Ill C3 CopjTiglitl^^l COPYRIGHT DEPOSIT. GOLDEN DEEDS IN CHARACTER EDUCATION GOLDEN DEEDS IN CHARACTER EDUCATION -y / M. Aj CASSIDY, M. A. SUPERINTENDENT OP PUBLIC SCHOOLS LEXINGTON, KENTUCKY INDIANAPOLIS THE BOBBS - MEREILL COMPANY PCBLISHEBS //■.•'. copyeiqht 1921 The Bobbs-Mebbill Company V^^'' c^ OCT 20 1921 g)Cl.A624858 ■n,-^: INTRODUCTION Superintendent Cassidy has rendered a distinct service to character education, first by originating the system of Golden Deeds, and now by making the idea and the method by which it is rendered effective and available to a wider reading public by setting it forth in this book. True to the best traditions of educational theory, Superintendent Cassidy stresses by means of his system of Golden Deeds the character-aim in edu- cation. He holds truly that "learning without character is a vain and noxious thing," that "the public school is the loom in which the nation's destiny must be woven," and that "the warp and woof of that wondrous fabric must be character." The system of Golden Deeds rests upon sound educational principles. The active response of the pupil to concrete moral situations is evoked. Through the search for examples of the virtues taught in the various groups of which the pupil is INTRODUCTION a member there is real participation in social activi- ties. The plan constitutes an ingenious use of the project method by which the pupil is actually engaged in the making of a book of Golden Deeds which, when completed, represents a finished bit of purposive and intelligent activity. Moreover, the project is social, the concrete instances of the traits sought being reported to the class, worked over in discussion, and submitted to a final social judgment. By gathering the illustrations of the several qualities of character from a wide range of the child's experience in the home, in the school, on the playground, in the community, and in his read- ing world, and by raising these ideals into con- sciousness, the method makes certain that the ideals taught and the habits formed will be carried into the real life-experiences of the pupil. I have had the good fortune to see the system of character education through Golden Deeds in operation in the public schools of the city of Lex- ington for several years, and have, from time to time, personally examined the books prepared by the pupils. The results of the method have been most satisfactory in the directions pointed out by the author. INTRODUCTION Too much emphasis can not be laid upon the training of character in our modern world when our technique of knowledge is in danger of out- running our moral and spiritual ideals. Educators will be glad for this constructive suggestion as to how to make moral education effective in the schools. William Clayton Bower. Head of the Department of Education, Transylvania College, Lexington, Kentucky. CONTENTS How to Teach Golden Deeds Page . 15 COURSE OF STUDY I Cleanliness and Neatness 35 II Politeness 36 III Gentleness 38 IV Kindness to Others 39 V Kindness to Animals 41 VI Love 43 VII Truthfulness 45 VIII Duty and Fidelity 47 IX Obedience ; 49 X Nobility 52 XI Gratitude 54 XII Forgiveness 56 XIII Honesty 58 XIV Confession 60 XV Self-Control 61 XVI Honor 63 XVII Courage 65 XVIII Modesty 67 XIX Self -Respect 69 XX Prudence 71 XXI Good Name 73 XXII Manners 75 XXIII Health 77 XXIV Success 80 XXV Labor 81 XXVI Temperance 83 XXVII Thrift 86 XXVIII Patriotism 89 GOLDEN DEEDS IN CHARACTER EDUCATION GOLDEN DEEDS IN CHARACTER EDUCATION HOW TO TEACH GOLDEN DEEDS Nathaniel Hawthorne, in his story of "The Great Stone Face/' presents a picture of idealism that is unexcelled in literature. Briefly summar- ized, the story is this: Embosomed among a family of lofty moun- tains there was a spacious valley. On the perpen- dicular side of a mountain, in full view, nature, in her mood of majestic playfulness, had formed a great stone human face. It seemed as if an enor- mous giant had sculptured his own benignant like- ness in the precipice. There were the broad arch of the forehead, the nose with its long bridge, the mouth which seemed about to utter words of wis- dom, the eyes which, in the sunlight, appeared to radiate love and beauty; in fact, every feature was there in majestic outline and all the original divin- ity intact. When the sun shone upon it, it seemed a benignant god smiling upon the happy valley. There was a legend that a child should be born 15 16 GOLDEN DEEDS in the valley who was destined to become the noblest person of his time, and whose countenance in manhood should bear an exact resemblance to "The Great Stone Face." In the valley there was a boy whose mother kept the legend before him. When the day's toil was over, he would gaze at "The Great Stone Face" until darkness veiled it, and he imagined that those vast features recognized him and gave him a kindly smile responsive to his look of veneration. All of the goodness and nobility that the sunlight re- flected from the noble countenance shone into his soul, transforming it into the image of his ideal. "The Great Stone Face" had become a teacher for him and the sentiment expressed in it enlarged his soul and filled it with deep sympathies and noble impulses. In studying it, he had developed a better wisdom than could be learned from books and a nobler life than could be moulded from his com- panions. Day by day, as he contemplated the majestic face and reflected upon the characteristics that must belong to such a countenance, all uncon- sciously he became like his ideal. The grandeur, nobility and goodness manifested in "The Great Stone Face" had by long familiarity and contem- GOLDEN DEEDS 17 plation entered the soul of the boy, and he became noble and good. About twenty years ago, I reread this story with a new appreciation. I knew, of course, the value of high ideals in the development of character, but no methodical and practical way of presenting them to children had occurred to me. But out of the study that I gave the story of "The Great Stone Face" grew the scheme of character education that I shall present. Founded on the well-known law of mental suggestion, I feel that the plan is peda- gogically correct, and I am sure that the results of its use in the schools of Lexington, Kentucky, have justified the time and attention that are daily devoted to it. Long before the plan had been given a definite place and time in the schedule, had I realized that good character should be the chief aim of educa- tion and that, without it, the time, labor and money expended upon it are largely vain. But it is also true that all my efforts at character education had been haphazard. Like the great majority of edu- cators, I had trusted to the personality of the teacher, the moral atmosphere of the school itself, the didactic inculcation of good morals and gentle 18 GOLDEN DEEDS manners through lectures and texts, and, largely, through inhibitions and punishments. There was neither method nor regularity in any of it, save, perhaps, in the inhibitions and punishments. These seemed to grow with the growth and strengthen with the strength of the children. But, in my appreciative rereading of Haw- thorne's story, I was convinced of two important facts: First, that character is a growth, and is never acquired in any miraculous way. That the seeds of all the cardinal virtues must be implanted early in the minds of children, and must be cultivated and trained with patient devotion if they are to produce the best ethical fruit. Second, that the well established law of mental suggestion is invaluable in character development, and that any percept or image that is focalized in the child's consciousness tends to reproduce that act. That whatever is seen or heard that relates to action, either good or bad, is very likely to induce or suggest that action. Shortly after rereading "The Great Stone Face," I found this magnificent passage in Plato's "Re- public" : "Only what is morally and aesthetically GOLDEN DEEDS 19 pure and wholesome should be exhibited to the young; for we would not have our children grow up amid images of moral deformity as in some noxious pasture, and there browse and feed upon many a baneful herb and flower day by day and little by little, until they gather a festering mass of corruption in their own souls. Our youth should dwell in a land of health, amid fair sights and sounds; good deeds should ever fill their minds to the exclusion of those that are ignoble! and so beauty and goodness the effluence of good deeds, will fill the eye and ear, like a healthful breeze from a purer region, and, insensibly, draw the soul of childhood into harmony with beauty, goodness and reason/' And so it occurred to me that the self- activity of the children themselves should be em- ployed in searching for and treasuring good deeds illustrative of those virtues that are esteemed in civilized society. The aim was to turn their minds to and keep them on good things, and, in the search for good and noble actions in others, develop a spirit of emulation that would cause these desira- ble qualities subtly to grow into character. I was convinced that to have the mind continually fixed on the right, instead of the wrong, is a long step 20 GOLDEN DEEDS toward having children love right actions and ac- quire the habit of doing them. And thus was the plan of character education, known as Golden Deeds, developed. The plan was suggested by Hawthorne, the name by Plato. About eighteen years ago, in some measure to meet the needs of the children of Lexington for high ideals, and thus helping them to model their lives and so become better men and women by the subtle inculcation of moral and civic righteousness, we began the use of this Golden Deeds system of character education. It was, at that time, incor- porated in the course of study and from ten to fif- teen minutes daily devoted to it. In all their read- ing, in the study of history, in current events, in literature and in their contact with life, the chil- dren are encouraged to treasure in their minds the good deeds and noble impulses which they may discover and tell them to their companions during the period devoted to this exercise. In a word, the children of Lexington are continually on the look- out for deeds which illustrate neatness, politeness, gentleness, kindness, love, truthfulness, duty, fidelity, obedience, nobility, gratitude, forgiveness, honesty, confession, self-control, honor, courage. GOLDEN DEEDS 21 modesty, self-respect, prudence, good name, man- ners, health, success, labor, temperance, thrift, reverence, patriotism, and other desirable quali- ties. They not only search for good deeds in their reading and among their associates, but they get their parents to assist them. Many parents have told me that they have themselves been helped and strengthened by assisting their children in this laudable search for the true, the beautiful and the good. And teachers, too, have been made stronger and better, they have informed me, by continually hearing and dwelling upon the good actions that are daily reported in their class-rooms. When a good deed is told in a grade, the children discuss its worth. The purpose of the discussion is to impress it upon all the pupils, to familiarize them with what are considered the best actions under certain conditions, to make the majority, at least, responsible for the deeds that are enrolled, to teach the children how to stand and talk intelligently, and to make the exercise serve the purpose of an oral language lesson. If a deed, after discussion, is found worthy, by a majority vote of the grade, it is ordered of record in the Book of Golden Deeds. A Book of Golden Deeds is kept in each grade. This 22 GOLDEN DEEDS book may be very simple and inexpensive. In the Lexington schools it is, usually, an ordinary com- position book, with Golden Deeds printed in gilt letters on the front cover. But there is much generous rivalry among the schools and grades as to which shall produce the best and most artistic volume. In the lowest grades, where reading is difficult and not extensive, the books are filled en- tirely with significant pictures which are cut from magazines and other periodicals. These pictures more graphically tell the story of good and noble things to them than would printed matter. Since this plan of character education was begun in Lexington, many thousands of good deeds have been reported and discussed and recorded by the children, and I have, with unfeigned pleasure, observed a marked improvement, year by year, in the tone and conduct of our youth. A higher sense of honor influences their actions; they are more courteous in every relation of life; a kindlier spirit prevails; cruelty to animals and birds is regarded as barbarous; and many of the cardinal virtues have become their permanent possession because of the high ideals that are constantly before them. GOLDEN DEEDS 23 To stimulate interest in the Golden Deeds exer- cises, gold medals are annually awarded. The first and most valuable of these, is given to the school having the greatest number of good books; to the grade in the winning school having the best book; and, finally, to the student in that grade who has the most and best golden deeds to his credit. The second prize is awarded to the school that produces the most artistic book. The range of the students for good deeds is unlimited. They find them in their reading, in history and biography, in the newspapers and magazines, in the lives of parents, teachers, com- panions, citizens — everywhere. The children are encouraged to be constantly on the lookout for good deeds, and, when found, they take them to their several grades with the pride of discovery glowing in their faces. Thus is their attention directed to and fixed on the right instead of the wrong, and so, we believe, they are apt to love the right and do it ; for we are convinced that to have the attention fixed on generosity, courage, truth, honesty, kindness and other virtues, is a long step toward their possession; that in this search for good and noble actions in others, a spirit of emula- 24 GOLDEN DEEDS tion is developed and these qualities subtly grow into character. The reporting of good actions performed by their companions is common. One of these, I recall, was applauded in all the schools. The deed was called heroism. And, indeed, it was. It referred to Alfred Cooper, a news boy, who went to school regularly and kept up in all of his studies; who deported himself at all times like a gentleman; worked night and morning to support himself and widowed mother, and who, though oftentimes hard pressed, refused all offers of charity. The applause which Alfred received when the Golden Deeds medal was awarded to him showed unmis- takably the regard which the young have for righteousness, when they are properly directed. Since it is generally known in Lexington that thousands of bright eyes and eager ears are in search of good deeds in the home, in the school, and upon the streets, I am sure that this plan of char- acter education has had a salutary influence upon those who are searched for the fine gold of good- ness as well as upon the searchers. Citizens who patronize the schools and teachers have told me GOLDEN DEEDS 25 that helping their children to find good deeds and hearing these good things daily and discussing them with the children have greatly benefited them. In this phase of education as in every other, much depends upon the interest and enthusiasm of the teacher, whether this leader of youth be in the home or in the school. The parent and teacher must realize that the aim to be kept constantly in view is to have the minds of the children so occu- pied in the contemplation of the good that there will be neither room nor time for the bad. The good should be made so attractive, that the children will learn to love and practise it. Every teacher and parent should make a study of "The Great Stone Face," Hawthorne's wonderful story of the influence of ideals upon character. The following are the instructions given to the Lexington teachers for conducting the Golden Deeds exercises : I Devote fifteen minutes daily to Golden Deeds exercises. II First collect from the children the deeds which they have brought to illustrate the virtues, the 26 GOLDEN DEEDS names of which are on your blackboards and the meanings of which have been learned. Ill Have as many of these deeds told to the grade as time will permit, by the pupils themselves, and then let the children talk about them. Let the discussion be free and unrestrained and so directed that the children may get the most out of it. The telling of these deeds will not only be a fine lesson in oral language ; but it will give you an excellent oppor- tunity to study your pupils and find the weak places in their characters that need your attention. IV Never record a deed in the Book of Golden Deeds until it has been told, discussed and, by a vote of the grade, found worthy. Encourage the children to search for good deeds and direct them where they may be found. Keep them constantly on the lookout for the best things and the best people. This will be a great factor in helping them to become good men and women. And, please remember that the children will dis- play the same enthusiasm in this matter as is manifested by the teachers themselves. GOLDEN DEEDS 27 VI If no deeds are reported by the pupils on any day, the teachers should have a store of them in mind to tell the children so that the time set apart for this exercise may be always filled. While morality, good manners and all right doing should be inculcated through all the school activities, they should receive separate attention. Indeed, character development, and it must ever be a development, a growth, should be given greater emphasis than any other subject. Neither in the home nor the school should there be any waiting for the opportune moment. It is ever present. And, in this important phase of child training, the home and the school should intelligently cooperate. The school should know what the home is doing; and if the home foundation is safe, build upon it. Likewise, the home should know what the school is doing in this direction and give its cordial co- operation. It would be an excellent plan for every family to keep a Golden Deeds Book, and for each member of it, when at table or around the fireside, to report all the good and worthy things that they have seen, 28 GOLDEN DEEDS heard or read about during the day. And when these good things are told and discussed, let one of the children put the best of them in the Book of Golden Deeds. This practice would not only do away with much of the foolish and, often, harmful gossip, but would cause every child in that family to grow in goodness and would also go far toward making the older members mend some of their ways. And, too, when the neighborhood learned that such books were in existence it might walk more circumspectly and grow an ambition to have some of its good deeds enrolled in the book. Herbart says: "Moral education begins in in- fancy; and is affected by everything that the eyes see, the ear hears, that the hands touch and handle, and by all the thoughts that are awakened in the child's mind by what is seen by it, or what is said or done in its presence. Therefore, moral educa- tion is effected chiefly through the child's most constant associations. I count it as one of the most hurtful delusions on this subject of moral training to suppose that any great effect can be produced by what is said to the child, or what the child studies out of a book, in regard to the princi- ples of mortality. These methods are useful and GOLDEN DEEDS 29 have their place no doubt; but the great effect is produced by the sum total of the associations of the developing mind." Doctor O'Shea, the editor of the Childhood and Youth Series,* says: "The danger of exhibiting sin, even to condemn it, is that it will attract the child's attention and awaken his interest; and, when this happens, the chances are that he will wish to experiment with it. We may count on it as certain that many concrete evils call to the youth in exacting tones if he comes into their presence, and it is wise to fill his ears with other voices." The object of the plan of character training herein presented is to fill the ears of the young with other voices and to gladden their eyes with other sights than those which mar and blight. Learning without character is a vain and noxious thing. The great, underlying cause of the world conflagration which Germany started and the horrible deeds that her soldiers committed on sea and land were largely the fruits of her highly efficient system of education. But, though effi- cient, it was grossly material. None of those fine spiritual qualities that are so prized by civilized ♦Published by The Bobbs-Merrill Company, Indianapolis. 30 GOLDEN DEEDS people were, for nearly fifty years preceding the War, permitted to influence the lives of German children. No trace of any fine ethical training could be found in her schools. Juvenile books con- tained no subtle moral lesson that should influence youth to goodness and gentility. Indeed, as a rule, such literature was taboo on the grounds that it produced inefficiency and softness in war. In a word, for many years the German people had been educated in the idea that might is right; that pledges may be broken with impunity; that the fine, ethical relations of life are fit only for deca- dent peoples; and that outrage and cruelty are synonymous with duty and courage. This system of education was highly organized and coordi- nated; perfect in routine and detail; but wholly materialistic. It was a system without any attempt to develop fine character, which is the very soul of education. The public school is the loom in which this nation's destiny must be woven. The woof and warp of that wondrous fabric must be character. Only in this way may a righteous public conscience be developed and perpetuated. The worth and strength of a nation depend far less on the form GOLDEN DEEDS 31 of its institutions than upon the character of its people. Civilization itself is only a matter of in- dividual improvement. Not until character is the true and steady aim of the home and school will this nation become and remain righteous. And parents and teachers should ever keep in mind: One former is worth a thousand reformers. A little child is set down in the midst of us. Shall we lead him to the pure stream of righteousness; encourage him to lave in its limpid waters and behold him come forth clean and sweet; or, unguided, shall we allow him to wander away and dabble in the turgid puddles of vice ; and, at last, with our hands upraised in Pharasaic horror wonder how he became defiled? This is a momen- tous question. How shall we answer it? In the Golden Deeds plan of character education it should ever be kept in mind : First, that the self -activity of the child must be employed in the search for good deeds. Second, that everything depends on the interest and enthusiasm of the teachers or parents. The course of study, herein presented, is only suggestive; but some course should be followed systematically. This exercise should have a defi- 32 GOLDEN DEEDS nite time and place in the schedule and it should always be happy and void of any moralizing and cant. The exposition of the cardinal virtues that enter into character is versified because this form appeals to children more than prose. These should either be committed to memory or studied until the thought of each is fixed in the pupils' minds. Thus may their search for the good deeds illustrating the virtues be more intelligently conducted. It will be the duty of parents and teachers to keep the children continually on the lookout for deeds that reinforce and illustrate the truths presented in the verse. • COURSE OF STUDY COURSE OF STUDY I CLEANLINESS AND NEATNESS (1) Body, hands, face, hair, teeth, nails, etc.; (2) clothing, shoes, etc.; (3) books, desk, room, etc. ; (4) in everything used or done. If I am always clean and neat In body, face, hair, teeth and nail, In room, in clothing, books and feet, And in clean speech I never fail, A gentleman or lady you Will find in me in all I do. Have the children tell stories illustrating cleanliness and neat- ness. 35 36 GOLDEN DEEDS II POLITENESS (1) At school; (2) at home; (3) at table; (4) to guests or visitors; (5) on the street; (6) in company; (7) proper forms of address; (8) politeness to servants. "Politeness is to do and say The kindest things in the kindest way." And so at home FU be polite And say and do that which is right To parents, brothers, sisters, too. And in the school, till I am through, ril be polite to every one In work or play or in my fun. And on the street FU try to be Polite as any one I see. And when in company I go That Fm polite Fll try to show. Above all else, Fll be polite And kind and never give a slight To any person who may be In station not quite up to me. GOLDEN DEEDS 37 In fact, I'll be to every one Polite and kind like Jefferson. Have the children tell stories and incidents illustrating politeness. 38 GOLDEN DEEDS III GENTLENESS (1) In speech; (2) in manners; (3) the ugliness of rude and boisterous conduct; (4) patience when misjudged ; (5) docility in instruction. How beautiful a gentle voice ! So gentle speech shall be my choice; And in my manners, too, Til see How kind and gentle I can be. I shall take care that conduct rude Shall never in my life intrude. If Fm misjudged, Fll patience show, And never in a passion grow. The most loved people I have seen, Or read about, have always been So gentle that I loved them, too. And would their winning ways pursue. Have the children tell stories and incidents illustrating the beauty of gentleness. GOLDEN DEEDS 39 IV KINDNESS TO OTHERS (1) To parents; (2) to brothers and sisters; (3) to relatives and friends; (4) to the aged and infirm; (5) to the afflicted and unfortunate; (6) to the helpless and needy; (7) the Golden Rule. Kind looks, kind words, kind acts combine To fill the earth with glad sunshine. In kindness I can ne'er repay My parents, try how hard I may; For next to God my parents are In love and deeds of gentle care ; And so ril try to be each day More kind to them in every way. And to my brothers, sisters, kin, And all whose friendship I would win Some way in which I may be kind I shall each day attempt to find. And for the old Til try to do Some kindly deeds ; and Fll help, too, Whene'er I can, the poor I find, And hearten them by being kind. 40 GOLDEN DEEDS And I shall ever have a care To help afflicted ones to bear Their ills as lightly as they can, And for their comfort often plan. True kindness is a Heavenly light That fills the doer with delight. HaYe the children tell stories and incidents illustrating kindness to others. GOLDEN DEEDS 41 y KINDNESS TO ANIMALS (1) To those that serve us; (2) to those that do not harm us; (3) the birds, especial care in winter. Forms of kindness to others: (1) Sympathy; (2) deference and consideration; (3) helpfulness; (4) charity. No friend of mine, did one affirm, Is he who would destroy a worm Without a need or cruelly. And this is right; so I shall be To all dumb creatures very kind And help in any need I find. To mistreat birds Fm sure's a crime. Fll feed them in the winter-time And make them feel that Fm a friend Who loves them for the songs they send. The horse, the cow and all that serve, Fll show the kindness they deserve; And I shall try, in every way, To show Fm grateful every day. Like Walter Scott and Audubon And others who by love were drawn 42 GOLDEN DEEDS I shall make friends of beasts and birds By kindly deeds and gentle words. Have the children tell stories and incidents illustrating kindness to animaU. GOLDEN DEEDS 43 VI LOVE (1) For parents; (2) for brothers and sisters; (3) for others; (4) for benefactors; (5) for neigh- bors; (6) for God. Love is the brightest glimpse of Heaven That here on earth to us is given. It helps to give our earthly home A foretaste of the world to come. And so ril love my parents dear And in their lives bring love's sweet cheer. True love shall make me ever find A way that's helpful, gentle, kind Toward brothers, sisters, servants, all, So that when home I shall recall, With dear ones scattered far apart, No bitter thoughts disturb my heart. I shall make friends of all I meet By being gentle, kind and sweet: For 'tis the Bible that tells me : "Who would have friends must friendly be." And God, who is of love the source, Fll always love and praise, of course; 44 GOLDEN DEEDS But not in words, alone, Til show My love; but by my deeds He'll know That this expanding soul of mine Is ever moved by love divine. Have the children tell stories and incidents illustrating love. GOLDEN DEEDS 45 VII TRUTHFULNESS (1) In words and actions; (2) in keeping one's word (it is right to break a promise to do what is wrong) ; (3) telling what one does not know to be true; (4) the injustice and harm that may come from repeating rumor; (5) prevarication and exaggeration; (6) the giv- ing of wrong impressions a form of falsehood ; (7) telling falsehoods for fun. The most important thing to youth Is habit fixed of speaking truth. If we do not acquire it then It's hard to form when we are men; And habits, forming as we grow, Throughout our lives will plainly show. And so rU try by word and act To always stick to what is fact. ril promise nothing that's not right; But, promise made, I'll keep with might. And I shall ever be discreet When any rumor I repeat; 46 GOLDEN DEEDS For rumor is most often lies Which, left alone, most always dies. And I shall not prevaricate Nor anything exaggerate, But speak the truth in all I say And form that habit every day. This habit, when in youth begun. Will help me grow like Washington. Hare the children tell stories and incidents illustrating truthful- ness. GOLDEN DEEDS 47 VIII DUTY AND FIDELITY (1) To parents, to help, comfort and, if necessary, care for; (2) to brothers, sisters and friends; (3) to the poor and unfortunate; (4) to the wronged and oppressed; (5) to our country; (6) to God. To duty and fidelity I want to cling most faithfully. And so ril help and comfort give To my dear parents while they live ; And to my brother, sister, friend, I shall be faithful to the end. ril help the wronged and the oppressed, And try to comfort the distressed. And, too, my country Fll assist, And all her enemies resist; It shall my duty ever be To make her pure and keep her free. No act of mine shall bring a stain Upon her name; but hand and brain I'll use to make her good and strong — A country that will do no wrong. 48 GOLDEN DEEDS I shall be faithful to her laws, And help in every righteous cause; When duty calls, I shall obey And faithful be in every way. A citizen I want to be Like Lincoln, Washington and Lee. The highest duty that I know Is love and reverence to show To God, who keeps us with His care And answers every proper prayer. His name I'll never use in vain. And from all evil I'll refrain. By being dutiful and good I'll show to Him my gratitude. Have the children tell stories and incidents illustrating duty and fidelity. GOLDEN DEEDS 49 IX OBEDIENCE (1) To parents; (2) teachers and others in author- ity; (3) to law; (4) to conscience; (5) to God. Nature of obedience : (1) Prompt; (2) cheerful; (3) implicit; (4) faith- ful. The boy and girl who will obey, And who respect what parents say ; And who are prompt and cheerful, too, In doing what theyVe told to do. Will show to parents trust and love. And form a habit that will prove The greatest treasure they can own Both while they Ve young and when they're grown : For only those who can obey Know how to rule, the wise ones say. And so I shall my parents mind. And prompt and cheerful be and kind. Although I may not understand eJust what is meant by each command, Their tender care, in every way. Shows me 'tis wisest to obey. 50 GOLDEN DEEDS My teachers take my parents' place, So I am sure I should disgrace My home, and parents, too, if I Should strict obedience them deny. Fve heard it said that children who, At home, do what they please to do. Will try to do the same in school. Defying every proper rule. And so the homes from which they came, For such bad conduct get the blame. So I shall try in every way To do just what my teachers say. Thus shall I show my home respect And my fond parents' names protect. This habit, formed in home and school, Of promptly minding ev'ry rule, Will make it easy to obey The laws, which are my country's stay. My conscience tells me what is right. So its commands I shall not slight. Its voice is small and still, indeed. But I shall hear and ever heed. My Heavenly Father I'll obey. And try to do His will each day. GOLDEN DEEDS 51 Like Gladstone, Lincoln and the rest, Whose lives have been the very best, ril honor those commands of love That come from Him who rules above. Have the children tell stories and incidents illustrating obedience. 52 GOLDEN DEEDS X NOBILITY (1) Manliness; (2) womanliness; (3) magnanim- ity and generosity; (4) self-denial and self- sacrifice for others; (5) bravery in helping or saving others; (6) confession of injury or wrong done another. 'Tis not in rank, nor yet in blood, " Tis only noble to be good." And, humble though my station be, I can attain nobility And keep my title ever bright By always doing what is right. A kindly heart I'll cultivate, And righteous ones FU imitate; For if I grow like them, I know My life nobility will show. No selfish thoughts must fill my mind ; For noble folk are always kind And free from every selfish vice, But self for others sacrifice. And, too, the noble are the brave Who'll risk their lives some one to save. GOLDEN DEEDS 58 A wrong to others they confess And make amends for their distress. The loving, daring, truthful, brave, Who all the homely virtues have. By all the wise and good will be Ranked high among nobility. Have the children tell stories and incidents illustrating nobility. 54 GOLDEN DEEDS XI GRATITUDE (1) To parents; (2) to benefactors; (3) to God. When one receives a benefit, ^ And then forgets who granted it; Or who neglects in kind to pay, Or show his thankfulness someway. Is guilty of ingratitude, A trait considered very rude; In fact, the very meanest trait, Which all good people shun and hate. And so FU not ungrateful be To those who favors show to me ; But I shall try in every way. To be more grateful day by day. God is to me the best of friends, And so my gratitude ascends From sincere heart in grateful prayer At evening time and morning fair. All I can ever do or say Can not my parents' love repay. They gave me life and tender care. And kept my feet from every snare. GOLDEN DEEDS 55 No sacrifice for me they thought Too great that to me comfort brought; And all I am or hope to be My loving parents gave to me. Ingratitude to them would prove That Fm unworthy of their love. To all who help in any way I shall my gratitude display. The pigs that eat the nuts that fall, And at the tree ne'er look at all, Are like the folks who favors get And never feel they owe a debt. Have the children toll stories and incidents illustrating gratitude. 56 GOLDEN DEEDS XII FORGIVENESS (1) Of all who confess their faults; (2) of all who have wronged us; (3) of our enemies. Forgiveness is a trait divine That I must let in my life shine If I, myself, would be forgiven By Him who rules in highest Heaven. If one does me a wrong by word Or act, and tells me he has erred ; And to me it is very clear That he is honest and sincere And wants again to be my friend, I must forgiveness then extend. And in the Bible, too, I see, I must forgive an enemy. While this is very hard to do, I can no other course pursue And be like Christ, whose dying word, Forgiving foes, was plainly heard. And when another's faults I see, I must both kind and gentle be. GOLDEN DEEDS 57 And by example try to show Which is the better way to go. This motto in my life must shine : "Forgiving others is divine/' Have the children tell stories and incidents illustrating forgive- 58 GOLDEN DEEDS XIII HONESTY (1) In keeping one's word ; (2) honesty as applied to self; (3) honesty as applied to others; (4) honesty in little things; (5) living within one's means; (6) honesty, the best policy, because it is right. "Thou shalt not steal," is a command Which every one can understand. But that's not all of honesty. As any one who thinks may see. That much may keep one out of jail. And still in honesty he'll fail. Their word all honest persons keep, And never think a promise cheap. All honest men are very fond Of these four words : "His word's his bond." One with himself must honest be: That is, look in his heart and see What there is not both pure and right, And root it out with all his might. In this one must be honest, too: Give every one his credit due; GOLDEN DEEDS 59 For in us all, 'tis understood, There must be something true and good. In business one must ever see, "Best policy is honesty." So one must never overstate. Or in a sale exaggerate. When one's employed a task to do, He is dishonest and untrue If he at any time should shirk, Or fail to do his best at work. And toward dishonesty one leans. Who fails to live within his means ; For when one spends more than he makes, The honest way that one forsakes. Abe Lincoln one should imitate; For being honest made him great. Have the children tell stories and incidents illustrating honesty. 60 GOLDEN DEEDS XIV CONFESSION (1) Of wrong done another, a mark of nobility; (2) frankness and candor. It's brave and noble to confess A fault or wrong that caused distress To enemy or loving friends. And try one's best to make amends. When one confesses he was wrong, He shows an open mind and strong. And that he has much wiser grown His faults of yesterday to own. Confession of an evil done, Is proof that goodness has begun. When we confess to God our sins. At once His sympathy it wins ; And though He knew our sins before, He will remember them no more If heart-felt sorrow we express, And promise true when we confess. Have the children tell stories and incidents of confession. GOLDEN DEEDS 61 XV SELF-CONTROL (1) Control of temper; (2) anger; (3) avoidance of hasty words; (4) thinking twice before speak- ing; (5) self-restraint when tempted; (6) self- restraint under provocation; (7) "He that ruleth his own spirit is mightier than he that taketh a city." The one who does himself control Will have sound body and pure soul. To anger such an one is slow, And hasty temper will not show. He always thinks before he speaks, And reason for his words he seeks. He hardships bears without complaint; When tempted he has self-restraint. When troubles thick upon him pile He views them with so brave a smile They melt away, yea every one. Like morning mist before the sun. His passions and desires he rules, And all excuses leaves to fools. 62 GOLDEN DEEDS Engagements by the clock he'll keep ; Has hours for work and play and sleep. Like Washington and Franklin, too, He is to self and others true. Because he rules himself aright, To honor him all folks delight So I will be to self a king. And rule myself in everything. Have the children tell stories and incidents illustrating self-control. GOLDEN DEEDS 63 XVI HONOR (1) To honor one's self — to be worthy of honor; (2) to honor one's family; (3) to honor one's friends; (4) to honor one's home; (5) to honor one's country. We must two meanings honor give : It's what we get and what we live. The former is the rich reward We get from other folks' regard ; The other grows up in the mind And is by far the better kind. It makes us love the good and true, And scorn ignoble things to do. So honor with ourselves begins Before the world's regard it wins. And first, we must our bodies give Due honor in the lives we live, By keeping them at all times clean And free of actions low and mean. Our lives must be as pure as light If we our bodies honor right. 64 GOLDEN DEEDS And we must honor soul and mind By making both the highest kind. The soul toward God must ever rise; The mind become, through learning, wise. And so with bodies strong and clean, With souls above all that is mean, And minds with wisdom richly stored, Tis only then we may afford To take the honors men can give And with an easy conscience live. 'Twas thus that Lincoln's honors came; An honest life gained honored name. Have the children tell stories and incidents illustrating honor. GOLDEN DEEDS 65 XVII COURAGE (1) True courage — daring to do right and defend- ing the right; (2) in bearing affliction; (3) in bearing unjust censure and unpopularity; (4) in danger or misfortune; (5) heroism. Whoever dares to do the right, However hard may be the fight, Will never lack for courage true In anything he wants to do. Such courage makes one answer no, When tempted in wrong ways to go. However hard desires insist, Unholy pleasures he'll resist; For well he knows that they by stealth, Pollute his mind, destroy his health. In speaking truth he is so brave He would not lie himself to save. He is to right so brave a friend He'll risk his all it to defend. He meets misfortunes with a smile But bravely fights them all the while. 66 GOLDEN DEEDS From necessary dangers he Is never known to turn and flee; But rash and foolish acts for show, He has the courage to forego. His country's honor he holds dear; Would die for it without a fear. When Slander does his name decry, He holds his head so proudly high. Her tongue is paralyzed with shame. And brighter shines his well-won fame. In civic matters he is bold, And though he does not rant and scold, He speaks, as one who has no fear. Of bad conditions that appear. And curing them, he takes the lead, And courage shows in every need. Such courage I would make my own. While I am young, so that, when grown, ril meet all fates with best of cheer. And even death, without a fear. Have the children tell stories and incidents illustrating courage. GOLDEN DEEDS 67 XVIII MODESTY (1) True greatness, not blind to one's own faults; (2) modesty, the glory of young and old; (3) avoidance of pride and vanity; (4) self-conceit, a sign of self-deception; (5) true humility, neither servility nor time-serving. If one has merit, it will show In action, so that all may know. But boasting always brings distrust And fills the hearer with disgust. By self-examination we Our merits and demerits see; And if we then compare the sums. We'll know that silence best becomes. Great men and women day by day Make estimates of self that way. And so no one has ever heard From one of them a boasting word. True modesty is not abject. But has the pride of self-respect. While one of merit may be proud, He should not speak of it aloud, 68 GOLDEN DEEDS But let it shine out in his deeds; For that is all the boast it needs. So folks should never make display, In any sort of boasting way, Of any merits they possess. Or their importance ever stress; For all their merits one may see Beneath the veil of modesty. And he who boasts of ancestry Quite evidently shows that he Is like the sweet potato found. Best part of which is underground. True modesty's a low, sweet root From which the heavenly virtues shoot. Have the children tell stories and incidents illustrating modesty. GOLDEN DEEDS 69 XIX SELF-RESPECT (1) Based on conscious moral and intellectual worth; (2) self-respect is not self -admiration ; (3) resulting in personal dignity; (4) distinc- tion between self-love and selfishness; (5) ^*Be not wise in your own conceits." To make our bodies strong, erect, We must those bodies show respect By keeping them so clean and pure, They may the ills of life endure, And have the strength to carry through The big things we want to do. Our real selves, the soul and mind, Within our bodies are confined ; And if the places where they dwell Are not at all times strong and well, The soul and mind can not attain The shining goal that we would gain. Now habits that will make us strong. And life and vigor will prolong. We will in early youth perfect, If we have proper self-respect, 70 GOLDEN DEEDS The bath will be our chief delight; We'll tidy be from morn till night; We will a plan and time devise For taking proper exercise; Our teeth shall have the best of care, As also shall our nails and hair; Our food shall be well-cooked and plain; From over-eating we'll refrain ; All hurtful drinks we will refuse, And no tobacco will we use. And any habit we'll correct That might destroy our self-respect. Our minds and souls, through self-respect, Will never suffer from neglect. The mind we'll cultivate with care. The soul we'll guard from every snare. And so, with bodies strong and clean. And intellects both broad and keen; With souls that know and love the right. And make us do it with our might, We may good deeds through life effect, And gain the world's and God's respect. Hare the children tell stories and incidents illustrating self- respect. GOLDEN DEEDS 71 XX PRUDENCE (1) In speech and action; (2) when one may be misunderstood; (3) respect for the opinions of others; (4) "Judge not that ye be not judged/' We have one tongue, but two bright eyes, And that is why it must be wise To see just twice as much each day As it is ever wise to say. So we must always careful be In talk of what we hear and see, Lest we should give another pain. And for ourselves an ill will gain. Tis prudence makes us circumspect. And on our words and acts reflect Before we ever speak or do, If speech or acts we would not rue. And prudence is a double good When it is rightly understood ; It gives to us a saving tact That makes us cautious how we act, 72 GOLDEN DEEDS Thus keeping us from harm or shame That might destroy our own good name; And, too, it makes us long reflect Just how our actions would affect Another's good name or his life. Or would, perhaps, cause needless strife. And prudence prompts us to advise With others who are good and wise When we are doubtful what to do In any course we would pursue. And, too, it prompts us to recall The fate that others did befall. When they attempted any kind Of acts that we may have in mind. Tis prudence makes us cautious, too, In judging what our neighbors do. Lest judgments that we pass along May come to us when we do wrong. Oh, prudence is a virtue rare That makes us act and speak with care. Hare the children tell stories and incidents illustrating prudence. GOLDEN DEEDS 73 XXI GOOD NAME (1) "Rather to be chosen than great riches"; (2) gaining a good name when young; (3) keep- ing a good name; (4) keeping good company; (5) reputation and character. By Solomon, the wise, we're told, Good name is better far than gold, It is a wealth that all may own. But from which none should make a loan, Or give it up at any price That is proposed by sin and vice. The greatest poet of them all, A good name does a jewel call; And gives it setting in the mind, The noblest part of human kind. No one would dare to call him rash For saying wealth is merest trash; Yea, all the riches one can claim. When 'tis compared to one's good name. Now, all agree that this is truth; — A good name should be gained in youth. 74 GOLDEN DEEDS If one observes this simple rule At home, abroad and in the school, He will accomplish his desire And without doubt good name acquire; — Resolve each day to do the right, And not a single duty slight. When night comes on all acts review, And vow next day to better do. Thus one may get the kind of name That none needs ever speak with shame. But one's good name will fade away, Unless he uses care each day The right companions to select — Upright and true, with self-respect. No one may hold this proverb cheap : — "We're known by company we keep." Much harder than for wealth and fame Let's strive to get and keep good name. Have the children tell stories and incidents illustrating the value of good name. GOLDEN DEEDS 75 XXII MANNERS (1) At home; (2) in school; (3) in company; (4) when a visitor; (5) in public assemblies; (6) salutations on the street; (7) politeness to strangers; (8) avoid trifling with serious matters. It is in manners, all agree, We judge what person one must be. If one is loud, uncouth and rude, Is awkward in his attitude, In speech indecent or unkind, To talking of himself inclined, Displays himself in fancy dress. By sloven ways his friends distress, It may be then quite safely said, That person is most illy bred. Good manners in the home are shown Both while we're small and when we're grown. By being all the time polite, Regarding every member's right, And acting all the time as we Would in the best of company. 76 GOLDEN DEEDS In fact, at home good manners grow Into a habit that will show In any company we meet In other homes or on the street. We must in school be circumspect, Else on the home we will reflect; For if onr manners there are bad Poor training in the home we've Iiad. In public places one must be Attentive and polite, and free From conversations, low or loud. That might disturb the listening crowd. Some people manners here neglect, And show to others no respect. One's bearing, words and looks and gait His manners truly indicate, And to the world quite plainly show He is well-bred or mean and low. Have the children tell stories and incidents illustrating manuerfi. GOLDEN DEEDS 77 XXIII HEALTH (1) Duty to self and friends and country to pre- serve health; (2) habits that impair health, foolish and sinful; (3) the sowing of "wild oats'' — "what a man sows that shall he also reap" ; (4) a duty to observe the laws of health ; (5) the body never forgets its abuse. "Nor love, nor honor, wealth, nor power Can give the heart a cheerful hour When health is lost. Be timely wise ; With health all taste of pleasure flies." Long years ago the poet, Gray, Said this, and it is true to-day; For what is fame or boundless wealth Compared with constant, robust health? Indeed, achievement will depend Upon attention that we lend To making life both sweet and long By keeping ever well and strong. The way to health is very plain. And easy, too, for all to gain: 78 GOLDEN DEEDS We must be clean and take great care To get sunshine and breathe fresh air; Be active, eat plain food; and so In strength and vigor we shall grow. If we are wise we will beware Of habits that will health impair. They may be pleasant for a while, But soon will make us sick and vile. Sometimes, while young, we vainly think There's music in the glasses' clink, And realize when 'tis too late 'Twas but to health a note of hate; For sure as fate the flowing bowl Destroys the body and the soul. Most foolish habit one can get Is sucking from a cigarette A poison that will body stunt And make of it a poor, weak runt. The boy or girl who stops to think Will never at this habit wink. And he who sows "wild oats" will find That crop he must both reap and bind In ruined body, weakened brain. And other ills that with these train. GOLDEN DEEDS 79 In mind this proverb ever keep : "Just as we sow, so shall we reap." It is a duty that we owe To country and to self to grow To be healthy and so strong That life and vigor may be long. Then only can we best work do, And wealth attain and honors too. Thus may we serve our country best, And loyalty to her attest. By this true saying all should live: "Abuse, our bodies ne'er forgive." Have the children tell stories and incidents illustrating the ralue of goo