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descendants of the Italic group: Spanish, Italian, French; the 7B's will devote themselves to the Keltic group: Scotch, Irish and Welsh; the SA's to the Slavic group: Russian, Polish, and kindred races; the 8B's will introduce the pageant and explain its meaning and purpose, and will discuss great Americans of the Semitic race. The exercises will consist of historic scenes, pantomimes, tableaux, plays, interpretative dances, folk-songs and national hymns. Following is a suggestive outline for the preparation of one of these exercises:

Bibliography:

AMERICAN JEWS.

Bernheimer-"Russian Jew in the United States."
Hasanovitz-“One of Them."

James "Immigrant Jew in America."
Peters "Jews in America."

Peters-"Haym Solomon, the Financier of the Revolution."
Wiernik-"History of the Jews in America, from the Period
of the Discovery of the New World to the Present Time."
Riis "The Making of an American."

Antin-"Promised Land," and "They Who Knock at Our Gates."

a. Introductory speeches by several pupils, each telling of a few great American Jews of the 15th, 16th, 17th, 18th, 19th and 20th centuries, as: Luis de Torres, first set foot on American soil; Rabbi Seixas, one of the incorporators of King's (now Columbia) College; Schiff, financier; Brentano, book publisher; Jacobi, physician; Lilian Wald, Isador Straus, philanthropists; Jastrow, scientist; Emma Lazarus, poet; Felix Adler, educator; Oscar Straus, statesman; Belasco, dramatist; and many others.

b. Jewish Music-Some of the Psalms, as the 23rd and 137th ("By the Rivers of Babylon," Heine's "O Fair, O Sweet and Holy," music by Otto Cantor); also, violin and piano music and victrola records of great Jewish composers.

C. Literature Quotations, readings, one-act plays, from Emma Lazarus, Zangwill, Mary Antin, et al.

d. A Dance-Miriam's War Song.

e.

A roll-call and procession of great Jewish Americans who come, carrying banners bearing their names, and take their stand upon the stage; one recites:

"Great God! we thank thee for this home,

This bounteous birth-land of the free;
Where wanderers from afar may come,
And breathe the air of liberty!
Still may her flowers untrampled spring,
Her harvests wave, her cities rise;
And yet, till Time shall fold his wing,
Remain earth's loveliest paradise!"

After this, the salute to the flag and the singing of "The StarSpangled Banner."

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The enactment of a visit to the Hall of Fame would constitute a good exercise. Pictures of the fifty-six prominent Americans already elected, besides the twenty new ones elected this year, should be pasted on the wall, and a curator lead a group of students around, giving names and achievements of the famous people and emphasizing their lineage.

Authors-Emerson, Longfellow, Irving, Hawthorne, Lowell, Whittier, Bancroft, Bryant, Cooper, Holmes, Motley, Poe, Park

man.

Educators-Horace Mann and Mark Hopkins.

Preachers and Theologians-Jonathan Edwards, Henry Ward Beecher, William Ellery Channing, Phillips Brooks.

Philanthropists,, Reformers-Peter Cooper, George Peabody. Scientists-John James Audubon, Asa Gray, Joseph Henry, Louis Agassiz.

Inventors-Robert Fulton, Samuel F. B. Morse, Eli Whitney, Elias Howe.

Missionaries, Explorers-Daniel Boone.

Soldiers, Sailors-David G. Farragut, Ulysses S. Grant, Robert E. Lee, William T. Sherman.

Lawyers, Judges-James Kent, John Marshall, Joseph Story, Rufus Choate.

Rulers, Statemen--John Adams, John Quincy Adams, Henry Clay, Benjamin Franklin, Andrew Jackson, Thomas Jefferson, Abraham Lincoln, James Madison, George Washington, Daniel Webster, Alexander Hamilton.

Musicians, Painters, Sculptors-Gilbert Stuart.

Women-Authors, Harriet Beecher Stowe; Educators and Missionaries, Mary Lyon, Emma Willard; Home or Social Workers, Frances E. Willard; Scientists, Maria Mitchell; Musicians, Painters, Sculptors, Charlotte S. Cushman.

(For the twenty new names, apply to The Hall of Fame, New York University, New York City.)

As the prologue of this last exercise might deal with the purpose of the pageant and the broad significance of our national motto, so the epilogue might consist of a brief citation of racial contributions to America's Making, as:

English-Self-government based on equal laws. Civilization. Great achievements.

German-Agriculture, technical branches, education, music. Dutch-Trade and commerce.

Scandinavian-Agriculture, mining, lumbering, sea-skill, lit

eracy.

Irish-All occupations from the shovel to the professions (theology, law). They shine in the forum and in public guardianship.

Scotch-Philanthropy (witness Carnegie), statesmanship (Webster, Monroe, Grant), education and invention.

Welsh-Steadiness and sturdiness of character; religion, education, labor on farms and in mines. (Roger Williams and Thomas Jefferson were of Welsh origin.)

Italian-Unskilled labor, trades, manufacture, merchandise,

music.

Portuguese and Spanish-Commerce, sea-skill. (We are indebted to them for the discovery of our country.)

French-Skilled labor, commerce, professional life. (Silk industry in New Jersey, farms and vineyards in California.) Science, soldiery. "Humanity is debtor to the French until the end of time."

Russians, Poles, Bohemians-Trades, business, unskilled labor in coal-pits, foundries, mills, etc. Music, art, literature.

Hebrews-Intellectuality, mathematical ability, social amelioration, commerce, professions.

Greeks-Tradesmen, politicians.

If children who make these citations could be dressed in costume, it would add to the effectiveness.

C. Ward Crampton's Folk Dance books, and Frank R. Rix's The Junior Assembly Song Book will provide pleasant interludes in the form of folk-dances, folk-songs, and national airs.

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Home Furnishing in Junior High Schools

LUCY DAVIS TAYLOR, EDUCATIONAL SECRETARY, ALLIED

P

WALL-PAPER INDUSTRY.

RACTICALLY every child in the United States will eventually become a home-maker. Whatever the vocation by which he earns his livelihood, the proceeds of such endeavors go largely to the support of the home. Vocational educational needs are multitudinous in their variety. But always, in addition to these, there stands before us the need of preparing both boys and girls to make the best possible homes for themselves and for the benefit of the next generation. The need is universal.

What, specifically, are the majority of school systems doing to meet this need? What sort of an analysis of its elements has been made? Has the subject been approached from the same standpoint of careful analysis as that of bookkeeping, or business arithmetic?

Not at all. With all the talk and discussion about fitting children for life, preparing them to do the day's work-which certainly means more than an eight-hour day in the shop this allimportant problem of home-making and building has received only a desultory kind of attention from the majority of school superintendents and principals. The pet argument—that it is a subject about which they know nothing-is a pitiful and frank acknowledgement in which altogether too many of them take pride, rather than feeling for a ment any qualm of shame. Yet there is not one of them who is not interested in his own home. Are the future homes of all these little children of less importance than theirs? Could their own homes have been stronger, more farreaching influences, if someone had given them a little start? Would their interest have been a little stronger and better, too? Sewing and cooking courses have been put into many school

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