PROCEEDINGS 
 
 
 *;• 
 
 c 
 lelebration at Brattleboro, V4i^imTt^- '^'^'"^^^^ 
 
 October 21, 1892, 
 
 I 
 
 Four Hundredth Anniversar\^ 
 
 OF THE 
 
 X 
 
 I^scovery of America 
 
 Christopher Columbus. 
 
 W 
 
 \ 
 
 brattleboro: 
 the phoenix job print 
 
 1892. 
 
PROC EEDINGS 
 
 Celebration at Brattleboro, V'ermont, '^jJo^va^ 
 
 October 21, i8q2, 
 
 hour Hiinclredth Anniv 
 
 OF I'HK 
 
 Discovery of A 
 
 Christopher Columbus. 
 
 BRA rii.K.r.oki) : 
 
 THK PH(KN1.\ joi; Pkl.X 
 
 1892. 
 
Brattleboro High School Building. 
 
PRUDEXS FUTURT 
 
 DEDICATORY. 
 
 " I know not where His islands lift 
 
 riieir fronded palms in air; 
 I only know I cannot drift 
 
 Beyond His love and care." 
 
 Eternal Goodness. 
 
 To ()ur Cotintrv'.s dead, who toiled and sacrificed that 
 others mii^'ht enio_v; to the living', who appreciate peaceful. 
 liapp\' homes; to those yet unborn, who will ]Dreserve and 
 improve the heritage, this little v(»lume is hopefull}' and 
 1 ( > V) n ul V dcdi cated. 
 
thp: plan 
 
 " For I dipt into the future, far as human eye could see, 
 
 Saw the \ision of the world, and all the wonder that would be; 
 
 There the common-sense of most shall hold a fretful realm in awe. 
 And the kindlv earth shall slumber, lapt in universal law." 
 
 ' Lockshy Hall. 
 
 The di.scovery of America by Chri.stupher Columbus, on 
 October 21, 1492, hailed from the first as of great import to the 
 nations, has, with the advance of civilization, come to be re- 
 garded as an event of such magnitude, when considered with 
 reference to its stimulating and developing influence upon the 
 world of thought and action, as to be worthy of the highest 
 consideration by all civilized people. And with its increasing 
 importance in the thoughts of men, the great discoverer himself 
 receives a growing meed of praise and honor. F'or notwith- 
 standing the attempts of the iconoclasts to minimize his efforts, 
 and to detract from his personal character, the fact still remains 
 that Columbus made that discovery, the results of which have 
 revolutionized the world, making it possible for a new birth 
 and development of political, social and moral inliuences, which 
 liave been of wonderful beneficence to mankind, and which 
 promise incalculable advantages for the future. In view of all 
 this mighty realization, and this still greater foreshadowing, it 
 was quite natural that as the four hundredth anniversary of the 
 great event approached, thoughtful men should consider how 
 best to commemorate, with suitable honor and dignity, the 
 auspicious day. The Columbian Exposition of the Nations at 
 Chicago, formally dedicated with great pomp and ceremony 
 Friday, October 21, together with other celebrations in North 
 
8 
 
 and vSouth America, and alscj in vS])ain and Italy, all testify to 
 the important place which the event holds in the minds of men. 
 Hut in a far different direction, one more wide reaching and ot 
 immensely i^reater anticipated results, was the inception of the 
 l)lan, first proposed by The Youth's Companion, that welcome 
 visitor in so many homes of our land, that the Public vSchools of 
 .America lead in the great demonstration. The first approval 
 of this suggestion came from the Public School scholars them- 
 selves, as the thousands of letters, containing enthusiastic 
 responses, received by The Youth's Companion testify. The 
 World's Auxiliary Congress of the Columbian Exposition next 
 took up the proposal, giving it their approval. The superin- 
 tendents of education then recognized its fitness and importance, 
 and at their National Convention at Brooklyn in February, 
 1892, took charge of the movement and appointed an executive 
 committee to lead the schools in their commemoration. The 
 messages of this committee are as follows: 
 
 CoMMiiL's D.\\\ Oc lom-.K 2i, 1892. 
 MESvSA(iK TO TH1-: PUBLIC SCHOOLS OF AMERICA 
 
 FROM IHK KXIH L TIVK COMMrriEK 
 API'OINII'.n V.\ IHK Sl'I'KRlX IKM)KN1-S OI' KDUCATION. 
 
 To the Scholars of the Public Schools of the United States, the 
 Executive Committee of the Columbian Public School Cele- 
 l.)ration sends the following Message: 
 
 Thk Schools M.ay Lk.ad. 
 
 The 21st of October, 1892. the 400th Anniversarv of the 
 Discovery of America, ought to be observed everywhere in 
 America. 
 
 The day will be marked in Chicago by the dedication of 
 the Columbian Expcjsition grounds. The day also mav be si'>-- 
 nalized in every town and village in the Republic by a local 
 eeiebration. of whit-li the Public School is the center. 
 
9 
 
 The Public Schools of the Republic will form the most 
 Htting centers for all these local celebrations. A national Pub- 
 lic School Observance siniultaneous with the Chicago exercises 
 will awaken a popular interest in the coming Exposition. Far 
 more important is the fact that the Public School has the right 
 to occupy the most prominent place in the Celebration. The 
 Public School is the one characteristic institution which links 
 all neighborhoods together, and can thus furnish a common 
 bond for a national Celebration. The Public vSchool is the ripe 
 fruit of the four centuries of American civilization. The Public 
 School of to-day sways the hundred years to come. 
 
 How 11 Came About. 
 
 The first approval of this suggestion came from the Public 
 School scholars themselves. When the plan was first proposed 
 by The Youth's Companion, January, 1891, thousands of letters 
 were received, testifying to the enthusiasm with which the 
 scholars responded. 
 
 The World's Congress Auxiliary of the Columbian Exposi- 
 tion then took up the proposal, calling upon all the people of 
 the Republic to observe the day in their own localities, and 
 suggesting that the Public Schools be everywhere the centers 
 of the Celebration. 
 
 The Superintendents of Education were the next to recog- 
 nize the fitness of giving to the Public vSchools the first place in 
 this Columbian Anniversary. At their National Convention in 
 Brooklyn in February, 1892, they took charge of the movement, 
 and appointed the undersigned an Executive Committee to lead 
 the schools in their commemoration. 
 
 Appk.ai. to thf. Scholars. 
 
 This Executive Committee now appeals to the scholars 
 themselves to be the first to move. It is for you, scholars of 
 the American Public Schools, to arouse a sentiment in your 
 schools and in your neighborhoods for this grand way of cele- 
 brating the finding of America. Educators and teachers will 
 meet you from their side. But it is for you to begin. 
 
 You will make it succeed if j^ou unite to say that it ought 
 t'> be done. The interest of the public will be awakened if the 
 
lu 
 
 scholars join in the earnest rcciuest that the school be allowed 
 to be the center of the day's observance. 
 
 There are thirteen millions now in the Public Schools. 
 Vou have the chance to conduct a patriotic movement which 
 will have a place in history, and will stren,^:then the Republic 
 throuij-h the comino^ century. 
 
 Wh.at ro Do. 
 
 The hrst thini;- to do is to determine, when you read this 
 Messa^-e, that vou will do all you can to induce your school to 
 enter the celebration. Then show this Message to your teach- 
 ers; every patriotic teacher will be glad to help you if you show 
 vourself in earnest. Take the Message to the vSchool Committee 
 and the Superintendent ; their consent and aid are indispensable. 
 
 After you secure the support of all these, then let the 
 school vote that it will enter the Celebration. 
 
 The next thing after this public vote will be the appoint- 
 ment of a strong committee to take the charge. This committee 
 should be made u]) jointly from scholars, teachers and friends 
 of the school. The committee should in all cases be made up 
 of those who are most in earnest, so that the work may not be 
 checked by any possible change of teachers during the summer. 
 
 Till'. Pkoor.vm.mk. 
 
 The programme of exercises will be furnished bv tlie 
 Executive Committee. It will be simple and adapted to any 
 school, yet so arranged that more elaborate exercises mav be 
 added wherever desired. The aim of this Official Programme 
 will be that certain leading exercises may be the same in every 
 school in the Republic; and that at least in one feature the Chi- 
 cago programme and the school programme may be identical. 
 
 In due time this Executive Committee will make more 
 definite suggestions on methods of celebration through the 
 Superintendents of Education and through the press. 
 
 Thf. Local Co.mmitjek. 
 
 The duty of your committee will first be to interest the 
 citizens and to prepare the school. Processions may be ar- 
 ranged. The Veterans, both North and South, will gladly be 
 
11 
 
 escorts for the schools. The other military, civic and religious 
 organizations of each town will lend their aid if they see that 
 the schools are determined that the Celebration shall be wortliy 
 of the day. The local press will be the most valuable of all 
 supports; and the earliest effort of your local committee should 
 be to enlist its sympathy and request its co-operation. Ask 
 your local paper to print this Message. 
 
 On October 12 the Stars and Stripes should be floating 
 from every school-house in the Republic. 
 
 It is the hope of the friends of common school education 
 that not one Public vSchool in the United States will allow itself 
 to be left out in this most memorable celebration. 
 
 E X K.cu'iivK Com m iti ek. 
 Francis Bellamy, Chairman, representing The Youth's 
 Companion, Boston, Mass. ; John W. Dickinson, Secretary of 
 Massachusetts Board of Education; Thomas B. Stockwell, 
 Commissioner of Public Schools of Rhode Island; W. R. 
 Garrett, Superintendent of Public Instruction of Tennessee; AV. 
 C. Hewett, Superintendent of Michigan Educational Exhibit at 
 World's Fair. 
 
 Columbus D.av, Ociohkr 21, 1892. 
 
 MESSAGE TO THE PUBLIC SCHOOL TEACHERS OF 
 
 AMERICA 
 
 FROM THE EXECUTIVE COMMITTEE 
 APPOINTED BY THE SUPERINTENDENTS OF EDUCATION. 
 
 To Uie Teachers of the American Public Schools, the Executive 
 Committee of the Columbian Public School Celebration sends 
 the following Message : 
 
 The 400th Anniversary of the discover}^ of America will 
 be the most important of the Centennial observances through 
 which we have passed. It will be marked in Chicago by the 
 dedication of the Columbian Exposition grounds; and should 
 be celebrated everywhere in America by fitting exercises. 
 
 To the Public Schools this day presents a great opportuni- 
 ty. It is in their power to make themselves the centers of all 
 local demonstrations. 
 
12 
 
 This leadership by the Public Schools was first ,„- ^ I 
 
 by The Youth. Companion. The W„,,t; Con "e l:i, 
 .ary of the CoUnnbian Exposition, through ,t,s P^e'dent £o " 
 
 i::dif::;,t:aT:2,r,o::'^*^^-*^ '^" '"^ '^-"'^ "^■"-^ 
 
 The Department of Superintendence of the National Edu- 
 cational Assoe.ation, at its annual meeting, in Februarv ,8 
 
 of Education as a general committee to lead the Celebration in 
 he,r several states. An Executive Committee was also e lee eS 
 ^. prepare a uniform programme for use in every locally rthe 
 Repubhc, and to take direct charge of the movement 
 
 «-ill ^o'ellt'"^ "'""" °' ""' ' ''""'■^ «*"'> demonstration 
 
 Will appeal to every patriotic teacher 
 
 the fruit ol f " '""T"'- PT'"'"'" ''' '^^ ^^^"^^-«^ ''^^hool as 
 he tuut of four centuries of American life. It will brine, be- 
 fore the eyes of our nation and the world, on a scale of p^Der 
 magnitude what Nortl. American civilization owes to fr'eeT. 
 u.at on. It will also be a valuable lesson in intellio-ent patriot - 
 ^sn. o over thirteen millions of pupils in the PubHc Schools 
 
 On September i the Official Programme will be published > 
 
 ortTo?:; "^'^^T- -u' '-'' '^ ^^"^P^^' ^^- -M-essive an \ 
 
 n he^soh r, '- ' """ ^"""^'"^ '°^ ^ ^^^^™-S- Celebration 
 m the sc^hool-houses, especially for the pupils; it will also suo- 
 
 gest an Afternoon Celebration in the largest hall, designed for ! 
 t^^e pub ic generally; and at which the older pupils will bl ! 
 p. esent by delegation or .. ,...., This Afternoon Celebration i 
 may be preceded by a grand procession. 
 
 • '^^lu^^^'t''^ Programme will provide that one of the exer- { 
 cises at the school-houses shall be raising and saluting the flao- 
 ^o school should be without its flag on that dav. Schools y^t f' 
 without flags will be aided m obtaining them if thev ^ddrl 
 the chairman of this Committee. ^ j 
 
 While it is well for the pupils to be made to feel their re- I 
 sponsibihty m the movement, yet the real leadership in every ' 
 village and city must rest with the teachers ' 
 
 Let each teacher, therefore, at once interest the pupils in 
 the Message to the Public Schools. (It will be sent to any ad- 
 
dress by the Chairman.) Let the school vote, with the con- 
 currence of the vSchool Board, to observe the day. Form a 
 strong committee of teachers, pupils, and citizens. Enlist the 
 press. Induce the citizens to allow the schools to be the cen- 
 ter of the local Celebration. Invite the Veterans of the War 
 to send details to every school-house to assist in the morning 
 salute to the flag, as well as to act as escorts to the pupils in 
 the afternoon parade. 
 
 Do all this before the elosc of the present ter>/i ; for during the 
 Summer other local arrangements may possibly be made which 
 ignore the primacy of the Schools. As soon as any school de- 
 cides to celebrate, inform the Chairman of the Executive Com- 
 mittee, and a copy of the Official Programme will be sent upon 
 its publication, September i. Also inform the State Superin- 
 tendent of Education. 
 
 Let not one Public School in the United States allow itself 
 to be left out in this most memorable Celebration. 
 
 E X EC U I' 1 VF. COxMMITTEE. 
 
 Francis Bellamy, Chairman, representing The Youth's 
 Companion, Boston, Mass. ; John W. Dickinson, Secretary of 
 Massachusetts Board of Education ; Thomas B. Stockwell, 
 Commissioner of Public Schools of Rhode Island; W. R. Gar- 
 rett, Superintendent of Public Instruction of Tennessee; W. 
 C. Hewitt, Superintendent of Michigan Educational Exhibit at 
 World's Fair. 
 
 "Celebrentur processiones peraguntur solemnia sacra festaque fronde vc- 
 
 lentur delubra." 
 
 From the Latin Letter of 1403 in whicli ("ulunibus announced his Discovery to liurope. 
 
 Columbus D.\\, October 21, 1892. 
 
 OFFICIAL PROGRAM FOR THE NATIONAL PUBLIC 
 SCHOOL CELEBRATION. 
 
 In obedience to an Act of Congress, the President, on July 21, issued a 
 Proclamation recommending that October 21, the 400th Anniversary of the 
 Discovery of America, be celebrated everywhere in America by suitable 
 exercises in the schools. 
 
14 
 
 A uniform programme for every school in America, to be used on Co- 
 lumbus I3ay, simultaneously with the dedicatory exercises of the World's 
 Columbian Exposition grounds in Chicago, will give an impressive unity to 
 the popular Celebration. Accordingly, when the Superintendents of Edu- 
 cation, last February, accepted The Youth's Companion's plan for this na- 
 tional Public School celebration, they instructed their Executive Commit- 
 tee to prepare an Official Programme of exercises for the day, uniform for 
 every school. 
 
 This Committee submit to the Schools of America the following pro- 
 gramme. 
 
 Francis Bellamy, Chairman, representing The Youth's Companion, Bos- 
 ton, Mass.; John W. Dickinson, Secretary of the Massachusetts Board of 
 Pxlucation; Thomas B. Stockwell, Commissioner of Rhode Island Public 
 Schools; W. R. Garrett, Superintendent of Public Instruction of Tennes- 
 see; Ferris S. Fitch, Superintendent of Public Instruction of Michigan. 
 
 The schools should assemble at g A. m. in their various rooms. At 9:30 
 the detail of Veterans is expected to arrive. It is to be met at the entrance 
 of the yard by the Color-guard of pupils, escorted with dignity to the build- 
 ing, and presented to the Principal. The Principal then gives the signal, 
 and the several teachers conduct their pupils to the yard, to drum-beat or 
 other music, and arrange them in hollow square about the flag, the Vet- 
 erans and Color-Guard taking places by the flag itself. The Master of 
 Ceremonies then gives the command, "Attention!" and begins the exercises 
 by reading the Proclamation. 
 
 1. Reading of the President's Proclamation. 
 By the Master of Ceremonies. 
 
 Whereas, by a joint resolution approved June 2g, i8g2, it was resolved 
 by the Senate and House of Representatives of the United States of America 
 in Congress assembled, "That the President of the United States be 
 authorized and directed to issue a proclamation recommending to the people 
 the observance in all their localities of the 400th anniversary of the discov- 
 ery of America, on October 21, i8g2, by public demonstrations and by 
 suitable exercises in their schools and other places of assembly;" 
 
 Now, therefore, I, Benjamin Harrison, President of the United States 
 of America, in pursuance of the aforesaid joint resolution, do hereby appoint 
 Friday, October 21, i8g2, the 400th anniversary of the discovery of Amer- 
 ica by Columbus, as a general holiday for the people of the United States. 
 On that day let the people, so far as possible, cease from toil and de- 
 vote themselves to such exercises as may best express honor to the dis- 
 coverer, and their appreciation of the great achievements of the four com- 
 pleted centuries of American life. 
 
 Columbus stood in his age as thepioneerof progress and enlightenment. 
 The system of universal education is, in our age, the most prominent and 
 salutary feature of the spirit of enlightenment, and it is peculiarly appro- 
 
15 
 
 priate that the schools be made by the people the center of the day's 
 demonstration. Let the national flag float over every school-house in the 
 country and the exercises be such as shall impress upon our youth the 
 patriotic duties of American citizenship. 
 
 In the churches and in the other places of assembly of the people let 
 there be expressions of gratitude to Divine Providence for the devout faith 
 of the discoverer and for the Divine care and guidance which has directed 
 our history and so abundantly blessed our people. 
 
 In testimony whereof I have hereunto set my hand and caused the seal 
 of the Ignited States to be affixed. 
 
 Done at the city of Washington this 2ist day of July, in the year of our 
 Lord one thousand eight hundred and ninety-two, and of the Independence 
 of the United States the one hundred and seventeenth. 
 
 BEN J. HARRISON. 
 By the President: 
 
 JOHN \V. FOSTb:R, Secretary of State. 
 
 At the close of the reading the Master of Ceremonies announces; " In 
 accordance with this recommendation by the President of the United 
 States, and as a sign of our devotion to our country, let the flag of the nation 
 be unfurled alcove this school." 
 
 2. Raisinm; (IK iHF. Fl.ac;. 
 
 By tlie Veterans. 
 
 As the flag reaches the top of the staff the veterans will lead the as- 
 semblage in ■' i'liree Cheers for 'Old Glory.'" 
 
 3. vSai.imk r(~> iHf. Flag. 
 
 By the Pupils. 
 
 .•\t a signal from the Principal the pupils, in ordered ranks, hands to 
 the side, face the flag. Another signal is given; every pupil gives the flag 
 the military salute — right hand lifted, palm downward, to a line with the 
 forehead and close to it. Standing thus, all repeat together slowly: " I 
 pledge allegiance to my flag and the Republic for which it stands; one 
 Nation indivisible, with liberty and justice for all." At the words, "to my 
 flag," the right hand is extended gracefully, palm upward, towards the 
 flag, and remains in this gesture till the end of the affirmation; whereupon 
 all hands immediately drop to the side. Then, still standing, as the instru- 
 ments strike a chord, all will sing America, " My Country, 't is of Thee." 
 
 My country, 't is of thee, 
 Sweet land of liberty, 
 
 Of thee I sing: 
 Land where my fathers died, 
 Land of the pilgrim's pride. 
 From every mountain side 
 
 Let freedom ring. 
 
in 
 
 My native country,- thee, 
 Land of the noble free, 
 
 Thy name I love; 
 I love thy rocks and rills, 
 Thy woods and templed hills; 
 iMy heart with rapture thrills. 
 
 Like that above. 
 
 Let music swell the breeze, 
 And ring- from all the trees 
 
 Sweet freedom's song; 
 Let mortal tongues awake, 
 Let all that breathe partake, 
 Let rocks their silence break, 
 
 The sound prolong. 
 
 Our fathers' God, to Thee, 
 Author of liberty. 
 
 To thee we sing; 
 Long may our land be bright 
 With freedom's holy light: 
 Protect us by Thy might, 
 
 Great God, our King. 
 
 Sa7miel Francis Smith. 
 
 4. AcKNOVVLKl)(,.MENT OF GOD. 
 
 Prayer or wScripture. 
 
 5. vSoNc; OF Columbus Day. 
 
 By Pupils and Audience. 
 
 Composed for the National School Celebration of Columbus Day by Theron Brown. 
 Columbia, my land! all hail the glad day 
 When first to thy strand Hope pointed the way: 
 Hail him who thro' darkness first followed the Flame 
 That led where the Mayflower of Liberty came. 
 Dear Country, the star of the valiant and free! 
 Thy exiles afar are dreaming of thee. 
 No fields of the Earth so enchantingly shine. 
 No air breathes such incense, such music as thine. 
 Humanity's home! thy sheltering breast 
 Gives welcome and room to strangers oppressed. 
 Pale children of Hunger and Hatred and Wrong 
 Find life in thy freedom and joy in thy song. 
 Thy fairest estate the lowly may hold. 
 Thy poor may grow great, thy feeble grow bold: 
 For worth is the watchword to noble degree. 
 And manhood is mighty where manhood is free. 
 
17 
 
 () L'nion of States, and union of Soul^! 
 Thy promise awaits, thy future unfolds, 
 And Earth from her twihght is hailini,^ the >un. 
 That rises where people and rulers are one. 
 
 6. Thf. Addrkss. 
 
 "The Meaning- of the Foiir Centuries." 
 
 A Peclaination of the Special Address prepared for the occasion Ijy The Youth's Companion. 
 
 7. Thf. Odk. 
 
 "Columbia's Banner."' 
 
 A reading of the Foein written for the occasion by Edna Dean Froctor. 
 
 The matter was early and vigorously taken in hand by the 
 Prudential Committee of vSchool Distriet No. 2 of Brattleboro. 
 Upon their presentation of the subject, teachers and scholars 
 joined in an enthusiastic determination to make the Celebration 
 a memorable success. Cordial invitations were extended to all 
 of the schools of the town, both public and private, to be pres- 
 ent and participate with District No. 2 in a general, patriotic 
 and commemorative expression. Favorable responses were 
 received from all of the districts, and also from St. Joseph's 
 Parochial School and the Glenwood Classical Seminary at West 
 Brattleboro. 
 
 Very naturally, the direction of the movement, thus far, 
 was in the hands of the Prudential Committee of District No. 
 2, with the committees of the other districts as aids, and its 
 special supervision was placed in the hands of Principal J. D. 
 Home of the High School. But there was a growing feeling 
 among the citizens of the town, awakened and fostered by the 
 stirring, patriotic messages of the Executive Committee, for 
 the Public Schools, that they should take such action, in co- 
 operation with the schools, as would be an appreciative 
 expression of their grateful recognition of the eventful day. 
 This feeling culminated in a call by the Prudential Committee 
 for a meeting- of the citizens at the Town Hall on Monday 
 evening, September 14, to see what action should be taken. 
 At this meeting Dr. H. D. Holton made the call to order, Mr. 
 J. D. Home was elected chairman, and Mr. L. (t. French 
 
18 
 
 secretary. Mr. Home explained the significance of the pro- 
 posed Celebration, described the programme as prepared for the 
 schools, and asked that it receive the recognition and co-oper- 
 ation of the citizens. After a general discussion, Rev. F. L. 
 Phalen suggested that a committee be appointed to consider 
 the matter and present the plan for organization. The chair 
 appointed Cols. Estey and Hooker and Dr. Holton to report a 
 committee, and they presented the ff)llowing names: H. D. 
 Holton, E. W. Stoddard, F. L. Phalen, J. H. Babbitt, C. A. 
 Miles, Geo. A. Hines, Geo. .S. Dowley, P. Cunningham, Geo. 
 E. Greene, S. E. Lawton, Mrs. J. M. Tyler, Mrs. Geo. E. 
 Crowell, Miss Mary L. Poland, Mrs. Frank Wells, Mrs. C. H. 
 Davenport. The meeting was then adjourned for one week 
 that the committee might have time to prepare a plan, which 
 sh(>uld then be presented. 
 
 The adjourned citizens' meeting was held at the Town 
 Hall on Monday evening, September 21, to hear the report of 
 the committee of fifteen on a plan of organization for the cele- 
 bration of Columbus Day, in connection with the Public 
 Schools. Upon call of the chairman of this committee, Rev. J. 
 H. Babbitt, Mr. (j. A. Hines, its secretary, submitted the 
 report which had been previously agreed upon. This report 
 named the following (jfficers and committees, and outlined the 
 accompanying plan. 
 
 President: B. D. Harris. 
 
 Secretar\- : !>. G. French. 
 
 Marshal: C. A. Miles (who will select his own aids). 
 
 Executive Committee: H. D. Holton, C. F. R. Jenne, C. 
 C. Fitts. 
 
 Committee on Finance: Geo. vS. Dowley, O. A. Marshall, 
 P. Cunningham, Chas. H. Pratt, Chas. A. Harris. 
 
 Committee on Place of Meeting: Arthur Childs, ]. (jray 
 Estey, Martin Austin, Jr., John L. Knowlton, Walter Stock- 
 well. 
 
 Committee on Music: L. W. Hawley, P. M. Baker, E. 
 W. Miller, V. S. Leitsinger, L. Fiiy Clark, Mrs. O. A. Mar- 
 shall, Mrs. J. L. Knowlton, Mrs. W. E. Hubbard. 
 
 Committee on Decorations: X. I. Hawley, |. W. Simonds, 
 Daniel Martin, H. P. Wcllman, Charles Bemis (West Brattle- 
 
19 
 
 boro), Mrs. G. W. Hooker, Miss Maud Emerson, Mrs. R. E. 
 Gordon, Mrs. Oscar Ware, Miss Maria Stedman (West Brattle- 
 boro). 
 
 Committee on Printini^-; Geo. E. Crowell, C. H. Daven- 
 port, C. F. Thompson. 
 
 Three addresses to be given — by Rev. F. J. Parry on "Co- 
 lumbus;" Rev. F. L. Phalen on "Our Public Schools;" and 
 Hon. H. H. Wheeler on "Patriotism." These addresses not to 
 exceed twenty minutes each. Suitable musical selections to be 
 arranged by the committee on music, and given in connection 
 with the addresses. The Governor of the State to be invited 
 to attend. This report was unanimously adopted, and at the 
 same time it was further determined to invite all of the Civic 
 and Military organizations of the town, together with the 
 teachers and pupils of the Public Schools, also those of St. Jo- 
 seph's Parochial vSchool, Miss Sawyer's School, and Glenwood 
 Classical Seminary, tt) join in a procession through some of the 
 principal streets, previoi:s to the literary exercises in the Town 
 Hall. Dr. H. D. Holton suggested that it was desirable that 
 a historian be selected, whose dut}^ should be to make a de- 
 tailed account of the whole proceeding, with a view to its pub- 
 lication in convenient form. Mr. G. A. Hines was elected to 
 this office. The meeting was then adjourned sine die. 
 
 The different committees entered upon their several duties 
 proinptly, and performed them with such diligence that the 
 evening of the 20th of October saw all in readiness for the 
 morrow. 
 
 The celebration being dual in its character, that of the 
 schools occupying the forenoon, and that of the citizens the 
 afternoon, each factor will be treated separately. First in or- 
 der is the programme for the Public School celebration. This 
 includes the National Programme, with such later additions as 
 gave each school an opportunity to be heard through some se- 
 lected pupil, and by the Governor's Proclamation, which is as 
 follows : 
 
 (jOVKRNOR Fui.I.KR's PROCLAMATION. 
 
 In accordance with the joint resolution of the Senate and House of 
 Representatives of the United States of America, the President of the 
 United States, by proclamation, has appointed Friday, October 21, 1892, 
 
20 
 
 the 400th anniversary of the discovery of America by Columbus, a general 
 holiday for the people of the United States. 
 
 Now, therefore, I, Levi K. Fuller, Governor of the State of Vermont, 
 do recommend that Friday, the 21st day of October, in the year of our 
 Lord one thousand eight hundred and ninety-two, be observed as Colum- 
 bus Day by all the schools of the State, and that the people, so far as possi- 
 ble, join in such exercises as may express honor to the name of Columbus 
 and appreciation of the blessings that have come to us through his great 
 discovery, and thus enkindle the patriotic emotions of the rising gener- 
 ation. 
 
 It is titling that we should remember, in the exercises of the dav. the 
 kind Providence that has watched over the destinies of the nation. 
 
 Given under my hand and seal of the State, at Montpelier, this 7th day 
 of October, in the year of our Lord one thousand eight hundred and nine- 
 ty-two, and of the Independence of the L^nited States the one hundred 
 and seventeenth. . LE\'I K. FULLER. 
 
 By the Governor: 
 
 J. H. GOULDINC;, Secretary ol Civil and Military Affairs. 
 
 PUBLIC SCHOOL CELEBRATION 
 COLUMBUS DAV, 
 
 FkIDAN. ( )l IOHKK 2 1, 1892, AT Bk A I T 1. 1'".li( )K( ), VeRMOXI' 
 
 O K K K' I-: K S A N 1 ) T I-: A t ■ H V. K S. 
 
 Superintendent of vSchools: Rkw |. H. Baiwui t. 
 
 District No. i: F. A. Sarj^-ent, committee; Miss Alice Pratt, 
 teacher. 
 
 District No. 2: H. D. Holton, M. D., Hon. E. W. Stoddard. 
 Rev. F. L. Phalen, committee; Miss Mary L. Poland, 
 supervisor. 
 High School; James D. Home, principal; Mrs. J. P. Elmer, 
 first assistant ; Miss Clara A. Bliss, second assistant; Miss 
 Mary R. Strong, third assistant; Miss Maud L. Ernerson, 
 fourth assistant. 
 
21 
 
 Ninth grade : Miss Mary B. King. 
 
 Eighth grade: Miss Nellie M. Colton. 
 
 vSeventh grade : Miss Belle E. Coolidge. 
 
 Sixth grade; Miss Corabel L. Coates and Miss Cotta G. 
 
 Gale"^ 
 Fifth grade: Miss Florence A. Allen and Miss Nellie E. 
 
 Terry, 
 Foiirth grade: Miss Delia M. JShernian and Miss Effie L. 
 
 Brown. 
 First, second and third grades: Mrs. Jennie T. Warren, 
 
 Reed street; Miss Lilian C. Newton, Washington street; 
 
 Miss Louise A. Clay, Chase street ; Miss Minnie D. Brasor, 
 
 Canal street; Miss S. Lulu Elmer, Chestnut street; Miss 
 
 Ella L. Newman, High street. 
 
 Music teacher: Miss Annie L. Wyman. 
 Drawing teacher: Miss Emma Houghton. 
 
 District No. 4 : Alonzo Starkey, committee ; Miss Valera A. 
 Johnson and Miss Agnes J. Coolidge, teachers. 
 
 District No. 5 : Daniel W. Harris, committee ; Miss Laura A. 
 Powers, teacher. 
 
 District No. 6: D. M. Barber, committee; Miss vSusie B. Kir- 
 wan, teacher. 
 
 District No. 7: Jerry Higley, committee; Miss Lena Crosier, 
 teacher. 
 
 District No. 8: Eli Lee, committee; Harry W. Shaw, teacher. 
 
 District No. 9: H. W. Wilder, committee; Miss Elsie A. 
 Moore, teacher. 
 
 District No. 10: Harry Miller, committee; Miss Jennie M. 
 Mann, teacher. 
 
 District No. 11: David T. Perry, committee; Miss Lilian L. 
 
 Miller, teacher. 
 District No. 15: E. C. Dunklee, committee; Miss Olla E. 
 
 Miller, teacher. 
 
 Sain I Joseph's wSchool. 
 
 Sister Emiliana, first grade ; vSister Antoinette, second grade ; 
 Sister Agatha, intermediate grade ; Sister Helena, primary 
 grade; vSister M. John, music teacher. 
 
 Glf.nwood vSeminary. 
 Prof. H. H. Shaw, principal; Miss Bertha vSeller, assistant. 
 
PROCtRAMME. 
 
 1. Rkadinc; of the President's Proclamation. 
 
 J. D. HoRNE, Principal of High School. 
 
 2. Readinc; of the Governor's Proclamation. 
 
 J. D. Horne, Principal of High School. 
 
 3. Raising of the Flag. 
 
 The Veterans. 
 
 4. Salute ro the Flag. 
 
 The Pupils. 
 
 America. 
 
 Pupils and Audience. 
 
 My country, 't is of thee, 
 Sweet land of liberty, 
 
 Of thee I sing; 
 Land where my fathers died, 
 Land of the pilgrim's pride. 
 From ev'ry mountain side 
 
 Let freedom ring. 
 
 My native country, thee, 
 Land of the noble free, 
 
 Thy name I love; 
 I love thy rocks and rills, 
 Thy woods and templed hills. 
 My heart with rapture thrills 
 
 Like that above. 
 
 Let music swell the breeze, 
 And ring from all the trees. 
 
 Sweet freedom's song; 
 Let mortal tongues awake; 
 Let all that breathe partake; 
 Let rocks their silence break; 
 
 The sound prolong, 
 
 Our fathers' God, to Thee, 
 Author of liberty, 
 
 To Thee we sing; 
 Long may our land be bright 
 With freedom's holy light; 
 Protect us by Thy might. 
 
 Great God, our King! 
 
23 
 
 6. AckNt)\vLKi)(;MKNT OF (lOD. Prayer. 
 
 Rkv. J. H. Babbh T. 
 
 7. SoNc OK Coi.r.Miuis Dav. 
 
 Pupils and Audience. 
 
 ,\ir: Lyons. 
 
 Columbia, my land! all hail the glad day, 
 When first to thy strand Hope pointed the way; 
 Hail him who thro' darkness first followed the Flame 
 That led where the Mayflower of Liberty came. 
 
 Dear Country, the star of the valiant and free! 
 
 Thy exiles afar are dreaming of thee. 
 
 No fields of the Earth so enchantingly shine, 
 
 No air breathes such incense, such music as thine. 
 
 Humanity's home! thy sheltering breast 
 ("lives welcome and room to strangers oppress'd. 
 Pale children of Hunger and Hatred and Wrong 
 Find life in thy freedom and joy in thy song. 
 
 Thy fairest estate the lowly may hold, 
 Thy poor may grow great, thy feeble grow bold ; 
 For worth is the watchword to noble degree. 
 And manhood is mighty where manhood is free. 
 
 O Union of States, and union of souls! 
 Thy promise awaits, thy future unfolds. 
 And Earth from her twilight is hailing the sun. 
 That rises where people and rulers are one. 
 
 Theron Bnnvn. 
 
 .S. Thk Address. "The Meaning of the Four Centuries. 
 An'ihonv Schwenk. 
 
 9. The ()i)E. " Columbia's Banner. " 
 Alice Willard. 
 
 10. vSoN(;. " Fhig of the Free." 
 
 Primary Pupils, District No. 2. 
 
 M. Decla.mation. "Cohtmbus." 
 
 Joseph Mar rL\, St. Joseph's School. 
 
 12. Recljation. "First Voyage of Columbus." 
 Carrie R. Johnson, District No. ro. 
 
24 
 
 i,^ Dfxi.amation. " Three Days in Life of Columbus." 
 Robert Clark, Glenwood vSeminary. 
 
 14. RKcriAiioN. "The Flag." 
 
 Annie T. Gregc;, District No. 4. 
 
 15. S'lAK SpANdi.En Banner. 
 
 Pupils and Audience. 
 
 Oh, say, can you see, by the dawn's eariy light, 
 What so proudly we hailed at the twilight's last gleaming, 
 Whose broad stripes and bright stars, through the perilous fight, 
 O'er the ramparts we watched, were so gallantly streaming; 
 And the rocket's red glare, the bombs bursting in air. 
 Gave proof through the night that our flag was still there! 
 Oh, say, does that star-spangled banner yet wave 
 O'er the land of the free and the home of the brave! 
 
 On the shore, dimly seen through the mist of the deep, 
 Where the foe's haughty host in dread silence reposes. 
 What is that which the breeze, o'er the towering steep. 
 As it fitfully blows, half conceals, half discloses ? 
 Now it catches the gleam of the morning's first beam, 
 In full glory reflected, now shines in the stream. 
 
 'Tis the star-spangled banner, oh, long may it wave 
 O'er the land of the free and the home of the brave! 
 
 When our land is illumed with liberty's smile, 
 
 If a foe from within strike a blow at her glory, 
 
 Down, down with the traitor, that dares to defile 
 
 The flag of her stars and the page of her story! 
 
 By the millions unchained who our birthright have gained. 
 
 We will keep her bright blazon forever unstained! 
 
 And the star-spangled banner in triumph shall wave, 
 While the land of the free is the home of the brave! 
 
 16. RKcriATiON. "The First to Greet Columbus." 
 
 Gerirudk Ellis, District No. 7. 
 
 17. Ri:( I lA rioN. "Our Flag." 
 
 Pupils of Fourth Grade, District No. 2. 
 iS. I)k< LA.\L'\ iioN. " Gilmore's Song". " 
 
 RoswKLL A. Newton, District No. 9. 
 K). Rkcli A I ION. "Christopher Columlnis." 
 Ediih Haskell, Drstrict Nf>. i. 
 
25 
 
 2o. RiAiiArioN. " Union and Liberty. " 
 
 vSarah McVeigh, District No. 6. 
 
 2 1. SoNd. " Clash the Loud Cymbal. " 
 
 Pupils of Grammar Grades, District No. 2. 
 
 22. Rkcitation. "The Union." 
 
 LoTTiF. S. SouiERs, District No. 5. 
 
 _\:;. Rkcitation. "Christopher Columbus." 
 
 Gkoroia M. Donei.son, District No. 4. 
 
 24. Song. " Our Country's Flag-." 
 
 Charles Johnson, George Hamilton, Harolii Perry 
 District No. 11. 
 
 25. Song. "The Red, White and Blue." 
 
 Pupils and Audience. 
 
 O Columbia! the gem of the ocean, 
 
 The home of the brave and the free, 
 The shrine of each patriot's devotion, 
 
 A world offers homage to thee. 
 Thy mandates make heroes assemble, 
 
 When Liberty's form stands in view. 
 Thy banners make tyranny tremble, 
 
 When borne by the red, white and blue. 
 
 When borne by the red, white and blue, 
 When borne by the red, white and blue. 
 Thy banners make tyranny tremble. 
 When borne by the red, white and blue. 
 
 When war winged its wide desolation. 
 
 And threatened the land to deform, 
 The ark, then, of freedom's foundation, 
 
 Columbia rode safe thro' the storm; 
 With her garlands of vict'ry around her. 
 
 When so proudly she bore her brave crew, 
 With her flag proudly floating before her, 
 
 The boast of the red, white and blue. 
 
 The boast of the red, white and blue, 
 The boast of the red, white and blue, 
 With her flag proudly floating before her. 
 The boast of the red, white and lilue. 
 
The wine cup, the wine cup bring hither, 
 
 And fill you it true to the brim; 
 May the wreaths they have won never wither. 
 
 Nor the star of their glory grow dim I 
 May the service united ne'er sever, 
 
 But they to their colors prove true, 
 The Army and Navy forever, 
 
 Three cheers for the red, white and blue. 
 
 Three cheers for the red, white and blue, 
 Three cheers for the red, white and blue, 
 The Army and Navy forever. 
 Three cheers for the red, white and bhie. 
 
 26. SoNc. " vSail On, and On. "' 
 
 Pupils of Grammar ( Trades, District No. 2. 
 
 27. Declam.'Xiion. 
 
 RoiiF.RT E. DuNKi.KK, District No. 15. 
 
 28. SoNi;. " The Flag- of Our Nation. " 
 
 Pupils of Fifth Grade, District No. 2. 
 
 29. Rkcit.\ti()n. " In Fourteen Hundred Ninetv-two. 
 
 Florence Betterly, District No. 8. 
 
 30. SoNc;. " Battle Hymn of the Republic." 
 
 High School, Chorus by Audience. 
 
 31. Benediction. 
 
 Rev. a. H. Wkius. 
 
THE DAY. 
 
 The morning of the 21st day of October dawned inau.spi- 
 ciously ; the clouds were dark and heavy, threatening rain ; 
 indeed, there wxre one or two slight showers in the early 
 morning, but between the hours of seven and eight, a small 
 expanse of blue becaine visible in the West, which soon enlarged 
 to such ample proportions as to give good promise for a favor- 
 able day, which later was an assurance. The glorious sun 
 smiled through the breaking clouds, lighting up the decorations 
 on the public and private buildings of the town, defining more 
 clearly their graceful outlines, and rendering more vivid the 
 brilliant national colors of America, Spain, and Italy, which in 
 their happy blendings at so many different points, gave ample 
 evidence of the general recognition of the da}'. 
 
 It will not be possible, within the allotted space of this 
 paper, to describe all of the decorative features and suggestions 
 displayed throughout the towm, but those upon some of the 
 public buildings and business houses, are here noted : 
 
 At the High school building, over the entrance was a large 
 picture, life size, of the Goddess of Liberty, framed in the 
 American national colors. From above the center of this and 
 reaching to the north and south corners of the building, re- 
 spectively, were graceful festoons in crimson and yellow, the 
 colors of the Spanish merchant flag. On the southern corner 
 of the building, near where the exercises began, was a crest of 
 white bordered with red, white and blue, bearing the legend, 
 " Columbus Day, 1492 — 1892." 
 
 Main street never presented so handsome an appearance. 
 The Town Hall was perhaps the most elaborately decorated of 
 any of the buildings. The flags of all nations were strung 
 across Main street at this point. From the top of the building 
 the stars and stripes fluttered in the breeze. Directly below 
 was a huge globe, showing North and South America and a 
 
28 
 
 portion of the European coast. About this, extending to the 
 corners of the roof, were festoons of red, white and blue. Over 
 the entrance door was a broad band of yellow, bordered with 
 red, on which " Christopher Columbus, 1492-1892," was printed 
 in black letters. In the center and above this was a very fine 
 colored crayon of the ship, "Santa Maria," the work of Artist 
 Stuart. The windows were draped with flags, while streamers 
 of American and vSpanish colors were prominent in every pos- 
 sible spot. The mosaic arch about the door was very prettily 
 covered with Spanish colors, the first stone being covered with 
 crimson, the next with yellow, clear around. 
 
 The next in line as well as in elaborate decoration was 
 Williston block. Broad bands of color were arranged upon 
 the face of the building in horizontal and vertical lines, each 
 point of contact being studded with a huge rosette of one of 
 the national colors. It was, to say the least, the most novel in 
 decoration. 
 
 E. C. Thorn's drug store had festoons of red, white and 
 blue above the door. The windows were framed in crimson 
 and yellow wound so the colors alternated. The window panes 
 were separated by cords of red, white and blue, wound in like 
 :rianner, the whole being very attractive. 
 
 The Express office and Commercial Union Telegraph office 
 were festooned with red, white and blue. 
 
 N. I. Hawley displayed the flags of all nations. 
 
 The Brooks House was one of the most elaborately trimmed. 
 Two small national flags were attached to each window of the 
 Main street side and a corresponding row of these little flags 
 was arranged on the top of the building. The balcony was, 
 however, the noticeable feature. Between every two pillars 
 were draperies of red, white and blue, while festoons of crimson 
 and yellow extended the entire length of the balcony. Below, 
 Starkey & Wellman's store was finely decorated with festoons 
 of the American and Spanish national colors. Robbins & 
 Cowles' hardware store was decorated in like manner, while 
 the four pillars in front of the store were wound with red, white 
 and blue. 
 
 Morse & Simpson's shoe store was very prettily trimmed. 
 The windows had draperies, one-half of yellow, the other of 
 
•H) 
 
 crimson. A banquet lamp appeared in each window, one hav- 
 ing- a crimson shade, the other a yellow one, while festoons of 
 the same colors were seen about the entrance. The pillars in 
 front of their store were wound with crimson and yellow. 
 
 H. B. Chamberlain displayed a handsome state flag. 
 
 F. K. Barrows' store was festooned with the colors of the 
 two nations. 
 
 The Vermont vSavings bank was decked very tastefulh' in 
 crimson and yellow. 
 
 E. A. Starkey's store appeared in crimson and yellow, pret- 
 tily arranged. 
 
 F. A. Hubbard's window was very attractive in folds of 
 red, white and blue on a background of yellow. 
 
 The Olympic Club rooms were handsomely trimmed. Eacli 
 window was bordered with a fringy frame of yellow; on each 
 curtain a huge tassel of Pampas grass in white, while the words 
 "Olympic Club'" appeared in fringy script letters. This was 
 one of the most original decorations. 
 
 Dunham Bros.' shoe store was draped in crimson and 
 yellow. 
 
 Mrs. Phillips' millinery window contained a wax figure 
 draped in red, while and blue satin, with cap of same. Hats, 
 ribbons and trimmings were all in these colors. 
 
 Roess' cigar store was trimmed in national colors. 
 
 Crosby block had two small flags in every window and 
 made a very striking appearance. 
 
 Van Doom & Morris' store appeared with a band of the 
 stars and stripes. 
 
 B. A. Clark, Clapp & Jones, T. W. Barnard. Pullen Bros., 
 red, white and blue festoons. 
 
 F. H. Holden's drug store, arches of red. white and blue, 
 with festoons of yellow. 
 
 The Vermont National bank had deep hangings of red. 
 white and blue, with festoons of the same. 
 
 H. W. Simonds and Ranger & Thompson combined their 
 decorations ; red, white and blue hung in festoons from a point 
 between the two stores and was caught with long, graceful 
 streamers of yellow. 
 
 F. W. Kuech displayed trimmmgs of red, white, blue and 
 vellow. 
 
Young & Knowlton had flag's and festoons of national 
 colors. 
 
 Granite block had huge festoons of red, white and blue, 
 reaching- to the top of the building. 
 
 O. J. Pratt's windows were hung with red, white, blue, 
 yellow, and black silk, satin and velvet. 
 
 George E. Greene had a large flag, over which hung dra- 
 peries of yellow. 
 
 Donnell & Davis' trimming consisted of festoons of Amer- 
 ican colors. 
 
 Thurber's bakery also appeared in red, white and blue. 
 
 Bank block was festooned with red, white and blue caught 
 in graceful bow knots. Also in the windows above were flags 
 of all nations. 
 
 The American House was decked with numerous flags. 
 ' H. M. Wood's window was trimmed in national colors. 
 
 The Van Doom house was pretty in red, white and blue. 
 
 The Brattleboro Livery company had a very novel decora- 
 tion, consisting of four large wheels of red with hubs of black. 
 
 D. A. Martin and P. M. Baker had the pillars in front of 
 their stores wound with red, white and blue, while festoons 
 hung above. 
 
 Emerson & vSon had large bands of crimson and yellow 
 arranged vertically and a number of American flags. 
 
 W. H. & E. vS. Minor's feed store was draped in national 
 colors. 
 
 On Elliot street Boyden's block was decorated with festoons 
 and wreaths of fringy paper. 
 
 Haus' market and the bakery were resplendent in red, 
 white and blue. 
 
 A. E. Miller's store was draped in national colors. 
 
 At the Canal street school a very pretty idea was repre- 
 sented. On the old building was the date " 1492, " framed in 
 red, white and blue. From the dome of the n^w building a 
 large flag floated. Over the entrance was the date " 1892, " and 
 from this festoons reached to the corners of the main front, 
 flags appearing in the windows. 
 
 Very many private residences along the line of march, and 
 at other points, were tastefully decorated, and even where no 
 
:5l 
 
 attempt at special desigri was suggested, almost every house 
 was adorned wnth the national colors. All quarters of the town 
 seemed to be pervaded with the spirit of the day. 
 
 At the appointed hour the several schools gathered at the 
 High school building, where each was assigned a room, until 
 such time as it should be called upon to take its place in the 
 prescribed order. Here also, the pupils from the suburban 
 districts, with their parents and friends, could leave their wraps, 
 and tables were arranged in the basement where they could 
 partake of their lunches at the proper hour. 
 
 Under the supervision of Principal Home, and directed by 
 his aids, the different schools were arranged in order on the 
 south side of the building, facing the flag staff. At half -past 
 nine about seventy-five members of Sedgwick Post, No. 8, 
 ( jrand Army of the Republic, headed by a drum corps, arrived 
 at the school grounds. They were received at the main en- 
 trance by the school sergeant, Arthur Piper, and sixteen 
 marshals, namely: George Wellman, Harry Currier, Charles 
 Boyden, Fred (jilson, Ernest Waterman, Anthony Schwenk, 
 Ralph Reed, James Uunlevy, Frank Morse, Edwin Thorn, 
 Arthur Simonds, Cratus Weatherhead, Harry White, Lewis 
 Barnes and Charles Hawley. They bore the merchant flags of 
 vSpain, Italy and America, and after saluting the Veterans, es- 
 corted them to the flag staft", about which they formed in a 
 hollow sc[uare. All available space outside that occupied by 
 the scholars and Veterans, was covered by interested citizens. 
 
 The exercises began about 9:45 with the reading, by Prin- 
 cipal ]. D. Home, of the proclaniations by the President and 
 Governor of the State, recommending the suitable observance 
 of the day. Then, in accordance with these proclamations, he 
 ordered the unfurling of the flag. It was a sight to inspire 
 enthusiasm in every heart, as the flag, followed by the eyes of 
 the Veterans, the hundreds of school children and the citizens 
 assembled, rose slowly, the brisk wind shaking out every fold 
 and the sun shining forth just at that moment from behind the 
 clouds as a benediction upon the whole. At a call from Prin- 
 cipal Home, and led by the Veterans, three hearty cheers were 
 given for "Old Glory." Then the children, with right hand 
 raised toward the beautiful flag, saluted it in these words: " I 
 
3^ 
 
 pledge allegiance to my flag and the Republic for which it 
 stands, one nation indivisible, with liberty and justice for all." 
 This was followed by the singing of "America" by schools 
 and audience, after which a line of march was formed to pro- 
 ceed to the Town Hall, where the exercises were to be contin- 
 ued according to the programme. 
 
 The order of procession was as follows: 
 
 Drum Corps. 
 
 Color-guard. 
 
 Sedgwick Post, No. 8, G. A. R. 
 
 Clergymen. 
 
 School Committee. 
 
 Columbian Committee. 
 
 High School. 
 
 St. Joseph's Parochial School. 
 
 Glenwood Classical Seminary. 
 
 Schools from the Outlying Districts. 
 
 Intermediate Grades of Village Schools. 
 
 Village Primary Schools. 
 
 A detailed account of each of the different schools, their 
 
 banners, decorations, etc., is here in order: 
 
 First came the Class of '93. Their banner, which was pre- 
 sented by N. I. Hawley, was a handsome one, oblong in shape, 
 of white silk, gold fringe, white cords, and " B. H. S.. '93," 
 in gilt letters. The banner bearers were Harry Dowley. 
 Mortimer and Ed. Stoddard. The Italian and Spani.sh flags 
 were also carried. 
 
 The Class of '94 had a beautiful banner, nearly square, of 
 dark blue plush, silver fringe and cords, with " B. H. vS., '94,*' 
 in silver. The banner bearers were Frank Brown, Perley 
 Holmes and Walter Eddy. The young ladies of the class made 
 the banner, and must be classed as artists. 
 
 The Class of '95 displayed an elaborate banner. It was 
 larger than the others, and cut in three points at the bottom. 
 It was of garnet plush with silver fringe and very large letters, 
 embroidered by the young ladies, " B. H. S., '95." The cords 
 were of garnet and silver, wound, and terminated in two large 
 rings. The banner bearers were Orin Ilarvey, Alfred Thomp- 
 son and Louis Pettee. 
 
The Class oi "96 h-id a tasteful banner, shield-shaped, white, 
 bordered with red; " B. H. S., '96," in red letters, and red 
 eords. It was very pretty. The btu^tfierrteaseoii were Haves 
 Morey, Robert Aldrieh and Joh^-'I'c^TLlr? H/1 3^"^ 
 
 St. Joseph's Catholie sehf^ftl i o i iTetH»qfck&.. ^r a^ se with one 
 hundred and fifty scholars, in |lwg'<Fffj[;|Ni€3io'kiAjR^an, Misses 
 Marv Martin and Nellie Fentom ^I'm^-iiirls wore wnit^'clnesses, 
 red, white and blue sashes ancK^ft,^^/-- Each ])U]>if-^\v<Vre the 
 Coluinbus Da)- badge with a roselte vi red, white and blue. 
 The boys wore red, white and blue caps. The effect was tine. 
 The banners were very elaborate, both in material and design. 
 One was of white silk, bordered with a crimson fold and yellow 
 fringe, with a large portrait of Columbus in the center, sur- 
 rounded, by gilt stars, and below, in gilt letters, "St. Joseph's 
 School." Another was similar, but had the ship vSanta Maria 
 embroidered in the center in lieu of the portrait. The Spanish 
 merchant flag of crimson and yellow and the Italian merchant 
 flag of crimson and green were also carried, and were ver^• 
 handsome. The banner bearers were Joseph Martin, Katie 
 Connors, Katie Aher and Johnnie Cain. 
 
 Glenwood Classical Seminar}', of West Brattlebcjrcj, came 
 next, Prof. H. H. Shaw and Miss Bertha Seller, teachers; the 
 school being represented by forty-four pupils. Their banner 
 was very handsome, being hand-painted and shield-shaped. 
 The front side was of black satin, bordered with a silk I'ope of 
 yellow and black. Golden rod adorned it, and the letters "(t. 
 C. S. " appeared in _\-ellow. The back was of yellow satin. It 
 was a work of art. The banner bearer was James Clark. 
 
 District No. 1 was next in line, Miss Alice Pratt, teacher, 
 and eighteen pupils. Their banner was very neat, being- 
 square, of A\hite material, bordered with beautiful autumn 
 leaves, with "District No. i " in black letters. Lewis H. 
 Thomas was the banner bearer. 
 
 District No. 4, Centerville, came next. Miss Valera A. 
 Johnson and Miss Agnes J. Coolidge, teachers, and fortv-two 
 pupils. The banner was of dark red and dark blue, with "No. 
 4" in white script letters. This was borne by (ieorge wStone, 
 while Ed. W. Haskell carried the national flag with "Center- 
 ville" across the bottoni. 
 
u 
 
 District No. 5, Miss Laura Powers, teacher; twenty-four 
 scholars. Their banner was among the most noticeable, being- 
 shield-shaped. A background of dark blue, red stripes, with 
 six stars, three on either side of a "5" in white. It was carried 
 by Carl vSargent, and the American flag by Pearl Stockwell. 
 
 No. 6, Miss Susie Kirwan, teacher; nineteen pupils. A 
 very neat and pretty banner of yellow and white, " District 6 " 
 being the emblem. Arthur Adams was the banner bearer, and 
 Hugh Whitney carried the stars and stripes. 
 
 No. 7, Miss Lena Crosier, teacher; ten pupils, all wearing- 
 caps and sashes of red, white and blue. Miss Crosier carried 
 a banner of red, bordered with blue, and white letters. 
 
 No. 8, Harry Shaw, teacher; eight pupils. A banner of 
 blue, with " No. 8 "' in gilt letters, was carried by Willie Morse, 
 Arthur Lynde bearing" the American flag. 
 
 No. 9, Elsie A. Moore, teacher;" ten pupils. They were 
 driven from West Brattleboro in a wagon bordered on either 
 side by three evergreen trees. Across the front, on a back- 
 ground of white, was a large "9'" and the date. " 1892," across 
 the front, and " 1492 " across the back. It was very pretty and 
 quite original. The banner was round, white, bordered with 
 evergreen, and a large "9" in evergreen. Banner bearer, 
 Arthur T. Wilder; national flag, Alvin H. Wilder. 
 
 No. 10. Miss Jennie Mann, teacher; ten pupils. Owing to 
 the illness in No. 11, onlv two pupils were present, and as the 
 teacher was not present they joined the ranks of No. 10, under 
 Miss Mann. No. 15 was represented by five pupils; Miss Olla 
 E. Miller, teacher. vShe did not march, and No. 15 joined Nos. 
 10 and II. The banner was quite pretty, being of white, broad 
 l)order of garnet, and "No. 15" in garnet letters, while across the 
 top was a fringe of evergreen. Walter Timson, banner bearer; 
 Bert Pratt, national colors. 
 
 (irade 4, first intermediate, came next in line, with 
 T^lisses Sherman and Brown, teachers, and sixty-five pupils. 
 The most noticeable banner in this grade was a shield of red, 
 white and blue, with "tirade 4" in blue letters. This was borne 
 bv Arthur Rhode. Mary Cundiff carried the banner with a 
 large ship as its emblem, and Carl Hollander the national 
 fla-v. 
 
Grade 5 followed, in charj^'c of Miss Allen and Miss Terry, 
 teachers; sixty-five pupils in line. A banner of blue, bearing- 
 a portrait of Columbus bordered with gilt stars, was very pretty. 
 Also one of red and white, with the emblem "Grade 5." 
 Another very pretty one was white and gold, also one of red, 
 bearing Columbus' portrait, and several blue pennants with 
 white figures "1492." Banner belirers, Margaret Averill, 
 John Lee, Mabel Hunt, Henry Crofi^, Guy Howard, Johnnie 
 Shields and Mabel Niles. 
 
 Grade 6, under Misses Cotta Gale and Cora Coates. The 
 class colors were 3'ellow and blue, each pupil wearing badges of 
 these colors ; fifty-four pupils marched. Their banner was very 
 pretty, of blue and yellow, with the elates "1492-1892. " Bernice 
 Pike, vStella Johnson, banners; Willard Cobb, national flag. 
 
 Grade 7, under Miss Cooledge ; class colors red, white and 
 blue, badges worn on the sleeve ; forty-nine scholars ; very pretty 
 blue banner with "Grade 7 '' in yellow letters. Banner bearer, 
 Katie Leahy. 
 
 Grade 8, Miss Nellie Colton, teacher, with Mrs. wSwift as 
 substitute. Each scholar wore a sash of red, white and blue, 
 and the grade was represented by forty-one pupils. The banner 
 was a large one of black, bound with black and yellow ropes, 
 and the ship Santa Maria embroidered in yellow, also one of 
 red, white and blue. Banner bearers, Alma Niles, Lillian 
 Butler, Raymond Elmer and Harry Willard. 
 
 Grade 9, Miss King, teacher; thirty pupils, class colors 
 yellow and white. Each pupil wore a handsome badge of these" 
 two colors in satin deeply fringed and the letters " B. G. vS., 
 "93," painted in yellow letters. The banner was shield-shaped, 
 white, with the words " B. G. vS., '93," in black letters, on the 
 other side a fine sketch of Columbus chained to the ship. Large 
 loops and streamers of yellow and white satin ribbon added to 
 the attractiveness of this banner. The banner bearer was Marion 
 Noyes, and Bert Hildreth carried the national flag. 
 
 Mrs. Jennie T. Warren of the Reed street primary followed 
 with thirty-eight scholars, wearing red sashes. Jennie Britton 
 carried a shield-shaped banner of white, bordered with red, and 
 the emblem, " Reed Street Brigade, 1492-1892." The Spanish 
 and American flags were carried by Harry Wedemeyer and 
 Willie Billinu-s. 
 
3G 
 
 Miss Lillian Newton of the ^Washington street primary 
 mustered thirty-five pupils, the j^irls wearing- Martha Washing- 
 ton bonnets of red, white and blue, the boys George Washington 
 caps. Six of the boys carried guns. Heading this school were 
 the banner bearers, Foster Kirwan and Ernest Crown, the for- 
 mer bearing a huge hatchet, with stars and stripes on one side, 
 and on the other in red, white and blue letters, "'Wash- 
 ington Street Infantry;" the latter carried a cherry tree. This 
 was a very pleasing and original idea and caused much merri- 
 ment for the spectators. A large and very handsome banner 
 bearing the portraits of Columbus and Washington, was notice- 
 able in the rear. 
 
 Next in line was the Esteyville school in charge of Mis.s 
 Lula Elmer, each of the thirty-one pupils wearing pretty Oxford 
 caps of red, white and blue, and sashes of the same colors, mak- 
 ing a very pretty sight. The banner was of white with gilt 
 letters, "Chestnut Street." There were also banners of blue 
 and white, and red and white, bearing the dates " 1492-1892." 
 Lewis Wymette and Hugh Croft, banner bearers. 
 
 Miss Newman headed a company of thirty-five little people. 
 The banner was of the national colors and the emblem, " High 
 Street Patriots." Edwina Whitney and Harry Greene, banner 
 bearers. This school was remarkable for having the greatest 
 number of very young pupils, and their behavior was praise- 
 worthy. 
 
 Of the primary grades Miss Brasor's presented the most 
 novel idea of all. She had a gathering of forty-one scholars. 
 Little Maud Stearns, dressed in red, white and blue carried a 
 huge banner bearing the words, " Canal vStreet Little Patriots, 
 Full of Zeal for Our Country's Weal." Next came Christopher 
 Coluinbus and Queen Isabella in Spanish court costumes of 
 black velvet and red satin, impersonated by Ralph Pettee and 
 Zetta Weld. Uncle Sam and the Goddess of Liberty, in cos- 
 tumes of red, white and blue, were also in front, and represented 
 by Marshall No3^es and Gracie Hannon. Columbus bore the 
 Spanish merchant flag and Uncle Sam the 'stars and stripes. 
 The banners were numerous ; one fine one of blue with a fine 
 crayon of the ship Pinta, the work of Charles Brasor, was 
 borne by Ralph Chamberlain. Harry Whitney and Carroll 
 Wood were also banner bearers. 
 
37 
 
 Miss Cla}- headed an army of forty-five pupils, wearing- 
 caps and sashes of red, white and bhie. Their banner was of 
 these colors bearing- the words, "Chase Street Volunteei-s, " 
 and was carried by Beiilah Tucker. Fred Spencer bore the 
 star spangled banner. 
 
 The badges for the occasion were, for the ])upils, yellow 
 satin, on which was the Columbian coat of arms in black, and 
 for the committee, teachers, citizens, etc., crimson satin with 
 the same coat of arms in black. 
 
 When the head of the column reached the Town Hall the 
 members of the Grand Army formed upon either side of the 
 entrance, and the schools filed between them into the building, 
 where each division was ushered to its designated place. Upon 
 the stage were Principal Home, Dr. H. D. Holton, Rev. F. L. 
 Phalen and Mr. E. W. Stoddard of the Prudential committee; 
 Messrs. C. F. R. Jenneand L. W. Hawley of the Columbian com- 
 mittee; Prof. Shaw and Mr. G. A. Hines, Rev. Messrs. C. O. 
 Day, F. J. Parry, F. W. Sprague, J. H. Babbitt and A. H. 
 Webb; Miss Annie Wyman, teacher of music, and Miss Jennie 
 Hall, pianist. 
 
 In front of these were seated the pupils of the different 
 schools who had been selected to take the special parts as in- 
 dicated by the programme. Seated in small chairs at the 
 extreme front of the stage was the distinguished delegation 
 from the Canal street primary school. Queen Isabella, Colum- 
 bus, Columbia and Uncle Sam. They were individually intro- 
 duced to the audience by the presiding officer. Principal J. D. 
 Home, and were vociferously received. 
 
 The hall was gay with streamers of red, white, blue and 
 yellow stretched from center to sides, bunting festooned along 
 the walls, and flags, and flags, and flags. The most charming 
 feature was the mass of bright young faces, aglow with enthu- 
 siasm and eager with expectation. The hall was filled below 
 with school children, and the little folks of the primary grade 
 made a pretty sight in the gallery, w^hich was devoted to them, 
 and from wdiich they sang, in course of the programme, a song- 
 to the "Flag of the Free" with good expression, clearness of 
 enunciation, and with a spirit which evidenced unmistakably 
 their opinion of Columbus Day and Columbus Day exercises. 
 This was one of the most charming features of the day. 
 
38 ■ 
 
 When the audience, which filled the standing- room about 
 the door and in the aisles and overflowed into the hall, had 
 been called to order, the formal exercises opened with prayer 
 by Rev. J. H. Babbitt of West Brattleboro, followed by the 
 singing of the "wSong of Columbus Day," by the pupils and 
 audience. 
 
 The manner in which this song- was rendered deserves great 
 praise. The unison of so many hundreds of voices was sur- 
 prising; it manifested much care and drilling by Miss Wyman, 
 and much careful attention and practice by the pupils. 
 
 After this song, Anthony vSchwenk of the High school, mtro- 
 duced to give the address of the day, was received with warm 
 applause as he came forward and with dignity of manner, elo- 
 quence, and g-raceful delivery spoke of "The Meaning of the 
 Four Centuries." It is given a place here in full. 
 
 THE ADDRESS FOR COLUMBUS DAY. 
 
 The Mkaning of thk Four Centuries. 
 
 The spectacle America presents this day is without prece- 
 dent in history. From ocean to ocean, in city, village, and 
 country-side, the children of the States are marshaled and 
 marching under the banner of the nation ; and with them the 
 people are gathering around the school-house. 
 
 Men are recognizing to-day the most impressive anniver- 
 sary since Rome celebrated her thousandth year — the 400th an- 
 niversary of the stepping of a hemisphere into the world's life; 
 four completed centuries of a new social order; the celebra- 
 tion of liberty and enlightenment organized into a civilization. 
 
 And while, during these hours, the Federal government of 
 these United States strikes the keynote of this great American 
 day that gives honor to the common American institution 
 which unites us all, — we assemble here that we, too, may exalt 
 the free school that embodies the American principle of univer- 
 sal enlightenment and equality, the most characteristic product 
 of the four centuries of American life. 
 
 Four hundred years ago this morning the Pinta's gun 
 broke the silence, and announced the discover}^ of this hem- 
 isphere. 
 
39 
 
 It was a \-irgin world. Human life hitherto upon it had 
 been without sig-nificanee. In the Old World for thousands of 
 years civilized men had been trying experiments in social order. 
 They had been found wanting-. But here was an untouched 
 soil that lay ready for a new^ experiment in civilization. All 
 things were ready. New forces had come to light full of over- 
 turning- power in the Old World. In the New World they 
 were to work together with a mighty harmony. 
 
 It was for Columbus, propelled by this fresh life, to reveal 
 the land where these new forces were to be given space for de- 
 velopment, and where the awaited trial of the new civilization 
 was to be made. 
 
 To-day we reach our most memorable milestone. We 
 look backward and we look forward. 
 
 Backward, we see the first inustering of modern ideas ; 
 their long- conflict with Old World theories, which were also 
 transported hither. We see stalwart men and brave women 
 one moment on the shore, then disappearing in dim forests. 
 We hear the axe. We see the flame of burning cabins and hear 
 the cry of the savage. We see the never-ceasing wagon trains 
 always toiling westward. We behold log cabins becoming vil- 
 lages, then cities. We watch the growth of institutions out of 
 little beginnings — schools becoming an educational system ; 
 meeting-houses leading into organic Christianity; town-meet- 
 ings growing to political movements; county discussions de- 
 veloping federal governments. 
 
 We see hardy nien with intense convictions, grappling, 
 struggling, often amid battle smoke, and some idea character- 
 istic of the New World always triumphing. We see settlements 
 knitting together into a nation with singleness of purpose. We 
 note the birth of the modern system of industr}^ and commerce, 
 and its striking forth into undreamed-of wealth, making the 
 millions members one of another as sentiment could never 
 bind. And under it all, and through it all, we fasten on certain 
 principles, ever operating and regnant — the leadership of man- 
 hood ; ec|ual rights for every soul ; universal enlightenment as the 
 source of progress. These last are the principles that have 
 shaped America; these principles are the true Americanism. 
 
 We look forward. We are conscious we are in a period of 
 
transition. Ideas in education, in political economy, in social 
 science, are undergoing revisions. There is a large uncertainty 
 about the outcome. But faith in the underlying principles of 
 Americanism and in God's destiny for the Republic makes a 
 firm ground of hope. The coming century prornises to be more 
 than ever the age of the people ; an age that shall develop a 
 greater care for the rights of the weak, and make a more solid 
 provision for the development of each individual by the educa- 
 tion that meets his need. 
 
 As no prophet among our fathers on the 300th anniversary 
 of America could have pictured what the new century would 
 do, so no man can this day reach out and grasp the hundred 
 years upon which the nation is now entering. On the victorious 
 results of the completed centuries, the principles of American- 
 ism will build our fifth century. Its material progress is beyond 
 our conception, but we may be sure that in the social relations 
 of men with men, the most triumphant gains are to be expected. 
 America's fourth century has been ■ glorious ; America's fifth 
 century must be made happy. 
 
 One institution, more than any other, has wrought out the 
 achievements of the past, and is to-day the most trusted for the 
 future. Our fathers in their wisdom knew that the foundations 
 of .liberty, fraternity and equality must be universal education. 
 The free school, therefore, was conceived the corner-stone of 
 the Republic. Washington and Jefferson recognized that the 
 education of citizens is not the prerogative of church or of other 
 private interest ; that while religious training belongs to the 
 church, and while technical and higher culture may be given 
 by private institutions — the training of citizens in the common 
 knowledge and the common duties of citizenship belongs irrev- 
 ocably to the vState. 
 
 We, therefore, on this anniversary of America, present the 
 Public School as the noblest expression of the principle of 
 enlightenment which Columbus grasped by faith. We uplift 
 the system of free and universal education as the master-force 
 which, under God, has been informing each of our generations 
 with the peculiar truths of Americanism. America, therefore, 
 gathers her sons around the school-house to-daj'- as the institu- 
 tion closest to the people, most characteristic of the people, and 
 fullest of hope for the people. 
 
- 41 
 
 To-day America's fifth century beg-ins. Tlie world's twen- 
 tietli century will soon be here. To the 13,000,000 now in the 
 American schools the command of the coming- years belongs. 
 We, the youth of America, who to-day unite to march as one 
 army under the sacred flag, understand our duty. We pledge 
 ourselves that the flag shall not be stained ; and that America 
 shall mean equal opportunity and justice for every citizen, and 
 brotherhood for the world. 
 
 This was followed by the Ode, "Columbia's Banner," 
 written for the National Programme by Edna Dean Proctor, 
 an.d recited by Miss Alice Willard with commendable spirit and 
 feeling. 
 
 COLUMBIA'S BANNER. 
 
 " God helping me," cried Columbus, " though fair or foul the breeze, 
 
 I will sail and sail till I find the land beyond the western seas ! " 
 
 So an eagle might leave its eyrie, bent, though the blue should bar, 
 
 To fold its wings on the loftiest peak of an undiscovered star ! 
 
 And into the vast and void abyss he followed the setting sun; 
 
 Nor gulfs nor gales could fright his sails till the wondrous quest was done. 
 
 But oh, the weary vigils, the murmuring, torturing days. 
 
 Till the Pinta's gun, and the shout of " Land ! " set the black night ablaze ! 
 
 Till the shore lay fair as Paradise in morning's balm in gold, 
 
 And a world was won from the conquered deep, and the tale of the ages 
 
 told! 
 Uplift the starry Banner ! The best age is begun ! 
 We are the heirs of the mariners whose voyage that morn was done. 
 Measureless lands Columbus gave and rivers through zones that roll. 
 I5ut his rarest, noblest bounty was a New World for the Soul ! 
 For he sailed from the Past with its stifling walls, to the Future's open sky. 
 And the ghosts of gloom and fear were laid as the breath of Heaven went 
 
 by; 
 And the pedant's pride and the lordling's scorn were lost in that vital air, 
 As fogs are lost when sun and wind sweep ocean blue and bare; 
 And Freedom and larger Knowledge dawned clear, the sky to span, 
 The birthright, not of priest or king, but of every child of man ! 
 Uplift the New World's Banner to greet the exultant sun ! 
 Let its rosy gleams still follow his beams as swift to west they run, 
 Till the wide air rings with shout and hymn to welcome it shining high, 
 And our eagle from lone Katahdin to Shasta's snow can fly 
 In the light of its stars as fold on fold is flung to the autumn sky ! 
 Uplift it, Youths and Maidens, with songs and loving cheers; 
 Through triumphs, raptures, it has waved, through agonies and tears. 
 
4-2 
 
 Columbia looks from sea to sea and thrills with joy to know 
 Her myriad sons, as one, would leap to shield it from a foe 1 
 And you who soon will be the State and shape each great decree. 
 Oh, vow to live and die for it, if glorious death must be ! 
 The brave of all the centuries gone this starry Flag have wrought; 
 In dungeons dim, on gory fields, its light and peace were bought; 
 And you who front the future — whose days our dreams fulfill — 
 On Liberty's immortal height, oh, plant it firmer still ! 
 For it floats for broadest learning; for the soul's supreme release; 
 For law disdaining license; for righteousness and peace; 
 For valor born of justice, and its amplest scope and plan 
 Makes a queen of every woman, a king of every man ! 
 While forever, like Columbus, o'er Truth's unfathomed main 
 It pilots to the hidden isles, a grander realm to gain. 
 Ah ! what a mighty trust is ours, the noblest ever sung, 
 To keep this Banner spotless its kindred stars among ! 
 Our fleets may throng the oceans — our forts the headlands crown — 
 Our mines their treasures lavish for mint and mart and town — 
 Rich fields and flocks and busy looms bring plenty, far and wide — 
 And statelier temples deck the land than Rome's or Athens' pride — 
 And science dare the mysteries of earth and wave and sky — 
 Till none with us in splendor and strength and skill can vie; 
 Yet, should we reckon Liberty and manhood less than these. 
 And slight the right of the humblest between our circling seas 
 Should we be false to our sacred past, our fathers' God forgetting. 
 This Banner would lose its luster, our sun be nigh his setting 1 
 But the dawn will sooner forget the east, the tides their ebb and flow. 
 Than you forget our radiant flag and its matchless gifts forego ! 
 Nay ! you will keep it high-advanced with ever brightening sway — 
 The Banner whose light betokens the Lord's diviner day- 
 Leading the nations gloriously in Freedom's holy way I 
 No cloud on the field of azure — no stain on the rosy bars — 
 (lod bless you, Youths and Maidens, as you guard the Stripes and Stars 
 
 After the .song, '' Flag- of the Free," by the primary pupils 
 of District No. 2, which has before been referred to as one of 
 the most enjoyable numbers of the programme, Joseph Martin, 
 of St. Joseph's Parochial school, in a high, clear voice, and with 
 much animation, gave the declamation, "Columbus," specially 
 prepared for him by the Rev. Patrick Cunningham. It is given 
 here in fitll, and was received by the children with great applause. 
 
 COLUMBUS. 
 
 1 have been told that learned men have always taken a 
 pleasure in speculating on what would be the state of the world 
 
4;5 
 
 had not certain thing's happened or had they happened different 
 from the way they did. Thus it is said, and I suppose it is true, 
 for the fourth reader says it, that if the Greeks had been beaten 
 at the battle of Therniop3de or had Rome later on not conquered 
 Carthage, that which is called Western civilization and West- 
 ern manners and habits would have been impossible. Ma- 
 cauley, the great English historian, says that if John, King of 
 Poland, had not come up in time to save Vienna from falling 
 into the hands of the Turks that we would all be Turks, wearing- 
 turbans and sitting cross-legged on the ground, and every man 
 having seven wives. That I would not like, for then every boy 
 would have seven mothers. These and like speculations are 
 the day-dreams of learned men which I do not well understand. 
 But there are some things in the line of speculation which even 
 boys can understand, and one thing is that the world would be 
 very different from what it is if Columbus had not discovered 
 America. Had he never lived, or been drowned on his voyage, 
 it would have very seriously affected every one here. Had he 
 never discovered America, I do not know where I would be to- 
 day ; indeed, I do not know as I would be at all. If I would be 
 anywhere I suppose it would be in Ireland, and some of you in 
 England and some in Germany and others in other lands. But 
 wherever we might be, I am sure we are better off where we 
 are, ever}^ one, the big and the little, having the proud distinc- 
 tion of being one of that seventy millions, living happily under 
 the same laws and under the protection of the same flag. 
 
 This 400th anniversary of the discovery of America has 
 led our teachers to tell us more about Coluiubus than perhaps 
 we otherwise would have known, and we find that in common 
 with all great benefactors of luankind, he met froin the peo- 
 ple of his own time little but neglect and ingratitude. The 
 Hudsons and Champlains live in their discoveries, but Colum- 
 bus, singularly unfortunate, was denied the honor of giving his 
 name to the new world which he discovered. It is said, even 
 to-day, by some who hate to give due honor to any one not of 
 their own flesh and blood, — it is said that the discovery was 
 not much, that it was a geographical blunder that led to it and 
 that if Columbus had not discovered America somebody else 
 would. The same might be said of all inventions and discov- 
 eries, but the fact remains the same. There were thousands 
 in the day of Columbus, and before his time who had more 
 means and opportunites, but he alone had the faith and courage 
 to carr}^ into practical effect what others dreamed and disputed 
 about. The world owes nothing to men who might have done 
 great things, but did not do them. Our school books tell us of 
 a certain Greek, who thanked the gods every day for three 
 things: First, that he was born a (ireek and not a barbarian; 
 
u 
 
 second, that he was born a man and not a woman; third, that 
 he was born a citizen of Athens. I, too, have three things to 
 thank God for: First, that I was born an American; second, 
 that I was born a boy and not a girl ; third, that t was born in 
 Brattleboro, the nicest town of the nicest state of the great- 
 est nation in the world. 
 
 From this point on, the programme was carried out in full, 
 with one exception, that being number 24, by Charles Johnson, 
 George Hamilton and Harold Perry, of District No. 11, who 
 were prevented by illness from appearing. The exercises 
 throughout were of the utmost interest, the selections were 
 well prepared, and, considering the youth of the speakers, their 
 voices filled the hall remarkably well. It was a delightful hour 
 and a half, and without doubt of great profit as well as enjoy- 
 ment to scholars and citizens alike. The exercise given by 
 the pupils of the fourth grade, No. 2, was a union recitation, 
 and that by pupils of the grammar grade. No. 2, consisted of 
 individual recitations with refrain by the pupils in unison, and 
 were very good. Indeed, the whole presentation of the morn- 
 ing's programme was exceedingly creditable, not only to those 
 pupils who had special parts, but to all who participated; 
 notably for their fine bearing and picturesque appearance, and 
 especially for the spirit of intelligent enthusiasm which animated 
 all, from the oldest to the yoimgest. And apparent in the 
 whole proceeding, was the careful and pains-taking work of the 
 faithful teachers. Their measure of deserving praise and com- 
 mendation cannot be over-stated. It was the unanimous 
 opinion of all who were witnesses, that no more interesting and 
 beautiful sight was ever presented in the Town Hall than the 
 array of young faces, filling the hall clear to the doors, alert, 
 intelligent and glowing with interest and the spirit of the day, 
 with the flag to which alligiance had been pledged, rising here 
 and there all over the hall. Certain it is that no more effectual 
 way of instilling lessons of patriotism and devotion to the 
 country's flag could have been devised, than these pleasant 
 exercises, in which the children themselves bore the chief part. 
 
 At the close of the programme the benediction was pro- 
 nounced by Rev. A. H. Webb, and the several organizations 
 were dismissed for dinner, with instructions to be present at 
 
Procession from Bank Block, Main Street. 
 
4.5 
 
 the Hii^h school-house at one o'clock, to join in the parade 
 which was to be the openini^- part of the Citizens' Celebration, 
 the programme for which now comes in proper secpience. 
 
 Coi.LiMr.is 1)\\. ()t;(>i'.Kk 21, 1S92. 
 PROGRAMME OF CITIZENS' CELEBRATION. 
 
 HK.T.I) A r rUK J'OVVN HAII. 
 
 ()KF1CKKS AM) CoMMllllKS. 
 
 President : Hon. B. D. Harris. 
 
 Secretary: L. G. French. 
 
 Chief Marshal; Col. Charles A. Miles. 
 
 Aids: Major Geo. H. Bond, E. A. Starkey, W. H. Minor. 
 Henry H. Crosby, F. J. Bailey, Walter S. Pratt, H. R. Law- 
 rence, Chas. H. Clark. 
 
 Executive Committee : Hon. H. D. Holton, C. F. R, 
 Jenne, C. C. Fitts. 
 
 Committee on Finance: Geo. S. Dowley, O. A. Marshall. 
 Rev. P. Cunningham, Chas. H. Pratt, Chas. A. Harris. 
 
 Committee on Place of Meetint^': Arthur W. Childs, |. 
 Gray Estey. Martin Austin. Jr., John L. Knowlton, Walter 
 Stock well. 
 
 Committee on Music: L. W. Hawley, P. M. Baker, E. 
 W. Miller, F. S. Leitsinger. L. Fay Clark, Mrs. (). A. Mar- 
 shall, Mrs. J. L. Knowlton, Mrs. W. E. Hubbard. 
 
 Committee on Decorations: N. I. Hawley, J. W. Simonds. 
 Daniel A. Martin, H.P. Wellman, Chas. N. Bemis, Mrs. G. W. 
 Hooker, Miss Maud Emerson, Mrs. R. E. (iordon, Mrs. Oscar 
 T. Ware, Miss T^Iaria vStedman. 
 
 Committee on Printing: (ico. E. Crowell, C. H. Daven- 
 port, C. F. Thompson. 
 
 Historian: (jeorgeA. Hines. 
 
Order of Exercises. 
 President of the Day: Hon. B. D. Harris. 
 
 1. Music. " American Overture. " Cadiii. 
 
 First Regiment Band. 
 
 2. Prayer. 
 
 Re\-. F. W. Spracue. 
 
 3. Music. " vStar Spangled Banner." 
 
 CONOREOATION AND ChoIK 
 
 4. Address. "Columbus." 
 
 Rev. F. J. Parry. 
 
 5. A Coi.u.Mi;iAx Lyric. 
 
 Mr. Geo. A. Hixes. 
 
 6. Music. " Hail t(.) the Nation." 
 
 Choir axd Baxd. 
 
 7. Addri:s>. '• The Public School. " 
 
 Rev. F. L. Phaeex. 
 <S. Music. " Battle Cry of Freedom. " J.Hh-rad. 
 
 Fantasia for Cornet. 
 
 Mr. Sewaee Morse. 
 (j. Address. "Patriotism," 
 
 Hon. H. H. Wheeler. 
 10. Musk:. "America." 
 
 CoXtiREOATlOX. 
 
 [I. Bexkdu I lOX. 
 
 Rev. J. H. Baisisitt. 
 
 At one o'clock the children and citizens again gathered, and 
 the order for the afternoon parade was formed ; and here the 
 schools were once more the center of attention. It was a little 
 after the appointed hour of half-past one, when the long line 
 moved down through Main street. Col. C. A. Miles, as chief 
 marshal, with four of his aids, led the line, the other four attend- 
 ing to other sections and divisions. The order of procession 
 was as follows : 
 
4? 
 
 First Rej^iment Band. 
 
 Estcy (juard. 
 
 (Tovcrnor's Battery, 40 men, Capt. F. D. Weld eommandin^-. 
 
 Sedo-\vick Post, No. 8, Grand Army of the Republie. 
 
 Wantastiquet Lodge, I. (). (). F. 
 
 Valley Drum Corps. 
 
 Quonektacat Tribe, I. (). R. M. 
 
 Carriaj^es with President of the Day and Orators. 
 
 Members of the Columbian Committee, School Board and 
 
 Principal. 
 
 Brattleboro High School. 
 
 Parochial School of St. Joseph. 
 
 (t1 en wood Seminary. 
 
 Suburban Schools. 
 
 (Grammar and Intermediate vSchools. 
 
 Primary Schools. 
 
 The procession was as interesting an one as ever passed 
 through our streets. Ever}- division carried in its front line a 
 banner bearing the number of the grade or district which it 
 represented, and all along the line banners with inscriptions 
 appropriate to the day, of every shape, material and design 
 and various colors, with flags and pennants, made a gay sight. 
 F^ach class of the High scliool had its own banner, and manv 
 in the line were rich and handsome. Especiallv interesting 
 were the designs carried by the various primary schools, with 
 such legends as " Reed .Street Brigade, " '' High .Street Patriots, "' 
 ••Chase vStreet X'olunteers, " •'Canal Street Patriots," etc., and 
 the Washington street school hatchet saying, "Washington 
 Street Infantry." The boys of this school were all miniature 
 (ieorge Washingtons with cocked hats, and the girls Martha 
 Washingtons, with tri-colored mob caps. Nearly every school 
 wore badges, sashes, rosettes, stripes, or were in some wav 
 dressed to suit the great day in America's history, and generous 
 applause and cheering greeted them as they passed along, 
 especially the little fellows at the end of the line who waved 
 their small flags incessantly and lifted up their small voices in 
 hearty " Hip, hip, hurrahs." One of the gratifying features 
 of the parade was .St. Joseph's Parochial school, with all the 
 children wearing- the national colors in their dress in some fash- 
 
48 
 
 ion, and they received frequent applause. It is estimated that 
 between iroo and 1200 school children were in line. 
 
 The line of march as arranged for was followed, throug-h 
 Main, Canal, Bir-^-e and Elliot streets, though many of the 
 smaller children were taken across Elm street to join the line 
 again on Elliot street and save so long- a march. Great credit 
 is due the teachers of the schools for the untiring- efforts they 
 had made to make the arrangements for the day as perfect as 
 possible, and the appearance of pupils in line, with their elabo- 
 rate banners and the bits of tri-color in dress or ornament, once 
 more gave evidence of arduous, yet interested, work on the 
 part of these faithful public servants. 
 
 Returning to the Town Hall, ranks were broken, the schools 
 were dismissed, and the organizations entered the hall, already 
 well filled with citizens. The afternoon exercises opened with 
 Catlin's "American (H'erture " by the First Regiment band, 
 and Hon. B. D. Harris, president of the day, announced the 
 formal opening of the afternoon programme with prayer by Rev. 
 F. W. Sprague. The singing of "The Star Spangled Banner" 
 was led by a large choir made up of Mrs. (). A. Marshall, Miss 
 Emma Gregg, Mrs. W. E. Hubbard, Mrs. Clarence Smith, 
 Mrs. C. F. R. Jenne, Miss Lula Cressy, Miss Alice Veet, Messrs. 
 George Pratt, A. W. Childs, C. E. Westgate, W. H. Taft, E. 
 H. Miller, Charles Brasor and S. H. Warren, with L. W. Haw- 
 ley as conductor, and accompanied by the full band. After 
 this Rev. F. J. Parry was introduced to speak on "Columbus," 
 and he prefaced his address with expressions of heartv appre- 
 ciation of the interest, enthusiasm and hard work which had 
 been put into the day's preparation and tlie success which had 
 attended the efforts of all interested. 
 
 REV. MR. PARRY'S ADDRESS. 
 
 Columbus. 
 
 Christopher Ccjlumbus has, by the almost unanimous judg- 
 ment of the world, been assigned a foremost rank among the 
 greatest of the human race. The marvellous reach of his 
 sagacity, his tmshaken fortitude, his untiring zeal, the vastness 
 of results which have followed his discoveries, are unparalleled 
 
49 
 
 in the histon- oi' any other man. Late critics, ambitious to say 
 something- which they imagine is new, may be able to rake out 
 from the archives of enemies slanders that were first uttered 
 four centuries ago, and thus seek to point out spots upon this 
 sun, which shed its beneficent rays over a century of darkness, 
 and was instrumental in conferring as great a boon as our world 
 has received from any mortal. And yet, there are difficulties 
 in the way of our forming a just estimate of the real greatness 
 of Columbus. Our extensive and intimate knowledge of the 
 greater part of the habitable world, our facilities of travel from 
 one quarter of it to another, constitute one of these difficulties. 
 We dart through the hills, fiy across the valleys, cleave the 
 waves, in the face of tide and wind, with such strength and 
 swiftness, as to almost make possible the demand of King- 
 Oberon, to put 
 
 "A j,rirdle about the earth 
 In forty minutes," 
 
 And bring him the Western tlower for wliich he calls, 
 
 "And be back again 
 Ere the leviathian can swim a league." 
 
 We mitst go back in imagination to the tiine when this 
 knowledge and these facilities did not exist, if we would do 
 justice to the unwavering faith and indomitable resolution of 
 him who 
 
 '■ Was the first 
 That ever burst 
 Into the silent sea." 
 " The man who was by Heaven designed 
 To lift the veil that covered half mankind." 
 
 We must conceive of the civilized v/orld as it was when the 
 son of the wool-comber of Genoa first sailed, as a boy, on the 
 waters of the Mediterranean. The waves of that sea had 
 washed the borders of the greatest empires of the world. The 
 might of iVssyria, and her conqueror, Persia, the wisdom of 
 Egypt, the commerce of Phctnicia and her daughter, Carthage, 
 the genius of Greece, the energy and majesty of Rome, had all 
 ol thetii, in succession, caused their power to be felt in countries 
 limited by that sea. But scarcely any knowledge of the 
 countries beyond it had been acquired during the tnany cen- 
 turies in which these empires had been rising and passing- 
 a.way. Almost nothing was known of Africa; absolutely 
 nothing was known of the earth's Western hemisphere. All 
 civilization was concentrated in the East and around the shores 
 of the Mediterranean. The n-icrchant ships of Pisa and Venice 
 and Genoa brought from India their most important cargoes. 
 The attention of Europe was thereby directed to those regions 
 of the East which furnished the st:i})le of their most costly 
 manufactures. The ccntur\-, too. was an awakeniu"- aee of 
 
50 
 
 enterprise ; it had forebodings of coming events of great sig- 
 nificance. Its hopes and expectations had been stimulated into 
 quicker action by the reports of the V^enetian mariner, Marco 
 Polo, who, after a residence of seventeen years at the court of 
 the Great Khan of Tartary, returned to his native land, bring- 
 ing with him immense wealth in precious stones and other 
 Eastern commodities. Among the inany wonderful things 
 which Marco Polo said he had seen was a city on an island, off 
 the coast of China, which he represented as containing 600,000 
 families, so rich that the palaces of its nobles w-ere covered with 
 plates of gold ; so inviting that odoriferous plants and flowers 
 diffused the most grateful perfumes through the atmosphere 
 for hundreds of miles about the island. This island, now 
 known as japan, was called Cipango. These reports, confirmed 
 ni even more extravagant terms by the later navigator, Mande- 
 ville. so inflamed the imagination of Europe that the discovery 
 of a passage to this rich storehouse of the East was the prob- 
 lem constantly present to the minds of the geographers and 
 voyagers of that age. The discovery of the mariner's compass, 
 and the application of the astrolabe to the purposes of navi- 
 gation, supplied fresh facilities for the solution of the problem. 
 The adventurous subjects of that distinguished sovereign, 
 Henry the Fourth, of Portugal, sailed along the Western coast of 
 Africa to its furthest Southern promontory. But while this and 
 similar expeditions were in progress, the thought of reaching 
 India in an opposite direction by the passage of the Atlantic, 
 westward, had filled the mind of Christopher Columbus, and 
 before the tidings were brought back to Europe that Vasco de 
 Gama had found the course to India by the Cape of Good Hope. 
 Columbus had unfurled the flag of Spain to wave upon the 
 shores of the Western Hemisphere. His calculations led him 
 to suppose that the earth was a globe, w^hich it was possible to 
 journev round ; and so, with his wife, Donna Felipa, the 
 daughter of Perestrello, at Porto Santo, he studied the problem 
 and made his charts and maps, while his correspondence with 
 Toscanelli, the Florentine geographer and astronomer, gave 
 him much information concerning the distant seas of India. 
 Columbus was convinced that one-third the circumference of 
 the world was to be accounted for. On the East was India, 
 whose boundaries in that direction had never yet been known 
 to Europe ; on the West was the Atlantic Ocean, upon whose 
 farthest coast no mariner from Europe had ever set his foot. 
 That coast certainly existed. He believed it to be the limit of 
 the Indian continent. It might be discovered, and he deter- 
 mined to be its discoverer. This purpose haunted hitn like a 
 mighty passion, and everything was made to bend to its 
 accomplishment. Rut for seventeen years this man of super- 
 
51 
 
 lativ^e genius, this intrepid soul, inspired by a great and original 
 idea, was compelled to wander from cit}^ to city, and country to 
 country, and court to court, to offer the certain greatness and 
 wealth, of which he was confident, to any country that would 
 foster the enterprise. As we see him, through these years, 
 ridiculed and neglected and disappointed, and yet with ever 
 increasing faith in his cause, utterly unconquerable though 
 opposed by all the world, we feel that he is the most persistent 
 man of enterprise of whom history has preserved the record. 
 We cannot take the time to go with him to Genoa, where his 
 plan was first proposed to the citizens of the place of his birth. 
 Nor can we go with him to the Court of John of Portugal, to 
 see him made the victim of the King's treachery in the attempt 
 made by John to steal his idea. Neither can we follow him 
 from Lisbon to Andalusia, where in his magnificent ducal 
 palace Columbus lays his scheme before the powerful Duke of 
 Sidonia, nor can we follow him from there to the Court of 
 Ferdinand and Isabella, nor tarry to hear to hear the decision 
 of the Sages of vSalamanca, or note the bitter experience of our 
 hero as he impatiently waited at Cordova during the seven 
 years' siege of Granada, by Spain, for the subjugation of the 
 Moors. Neither can we travel with him to Palos on his way to 
 the Court of France, nor stop with him by the gate of the 
 monastery of Rabida where the Franciscan monk, Juan Perez, 
 spoke to him his word of cheer. Neither can we return with 
 Columbus from Palos to the Court of Spain, at the camp of 
 Santa Fe, before the walls of Granada, nor linger there through 
 the weary months that followed the fall of the Moorish capital. 
 We cannot stop there to see the ilhistration at length of the 
 truth that truly immortal benefactors have seldom been able to 
 accomplish their mission without the encouragement of woman, 
 as that truth is illustrated in the kindly and womanly sym- 
 pathy for Columbus and his plans by the brilliant Marchioness 
 De Moya, as well as in the dramatic incident of the Queen 
 offering to pawn her jewels to equip the hero — an incident 
 whii;h furnished to our own Larkin Mead the subject for his 
 statue of the queen, and upon which Harriet Hosmer is work- 
 ing for her statue of Isabella to be erected in Chicago. Nor 
 have we time to trace the events of his journe}' back to Palos, 
 armed with the King's commission to secure three ships and 
 impress the crews to sail them. Much less can we tarry there 
 at Palos to note the preparations for the sailing of the vSanta 
 Maria and the Pinta and the Nina, neither can we stop to watch 
 those caravals as they set sail, within sight of the little convent 
 of Rabida, where Columbus had received his first encourage- 
 ment. We cannot even alude to the events of the four voyages 
 he made from Spain to the new disc(n'ered continent. His 
 
52 
 
 greatness is illustrated throughcnit the entire history, eheckered 
 as his career of glor}" and suffering was through it all. The 
 first and only recognition, at once commensurate with his great- 
 ness and the magnitude of his achievements, was that accorded 
 to him on his return from his first voyage of discovery. Upon 
 his arrival at Palos he had sent report to the King and Queen. 
 When the answer catne back, he could read in the inscrip- 
 tion what a gracious reception awaited him, for it read, "To 
 Don Christopher Columbus, our Admiral on the seas, and 
 Viceroy or Governor of the islands discovered in the Indies."' 
 The letter was full of most flattering congratulations, and 
 invited him to appear at the court which was then residing at 
 Barcelona, the second great harbor of Spain. His journey 
 thither was like that of a conqueror upon his march of triumph. 
 The people came to see him from every part of the country. 
 As he drew near to Barcelona, amid the festive pealing of the 
 bells, the thronging inultitude increased and filled the air with 
 their deafening shouts of joy. He came into the presence of 
 the sovereigns, the King and Queen, their nobles and courtiers 
 fell upon their knees and joined in the exulting strains of the 
 Te Deum Laudamus. Then the King invited him to be seated, 
 the greatest honor a Spanish monarch could show to a subject. 
 It was at this meeting that the coat of arms upon these badges 
 we are wearing to-day was assigned to Columbus to perpetuate 
 the memory of his position and achievements. In this coat of 
 arms the astonishing honor was conferred upon him of quarter- 
 ing the royal arms, by putting in the two upper fields the castle 
 of Castile and the lion of Leon, while below to the right was a 
 sea full of islands, and to the left five anchors, indicating that 
 he was admiral of the seas. To this was added above, the 
 globe and cross on the helmet, and across it the legend "Co- 
 lumbus found a new w(^rld for Castile and Leon. " It must have 
 been a proud pleasure to him, who though of lowly birth, found 
 hnnself raised to this high honor. Sadly we turn from this to 
 the experience of his later life, when, as a victim of the jeal- 
 ousies and intrigues of the disappointed but haughty hidalgoes 
 who had sailed with him to the new world in search of gold, 
 he sufi;"ered such indignities as being sent back to Spain, in 
 chains by order of the governor, Bobadilla. together with other 
 and like indignities, culminating in that of Ovando, the 
 governor of Hispanola, who left the old admiral, after his ship- 
 wreck, for sixteen months on the island of Jamaica, and then 
 sent him back to Spain. Driven through storm after storm he 
 landed at last at St. Lucar, to be carried thence to Seville, 
 where broken in health but unsubdued in spirit and unconquer- 
 able of will he had still great hopes for the future. But after 
 the twelve years of harassing cares, labors and dangers since 
 
53 
 
 his first voyage of discovery, there remains little more for him 
 to do than prepare for his final rest, which came to him at 
 Valladolid on Ascension day of 1506. I would not belittle 
 Columbus by attemptinti^ to excite your pity for his misfortunes. 
 He died admiral of the seas, a grandee of Spain, the founder of 
 an illustrious house whose name and memor\' constiti:te the 
 crowning glory of the throne of vSpain. His monuments are in 
 every land, and his greatness is painted by the ablest historians. 
 Lamartine has justly said, "All the characteristics of the truly 
 great man are united in Columbus. Genius, labor, patience, 
 obscurity of origin overcome by energy of will, mild but per- 
 sistent firmness, long conception of the idea in solitude, heroic 
 execution of it in action, intrepidity and coolness in storm, a 
 life risked without hesitation or retrospect in venturing out into 
 the unknown and phantom-peopled ocean, on which the first 
 steps no more allowed of second thought than Caesar's passage 
 of the Rubicon, untiring study, knowledge as extensive as the 
 science of his own day, skillful but honorable management of 
 courts to persuade them to truth, nobleness and dignity in out- 
 ward bearing-, language adapted to the grandeur of his thoughts, 
 eloquence which could convince kings and quell the mutiny of 
 his crews, and a natural poetry of style which placed his narra- 
 tive on a par with the wonders of his discoveries and the marvel 
 of nature they revealed." His influence on civilization was 
 unmeasurable. He completed the world and realized the 
 physical unity of the race. His work was too great to have 
 been worthily rewarded, even by affixing his name to the 
 continent he discovered. But this was uncpiestionably his 
 right, and the injustice thus inflicted on the great discoverer is 
 not mitigated by the fact that through that mere whim of for- 
 tune, the publishing of the journal of Amerigo, caused this 
 honor to be conferred upon a man who, though in every respect 
 honorable, cannot be placed by the side of his friend till death, 
 Columbus, and one who in his own lifetime held Columbus in 
 such lofty esteem that he never thought of aspiring to any such 
 lofty renown as his friend had won. But though the fourth 
 continent perpetuates the name of the Italian x\merigo, yet 
 will the race, drawn together and cemented by the discovery of 
 Columbus, spread his renown over the face of the whole earth, 
 and his praise will be sung b}^ earth's last born generations. 
 
 Mr. Hines, iji preface to his recital, ^testified to his appreci- 
 ation of the hopeful character of the day's proceedings, as 
 evidenced in the enthusiastic reception by the pu])ils of the 
 Public vSchools, of tlic less;)n in patriotism which they incul- 
 cated. 
 
r)4 
 
 A COLUMBIAN LYRIC. 
 
 Bv Gko. a. Hinks. 
 
 By subtlety nor might, can favor'd man 
 
 Uplift its cryptic veil to boldly scan 
 
 The future's trend; nor swift, as to the fray, 
 
 O'er-leap its marge, and bend unto his sway 
 
 The formless force that daily mouldeth time; 
 
 No way beneath for him, no height to climb, 
 
 And if he call, as to the seeling night, 
 
 No voice responds, 'tis void of sound and light. 
 
 Yet having patience, with a dauntless heart, 
 
 A mind unswerving from accepted part. 
 
 The path rough-shaped by wayward circumstance, 
 
 Can one — if he beyond his pale will glance 
 
 To scan the store of wisdom's golden grain, 
 
 And with high purpose over-riding pain — 
 
 Such progress make up toward the futures weal. 
 
 That unborn ages will his potence feel. 
 
 Thus brave Columbus from old Palos sailed 
 
 On mission, world to world; by naught unquailed; 
 
 Not fortune's frowns, nor elemental strife, 
 
 Turned purpose set that crowned a kingly life; 
 
 Not base ingratitude — unkindest cross — 
 
 Nor birthright stol'n — for us the greater loss — 
 
 Have dimmed his fame, which shining down the years 
 
 Four centuries to-day acclaim with cheers. 
 
 A continent to find, what treasure-trove ! 
 
 If now he o'er its smiling face could rove, 
 
 Through busy mart, on sea, by dotting home; 
 
 View complex art with learning's weighty tome; 
 
 Ev'n on this day, when earth with pean rings. 
 
 He would not reck those hurts from fortune's slings. 
 
 That in a darker time of long ago 
 
 Broke mighty heart and noble head laid low. 
 
 Fair field his genius to the ages gave. 
 
 Ours to enjoy and to the ages save 
 
 Unshamed; fea, of that fair renown to add 
 
 Which comes when peace life's varied paths makes glad ; 
 
 For this must all to earnest aim give heart, 
 
 Avoiding pretence and ignoble part. 
 
 Keep home the altar for love's sacred flame 
 
 And bonded be in the Eternal Name. 
 
55 
 
 (.iive toil \ug\\ linnor, meetint( just deniuiul, 
 For most, ev'n lionor, comes by toilini^ hand; 
 Shun wide luxurious sloth, whose wasting breath 
 Hath nations sent to an untimely death; 
 Put avid greed far from the daily life 
 That right may rule within the field of strife. 
 And noble deeds to living fire may fan 
 All that is best in mind and heart of man. 
 
 Plant those quick germs within young fertile hearts, 
 By sturdy growth of learning's graceful parts. 
 That soon for freedom and for country fiower, 
 Sweet two-fold bloom to deck a future's dower: 
 Then will be seen forever waxing great 
 This marvel of a universal state, 
 Where countless peoples, as millenials wane. 
 Shall toward th' Almighty purpose nearer gain. 
 * * * » 
 
 Scorn not the vision of exalted soul. 
 Its ideal bound may be the common goal 
 Of later years; but few can win the height, 
 And from its lofty verge with quickened sight 
 Catch first the rosy beams of dawning truth:— 
 O prescient soul! that with large-hearted ruth, 
 Upon Time's darkened and uncertain way 
 Set shining lamp, to guide with cheering ray. 
 
 After the poem, Rev. F. L. Phalen was presented, and 
 gave his address upon 
 
 THE PUBLIC SCHOOL. 
 
 Its Function in American Likk. 
 
 It was onee the belief of the ancient world that the earth 
 rested upon the shoulders of a mig-hty Titan called Atlas. It is 
 now the firm conviction of all thoughtful persons that one of 
 the strong and broad foundations which help to support this 
 great Western American Republic is the public school. The 
 mythical Titans have disappeared. Empires founded upon 
 force and slavery have passed away. Thrones and kings have 
 been outgrown, and the intelligence of the people is now the 
 safeguard and hope of our national life. Political freedom and 
 religious liberty were not possible in the ages of ignorance, 
 barbarism and superstiti(n'i. Before men knew their rights and 
 
50 
 
 felt their power they were the tools and playthings, the slaves 
 and servants of cruel kings and powerful despots. But when 
 knowledge spread abroad and education touched the common 
 people with its magic wand the tyranny of the few came to an 
 end, and the rights and liberties, the duties and possibilities of 
 every man, woman and child were recognized. Intelligence is 
 like a flaming torch. It illuminates and reveals. Before its 
 advance the darkness flies away, and men see things in their 
 true nature and proportions. In the beginning God said, "Let 
 there be light," but the world struggled and wandered in night 
 and misery until knowledge opened the eyes of humanity and 
 disclosed the path which leads to truth, liberty, prosperity, 
 justice. 
 
 The public school is a light bringer. It is the enemy of 
 ignorance, oppression, intolerance. It is the champion of 
 knowledge, freedom, progress and patriotism. Superficial 
 thinkers estimate the greatness of a nation by its military 
 forces, its wealth, its geographical area, its cities and industries. 
 But it needs to be remembered that the true test of a civili- 
 zation is the kind of men and women it produces. No nation 
 can be truly great, prosperous and enduring unless its people 
 are intelligent and moral. Knowledge and righteousness, 
 education and morality, these are the two pillars which support 
 all the liberties and hopes of America, and if you shake them 
 or undermine them this proud Republic will disappear from the 
 noble place it holds in the vanguard of the world and become a 
 melancholy wreck on the rock-bound shores of time. The 
 public school is a gigantic power in the life of this nation. No 
 true patriot can afford to be indifferent to its interests. Within 
 its walls and under its training to-day are the millions of young 
 people and children who are to be the citizens of to-momm', the 
 men and women of responsibility and power, w^ho will have it 
 in their hands to decide whether this nation shall go on fulfill- 
 ing its glorious destiny or whether it shall prove false to all the 
 splendid ideals of the present and all the noble achievements of 
 the past. The public school is the school of the people. 
 Colleges and universities are for the few; and it is the people 
 who are educated in our public schools who are to determine 
 the future progress and prosperity of these United States. A 
 few philosophers and leaders, a few saints and heroes, might 
 save a monarchy or defend a kingdom when kings and princes 
 made the laws and the multitude were slaves. But a Republic 
 like ours must stand or fall with the people. In this nation 
 every man is a sovereign directly responsible for the welfare 
 and progress of the commonw^ealth. And it is as impossible to 
 secure prosperity, justice and humanity from a nation where 
 ilb'teracy and immorality prevails as it is to find diamonds in a 
 
57 
 
 sewer or life and health in a sepvilchre. Hence the importance 
 of intellig-ence in a democracy ; hence the importance of the 
 public school, which is the chief means of education to the 
 great majority of the American people. Ignorance is a menace 
 to any country, but ignorance in this country is an evil that 
 poisons and weakens the heart and brain of the body politic. 
 "Nothing advances the power, the prosperity and the happiness 
 of a nation more than education^" said Thomas Jetferson, and 
 conversely nothing tends so surely to failure, degradation and 
 disaster as popular ignorance, with its brood of prejudices, 
 antagonisms and fatal mistakes. 
 
 In most European countries the education of the people 
 and the management of the schools is in the hands of the central 
 government, but in this country these matters are left to the 
 citizens of the several states. The responsibility for the schools 
 and their work rests upon the people. It is for them to recog- 
 nize the importance of their duty, and for them to see that 
 those who are to participate in the rights and duties of citizen- 
 ship shall possess sufificient intelligence to wisely exercise their 
 great political power. The founders of this Republic all felt 
 the necessity of popular education. They knew liberty of body 
 and mind could only be maintained in an atmosphere of intelli- 
 gence. vSo beside the church they planted the school, and they 
 have left us this solemn charge, to keep alive and strengthen 
 the patriotic impulse which has made religion and knowledge 
 the guiding stars of American civilization. In old colonial 
 days, when the English Commissioners for Foreign Plantations 
 asked for information on the subject of education from the 
 Governors of Virginia and Connecticut, the former replied, " I 
 thank God there are no free schools or printing presses, and I 
 hope we shall not have any these hundred years;" but the 
 latter replied, "One-fourth of the annual revenue of the colony 
 is laid out in maintaining free schools for the education of our 
 children." This was in 1660, and the leadership New England 
 then held in the matter of popular education she has nobly 
 maintained until this day. 
 
 Ever since the Delphic oracle uttered the impressive pre- 
 cept, "Know thyself," men have been slowly turning their 
 attention to the importance of studying the deeds and insti- 
 tutions of their ancestors. We are becoming more and more 
 impressed with the significance of history. How the public 
 school began and how it developed must therefore be essential 
 to a clear conception of what it is to-day and what we ought to 
 expect of it as a factor in helping to make this country of ours 
 strong and prosperous and progressive. No institution comes 
 into this world by a miracle. It is always a growth, following 
 the slow lines of evf)lution, and if we ask after the origin of our 
 
58 
 
 public school we must go back beyond the New England 
 colonies, beyond the voyages of Columbus, till we discover the 
 impulse for all this wonderful development of education and 
 schools in the genius of the Greek people. In Plato's great 
 mind we find foreshadowed mauy of our modern beliefs. 
 Speaking of the schools and their importance to the State, he 
 says the children must come and be educated, "not only if their 
 parents please, but if they do not please; and if then education 
 be neglected, there shall be compulsory education of all, that 
 the State may be preserved, though here and there an individual 
 may suffer or rebel." Charles the Great, Emperor of the West, 
 as early as the year 800, discovered the necessity that all per- 
 sons participating in the government should be educated, "in 
 order," as he said, "that intelligence might rule the empire. " 
 What he tried to do for the Teutonic barbarians of Central 
 Europe, King Alfred attempted for the Saxons of England, and 
 schools and universities attest the faithfulness of their service. 
 In the middle of the tenth century the Arabian Caliph, Alhakim, 
 at Cordova in Spain, besides schools in every village, established 
 twenty-seven others at his own expense, where the children of 
 indigent parents were instructed free of charge. Prior to this 
 even, Abderrahman I. had established high schools for girls, 
 taught by female teachers. But it is to the age of Columbus 
 and the succeeding centuries of mental and moral revival and 
 discovery that we owe the most powerful impulse in the 
 direction of schools and popular enlightenment. ' ' The idea that 
 education must be co-extensive with sovereignty," says an 
 eminent writer, "was not original with our fathers. It has 
 been the favorite doctrine of aristocracy the world over." 
 Despotism clamors for a restricted education because it wants 
 a restricted sovereignty. Democracy must have universal 
 education because it aims to maintain universal freedom. It is 
 a mistake to fancy that all these great ideas of freedom, edu- 
 cation and culture were born in this modern world. Freedom 
 has been the inspiration of the poet and statesman from time 
 immemorial, and the dream of universal education is not a new 
 or western product. I say this to be faithful to the facts of 
 history, not to detract in the least from the glory that belongs 
 to the United States, and especially to New England, for its 
 wonderful development of the school as a power to promote 
 good citizenship and intelligent pati'iotism. Charles X. and 
 Gustavus Adolphus did for Sweden and their generations what 
 America with all her achievements has failed to do since, made 
 education so common that in the year 1637 — the year of the 
 founding of Harvard University — not a single peasant's child 
 was unable to read or write. 
 
 In a recent volume on " Education in the United States," 
 
o9 
 
 edited bv Prof. Wm. F. Harris, I find the followint^- noteworth}' 
 statement: "The F^nglish, as the h'lter born of European 
 nations, was the heir of all the East; and amon^- the early 
 colonists to this country were specimens of both individuals 
 and families from the highest level of English thought. There 
 were English Churchmen in Virginia, English Puritans in 
 Massachusetts, English Catholics in Maryland, and English 
 Quakers in Pennsylvania. And, not ignoring the earh' edu- 
 cational attitude of Dutch and Swede, Spanish vSaracen and 
 modern German, the united colonies were founded and school 
 systems organized by somewhat homogeneous forces — a people 
 of common stock, having common political instincts, and with 
 the tradition of common institutions. In England they sprang" 
 from a superior class; a rank that produced Milton and vSir 
 Walter Raleigh and Locke, Hampden and Cromwell, Carver, 
 Eaton and Winthrop, Robinson, Cotton and Davenport. Of 
 the first six hundred who landed in Massachusetts, one in thirty 
 was a graduate of the English Cambridge. These and their 
 companions were rare men. They had the schooling for a 
 service the like of whose execution in completeness and good 
 sense the world has nev^er equaled. With matchless wisdom 
 they joined liberty and learning in a perpetual and holy alliance, 
 binding the latter to bless everv child with instruction, which 
 the former invests with the rights and duties of citizenship. 
 They made education and sovereignty co-extensive by making 
 both universal." 
 
 It would be interesting to trace the development of the 
 public school through all its ramifications in our history, but it 
 must content us to say that it is now one of the greatest fac- 
 tors in our national life, and that our school system is one 
 of the best in the world. It is not perfect. No human insti- 
 tutions are perfect. Like men, they are all capable of im- 
 provement, and he who would best work for the future of this 
 country or for the future of his own children must keep a 
 thoughtful eye upon the public school and be sure to give his 
 influence for every moral or political reform which tends to in- 
 crease its efificiency or enlarge its tremendous influence. Think 
 what one school-house means with its children and teachers, the 
 homes it represents, and the future men and women who shall 
 go forth from it to take their places in the world's work. Then 
 widen your thought till you can take in the thousands of 
 school-houses between the Atlantic and the Pacific, the British 
 possessions and the borders of Mexico. Think of the property 
 invested, the hopes and possibilities bound u]) in those millions 
 of boys and girls, the responsibility resting u]:)oii ten thousand 
 teachers, and the millions of dollars freely drawn from the pub- 
 lic purse. And all this for what? To improve the raind, to 
 
60 
 
 inculcate g-ood morals and patriotism, to fit the land that 
 Columbus discovered to keep its place in the front rank of the 
 world's onward march, and to prepare men and women to live 
 in peace and unity in the best and noblest country beneath the 
 sun. Is it not a great work? Can an}' man be excused from 
 giving it his thought and help? Can any man claim to be a 
 good citizen or a true patriot who thinks the school question is 
 a side issue or that the school teacher is unworthy his respect 
 and sympathy? Nay, we must think more and do more for our 
 schools and teachers, we must deinand the best and work for 
 the best, and never rest satisfied till we secure it. 
 
 As the Huns and vandals swarmed into the Roman Einpire 
 and trod down the proud monuments of its ancient glory, so the 
 ignorant immigrants of the old world are flocking to our shores. 
 And unless we educate and civilize them it will not be long till 
 we suffer some terrible calamity from having such a dividing 
 wedge of illiteracy and stupidity thrust into the heart of our 
 great nation. So I plead for the public school. So I exhort all 
 good citizens to be awake to its interests and to see to it that by 
 love or law, by persuasion, or legal coercion if necessary, every 
 man who asks for the privilege of American citizenship shall be 
 able to read and write and understand the meaning of our 
 history, and the principles for which our flag w-as first unfurled 
 to the free air of Heaven. This is (mr only safety. Our 
 strength in the present, our hope for the future. 
 
 It is good to glory in the great deeds of the past ; it is good 
 to rejoice in the prosperity of the present ; but it is best of all 
 to plan and work for the marvellous future that looms up in 
 such grand proportions before our wondering eyes. 
 
 Knowledge is power. Give us an intelligent citizenship ; 
 give us sound morality and strong religious principle, and no 
 prophet can predict the achievements in material and moral, 
 in industrial and civil affairs which still await the pen of the 
 historian who shall record the progress and prosperity of the 
 America that is yet to be. " A nation's welfare will depend on 
 its ability to master the world, that on its power of work, that 
 on its power of thought." The public school is our chief 
 influence to foster common knowledge, common hopes, common 
 sympathies, common patriotism. Let us guard it jealously and 
 make it more and more the stronghold of American freedom. 
 All hail to the sacred memories of the past. All hail to the 
 peace and prosperity of the present. All hail to the glory and 
 the greatness, the manhood and the patriotism, the intelligence 
 and the faith, which give us courage and hope to believe that 
 this American Republic is to lead the nations of the world till 
 God shall shut the great book of human history and time shall 
 be swaUow'ed up in eternity. 
 
61 
 
 With tine execution Mr. Sewall Morse, accompanied by 
 the band, t^ave Liberati's arrangement of "The Battle Cry of 
 Freedom " as a fantasia for the cornet, and following him, 
 Hon. H. Pi. Wheeler g-ave the closing address in the afternoon's 
 programme. 
 
 JUD(;E WHEELER'S ADDRESS. 
 
 P.VIRIOIISM. 
 
 After all this you will not want much more. I need not be 
 long. The dut}' of patriotism is so plain that it needs urging 
 with but few words. No argument is necessary to show right- 
 minded persons that they should be loyal and true to their 
 parents and family, good or bad. The same reasons teach 
 loyalty to their state and country. This duty is so universal 
 that it is fit to be spoken of on any occasion. For us its con- 
 nection with the discovery of America is clear and direct. In 
 nothing during this 400 years has the march of progress been 
 greater than in the politics of states and countries. 
 
 When Columbus was planning his discovery, the old world 
 was ruled by kings and queens on thrones. Aid for an expedi- 
 tion so large as to require support from a nation must be sought 
 from them ; there was no congress or legislature from whom 
 an appropriation could be had. The great declaration in Magna 
 Charta, that "no freeman shall be taken or imprisoned or dis- 
 seized of his freehold or be outlawed or exiled or in any wise 
 destroyed, and that judgment should not be passed upon him 
 nor sentence but by the lawful judgment of his peers or bv the 
 law of the land" had been made, but by the King, not the' peo- 
 ple, of England. 
 
 Some ma\' say that if those who came to the New World 
 had stayed in the old, the same progress would have been made 
 there. That would not be true. Kingly rule was firmly 
 rooted, and there was no rocjm for new institutions. The Dec- 
 laration of Independence could not have been made in Europe 
 if all the people of this country had been, there. Had it been 
 tried in England or in Holland the signers would have been in 
 prison if not hung up by the neck in a short time. A new 
 country and the ocean between were necessary. The great 
 principles of Magna Charta were brought with those who 
 caine from England and wrought into their institutions for 
 themselves. What niade a great blot upon these principles 
 was brought by some of them, not from their own country, 
 but from Africa. African slavery wcis not known in Europe. 
 Before the Declaration of Independence the judges of England 
 declared that the soil of that countrv made all men free. 
 
That institution spread all over this country; the Declara- 
 tion of Independence was said not to have been made for the 
 slaves. Liberty marched forward, but was lame and halting- 
 on one side. In one place it never existed by law, and that 
 was here. Vermont had no part in the Declaration of Inde- 
 pendence. vShe made one of her own that went beyond and 
 declared that no male person born in this country or brought 
 from over sea, or female in like manner, ought to be holden by 
 law to serve any person as a servant or slave. Thomas Sims, 
 surrounded by soldiers, was marched down State street in 
 Boston to a government vessel which took him back to his 
 master. Many slaves went to freedom in Canada through 
 Vermont, but none went back from there to slavery. It was 
 tried once. A master took his slave, found here, before a 
 plain farmer judge from the hills of Clarendon to prove that 
 he owned the slave and get a certificate under a law of 
 Congress for taking him back. He produced a bill of sale from 
 the master of the mother. The judge said that would not do; 
 he asked why not, and the judge said it did not go back to the 
 original proprietor. The master asked what he could bring 
 that would do; the answer was, "A bill of sale from God 
 Almighty." God never gave any bills of sale of one man to 
 another ; one could not be produced and the slave went free. 
 That was never tried again here. I have sometimes thought 
 that slavery could not exist among mountains; something in 
 the freedom of the air seems to kill it out. 
 
 When Abraham Lincoln was a candidate for President he 
 said in Cooper Institute in New York that the country could 
 not continue half slave and half free. He was right. After a 
 great struggle, by the victory of patriotism, it began to exist 
 all free. Now, in legal right, throughout this great country 
 all men are equal everywhere. 
 
 Surely no argument is necessary to prove the duty of 
 loyalty to such a state and sr.ch a country. The duty of patriot- 
 ism is not fulfilled by talk like this, Fourth of July celebrations, 
 or noise. It rests upon all, at all times and everywhere. De- 
 votion to political parties does not answer it. They are useful, 
 but neither of them is the country or state. The country 
 includes them all. All are for the good of the country, but 
 they differ about what is best. Neither contains all the good 
 nor all the bad. Every one, native or foreign, has a place to 
 fill in the country, and should stand true in that place. Every 
 child, poor or rich, is wanted for a place and wanted at the 
 best. The whole duty of patriotism is for every one to stand 
 in his place and be loyal and true to all; to parents and fami- 
 lies, to teachers and friends, to state and to country, at all times 
 and everywhere. 
 
63 
 
 Previous io the elosino- numbers of the programme, a letter 
 received from Gov. Fuller in response to an invitation to be 
 present at the day's exercises, was read by the Secretary of 
 tlie Columbus day committee, Mr. L. G. French: 
 
 Gov. FuI.I.Kr's Lk I'I'KR. 
 
 State of Vermont, 
 Executive Chamber, Montpelier. 
 
 Dr. H. I). Holton. Chairman School Committee: 
 
 Dear Sir: — Your very kind invitation to be present at the pubhc exer- 
 cises on Columbus day (conducted by the schools of the village), would 
 meet with a ready compliance were it not for the fact that events have so 
 shaped themselves that it seems best that Vermont should be represented 
 at Chicago by her Executive. 
 
 The oppressed of all nations have looked with longing eyes upon the 
 American people, who have for centuries stood with outstretched arms, wel- 
 coming the foreigner to hospitable shores, where all avenues of success are 
 open to loyal hearts, intelligent minds and willing hands. 
 
 The magnitude of the discovery of Columbus is exceeded only by the 
 giant strides of the people of this western world in inventions, in the arts 
 and sciences, in the breaking down of narrowness of purpose and supersti- 
 tion, in the broadening of human thought and in the enlarging of human 
 freedom. 
 
 It is an occasion that awakens the brightest thoughts concerning the 
 future, that enkindles the fire of patriotic emotion, that bids us look up and 
 not down, to look forward and not backward, surmounting every obstacle- 
 emulating the bravery, heroism and nobility of the great voyager who sailed 
 the unknown sea, and in whose honor you meet and celebrate. Wishing you 
 all success and much benefit I remain yours truly, 
 
 LEVI K. FULLER. 
 
 After the singing of '• America " by the audience, the ben- 
 ediction was pronounced by the Rev. ]. H. Babbitt, thus closing 
 one of the most memorable and successful of all the public 
 occasions which have enlisted the attention and the efforts of 
 the peo]:)le of Brattlcboro. 
 
 For a concluding word it may be permitted to ask, who can 
 estimate the power for good in our future state and national 
 life, which shall spring from the lessons that were this day im- 
 l)lanted in the impressionable minds and hearts of millions of 
 the school children, of this, our country? Love to God, love for 
 
64 
 
 country, love of home and love to fellowkind — essential truths 
 which commend themselves to all human intellig-ence, and which 
 indicate the unswerving- path to o-rander and far more ct^nplete 
 achievement. 
 
 Whichever way my footsteps keep 
 
 Beside earth's chance and change, 
 O'er toi!-vvon height, through misty deep. 
 
 Along the smoother range, 
 
 ! lift my faith to Truth and Love, 
 
 To them my hope can dare; 
 Where'er they are, below, above, 
 
 I fee! that God is tiiere. 
 
 
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