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'-~ 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: ~~>'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