with six employees. Now there are five hangars with one hun-

dred and twenty-six employees-an investment of $300,000 exclUding

equipment and machinery.

In 200 years, transportation in Georgia has grown from the canoe,

the pack horse, the pony express and the overland stage coaches to a

modern system of fast trains, automobiles, busses, fast mail, and

passenger planes. We are living today in a new Georgia of transport,

trade, and easy travel. This has been brought about by her geographic

position, her natural resources, the growth of her industries, and the

progress of her people. Thousands of dollars are being saved yearly

for the people of this state by the use of fast mail planes. The steady

growth of the automobile industry will bring a greater demand for

paved highways. Augusta has a plan on foot at present for the deepen-

ing of the Savannah river, thus making a gateway for trade to the At-

lantic at this port. The Railroads are passing through a new era in

Georgia as well as the entire nation at the present time and just what

their future will be remains to be seen. Georgia due to her natural

location is the Gateway to the Southeast and as such her gates stand

open, awaiting busses, automobiles, trains, and planes from all parts

of the U. S. A.

Suggested Activities in connection with Transportation and Trade.
1. Construct models of engines, trains, cars, horses, wagons, trucks, automobiles, street cars, aeroplanes, stage coaches, canoes, sailboats, and flat boats.
2. Make a sand map of Georgia showing water routes, trunk lines of railroads, air ports, national highways, and mail routes.
3. Visit Candler Field and give a full account of the visit. 4. Discuss a frieze showing the progress of transportation. 5. Make excursions to an air port, a railroad station, a bus station,
a steamship line, and a harbor. 6. Plan assembly programs showing the comparison of modern
transportation with that of the grade unit of work. (a) Indian trade and transportation. (b) Colonial trade and transportation. 7. Interpret slides of various means of transportation. 8. Write to schools in other states asking for information on transportation and trade. 9. Trace exports and imports to their destinations. 10. Make a study of road maps and time tables. 11. Take imaginary trips by aeroplanes, trains, automobiles, and steamships.
188

. VIII~AGRICULTURE IN GEORGIA:
When Europeans first visited the territory embraced within the limits of the modern state of Georgia, they found it peopled by Indian tribes who were well organized and engaged in cultivation of native food crops, which included maize, or corn, beans, pumpkins, melons and fruits.
The food grown by the Indians was supplemented by much wild fruit, such as berries, grapes, muscadines, haws, peaches, apples, and many kinds of nuts which were obtaine~ from the dense forests. Nuts from hickory and walnut trees of both high and low lands and pecans mostly from the low lands or swampy sections, contributed to the food of these natives. Abundance of game and fish provided all meats needed.
This was the condition that existed when Oglethorpe's band of 116 colonists reached Georgia territory at Savannah on February 12, 1733. Being early in the year, there was still time to plant a crop, and as soon as living quarters were arranged, which in many instances were tents or canopies placed under spreading oaks, plats of land were cleared and plants native to the land, inclUding much corn, were grown. In this manner the colonists partly supported themselves.
The presence of large groves of mulberry trees around Savannah caused those in charge of the Georgia colony to believe that silk culture would be profitable, hence many silk worms were brought over from England for this purpose. It was the plan to produce cocoons in Georgia and then send the silk back to England to be manufactured. However, the silk worms did not thrive in the Georgia climate and the attempt to produce silk here was abandoned after several years' trial.
As the colony prospered and commerce with England grew, the colonists enlarged their garden plots into farms and large quantities of rice were grown on the coastal plantations. Indigo also became an important product of export for the colony.
Trade with the Indians coupled with the export trade with Great Britain and other countries, mostly the islands of the tropics, caused the Georgia colony to thrive and to increase in population. Farming operations were enlarged and slaves were introduced to help local labor, although slavery at first was prohibited.
Growing of miscellaneous crops caused the colony to prosper from its founding up to the period of the invention in Georgia of the cotton gin in 1793.
During the first period of the state's history, cotton was found to grow abundantly, but there were two draw-backs in connection with it. First, it was not it food crop; and second, there was the difficulty in separating the seed from the lint. While England could use all the lint grown, the supply sent there was limited because the only plan used was to pick the seeds from the lint by hand, which was a very slow process, one person being able to pick but a few pounds of lint from the seed during a day's time.
Cotton had been planted only as a garden plant because no use or sale had been found for it before'the seeds were extracted. In 1784 eight bags of lint were shipped to England from Georgia, which were
139

seized upon their arrival in Liverpool, on the grounds that so much

~'.1..:

cotton could not be produced in the United States territory.

In 1786 Sea-island or long staple cotton was first grown hi the coast

section and exportation was commenced by Alexander Bissell of St.

Simons Island. The seeds had been brought from the Bahamas. Beine

of a long staple, it was not difficult to separate the seed from the lint

of the Sea-island cotton, but growing of this plant was restricted to the

lower part of the state, near the coast.

Sea-island cotton growing, however, was engaged in largely in this

section for a long term of years, Georgia leading all other states in its

production. Invasion of the boll weevil in the state in 1922 caused a

cessation in planting this kind of cotton and today, practically none is

grown in the state.

Short staple cotton was found to be more adapted to the uplands of

Georgia and the climate and soil were especially suitable to its growth

in profusion, but being a non-food crop and with no method of manu-

facturing the lint into cloth except by the crude home-made spinnine

wheels and looms, use of cotton was restricted.

However, in 1793 Eli Whitney, a young man of inventive turn of mind

came to Georgia from Massachusetts and while at the home of Mrs.

Nathaniel Greene, near Savannah, invented a cotton gin. This revo-

lutionized the production of this plant and soon greatly increased the

export of lint cotton.

Previous to 1793, Georgia farmers grew principally corn, wheat and

tobacco and very little cotton, but with the appearance of the gin, cot-

ton growing soon overshadowed all other crops.

As the farmers of the state prospered and grew more than they could

consume or export, factories began to be built throughout Georgia for

the manufacture of cotton and other products. While the state pro-

duces approximately a million bales of cotton each year, the factories

of the state also consume about a million bales annually. Oil mills

use the cottonseed, feed mills use the surplUS corn and grain and the

peanut factories use peanuts. The sawmills and planing mills prepare

the forest products for use and the turpentine distillers prepare this

product for the market and the ships leaving Savannah and Brunswick

carry these pine products to many foreign markets.

The first set-back suffered by agriculture in Georgia was during the

period of the War Between the States from 1861 to 1865. Production was

greatly cut down during this time, but as the foreign countries had

been unable to obtain American cotton for their factories, cotton again

was the saving grace of the farmers who, when they laid aside the im-

plements of War and again took up the plow and the hoe, found an

eager market for their cotton. Commercial fertilizers were introduced

about this time, which also boosted production.

Realizing the need of an organized agenc to aid the farmers of the

state, the Legislature in 1874 created the Georgia Department of Agri-

culture. The Comm1ssio~er is elected b the voters of the state for a

term of two ears, and a requirement is that he must be a practical

farmer.

140

I

I

I

I

I

I

I

I

I

There is also an Entomology Department, which looks after frUit trees. I

Provision is made whereby thRSOO,Ooo tons of commerctal fertilizer used I

in the state annuallY are inspected and analyZed; a Market Bureau I

a.s.sist..s.. tne farmers in disposing of their produce, which includes the pUblication by the Bureau of the Market Bulletin, which prints notices

I

of products for sale or exchange, or wanted. There are two experiment I

stations in the state-the Georgia Experiment Station is near Griffin I

and the Coastal Plains Station is at Tifton. These stations test various I

seeds and do experimental work with different seeds and plants.

I

A number of bulletins on various subjects are issued by the different

I

departments composing the Department of Agriculture, the most im-

I

portant of which is the Yearbook issued every two years, which is in-

I

valuable to schools in studYing about Georgia.

I

Situated in the Temperate Zone and bordering on the Atlantic Ocean

I

and the GUlf Stream, Georgia has a mild climate, particularly suited to agriculture. As a result nearly every plant grown in the United States

I

thrives in Georgia. The mean temperature of the state is 62 degrees

I

with an average of 47 degrees in winter and 77 in summer. The average

I

rainfall is 51 inches during the year-enough to produce any crop, and

I

the growing season runs from 260 days in south Georgia to 230 days in

I

north Georgia. Yet, in spite of these natural advantages, the farmers of Georgia con-
tinued to be cotton-minded. Cotton had a sure market. Cotton meant money, and it was the only crop that did mean money. More hillsides and broad fields whitened under the hot sunshine, producing still greater quantities of what the Indians had called "summer snow." King Cotton reigned, and his right of Way was unquestioned.
But, alas, for royalty I A little green fly flew out of the west, attacked,
and nearly destroyed his majesty. The advent of the boll weevil in 1922 largely destroyed the cotton crop.
Consternation filled the hearts of the farmers. Self preservation forced them to raise the food they had been in the habit of buYing. ThiS meant diversified crops. It also meant a rapid increase in the raising of cattle, hogs, and chickens. DairYing became an important industry. As time passed, the farmers became fairly successful in fighting the boll weeVil. Control of this pest, and intensive farming methods has again made cotton the most important crop produced in Georgia. So what at first seemed to be a disaster, has proved to be helpful in de-
veloping the resources of the state. Now many farm products .of Georgia have nation-wide fame. This
state leads the nation in the production of watermelons and sweet potatoes; the paper shell pecan was developed largely in this state, which ships more of these pecans than any other state in the union. The cultivation of tobacco is outstanding. The Georgia peach has worldwide fame, the famous varieties, the Elberta and the Belles being developed in the peach belt in middle Georgia. More pure cane Syrup is produced in Georgia than in any other state.
The total value of the farm products of the state for 1929-an average year-totaled $262,254,000, which were grown on 9,476,240 acres. Other

I I I
I I I
I I I I
I I I I
I I I
I I I I
I I I I
I

141

I

I

I

I->-~

I I I I I I I I I

rarm crops, such as dairy products, fruits and vegatables, chickens and eggs and livestock, will add another one hundred million dollars to this amount.
Corn and cotton are the state's two largest crops. In 1929 3;782;000 acres were planted in cotton, the yield being 1,345,000 bales valued at $106,255,000. The seed, 597,000 tons added $16,716,000 to the cotton total. A total of 3,656,000 acres were planted in corn, the Yield being 50,453,000 bushels, valued at $44,399,000. Other crops included wheat, oats, rye, Irish potatoes, sweet potatoes, tobacco, hay, syrup from sorghum and sugar cane, melons, peanuts, peas, beans, apples, peaches, pears, pecans and rice.
Georgia's farm products plus its manufactured and mining products, many of which are from the farm, forest and mine, total approximately one billion dollars annuallY.
As a result of its leadership and great diversity of crops, Georgia has long been called THE EMPIRE STATE OF THE SOUTH.
Suggested Activities in Connection with Agriculture.

I I I I I I I I I I I I I I I

1. Arrange a pantomime showing Indians exchanging farm products for trinkets.
2. Plan a meal which the Indians of Georgia might have made from native crops.
3. Discuss the growth of cotton from the time the seed is planted until the cotton is picked.
4. Make a product map of Georgia. 5. List the ten leading farm products of Georgia and discuss the
cultivation of them. 6. Explain how Georgia may produce practically all the food necessary
for its people. 7. Show on a world map the route of Georgia's exports and imports. 8. Show on an outline map Georgia's facilities for transporting prod-
ucts. 9. Locate Georgia's chief export cities. 10. Join Boy's Corn Clubs and Girls' Canning Clubs, and tell of the
interesting meetings. 11. Write to the Department of Agriculture for any information needed
about farm products. 12. Explain the purpose of the Entomology, Veterinary, Market Bureau
or Food and Drug Departments of the state. 13. Locate Georgia's Experiment Stations and discuss their value and
purpose. 14. Write poems about peaches, melons, etc. 15. Determine the value of Georgia's farm lands and farm products. 16. Explain crop rotation. 17. Discuss diversification of crops. 18. Make a plan of a farm w!+ich you would like to have. 19. Discuss the "Back to the Farm" movement.

I
142

IX-SOME HISTORIC PLACES IN GEORGIA:
>~>-2.: Georgia is flill of places of historical interest. When one visits these points and lives again in memory the deeds or lives commemorated by these shrines, he will have a deeper feeling of reverence and love for his own state. Around the famous old town of Milledgeville many historic events have taken place. General Lafayette was entertained here at a magnificent banquet. Here at the old Capitol the famous Secession Convention met in 1861. The historic remains of old Oglethopre University are two and a half miles west of Milledgeville. This institution was quite an important one before the Civil War. It had the distinction of enrolling the name of Sidney Lanier as one of its students. In Sherman's march to the sea it was practically destroyed. However, one building still remains. Adairsville is a town of historic memories and is twelve miles north of Kingston. After the removal of the Cherokee Indians, the first school in North Georgia was established by the Rev. Charles W. Howard, at Spring Bank. At Barnsley Gardens may be seen the picturesque ruins of one of the most palatial old homes in the South. There are romantic stories connected with its history. Minerals found on the property may provide means for its restoration. When Sherman passed through Georgia at Shellman Heights he spared the beautiful mansion on the Etowah near Cartersville, because it sheltered his former sweetheart, the beautiful Cecilia Stovall. Little remains of this splendid old home. Wesleyan in Macon was the first female college to confer degrees. The first graduation exercises were held in 1840. Indian mounds in the Vicinity of Macon are objects of interest to visitors and travelers. In 1800, General William McIntosh, the famous Creek Indian chief, erected a cottage at Indian Springs because of the healing virtue of its waters. Here a treaty was signed in 1825, giving all Creek lands in Georgia to the white settlers. A rock with a tablet of bronze marks the place of the famous compact of agreement. Coleraine is 45 miles above St. Mary's on the St. Mary's River. It was once an important Indian port and a famous old treaty town. Anawaqua's Tomb in Campbell County is a large mound opposite the village of Campbellton, on the western bank of the Chattahoochee River. Anawaqua, an Indian princess, was once the owner of the spot. Okefenokee Swamp was used by the Indians as a hiding place. During the Civil War deserters often hid there. Mulberry Grove, fourteen miles above Savannah on the south side of the river, was the scene of Eli Whitney's invention of the cotton gin. The estate was given by the State of Georgia to General Greene in appreciation of his services during the War.
143

Ohrist Ohurch, in Savannah, stands on the spot where the Georgia colQnists first established a church.
Bethesda, nine miles from Savannah, near the seashore, is a great memorial to George Whitefield, the English divine. Here he founded an orphan's home, the oldest organized charity in America.
Wormsloe is the oldest estate in Georgia. It belonged to Noble Jones, one of Oglethorpe's companions on his first American voyage. Wormsloe is near the mouth of the Vernon River on the Isle of Hope.
Tybee Island, on which the first lighthouse on the Georgia coast was built by Oglethorpe in 1733, is at the mouth of the Savannah River. The first capture during the Revolution was made there.
Habersham House, on Barnard Street in Savannah, is a quaint old monument of the ante-bellum South. It contains many fine works of art and valuable historic relics.
Midway Ohurch, on the old military road between Savannah and Darien, was the place of worship for the early Georgians.
At Old Agency, on the Flint, in Orawford Oounty, the Oreek Indians gave up their remaining lands between the Flint and Ohattahoochee Rivers to the State of Georgia, on November 15, 1827.
Sutherland, the home of General John B. Gordon, stands on a hill near Kirkwood, Atlanta, Georgia.
Stone Mountain, the largest solid mass of exposed granite in the world, stands sixteen miles east of Atlanta. It is one of the outstanding landmarks of Georgia. It is about eight hundred feet high, and between six and seven miles in circumference. There are plans to transform one side of this mountain into a lasting memorial of the heroes of the South during the conflict between the States. This superb monument when completed, will show part of the Oonfederate Army with a central group of Oonfederate generals, headed by Robert E. Lee. This work will be one of the wonders of the world when completed.
Mount Berry, near Rome, on the Summerville Road, was founded in 1902 by Martha Berry for under-privileged mountaineers. It originated in a tiny log cabin.
Georgia's Home for Oonfederate Soldiers, located about two miles from Grant Park in Atlanta, has the distinction of being built on an old battlefield. Mr. Grady's editorial in the Oonstitution, "Oome Back Home, Major Stewart," was responsible for the establishment of this wonderful institution.
The Burns Memorial Oottage is situated at the end of the Oonfederate Soldiers' Home car line in Atlanta. It has the distinction of being the only exact reproduction of the Ayrshire Oottage in which the well loved poet of Scotland was born. The Burn's Olub of Atlanta bought a tract of thirteen acres in this neighborhood and in 1907 formally dedicated this cottage.
OYcloramic paintings are very rare and the huge canvas, on which is painted the Battle of Atla,nta, is one of the best in existence to-day. It is fifty feet high and four hundred feet around and is located in the OYclorama at Grant Park. It was presented to Atlanta by G. V. Gress.
144

It is a most striking representation of the Battle of Atlanta, July 22, 1864.
The Georgia State Capitol Building is probably the only one on the American Continent to have been built within the original appropriation. The land was given to the state by the City of Atlanta. Indiana limestone was used in the construction. Georgia marble was used in the finishing parts of the interior. Many beautiful paintings hang in the building. The capitol is quite interesting to children because of the marvelous collection of state exhibits. Geological specimens are continually being added.
Bullock Hall at Roswell was the old home of ex-president Roosevelt's mother. The plans follow somewhat the historic Parthenon. Here Roosevelt's mother spent her girlhood days. The beautiful old home stands a little distance from the road in a grove of beautiful oak trees. It still retains much of it's old elegance due to the splendid care of the present owner.
The Wren's Nest, home of Joel Chandler Harris, is on South Gordon Street in Atlanta. Snap Bean Farm was the name given to the plot of ground on which the house is built; but the dwelling place itself is called The Wren's Nest. Uncle Remus himself named it for a little wren friend of his. In 1914, The Wren's Nest was dedicated as a public shrine to the memory of our beloved Joel Chandler Harris and thousands have visited the unique little cottage. His bedroom and living room are untouched. One will find there his favorite chair, writing table, ink stand, pen, and other relics. Other rooms are used as a library.
Jekyll Island, named by Oglethorpe in honor of Sir Joseph Jekyll, a great English statesman, is south of St. Simon's Island.
Fort Frederica, on the west side of St. Simon's Island, is the oldest historic ruin in Georgia.
Bloody Marsh, a low plain between the lighthouse at St. Simon's and old Frederica, was the scene of a great battle on July 7,1742. This battle marked the deliverance of Georgia from the Spaniards.
"Center of the World" in Hart County is a famous landmark where important Indian council meetings once took place. It is three miles southwest of Hartwell.
The old Slave Market, in Louisville, the first permanent capital of Georgia, is one of the few buildings of its kind which is still standing.
Cherokee Corner in Oglethorpe County was once the boundary point between the Cherokees and the Creeks. From here the Indian judged distances.
Tallulah Falls, one of the greatest wonders in our country was called "Uganyi" by the Cherokees. An Indian village, "Talulu" was once a short distance above the falls.
Meadow Garden, the second oldest landmark of Augusta, was the home of Governor George Walton, one of the signers of the Declaration of Independence.
14,5

Hepzibah, once called Old Brothersville, is one of the oldest settle-

ments in Georgia. It is about sixteen miles from Augusta, and many

.--=.-~

curious .Indian relics have been found in the neighborhood.

Liberty Hall, old southern home of Alexander H. Stephens, vice-

president of the Confeder~cy,is at Crawfordville, Georgia. It is situated

on a knoll almost in the center of town. There is a marble statue of

Stephens in front of the house. The old house contains some of the

furniture once owned by Stephens. The walls are decorated with

historical pictures and battle flags. The tomb of Stephens is on the

grounds. The state of Georgia has recently taken over Liberty Hall

and will preserve it as a public shrine to the vice-president of the Con-

federacy.

Eli Whitney's first gin house, near the Old Smyrna Church in Wilkes

County, was built by Eli Whitney and his partner. Here was placed

what was perhaps the first cotton gin ever erected in the State.

Suggested Activities in Connection With Historic Places.
1. Outline plans for a visit to one of the historic places. 2. :Make excursions to as many historic places as possible. 3: Write an account of a visit to a historic place. 4. Correspond with children in other counties and cities, exchanging
information about important places. 5. Write letters to Chambers of Commerce of other places for addi-
tional data on interesting places. 6. Keep a diary of places visited with dates and records. 7. Write brief descriptions of the kodak pictures taken on visits.
Keep the descriptions in a. book with the pictures. 8. Read and select for a scrap book articles gathered from news-
papers and magazines concerning places of historical interest in Georgia. 9. Write articles for a booklet of historical places. 10. Compose a short story about some interesting and unusual place. 11. Explain to other people some historic places of Georgia, after seeing pictures, reading descriptions, making visits, and reproducing them in beaver board, clay and wood. 12. Write a little history of Georgia's Historic places. 13. Dramatize historic events in Georgia. 14. Discuss friezes, and charts of historic places in Georgia. 15. Write titles for a picture show of Georgia's famous places. 16. Give talks about famous places in Georgia as shown on sandtable. 17. List some "talking points" to mention in attempting to get some one to take a trip to some historic place. 18. Give a discussion of colored slides in class rooms and for assembly purposes. 19. Compose poems about historic places. 20. Write descriptions of interesting and beautiful sights at the historic places visited. 21. Give an oral account of the most exciting, most thrilling, most

146

humorous, or happiest experiences on a visit to some historic

-=.'2;:

place.

22. Trace on a map a trip to some historic places you hope to visit.

23. StudY and interpret road maps helpful in visits to historic places.

24. Oompute cost of trips to points of interest in Georgia.

25. Keep account of cost of material used in making booklets, slides,

etc.

X-EDUCATION IN GEORGIA:
Note: The writers of the paper on Education in Georgia are greatly indebted to Miss Dorothy Orr for the information contained in her thesis, "The Rise of the Oommon School in Georgia."
Educational conditions in Georgia to-day, though quite different from those of the early daYs, have their foundations in the work of the first settlers, and each succeeding generation has contributed to the task of raising educational standards in Georgia.
When the colonists came to Georgia two hundred years ago, theY brought with them English educational traditions and ideas. During the time that Georgia was in the hands of the proprietors, education was administered by the Trustees in England. There were two types of educational work-religious, supervised by the pastors and carried on by the catechists who went from house to house; and secular, which was in charge of instructors sent out by the Trustees. The subjects taUght were of the most elementary kind. Oharles Delamotte, who conducted the first regular school at Savannah, was a man whom Georgia is proud to claim as the teacher of her early citizens. "He came to Georgia with the Wesleys and Ingham to do missionary work among the Indians, but finding this impracticable, he turned his attention to the children of Savannah whom he taught to read, to write, and to cast accounts."
It is interesting to note that the first Sunday School in the world was held by Oharles Wesley in connection with this school. Other wellknown teachers of the early days were James Habersham and John Dobell. At first only paupers were allowed to come without paying tuition, but this proving unsatisfactory, it was made a free school.
As the population of Georgia increased, the number and kinds of schools also increased. In the homes of the rich rice planters along the coast, education was mostly in the hands of private tutors. On the frontier, educational advantages were few. In the towns of Sunbury, Savannah, August!J" Ebenezer, and Bethesda were most of the schools of the state.
Under the Royal governor, Georgia's governmentally assisted schools were operated on the same general plan as during the Proprietory period. However, the people were becoming more educationally minded and displayed more interest in the schools than they had under the old protectivedays of the Trustees. There are records concerning the building of a public school in Savannah with Jallles Habersham, Noble Jones, and other prominent men of the times as trustees.

147

Between the Revolution and the War Between the States, there were four separate branches of education: the academy; the old field school, the university system, and the poor school fund. None of these were state-supported or state-controlled, but money and land grants were contributed by the state.
Probably the most interesting schools of this period were the academy and the old field school, both of which sprang from the same root. The academy, although private, prepared the people to think in terms of public interest in educational affairs, for there was an element of partial state support. Many of the teachers in the elementary schools were educated in the academy. Thus, in a way, it was the forerunner of the normal schools. These academies were scattered over the state in almost every community, but some are especially note-worthy. The famous Richmond Academy at Augusta, and Chatham Academy at Savannah, which later became the Public High School, are examplec; of outstanding schools. Between 1860 and 1900, the academy was gradually replaced by the public high school.
The bulwark of democracy in the south was the old field school for it placed the elements of English education within the reach of the entire white population. These schools, though they may have been defective in many respects, answered a great need in their day. The old field school was usually a rude log building located near a spring in a field or at the edge of a wood. The only furniture consisted of benches and shelves and a writing desk. The latter was the half of a log cut lengthwise and supported on wooden pegs. Not only were the modern aids to teaching lacking, but even globes and blackboards were unknown.
The customs were as crude as the buildings. When the master arrived he shouted, "Books I" All the children rushed into the building, and woe be to the child who did not get into the room before the school master did. All the classes were in the same room, for there was but one room in the building. The children studied aloud for a time and then the teacher shouted, "Silence I", and recitations began.
School started at seven and closed near sunset. The children brought their lunches in buckets and when the noon hour oame, they repaired to the spring, which was the forerunner of the cafeteria of the modern school. There was no necessity for the teacher to check on lunches to see if each child ate enough, for the walk of many miles to school had provided sufficient appetite.
"The course of study consisted mainly of the three R's but it was not considered best for girls to study arithmetic." "Memory was the only faculty of the mind that was developed." The school term was usually only a few months long. It was the day when the doctrine, "Spare the rod and spoil the child," was the backbone of educational policy, and a strong arm was considered necessary for a teacher. While it is true that many of the teachers were poorly prepared for their important task, sOme of the South's most noted men kept school in their early years. One of these was Alexander Stephens who taught in Madison, Georgia.
148

The Poor School Fund which has already been mentioned, was created by the State Legislature in 1817 in order that parents, who were too poor . to pay for the field school, could give their children educational ad~"L vantages. However, people felt humiliated to accept this kind of aid, and consequently there were many illiterates among the poor people of Georgia before the days of the pUblic schools.
The interest in higher education in Georgia developed early, and in 1785 the University of Georgia was chartered though it did not begin work until 180l.
This interest has grown until at the present time the youth of Georgia, after finishing the high school, "have ample facilities of continuing their education through the numerous junior colleges, universities a.nd colleges, together with many agricultural and industrial schools."
Religious denominations began the establishment of universities in the thirties. Mercer, Emory, and Oglethorpe for boys and Wesleyan for girls were among the first.
Georgia University, first named Franklin College, is located at Athens. This university is the oldest state university south of Virginia. "The charter was granted in 1785" and the university stands today as "a monument to the wisdom and patriotism of the legislature that established it." The land was given by Governor Millege.
The students of this university receive training in the various arts and sciences, including pharmacy, journalism, agriCUlture, forestry, engineering, law, and medicine. The School of Medicine is located in the department of the university at Augusta. The State University includes the central college at Athens, and branch colleges in other cities.* "These all belong to the state and are under the supervision of the university chancellor."
Georgia State College of Agriculture, also at Athens, "was organized in 1906 for the purpose of expanding agricultural education and training in farm subjects." All phases of farm life are taught. Farm agents receive training here, and are assigned to different counties to give information to the farmers of the county. Lectures on farm subjects are broadcast over the radio every day from the college.
Georgia School of Technology at Atlanta was established in 1885 to give boys training in technical subjects. This school offers courses in general, technical, engineering, and mechanical subjects. Textile engineering is one of the main courses. Electrical engineering is also popular. Two of the latest departments to be opened are the departments of ceramics, devoted to the development and uses of Georgia clay, and the department of aeronautics.
The other state schools are: Georgia State College for Women, Milledgeville; Georgia State Teachers' College, Athens; Georgia State Woman's College, Valdosta; Bowdon State Normal and Industrial College, Bowdon, Georgia Normal College, Statesboro; North Georgia Agricultural College, Dahlonega; Middle Georgia Agricultural College, Cochran; South Georgia AgriCUltural and Mechanical College, Tifton; South
*Massey and Wood, Story of Georgia, page 144, D. C. Heath, Boston.
149

Georgia Junior State College, Douglas; and State Agricultural and

Normal School, Americus.

- Among the special state institutions are: Academy for the Blind,

2:

Macon; School for the Deaf, Cave Springs; Georgia Training School for

Mental Defectives, Gracewood.

.

*"We owe a debt of gratitude to the men who, in the early days of our

state, were wise enough to plan "for the more full and complete estab-

lishment of a public seat of learning in this state." During the one

hundred and twenty-nine years since the first group of ten graduates

received their degrees from the central college at Athens, thousands of

young men and women have received their education at this great uni-

versity system, many of whom have had a great part in making Georgia

the Empire State of the South.

Mercer College was founded in 1833 by the Baptists and was named

for Jesse Mercer, a prominent Baptist minister. It was located at Pen-

field in Oglethorpe County. This was a new type of school, the manual

labor school, which gained favor in other parts of the South, and was

designed to teach practical agriculture. Later it was changed into a

classical college and was named Mercer University. In 1871, it was

moved to Macon.

Emory University was founded in 1836 by the Methodists at Oxford.

It was named for Bishop Emory. The school was later moved near

Atlanta and has grown from only a few small buildings to many hand-

some buildings. Emory University has branches at Oxford and Val-

dosta.

Oglethorpe University, named for James Edward Oglethorpe, was

founded by the Presbyterians at Midway, near Milledgeville, in 1838.

This institution like many others closed its doors during the war. Many

years later it was reopened near Atlanta.

Wesleyan College was the first college in the world to grant degrees to

women. ** In 1825 Duncan Campbell presented a bill to the legislature

for the education of young women, and though the bill was not .passed,

he is regarded as the author of the plan for a girl's college. In 1835 the

Macon people began raising money for the building of the school. This

. money was turned over to the Methodist Conference and the school was

built and named Georgia Female College. It opened in 1839 and in 1843

it was renamed Wesleyan Female College.

Agnes Scott, another college for young women, is in Decatur, not far

from Atlanta. This school was opened in 1889 and was named Decatur

Female Seminary. The movement to establish this college was led by

Dr. F. H. Gaines. This college was founded by the Presbyterians.

Other private and denominational colleges of which our state is justly

proud are: Andrew College, Cuthbert; Berry School, Rome; Bessie Tift,

Forsyth; Brenau College, Gainesvillei Columbia Theological Seminary,

*Evans, Lawton B. History of Georgia, page 155, University Publishing Co.
**Lawton B. Evans, First Lessons in Georgia History, page 258,American Book Company, New York.
150

Decatur; Darlington School for Boys, Rome; Georgia Military Academy, College Park; Georgia Military Institute, Milledgeville; LaGrange Col~L lege, LaGrange; Marist College, Atlanta; Nacoochee,Rabun Gap Institute, Nacoochee; Norman Park Institute, Norman Park; Piedmont Institute, Waycross; Reinhardt College, Waleska; Riverside Military Academy, Gainesville; Shorter College, Rome; Tallulah Falls Institute, Tallulah Falls; Young Harris College, Young Harris; Atlanta Southern Dental College, Atlanta.
*"Money has been spent freely in Georgia by northern people for the higher education of the negroes. Clark University, Atlanta University, Spelman Seminary, Morehouse and Morris-Brown Institute, all in Atlanta, and Payne Institute at Augusta offer educational and vocational ad vantages. "
The public school system of Georgia has sprung up since the War Between the States. The subject was being agitated and sentiment along the line of free public education was being developed before the war. In fact, in 1858, a bill for common schools was passed, but war, followed by the dark days of the reconstruction period, set education in Georgia back many years.
In the first session of the legislature after the war, a bill for the establishment of common schools was introduced, but no progress could be made at that time. The first public school law was approved in 1870. This was largely based upon the wishes of the Georgia State Teachers' Association which was led by Dr. Augustus Orr, Mr. Bernard Mallon, Dr. Alexander Means, and other prominent educators of the time. This law provided not only for the white children but for the colored children also.
Great progress has been made in Georgia during the last twenty years. The compulsory education law, requiring all children between the ages of seven and fourteen to be in school at least six months during the year, has done much to decrease illiteracy in Georgia.
"Still sits the school house by the road," but not "a ragged beggar sleeping." It is usually a large consolidated school to which the children are transported by motor busses. Georgia is realizing more and more each day that, however valuable her other resources may be, her best investment is the education of boys and girls in whose hands her future lies.

Suggested Activities in Connection with Education in Georgia.

1. Visit schools, colleges and universities in vicinity.

2. Write letters to schools for information.

S. Write letters to children in other Georgia cities to get information

about their schools.

4. Discuss drawings of schools in different periods of time in Georgia.

5. Explain charts giving information about education in Georgia.

6. Interpret graphs showing growth of schools.

'

*Massey and Wood, The StOry of Georgia, page 145, D. C. Heath, Boston, Mass.
151

7. Write short paragraphs to match pictures on posters.

8. Describe scenes ona sand table.

"-=-.,-2,.:

9. Prepare a list of books to send to other children in Georgia and to

other states.

10. Write original plays and stories.

11. Dramatize-"A Day in the Old Field School." See Mrs. Rebecca

Felton's book-"Country Life in Georgia in the Days of My Youth."

12. Collect school books used during different periods in Georgia's

educational growth.

13. Compare examination questions used years ago with the type of

test generally used now.

14. Try using a slate for written work, then describe your experience.

15. List equipment of an early Georgia School, and compare it with

modern school room equipment.

16. Invite some very old people in your community to talk to your class

about their school days.

17. Relate to your class the most interesting, most helpful, most in-

spirational, or happiest incident in your school life.

18. Discuss the subject you like best.

19. Tell of your aims and plans for life.

20. Compute approximate cost of a college education at this time.

21. Find out how much your county, your city, your state are spend-

ing on education per child.

Churches and Institutions
"The groves were God's first temples" and, as we look upon the magnificent forests of Georgia, we are sure that the Indians must have used them in worshipping their gods.
When the Spanish came to Georgia, they too, felt the call to worship. Along the coast near the St. Mary's are the remains of the earliest Christian bUildings in the United States. As the visitor looks upon these old missions, built nearly two hundred years before the California ones, in fancy he sees the dark robed priests and hears the mission bell.
Although the first English settlers did not come here primarily for religious reasons, they were God-loving and God-fearing people and they soon erected houses of worship in Savannah and in their other settlements. The spot on which the first church was established by English colonists in Georgia, is now occupied by the Christ Church in Savannah. Among the other churches that were soon established was the church of the Salzburgers at Ebenezer and the church of the Puritans at Mid-
Way.
Today you find in every community houses of worship where each citizen may enjoy his part in the religious life of the state. Practically every denomination is represented in Georgia, for religious freedom has long been a recognized principle in Georgia.
The first Sunday School in the world was established in Savannah by John Wesley about two years before Robert Raines was born and fifty Years before he began his system of instructing children in the Bible on Sunday. Present day Georgians have held high the torch thm

152

handed to them. Today many of the churches have splendid edues._.-'< .tional plants and some of the largest Sunday Schools in the world are - -"-in Georgia.
About the same time that Wesley began his Sunday School, another great man established the first orphans' home in the world. Rev. George Whitefield, being pleased with the school for orphans instituted by the Salzburgers, established a home for orphans a few miles from Savannah. This home, Bethesda (House of Mercy), still stands, but not alone, for throughout the state there are many orphanages maintained by the different denominations or by fraternal organizations.
Nearly every thriving town maintains a hospital and besides these, the religious denominations and fraternal organizations have established several large hospitals. The state maintains one at Milledgeville for people sUffering from mental diseases, and one at Alto for tubercular patients. The United States government has two large hospitals for veterans-one at Augusta and one near Atlanta.
Besides these th~t have been mentioned, there are many privately owned hospitals and others that are the result of the generosity of individuals or of groups. One that has much national fame is in Meri wether County. Franklin D. Roosevelt, learning that the waters of Warm Springs had marvelous curative properties for infantile paralysis interested others in the place with the result that many victims:of this dread disease are now regaining their muscular activity there.
Quite another type of institution, and yet one that is striving to rebuild broken men, is the United States Penitentiary at Atlanta. This is one of the largest penal institutions in the world.
Georgia has acknowledged her debt of gratitude to the Confederate soldiers by establishing a home in Atlanta where these veterans of our state may spend their declining years in peace and happiness.
Space forbids the mention of all the institutions that are fostered in Georgia for the betterment of humanity. However, it is the policy of each institution to try to serve its day and generation to the fullest capacity. To this end, you find those in charge of these institutions constantly stUdYing and planning so that the Georgia of the future may be even a better place in which to live than the Georgia of the present.
Suggested Activities in Connection with Institutions in Georgia.
1. Write letters to the sick in institutions. 2. Write directions for making favors for hospitals. 3. Go to Sunday School and make reports on lessons. 4. Write letters and send books to children in hospitals. 5. Collect pictures for scrap books of churches and institutions in
Vicinity. 6. Visit different institutions and churches in vicinity. 7. Explain charts, posters and graphs giving information about in-
stitutions. 8. Read stories or poems to people in hospitals. 9. Write several kinds of messages to send with flowers.
153

10. Write short, cheery messages to friends who are ill.

-2:

11... Word an invitation to be used by a committee.

12. Originate contests and games to be used at church socials.

13. Prepare plays to be given in a children's ward of hospital.

14. Give a puppet show for children.

15. Compose jingles, rhymes, poems, puzzles, etc. to be used at church

socials;

XI-FACTS ABOUT GEORGIA:
Georgia has eight out of the nine climate belts found in the United States.
Georgia has a tree in Athens that owns itself. Georgia has large deposits of coal, iron, kaolin, and asbestos. Georgia has the only mountain of solid granite in the world-Stone Mountain. Georgia built the first orphan asylum, Bethesda, in 1740. Georgia had the first Sunday School-Organized by John Wesley at Savannah,in 1735. Georgia used the first Indian Alphabet-invented by the Indian, Sequoyah or George Guess. Georgia sent the first steamer across the Atlantic-The Savannah, 1819. Georgia had the first sewing machine~invented by F. R. Goulding. Georgia was the first to use an anesthetio-ether discovered by C. W. Long. Georgia had the first college for women-Macon, 1836. Georgia was the first to give a diploma to a woman-Catherine Brewer. Georgia had the first free high school-Richmond Academy, Augusta, 1783. Georgia initiated Memorial day-Columbus, April 26, 1866. Georgia had the first woman senator-Mrs Rebecca Felton.

XII-BIOGRAPmCAL SKETCHES:
These sketches are confined to a few outstanding characters. Living people are not considered. Each community should make a study of its particular leaders.
James Edward Oglethorpe
1688-1786
James Edward Oglethorpe, the founder and first governor of Georgia, was distinguished as a philanthropist, general, and statesman.
He was the fourth son and seventh child of Sir Theophilus Oglethorpe of the county of Surrey, Great Britain, and Eleanor Wall, of Ireland.
He was a stUdent at Oxford from the age of sixteen to twenty-two years, leaving there to enter the army under Prince Eugene.
154

Keeping in close touch with affairs in the American Oolonies, as well "~.,2.: """ as in England, he becameIntensely interested in that part lying south-
east of the Oarolinas. This section seemed to present an attractive situation for the culture and manufacture of raw silks, also to offer desirable homes and employment to a small unadjusted group of peoplein England and on the Oontinent for whom Oglethorpe had great sympathy.
On June 9, 1732, he and a few other wealthy and influential Englishmen petitioned King George II for a charter enabling them to make this new colonial settlement in a legal way. The colony was to be named Georgia in honor of George II, who encouraged and helped finance the project. He hoped that the colonies would be strengthened, and also that the trade, navigation, and wealth of England would be increased by this settlement.
Oglethorpe set about gathering the future white settlers of Georgia together to sail with him to tl;1e new, wild country occupied almost entirely by Indians. Quoting a part of the petition for the charter, we are enabled to set forth the terms on which they joined Oglethorpe'S expedition: *"They will be taken care of on their passage. They will get lands on which to employ their industry. They will be furnished with sufficient tools for setting their industry to work, and they will be provided with a certain support 'til the fruits of their industry can come in to supply their wants; and all this without subjecting themselves to any master, or submitting to any slavery. The fruit of every man's industry is to be his own. Every man who transports himself thither is to enjoy all the privileges of a free-born subject."
Oglethorpe, with 118 emigrants, left England the latter part of 1732, landing first at Oharleston, S. O. After a short rest, accompanied by 001. Wm. Bull, he traveled up the Savannah River in search of the best location for a permanent settlement. They found a pleasant spot of ground near Yamacraw, and marked out a town which was later to become the wealthy and beautiful city of Savannah.
Oglethorpe proved a wise friend and counselor to the Indians, as well as to the early white settlers, striving to deal fairly with them. Many of the Indians loved him. Tomochichi was an outstanding example of this.
Oglethorpe braved the perils of this new country with the settlers, and for many years worked for and with them, receiving no personal reward. Harris in his memorial of Oglethorpe says, ""In all this he was actuated by motives, wholly disinterested, for he freely devoted his time, his exertions, and his influence to the enterprise, and not only bore his own "expenses, but contributed largely to the means and assistance of others...
Oglethorpe's plans of settlement, while not always successful, were lofty. Traffic in rum and African slaves was debarred. He provided
*Harris, Thaddeus Mason, D. D., Biographical Memorials of James Oglethorpe, page, 44, Freeman and Bolles, Boston.
**Harris, Thaddeus Mason, D. D~ Biographical Memorials of James Oglethorpe, page 47, Freeman and Bolles, Boston.
155

for the spiritual and mental needs of the early settlers-a preacher and

"-=.-2,:

a schoo1nlaster being among them. No doubt but that the knowledge

of their physical hardships grieved him sorely. He "laid a foundation

upon which others built with greater success."

In celebrating the two hundredth anniversary of Georgia, the Em-

pire State of the South, we will not forget her founder, James Edward

Oglethorpe.

Charles Wesley
1707-1788
Oharles Wesley was the eighteenth child born to the rector of Epworth and his good wife, Susannah Wesley.
He came over from England with the early settlers of Georgia, as private chaplain and secretary to General Oglethorpe. He was well fitted for this position, having been educated at Westminster School, and later at Oxford. While at Oxford he and his brother John, with some other young men, began to seek a deeper spiritual life.
Probably their voyage to a new wild country with Oglethorpe'S party was the outcome of this spiritual awakening, and their desire to spread this gospel in a new land. With his brother John, he preached earnestly to the settlers of the new colony, and did some work among the Indians. He bravely endured many hardships, with the pioneers, and but for failing health would have remained longer. While here he wrote several beautiful spiritual songs.
"He returned to England in 1736, two years in advance of his brother. In 1738 he became the poet of the "Evangelical Revival." He was the author of about 6,500 hymns. Canon Overton held him to be "the great hymn writer of all ages."
In 1749, he married Sarah Gwynne, daughter of a Welsh Magistrate. Several talented children blessed this union.
Charles Wesley med in London March 29, 1788. It was some time after the Wesleys returned to England before the great Wesleyan Church Movement was launched, but wherever it is known, Charles Wesley is spoken of as "the sweet singer of Methodism."

Nancy Bart
One of the most remarkable women the country has ever produced was a notable figure of Georgia in the Revolution, Nancy Hart.
Naney Hart was a masculine woman in build, about six feet tall, very muscular and erect of stature. She possessed a commanding attitude.
Nancy's maiden name was Morgan. She married Benjamin Hart. She was the mother of eight children. Though a native of North Oarolina, she was a resident of Elbert county during the Revolution and resided there for a long while.
When Revolutionary war clouds gathered, "Nancy'S spirit rose with the tempest.' She proved a friend to the country, ready "to do or me. .. She was a devoted patriot and lover of Whigs or "Liberty Boys." She hated the Tories.
156

Several incidents are related to the surrender of small parties of .. Tories to Nancy, these surrenders being the results of her brave and .'=--2: daring m.ilftary feats, her quick action, sharp shooting, and remarkable
courage. Hart County of Georgia is named for Nancy Hart, in commemoration
of her brave deeds and exploits. The many incidents of Nancy's outstanding courage and patriotism place Nancy Hart foremost and famous among courageous women of the state and country.
Abraham Baldwin
1754-1807
Abraham Baldwin, the founder and first president of our State University, was a graduate of Yale, and formerly a teacher there. He was born in Guilford, Conn. Very little is known of his early boyhood, except that his mother died when he was quite young. His father gave him the best educational advantages, and he was a very good student, excelling in mathematics as well as in languages. .. ~ Georgia, at this time, was in need of leaders, especially in educational affairs. Abraham Baldwin was recognized to be the man of the hour. He had been in Savannah, where he first settled. only three months, when he was elected to the state legislature.
Soon after this he began to advocate a *"College or Seminary of Learning" for Georgia. Others became interested, but we may say that *"the germ of a State University" was planted by him Feb. 25, 1734, five months after the signing of the treaty of peace granting Georgia her independence. Baldwin worked out his own charter for the university, although consulting the president of Yale, who was really very interested. It was accepted by the legislature in 1785.
The scheme in the charter *"embraced elementary schools, the academies and the University, at the top." There were fourteen trustees in all. To this day there have been very few changes made in the plan. The University was "placed under the watchful eye of the people'S representatives, *" and to them it looked for support.
Baldwin faced many difficulties as to locating and building the University. The Revolutionary War had not been over long enough for the state to have gathered her resources together. Labor was high, building materials scarce and inaccessible. It was sixteen years after the charter was obtained before the building, known for years as Franklin College, was erected at Athens, Ga.
Choosing the site for the University which is now the center of a beautiful city of cultured people, was the last official act of Abraham Baldwin in connection with the University. Baldwin having been elected to the United States Senate in 1799, the presidency of Franklin College had been assumed by Josiah Meigs, also a Yale man.
*Coulter, E. M. College Life in the Old South, pages, 5, 7-Macmillan Company, New York.
157

Mr. Baldwin died in Washington, D. O. in 1807, honored and respected for his consc!entiousattitude toward his public duties.
.~ .2.:
William Longstreet
1760-1814
William Longstreet, an early Georgian, invented the first steamboat in 1806. Robert Fulton did not announce his launching of the Olermont on the Hudson River until 1807.
Longstreet came to Augusta, Georgia, at the close of the Revolutionary War, and the Savannah River near that city was the scene of the demonstration.
He was of good Dutch ancestry, determined and stubborn. Early attempts to propel his boat by steam were not successful, but he did not give up.
Eli Whitney
1765-1825
The invention of the cotton gin by Eli Whitney was a wonderful contribution to Georgia, as well as to every other cotton growing section of the world.
He was of Puritan ancestry, ambitious, industrious, showing mechanical skill in early life. He graduated from Yale at the age of twenty-seven, soon coming South to practice law and to teach in a private school.
While visiting in the home of Mrs. Nathaniel Green, on her plantation, on the Savannah River, he conceived the idea of the cotton gin and immediately built one. Although crude, it was a success and should have brought him financial reward. Instead, it was stolen from him and copied by unscrupulous people.
IDstory SayS that Mr. Whitney was not embittered by this unkindness, remaining a happy, cheerful man, noted for loyalty to family and friends.
William Crawford
1772-1834
William Orawford was born in Amherst, Virginia, and died near Elberton, Georgia. Orawford was considered the foremost man of Georgia in his day. He is still considered by many students, the greatest man of al~ Georgia history.
William Orawford was of Scotch origin. He had a very limited school advantage. He was admitted to the bar in Augusta, Georgia while a student and teacher of Richmond Academy. His success as a lawyer was almost immediate.
He was a strong, courageous politician and the idol of the common people. For many years he represented Oglethorpe Oounty in the legislature, leading Georgia politics. He entered the United States Senate, but resigned and accepted tho position as minister to France
158

for two years. On his return he became Secretary of the TreasU17. In this capacity he rendered his greatest public service. ~L In over thirty years of political life, not a stain ever rested upon Orawford's integrity. This record proves a very high testimony to Orawford's character as a good citizen and a patriotic public servant.
Alexander Hamilton Stephens
1812-1883
Alexander Hamilton Stephens was a Georgian by birth, and contributed to her upbuilding during a critical era.
He was once vice-president of the Oonfederacy and a prominent statesman of the Oivil War period. Although speaking and voting against secession, and sorrowing when the states seceded, he remained loyal to their cause. Stephens suffered imprisonment at Boston Harbor for five months.
He was elected governor of Georgia in 1882. His picture hangs in The Hall of Fame. His home in Orawfordville, Georgia, has been preserved, and a monument has been erected to his memory at that place.
Gutzon Borglum has recently completed a statue of Stephens which is now in the Hall of Fame in Washington, D. O.
Crawford W. Long
1815-1878
In 1842, Orawford W. Long of Jefferson, Georgia, put his patient to sleep with ether before performing a surgical operation. This was the first time that ether had been put to this use, although playful experiments had been made with it under his observation.
At one time there were other claimants to the honor of being the discoverer of this boon to SUffering humanity, but it is now generally conceded to belong to Dr. Long.
He was a graduate of Franklin Oollege, now the University of Georgia. He died at his home in Athens, Georgia in 1878.
The French Nation has erected a monument to him. There is a hospital in Atlanta bearing his distinguished name. A statue of him stands in the Hall of Fame in Washington, D. O.
Benjamin Hill
1823-1882
Benjamin Hill was born in Jasper Oounty and died at his home in Atlanta.
Hill attended the University of Georgia. His college career was brilliant. After graduating, upon one year's stUdy with William Dougherty, Hill was admitted to the bar in Georgia. He settled in LaGrange. Ga., and practiced law there. For the next ten years, he advanced rapidly as a lawyer.
In the Sons of Temperance, now known as "Prohibitionist," Hill was a leader. He entered public life in the lower house of General Assembly, a member of the Whig Party.
159

In 1856, Hill was elected as Fillmore Elector for the state at large.

Ris text was, "The Northern extremist who would save the Union at

~

the expense of the Oonstitution and the Southern extremist who would

save the Oonstitution by destroying the Union, are to be equally con-

demned. Let us have both, my countrymen, the Oonstitution in-

violate and Union, as its surest defence." His advice was rejected in

this campaign, although his attitude upon this question won for Hill

immediate national fame. Hill was brought in contact with' Alexander

H. Stephens and Robert Toombs.

In 1859, Hill was elected to State Senate. He tried to avert secession,

was a strong Union man, and struggled to keep Georgia from seceding

at the time of the war between the States.

Hill was sent to the Oonfederate Senate, proving to be the best dele-

gate of Georgia. "No man gave to the Oonfederacy more devoted or

more loyal service than Hill." President Davis declared his loyalty

when all others forsook him and in an address characterized him as

"the Faithful."

The state of Georgia owes Hill eternal gratitude for his part in re-

construction measures. He was the leader in organization of the

party which redeemed his state from the horrors of radicalism. Hill is

characterized as "The voice and pen of the South, in the dark days

of the Reconstruction Period. ' ,

Hill's appearance in Federal Oongress, marked a new era in that

body. He was later elected to the Senate.

Benjamin Hill was at all times and under all circumstances clean,

strong, courageous, brave, and faithful.

Logan Edwin Bleckley
1827-1907
From the mountains of beautiful Rabun Oounty came Logan E. Bleckley, one time Ohief Justice of the Supreme Oourt, and a lawyer of national fame. Judge Bleckley was born of excellent pioneer stock, July 3, 1827.
He early dedicated to the upbullding of Georgia, one of the most brilliant minds of his own or any other day, His mental equipment would have made him famous in a literary or scientific field, had he not chosen law as his profession. This choice was made at the very early age of eleven years. At the age of thirteen he wrote convincing articles on the establishing of the court of which he later became Ohief Justice.
Born a .genius, he was a laborious student, literallY "burning the midnight oil." His was a day and section when and where b.ooks and other opportunities for higher education were scarce. He overcame these obstacles, borrowed books and really remained a student to the age of seventy-eight years.
A great reasoner, clear thinker, and lover of truth, his legal decisions will be handed down through other generations. His avocation seemed to be that of a writer of charming verse. Judge Bleckley was full of sentiment, cherishing his friends to whom his verses wer~ often di-.
160

rected. Many scrapbooks contain both prose and poetry written by him, though. he made little effort toward preserving his own writings.
He was a man of keen sympathy and love for his fellows. Soon after his admission to the bar he saw a woman imprisoned for debt. This so distressed him that he immediately "prepared a bill to exempt women from arrest for debt." This became a law, Georgia being first in a movement which expanded until declared by the constitution, 1868, thus blotting out a "relic of barbarism."
Judge J. R. Lamar said of Judge Bleckley, "In appearance he was like an ancient prophet, but his nature was too kind and his heart too gentle to rebuke the sins and frailties of his generation."
While the greater part of his life was spent in Atlanta, he ever tUIned to his beloved mountains for rest and recreation. He died in Clarkesville, Georgia, March 6, 1907, leaving a large family connection and an entire state mourning his loss.
Robert Toombs
1810-1885
Robert Toombs came with his father to Georgia from North Carolina. Toombs attended the University of Georgia, and later ~aduated from Union College, SchenectadY, New York. He was admitted to the bar in Elbert County, Georgia, and in the early years of his practice obtained fame and fortune.
Toombs preferred to remain in the House of Representatives, but spent two terms in the United States Senate after his election to Congress. His main effort was to pass a law to abolish surety-ships in Georgia.
Toombs is given the credit for reallY checking the secession spirit for four years in Georgia and the South. But after deciding that the southern states should secede he was whole-hearted in the measure he advocated.
In 1861 Toombs delivered his farewell speech to the United States Senate. It was the strongest summary of the demands of the South. The speech attracted wide attention and it closed the career of Toombs as a member of national council. For sixteen years Toombs served in the two houses in Washington, holding rank among first men of -the country.
Toombs aroused people to action in his famous Bush Arbor Speech in Atlanta in 1868. *"He never temporized or compromised with what he regarded as an alien administration." He is famous for his celebrated lecture on the principles of the Magna Charta.
It was in asserting the power of state to control the railroads)hat Toombs made his greatest fight. *"The spirit of Toombs dominated the convention." The power of the legislature to regulate the railroads was a new principle in Georgia.
*StovaIl, Pleasant A. Library of Southern Literature, p. 6422.21, Martin-Hoyt, Atlanta.
161

Henry W. Grady

~.,2.:

185H889

Henry W. Grady was born in Athens, Georgia, and died in Atlanta, his life covering only about thirty-eight Years. Grady's father was of Irish blood, his mother of Scotch. His father was a man of large estate.
Henry Grady's reputation in some directions is second to none in all our annals. His early boyhood was spent in Athens. He graduated from the State University and later graduated from the University of Virginia, making high records in both places.
Upon failure of the Atlanta Herald, Grady went to New York. He was sent back to Atlanta by the New York Herald as Georgia correspondent of the paper. While serving in this capacity, he was tendered a position as editorial writer of the Atlanta Constitution by Captain Howell, for a while serving the two papers as his duties did not conflict. Later Grady bought an interest in the Atlanta Constitution. Through these papers Grady became a great power in Georgia politics, noted for his attitude toward rehabilitation of Atlanta and the state after the war.
Henry GradY was famous as an orator, and became a national celebrity after his notable speech before the New England Society of New York in response to a toast, "The New South." Had he desired, the remainder of his life could have been spent on the platform, although he accepted only a few subsequent invitations.
Possessing a love and sympathy for the poor and lowly, he never understood why some humans should be rich and happy and others poor and friendless. It was for these latter that he worked. He understood the dependency of the negro and had a genuine fondness for
that race. John Temple Graves made the following statement about GradY,which
is chiseled on his monument: "When Henry W. Grady died, he was literally loving a nation into peace."

Fuller Callaway 1870-1928

Fuller Callaway has been called *"Georgia's Cotton Philosopher." He was one of the greatest business men the South has ever produced, and attained this distinction in the town of his birth, LaGrange, Georgia. Beginning his business career as the owner of a Five and Ten Cent Store, he became a great cotton manufacturer, banker, realtor, and merchant. The son of cultured, religious parents, his inheritance and training was of the best. Alfred Pearce Dennis, in his book,* "Gods and Little Fishes," says of Mr. -Callaway, "He is a Georgia farmer, cotton spinner, village philosopher and whole-souled child of God."
Just before the World War, he made a most interesting trip to India, where he was entertained by Baron Kitchener, in charge of affairs at

*Bobbs MerrU! and' Company, Indlanapolis, Indiana.
162

that time. Kitchener was charmed by Mr. Oallaway's sincerity and
~2:originality.
Ootton culture was discussed at length by the two men. Mr. Oallaway recommended an earlier maturing variety of seed to be planted in India, as the crops at that time were being ravaged by the pink boll weevil. He cabled to Georgia for some seed, which were planted, at Kitchener's direction, in India, proving very satisfactory.
Fuller Oallaway was noted, too for his industry. For twenty years he worked sixteen hours a day. "His keen human insight in business has been compared to that of Abraham Lincoln in public affairs."
At one time the Oallaway interests gave employment to almost nine thousand people. His employees were well cared for in every respect.. Once, when called a philanthropist in connection with his kindness and liberality to his workers, he replied, "I run my mills to pay the expenses of making American citizens."
His beautiful home and gardens at LaGrange have been admired by thousands. The grounds are seldom closed to visitors, even now. His home, for years, has been noted for its Southern hospitality-today, still breathing the wonderful spirit of Fuller Oallaway.
Suggested Activities in connection with Biographical Sketches.
1. Discuss qUalities that make men leaders as shown by Georgia leaders.
2. Tell the occupation or profession you wish to follow, giving your reasons.
3. Discuss your id.eal Georgia hero. 4. Designate on a map the birthplaces of Georgia leaders. 5. Discuss obstacles overcome by some of Georgia's great leaders. 6. Oollect and mount pictures for a scrap book of outstanding Geor-
gians. 7. Make lists and collect pictures of inventions by Georgia men. 8. Make lists of famous Georgia men, giving their outstanding
achievement. 9. Plan an assembly about great men and women of Georgia. 10. Write sketches of the lives of great Georgians. 11. Write original poems on your favorite Georgians.
XIII-CONCLUSION:
There is such a wealth of material about Georgia that time and space forbid a detailed account. This brief chapter is merely suggestive of what may be used. Each teacher will know many interesting things that can and should be added. She should let interests of her community be the guide for the SUbjects she will stress.
"With full realization of the responsibility that each of yoU must carry, and in an effort to aid you in organizing and directing the activities of the children along constructive lines, we are sending you these suggestions for carrying on your work."
163

"--=--,1,..:

Atlanta Course of StUdy

Mary Postell

May the teachers of Georgia as true citizens of the Empire State of the South teach the children so that they may discover that it really is "Great to be a Georgian." In the words of our own beloved Frank L. Stanton may they say:
"Queen of the richest Promised Land
Here's Georgia. Ringed and wreathed with a golden band
Here's Georgia. With a winnin' smile for her lovers true, Bright as light in her skies of blue, She's tellin' the country, "Howdy-do."
Here's Georgia."

XIV-BIBLIOGRAPHY-GENERAL:
Avery-History of State. Bloodworth-Getting acquainted with Georgia. Brigham & McFarland--Essentials of Geography II, Georgia Supple-
ment-American Book Co. Brooks, R. P.-History of Georgia-Atkinson, Mentzer & Co. Candler, Allen D.-Colonial Records of State of Georgia. Vols. I and
II. Chatburn-Highways and Highway Transportation. Evans, Lawton B.-First Lessons in Georgia History-American Book
Co. Evans, Lawton B.-History of Georgia-University Pub. Co. Evans, Lawton B.-Students' History of Georgia-John W. Burke Co. Felton-Country Life in Georgia in the Days of my Youth-Index
Printing Co. Gordy-Leaders in Making America. Harris, Joel Chandler-Stories of Georgia. Henderson, J. P.-The Commonwealth of Georgia, The Country, The
People, The Production, 1889 Commissioner of Agriculture. A brief outline of the people, population, white and black, the productions, and statistical information. Howell, Clarke-History of Georgia. James, Thos. P.-Handbook of the State of Georgia, 1876. Jones, C. C.-History of Georgia. Knight, Lucian Lamar-Georgia's Landmarks, Memorials and Legends, Vols. I and II. Lee-Geography of Genius. Lowe, Jessie-Georgia Supplement-Winston Pub. Co. Massey and Wood-Story of Georgia-D. C. Heath & Co. Mitchell, Francis-Georgia Land and People-Franklin Printing and Publishing Co.
164

McMurray and Parkil1t!-Advanced Geography, Georgia Edition-Me :Millan Co:
Phillips-Documentary History of American Industrial Society I and II, Plantation and Frontier. An Industrial history of the colonial and antebellum South collected from manuscripts and various sources of information dealing with plantation labor, management, slave trade, immigration and settlement and the development of labor and early labor associations and trade unions.
Phillips-History of Transportation in Eastern Cotton Belt. Phillips-Life and Labor in the Old South. Rutherford-Georgia, the Thirteenth Colony. Stevens, O. B., Commissioner and Wright, R. F., Asst. Comm. Geor-
gia, Historical and Industrial, 1901. Tarr and McMurray-Georgia Supplement. Whitehead-Makers of Georgia's Name and Fame-Educational PUb-
lishing Co.
Industrial Georgia, 1930 Year Book, Ga. Power Co. Georgia and Her Resources, Year BOOK. State Department of Agri-
culture, 1932. Georgia Year Book, Quarterly Bulletin of Georgia, Department of
Agriculture, 1930. The Encyclopedia of Georgia, State Historical Association. Blue Book of Southern Progress, 1931. The Atlanta City Builder, April, 1931, December, 1930. Key to Atlanta, Published by Atlanta Chamber of Commerce.
BIBLIOGRAPHY
Biographical Sketches
Men of Mark-Northen, Pub. by Caldwell, Atlanta. Whites Historical Collection-Geo. White-Pudney & Russell, Publish
ers, New York. Sherwood's Gazetteer, Rev. Adiel Sherwood-Pub. by Riley, Charles-
ton, S. C., 1927. Makers of Georgia Name and Fame-A. C. Whitehead, Published, N.Y. Memorial of Oglethorpe-Harris, Boston, 1688. Comptons Pictured Encyclopedia. Georgia Year Books. College Life in the Old South, E. M. COUlter, MacMillan. A Hi~torical Sketch of the University of Ga.-A. L. Hull, Pub. by
Foote & Davies. Encyclopedia Britannica.
Bibliography-Education
The Rise of the Common School in Georgia-Dorothy Orr. (Two copiQS in library at Emory University)
The chief sources from which she got her information are as follows: Records and Manuscripts-State Archives of History-Rhodes Memorial-Atlanta. 165

Report of Gustavus J. Orr-State School Commissioner of Georgia.

Georgia as a Proprietary Province-James McCain.

.--=--2.:"

The Story of Georgia and the Georgia People-Geo. G. Smith.

Digest of Laws.

Governors' Messages and Speeches of State Leaders.

History of Georgia-Brooks.

Report on Education-David W. Lewis.

Other References
Colonial Records-Edited by Allen D. Candler, Pub. by Legislature of Georgia.
Atlanta 1904-1913-VolS. 1-22. History of Georgia-C. C. Jones, Jr. Mutual School Masters-R. M. Johnston. Old Times in Middle Georgia-R. M. Johnston. Early Educational Life in Middle Georgia-R. M. Johnston. Savannah's Earliest Private Schools, 1733-1800-Martha G. Waring. Georgia's Historical Quarterly, Vol. 14, PP. 324-334. Beginning of Public School System in Georgia-Wm. H. Kilpatrick. The Georgia Historical Quarterly, Vol. 5, Sept., 1921-Waring. The Academy Movement in the South-Knight, Edgar H. Pamphlet
at University of Georgia. Public Education in the South-Knight, Pub. by Ginn & Co. Needs of Education in the South-Gustavus J. Orr, Dept. of Super-
intendence of N. E. A., 1879.

Bibliography-Indians

The Story of Georgia-Massey and Wood-D. C. Heath. Can be used

by children.

First Lessons in Georgia History-Evans-American Book Company.

Student's History of Georgia-Evans-John W. Burke and Co.

The stOry of the Red Man-Flora W. Seymour. Chap. IX-Westward

trail of the Cherokee.

American Indians-Starr-D. C. Heath. Good description of Indian

tribes and customs.

Georgia Land and People-Mitchell-Franklin Printing & Publish-

ing Co., Atlanta.

Account of Creeks and Cherokees before 1732.

Georgia Landmarks, Memorials and Legends, Vol. I. Lucien Lamar

Knight. Chap. XVI-The Grave of Tomochichi.

Georgia's Landmarks, Memorials and Legends, Vol. II, Sec. 4. Knight.

Myths and Legends of Georgia Indians.

Torchlights of the Cherokees-Robert Walker-McMillan. Short de-

scription of Cherokees-Mostly about Brainerd Mission.

The Cherokee Indian-Thomas Valentine Parker-Roughton-Mifflin.

Special reference to relations with U. S. Government.

Coweta County Record-Jones-Reynolds-The Stein Printing Co.,

Atlanta.

.

166

Historical Sketch of Tomochicm-Charles G. .Tones, .Tr.-.Toel Munsell, Albany, N. Y. Very rare book. Good sketch ofms life.
Encyclopedia of Georgia-'-State Historical Assn. Brief. account of Cherokees.
How Indians lived-Dearborn. General description of customs and mode of living.
Handbook of American Indians-Frederick Hodge. Cherokee Indians-Mrs. Foster. Cherokee Literature-Geo. E. Foster. History of Georgia-.Tones. A splendid description of the Georgia Indians may be found in clip pings from the Atlanta .TournaI by .Tames Hall. These were pUblished about two or three years ago. They are on file in the Atlanta Teachers Reference Library, City Hall. A splendid article, "Dalton and the Cherokee County," by W. C. Martin, was found in the September (1932) number of the Masonic Messenger. This mentioned a number of the interesting historical places around Dalton.
IG7

SUGGESTIONS FOR GEORGIA DAY ASSEMBLY PROGRAM FEBRUARY 12.
I-Puppet Show, "Tar Baby"-Joel Chandler Harris. First Grade.
II-Shadowgraph, "Brother Rabbit and the Honey Orchard" -Joel Chandler Harris. Second Grade.
III-Living Picture, "Black Mammy and White Chile" "Mighty Lak a Rose"-Frank L. Stanton. Third Grade.
IV-Dramatize the story of Nancy Hart. Fourth Grade.
V-Song-"The Good Ship Anne." Fifth and Sixth Grade.
VI-Arrange a pantomime of events in the settlement of Georgia: Landing of Oglethorpe. Reception for Tomochichi. Fifth Grade.
VII-"Rain Song"-Robert Loveman. "Keep A-Goin"-Frank L. Stanton. Selection from "Song of the Chattahoochee"-Sidney Lanier. Stories of Great Georgians: Crawford W. Long-Discoverer of anaesthesia. Eli Whitney-Inventor of the cotton gin. Frank Goulding-Inventor of the sewing machine. Alexander Stephens-Vice President of the Confederacy. Indian Legend-Cherokee Rose. Sixth Grade.
VIII-Song-"Cherokee Rose of Georma" Music by Kate Lee Harralson. All Grades.
Adapted from Assembly Programs: Calhoun School and J. O. Harris School, Atlanta,Georgia.
168

PROMOTION EXERCISES GETTING ACQUAINTED WITH. GEORGIA

1. Processional.

2. Prayer.

3. Welcome.

4. Georgia's Beginnings.

5. Song-"Keep on Hopin' "--words by Frank L. Stanton.

6. Sons and Daughters of Today:
Dr. Willis A. Sutton. Miss Martha Berry. Mr. Bobby Jones. Miss Moina Michael. Mr. H. M. Atkinson. Miss Tommie Dora Barker.

Mrs. J. M. High. Mrs. Corra Harris. Bishop Warren A. Candler. Dr. Michael Hoke. Mr. Sam Tate. Mr. S. H. Venable.

7. "Song of the Chattahoochee"-words by Sidney Lanier.

8. Parade of Georgia Products:
Cotton. Peaches. Corn. Sweet Potatoes. Peanuts. Tobacco. Hay.

Oats. Watermelons. Sugar Cane. Irish Potatoes. Pecans. Apples. Peppers.

9. "Mighty Lak a Rose"-Violins.

10. Awarding Honors.

11. Awarding Certificates.

12. Recessional.

Adapted from Programs:
Frances Byrd Temple-Crew Street School. Fannie Mae Symmers-Home Park School.

169

GEORGIA PRODUCTS PROMOTION LUNCHEON

Since Georgia is listed in the Course of Study for the High Sixth

~--1..:

Grade and since this class has a mid-year promotion to Junior High,

the Georgia Products Promotion Luncheon was the Ctllmination of the

regular work done in the classroom. It served twb purposes-as a

farewell party and as !\ climax for a unit of work. .

When Georgia products were first mentioned in the beginning of the

study of Georgia, some child suggested that we have a luncheon, using

only Georgia products. So much enthusiasm was displayed that the

following assignment was made for homework; Plan a Georgia products

luncheon menu and figure the cost. A well balanced meal was dis-

cussed in making the assignment, thus bringing in health, as well as

arithmetic and social science.

From this time on the interest grew and even thOUgh this unit of

work extended over a period of six weeks, it never seemed to lag the

least bit.

Our first plans were to have a simple luncheon for the class only,

but as various people interested in the class and their work heard about

our project and showed enthusiasm, we decided to have a little more

elaborate luncheon and invite some honor guest.

You may be sure from this time on the classroom was a busy work-

shop everyday during social science period. Invitations were to be

written and sent, a menu selected and planned, table decorations

planned and made, place cards, souvenirs, a written program pre-

pared, some songs, and a toastmaster chosen.

Language books were referred to in writing the invitations, poems,

and stories to be used on the program. The following invitation was

sent on a small map of Georgia:

You are cordially invited to attend the Georgia Products Promo-

tion Luncheon, to be given in honor of the High Sixth Grade, at

James L. Key School, Wednesday, January 28, at one o'clock.

High Sixth Grade.

R. S. V. P.

James L. Key School.

Oral language was necessary when the children practiced the art of conversing at the table and acting as toastmaster or toastmistress.
Arithmetic, health, and social science were used in planning the menu. Everything on the menu was actually grown in Georgia.
Original poems were put to music. The school orchestra was used during the course of the luncheon.
The programs were booklets in the shape of the map of Georgia. Since the class had chosen "The Zeps" for their class name a small cut out zeppelin was pasted on the front.
The favors and place cards were minature bales of cotton filled with Georgia peanuts. and a little pickaninny sitting on top of each, eating waterinelon. The materials used for bales were small boxes with an end opening, a roll of cotton batting, tan burlap for covering the bale, black oilcloth for bands around the bale. The pickaninnies were made of pipe stem cleaners, dipped in black ink, with plaited black embroidery

170

thread for hair. They were dressed in red checked gingham. The tag
on the bale served as place cards. Mats were made for the plates, using the Cherokee Rose as a design
.~.'2.: Mint boxeswere decorated with "Brer Rabbit" dressed in class colors. A small map of Georgia cut of black drawing paper was pasted on each corner of the napkins. Small Georgia flags made of drawing paper
pasted on tooth picks were used as decorations for the salad. Horns of plenty were made of wire and yellow crepe paper, out of which poured
Georgia fruits. The center piece was made out of a huge bowl of a pumpkin and filled
with Georgia vegetables. The vegetables were to represent flowers.

Menu.

Roast Georgia Turkey and Dressing.

Green Tomato Relish.

Peas and Carrots.

Georgia Yams.

Congealed Peach Salad.

Hot Rolls.

Butter.

Ice Cream and Cake.

Program. "The welcome word is the word we know,
God's own land where the good things grow, In Georgia."
Welcome Song-(original). Reading-'' Georgia. " Song-"Georgia Land." Reading-"Here's Georgia." Song-"Mighty Lak a Rose." Reading-"Crost the Hills to Georgia." Original Poem on Georgia. Song-"The Plantation Serenade." Song-"Farewell to Our School."
After the luncheon everyone enjoyed looking at the exhibit on Georgia, which included a reproduction of "The Wren's Nest."
There were books and charts on Georgia, pictures of the Brown Thrasher, and Georgia's flag.

"GEORGIA" (An original poem.) There's everything in Georgia, Just lots of things to name, There's oats and beans And nuts, it seems And turkey, too, we claim.
There's everything in Georgia, Just lots and lots of things, We have red clay, and marble they say, Fit for kings and queens.
Ruth Brown, Sixth Grade. James L. Key School, Atlanta, Georgia. 171

COMBINED FOUNDER'S DAY AND GEORGIA BICENTENNIAL

..=--2.,:

P-T.A. PROGRAMS

(Celebrating Local, State and National Birthdays) -

I-Suggested Program for Founder's Day: (Leaflets may be secured from National P-T.A. Office, 1201 Sixteenth Street, Washington).
A. History and Significance of Founder's Day.
B. Memorial Tribute to the Founders, Mrs. Theadore W. Birney and Mrs. Phoebe A. Hearst.
C. Results achieved in National, State, and Local Organizations.
D. Message from National President in February Child-Welfare Magazine.
E. "Alice McC1ellan Birney"-Written by Mrl!. R. H. Hankinson.

II-Suggested Activities for Founder's Day Program:

A. Have Candle Lighting Ceremony. Twenty-six statements about the National Congress of Parents and Teachers are made while lighting the candles on the birthday cake. (Local, State, and National Birthdays.)

B. Pageants:

1. "Progress," by Walter Ben Hare-50 cents.

2. "The Gift Bearers,"

- 5 cents.

C. Have Original Tableaux.

D. Have Original Plays.

E. Have Community Singing: 1. "My Tribute," Mrs. Milton P. Higgins. 2. "The Mother's Hymn," Helen Grinnel Mears. 3. "Georgia Land," Mrs. E. R. Hines.

m-Suggested P-T.A. Programs for Georgia Bicentennial: A. Georgia's Birthday, (A teacher). B. A Teacher's Tribute to Mrs. Birney and Mrs. Hearst, (A teacher). C. A Child's Tribute to the Founders of the P-T.A, (School child). D. Growth of Education in Georgia, (Speaker) F. Tribute to the Founders of the Local P-T.A., (Principal of the School). G. Why I am Proud of Georgia, (Speaker).

IV-Suggested Actlivities for Bicentennial P-T.A. Programs: A. Have a play-Founding of Georgia, (School children). B. Have a play-Georgia's Great Men and Women, (School children). C. Write a play-2 Acts: 1. Act I-Showing Early School i.n Georgia Without P-T.A. 2. Act 2-Showing School of Today With P-T.A.
172

D. Write a play: 1. Showing Children of Past-Indian Dance and Music. 2. Children of the Present. a. Children in a classroom with children being weighed and measured. b. Presentation of health and dental certificates. 3. Children of the Future-White House Conference Report, (Given by a mother).
E. Have a Pageant Showing Life in Georgia: 1. Indian Life. 2. Colonial Life. 3. Life in the Quarters. 4. Modern Life.
V-Suggested Music for Bicentennial P-T.A. Programs: A. Georgia Land-Tune: "Evergreen." B. Cherokee Rose of Georgia-Words by Kate Lee Harralson.
C. Dixie Land. D. Mighty Lak A Rose-Stanton-Nevin. E. Sweet Miss Mary-Stanton-Neidlinger.
F. Uncle Remus-Plantation Serenade. G. The Red Old Hills of Georgia. H. Georgia Colors-Tune: "0 Mother Dear, Jerusalem." 1. Good Ship Anne-Tune: "A Capital Ship."
Suggested Speakers:
Dr. Willis A. Sutton, Superintendent Atlanta Schools. Mrs. Hankinson, State P-T.A. President, McDonough, Ga. Mrs. Jere Wells, Perkerson Road, Atlanta, Ga. Miss Mary W. Postell, Pershing Point Apartments, Atlanta, Ga. Mrs. Chas. Center, College Park, Ga. Mr. M. E. Coleman, Board of Education, Atlanta, Ga. Mrs. R. P. Cheshire, 2061 McLendon Avenue, Atlanta, Ga. Mr. H. Reid Hunter, Board of Education, Atlanta. Ga. Mrs. Herbert Alden, Roswell Road, Atlanta, Ga. Mr. T. W. Clift, Board of Education, Atlanta, Ga. Mrs. Joe Dan Miller, 1229 Boulevard Drive, S. E., Atlanta, Ga. Miss Allie Mann, 1136 Oxford Road, Atlanta, Ga. Mrs. Z. V, Peterson, 585 Flat Shoals Avenue, Atlanta, Ga. Mrs. Byron Mathews, 946 Virginia Avenue, Atlanta, Ga. Mrs. P. G. Hanahan, 91 Fifth Street, N. W., Atlanta, Ga.
National Material: 1932 National Handbook. Activities, Projects, and Program Making. Child Welfare Magazine, February Number. Childrens' Charter Poster Series.
173

Proceedings of the Annual Convention.

.~.-~

Memorial Tribute to the Founders, (Leaflet).

History and Significance of Founder's Dliy, (Leaflet).

The National Conference of Parents and Teachers, Its History,

Organization and Service, (Leaflet).

General Information about National Congress of Parents and

Teachers, (Leaflet).

Congress Library and Leaflets.

State Material:
State Bulletin. State Publications. Material Issued by the White House Conference. Annual Report in "Proceedings of the National Congress of Parents and Teachers." Georgia Parent-Teacher, .January and February-1932.

Note: The committee wishes to thank the following people for the helpful suggestions in the preceding report:
Mrs. R. H. Hankinson, Georgia State P-T.A. President. Mrs. Charles Center, Parent-Teacher Institute, Chairman. Mrs. Frank David, State P-T.A. Program Chairman. Mr~. P. S. Hanahan, State P-T.A. Publication Chairman. Mrs. Byron Mathews, President Atlanta P-T.A. Council.

174

A REPORT OF A STUDY OF A GEORGIA CITY
The sixth grade had been weighed and measured. A question arose as to why this had been done. A general discussion followed concerning the health work the city does for her people, and finally the class decided to find out all they could about everything Atlanta does for her people. The work was organized under the following heads:
HEALTH, EDUCATION, MODERN CONVENIENCES,
PROTECTION,GOVERNMENT
Arrangements were made with the head of the city nurses to visit the Oity Hall. She took the children through the building, paying special attention to the departments of public health. The assistant superintendent of schools met the class and showed them the Administration offices and the Teachers' Reference Library.
Various groups were formed to investigate the water works, Grady Hospital, and other health giving agencies. A trip was made to a certified dairy farm.
One group wrote letters to administrative officers of Atlanta's Public School System, to Emory, to Oglethorpe, to Agnes Scott, and to Georgia Tech. They received prompt replies and gathered valuable information concerning the educational facilities of Atlanta.
Several children visited the Chamber of Commerce and brought back interesting literature.
They had a great time with modern life in Atlanta! Three children visited WSB. Others called the Power Company, the Telephone Company, and the Atlanta Gas Light Company. These organizations sent packages of instructive material. Two boys went to Candler Field and came back filled with enthusiasm. There were reports from boys who visited the Post Office. Several girls interviewed the ticket agents at the bus stations. One child, whose father is a railroad man, gave a report on the railroads coming into Atlanta.
The children received a great deal of information about the fire department from the fire chief, and about the police department from the secretary of the chief of police. Everyone was willing to help.
A group -of children found out the names of the alderman, councilmen, and member of the Board of Education from the ward. We had a pamphlet explaining the city government. The children divided the room into wards, and elected a mayor and other city officials. They had an English lesson on "What I-Should Do If I Were Mayor, Councilman, or Member of Board of Education."
A sense of obligation to the city was awakened, and the children learned the duties of a real citizen.
Our promotion exercises developed from the project.
-Lillian Bloodworth Macrae, Sixth Grade,
Capitol Vi~w School, Atlanta, Ga.
175

FARM AND COMMUNITY LIFE IN GEORGIA

~ ..2:

After picking some of the cotton in the school garden last fall, the

children became intensely interested in picking the seeds out by hand.

Informal conversation and discussion grew into excitement over pulling

and twisting the fibers. It seemed difficult for some of the children to

believe that the gossamer threads could be changed into clothes with-

out the aid of a fairy's magic wand. Others who had lived on the farm

were acquainted with the growing and ginning of cotton, and gave

valuable information about planting, picking, and hauling to the gin.

The teacher contributed a fairy storY, and the children asked for more.

An interesting mystery had excited their curiosity and tempted them to

follow the story of King Ootton for the solution. After an exhibition

of such intense interest in a subject, it seemed that a valuable oppor-

tunity would be lost if the activity of the class did not center about the

great product of the South.

The work began with stories about the cotton plantation and planta-

tion life of both modern and olden days. The children scanned every

book available for pictures and the teacher read stories which were

within the comprehension of the pupils. But the most helpful infor-

mation was that contributed by the children themselves from actual ex-

periences on the farm. Then began the building of the miniature

cotton field and cotton gin. The first unit included the house, the

fence, the cotton field, and the pickers in the field filling the little

baskets and taking them to the wagons. The children made the little

farm people by wrapping cotton on wire frames. They later clothed

the figures with cotton dresses and suits which they made. One of

the most attractive dolls was a negro mammy made and dressed by a

little boy in the class.

From the farm a road guided the cotton wagons to the gin. This unit

showed a modern structure of three buildings in which the cotton was

to be separated from the seeds and packed into bales. The wagons

were grouped about the gin waiting their turn to roll under the suction

pipe which should take the cotton from the wagon beds. The "tales,

made by the children, were being loaded from the third building into

trucks for their trip to the mill.

Because the actual gins are located so far from the city, the class was

unable to go for a visit, but a number of children had the opportunity

through special trips with their parents. Others had recentlY moved to

the city from the country where cotton gins were familiar sights. These

children helped greatly with the planning and construction of the

second unit of work.

Beginning with the first of the year, the work centered about the

community mill. Part of the class, as many as the officials of the mill

would allow, had a delightful trip through the Exposition Ootton Mills.

Others had gone through at different times with their parents. Five

buildings and two towers of this mill were duplicated in miniature for

the third unit in the cotton cycle.

178

While the construction work grew during the activity periods, all the . work of the entire day centered about the subject of cotton. There was .~''-1..: an abundance of language, and from this developed the reading lessons. The children grew rather proficient in composing sentences and reorganizing them into reading units. From much practice they became sentence conscious. They completed one large class book of twenty
newspaper pages to which they gave the title "King Cotton," and in which they traced the plant from the seed to the finished product in the home. Pictures drawn by the children were used to illustrate the book. Another class book was written in rhyme and illustrated with pictures obtained from a large cotton mill. Individual reading books were made by the children and included their personal experiences, trips, cotton jingles, King Cotton acrostic, and pages for independent reading and directions to be followed. Some rather interesting reading material developed from compiling a cotton Mother Goose: familiar rhymes changed to include cotton ideas. An example follows:
Mary, Mary quite contrary How does your cotton grow? Snowy bolls of cotton rolls From the stalks all in a row.
There were many other charts of cotton jingles besides those of Mother Goose. They emphasized cotton as related to the weather, the month, the season of Easter, etc. One showed a cotton flower made of vari-colored thread with the jingle below. During the visit to the Exposition Cotton Mills, Mr. Bell took pictures of the children watching the manufacturing processes, and later he developed lantern slides from them. These, with all the Keystone slides on cotton, furnished interesting and valuable material for reading as well as for general information and language.
The elementary science work included the study of the soil in preparation for cotton planting in the school garden, the study of the cotton plant itself, the keeping of a calendar to determine kind of weather and da'Ge for planting. The actual stalks of cotton had been kept in the room all the year. Three weeks ago the children were thrilled to go to the school garden and plant tlw cotton seeds which they had picked out by hand last fall.
During the construction periods there was a keen need for knowledge of elementary arithmetic. The proper use of the ruler was a fundamental requisite for those who desired to build house, barn, fence. Measuring became an art with some. Weighing cotton on the scales, measuring cloth for purchases in the store, counting rows and bolls of cotton, counting roving strips for weaving rugs, all afforded sufficient work in number. In measuring the cloth, the children learned the correct relations of inch, foot, and yard.
One of the chief enjoyments of the study of cotton was the collection and Singing of cotton songs. The children thoroughly enjoyed these. They made a large class book entitled "Songs of the Cotton Field." Some of the songs were used as listening and appreciation lessons with
177

the victrola, and others were sung daily at the request of the class.

,~,;2.:

The phildren seemed to glean from these old songs a deep appreciation

and sYMpathy for the people who labored in the snowY fields. Closely

associated With the songs was the rhythmic work. The SpiIining Song

and the Cotton Dance were two outstanding rhythmic developments

which the children enjoyed. An original gymnastic story was developed

for play on the yard.

Besides the music, another cUltural aspect appeared through picture

stUdy. A few of these were prints of works of art; others were less

artistic, but theY stimUlated in the children an appreciation of the

days of yesterday when grandmothers sat at the spinning wheel and

100m, or worked for the day picking out the shoe full of seeds. The

children actually carded the cotton on old-fashioned cards like grand-

mother's.

'

'Associated with the stUdY of pictures was the art and hand work of

the children. Besides the construction work of the large units, each

child planned and finished pictures and pieces of hand work in which

he was free to express himself in any Way he chose. There were pretty

miniature rugs woven of colored cotton roving. Pattern and color

schemes were entirely original. Looms for the weaving were made

during construction periods. The girls made and stuffed cotton dolls,

cut pattern for dresses, capes, and bonnets, and made the clothes of

gaily colored cotton materials. They finished also a little quilt for the

doll's bed. The blackboard borders were made of real cotton chicks

and rabbits to carry out the Easter spirit. Others showed children

clad in cotton enjoying the various activities of the spring.

The last two units of cotton work traced the cotton cloth and thread

from the mill to the store and the home. The children chose Rich's

to build in miniature form because they were more familiar with this

department store than with any other. They dressed the windows with

cot,ton thread and cloth. In the home was displayed everything possible

made of cotton. Rugs, curtains, draperies, mattresses, pillows, etc.

were all made by the children. The boys made the furniture for the

different rooms. Proper taste in the choice and arrangement of furnish-

ings was emphasized. This is a need of the children in this community.

There was an effort to stimUlate in the children a desire for the clean and

beautiful in their own homes, and it was shown that these qualities

are possible in simple and inexpensive things.

BIBLIOGRAPHY

For Teachers Guidance: Winslow-Elementary Industrial Arts. Chase-Stories of Industry. Hall-Weavers and Other Workers. (Bonser :Mossman)-Industrial Arts for Elementary Schools. Tappan-:Maker of :Many Things. Chamberlain-How We Are Clothed. Hooper-Handloom Weaving.

178

United States Government Bulletins

For Use With the Children:

~<L

Brooks-Story of Cotton.

Curtis-StorY of Cotton.

Allen-Cotton and Other Useful Fibers.

Turpin-Cotton.

For the Children's Use: Shilling-Four Wonders. Child Library Reader. Keystone Slides. Set of Mill Pictures. Annie D. Bennett, Teacher, First Grade. English Avenue School, Atlanta, Ga.

179

PAGEANT AND MASQUE OF OUR STATE

"-=--.1.;

by Mary Walton Postell

Superintendent Emeritus, Atlanta Public Schools

PROGRAMME

Part I.
EARLY DAYS IN GEORGIA
Ohorus-"Land of the Sky Blue Water."
ProloguEl1. Before the white man came:
Indian Ritual Dance. 2. The first white man:
De Soto. Queen. Mother of Queen. Juan Terron. 3. Settlement of Georgia: Ohorus-"Good Ship Anne." Oglethorpe. Tomochichi. Tomochichi's Nephew. Mary Musgrove. 4. Oglethorpe's Farewell:

Part II.
REVOLUTIONARY DAYS IN GEORGIA
Ohorus-"Red Old Hills of Georgia." News of the Declaration. Joseph Habersham. Noble Wimberly Jones. Adoption of the United States Flag. Ohorus-"Star Spangled Banner."
(Audience stands and joins in singing.)
Adoption of the Georgia Flag. Ohorus-"The Georgia Flag. Washington Visits Georgia.. Governor Telfair. Miss Kitty Howell.

188

Part III.
SOUTHE:p.N LIFE IN .GEORGIA
Chorus-"Merry Life."
Introduction-
1. :Invention of the cotton gin: Mrs. Nathaniel Green. Mrs. Hillhouse. Eli Whitney.
2. The removal of the Indians: The Indian's Lament. Dance of Despair.
3. Plantation Life: Virginia Reel. Lullabies. Miss Adolph Askew. Group of southern melodies.
4. The Passing of the Confederacy. 5. lnstitution of Memorial Day. 6. Chorus~"Dixie."
(Audience joins in singing.) 7. "Uncle Remus and the "Critters":
Uncle Remus. Little Boy.
Part IV.
GEORGIA'S GREAT ACmEVEMENTS AND PRESENT OPPORTUNITIES
1. Chorus-"Song of the Chattahoochee." 2. Presentation of Georgia's achievements. 3. March of Georgia flowers led by the Cherokee Rose. 4. March of Georgia products led by Cotton and Com. 5. Contest between the Pests and Products:
Boll Weevil and Cotton. Red Spider and Bean. Tomato Worm and Tomato. Potato Bug and Potato. Apple and COdling Moth. 6. Dance of Minerals and Jewels. 7. Resume. 8. Georgia's Real. Jewels-The Boys and Girls: (a) Toast. Here's to our jewels, our boys and girls, May we not waste them like Terron's pearls, May we faithful ever prove, To the children that we love; Here's to our jewels, our boys and girls. (b) Thesong by the children. . 9. Dance-Sunrise on the Marshes of Glynn.
181

PAGEANT
HONORING KING CO,TTON
Prologue: Before Cotton Comes to Georgia. Dance of Woodland Nymphs. Indians Enter Their Sanctuary. Pantomime-Spaniards Appear in Search of Gold.
First Episode: Oglethorpe Arrives with Colonists. Treaty of Peace with Tomochichi. Scotch Colonists' Dance. Highland Fling. Sailors from Chelsea, England, with Cotton seed.
Second Episode: Era of Hand Spinning. Colonial Dames in Minuet. Eli Whitney Appears. Cotton Pickers Singing. Dixie Beauties Singing.
Third Episode: Machine Age. Mill Workers. Dance-Rayon Rainbow.
Interlude: Cotton Crowned by Manufacturers. King Cotton's Appreciation. Spirit of Cotton Dances. Cotton Boll Dances. Song-Georgia Land. Finale-Grand March-Sousa's "King Cotton March."
Adapted from Programs of
Martha Spencer and Marie Collingsworth~ Sixth Grades, Tenth Street School, Atlanta, Georgia.
A GEORGIA PAGEANT
This unit of work required about eight weeks. The teacher discussed the coming Bicentennial of Georgia with the three sixth grades. They decided to find out why Georgia should be honored on her 200th birthday and to show this in a pageant.
The first step was the collection of information about Georgia. Georgia histories and stories of Georgia werebrought from the library, from the children's homes, and borrowed from friends. Pamphlets and booklets were secured from the State Capitol, the Chamber of Commerce, and other sources to supplement the school text books. Newspapers
182

and magazines were scanned for news of Georgia. Soon the children " were filled with pride and enthusiasm for their state, and wherever .::'--~-- children met, the air was' filled with talk of Georgia.
So much material was gathered that it was difficult to select what should be used in the pageant. Even after the pageant was well under way there was a constant need for cutting.
The children planned their costumes and made them under the direction of the teacher of drawing and construction. They selected Georgia songs and were taught to sing them by the teacher of music.
One hundred and twenty children took part in the completed pageant, but it really was never completed. It was a growing, changing thing, and was never qUite the same at any two performances.
The following episodes were used:
I-Founding the Colony:
A. Oglethorpe visited the debtors' prisons. (Filth, disease, and despair in dark robes stalked among the prisoners, but their noble visitor brought JOY and hope to drive them out.)
B. Parliament granted a charter to Oglethorpe, not oniy as a home for the English debtors, but to furnish soldiers to protect South Carolina from Spaniards and Indians in Florida.
C. The first settlement was made at Savannah.
D. Oglethorpe's treaty with the Indians.
II-Growth of the Colony:
A. The Salzburgers settled at Ebenezer. (The Salzburgers in their quaint costumes were shown at the anVil, the spinning wheel, the loom, churn, etc.)
B. The Swiss and the Moravians. (These good people brought their Bibles, and their deep piety added to the religious life of the colony.)
C. The Scotch Highlanders settled on the Altamaha River. (These sturdy, courageous Highlanders, picturesque in their plaids and kilts, added to the defense of the colony.)
III.,,-Great Men and Women of Georgia:
Each child impersonated one of the characters as to dress. He gave a talk on the life and work of this character. While '3'oel Chandler Harris talked, "Brer Rabbit," "Brer Fox," and other animals enacted some of their famous roles. While Frank L. Stanton spoke everybody sang "Sweet Miss Mary" and "Mighty Lak' A Rose." Sidney Lanier~s "A Ballad of Trees and the Master" were given.
The following great men and women were represented: Joel Chandler Harris, Frank L. Stanton, Sidney Lanier, A. H. Stephens, Martha Berry, Mrs. Rebecca Felton, Crawford W. Long, John B. Gordon.
183

!::;~:~""':~~:'i.",:;;,'"'-":L~~t" ,;~~:T.:.o:I"':_-':~.~~""'-'" ....-',.,-:.--...,,..,,-.,....-......_~~

_

~

'2.: IV-.Georgia. Today.
A. Georgia Products. (Children dressed as Georgia products told of their production, uses, and value. The costumes were of paper laundry bags made to look like the product represented -bale of cotton, peach, watermelon, etc. A child in the farm products group spoke of the birds as the farmer's friends, and children on the stage gave a variety of bird calls and songs, announcing the name of the bird whose call was given.)
B. Georgia Industries. (Ohildren dressed to represent the farmer, the dairyman, the manufacturer, etc. and carrying some of their products discussed the following industries: Farming, Manufacturing, Trucking, Lumbering, Cattle raising, Mining, Poultry raising, Transportation, and Fishing. The farmer carried a bundle of wheat and some raw cotton; the manufacturer showed flour and cotton cloth; the poultry maid carried her basket of eggs; the dairyman carried his orate
. of flied milk bottles and some samples of butter and cheese.)
V-Health Education in Georgia.
A. The State Board of Health. (A child spoke of the various departments and some work of the State Board, and children had a pantomime on phases of child welfare work, distribution of serums and vaccines, and distribution of health booklets~and leaflets.)
B. The Atlanta Board of Health.
1. The quarantine of patients with contagious diseases, vaccination of children and adults, administering of serums, etc. (Children had pantomimes or dialogues showing these activities.)
2. The Board of Health and Atlanta Schools Cooperate. (Scenes showed school nurse weighing and measuring children; school dentist examining teeth, etc.)
C. Work of PhYSical Education Department of the Atlanta Schools.
1. PhYSical exercise in open p,ir develops muscles, improves circulation, increases lung expansion, aids digestion and elimination. (Ohildren showed some athletic events and games as child talked of these activities.)
2. Well balanced meals help to build a strong body. (Children carried trays containing the four classes of foodsbody-building food, energy food, heating foods, regulating foods, and almost perfect food. Other children came to the trays and selected a completely balanced lunch, a.nd told why each food was selected.)
Reported by Stella Pruett, Sixth Grade, Highland School, Atlanta, Georgia.
184

,

BIBLIOGRAPHY

>~>'2.: Evans, Lawton B. Evans, Lawton B. Brooks, R. Preston Joel Chandler Harris Bloodworth, Jennie Akers
State CapitoL Atlanta & West Point Railroad
State CapitoL Georgia Power Company Georgia Power Company Tilson and McKinney Brigham-McFarland

History of Georgia; First Steps in Georgia History. History of Georgia. The StOry of Georgia.
Getting Acquainted with
Georgia. Georgia and Her Resources.
Georgia Bulletin. Georgia. A magazine published
by the Georgia Association in Atlanta.) Georgia Minerals. Industrial Georgia. The Empire State. Georgia, The Empire State. Georgia Geography.

OGLETHORPE'S COMING TO GEORGIA
Characters
Oglethorpe. Several Members of the Committee. The King. Prisoners. Father John. Settlers on the "Good Ship Anne." South Carolina Settlers. Tomochichi, Long King, and Other Indians.
Time
1732-1733
Act I.
OGLETHORPE VISITING THE PRISONERS OF ENGLAND
Oglethorpe: These prisons are filled with poor men who haven't the money to pay their debts. I do not think it is fair to these poor men to shut them up in prison because of their debts. Give them a chance. Think of their families.
Other members of the committee appointed: We do not agree with yOU in the least. When a man can't pay his debts, he should be put in prison.
Another: Why of course he should. Oglethorpe: A man can't workto pay his debts in these foUl prisons. And the debtors are so cruelly treated too. I shall do my best to stop it. I shall give my fortune to this cause.
185

Another member of the committee: Oglethorpe is right. Put your~.,:t.: self in these men's places. You would probably die of disease as many
of these men have done. Oglethorpe; I shall present the matter to the King.
Curtain
Act n.
OGLETHORPE IN PARLIAMENT AND BEFORE THE KING
Oglethorpe: Your Majesty, I have visited the debtors prison, and I find that it is a terrible place. The jailers whip the prisoners and take their food from them. And, Your Majesty, how do you expect the prisoners to pay their debts while they are locked in prison and cannot work to get the money with which to pay their debts?
Member of Parliament: Your Majesty, too much sympathy for the debtors would encourage more debt. I think the prisoners should remain in prison until their debts are paid.
Oglethorpe: Oh, Your Majesty! May I have a grant of land over in the wilderness of America so that I can take the debtors over there and plant a colony? I will pay all expenses myself. The colonists shall be only the honest debtors of the prison. No criminal who rightfully belongs in prison shall go.
The King, after carefully thinking: Let me see-let me think-that might be a good plan. I am willing to grant the land on the conditions named. I see no objection in providing a home for these unfortunates. But this plan will give protection to my South Carolina colony-that's the matter of real importance! Certainly, my dear Oglethorpe, you shall have the land provided you hold back those greedy Spaniards. Your colony must be a protection against those people in Florida that want to take my land from me. Yes, I will give yOU a grant of land between the Savannah and Altamaha Rivers.
Oglethorpe: How grateful I am to you, 0 King! I shall name the colony Georgia in honor of you. I will go to the prison tomorrow and select my settlers for the new colony.
Curtain
Act III.
OGLETHORPE VISITS THE PRISON TO CHOOSE THE PEOPLE WHO ARE TO SETTLE GEORGIA
Oglethorpe: I will take only honest people who wish to lead new lives where they are free from the worry of being put into prisons when they cannot pay their debts promptly.
(From his many visits to the prison Oglethorpe had learned the good people from the bad. He carefully chooses the good ones and leaves the bad ones. He gathers the good ones around him.)
Oglethorpe: I have seen how cruelly you have been treated here in these foul prisons, and how. dreadful these cells are. I have gone to King George on your behalf, and he has given me a grant of land in the
186

New World for you. There YOU may go and begin life anew. You will

not have the dread of being put into prison or of bei.rigcruellY treated.

Your families and kindred may come wtthyou.

-

The prisoners: We are going to the New World I We are going away

from the prison! Long live Oglethorpe, our rescuer I

(Their chains are taken off and they follow Oglethorpe out of the

door.)

Curtain

Act IV.
THE SETTLERS AND OGLETHORPE TAKING LEAVE OF
ENGLAND
Oglethorpe to the Settlers: My friends, we are going to a new land where there are savage Indians and many hardships to endure. Let us ask Father John to pray that our voyage may be a safe one.
(Father John prays.) Oglethorpe: And now my friends, let us bid a kind farewell to the land that has once been your home. Let us sail to the new land on the Good Ship Anne, and start life anew. Song: The Good Ship Anne.
Curtain

Act V.
ON BOARD THE GOOD sHip ANNE
The Settlers: All hail to Oglethorpe, our great leader! Three cheers for the Good Ship Anne! Let us praise God for sending Oglethorpe our noble rescuer.
Oglethorpe: It is all for your good. Thanks to our King who approves our plan. I hope you will be loyal settlers to the colony and to the King. We are nearing land! We will visit our South Carolina neighbors first.
Settlers again sing chorus to "Good Ship Anne."
Curtain

Act VI.
OGLETHORPE LANDING ON SOUTH CAROLINA COAST
Oglethorpe: We will land here and stay for a few days. Captain: Yes. 'We are in need of supplies. The South Carolina settlers gladlY give them supplies. Settlers in South Carolina: We are very glad to have you settle the land south of us, as we can together keep the Spaniards out of our territory. Oglethorpe: I think we had better sail on down the river, and select a good site for our new colony.
Curtain
187

.-=-.~2.:

Actm.

.

.

OGLETHORPE LANDS AT SAVANNAH AND TALKS WITH

THE INDIANS AND TOMOCmCm

Oglethorpe: With one hundred and thirty men, women and children I have just landed and explored this beautiful region, and would like to settle here, and as we will be neighbors, I hope that we will be friends.
Tomochichi: I am chief of the little tribe of Indians living on this bluff, and I promise friendship and protection for your colony.
Oglethorpe: Will you send a message to all of the chiefs, inviting them here, so that we can make friends with them also!
Tomochichi: With great pleasure I will do that. Long King: We welcome you to the land of the Red Men. The Great Spirit has sent you here to teach us, and in return we will give you all of the land that we do not want. Each chief has a bundle of buckskins for you. This is the best we have, and we give it with loving hearts, wishing to live in peace with our white brothers. Tomochichi: Here is a little present, a buffalo skin, painted on the inside with a head and the feathers of an eagle. The eagle represents speed, the buffalo strength, the feathers of the eagle mean love, and the buffalo skin means protection. As the English are swift as a bird and strong as a beast, I hope that you will love and protect our little Indian families. Oglethorpe: I am overcome with your kind words and your wonderful gifts. These little gifts to each of you is a token of friendship from J'our white friends. To show my love for Tomochichi, I want him, his wife, and his nephew to go back home with me, and see our wonderful country, England. All the settlers sing "Georgia Land."

Miss Marie Collingsworth. Sixth Grade, Tenth Street School, Atlanta, Georgia.

188

Desirable Outcomes for the Pupil:

(1) Greater knowledge of his home, his neighborhood, his city, and

his state, and a greater desire to make these better places in which

to live.

.

(2) Greater knowledge and appreciation of the work and sacrifices that have brought Georgia to its present status.

(S) Greater knowledge and consciousness of the shortcomings and failures of Georgians that have retarded the growth of the state and hindered the march of progress.

(4) Greater knowledge of the duties and of the responsibilities of a citizen in his home, his school, his church, his city, and his state and a willingness to accept these duties and responsibilities.

(5) Better understanding and appreciation of the social and economic problems of modern Georgia.

(6) Greater appreciation of the lives of great Georgians and a desire to have some of their fine qualities.

(7) Greater appreciation of the universal interdependence of people from the long ago through the to-day.

(8) Greater appreciation of the brotherhood of man.

(9) Fostering of an attitude of open-mindedness, tolerance, and personal responsibility.

189