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ABRAHAM 
 LINCOLN 
 
 Through the eyes of High School Youth 
 
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ABRAHAM LINCOLN 
 
 Through the eyes of High School Youth 
 
 EDITED BY JEAN D. GRAMBS, UNIVERSITY 
 
 OF MARYLAND * UNDER THE DIRECTION 
 
 OF R. B. MARSTON, NATIONAL EDUCATION 
 
 ASSOCIATION 
 
 NATIONAL EDUCATION ASSOCIATION 
 
 THE LINCOLN SESQUICENTENNIAL COMMISSION 
 
 OF THE UNITED STATES 
 
 September 1959 
 
 WASHINGTON, D.C. 
 
Contents 
 
 Page 
 
 Introduction: The Lincoln Sesquicentennial ... 1 
 
 Introduction to Student Materials ..... 4 
 
 I. From Frontier Log Cabin to White House ... 7 
 
 II. Lincoln and Love ....... 14 
 
 III. Lincoln — the Wise Humorist . . . . .22 
 
 IV. Lincoln: The Plain Man and Great Humanitarian . 27 
 V. The Wisdom of a Great Leader . . . . .33 
 
 VI. The Death of Lincoln. . . . . . .45 
 
 VII. Lincoln's Lesson for Today . . . . .58 
 
 The Continuing Celebration of the Legacy of Lincoln: 
 
 Suggestions for Teachers . . . . .67 
 
 Selected References ....... 71 
 
Lincoln Sesquicentennial 
 Commission 
 
 Ex officio members : 
 
 The President of the United States 
 
 The President of the Senate 
 
 The Speaker of the House of Representatives 
 
 Members appointed by the President of the Senate : 
 Hon. John Sherman Cooper, Kentucky, Chairman 
 Hon. Homer E. Capehart, Indiana 
 Hon. Frank Church, Idaho 
 Hon. Everett M. Dirksen, Illinois 
 Hon. Paul H. Douglas, Illinois 
 Hon. William E. Jenner, Indiana 
 Hon. Ralph W. Yarborough, Texas 
 
 Members appointed by the Speaker of the House of 
 q Representatives : 
 
 Hon. Leo E. Allen, Illinois 
 Hon. William G. Bray, Indiana 
 Hon. Frank Chelf, Kentucky 
 Hon. Winfield K. Denton, Indiana 
 Hon. Peter F. Mack, Jr., Illinois 
 Hon. F. Jay Nimtz, Indiana 
 Hon. John M. Robsion, Kentucky 
 Hon. Eugene Siler, Kentucky 
 
 Members appointed by the President of the United States : 
 Miss Bertha S. Adkins, Washington, D.C. 
 Mr. Victor M. Birely, Washington, D.C. 
 Dr. Ralph J. Bunche, New York 
 Dr. John S. Dickey, New Hampshire 
 Mr. John B. Fisher, Washington, D.C. 
 Dr. R. Gerald McMurtry, Indiana 
 Dr. L. Quincy Mumf ord, Washington, D.C. 
 Rev. Paul C. Reinert, Missouri 
 Mr. Walter N. Rothschild, New York 
 Hon. William G. Stratton, Illinois 
 Mr. Jouett Ross Todd, Kentucky 
 Dr. William H. Townsend, Kentucky 
 Hon. Sinclair Weeks, Massachusetts 
 
 Statutory member : 
 
 Mr. Conrad L. Wirth, Director National Park Service 
 
 
Lincoln Sesquicentennial Committee for 
 High School Observance 
 
 Established by the National Education Association 
 to direct the observance in the Nation's high schools 
 
 American Association of School Administra- 
 tors 
 
 J. E. Bohn, Director of Elementary Curricu- 
 lum, Principal, Bunn Elementary School, 
 Springfield Public Schools, Springfield, Illinois. 
 
 American Historical Association 
 
 Dr. Mary R. Dearing, Assistant Executive 
 Secretary, Assistant Editor, Washington, D.C. 
 
 American Teachers Association 
 
 Albert N. D. Brooks, Garnet Patterson Junior 
 High School, Washington, D.C. 
 
 Association for Supervision and Curriculum 
 Development 
 Dr. Wilhelmina Hill, Specialist for Social 
 Sciences, U.S. Office of Education, Washing- 
 ton, D.C. 
 
 Chief State School Officers 
 
 Dr. George E. Watson, Superintendent of 
 Public Instruction, Madison, Wisconsin 
 
 Citizenship Committee, National Education 
 Association 
 Dr. Howard E. Row, Assistant State Super- 
 intendent of Schools in charge of Secondary 
 Schools, Dover, Delaware 
 
 Classroom Teachers, Wyoming Education 
 Association 
 Paul Berteloot, President, Department of Class- 
 room Teachers, Wyoming Education Associa- 
 tion, Rawlings, Wyoming 
 
 Lutheran Church, Missouri Synod 
 
 E. F. Sagehorn, Superintendent Lutheran 
 
 High Schools, Board for Parish Education, 
 Cleveland, Ohio 
 
 National Art Education Association 
 
 Mary Beth Wackwitz, Supervisor of Art, Board 
 of Education, Prince Georges County, Upper 
 Marlboro, Maryland 
 
 National Association of Journalism Directors 
 Dr. Regis Boyle, Woodrow Wilson High 
 School, Washington, D.C. 
 
 National Association of Secondary School 
 Principals 
 Walter E. Hess, Associate Secretary for Publi- 
 cations, National Education Association, Wash- 
 ington, D.C. 
 
 National Association of Secretaries of State 
 Teachers Associations 
 James C. Nicholson, Executive Assistant, Na- 
 tional Education Association, Washington, D.C. 
 
 National Catholic Educational Association 
 Rev. John Green, O.S.F.S., Association Secre- 
 tary — Secondary Division, Washington, D.C. 
 
 National Council for the Social Studies 
 Dr. Eunice Johns, Chairman, Secondary Social 
 Studies, Wilmington, Delaware 
 
 County and Rural Area Superintendents 
 Winston D. Brown, President-Elect, County 
 Superintendent of Schools, Waukesha, Wis- 
 consin 
 
 Director, Lincoln Sesquicentennial Observ- 
 ance in High Schools 
 Dr. R. B. Marston, National Education Associ- 
 ation, Washington, D.C. 
 
Foreword 
 
 the appearance of this volume at the close of the Lincoln Sesquicentennial 
 Year brings to a fitting climax the observance of the 150th anniversary of the 
 birth of Abraham Lincoln by youth throughout the Nation. When the Lin- 
 coln Sesquicentennial Commission was appointed by President Eisenhower in 
 November 1957, one of its first official actions was the development of a program 
 of participation in the Sesquicentennial by the youth of America and the 
 appointment of a committee to carry out this program. 
 
 At the high school level it was decided that participation in various kinds 
 of appropriate activities would be suggested to the schools, and that a volume 
 would be published representing some of the outstanding contributions to the 
 Sesquicentennial on the part of high school youth. The various poems, essays, 
 plays, etc., printed in this volume are the result of an effort by teachers and 
 students in public, private, and parochial schools all over America to evoke 
 a thoughtful appraisal of Lincoln as he is seen by high school youth of today. 
 In this volume we have just such a thoughtful appraisal, an appraisal marked 
 with a newness, a youthful vigor, a directness that could come only from young 
 Americans who appreciate what Lincoln means today. 
 
 The Committee on Schools and Colleges of the Lincoln Sesquicentennial 
 Commission requested the National Education Association to establish a Com- 
 mittee for High School Observance and I wish to thank the members of this 
 committee for their excellent work. I also wish to express my sincere appre- 
 ciation to William Carr, executive secretary of the National Education Asso- 
 ciation, and to R. B. Marston, also of the National Education Association, who 
 directed the observance in high schools. A very special debt of gratitude is 
 owed to Jean D. Grambs who, under the direction of R. B. Marston, edited this 
 volume. Her work, as she notes in the introduction, was made especially diffi- 
 cult by the extremely high quality of the contributions submitted. Lastly, I 
 want to thank the many young contributors to this volume and their teachers. 
 Their work is a bright omen for the future of America, an America in which 
 Lincoln will always be The Symbol of the Free Man. 
 
 Paul C. Reinert, S.J., Chairm/m, 
 
 Schools and Colleges Committee, 
 Lincoln Sesquicentennial Commission. 
 
Introduction 
 
 In the 85th Congress of the United States of 
 America, 1st session, a joint resolution was ap- 
 proved by Congress which stated in part : 
 
 Whereas the year 1959 marks the one hundred and fiftieth 
 anniversary of the birth of Abraham Lincoln on February 
 12,1809; and 
 
 Whereas Abraham Lincoln served as the sixteenth Presi- 
 dent of the United States ; and 
 
 Whereas his life and ideals played an important part in 
 the history of the United States during a critical period 
 of its history ; and 
 
 Whereas his spoken and written words and his philosophy 
 of government have continued to have influence in our 
 Government and in our daily way of life; and 
 Whereas the United States observed with appropriate 
 ceremonies the one hundredth anniversary of the birth of 
 Abraham Lincoln in 1909; and 
 
 Wh ereas the interest in, and respect for, Abraham Lincoln 
 is demonstrated by over one million eight hundred and 
 fifty thousand people from all parts of the Nation visiting 
 the Lincoln Memorial in Washington, District of Columbia, 
 during the year 1956, making it the most visited memorial 
 in the world ; and 
 
 Whereas it is appropriate that his ideals and accomplish- 
 ments be re-emphasized and be given wider public knowl- 
 edge on the occasion of the one hundred and fiftieth 
 anniversary of his birth ; and 
 
 Whereas it is incumbent upon us as a nation to provide 
 for the proper observance of the birth of this great man 
 who has continued to be a force in our history : Therefore 
 be it 
 
 Resolved by the Senate and House of Representatives of 
 the United States of America in Congress assembled, That 
 < a ) in order to provide for appropriate and nationwide 
 observances and the coordination of ceremonies, there is 
 hereby established a commission to be known as the 
 Lincoln Sesquicentennial Commission, . . . 
 
 Sec. 2. It shall be the duty of the Commission to prepare 
 an overall program to include specific plans for com- 
 memorating the one hundred fiftieth anniversary of the 
 birth of Abraham Lincoln. In preparing its plans and 
 programs, the Commission shall give due consideration 
 to any similar and related plans advanced by State, civic, 
 patriotic, hereditary, and historical bodies, and may desig- 
 nate special committees with representation from the 
 above-mentioned bodies to plan and conduct specific cere- 
 monies. The Commission may give suitable recognition 
 
 such as the award of medals and certificates or by other 
 appropriate means to persons and organizations for out- 
 standing accomplishments in preserving the writings and 
 ideals of Abraham Lincoln, or historical locations con- 
 nected with his life. 
 
 Sec. 3. The President of the United States is authorized 
 and requested to issue proclamations inviting the people 
 of the United States to participate in and observe the 
 anniversary of the nationally significant historic event, 
 the commemoration of which is provided for herein. . . . 
 
 Sam Rayburn 
 
 Speaker of the House of Representatives 
 
 Richard Nixon 
 
 Vice President of the United States 
 and President of the Senate 
 
 Approved September 2, 1957. 
 
 Dwight D. Eisenhower 
 
 In its publication for aiding public observance of 
 the Lincoln Sesquicentennial, the Commission it- 
 self states : 
 
 The solitary fact that the year 1959 marks the one 
 hundred and fiftieth anniversary of the birth of Abraham 
 Lincoln is not of itself highly important. But the wish 
 of the American people, as expressed through their repre- 
 sentatives in Congress, to commemorate the anniversary 
 in a fitting and proper manner, is significant and mean- 
 ingful. They have not forgotten the virtues exemplified 
 by him and they intend to perpetuate them in the Amer- 
 ican way of life. 
 
 If a reason for celebrating the life of Abraham Lincoln 
 needs recording, it is this : he was truly a great man. 
 He influenced the course of history. His wisdom and 
 innate faith in his countrymen enabled him, as President 
 of the United States, to lead the nation safely through 
 the horrors of a civil war. "In his character," wrote the 
 historian George Bancroft. "Lincoln was through and 
 through an American." In the Commemoration Ode read 
 at Harvard College on July 21, 1865, James Russell 
 Lowell called him "the first American." 
 
 As a frontier boy and youth, as an Illinois politician 
 and lawyer, and as the leader of a nation, Abraham Lin- 
 coln practiced the cardinal virtues of humility, steadfast- 
 ness, faith in righteousness, and the forgiving spirit. 
 Then too, his humor, his earthiness, and his utter lack of 
 
pretension made him one with common humanity. Herein 
 in. i is his greatness. Stephen A. Douglas, who argued, 
 disputed, and debated with Lincoln throughout the State 
 • it' Illinois, admitted that "Lincoln is the honestest man I 
 ever knew." And when General Grant was asked his 
 opinion of Lincoln, he replied: "He was incontestably 
 the greatest man I ever knew." 
 
 "Whereas," so resolved the Congress (H.J. Res. 351), 
 "it is incumbent upon us as a nation to provide for the 
 proper observance of the birth of this great man who 
 has continued to be a force in our history. . . ." 
 
 As the Commission surveyed the many ways in 
 which suitable observance could be undertaken, 
 it was agreed that the young people of America 
 certainly would have something to contribute. 
 The National Education Association was therefore 
 approached with the request that through this 
 organization some appropriate means be estab- 
 lished for bringing to secondary school youth the 
 particular significance of the Lincoln Sesqui- 
 eentennial. 
 
 The National Education Association thereupon 
 appointed a committee for the observance of the 
 Lincoln Sesquieentennial in high schools. In set- 
 ting up the committee of educators it was agreed 
 that no nationwide contest would serve the pur- 
 pose envisioned. Rather, it was agreed that sec- 
 ondary schools all over the country be encouraged 
 to commemorate the Lincoln Sesquieentennial in 
 any way which they felt most appropriate. It 
 was hoped that in this way young people would 
 be encouraged to express their reactions to the in- 
 spiration of Lincoln in many different media. 
 The Education Committee distributed a pamphlet 
 entitled "Programing the Lincoln Sesquieenten- 
 nial in American High Schools"' to all public, pri- 
 vate, and parochial high schools in the United 
 States. All schools were invited to submit origi- 
 nal work by young people which developed as they 
 studied and read and thought about Lincoln. 
 
 Although the time during which schools were 
 asked to participate in the celebration was short, 
 numerous schools responded with material. The 
 volume that we have here is evidence of the kind 
 of response that young people made to the story 
 of Lincoln. 
 
 The NEA pamphlet stressed the fact that all 
 kinds of material would be welcome — essays, 
 poetry, music, sculpture, drama, murals. The 
 material came in : pictures of paintings and sculp- 
 ture ; original poems, essays, and stories ; pageants 
 and programs : graduation addresses and essays. 
 
 The purpose of selecting from this mass of ma- 
 terial many examples of the response of youth to 
 Lincoln was twofold : one, these materials were 
 considered as exemplifying the kind of inspira- 
 tion young people found in one of our greatest 
 American heroes and leaders; second, these ma- 
 terials in themselves could serve as further inspi- 
 ration to generations of young people yet to come, 
 who may also produce their own response to the 
 greatness of Lincoln. 
 
 SELECTING THE MATERIAL 
 
 Obviously it is no easy task to put into a small 
 volume all of the material submitted. For this 
 reason, the NEA Lincoln Sesquieentennial Com- 
 mittee for High School Observance agreed that 
 material would be included primarily on the basis 
 of excellence. It is clear that to compare the work 
 of a 7th grader to that of a 12th grader would not 
 be a fair contrast, so the judgment of excellence 
 was in relation to the grade of the person who 
 produced it. 
 
 Because of the nature of the volume, likewise, 
 much very good material could not be included. 
 Long research papers, showing excellent use of 
 source material and grasp of historical signifi- 
 cances, could be referred to only briefly because 
 of space limitations. Some scripts are given in 
 full because of the possibility that other schools 
 would find them useful, yet all scripts of top 
 quality could not be thus included, again for rea- 
 sons of space. 
 
 In a number of instances, student essays and 
 themes included selections from Lincoln's writing, 
 or from the poetry or commentary by others about 
 Lincoln. While this could reflect original student 
 selection, it obviously would have to yield place to 
 work which was more nearly completely student 
 produced. The largest area of repetition was 
 found in the selections which included anecdotes 
 about. Lincoln and samples of his humor and wit. 
 
 The original prospectus that went out to high 
 schools asked for photographs of original art- 
 work. However, as the publication neared com- 
 pletion it was clear that such photographs could 
 not. do justice to this kind of artistic work by 
 young people, and therefore have not been in- 
 cluded in the final volume. 
 
The selections that have been used, in whole or 
 in part, are illustrative of the wide variation in 
 student response to the inspiration of Lincoln. 
 Readers will find here almost every kind of feel- 
 ing about Lincoln, the leader and the legend. 
 
 The work included is not finished or polished. 
 It is the work of young people in public, private, 
 and parochial schools from 7th grade to 12th 
 grade. Care should be taken in applying adult 
 standards to these selections ; obviously the young 
 people who wrote them still have much to learn. 
 Yet there is a freshness, a vigor, a challenge in 
 these writings that often is missing from the more 
 sober and calculated productions of adults. It in- 
 deed renews one's hope for the future when this 
 generation of high school students can speak so 
 forcefully, clearly, and with such dedication about 
 the goals and ideals of democracy as seen through 
 the life of Lincoln. 
 
 THE TEACHERS 
 
 It is fitting to include a word about the teachers 
 who worked with these students. We do not know 
 who the teachers are in most instances. Nor do 
 we have any direct evidence of what these teachers 
 did. But by reading the record, by noting the 
 originality and the competence with which these 
 selections have been produced, we can only be cer- 
 tain that these students were guided by master 
 teachers. These teachers encouraged students to 
 write poetry, to write original stories and skits, 
 and to utilize wide source material in their study 
 of Lincoln. Many of the skits and assembly pro- 
 grams involved the cooperation and encourage- 
 ment of many teachers. The support and interest 
 shown by the administrators in these schools must 
 also be recognized, since without their active inter- 
 est many of these programs could not have been 
 developed. The selections included in this volume 
 
 are eloquent testimony to the vigor and excellence 
 of the secondary schools of our democracy. 
 
 THE ORGANIZATION OF THE MATERIAL 
 
 There were many possible ways of organizing the 
 material. The one that appeared to hold the most 
 promise for showing the particular way in which 
 youth responded to the story of Lincoln was to 
 organize the material around those main themes 
 or ideas that occurred in the material itself. 
 
 There are any number of things that one could 
 pick up as important or interesting or inspiring in 
 reading about Lincoln. It is our purpose here to 
 show those elements in the Lincoln story that most 
 interested youth. For this reason the material 
 was divided into seven major sections, correspond- 
 ing to the major themes that interested youth as 
 revealed through the material submitted. Thus 
 nearly every section includes essays, addresses, 
 stories, poems, skits, and scripts. 
 
 A CKNO WLEDGMENTS 
 
 Appreciation and thanks are hereby extended to 
 all the schools that participated, to the adminis- 
 trators and the teachers who helped the young 
 people, and to youth themselves who worked so 
 diligently in giving us their thinking and their 
 feeling about Lincoln. Not every school could be 
 included in this volume, and many were perforce 
 omitted because of the limitations of space. Many 
 excellent items had to be left out, or only brief 
 selections used for the same reason. Many letters 
 that accompanied the material show how real was 
 the interest in this celebration. With the Sesqui- 
 centennial year past, it is hoped that teachers and 
 students will continue to seek inspiration in the 
 great story of a great man. 
 
 5413.37 O— 60 
 
Introduction to Student Materials 
 
 Lincoln touches each person who reads or hears 
 about him. America has produced many great 
 leaders, many wise and dedicated people. Yet 
 in Lincoln are gathered, it seems, more of the 
 essential qualities of greatness and the common 
 touch than in any other of the heroes of American 
 history. 
 
 The Lincoln story inspired students to create 
 poetry, to write stories, to do scholarly research 
 in original sources, to paint murals and sculpt fig- 
 ures, to compose music, to design pageants, to 
 present valedictory speeches at graduation, to read 
 the inspiring literature of poets and writers who 
 responded to the Lincoln story. 
 
 Members of the graduating class of Jefferson 
 Junior High School, Washington, D.C., stated it 
 well when they said : 
 
 The reason we have chosen Abraham Lincoln as our sub- 
 ject is because he played an important part in the making 
 of our country, greatly influencing the course of our 
 history. His wisdom and innate faith in his countrymen 
 enabled him, as President of the United States, to pre- 
 serve the Union and to lead the nation safely through the 
 horrors of a Civil War. 
 
 As a frontier boy and youth, as an Illinois politician 
 and lawyer, and as the leader of the nation, Abraham 
 Lincoln practiced the virtues of humility, steadfastness, 
 faith in righteousness, and the forgiving spirit. Then, 
 too, his humor and his utter lack of conceit made him one 
 with common humanity. 
 
 In his rise from a lowly position and in this oneness 
 with common humanity he is indeed a symbol of the free 
 man. 
 
 In opening her research paper on the pros and 
 cons of the Lincoln administration, Mary Dono- 
 van of Marymount School, Va., pointed out her 
 feelings about the source of the inspiration of 
 Lincoln : 
 
 It is difficult to evaluate the Lincoln administration as 
 a political regime or a specimen of governmental opera- 
 tion, because, like the events and circumstances surround- 
 ing all great men, it tends to become submerged in his 
 gigantic personality. This is especially true of Abraham 
 Lincoln's tenure because even of the man himself it is 
 not the political skill that is remembered but the home- 
 
 spun personal touch in all his relations. Nevertheless, 
 what follows is an effort to separate fact from legend 
 and to present an accurate, objective view of both the 
 assets and the defects of the administration of the 16th 
 President of these United States. 
 
 So, also, does another high school student speak 
 in seeking to find out the source of the immortality 
 of Lincoln : 
 
 Every American President, by virtue of his office, achieves 
 a degree of immortality. But the immortality of Abraham 
 Lincoln is unique. Not only have innumerable biogra- 
 phers recorded the facts of his life, but poets, from the 
 hour of his death, have sung his praises and pried open 
 the secrets of his heart. By so doing they have made 
 Lincoln a part of our history and of our literary tradition. 
 He lives, not only in the dead letter of our history books, 
 but also in our hearts. This is why his immortality is 
 unique. 
 
 Since the fatal evening when Secretary of War Stanton 
 said prophetically. "Now he belongs to the ages," the 
 name of Lincoln has echoed and re-echoed through our 
 literature. The greatest of our writers have been capti- 
 vated by this man. As a result we can today read, in 
 beautiful poetic words, about Abraham Lincoln. From 
 Carl Sandburg came the impressive six-volume biography. 
 The Prairie Years and The War Years. One of Walt 
 Whitman's best poems is the Lincoln burial hymn, When 
 Lilacs Last in the Dooryard Bloomed. James Russell 
 Lowell, Stephen Vincent Benet, and Vachel Lindsay, to 
 mention but a few, added other commemorations to the 
 list. What was there about this man Lincoln that he 
 should so inspire great poets to eloquence and great his- 
 torians to devotion? What qualities not mentioned in 
 history books made Lincoln what he was? Let. us follow 
 these men of letters, in their Lincolnian literature, iu 
 search of the true character of the man not revealed in 
 dates of battles or in the record of events. 
 
 Dorothy Heisenbrettel, Greenville Senior High 
 School, Greenville, Pa. 
 
 In one brief paragraph in her long, well annotated 
 research paper, another student sums up the drama 
 story of Lincoln : 
 
 Lincoln represents triumph over adversity. He started 
 his life inauspiciously as the son of poor parents on 
 Sinking Spring farm in Hardin County, Ky., and raised 
 himself to hold the highest office available to man in the 
 United States. His greatest desire was for freedom for 
 
all men, and just when he was seeing his dream become 
 a reality Booth snuffed out his life. 
 
 Roberta Juster-Greenway, Bowen High School, 
 
 Chicago, 111. 
 
 A junior high student states his ideas on the en- 
 durance of Lincoln as a living American hero : 
 
 What is Abe Lincoln remembered for? Possibly for his 
 honesty, or his personality, or the Emancipation Procla- 
 mation, or the fact that he sav«d the Union. But probably 
 the first thing that we'd remember him for would be his 
 Gettysburg Address, one of the most famous speeches 
 in English literature. 
 
 Had Lincoln not saved the Union, we would not rank 
 Hist as a world power. If he hadn't freed the slaves, we 
 might be considered a backward nation. Lincoln's Ad- 
 ministration was under much criticism until that day in 
 April, when he became dear to every American. 
 
 A. Finestone, Jay Cooke Junior High School, 
 
 Philadelphia, Pa. 
 
 An 8th-grader put his feelings into poetry : 
 
 LINCOLN : AUTHOR OF LIBERTY 
 
 Bold and courteous was he, 
 
 Many a hardship, 
 
 Many a trial, 
 
 Faced this lover of liberty. 
 
 Honest was he, 
 
 Day by day, 
 
 Respected by all, 
 
 Hated by none. 
 
 O Lincoln, champion of liberty. 
 
 Fulfilling his task, 
 
 To his country's needs, 
 
 In time of distress, 
 
 In time of trial, 
 
 O Lincoln, author of liberty, 
 
 He gave his life, 
 
 To a well done job, 
 
 He held our country together. 
 
 Through the war-torn years, 
 
 O Lincoln, martyr for liberty. 
 
 Thomas Butler, St. Gregory High School, 
 Detroit, Mich. 
 
 Many of the materials written by youth are their 
 answer as to the source of the greatness of Lincoln, 
 and the endurance of his story as a living inspira- 
 tion to all Americans. Not only, however, did the 
 story of Lincoln inspire students to many kinds 
 of creative expression. We find, for instance, a 
 report from a teacher regarding activities carried 
 on by English classes in Carey Jr. High School, 
 Cheyenne, Wyo., including the response of the 
 youngsters in the class for exceptional children. 
 "In many cases," came the report, "this was the 
 first real motivation for doing well in penman- 
 
 ship many of these pupils had had. . . ." An- 
 other teacher reported the inspiring effect the 
 story of Lincoln, the orator, had upon a boy in the 
 Juvenile Home School, Knoxville, Tenn., who, 
 with a record of many delinquent activities, also 
 had a speech handicap. The teacher, Mrs. Cecilia 
 B. Laurent, writes: 
 
 There is a psychological reason for D.'s feeling so keenly 
 about Lincoln's numerous speeches. His inability to give 
 recitations was helped immeasurably while he was with 
 me and his effort with Mr. Lincoln's Gettysburg Address 
 was one of the most beautifully done ( and I believe it 
 would have pleased Mr. Lincoln). You see, I had worked 
 very hard on his speech and had tried to not have him 
 avoid the sounds which gave him trouble. 
 
 As our school was coming to a close, we had planned 
 an open house for the parents and friends. D.'s summary 
 of Lincoln's life had been awarded a blue ribbon, which 
 it proudly bears now, by judges who were competent for 
 making such decisions. 
 
 From a tuberculosis hospital in Texas comes the 
 story of one of the patients, Aurora Lazarin who, 
 as part of her special education class, was able to 
 write a research paper on the life of Lincoln, 
 "describing the hardships and the happy times of 
 his life, up to his presidency; then presenting 
 other events to his fatal day. . . ." And, as the 
 special class instructor noted, in transmitting the 
 paper, "She and other patients were helped by her 
 study." Evidence of this is also submitted in the 
 form of a picture of Aurora receiving her high 
 school diploma. . 
 
 The gamut of student response is wide, includ- 
 ing a crossword puzzle developed by Lynn Hagele, 
 of Ursuline Academy, Springfield, 111., which 
 might serve as an interesting kind of review test 
 on some of the facts in Lincoln's life. 
 
 How did the students go at the task of develop- 
 ing their own ideas and feelings about Lincoln? 
 We have an excellent description of how students 
 in the speech arts department at the E. R. Snyder 
 Continuation High School, San Diego, Calif., 
 went at their job, told in the words of Ronald 
 Page, the author of the Lincoln Assembly 
 Program : 
 
 In the weeks that preceded the Lincoln holiday, our 
 speech and drama classes were "a walking volume on 
 Lincoln," with daily contributions of prose and poetry, 
 dramatic readings, etc., and the library want files being 
 filled with requests for books on Lincoln. With this, 
 the stage was set for the introduction of the idea for an 
 assembly of some sort to commemorate Lincoln's birth- 
 day. The idea fell on one of the rather fertile minds in 
 our speech arts class. "Maybe we could have a few 
 
speeches and a movie — "The Face of Lincoln,' for instance, 
 or maybe a few skits." 
 
 The idea arose. "Could we have a play?" The latter 
 was decided upon almost at once. But now the ques- 
 tion arose. "It's a fine idea to have a play, but what 
 kind of play could we have, flashbacks, or the like?" 
 Xo. that was not what we wanted, we wanted something 
 that we hadn't presented before, or at least not the usual 
 Nancy Hanks, or Ann Rutledge or the "Letter to Mrs. 
 Bixby." Not that it was our purpose to belittle these 
 classics, but we wanted something that was more orig- 
 inal, like maybe our own version of "You Are There." 
 That was it, we decided, and I went to work. 
 
 So the long period of research began — books, papers, 
 magazines, bulletins, all types of printed material began 
 to pour into the dressing; room where my assistant and 
 myself kept our office. With this and much more infor- 
 mation in my hands it was not difficult to come up with 
 at least something. 
 
 A tape recorder was borrowed. I began to write and 
 then transcribe the material that I had written on the 
 tape to see how it would sound. Rough drafts and mis- 
 cellaneous ideas were written dow r n. 
 
 In the days that followed we were engrossed in our 
 work — typing scripts, retyping, rephrasing, etc. 
 
 After many weeks of work, we had completed our 
 final script. 
 
 Out of such efforts came a play, with accompany- 
 ing tableau scenes, that re-create the stirring 
 events of Lincoln's story. 
 
 Such creative efforts by students develop from 
 the devotion of inspiring teachers. As one 
 teacher, F. I. Madaus, of Hartford High School, 
 Hartford, Mich., wrote : "I find constant com- 
 ment by the students that their reverence for 
 Lincoln is a great as mine has always been." 
 
 In the following sections of this book we will 
 look at the many ways in which students respond 
 to the Lincoln story. We can use only a few of 
 the many items sent in from secondary schools all 
 over the country. They represent the talent, ideal- 
 ism, the understanding, of young people who, 
 because of their particular study of Lincoln, are 
 surely wiser and more dedicated citizens. 
 
I. From Frontier Log Cabin to White House 
 
 The American dream of the highest success as 
 being within the reach of the lowliest persons is 
 epitomized in the Lincoln story. Youth in to- 
 day's secondary schools, as they read and thought 
 about Lincoln, were deeply impressed by the 
 achievement of this man who could hardly have 
 been born in less auspicious circumstances. 
 
 In a commemorative program at Roosevelt 
 High School, St. Louis, Mo., Susan Trampe had 
 this to say : 
 
 New Salem, the pioneer village, seems insignificant now. 
 It did not last as long as Lincoln himself, but fell rapidly 
 into decay. Yet, as I visited there last summer, I was 
 able to feel some of that great pioneer spirit which must 
 have inspired Lincoln. The feeling cannot really be ex- 
 plained, but it is that feeling which drives men to climb 
 new mountains, blaze new trails, and to conquer the 
 elements about him. 
 
 Jean Thompson, in a speech in the same program, 
 titled her contribution "Log Cabin to White 
 House Career." She reviews the salient facts in 
 Lincoln's career as they demonstrate the thesis of 
 her speech. 
 
 The school newspaper of Albany High School, 
 Albany, Ind., in a special edition dated "April 15, 
 1865," stated in its editorial : 
 
 Abe must have possessed a little something extra — a lit- 
 tle more than the normal "five senses," the normal kind- 
 ness and honesty. There had to be something in him to 
 spur him on to raise himself from life in a log cabin in 
 the backwoods country to the ultimate of a man's de- 
 sires — the White House. 
 
 The poverty and crudeness of his first home im- 
 pressed 9th-grader Catherine Waller, student at 
 Mary M. Bethune High School, Halifax, Va. : 
 Lincoln's first home was a one room log cabin. It had 
 a door with leather hinges, a small window covered with 
 oiled deerskin and a chimney made of sticks and clay. 
 The floor was of hard packed earth. His life was like 
 that of other pioneer children in the Kentucky wilderness 
 of that day. 
 
 An llth-grade student writes : 
 
 To youth he represents all that is good and to be imi- 
 tated. But above all, his is the greatest of "rags to 
 
 riches" stories. Born of poor backwoods parents, he 
 went on to attain the highest position in the government 
 of the United States. His honesty, integrity, and toler- 
 ance are an invitation for all to do likewise. 
 
 Before the face of American youth stands an example 
 for all to follow — Abraham Lincoln. 
 
 — Michael Brozociv, St. Gregory High School, De- 
 troit, Mich. 
 
 In poetry students have stated the wonder of 
 youth that from the frontier, having nothing of 
 worldly goods, could come such greatness: 
 
 THE GREAT EMANCIPATOR 
 
 A crude little cabin 
 Deep in the wood 
 Who could be born there? 
 A president could. 
 
 Lincoln his name 
 A great man, known to all 
 For answering the slaves 
 Their freedom call. 
 
 Donna Sayler, Emmitsburg High School, Eminits- 
 
 burg, Md. 
 
 ABE LINCOLN 
 
 Abe Lincoln's beard 
 
 Was big and black 
 
 His eyes were deep and blue. 
 
 His clothes were formed 
 
 From a burlap sack 
 
 And his hat was an ill fit too. 
 
 But despite the looks 
 
 Of his lanky frame 
 
 His soul was kind and good. 
 
 He was not despised 
 
 For his crude attire 
 
 Nor hated for his looks ; 
 
 No, men look up to a man like Abe 
 
 For his life was good and true. 
 
 His life began in a poor man's shack 
 
 And a poor boy he was raised, 
 
 But the finest things he never lacked 
 
 For his conduct was worthy of praise. 
 
 His education was not the kind 
 
 That great men often gain 
 
 But he was the master of his mind 
 
 And the tutor of his brain. 
 
 He rose from the shack 
 
 To the White House halls 
 
 By living his life above 
 
 The willful crowd 
 
 Who shouted loud 
 
When slavery's question brewed. 
 
 His life was guided 
 
 By truth and right. 
 
 By standards firmly upheld. 
 
 He rose from poverty 
 
 To fame's great height 
 
 By living a life that was true. 
 John K. Stoner, Berinudian Springs High School, 
 Bast Rerlin, Pa. 
 
 LINCOLN 
 
 Quite young was he 
 When he had to see 
 What the books would say. 
 He walked many a long mile 
 For something worthwhile — 
 For that was his way. 
 
 He studied at night 
 
 By the dim candle light. 
 
 And worked diligently all the day. 
 
 His thoughts were for others, 
 
 He made us all brothers — 
 
 For that was his way. 
 Nancy Woelke, Providence High School, Chicago, 
 111. 
 
 Another aspect of the inspiring achievement of 
 Lincoln was the fact that what he gained was in 
 spite of his total lack in formal education. The 
 youth of today find this particularly impressive: 
 
 To me the most remarkable thing about Lincoln is the 
 fact that he, and he alone, was responsible for his great- 
 ness. He educated himself completely with the crudest of 
 resources and worked his way up to the presidency from 
 almost nothing. Lincoln is a shining example, in these 
 days of relative ease, of what can be done under the 
 most difficult circumstances if one has the will to do it. 
 
 James C. Sherburne, Boston Latin School, Boston, 
 Mass. 
 
 The same thought is echoed by Dorothy Branchick, 
 St. Gregory School, Detroit, Mich. : 
 
 To a high school student, Lincoln appears as an educated, 
 patriotic, and honest citizen. But the main question is 
 why has he lived for over 100 years in the minds of the 
 American people. It is not because he was a product of 
 formal education. On the contrary, as a boy Lincoln's 
 total schooling was 3 months. There had been far more 
 intelligent people in the world than Lincoln who have 
 been forgotten long ago. However, it is not his small 
 amount of education that is outstanding but the way in 
 which he had received it. He became acquainted with 
 history, grammar, and surveying from books by reading 
 alone by candle or woodlight fire after his daily work 
 around the farm was finished. He husked corn for the 
 loan of one book and walked 18 miles for the loan of 
 another. Lincoln came from a poor family and thus was 
 
 lacking many of the advantages that we now have. In 
 fact, Lincoln was never in a college or academic building 
 until he had a law license. What, he had in the way of 
 •'duration he had picked up himself. The teenagers of 
 today should be inspired from his example. 
 
 As a model for today's youth, Steven Lipper of 
 Boston Latin School, Boston, Mass., presents his 
 portrait of Lincoln : 
 
 For me, the life of Abraham Lincoln illustrates that 
 through education and self-improvement the ordinary 
 American citizen may achieve success. 
 
 In Lincoln's day, less than 150 years ago, books were 
 inaccessible to the frontiersman. A man who knew even 
 the scantiest amount of Latin was considered to be edu- 
 cated, since the wilderness offered only the barest funda- 
 mentals of learning. Surely, everyone has at some time 
 read of Abraham Lincoln's early education at a school- 
 house built of logs, with a dirt floor, no window, and 
 one door. The story of how young Abe, by the flickering 
 firelight, with a piece of charcoal, wrote and ciphered on 
 an old wooden shovel is a famous one. Such were the 
 conditions under which Abraham Lincoln endeavored to 
 broaden and strengthen the strong reasoning faculties 
 with which he had been endowed. 
 
 Many people fail to realize that Lincoln's self-education 
 did not cease with his entrance into manhood but that 
 all his life he continued to seek new knowledge. He 
 keenly understood that knowledge is power, and perhaps 
 his success rested upon this fact. Patient self-instruction 
 and intensive reading gave Lincoln that eloquence of 
 language which enabled him to become an effective orator 
 and a competent leader. 
 
 During his entire political career, Abraham Lincoln was 
 a strong advocate of education, books, religion and moral- 
 ity. Indeed, he became the champion of American free 
 education, for he believed that the principles of a demo- 
 cratic society may be preserved only by educating its 
 people. 
 
 Several students chose to imagine what Lincoln 
 might have been like among his own contempo- 
 raries and in the eyes of his own family, as illus- 
 trated by the following poem : 
 
 ABE 'UZ DIFFER/NT 
 "you ast me my name. 
 Wal, Lincoln it is, Tom Lincoln ; 
 Yes, Abe 'uz my son, 
 Born on a Kaintucky claim. 
 
 "Abe 'uz differ'nt 
 Than any other boy 
 He needed schoolin' 
 More 'n ta work in th' soil. 
 
 "Abe 'uz alus dreamin' 
 He'd read inta th' night ; 
 He'd lay by th' fire. 
 With th' flames fer his light. 
 
"Abe 'uz a strong 'n ; 
 He could throw 
 Men twice 't his age ; 
 I teached him ta shoot, 
 But he didn't go fer huntin' 
 
 "It sorta bothered me, 
 How Abe could be so full 
 O' questions he'd axe 
 O' all he'd see. 
 
 "Abe 'uz differ'nt 
 That's fer shore ; 
 I'd like ta know 
 Ef'n he stayed pore. 
 
 "Or ef'n, as he growed 
 And become a man, 
 He kep' on studyin' 
 And mebbe ran 
 Fer county surveyor, 
 Or mebbe even guv'ner. 
 Who'd know?" 
 John Beetz, Mendota High School. Mendota, 111. 
 
 LINCOLN— A VERITABLE GIANT OF A MAN 
 What makes a man like Lincoln? What gave him that 
 thirst for knowledge that led him to walk miles to bor- 
 row a book? What made him strong enough to face a 
 nation and make decisions that turned thousands against 
 him and their country? How does a man like Lincoln 
 happen — for surely he was no ordinary man. 
 
 One hundred and fifty years ago a baby cried, and Abe 
 Lincoln told the world he was here. No one heard but 
 his mother, the gentle Nancy Hanks, and his father, 
 Thomas Lincoln. No trumpets heralded the arrival of 
 this leader of men who was born in a tiny log cabin in 
 the wilderness. . . . 
 
 Because Lincoln lived, America believes a little more 
 deeply that "all men are created equal." Because he 
 lived, chains were broken that held half a nation to old 
 traditions and customs — to an antiquated and stagnant 
 way of life while the rest of the country was growing 
 and progressing. Because Abe Lincoln lived, the inevi- 
 table break between North and South was able to be 
 mended. Abe Lincoln made his life count. 
 
 But because he died when he did, his dreams of real 
 union between North and South weren't realized until 
 the South had been "wrung dry" for decades. Not until 
 a very little while ago did the South begin to pull out of 
 the stupor that years of bitterness forced them into. Had 
 Abe Lincoln lived, perhaps those bleak years could have 
 been avoided. . . . 
 
 Abe Lincoln without a conscious effort to do so became 
 a figure men will long respect and remember. When such 
 a man lives, the world should know — the world knew. 
 
 Judy Hamner, Kate Duncan Smith, DAR School, 
 Grant, Ala. 
 
 COUNTRY BOY 
 
 Country boy with dusty feet, 
 Wide, wide grin for all you meet. 
 
 Did you hear the wild geese call? 
 Did you feel then, nine feet tall ; 
 
 Know the longing to be free, 
 Echoing loudly through the trees? 
 
 Dreaming dreams of the very young, 
 Conquering worlds with impassioned tongue. 
 
 Swing your shoulders, try that strength, 
 Feel the road has more than length. 
 
 Could you see down through the years, 
 A nation bathed in all your tears ; 
 
 Hear again the wild geese call, 
 Asking freedom for them all ; 
 
 Know the world would bless your name, 
 Write A. Lincoln in halls of fame? 
 
 Jan Huss, Mendota High School, Mendota, 111. 
 
 ABRAHAM LINCOLN 
 
 As a young boy he often amused himself and others by 
 standing on a tree stump and imitating some preacher or 
 politician who had recently spoken in the neighborhood. 
 Who would have ever dreamed that the Gettysburg Address 
 would come to pass. These strong, firm shoulders once 
 steadied an ax ; now they balanced a nation. His huge 
 hands first guided the reins of a horse team, then the 
 reins of a country. 
 
 Shirley Jahoda, St. Theresa High School, Decatur, 
 111. 
 
 THE TRUE AMERICAN 
 
 One hundred and fifty years ago, a squawling baby made 
 his first appearance. This happened in one of the thou- 
 sands of log cabins dotting America's countryside. We 
 shall talk about him and evaluate his greatness. He is 
 Abraham Lincoln. 
 
 Who of his early friends would ever have thought that 
 he would be President? Certainly not Lincoln himself. 
 He had the most unpromising background imaginable. 
 His parents were poor, hard working pioneers ; his father, 
 constantly on the move, never really put down roots 
 anywhere. 
 
 Although Lincoln had to work from the time he was a 
 small boy, he found a few spare hours to comb the country- 
 side for all the available books. These provided him with 
 a basic education. Such an avid interest in learning set 
 this tall, strong boy apart from his contemporaries, even 
 though he could wrestle with the best of them when goaded 
 into it. 
 
 As Lincoln grew older, he left home to search for better 
 jobs. While on a flatboat to New Orleans, he first came 
 into contact with slave conditions. Never having any 
 money to spare, he took a job as postmaster to be able to 
 read the newspapers that came in. As Lincoln came in 
 contact with more and more people, he found that they 
 were attracted to him. They just naturally liked a person 
 who made them feel comfortable. His friends, seeing this, 
 persuaded him to run for the Illinois Legislature in 1834. 
 The people of his county quickly put great faith in him 
 and he was elected. His early career was nut startling to 
 any degree. In Springfield, however, he had the oppor- 
 tunity to watch many of the masters in the game of poli- 
 
tics. He came to describe himself as "a learner 
 always" . . . 
 
 In 1850, Lincoln began a long series of political debates 
 with Stephen A. Douglas. In that year, Douglas was the 
 leading orator in the great drama of American politics. 
 He had no worries that he would be outshone by such a 
 bumpkin as Abraham Lincoln. But Douglas had not 
 reckoned on the ability of the people of America. They 
 saw through his thin veneer of properness and his ex- 
 cellent, speechmaking. To them, Lincoln was the better 
 man in all respects merely because he was for them every 
 inch of the way. He did not become enthralled with the 
 sound of his own voice probably because it was a rather 
 irritating one. He w r as not preoccupied by his appearance 
 because his height and his lankiness made clothes hang 
 on him in scare-crow fashion. He was the complete 
 antithesis of the politican's politician. Instead, he was 
 what a leader of the people should be ; their representative 
 to do their bidding. 
 
 Margaret Hill, Malverne High School, Malverne, 
 N.Y. 
 
 In a thoughtful examination of the historical cir- 
 cumstances surrounding Lincoln's birth, Rob 
 Harris, in his graduation speech at Roosevelt 
 High School, St. Louis, Mo., had this to say : 
 
 UP FROM LOG CABIN 
 
 On a Sunday morning, the 12th of February 1809, in a 
 one-room log cabin, with a single window and an earth 
 floor, a few- miles from Hodgensville, Ky., the child who 
 was to be named "Abraham Lincoln," was born. He was 
 the first son, the second child, of Thomas and Nancy 
 Lincoln. 
 
 Abe was born into the world George Washington had 
 known : . . . the old, slow-moving one of sails and 
 horses ; but a new striking era was beginning. Our 
 national leaders had been of an Eastern culture. At 
 the time of Lincoln's birth, George Washington had been 
 dead less than 10 years, Thomas Jefferson was still liv- 
 ing. The scholarly James Madison was to be inaugurated 
 President the next month. It was appropriate that 
 Lincoln came from the West, for the West was the set- 
 ting of this new age. In this modern age new nations 
 would be formed, new lands opened up, new struggles 
 for freedom won. This generation would see many new 
 and marvelous inventions: the first steamboat, the rail- 
 road, then the telegraph and cable. These inventions 
 shortened time and distance and made, more than ever, 
 the lives of people and nations into one single story. 
 
 Let us return, however, to the simple backwoods log 
 cabin. Lincoln's father, an uneducated, easygoing man. 
 managed a meager living. 
 
 In 1818, great sorrow came to the Lincoln's. Abe's 
 mother, Nancy Hanks Lincoln, died. The family was 
 living on Pigeon Creek in Indiana. The world was dark 
 for Thomas Lincoln and his poor children, who grew 
 shabbier every day. A year after Nancy's death, Thomas 
 Lincoln went back to Kentucky on a quest for a wife, and 
 returned married to Sarah Johnston. Energetic and sensi- 
 
 ble, she managed her family easily and she hustled 
 Thomas into putting a floor, door, and windows into the 
 cabin. 
 
 The new mother liked for Abe to study and would chase 
 the other children out of the cabin if they bothered him. 
 
 Of formal education. Abe had about as much as other 
 pioneer boys — a negligible amount. He went to school 
 less than a year, learned to write his name and tried to 
 outshout the other children who studied aloud to prove 
 they were working. The school was a "blab school" — 
 after the frontier style of that day. Abe was well liked 
 and was good at games. 
 
 The school closed in the spring but Abe continued to 
 study. Neighbors lent him books : Robinson Crusoe, 
 Aesop's Fables, Pilgrim's Progress, Weem's Life of Wash- 
 ington. To write he used charcoal and the back of a 
 wooden shovel, since pencil and paper were hard to obtain. 
 Abe enjoyed reading from the Bible, the only book owned 
 in the cabin. 
 
 He remembered well, thought much, and diligently ex- 
 ercised the knowledge he gained. Still, he was a boy 
 among boys, loving fun and not enamored of manual toil. 
 He worked at home, on the neighboring farms, and clerked 
 at odd times in Gentry's store. He was immensely strong : 
 in felling trees he could do the work of three men. Abe 
 had grown into a young giant — but the greatness of Lin- 
 coln's genius, which commands our admiration, was slow 
 to reveal itself. 
 
 At 19, he accompanied Gentry's son on a flatboat trip 
 to New Orleans. It was Lincoln's first sight of the outside 
 world. He came into conscious contact with slavery for 
 the first time, witnessing an auction sale of negroes, and 
 vowed that if ever the opportunity came to "hit" that sys- 
 tem he would "hit it hard" — which he did, many years 
 later — on September 22, 1862, with the Emancipation 
 Proclamation. 
 
 When Abe was 21, the family moved to Illinois. The 
 invariable log cabin was put up on a bluff near Decatur. 
 It w T as there that Lincoln split the historic rails. Abe 
 left home at 22, settling in New Salem. Presently he was 
 studying law, and on March 1, 1837, was admitted to the 
 bar. The important Springfield days followed ; Lincoln 
 prospered in the law. and at the age of 33, was married 
 to Mary Todd. 
 
 When Lincoln took his seat in Congress in 1847, he 
 found himself in the company of the last of the giants of 
 the old age — Daniel Webster. John Quincy Adams, and 
 John C. Calhoun. 
 
 Lincoln rose above his surroundings, in which he had 
 little schooling, no wealth and no family influence, to be- 
 come the man whose name is now enrolled highest among 
 the types of our National ideals. 
 
 The recurrent theme of the achievement of the 
 American dream — from log cabin to White 
 House — is stated again and again by the youth of 
 America : 
 
 I feel that Lincoln stands as the supreme type of the 
 democratic statesman ; and the ideals which he expressed 
 in his speeches, his letters, and his daily life are now the 
 treasured possessions of the American nation. Lincoln, 
 
 10 
 
by birth and training, was — in a literal sense — a man of 
 the common people. Lincoln was born in a log cabin and 
 his entire schooling covered less than a year ; he could 
 make no claim to aristocratic blood, to scholarship, or to 
 social prestige. He was what he was by virtue of inborn 
 greatness. 
 
 Barbara Croseen, Providence High School, Chicago, 
 
 111. 
 
 ABRAHAM LINCOLN: ORIGINAL EPITAPH 
 Born to obscurity 
 And reared to greatness 
 With courage to stand 
 Erect and proud 
 For man, an Ideal 
 Truth, Faith, Humility 
 There stands the Man, of quality 
 Forever venerable, forever Immortal. 
 
 Carol Holtschlag, St. Joseph's Academy, Tucson, 
 Ariz. 
 
 From a junior high school student comes the 
 following: 
 
 A MAN FOR THE AGES 
 
 A dying mother touching with loving fingers the tear- 
 streaked face of her boy whispering "Be somebody Abe." 
 
 A lanky, homely lad stretched out on the floor before 
 the open fire reading, thinking, far into the night. 
 
 A splitter of rails, a champion wrestler, a farmer, a 
 storekeeper. 
 
 A funny story teller who could make a cat laugh. 
 
 A young lover turning away from the grave of his 
 sweetheart with a face of a man grown old. 
 
 A sincere man, a lover of justice, a hater of cruelty, 
 who said of slavery, "If I ever have a chance to hit this 
 thing I'll hit it hard." 
 
 An awkward orator with coat sleeves and trousers too 
 short but with a spiritual light in his eyes. 
 
 A man who rode in a day coach while his opponent 
 rode in a special train. 
 
 A man who was found down on his knees playing 
 marbles with a group of boys when news came that he 
 had been elected President of the United States. 
 
 A gaunt, tired man on the rear platform of his train, 
 in the drizzling rain bidding goodby to the neighbors he 
 loved. 
 
 A man of destiny at the helm of the ship of state with 
 blackened skies, high seas, and the lightning flashes and 
 thunder of war. 
 
 A man with one desperate idea — to save the Union. 
 
 A writer of tender letters to widowed mothers who 
 gave their sons for the cause. 
 
 A pardoner of boys who could not lie blamed if their 
 legs were cowardly. 
 
 A man of infinite patience who held on through blame 
 and faltered not at praise. 
 
 A man so humble he said he would hold a general's 
 horse if that general would win victories. 
 
 A man who loved all men and lived and preached char- 
 ity for all and malice toward none. 
 
 A man who signed with a steady hand the proclamation 
 that struck the shackles from the slaves. 
 
 A man who lived to see his cause triumph. 
 
 A man whose death set free for all mankind a great 
 sold that shall bless, inspire, and encourage until time 
 shall be no more. 
 
 This Was Abraham Lincoln 
 
 Wilferd A. Peterson, James S. Deady Junior High 
 School, Houston, Tex. 
 
 An 8th-grade student says this : 
 
 ODE TO MR. LINCOLN 
 
 In a lowly cabin he was born 
 
 On a bright and sunny morn. 
 
 Nancy was his mother and, 
 
 Sarah was his sister's name 
 
 Thomas was his father and, 
 
 His and grandpa's were the same. 
 
 As a young lad he could wrestle and run 
 
 Skin the cat and have lots of fun. 
 
 But unlike other boys in those days 
 
 He soon outgrew his childish ways. 
 
 He soon developed the mind of a man 
 
 And took his father's work in hand. 
 
 He was fair and square in all of his play 
 
 And practiced good deeds every day. 
 
 He preached about fairness to lad and babe 
 
 And soon became known as "Honest Abe." 
 
 When he was only twenty-one 
 
 He could split logs weighing nearly a ton. 
 
 When he tackled a job he was never a quitter 
 
 And because of his job he was called the rail-splitter. 
 
 He was tall and lanky and as strong as a "gator," 
 
 But prompt in his duty as the President, later. 
 
 He was just and sincere, conquered battle and strife 
 
 And lived to help others, til Booth took his life. 
 
 Sally E. Wright, Mary M. Bethune High School, 
 
 Halifax, Va. 
 
 An llth-grade student sums up her ideas about 
 ''Lincoln — the Immortal Legend" : 
 
 The peculiar tenacity of the Lincoln legend and tradition, 
 and his adoption by many peoples over the earth as one 
 of their own heroes trace to his personality and to issues 
 that center in him. He had a personality with tragic and 
 comic elements inarvelously mixed. His life and utter- 
 ances are taken by many the world over as the best per- 
 sonal key to the operation of "the American experiment," 
 or to the mysteries of democracy. All of the drama that 
 was attached to his rising from the lowliest of the work- 
 ing class to the authoritative power where he "struck the 
 shackles from three million slaves" was intensified by his 
 assassination as he sat in a box at Ford's Theater in 
 Washington on April 14, 1865. 
 
 Marcella Rosochacki, St. Ladislaus High School, 
 Detroit. Mich. 
 
 541337 O— 60- 
 
 11 
 
The "common man" theme runs through the long 
 narrative poem by Kathleen Creighton, Kern 
 Valley High School, Lake Isabella, Calif. : 
 
 ABE 
 
 The scene is harsh, and bleak, and cold ; 
 The sun's soft warmth, its rays of gold, 
 Hide from the men, who, along the way. 
 Tell of a babe that is born this day. 
 "He's born without a chance," they said. 
 "Not even a place to lay his head. 
 Less than the dust beneath our feet, 
 Just barely got shelter, and food to eat." 
 
 II 
 
 The scene has changed ; the sickness came. 
 
 Death chose alike from poverty . . . fame. 
 
 Death took your mama, homely lad : 
 
 You with eyes so dark and sad. 
 
 Death took your ma, but don't let go ; 
 
 Read your book by the fireside's glow. 
 
 Your young head fill with knowledge and truth ; 
 
 Learn with the energy of youth. 
 
 Ill 
 
 The scene is spring ; the world is glad. 
 
 Put down your book, long lanky lad. 
 
 Take up a plow 7 or a hefty axe ! 
 
 Bend your youth into the task ! 
 
 Split rail fences, tend Salem's store, 
 
 Keep a laugh on your face, though your back be sore, 
 
 And above all else, lad, never forget 
 
 That the Laws God gave us are with us yet. 
 
 Be honest and kind to your fellow man, 
 
 Keep God in your heart and Bible in hand. 
 
 VI 
 
 The scene is a battle ; a nation at war. 
 
 You, man in the White House, your heart is sore. 
 
 Your country is suff'ring from trouble within, 
 
 And brother fights brother, kin against kin, 
 
 Oh! God knows a nation divided can't stand ! 
 
 A nation divided . . . man against man. 
 
 You lead this great nation, in your heart you know . . . 
 
 The sadness reflects in your eyes, from your soul ; 
 
 You know man was not meant to make slave of man, 
 
 You know they were all cast and made by God's hand ! 
 
 You made your decision, your country's at war ; 
 
 Your shoulders are stooped ; great burdens they bore. 
 
 Your heart is so kind — you've malice toward none, 
 
 Your only wish . . . the Divided be one. 
 
 VII 
 
 The scene is changed ; wear's end is nigh. 
 
 The suff'ring of millions reflects in your eye. 
 
 Stand tall, kindly man, though your face be etched deep 
 
 With the lines of sorrow, of nights without sleep. 
 
 Let your troubled gaze sweep o'er Gettysburg's hill ; 
 
 Death took her toll . . . now the clamor is still. 
 
 VIII 
 
 The final scene opens ; a world cold and dark. 
 
 Great man, on your last great voyage embark. 
 
 Your life has been filled with sorrow and grief . . . 
 
 Perhaps your last breath was drawn in relief. 
 
 You've buried a sweetheart, you've buried a son . . . 
 
 Yet you've rescued a nation, your battle's been won. 
 
 You joked with disaster while your heart was sad ; 
 
 Your shoulders are bent, but your Country is glad. 
 
 In Charleston streets a black woman cries : 
 
 "Great Massa is dead !" and a whole world cries. 
 
 Your nation's in mourning, 'tis for you they weep, 
 
 Weep as you lie in Eternal sleep. 
 
 Through faith and through kindness you've earned your 
 
 fame; 
 Abe Lincoln, all mankind remembers your name ! 
 
 IV 
 
 The scene again changes ; lauk lad, you're a man. 
 You've been down to Orleans; you've seen this great land. 
 You've seen men in chains for the hue of their skin . . . 
 And your heart holds the memory of man's greatest sin. 
 You've stood by the grave of a lovely young lass 
 And asked of all nature, of trees, and of grass, 
 "Is the God that does this, the God of great love?" 
 Asked this in wild grief, of the stars up above. ■ 
 
 The scene is a courtroom ; you've passed the bar. 
 Young man. you're a lawyer, and bound to go far. 
 You'll not give your service to those of bad name. 
 You may not win riches, and comfort, and fame, 
 But work to defend only that which is right; 
 Young man, you'll be certain to win your Great Fight. 
 You'll march into Congress, your homely head high, 
 While men of the nation throw hats to the sky. 
 
 Two brief essays, both from the same school, and 
 both by llth-grade students, indicate in a very 
 direct fashion what the Lincoln story can mean to 
 today's youth : 
 
 ABE LINCOLN AS AN EXAMPLE FOR YOUTH 
 
 Abe Lincoln's life is a good example for the youth of today. 
 Abe walked many miles one day to return change to a 
 person whom he had shorted while a clerk in a store. 
 How many people today would go out of their way like 
 that to perform an act of honesty to someone? 
 
 Lincoln had no prejudices. He obtained emancipation 
 for the negro slaves who were working in the cotton 
 fields. He didn't think that they were inferior to him. 
 
 Abe loved to study. While he worked in a general 
 store, he would stretch out on the counter and study his 
 grammar. At night in his home, he sprawled out on the 
 floor and studied by the light of the burning logs in the 
 fire place. 
 
 12 
 
The Lincoln family wasn't rich nor influential. Abe 
 got to be president by hard work. He walked to school 
 barefoot and often toiled in the fields all day. 
 
 Too many youths today think that if you come from 
 a family which isn't very well off you haven't a 
 chance in the world. But Abraham Lincoln's life proves 
 that idea erroneous, and is a challenge to modern youth 
 to know the true values of life. 
 
 —Victor Sancricca, St. Gregory High School, De- 
 troit, Mich. 
 
 ABRAHAM LINCOLN AND THE TEENAGER 
 When Abraham Lincoln was born, no great celebration 
 was held, since it meant to a poor pioneer farmer, many 
 more mouths to feed. Even in this atomic age a baby's 
 birth is not celebrated whether you are poor or wealthy. 
 Abe's teenage life was quite different than that of to- 
 day's teenager. Every day from daybreak to sunset, Abe 
 labored under the piercing sun, plowing, planting, and 
 weeding. When you yourself, look about in the 20th 
 century, rarely do you see in the northern part of Amer- 
 ica a boy plowing, planting, and weeding. An American 
 boy is usually tearing down the street in his jazzed-up 
 hot-rod, or dancing to the crazy beat of rock 'n' roll, or 
 modern jazz. In school he usually is slouched in his 
 desk and only half attentive to the instructor trying to 
 bang into his head that day's lesson. Abe could hardly 
 
 get his hand on a book and schooling was very scarce in 
 his pioneer days. But even these hindrances of school- 
 ing did not stop Abe. He was always an eager listener 
 to those people who were willing to teach him all that 
 they knew would help him obtain a better place in the 
 world. 
 
 Even though Abe did not have the free high standard 
 schooling that I, as a teenager, am able to secure, he 
 became one of the greatest of Presidents of the United 
 States. 
 
 — Sharei Taylor, St. Gregory High School, Detroit, 
 Mich. 
 
 Through poetry, essays, speeches, many young 
 people found the essence of the Lincoln story in 
 the amazing qualities of a man who could achieve 
 so much when lacking every advantage. Perhaps 
 with current emphasis upon material things, upon 
 knowing the right person and having "pull," the 
 reminder of the Lincoln story is needed. In the 
 America of today, we need to recall, there is an 
 enduring belief in the inherent qualities of a per- 
 son which can lead him to greatness; the humblest 
 and the least can also dream great dreams and 
 create new hope for mankind. 
 
 13 
 
II. Lincoln and Love 
 
 In his research paper entitled "The Feminine In- 
 fluence," Bill Achenbach, of Community High 
 School, Geneva, 111., states : 
 
 "Behind every successful man, there is a woman." This 
 phrase has been stated and restated so often through the 
 ages that it has become one of the best known banalities 
 of our times. Although I hesitate to fill this discourse 
 with such hackneyed expressions, I do believe that it ex- 
 presses the reason for my choice of topics better than any 
 original statement of mine. 
 
 In casting about for some part of Lincoln's life to delve 
 into, I was in a quandary. What was there about, the man 
 which would be interesting to study, which I hadn't heard 
 numerous times before? I was pondering over this ques- 
 tion when the above saying came to my mind. Abraham 
 Lincoln was certainly a successful man up to the time 
 of his tragic death. Did women play an important role 
 in his life? I found that I could not answer this question. 
 Oh, of course, I had heard names like Mary Todd Lincoln 
 and Ann Rutledge, but I couldn't tell much more about 
 them than that they were usually associated with the 
 name of Abraham Lincoln. It was then that I decided to 
 find out about some of the female influences in Lincoln's 
 life and how they helped to shape his destiny. 
 
 For many youth, the story of the women who in- 
 fluenced Lincoln was of particular importance and 
 interest. What was the influence of his own 
 mother, Nancy Hanks Lincoln? Two poems ex- 
 press the feelings of their youthful writers : 
 
 MY SON, ABRAHAM 
 He clung so tightly to me then. 
 To no one can he cling again. 
 He is the leader now, of men. 
 And so alone he stands. 
 His smooth, young face is lined and marred, 
 His quick, keen mind is deeply scarred. 
 His country by war's fire is charred, 
 Its future in his hands. 
 
 I watched him playing as a boy, 
 And learning to his strength employ. 
 I've known his sorrow and his joy. 
 And heard him softly pray. 
 But now he's learned to bear the strain 
 Of years of hate, of years of pain, 
 Of watching his land's life-blood drain, 
 Struggling to find the way. 
 
 I've seen him run as the wind blows. 
 And pause in spring to watch a rose. 
 Or pick the burrs from his clothes. 
 While walking in the sun. 
 The burden falls, he's stooped and bent. 
 His strength, his energy is spent. 
 Like his country, his heart is rent, 
 And longs to be as one. 
 
 The gray, the blue, and Death is rife, 
 He gave part of his heart in strife, 
 He gave much more — he gave his life. 
 And lay there cold and still. 
 I watched him learn to read and write, 
 With borrowed books by firelight, 
 And study far into the night, 
 In warmth or winter's chill. 
 
 And men now call him great and wise. 
 The light of brilliance in his eyes, 
 With sorrow clouded like the skies, 
 Makes all so dim. 
 How can I know all this? — I know 
 Because my God is good, and so 
 He took me home to watch him grow, 
 To watch and wait for him. 
 
 Elizabeth Marcello. Holy Rosary Academy, Union 
 
 City, N.J. 
 
 From a 7th-grader : 
 
 AN ANSWER TO NANCY HANKS 
 
 Yes, Nancy Hanks, we know of your son. 
 The world remembers what he has done. 
 His freeing of slaves has won him fame, 
 And we all know his immortal name. 
 
 Though when you died Abe was quite small, 
 
 He finally grew to be migh ty tall. 
 
 From a tiny log cabin in 1809, 
 
 Abe went to a president's home, very fine. 
 
 He learned to read by light of the fire. 
 And struggled to learn what lawyers require. 
 He went to big towns, that son of yours, 
 And traveled the country on campaign tours. 
 
 Brave, courageous, and bold was he, 
 A champion of peoples' liberty. 
 He saved the slaves from pain and strife. 
 And I'll remember him all my life. 
 
 Susan Martin, Emmitsburg High School, Emmits- 
 
 burg. Md. 
 
 14 
 
The impressive relationship that Lincoln is 
 reported to have developed with his stepmother 
 finds a responsive answer in the creative and 
 imaginative essay by Frances Carroll, St. Basil 
 Academy, Philadelphia, Pa. : 
 
 I KNEW ABRAHAM LINCOLN 
 
 Abraham Lincoln a king? He who was born and reared 
 in a log cabin located in the wilds of Kentucky of illiter- 
 ate parents? Whose clothes were not the type that you 
 boys wear, but rather of deerskin and linsey-woolsey? 
 Who was educated by "littles," and mimicked and 
 scorned by his fellow companions? But lastly, I entreat 
 are these to be or not to be the determinants of his worthi- 
 ness of such a royal title? If the public, with its opinion 
 will preside on the bench, I, the first witness, will take 
 the stand under oath. 
 
 To tell the truth about Mr. Lincoln is quite simple, 
 your honor, for Abe represented truth. It's true we 
 early settlers had very little to offer our offspring, but 
 this in no way hampered them, not alone Abe. He was a 
 laboring industrious boy with horny hands, who swung 
 an axe, and tilled his lands faster and better than a pack 
 of wild horses. With all the work of a new settlement, 
 there was not much time for schooling, but nevertheless, 
 Abe learned to read and write, and what's more, to think 
 for himself. During his teens and early twenties, he 
 perpetually secured odd jobs here and there, often times 
 just helping neighbors as a good will act. All this time 
 he was becoming known to the people far and wide as 
 a shy, awkward man, but honest and good-natured. En- 
 couraged to continue his studies, he diligently worked 
 to become a lawyer despite personal and financial handi- 
 caps. Later he became an attorney and sure enough 
 began to win clients. It was the qualities of courage and 
 trust in the people that made our simple-minded boy the 
 great leader of the republic. Abe was so tenderhearted 
 that it burt him to see anything suffer; maybe that's why 
 he performed the greatest act of the Presidency — the 
 freeing of the slaves. Despite opposition there was 
 much rejoicing on behalf of all sides that ended all too 
 soon. All were filled with sorrow and anger against the 
 man who had executed such a mournful act. Surely you 
 remember the death of Lincoln. Friend of the Slaves, your 
 honor. 
 
 Judge and distinguished members of the jury, whatever 
 your verdict might be, Abraham Lincoln is a king in heart 
 to me, about whom he lovingly said, "All, that I am and 
 all that I hope to be, I owe to my angel mother." 
 
 Few romances have been more debated than that 
 of Ann Rutledge and Abraham Lincoln. The re- 
 sponse of youth to this story ranges all the way 
 from romantic exultation in the drama of disap- 
 pointed love, to scholarly annoyance with the con- 
 flicting testimony of supposedly accurate and ob- 
 jective historians : 
 
 EVER-FADING HAPPINESS 
 The tiny path tiptoed down the hill and blushed a little 
 as the setting sun spotted it here and there as it left the 
 cover of the trees. An occasional bird twitter was the 
 only sound except for the low murmur and bubbling 
 laughter of two people walking down the path. They 
 made a rather strange silhouette against the ever-fading 
 orange sky. The tall lanky figure of a man towered 
 several feet above a bonnet outlined against the sky with 
 a petite figure underneath it. As the two strolled down 
 the path they were happier than all of nature on a sum- 
 mer evening. 
 
 By the time they had reached the foot of the hill the 
 little settlement below looked as if the sun had dropped 
 a few sparks on it and then fled over the mountainside. 
 Before they knew it they were in the midst of the spark- 
 sprinkled village and were surrounded by irregularly- 
 built log cabins. They stopped at one of these cabins and 
 terminated their blissful evening with a fond "good night" 
 and before he knew it, the door had closed behind her 
 and only the streaks of light escaping from the cracks 
 were there. 
 
 He turned away slowly with a happy glow radiating 
 from his angular features, and with a sweep of his large 
 hand through his hair was on his way down the road. 
 His huge boots crunched under him as they carried him at 
 a thoughtful pace over the rutty road. He slipped his 
 hands into his pockets and gazed at the first little stars of 
 the night that peeked out from their sudden black cover- 
 ing. Happy thoughts of Ann ran through his mind. Soon 
 they would be married. He didn't have much to offer ; in 
 fact, things were pretty bad since he owed so much on 
 the store. But little Ann had faith in him ; she believed 
 in him so much that he was sure he could do anything 
 just for her. This thought quickened his stride and 
 brought him into his small room in back of the store. He 
 set to work with the determination that only a young 
 man in love could possess. 
 
 The next morning Abe awoke to the slight tapping of 
 rain on the cabin roof. He pulled on his boots, threw 
 open the heavy door and set out on his early morning 
 errands, traveling with huge strides over the muddy ruts. 
 As he returned to the store the rain pitter-pattered on his 
 hat, but its merriment only aggravated his ill humor. It 
 had been a gray morning but he felt even grayer since he 
 had met Mrs. Rutledge and she had informed him that 
 Ann was ill. She told him that "that cough" had flared 
 up again. 
 
 The sun didn't show its face that day and a slow drizzle 
 played continuously on the roof. It was the perfect day 
 to do the things "saved for a rainy day." Only Abe 
 didn't have anything saved. He tried to arrange the vari- 
 ous things on the shelves, sweep the floor and do a 
 million other odd jobs. Even his favorite pastime of 
 stretching out on the counter and reading his book 
 couldn't keep him occupied today. No matter what he 
 did he ended up pacing the floor and worrying about Ann. 
 She coughed more and more lately, and she was so terribly 
 frail anyway. . . . 
 
 Finally when evening arrived he hurried down the road 
 to Ann's house. She appeared weak and pale and it 
 
 15 
 
grieved him to see the dullness in her usually smiling eyes. 
 However, she assured him with a faint smile that she 
 would be much better by tomorrow. 
 
 But tomorrow came; days and even weeks passed and 
 she did not get better. Each day she grew paler and her 
 coughing increased. Before long she was so frail and 
 thin that she actually seemed to be melting away. Abe 
 srow pale and haggard from his sleepless nights of con- 
 stant anxiety. But all his fretting and labors on her 
 behalf were to no avail. For one sunny afternoon when 
 the gentle breezes rocked the trees to sleep and the 
 fragrance of summer flowers numbed the world, she just 
 faded away. She faded away like the pink glow that 
 follows the sun as it slips into its heavenly cradle. 
 
 It was not she who entered the blackness of death but 
 rather he who was left behind. Her quiet departure 
 plunged him into a great whirling gloom of despair. As 
 she had faded away she had ripped a part of his heart 
 from him. 
 
 From that day on he could stand the quiet village of 
 Salem no more. In every laughing bluebell growing on 
 the hillside he saw her smiling eyes. In every waving 
 wild flower he saw her rippling hair as it caught the 
 golden sunlight. There was not a ripple in the brook in 
 which he could not hear her soft bubbling laughter. In 
 everything he saw her sweet face framed by the soft lines 
 of her blue bonnet. 
 
 He could stand it no longer. The fiery glow of a sum- 
 mer sunset found him silhouetted against the sky as he 
 rode down the trail to Springfield. He made a strange 
 picture. His long legs dwarfed the horse who plodded on 
 slowly toward the western mountains that were cuddling 
 the dying sun. The tall figure rode on until the dark 
 night had completely enshrouded him. 
 
 Pamela Townsend, St. Joseph's Academy, Tucson, 
 Ariz. 
 
 Another view : 
 
 Abraham Lincoln, throughout history, has often been re- 
 ferred to as a man in a world of men. From his boyhood 
 to the Presidency, he was noted for his activities and 
 thoughts, which were certainly those of a great man. 
 Little thought, if any, is given to the women in his life, 
 who it is said influenced him in his dealings with other 
 women later in his life. . . . 
 
 According to tradition. Ann Rutledge was his first love. 
 Ann was a beautiful girl, with auburn hair and blue eyes. 
 Soon Lincoln proposed and they were betrothed. But 
 Lincoln was at once seized with fear that he had done her 
 an injustice. He told her they should wait, but time 
 would not wait for her. That summer she was taken with 
 a fever, and died soon after with him at her side. Ann's 
 death was a tragic blow to Abe, and all through his life 
 he carried this memory of his first romance with him. 
 
 Mary Ann Serschen, Collinwood High School, 
 
 Cleveland, Ohio 
 
 The students at Cotter High School, Winona, 
 Minn., presented a program "This Is the Story," in 
 
 which the major events in Lincoln's life were por- 
 trayed as living history. Here is the excerpt re- 
 garding Ann Rutledge : 
 
 RALPH : Here's another voice, Abe. Is this one familiar? 
 ann rutledge: Do you remember me, Abe? I was your 
 first love. 
 
 abe: Ann, you were the first girl I ever cared for. 
 ann : I remember the spring you came to New Salem. You 
 worked as the Postmaster. My father owned a tavern 
 and in the fall of 1832 you came to live here. I was en- 
 gaged to John McNeil at the time. He came to town and 
 nobody knew anything about his past. I was young and 
 fell in love with him. The next year he left, promising to 
 return. He never did. I later found out that his name 
 wasn't even John McNeil. 
 
 My heart was broken, Abe, but you were there. You 
 didn't let me know you loved me then. You waited until 
 I was over the shock, and the sorrow, and was ready to 
 love again. 
 
 In the spring of 1835, soon after your return from 
 Vandalia, I promised to be your bride. I was only nine- 
 teen, then. Remember how we walked in the edge of the 
 forest and talked of what a wonderful life we would have. 
 We wanted to be married then, but we couldn't. You 
 earned barely enough money to support yourself, and I 
 wanted to finish school. 
 
 I was to go to Jacksonville with my brother to spend 
 the winter in the academy, and you would devote your- 
 self to studying law. We planned the wedding for the 
 next spring, as soon as you were admitted to the bar. 
 
 That spring and summer were the happiest in my life, 
 and in yours, too, Abe Lincoln. We were young, and we 
 were in love and the whole world was at our feet. 
 
 And then it struck . . . the epidemic . . . Bilious fever, 
 the settlers called it. I died, Abe, and you were alone. 
 
 They buried me in Concord cemetery, seven miles from 
 New Salem. You came there often, and you wept. You 
 later said to a friend, "My heart is buried there.'' 
 
 Perhaps what Edgar Lee Masters said on the epitaph 
 is true. "Out of me, unworthy and unknown, the vibra- 
 tions of deathless music." 
 
 I loved you, and though I never lived to fulfill that 
 love, you have made my name immortal. The vibrations 
 of the deathless music that you and I were a part of, shall 
 echo forever. 
 Abe: Ann, your memory has always stayed with me. 
 
 A skeptical note is introduced regarding the Ann 
 Rutledge romance by two realists: 
 Lincoln was shocked and saddened by the death of a 
 pretty, young New Salem girl named Ann Rutledge. Lin- 
 coln had been very friendly with the Rutledge family and 
 had spent a lot of time with Ann. These are the proved 
 facts in the story of Ann Rutledge, which had been all 
 but forgotten by the time that Lincoln became President. 
 However, after Lincoln's death the story was again 
 brought to light by William Herndon, a former law part- 
 ner of Lincoln's. In his extensive search for material 
 
 16 
 
for a biography of Lincoln, Herndon discovered this story 
 and saw in it a way to wound Mary Lincoln, whom he 
 intensely disliked. Relying mostly on the memories of 
 old New Salem residents, Herndon wrote and delivered 
 a speech in which he said that Lincoln had been engaged 
 to Ann Rutledge and had loved her dearly and that she 
 returned his love. She had, however, also been engaged 
 to a man named John McNamar who had gone east and 
 had failed to contact her for a long period of time. 
 Herndon maintained that Ann became so worried and 
 upset about her two suitors that she caught a prevalent 
 fever and died. According to Herndon, Lincoln's heart 
 was buried with her. 
 
 Since no contemporary evidence has been found to sup- 
 port this story, Lincoln scholars now feel that it is highly 
 improbable that this romance ever took place. They now 
 completely reject the theory that if this romance did take 
 place, it could have exerted any enduring influence on 
 Lincoln's life. 
 
 Laurinda Mary Taylor, Westborough High School, 
 
 Westborough, Mass. 
 
 There are as many varying opinions and diverse literary 
 schools of thought concerning the romance of Abe Lincoln 
 and Ann Rutledge as there are concerning the origin of 
 Abe's mother. In my research on this subject, I was 
 amazed to find out how contradictory history books are 
 on this topic. While some authors say that Lincoln was 
 madly in love with her and almost went insane when she 
 died, others insist that it was but a fleeting romance, and, 
 although sorrowful at her death, Lincoln always had com- 
 plete control of his emotions. 
 
 However, most authors agree as to the picture of Ann 
 Rutledge. "She was about five feet two inches tall, plump 
 rather than slender, her weight as reported by friends, 
 being from one hundred twenty to one hundred thirty 
 pounds. Her hair was so light that some observers called 
 it golden. She had large, blue eyes, rosy but delicate 
 complexion, and very red lips." * Ann had been in love 
 with John McNamar, a financier and land speculator from 
 New York who had come to Illinois to make his fortune. 
 It seems he must have had a somewhat shady past, for 
 he went under the assumed name of John McNiel, and, 
 just when his and Ann's love was at its height, he left 
 for the East, saying he had to visit his parents. Ann 
 Rutledge never saw or heard from him again. It has been 
 said that she took up with Abraham Lincoln to try to 
 forget McNamar, but this is doubtful. 
 
 As I related before, sources conflict all the way from 
 saying that Lincoln raved like a lunatic when Ann Rut- 
 ledge died to saying he cared little. I prefer tp believe 
 that the facts are somewhere between these two extremes. 
 That the two knew each other and were friends there is 
 no doubt. In a small town like New Salem, a young 
 man like Abe would naturally have been attracted to a 
 pretty young girl like Ann. He even lived in the Rutledge 
 Tavern for a while. But I doubt that he was deeply in 
 love with her when she died. He did not start to court 
 
 1 Abraham Lincoln 1809-1858 I, Albert J. Beveridge. 
 
 her until 1833, after McNamar left, and he was first 
 elected to the state legislature in 1834. Thus he was 
 away much of the time. When she died in 1835, he must 
 have been deeply grieved, but I do not think he ap- 
 proached the verge of lunacy over her death. Abe Lincoln 
 was not that kind of man. However, I do think that, had 
 she lived, there is a very good chance that Abe would 
 have married her. He was a slow-moving man, and it 
 is highly possible that he was waiting for the right time 
 to approach her with the question. 
 
 By this time, I have indirectly told why I think Ann 
 Rutledge was an important milestone in Lincoln's life. 
 It was during the time of his romance with her that Abe 
 was first elected to a State congressional position. Thus 
 in the future, when I think of Ann Rutledge, I will think 
 of the time when Abraham Lincoln got his start in the 
 field in which he was ultimately to become world famous. 
 
 My other reason for believing that Ann Rutledge de- 
 serves a place in this discourse is a simple one. In ex- 
 pressing it, I am agreeing with William E. Barton in his 
 book, The Women Lincoln Loved. Most historians agree 
 that, by nature, Abe Lincoln was a somewhat indolent 
 man, loving comfort and ease. If Ann Rutledge had lived 
 and married Abe, there is a good chance that he might 
 have succumbed to the pleasures of a comfortable home 
 and affectionate wife, and not gone on in the hectic world 
 of politics. By thus domesticating him, Ann Rutledge 
 would have robbed the United States of a great leader, and 
 the slaves of an emancipator. She would have unknow- 
 ingly performed a great injustice to her country. How- 
 ever, she died, and Abe did not become domesticated early : 
 as a result, we will never know what might have 
 happened. 
 
 Bill Achenbach, Community High School, Geneva, 
 111. 
 
 In summarizing his research, after a careful re- 
 view of the story of Mary Todd and her marriage 
 to Lincoln, Bill Achenbach concludes : 
 
 In a speech to Congress on the 150th anniversary of the 
 birth of Abraham Lincoln, Carl Sandburg paid him a great 
 tribute: "Not often in the story of mankind does a man 
 arrive on earth who is both steel and velvet, who is hard 
 as rock and soft as drifting fog. . . ." This was the man, 
 Abraham Lincoln. In relating these brief facts on the 
 principal women in his life, I hope to have shown that 
 even Lincoln, the "Great Emancipator," who was "hard 
 as rock and soft as drifting fog," was nevertheless very 
 human in that he was often ruled by the whims of women. 
 
 Students found the courtship and marriage of Lin- 
 coln to be of great interest, particularly in view of 
 the tragedy that occurred and the repeated 
 rumours of Mary Todd's emotional instability. 
 Margaret Claflin, a 9th-grade student at Memorial 
 Junior High School, Cleveland, Ohio, expressed 
 her ideas in a poem : 
 
 17 
 
THEN LOVE REPLIED : A POEM REVEALING 
 THE THOUGHTS OF MARY TODD 
 I cannot tell why it is true, 
 
 But all the time I find 
 That only thoughts of Abraham, 
 
 Are in my heart and mind. 
 Oh rapturous song within my heart, 
 
 That makes it overflow. 
 Oh living song, could it be love 
 
 That makes my thoughts turn so? 
 Within my keeping has been placed 
 
 One life, one love to give, 
 So I must give both with wisdom 
 
 If happily I'd live. 
 ( )h, do I love him truthfully, 
 
 My heart, and if so why? 
 Though his qualities are many, 
 
 Therein love does not lie. 
 Such honesty and bravery 
 
 Are by most men possessed. 
 Quite a bit more charm and culture 
 
 I've found in all the rest. 
 But there's something there within him, 
 
 Though recognized by few, 
 His leadership ability, 
 
 A way of life that's new. 
 And ..thus my love replies within, 
 
 So that I know it's true. 
 Now, Abraham, I'll give my love, 
 
 My very soul, to you. 
 
 In her preface to a research paper on "The Ro- 
 mance of Mr. Lincoln," Pat Forstie, Esko High 
 School, Esko, Minn., states : 
 
 In this theme I will try to set in a simple and brief form 
 the complicated romance in the life of Mr. Lincoln. I 
 will try to summarize the romance of Lincoln in the 
 truthful state as it should be instead of the fanstastic 
 story written by some biographers. My purpose is to 
 give a clear picture of Mary and Abe as a typical Ameri- 
 can courtship. 
 
 And after reviewing the available facts regarding 
 the probable romances in Lincoln's life and final 
 marriage to Mary Todd, Miss Forstie concludes: 
 
 Lincoln's romance and courtship of several girls, after 
 which he chose Mary Todd to be his wife, was a period in 
 Lincoln's life that brought him many hardships, trials 
 and pains. The pains were that of growing pains; did 
 any man ever suffer more? In the end Lincoln seemed 
 to choose the right person even with all the differences 
 between the two for he loved Mary then and always. 
 
 The students are quick to rise to the defense of 
 Mary Todd. Two boys state the case forcibly : 
 
 THE TRAGIC CASE OF MARY TODD LINCOLN 
 
 Mary Todd Lincoln is probably the most maligned woman 
 in the history of the United States. This is due in part 
 
 to the falsehoods spread about her by Lincoln's asso- 
 ciates, who felt she had an improi>er effect upon him. 
 In truth Mary Lincoln was no different from any other 
 mother who suffered so many heartbreaks in a lifetime. 
 Her friends and colleagues turned against her in her 
 moment of crisis. Her only living son turned against 
 her and had her proven insane. What do you think 
 would be the result of these incidents upon the tre- 
 mendously burdened mind of such a woman? 
 
 Despite innumerable accusations against her, we can 
 say conclusively from literary evidence and references 
 that she loved her husband and her sons to the extent 
 that their death placed a tremenaous strain upon her 
 mental faculties. Tragedies assailed ner immovable 
 character until finally the burden was too great. In 
 spite of her position in society, her eccentric character 
 was mistaken for insanity. The downfall of Mary Todd 
 Lincoln had begun. But here is the evidence which re- 
 stores Mary Lincoln to her rightful place in history and 
 in the affections of the American people as a wife and 
 mother who possessed and fully earned the love and ad- 
 miration of her husband. 
 
 Admittedly, Mary Lincoln was eccentric, perhaps more 
 eccentric than most people. There are hundreds of 
 stories about her spending "sprees", hallucinations, and 
 her oddness. Our research proves these to be justifiable. 
 She was terribly sad and lonely. Mary Todd Lincoln 
 bought presents for friends. She often cried aloud that 
 someone was following her, and there was ! Robert Todd 
 Lincoln, her only surviving son, had Pinkerton men fol- 
 lowing her to "supposedly find out if she was sane or 
 insane." Their testimony helped convict her. Robert 
 Lincoln was persuaded to have her brought to trial by 
 three of Abraham Lincoln's closest friends : Leonard 
 Swett, Isaac N. Arnold, and Judge David Davis. 
 
 The trial itself was truly a farce, one of the saddest 
 in history. The wife of Lincoln was convicted in less 
 than 4 hours in a court procedure that could have been 
 prearranged. One by one witnesses were called and tes- 
 tified against her. She was given no time to hire an at- 
 torney or summon her witnesses. She was committed 
 to an asylum : they had accomplished their purpose. She 
 was released later, only to spend the rest of her life in 
 sickness and loneliness. Her friends spread the truth 
 about her conviction, but to this day most people do not 
 know the truth. It was indeed a tragic error in the 
 history of our country : the "insanity" of Mary Todd 
 Lincoln. 
 
 Walter Reisch and Peter Erio, Cathedral Boys 
 High School, Springfield, 111. 
 
 Another student, also from Cathedral Boys High 
 School, Springfield, 111., T. Earl Holbrook, re- 
 ported in a brief research paper on the duel that 
 Lincoln almost fought with James Shields over 
 a misunderstanding involving Mary Todd, thus 
 illustrating his gallantry and chivalry. 
 
 In the living history narrative presented by the 
 students of Cotter High School, Winona, Minn., 
 
 18 
 
the courtship and love of Lincoln for Mary Todd 
 is reported : 
 
 mary todd Lincoln : Abe, do the words "love is eternal" 
 inscribed on a gold wedding band mean anything to you? 
 abf. : Mary, dear ! 
 
 mary : We had been engaged to be married before and at 
 that time you had said that love is eternal and I prayed 
 ours would be. But when you didn't turn up for the wed- 
 ding, which was to be a surprise for everyone else, I 
 thought our love had died and I died a little too. 
 
 After two years you came back and in that moment we 
 both knew that nothing would ever separate us again. 
 We were married soon after. During the ceremony it 
 was raining very hard and I knew rain depressed you. 
 But Justice Browne of the Supreme Court suddenly made 
 a surprising remark and everyone was convulsed with 
 laughter. It drowned out the sound of the rain. 
 
 You had bought the ring before picking up the preacher 
 and bringing him to my house. Later, while you signed 
 the hotel register, I went up to our room and slipped the 
 plain, gold band off my finger. It was inscribed with 
 the words, "Love is eternal." And our love did indeed 
 prove eternal though one has to endure a long time to 
 find it out. 
 
 abe: Do you remember the first time we met, Mary? 
 mary : How could I forget, Abe? I had gone with my 
 sister Elizabeth, and her husband, Ninian Edwards to a 
 public debate. One of the speakers was being pulled off 
 the stand because of his views when suddenly a trap 
 door above the stand opened and a pair of long legs 
 dropped out followed by the rest of a gaunt, dark-haired, 
 man. He announced that this was a land of free speech 
 and the man had a right to say what he felt. I found out 
 later you were my cousin John Stuart's law partner. 
 
 And I remember the first time we met formally and how 
 when I gazed into your eyes it seemed as if I were falling 
 into bottomless depths. And when you smiled your slow 
 smile that started first in your eyes, I wondered how any- 
 one could call you an ugly man. You asked if you might 
 call me Molly because you had known another Mary and 
 the name still hurt. So, I was Molly for a long time. 
 
 People have tried to prove that you never loved me, 
 that you married me out of duty and confusion, but you 
 and I know they are terribly wrong. Ours was a love 
 which lasted through every conceivable test and trial ; 
 ours was a love eternal. 
 
 abe: Our love was eternal, Mary. You and I know it. 
 We'll let the whole world know it. 
 
 In an imaginative playlet, five freshman at Ursu- 
 line Academy, Springfield, 111., report on the 
 women in Lincoln's life: 
 
 A TRIl' TO A WAX MUSEUM 
 
 Cast of characters: Narrator: Museum guide; Little 
 Diane, a visitor at the Museum: Diane's Mother; Sarah 
 Bush Lincoln, A. Lincoln's stepmother: Mary Todd Lin- 
 coln, A. Lincoln's wife ; Stephen A. Douglas, political 
 rival of Lincoln. 
 
 Act I — Scene I : Wax Museum 
 
 narrator : Guide in a wax museum is describing the 
 statues of Abraham Lincoln's mother, wife, and political 
 opponent. As the first act opens, a group of people and 
 the guide are gathered around the wax statue of Sarah 
 Bush Lincoln. Little Diane and her mother are among 
 the group. 
 
 guide (rapidly): And now, ladies and gentlemen, we 
 have here the wax statue of Abraham Lincoln's mother. 
 Sarah Bush Lincoln. As you all probably know, this 
 woman was Mr. Lincoln's stepmother — Abe's own mother 
 died when he was nine years old. She was sympathiz- 
 ing and encouraging to young Abraham. Notice on this 
 statue how the artist captured the distinct kindness and 
 gentleness on her face. It was Sara Bush Lincoln of 
 whom Abraham spoke when he said, "All that I am or 
 hope to be, I owe to my aged mother." Shall we move on? 
 narrator : Diane seems reluctant to leave. Mother takes 
 her hand. 
 
 diane's mother : Come dear, the others are leaving us ! 
 guide: . . . and so, we come to the statue of Stephen A. 
 Douglas, Lincoln's greatest political rival ! In compari- 
 son, Lincoln and Douglas could remind you of a slender, 
 stream-lined lizard and a clumsy, grotesque armadillo. 
 Douglas was indeed a "little giant" and here the artist 
 has captured him as a man of easy and natural dignity. 
 Please, let us move to the left. 
 
 narrator : Again Diane, by now completely fascinated 
 by the wax figures lags behind. 
 
 diane's mother : DI ANNE! ! ! 
 
 guide : . . . and so the last statue of the tour, we see 
 here, Mary Todd Lincoln, the wife of Abraham, and the 
 mother of his children. From the expression on her face, 
 one could not tell that she was a person of such variable 
 temperaments. Shortly after the death of her husband, 
 she was judged insane by a Chicago court — but one year 
 later, the judgment was reversed. She went to Spring- 
 field to live with her sister. There, in the same house 
 where she had first met Lincoln, she died. 
 
 This ladies and gentlemen, completes our tour of the 
 museum. Please keep to the right going out. [Ejit) 
 
 Act II — Scene I : Home of the little girl : Diane 
 
 narrator : It is bedtime for Diane. As the scene opens, 
 Diane, all ready for bed, is kneeling, saying her prayers. 
 diane : . . . and God bless mommy, daddy, grandma, 
 granpa, and thank you, God, for letting me see all those 
 nice figures in the wax museum today! (While mother 
 is tucking her into bed) Gosh, mommy, didn't those 
 statues we saw in the museum today look real? 
 mother; Yes, dear, now get to sleep. (Mother exits.) 
 
 Scene II : Diane's bedroom 
 
 narrator : Diane, now asleep, dreams about the wax 
 figures, (dire dreaming effect by appropriate music.) 
 Sarah Bush Lincoln appears and walks over to the sleep- 
 ing child. 
 
 diane : Oh, aren't you — a-a — I know, you are 
 
 sarah : Yes, Diane, I am Sarah Bush Lincoln, the mother 
 of Abraham. I saw you in the wax museum today and 
 
 541337 O—60- 
 
 19 
 
decided to pay you a visit! The guide told you very 
 little of what my son was really like. That is the reason 
 I have come — to tell you what I thought of him and what 
 he really was. Almost every mother thinks that her son 
 is the best — and I am no exception ! However, I did 
 realize that Abe was not faultless. I tried to correct his 
 mistakes and develop his good traits. He was a boy of 
 great ambitions — that is for his education — and always 
 strove to better himself. Even as a boy, he was extremely 
 tall, awkward and clumsy, but his honesty greatly sur- 
 passed all physical characteristics ! I can truthfully say, 
 I did my best to raise him to be a good man and I hope 
 that his real mother, Nancy Hanks, was or would have 
 been proud of him ! Goodbye now, Diane, I hope you know 
 a little more about Abe and that we will meet again ! 
 diane : Goodbye and thank you, Mrs. Lincoln ! ( While 
 Sarah exits, tmisic of a higher volume.) 
 narrator : And now, the sleeping Diane, restless and 
 mumbling, dreams about Stephen A. Douglas, Lincoln's 
 political opponent. 
 
 douglas : Diane, I am Stephen Douglas. I, too, saw you 
 at the museum, remember? My purpose in coming to- 
 night is to give you my opinion of Mr. Lincoln. To me, 
 Mr. Lincoln was a man of unquestionable courage and 
 honesty. He had a wonderful sense of humor that never 
 failed him at those times when it was needed most. Al- 
 though Lincoln was my political opponent, I had a truly 
 sincere respect for him at all times. Diane, you might 
 say that Mr. Lincoln and I had quite a few arguments. 
 Their purpose was and is today, to show the people both 
 sides of important questions — the ideal and healthy way 
 for a democracy — our country — to build ! Well, I must 
 be going, so goodbye for now, Diane. (Music rises as 
 Douglas exits.) 
 
 narrator: The last statute, Mary Tood Lincoln enters 
 Diane's dream. Immediately Diane recognized Mrs. 
 Lincoln by the "odd pin with the lady's picture on it" 
 which Mrs. Lincoln wore. 
 
 mart : I am Mary Todd Lincoln, wife of Abe Lincoln and 
 mother of his four children, Diane. I loved my husband 
 greatly and I tried to be a good influence on him and our 
 children. My life would never have been complete if I 
 had not met Abe. After his death, my life was one of 
 bitter loneliness and sadness. Abe, being a commoner 
 himself, could always sympathize with the common — or I 
 should say — the masses of people. I can truthfully say 
 that he worked to the best of his ability as President of the 
 United States and 
 
 diane: Please pardon me, Mrs. Lincoln, but is that a real 
 lady's picture on your beautiful pin? 
 
 mary: Oh no, dear, it is a hand-carved cameo! It has 
 always been my favorite. Perhaps the reason might be — 
 it was the last gift I received from Abe. Here, dear 
 (Mrs. Lincoln, removed the cameo from her dress), in 
 remembrance of our visit, I wish to give you my cameo 
 and I do hope that you, too, will always cherish it. 
 Farewell, Diane ! ( Music rises — Mary exits) 
 
 Scene III : Next morning. Mother enters Diane's 
 bedroom 
 
 mother: Good morning, Diane. Did you sleep well? You 
 must have been quite tired last night — you talked so much 
 in your sleep. 
 
 diane : Oh mommy, the people we saw yesterday, you 
 know, the people in the museum? Well, they came to 
 see me last night ! 
 
 mother: They did? Well, now, that was very nice and 
 (concealing a smile) did the guide come, too, and (seeing 
 cameo) — Diane! What's this, and where did you get it? 
 diane (very seriously) : Why, mommy, from Mrs. Lin- 
 coln — she gave it to me last night. 
 
 (Curtain closes as Mother's puzzled glance at Diane 
 rapidly turned to one of incredulous amazement! ! .') 
 
 Script prepared by : Mary Lou Fisher, Judith 
 Santagrossi, Kathleen Moore, Catherine Vogel, 
 and Alice Moreland, Ursuline Academy, Spring- 
 field, 111. 
 
 From the pen of a 9th-grade girl comes a moving 
 narrative poem describing; the women who loved 
 Lincoln : 
 
 THE LINCOLN I KNEW 
 
 I am Nancy Hanks Lincoln, Abraham's mother and the 
 woman who molded his character. 
 
 As a boy 
 Abe worked hard. 
 Sometimes I think 
 He had to work 
 
 too hard, 
 But it taught him 
 To work 
 
 For what he wanted. 
 And work hard, he did 
 
 in order 
 To be able to go to school 
 He always found time, 
 
 among his chores, 
 To study 
 and 
 
 to learn 
 Everything 
 
 That he possibly could. 
 I never saw a boy with such a 
 Thirst for knowledge, 
 I tried 
 
 To teach him. 
 To teach him 
 To stand up for what 
 
 he believed 
 And to fear God. 
 I taught him to be generous 
 and kind, 
 
 gentle 
 and unselfish. 
 
 20 
 
I wish I could have stayed with him, 
 
 Abe needed someone 
 
 To understand him. 
 
 I only hope that I taught him 
 
 These things 
 
 Well enough to guide him 
 
 and help him 
 As he grew up. 
 
 I am Ann Rutledge, the girl Lincoln almost married. 
 
 He was dear to me, 
 My knight, 
 
 Although 
 
 he pushed a plow. 
 I knew he was homely 
 But in his face, 
 Goodness 
 And kindness 
 
 Shone through the coarse features. 
 He was crude and rough-hewn 
 But he was gentle 
 to me 
 And, 
 I 
 loved 
 
 him. 
 Yes, I loved him, 
 But I know, 
 
 even now, 
 That if we had wed 
 He would have 
 Lost 
 
 His chance at greatness, 
 Content 
 
 To live his life as a backwoods lawyer. 
 I didn't want to leave him, 
 
 but, 
 Because I did, 
 His path was clear 
 To go on, to 
 
 bigger 
 and 
 better 
 Things. 
 
 Did he achieve the greatness 
 He so much deserved? 
 
 I wonder . . . 
 
 I am Mary Todd Lincoln, the woman who walked beside 
 Lincoln along his roughest roads. 
 
 No one understood him 
 
 But me. 
 
 He was rejected 
 
 By many people ; 
 
 Misunderstood 
 
 and unhappy ; 
 
 Aloof ; 
 
 Alone. 
 
 He was uneducated in many things, 
 
 But he was human. 
 
 Although he was shy and eager to please, 
 
 He was 
 
 A rugged individualist. 
 
 Abe was a philosopher 
 With a deep regard 
 For people, 
 
 understanding them, 
 Helping them. 
 
 Even when he became President, 
 Worrying, 
 
 burdened by hundreds of cares, 
 He never deserted 
 The things he believed in. 
 So, 
 
 also, 
 Was he faithful 
 Tome; 
 
 And, as he said, 
 Our love 
 
 truly was 
 
 eternal. 
 Deborah Clark Hughes, Memorial Junior High 
 School, Cleveland, Ohio. 
 
 As the preceding selections illustrate, the youth 
 of America are moved by romance and the sug- 
 gestions of tragedy. But they are also grave 
 realists, and as often as they respond to the myth 
 of Ann Rutledge, so are they moved realistically 
 to destroy that myth. Their sympathies are with 
 Mary Todd, but they can also see that she may 
 have been a somewhat difficult woman. There is 
 eternal fascination in the story of this man whose 
 emotions and feelings ran deep; the lonely man 
 who yet became the beloved hero of millions. 
 
 21 
 
III. Lincoln — the Wise Humorist 
 
 Of the many facets of Lincoln that appealed to 
 youth, one of the recurrent ones is that of his 
 use of story and anecdote to handle a difficult situ- 
 ation, to devastate an opponent, to make decisions 
 easier to accept. In words of one contributor: 
 
 Abraham Lincoln's humorous stories and anecdotes have 
 been repeated so many times during the past century that 
 many of them have become as familiar to us as Bible 
 stories. Studying these anecdotes and stories gives us a 
 deep insight into Lincoln's great life. However, it is said 
 that if Lincoln had told even half the stories that have 
 been attributed to him, he would have had to talk con- 
 tinuously for 246 years. 
 
 Lincoln's humor was certainly a most important part of 
 his character. He probably would not have been able to 
 endure the many crises of his presidential term without 
 it. When criticized by a Congressman for telling stories 
 instead of concerning himself with the country's welfare, 
 Lincoln replied, "You cannot be more anxious than I am 
 constantly ; and I say to you now that if it were not 
 for this occasional vent, I should die." 
 
 Anne K. Elberfeld, Westborough High School, 
 Westborough, Mass. 
 
 Another student saw the role of humor in Lin- 
 coln's life in these words: 
 
 In good times and in times of great distress, Lincoln's 
 comic spirit was ever present. When things looked bad 
 in war, Lincoln would crack jokes about the situation to 
 cheer the men and raise their hopes. He made them feel 
 that if he could be calm, they could be calm, too. 
 
 Even today, Lincoln's amusing stories lift the spirit 
 A good sense of humor is just as important today as it 
 was in the time of Lincoln. It can help ease the tensions 
 on the mind and can bring the hearts of man all over the 
 world closer together in friendship. 
 
 James McCoy, Edgar Fahs Smith Junior High 
 School, York, Pa. 
 
 In introducing her research paper, "Anecdotes of 
 Lincoln," a student had this to say : 
 
 There is only one likeness of Abraham Lincoln smiling. 
 For many of us he is the brooding, melancholy figure of 
 the Memorial in Washington, D.C. As we stand today in 
 reverence before that somber statue, we may perhaps for- 
 get that Lincoln's contemporaries charged him with un- 
 seeming levity in office. Or that London's Saturday 
 
 Review once referred to him as not only the First Magis- 
 strate, but the Chief Joker of the Land. 
 
 Humor was his bulwark against the bitter and bloody 
 disasters of the Civil War. It was one of the things, if 
 not the only thing, that, helped him keep his sanity. Dur- 
 ing the tragic war years, Lincoln found relief from pain 
 in humor — he laughed because he knew he must not cry. 
 His gaunt, towering figure clad in flapping flannel night- 
 gown, used to stalk through the White House at mid- 
 night seeking someone still awake to share a funny story 
 he had just read. The neigh of a wild horse on his native 
 prairie was not more hearty than Lincoln's laugh. 
 
 Amelia Christopherson, Lincoln High School, Esko, 
 Minn. 
 
 Yet the humor is not just an end in itself, as Miss 
 Christopherson so well states in concluding her 
 carefully documented report : 
 
 By telling some of his anecdotes, and using them in the 
 circumstances which he used them, I believe that I have 
 given you a picture of how his sense of humor was in- 
 volved in almost everything he did and said. 
 
 I have, in this term paper, given you Lincoln's feelings 
 of God: and also of generals, office seekers, and Presi- 
 dency, sentiment and autograph seekers, friends, and a 
 host of many others. 
 
 I would like to end this term paper with a quotation 
 on peace attributed to Lincoln : 
 
 "Peace will come soon and come to stay, and so come 
 as to be worth keeping in all future time. It will then 
 have been proved that among free men there can be no 
 successful appeal from the ballot to the bullet, and that 
 they who take such appeal are sure to lose their cases 
 and pay the cost." 
 
 A junior high school student states : 
 The one thing I like most to hear about Abraham Lincoln 
 is the funny things he said and did. When he was in a 
 sad mood he didn't just sit down and sob about it, but 
 read a humorous story that put him in a happier mood. 
 It would take me from now to never to tell you all the 
 funny things Lincoln said and did, but here are two : 
 
 Once it is said that he laid his hat down on a chair 
 and by accident a fat lady came by and sat on it. Lincoln 
 looked up and said. "Lady, if you had asked me I could 
 have told you it wouldn't fit." When Lincoln was at a 
 trial he told this story: A fanner was walking down an 
 old dirt road with a pitchfork over his shoulder when a 
 dog came charging at him. He hit the dog with the prong 
 
 22 
 
end of the fork and killed it. The dog's owner came out 
 and asked the farmer why he hadn't hit the dog with 
 the other end of the fork. The farmer replied, "Why 
 didn't, your dog come at me with the other end." Yes, 
 Lincoln had a sense of humor not many of us have. 
 
 Beverly Nefflen, Elkins Junior High School. Elkins, 
 
 W. Va. 
 
 Many of the same stories recur in student essays, 
 graduation speeches, and themes. These stories 
 evidently had a common appeal to young people 
 across the country. For instance, the following 
 stories of his early youth were favorites: 
 
 When he was a very small hoy, Abe wasn't allowed to go 
 to school. Altogether, he had about 1 year of actual 
 schooling, but it was said that be read every book within 
 a radius of 50 miles, and not only did he read them, but 
 he absorbed them, and got ideas and backings for his 
 "little stories" or anecdotes from these books. The first 
 anecdote that he was ever known to write or tell was 
 about himself. It was written in poetic style : 
 
 "Good boys who to their books apply. 
 Will all be great men, by and bye." 
 
 Lincoln's anecdotes are never meaningless. They are 
 never flat. They always show that the writer had an 
 idea of his own, and that though he might work it out 
 blunderingly, he nevertheless had a real feeling of the 
 possibilities in bis medium. 
 
 Amelia Christopherson. Lincoln High School, Esko, 
 Minn. 
 
 HUMOR OF LINCOLN 
 
 Have you ever jokingly predicted anything about yourself 
 that has come true? Abe Lincoln did. One day, when 
 Abe was in his early teens, a neighbor asked him in mock 
 seriousness, "Abe Lincoln, what's going to become of 
 you?" Abe replied with false bravado, "Mr. ! Why, man, 
 I'm going to be President of the United States." 
 
 Even as a youth, Abe Lincoln displayed a remarkable 
 sense of humor. He was often compared with Aesop, the 
 fable maker. Indeed it seems as if he did have a touch 
 of Aesop in him for many of his parables have descended 
 to this day. For example, he would often ask people who 
 stopped at his home, "If there were three pigeons sitting 
 on a fence and you shoot and kill one of them, how many 
 will there be left?" The stranger would often reply, 
 "Why, two, of course !" "Oh, no there wouldn't," Abe 
 would say. "for if you shoot and kill one of them, the 
 other two will fly away." 
 
 As Abe grew older, he gained an interesting philosophy 
 about work. A neighbor once said of Abe, "Yes, he used 
 to work for me but he was always reading and thinking. 
 I used to say he was awful lazy — he'd laugh, crack his 
 jokes and tell his stories, but he didn't love work half as 
 much as he loved his pay. Abe once told me that his 
 father had taught him to work but he didn't teach him to 
 love it." 
 
 Abe was given a sack of grain one day to carry to a mill 
 whose owner was reputed to be the laziest man in the 
 
 county. As Abe watched the miller slowly grind the grain 
 into meal, he said, "You know, I'll bet I could eat that 
 grain as fast as you're grinding it." "Oh, really," said 
 the miller, "and how long do you think you could keep it 
 up?" "Well, until I starved to death, I guess," Abe 
 replied. 
 
 Even as a boy, Abe Lincoln had an unusual face. Many 
 people considered him very ugly. Lincoln once told a 
 story of meeting a man who handed him a pistol saying, 
 "I promised long ago that if I ever met a man uglier than 
 myself I would hand him this pistol and tell him to shoot 
 me." Abe bad studied the man's face intently for a few 
 moments, then handed the pistol back to him and said, 
 "Well, if I am uglier than you, for heaven's sake, go ahead 
 and shoot me." 
 
 No student, name given, Ballston Spa High 
 School, Ballston Spa, N.Y. 
 
 In a class program, the Juniors of Applet on High 
 School, Appleton, Wis., presented ''Lincoln, A 
 Man of Many Moods," in their words : 
 
 introduction ( Solo speaker before the curtain) : This 
 afternoon we hope to give you a view of a typical Junior 
 Classroom, what you Sophomores can expect next year, 
 and what you sophisticated Seniors once were last year. 
 
 Through this classroom demonstration, we hope mainly 
 to convey to you a new side of Abraham Lincoln — Lincoln 
 the man of many moods — moods of humor, sternness, and 
 disicipline, sympathy, melancholy, and inspiration. 
 song by chorus (behind curtain — up or off stage): 
 "Abraham Lincoln — American Portrait" — George ". . . 
 Lincoln kept on growing, kept on growing." 
 
 Curtain opens on classroom scene (teacher and class of 
 16-20). 
 
 student Oswald (giving drii report; class listens in typi- 
 cal languorous fashion ) : ". . . Lincoln grew up in a wild 
 region of Indiana. There were many bears and wild ani- 
 mals in the woods. The trees had to be cut so that the 
 crops could be planted. Abe was strong with an axe and 
 was seldom without his. In 1818, Nancy Lincoln fell ill 
 and died. For more than a year, the Lincoln cabin was 
 a dull and cheerless place. Books and schools were scarce 
 on the frontier. Abe was thin and awkward but strong. 
 In 1830 the Lincolns moved to the north bank of the 
 Sangamon River in Illinois. . . ." 
 
 LINCOLN (in spirit form, interrupts by appearing in back- 
 ground) 
 
 chorus : Old Abe Lincoln — singing a pp. "la" once. 
 Lincoln's voice: Wait! I'm not really as dry as you 
 sound. I cry and laugh and listen and am sympathetic 
 and try to express my deepest feelings in simplest lan- 
 guage. If only more people could get a true view of me! 
 misstennial: Let's try ! Be seated, Oswald ! What im- 
 pressions do you have of Lincoln, students, from your 
 readings and listening? 
 
 After discussing some of the serious moods of Lincoln, the 
 program took up the lighter side : 
 
 student: "That's all very impressive, but don't you think 
 the true Lincoln that the average man remembers today 
 
 23 
 
is the humorous one ; all the magazines are full of his 
 jokes? He was really famous, first, as a joker and yarn- 
 spinner." 
 
 teacher : "Yes, and his jokes are more than jokes ; they 
 relate history, and Lincoln used them to defend himself 
 against his enemies and to convince people or get his 
 point across." 
 
 {Light banjo or accordion mtisic gradually gains in vol- 
 ume, providing transition "Skip to My Lou" "Nellie Bly," 
 "Jimmy Crack Corn") 
 
 (Light on stage left) 
 
 Store Scene (8 old, overalled men seated on stools around 
 an old cracker barrel — left, down — all are laughing) 
 
 1. "That reminds me of one old Abe Lincoln told. While 
 he was still in Springfield, he was looking out of his law 
 office window at the rain-soaked street below. Pretty 
 soon this old maid comes along wearing a big feathery 
 hat. All of a sudden she slips. Abe stood there looking 
 at her for a while and then he says, 'Reminds me of a 
 duck. Feathers on her head and down behind.' " 
 
 3. "Yep, that Lincoln sure was an amazing guy. Even 
 through the Civil War he kept his sense of humor." 
 
 2. "Why, I can remember once when McClellan was slow 
 in pushing his army into Richmond, Lincoln writes him 
 a note, 'My Dear Mr. McClellan: If you don't want to 
 use the Army, I should like to borrow it for a while.' " 
 
 3. "Yet, and when Fighting Joe Hooker kept rushing into 
 battle sending urgent dispatches saying 'Headquarters 
 in the saddle,' Lincoln said, 'The trouble with Hooker 
 is that he has his headquarters where his hindquarters 
 ought to be.' " 
 
 2. "Say, Zeke — what time is it — my Maud. . . ." 
 
 1. "Another yarn that I think shows Abe's cleverness is 
 about the time he was in charge of a company of men 
 in some Indian war and he was marching his men along 
 in this here field when all of a sudden he conies to this 
 gate, and he doesn't know how to get his men endwise 
 to take 'em thru the gate, so he says, 'This company 
 is dismissed for two minutes, when it will fall in again 
 on the other side of the gate.' " 
 
 2. "I remember once when somebody asked him how 
 large the Confederate Army was. He answers, 'About 
 1,200,000 men.' The other guy asked him, 'Is it pos- 
 sible that it could be that large?' 'Well,' says Lincoln, 
 'whenever one of our generals is licked, he says that he 
 was outnumbered three or four to one, and we have 
 400,000 men.' " 
 
 1. "That reminds me about the two Quakers who were 
 talking about old Abe and Jeff Davis of the rebels, and 
 one says, 'I think Jefferson will win' and the other says, 
 'Why,' and the first says, 'Because Jefferson is a pray- 
 ing man,' and the other says, 'So is Abe a praying man.' 
 and the first says, 'Yes, but the Lord will think he's 
 only joking.' " 
 
 2. "Well, I guess I better start pushing off before the 
 old lady comes looking for me. I sure am thirsty, 
 though." 
 
 3. "You know, once in the Lincoln-Douglas debates, Doug- 
 las accused old Abe of being a bartender, and Abe said, 
 
 'It's true that I sold whisky in my grocery store. In 
 those days Mr. Douglas was one of my best customers. I 
 can also say this : I have left my side of the counter, 
 while Mr. Douglas sticks to his.' " 
 
 1. "That's like the time Douglas called Lincoln two-faced. 
 Lincoln said, 'I'll leave it to my audience. If I had 
 another face, do you think I'd wear this one?' " 
 
 3. "Then, there was the time Lincoln ran for Congress 
 against Peter Cartwright . . ." 
 
 2. "Wasn't he an evangelist?" 
 
 3. "Abe goes to this religious meeting that Cartwright 
 was leading. At this meeting Cartwright gives a real 
 hell-raising sermon and then shouts, 'All who desire to 
 lead a new life, to give their hearts to God and go to 
 heaven will stand.' A few stood up. Then he shouts, 
 "All who do not wish to go to hell will stand." All the 
 rest stood but Abe. Then Cartwright asks 'Mr. Lincoln, 
 where are you going?' Abe says, "If it is all the same to 
 you — I am going to Congress." 
 
 chorus: A verse of Nelly Bly — with accordion or other 
 accompaniment. 
 
 Anecdotes about Lincoln as a family man have a 
 great appeal. 
 
 THE DOMESTIC LIFE OF ABRAHAM LINCOLN 
 
 The large, faded, brown house, which is situated on 
 Eighth and Jackson Streets in Springfield, 111., proudly 
 bears the name "A. Lincoln" on its doorplate. The walls 
 of this historical house have heard and seen the many 
 joys and sorrows of the great family which lived in it. 
 
 Some of the older people of Springfield still remember 
 some of the interesting things which happened to the 
 Lincoln family. 
 
 One Sunday morning as Mary Todd Lincoln was return- 
 ing from church, she saw Abraham ahead of her, pulling 
 a wagon with 1-year-old William in it. Mary saw Wil- 
 liam fall out of the wagon, land on the hard-packed 
 dirt walk, and set up a tremendous howl. Although 
 William was yelling at the top of his lungs, it was not 
 loud enough to break in on the thoughts of his father, 
 for Abe continued to pull the empty wagon to the corner, 
 with his head down on his chest. 
 
 By the time Mary had picked up and quieted William, 
 Abe was coming toward her. When he came to where 
 she was standing, he was astonished to find that William 
 was in her arms and not in his wagon. 
 
 "Mister Lincoln, if I had a shillahah and could reach 
 up that high, I'd break it over your head to wake you. 
 How far do you go in your mind that you don't know 
 your baby has fallen out of the wagon?" 
 
 "It's a hard world, Mary," he said sadly, "people are 
 foreve.r falling out of wagons. Willie might just as 
 well get used to it." 
 
 Although Abe Lincoln had his faults and had frequent 
 quarrels with Mary, there is no doubt at all as to the 
 fact that he loved her very much. When he was in 
 Washington, he sent her letters which expressed in them 
 his love for his wife and his children, and how he longed 
 to be home that night. Mary answered with just as 
 much love in her heart for him. 
 
 24 
 
Several stories have been told about Lincoln. Did all 
 of these really happen? We can't be sure of it 
 
 Take, for instance, the time neighbors saw Mary run- 
 ning her husband out of the house with a knife in her 
 hand. Churchgoers were passing down the street and 
 they remembered that Lincoln forced her into the kitchen, 
 shouting, "There, damn it, now stay in the house and 
 don't disgrace us before the eyes of the world." 
 
 Abe always had his shirt sleeves rolled up. Many 
 times he would admit lady-callers in this battered ap- 
 pearance and would go back and lie on the floor to 
 read. Also he would sometimes wear one pantleg rolled 
 up, but Mary saw that this didn't happen very often. 
 
 Although Mrs. Lincoln was a very good housekeeper, 
 her efforts to improve Abe's domestic manners had 
 fallen on infertile soil. 
 
 Lincoln was somewhat of a strange man and once a 
 doctor concluded that he had hypochondriasm — a con- 
 dition characterized by low vitality, apprehensiveness, 
 and extreme depression. Prolonged worry was often a 
 contributing cause. 
 
 The Lincoln's house on Eighth and Jackson Streets still 
 remains as a memorial to the memory of the Lincoln 
 family of Springfield. 
 
 Paul LaFata, Dennis Corrigan, Robert Rechner, 
 and Paul Coughlin, Cathedral Boys High School, 
 Springfield, 111. 
 
 Another domestic story appealed to Ann Boux- 
 sein, Logan Junior High School, Princeton, 111. 
 
 In 1844, Lincoln bought his first and only home. This 
 house still stands on the corner of Eighth and Jackson 
 Streets, in Springfield and is now a memorial to Illinois' 
 great citizen. Many people visit it every year. This home 
 was only a story and a half high. Mary felt that a two- 
 story house was more in keeping with their social posi- 
 tion ; so the house was raised to two stories and a fence 
 on a brick wall was placed around it. One time when 
 Lincoln was away on his circuit, Mary called in the car- 
 penters and had the remodeling done. When Lincoln 
 came back, he walked down Eighth Street, noted the 
 change, and walked on pretending that he did not know 
 his house. At the crossing he met a boy whom he asked, 
 "Can you tell me where Abraham Lincoln lives?" 
 
 Mrs. Lincoln was watching for him at the window and 
 heard him. She shouted to him, "Come in here, you fool. 
 You know well enough where you are." Lincoln was fond 
 of his little jokes and tricks even with his family. 
 
 In discussing the possibilities of Lincoln's being 
 elected to the Presidency, a student from Ballston 
 Spa High School, Ballston Spa, N.Y., had this to 
 say: 
 
 There were serious people who believed Lincoln to be a 
 good man, a keen and kindly man, with a smart head and 
 a big heart. They had heard of his storytelling. Many 
 had listened to him telling these stories and they had 
 laughed. They couldn't help laughing. He was so funny 
 he made you laugh in spite of yourself. 
 
 These serious people didn't want a "laughing Presi- 
 dent." There had never been a "laughing President." At 
 the head of the government should be a solemn man who 
 was constantly grave and dignified in his deportment. 
 Sure — Abe Lincoln was a good fellow but he wouldn't do 
 for President. Why, he was so honest that if he went 
 to the White House, he would just naturally tell visitors 
 the same yarns that he was telling in Illinois. For 
 President, there should be a man as earnest as the Consti- 
 tution. Abe Lincoln wouldn't do. 
 
 Fortunately, there were others — those who wondered 
 what it would be like to have a plain akward shambler 
 like Lincoln in the White House. There had never been 
 a "laughing President," so why not try one? Why not see 
 what an easygoing fellow like Lincoln would do on the 
 presidential chair? 
 
 Abe Lincoln won that election and his humor played 
 an important part in his victory. His quick wit paved 
 the way for him many times. 
 
 Once at a reception a fellow came up to Lincoln and 
 said, "Mr. Lincoln, I'm from up in New York State where 
 we believe that God Almighty and Abraham Lincoln are 
 going to save this country." 
 
 Lincoln turned to him and said with a smile, "My 
 friend, you're about half right." 
 
 These were tragic years in American history. Every 
 day hundreds of men lost their lives in the Civil War 
 which rocked the Nation. Lincoln felt that the death of 
 these men was his personal responsibility. He found 
 relief from the pain of this knowledge in humor. 
 
 "I laugh because I must not cry," he said. 
 
 It would be well if we could apply some of Abe Lin- 
 coln's humor and philosophy to our everyday lives and the 
 problems that confront us today. 
 
 Many of the preceding stories and anecdotes recur 
 in graduation addresses, themes, and reports. 
 Evidently this kind of story appealed to America's 
 youth. There were other stories, too, that had an 
 appeal. For instance, in discussing what Lincoln 
 did during the Civil War, the role that his wise 
 humor played impressed one student a great deal : 
 
 LINCOLN THE HUMANITARIAN 
 
 The Civil War was a most unfortunate occurrence for 
 Abraham Lincoln during his administration. He was 
 severely criticized for his tactics by American citizens 
 who had become despondent and disappointed. The great 
 length of the War convinced many from the Union that 
 the President was incapable of carrying out the duty he 
 was required to perform as a President. Moreover, they 
 continually looked backward on the past, which is too 
 often the case, rather than looking forward to success 
 and final victory. In so doing, many of the American 
 people formed the opinion that the pursuit of a different 
 and more desirable course could have eliminated much 
 suffering or even avoided the War completely. Regard- 
 ing this subject, George William Curtis once said that 
 because we cannot see the land and put our feet upon it, we 
 are disposed to be anxious and captious, and to lay blame 
 
 25 
 
on our faithful and vigilant leader. In addition, at the 
 close of the War he stated, "Let us be more manly and 
 more just. Let us remember how upright and courage- 
 ous our President has been in the dark and anxious days 
 we have passed through." 
 
 President Lincoln did not at all enjoy the war or send- 
 ing young men and boys as young as fifteen years of age 
 to their death. Throughout the war many of his generals 
 complained that he was too lenient with many prisoners 
 of war because of his freeness in handing out pardons. 
 They argued that the President was destroying the dis- 
 cipline which was so necessary to the army of a nation 
 at war. In his defense Lincoln replied, ". . . it rests me, 
 after a day's hard work, that I can find some excuse for 
 saving some poor fellow's life, and I shall go to bed happy 
 tonight as I think how joyous the signing of this name 
 will make himself, his family, and friends." 
 
 Mr. Lincoln extended his assistance to Union soldiers 
 whenever he could. Many times a young soldier who had 
 fallen asleep while on sentry duty or who had been ac- 
 cused of "cowardice in the face of the enemy" was saved 
 from the firing squad through his mother's plea for mercy 
 before the President. In one instance a soldier demoral- 
 ized his regiment by throwing down his gun in the heat 
 of the battle and hiding behind a sheltering tree stump. 
 When charged with cowardice, he gave no defense. 
 However, the President, upon hearing the case, said that 
 he would add this one to his "legcases." When asked to 
 explain himself, he replied, "If Almight God gives a man 
 a cowardly pair of legs how can he help their running 
 away with him?" 
 
 Paul Weisbach, Whitehall Junior High School, 
 Hokendauqua, Pa. 
 
 The kindliness of Lincoln as well as his lack of 
 pretentiousness was impressive to Curt Rohring, 
 Roosevelt High School, St. Louis, Mo. : 
 
 Lincoln was kind, and had time for the "least of these" — 
 even in the time of great struggle. Carl Sandburg, the 
 greatest Lincoln biographer, tells us of a woman who 
 stood outside the Capitol "cryin' and a carrin' on." When 
 she was allowed to see the President, she explained she 
 had three sons and her husband in the war — and could no 
 longer make a living for herself without one of them. The 
 
 President stood facing the fireplace; he spoke as if he 
 were speaking to himself alone. "I have two, and you 
 have none. I have two, and you have none." He 
 granted her request. 
 
 Kindness goes hand in hand with humbleness and 
 Lincoln was humble, too. 
 
 When pompous Senator Sumner, dressed in checked 
 lavender pants and fancy waistcoat, came to see the Presi- 
 dent, he was told the President was in the cellar. Going 
 down to the cellar, he saw Lincoln shining his boots. 
 "Why, Mr. President," he exclaimed, slightly appalled, 
 "do you black your own boots?" Lincoln looked up. 
 "Whose boots did you think I blacked?" Lincoln, all his 
 life, was noted for his humor. 
 
 And when asked how it felt to be President, he replied, 
 "Well, I'm like the man the crowd rode out of town on a 
 rail. He said if it weren't for the honor of it, he'd just 
 as soon walk." 
 
 While there are many anecdotes about Lincoln, 
 those included in the preceding selections appear 
 to be those that most appealed to the youth of 
 America. These selections may also have been 
 those which were most easily available to them, 
 but it is more probable that, among all the anec- 
 dotes told and retold as being original with Lin- 
 coln, the ones that recur so often in the materials 
 sent in by young people are among those quoted 
 above. An appropriate summary comes from Au- 
 drey Bailey, Logan Junior High School, Prince- 
 ton, 111 : 
 
 We remember Lincoln not only for the great things that 
 he has done, but also for his remarkable sense of humor. 
 He had great skill at storytelling and was well liked by 
 his friends and neighbors. 
 
 At one time when newspaper men asked him about his 
 childhood days, he replied that it would be a great piece 
 of folly to attempt to make anything out of him or his 
 early life. He said, "It can best be condensed into a 
 single sentence, and that sentence you will find in Gray's 
 'Elegy' — 'The short and simple annals of the poor ' 
 That's my life, and that's all you or anyone else can make 
 of it." 
 
 26 
 
IV. Lincoln: the Plain Man and 
 Great Humanitarian 
 
 Today, with its emphasis on attractiveness and 
 self- adornment, the plain and ugly face of Lincoln 
 has a tremendous appeal to youth. Most of us 
 are not beautiful or even particularly pretty; it 
 is heartening to see, in the visage of this man, the 
 fact that looks are not a prerequisite to great 
 achievement. Many young people were greatly 
 impressed by this, and expressed their reactions 
 in themes, essays, and poetry. 
 
 In introducing a graduation speech, Susan 
 Trampe, Roosevelt High School, St. Louis, Mo., 
 said: 
 
 Lincoln was great because he was not afraid to be com- 
 mon. His unusual and unattractive features once lead 
 a lady to exclaim, "How common he looks!" The tell 
 man replied gently, "I reckon the Lord loves common 
 people most for he has made so many of them." 
 
 It is not the physical impression, nor the background, 
 nor the education of the man that we remember, but his 
 humanity. 
 
 SKIN-DEEP 
 
 This man, this Lincoln, look at him ! 
 All bones and skin and gawky limb 
 And crooked nose — and he's so tall ! 
 I hardly think he'd do at all 
 For President ; for in that place 
 Men should be strong and fine of face. 
 
 You foolish thing, how can you think 
 It's looks that count, and try to link 
 The in and out? For in he has 
 Humility and kindness ; as 
 A rusty lock, a golden key. 
 This man, this Lincoln has beauty. 
 Sue Ellsworth, Community High School, Geneva, 111. 
 
 In a longer essay, a student asks what are the 
 ingredients of greatness : 
 
 THE GREATNESS OF LINCOLN 
 
 The setting was peaceful. The luster of the moon en- 
 dowed all nature with a glow as only the Creator could 
 send. A lovely woman can be seen. Her attire is 
 simple, her nature serene. "Hush, my child," she says 
 
 as she caresses her newborn, pressing him lovingly to her 
 breast. The infant looks at his mother with a love-filled 
 gaze. Possibly he senses the future, after her care and 
 her guidance will have molded him into a great man. 
 She would educate him, train him, and make him an 
 undying American tradition. "Hush, my young Abe." 
 Peacefully his deep-set eyes close, shutting out the world 
 and opening to a world of dreams. This scene marked the 
 first birthday of a notable character whose greatness was 
 exceeded only by the Galilean, Jesus Christ. 
 
 One hundred fifty years have lapsed since that peaceful 
 spring evening, yet reflections of his life still remain 
 prominent. Abraham Lincoln, even today, is idolized 
 by school children, respected by adults, and studied by 
 leaders. The source of the immortality of his life, caus- 
 ing him to endure for such a period of time, should 
 arouse the curiosity of many of us. His actions, his 
 words, and his mannerisms infer that he is worthy of the 
 highest esteem and praise. Where, however, did the 
 greatness of Abraham Lincoln lay? 
 
 Was this greatness measured by his wealth? Lincoln's 
 worldly possessions were not monetary ; his sons, his wife, 
 and his fellow creatures were the riches he possessed. 
 His early life had taught him that money was not the 
 necessary factor to enjoy life and this early lesson re- 
 mained with him during his existence. 
 
 Many men achieve fame through their personal appear- 
 ance. At the sound of their name, well built, handsome 
 men are imagined. On the contrary, Lincoln was tall, 
 lanky, and awkward. However, to have a greatness of 
 appearance would allow one to enjoy fame for only a brief 
 period of time and soon one would disappear into oblivion. 
 
 What then makes people look up to Abraham Lincoln 
 as a symbol of benevolence, strength, and equality? To 
 say that any outward power made him great would be 
 quite untrue. Abraham Lincoln taught us that greatness 
 did not demand wealth or power nor did it have to rely 
 on one's personal appearance. Abraham Lincoln found 
 greatness in the ability to judge right from wrong, serv- 
 ice from selfishness, and especially to have the power to 
 stand alone against betrayal, deceit, and abuse. His main 
 purpose in life was to firmly grasp the ideal to which 
 the soul is dedicated — love of God and love of fellow man. 
 
 During the Civil War every virtue possessed by Lincoln 
 was necessary to preserve our nation. Americans were 
 fighting Americans; moreover, America was trying to 
 destroy itself. I know that only the greatness of 
 Lincoln's character could have enabled him to achieve 
 
 541337 O— 60- 
 
 27 
 
what he did. With his patience and guidance he led 
 both sides to victory; the North to a celebrated victory, 
 the South to a victory over themselves and their 
 obliquities. 
 
 All the achievements of his life, stemming from the un- 
 told — reaching to the celebrated, should rightfully be at- 
 tributed to his greatness from within ; that is, his 
 greatness in virtue, in understanding and in patience. 
 To me the greatness of Abraham Lincoln which led him 
 to immortality was his consuming desire to make all men 
 equal and to create an unbending and indestructible 
 America. 
 
 Frances Margiotta. Holy Rosary Academy, Union 
 City, N.J. 
 
 A lOth-grade student writes a poem : 
 
 BEYOND THIS FACE! 
 
 As some small boy stands solemn there, 
 
 A silhouette against a sky 
 
 Of scarlet splashed like yellow dye, 
 
 He can just see the lofty chair, 
 
 A throne for him who led us fore. 
 
 Beyond this face there is much more ! 
 
 A countenance so stern at first, 
 The lad dares not to turn from it 
 And only stands to gaze a bit 
 Into the eyes so kind, yet hurt 
 By scenes of hate and civil war. 
 Beyond this face there is much more ! 
 
 But time can change a youthful mind, 
 And soon he thinks how nice 'twould be 
 To sit upon that bended knee 
 And hear the tales of ev'ry kind, 
 Of lives and deeds so long before. 
 Beyond this face there is much more ! 
 
 Now dusk may hide his distant dream. 
 And stealthy shadows clothe the land, 
 But still remains the gentle hand 
 That lifted men above their chains, 
 To freedom and equality. 
 Beyond this face there is much more ! 
 
 He held a country in his arms, 
 
 He won the love of ev'ry man 
 
 Of white, or red, or darkest tan. 
 
 He worked to keep us far from harm. 
 
 He's called Abraham Lincoln. 
 
 Beyond this face there is much more ! • 
 
 Rose Marie Abts, Cotter High School, Winona, 
 Minn. 
 
 To a 9th-grade student, this is how he looked : 
 
 LINCOLN'S TRUE PROFILE 
 
 Abraham Lincoln was thin and tall ; 
 He wasn't really handsome at all. 
 But what he lacked in his profile 
 Was replaced by his kindly smile. 
 
 Although his life was filled with grief, 
 He seemed to have a strong belief 
 That he could be the one to lead 
 The people in their time of need. 
 
 His face showed lines of stress and strain 
 
 From leading his country through toil and pain ; 
 
 But through his life the thought prevailed 
 
 That a friendly smile never failed. 
 
 Elizabeth Gorman, Edgar Fans Smith Junior High 
 
 School, York, Pa. 
 
 A girl sees in Lincoln's life and achievement the 
 ideal man even if he was far from handsome and 
 glamorous : 
 
 WHAT ABRAHAM LINCOLN MEANS TO ME 
 Lincoln means to me, a man with the qualities which 
 every girl looks for in an ideal man. To me, an ideal 
 man has a generous sense of humor, honesty and intel- 
 ligence from good reasoning and wisdom. 
 
 Does an ideal man have to be a hero so handsome that 
 he makes a girl's heart pound? If so, Lincoln can not 
 be called an ideal man ; quite the contrary. He was tall, 
 lanky, and homely. Mary Todd, who later became Mrs. 
 Lincoln, knew a truly great man, and married him for 
 what he was, not for appearances. She knew and we 
 must learn that what's inside a man is what makes him 
 ideal. 
 
 Lincoln was not a quitter, but went after what he 
 wanted, no matter what difficulties he had to encounter. 
 He would walk many miles to borrow a book. With the 
 little education he taught himself, he rose to become one 
 of America's greatest historic figures through the politi- 
 cal career he sought. 
 
 It takes determination to become a success. Lincoln 
 combined determination with wisdom to achieve his place 
 as the sixteenth President of the United States. When 
 the political path to President became rough, his sense 
 of humor helped the difficulties to clear and be settled 
 with his happy spirit. 
 
 To me, Lincoln was a man of big decisions ; his biggest 
 being the issuing of the Emancipation Proclamation. 
 This made him the ideal father — of all Americans, colored 
 or white for they depended on him for their security. 
 
 His honesty is forever drilled into the hearts of all 
 Americans. We cannot deny his birth into the poorest 
 people, nor did he try to hide his poverty. He was of 
 the people and for the people, common and aristocratic. 
 His speeches tell what was in the heart and mind of an 
 ideal and honest man. 
 
 Barbara Roblee, St. Mary's Springs High School, 
 Fond du Lac, Wis. 
 
 The following poem by a senior takes a somewhat 
 lighter touch : 
 
 A SOURCE OF STRENGTH 
 The young Abe Lincoln was tall and lean. 
 His common face was shaven clean. 
 Knowledge, gained from borrowed books, 
 Improved his brain but not his looks. 
 
 28 
 
Homely as sin and simple as pie, 
 
 His countenance could hold no lie. 
 
 Soon the age of manhood neared, 
 
 And so Abe Lincoln grew a beard. 
 
 The fuzzy growth made quite a change ; 
 
 Plain features soon were out of range. 
 
 His brilliant career followed later 
 
 As President, lawyer, and debater. 
 
 A national figure — to all endeared. 
 
 They loved his voice, his smile, his beard. 
 
 His tragic death brought grief, in sooth. 
 
 When he was shot by John Wilkes Booth. 
 
 What made Lincoln a man ; indeed. 
 
 What made Lincoln take the lead ? 
 
 It seems to me that his beard, at length, 
 
 May have been the source of all his strength. 
 
 Audrey Capone, St. Gregory High School, Detroit, 
 
 Mich. 
 
 In more serious vein : 
 
 LINCOLN'S HANDS 
 
 His hands were bony and gaunt and strong. 
 
 Once they had swung an axe with surety into the clean 
 
 bark of a virgin forest 
 Once they had guided a plow over the ruts in the earth 
 
 never before tilled by man 
 Once they had slowly spelled out words with charcoal by 
 
 the flickering light of the fireplace. 
 And once these hands, these simple hands, led a bleeding 
 
 young nation through the dark night of war, to peace, 
 
 to freedom, and to unity. 
 
 Careen Schmidt, St. Teresa High School, Decatur, 
 111. 
 
 LINCOLN 
 
 Flies buzzed above the expectant hush 
 
 Of the crowd gathered in the park on that warm July 
 day: 
 
 All eyes turned toward the rough wooden platform 
 
 Decked in bunting of red, white, and blue; 
 
 The tall man was about to speak. 
 
 They had heard his short opponent, 
 
 His suave manner and speech polished like brass ; 
 
 But who was this homely young man 
 
 Whose droll humor (so they had heard) invited com- 
 panionship 
 
 And whose common sense encouraged thought ; 
 
 Whose simple honesty persuaded trust 
 
 And whose kind impartiality inspired love? 
 
 The people saw he was one of them 
 
 As he spoke under the trees ; 
 
 From their kind had he sprung. 
 
 With their country had grown ; 
 
 Their needs were his wants, 
 
 For their ideals he would strive 
 
 This was the tall man 
 
 Whom his opponent had called 
 
 An incompetent "country lawyer" 
 
 Unfit to lead a nation. 
 
 Mary Burton, Edina-Morningside High School, 
 Edina, Minn. 
 
 I REMEMBER 
 Abraham Lincoln, the man granted a sense of humor and 
 a sharp mind in place of a handsome face. Ah, he was 
 a pitiful sight, never getting worse, but never getting any 
 better either. 
 
 As a boy he was tall and lanky like a young oak tree. 
 Always able to outrun, and outfight the other boys, but 
 always willing to help his mother and to read. 
 
 Abe Lincoln, a man not to be forgotten soon by the 
 world. A man blessed with a good mind and no feeling 
 of race prejudice. Fair with all and gentle in his ways. 
 
 The day Abraham Lincoln was assassinated was a dark 
 day for the people of the world. A dark day indeed, for 
 the world lost one of its best citizens. A fair, just man, 
 loved by all — except . . . 
 
 Kathy Richards, Emmitsburg High School, Em- 
 mitsburg, Md. 
 
 The preceding selections have highlighted the 
 response youth made to the fact that Lincoln 
 achieved greatness even though he was not hand- 
 some. As several of the selections indicate, be- 
 hind this plain face was a great humanitarian. 
 The following tw T o stories are fictionalized versions 
 of events that may indeed have happened in Lin- 
 coln's life. They particularly highlight the great 
 humanitarian quality of Lincoln and his feeling 
 for the ordinary individual : 
 
 MINE EYES HAVE SEEN THE GLORY 
 
 Peter Bauer saw the flash that pointed at him for a 
 fraction of a second. He closed his eyes instinctively, 
 felt an agonizing pain, fell backward for what seemed 
 an eternity, and landed in an unconscious heap. 
 
 The fighting raged around him. 
 
 The next moment that he would be able to remember, 
 was one in which his world was a perfect blaze of pain. 
 He kept remembering the way the blast furnace would 
 throw the heat on his face, back at the iron mill where 
 he had worked before the war. His face burned like 
 white heat. He blacked out again. 
 
 When he came to a second time, his face pained him as 
 only a burn can pain. He slowly sensed that he could 
 not see. He forced his eyelids open a painful crack. 
 Nothing ! Slowly as the blackness wore off and the pain 
 seemed to increase, his brain became aware that someone 
 was talking to him. 
 
 "Can ya hear me, soldier?" Jimmy Nelson, a nurse, 
 was in a bad mood. His legs were so tired they ached 
 and two patients had died while he was working over 
 them. He had a fierce urge to break the water pitcher 
 over the head of the prostrate man before him, then he 
 thought, shame on you, James Nelson, it's only because 
 you're tired. Look at him there. With those burns, he 
 probably thinks he's in Hell right now. Speaking aloud, 
 "Soldier, ye hear me?" 
 
 Peter tried to acknowledge but managed only to exhale 
 a little harder. "The Doc'll be here in a minute, sol- 
 dier. Come on, soldier, you been layin' there for five 
 hours." Jimmy's voice had a note of pleading in it. He 
 
 29 
 
had been working and working hard for twelve hours. 
 After the patient had come to and had had his breakfast, 
 Nelson could leave and get some sleep. 
 
 Peter finally managed to rasp out, "I hear ya." 
 
 •'You're at the Army Hospital at City Point," explained 
 Nelson. 
 
 The doctor came up sweating hot and tired. "What's 
 this one's name?" he asked Nelson. "The one with 
 the burned face, isn't it?" 
 
 "Yes, sir. Says his name's Peter Bauer on this here 
 slip," answered Jimmy. 
 
 "Your name Peter Bauer?" the doctor asked 
 impatiently. 
 
 "Yes, sir," came the faint reply. 
 
 "Where do you hurt?" the doctor rattled off like a 
 machine. 
 
 "My face burns somin' fierce. I can't see." Peter 
 Bauer was conscious now. His brrin was working. 
 
 "There's gauze over your eyes. You musta been 
 spittin' down the barrel when you got shot. The bullet 
 grazed the side of your head. The powder burns is 
 worst, though. The men dragged you outa a trench 
 where ya fell. We'll take the bandages off your eyes 
 in a coupla days. Catcha fiddlin' around with those 
 bandages and I'll strap your arms down. I couldn't 
 tell too much about your eyes last night when ya come 
 in and I ain't gonna take any chances by takin' them off 
 too soon. Feel like eatin' anything?" 
 
 "No, sir," said Peter not thinking. 
 
 "Well, you gotta eat. Jimmy Nelson here, he's a nurse. 
 He'll feed ya," said the doctor tiredly and strode off. 
 
 The food wasn't so bad and besides it took his mind 
 off his burned face. 
 
 Jimmy Nelson told Peter he had gotten to the hospital 
 at nine o'clock the night before. They had cleaned and 
 dressed his wounds. He had regained consciousness first 
 at three in the morning. It was now 6 :30. Guns could 
 be heard in the distance. 
 
 The sun was up, and though Peter Bauer couldn't see 
 it, he could hear the birds singing. He might have 
 slept then but was aroused, in spite of his pain, by the 
 arguments of the occupants in the two cots on his left. 
 
 "I tell ya, it ain't nothing but a bombardment," said 
 Bill Martin. 
 
 "Bill, you blockhead. If you weren't so stubborn you'd 
 know that ain't no bombardment. They're fightin' a 
 battle out there. Hear how the noise rises and falls? In 
 a bombardment it's steady, you know that," countered 
 David Fitzgerald. 
 
 "If it's a battle, we didn't start it on accounta nobody 
 recalled the furloughs, and you know the rebs ain't 
 gonna come outta them fortifications no how," said Bill 
 with a touch of finality. 
 
 "I declare you're hopeless. All you Republicans is, 
 from Lincoln on down," declared Fitzgerald. 
 
 "Lincoln ain't no Republican. He's a traitor," said 
 Bill with a touch of vehemence. 
 
 "I swear I don't see how Lincoln can pull the wool 
 over your eyes like that. Lincoln's no less than a King 
 and Emperor, and if you wasn't so blind you could see 
 it. Where do you think he got the right to free the 
 slaves, to put Martial Law over the whole blamed coun- 
 try? I'll tell ya. He didn't get the right off a nobody. 
 
 He took it. He's a !" Fitzgerald was almost shouting. 
 
 Martin was shouting as he broke in. "He didn't free 
 the slaves, you nincompoop. He only freed 'em in the 
 Confederacy where he didn't have the power to enforce 
 it. He didn't have the brains or guts to free 'em where 
 it counted. As for the Martial Law, that was Stanton's 
 business. 'Ape' Lincoln isn't smart enough to think of 
 anything like that." Martin was silenced by threats 
 from around the ward to shut up and keep quiet. 
 
 David shouted with contempt, "He really has pulled the 
 wool over your eyes, ain't he." 
 
 By this time the rumpus has aroused the doctor who 
 came storming in. "Haven't you men got enough to 
 worry you ?" Silence ensued. The doctor's bloodshot eyes 
 demanded silence. "There's rumor Lincoln's coming this 
 afternoon. I don't know nothin' about it. Nobody ever 
 can talk to him personal about politics. Until then shut 
 up." 
 
 All ears turned toward the opened windows where the 
 sound of battle could be heard rising, falling, then rising 
 in rapid succession. 
 
 "There's been a rebel attack on Fort Stedinan," the 
 doctor explained to the questioning faces of the men. "I 
 don't know nothin' more about it." 
 
 After a period of silence, Martin shattered it. "Lin- 
 coln won't be here today, boys, not if he hears them guns. 
 He'll head right back to Washington. Yes, sir, he will," 
 chuckled Martin. 
 
 From across the aisle came, "Martin, do you want your 
 head bashed in?" 
 
 "Any time you think you're big enough, Simon, you 
 come ." 
 
 "If you don't shut up, Martin, I'll put you in a straight- 
 jacket." The doctor's threat was punctuated by several 
 fitting expletives. 
 
 The sound of the guns quieted suddenly. 
 
 A few hours later a man came in selling candy, tobacco 
 and the like. Immediately he was barraged with ques- 
 tions. "What happened?" "Who won?" "The rebs give 
 up?" 
 
 "Okay, Okay," said the man, "I'll answer all your ques- 
 tions at once. Well, at dawn the Rebs attacked Fort 
 Stedman through the mist. They carried the Fort by sur- 
 prise and began to push on. They captured some trenches, 
 but them Rebs ain't what they used to be. As soon as we 
 counterattacked, they fell back. And just as the last of 
 'em was pushed out, Lincoln came up to the front." 
 
 "What was the losses?" 
 
 "Nothing to speak of. Lots o' Rebs captured though." 
 
 "You say Lincoln was at the front?" asked Martin 
 unbelievingly. 
 
 "Yah, and it's a wonder he didn't get shot. I was 
 watchin' from a mile away and I could see him plain with 
 all them black clothes on. Understand some shots did 
 come mighty close. Must be the providence of the 
 Almighty. That's what most of them say." 
 
 "Whose them?" Martin asked quizzically. 
 
 "The soldiers that was there with him. I talked with 
 some of them," explained the peddler. 
 
 Martin was fascinated. He had really thought Lincoln 
 was a coward. The fact that the peddler had let his 
 imagination run free and that Lincoln was nowhere near 
 
 30 
 
the front during any part of the fighting, was beside the 
 point. Martin's picture of Lincoln had changed. 
 
 After the men had their lunches, Peter Bauer slept for 
 a short time. He was awakened by the shuffling of feet 
 and whispers around his cot. 
 
 A doctor stood over him. It was not the same bleary- 
 eyed individual who had threatened to straight jacket the 
 men to keep them quiet. 
 
 "We're going to take the bandages off your eyes now," 
 he said softly. 
 
 There was silence over the ward as the tedious opera- 
 tion of removing the bandages began. 
 
 Scissors snipped. Peter could feel the bandages being 
 unwrapped. Several times he winced when the bandages 
 were pulled from burned flesh. 
 
 "Now we're almost done. When I take the last bandage 
 off, you must remember to open your eyes slowly," cau- 
 tioned the doctor. 
 
 The last one came off. Peter lay there barely breathing. 
 His heart was pounding. He didn't hear the doctor who 
 mumbled something to Nelson about they didn't look too 
 bad. 
 
 "You'll never find out that way. You'll have to open 
 them sometime," encouraged the doctor. 
 
 Oh Lord, what if I can't see, thought Peter. Well, may 
 as well be now as ever. 
 
 He opened his eyes ever so slowly. 
 
 He whispered breathlessly to the doctor. "I can see." 
 
 "Fine. Fine. How well can you see?" questioned the 
 doctor. 
 
 Peter's eyes began to focus. Directly across from his 
 cot was a doorway to the hall. His blurred vision could 
 distinguish that it was filled by some large black object. 
 As his vision cleared, he could see that it was a man, a 
 very tall man, with a black fringe around his jaw, and a 
 large stovepipe hat. Behind the man Peter could see a 
 vast assemblage of men. His eyes blurred again then 
 focused finally to clear vision. 
 
 "Lincoln," mumbled a startled Peter Bauer. 
 
 As if a word of command had been spoken, every eye 
 which had been watching the bandages being removed 
 from Peter's face, flashed to the door. 
 
 Several cheered. Most just stared. The supervisor of 
 the hospital moved with Lincoln to Peter Bauer's cot 
 where the doctor was standing. 
 
 "Mr. Lincoln, this is Dr. Long, head of this ward," 
 began the supervisor. 
 
 "Glad to know you, Dr. Long. What have we here that 
 enveloped everyone's attention when I came in?" asked 
 Lincoln of Dr. Long. 
 
 "Oh ! Excuse me for staring, Mr. President, but we 
 aren't in the habit of being host to Presidents around 
 here." Lincoln's laugh put everyone at ease. In answer 
 to Lincoln's question, Dr. Long explained, "This is Private 
 Peter Bauer, Mr. President. He was creased on the side 
 of the head, as you can see, but the most serious wounds 
 are the burns on his face. He must have been very close 
 to the shooter. We didn't know how badly his eyes were 
 burned until now. He'll be all right. You can see they're 
 not burned too badly." 
 
 "Well, congratulations, Mr. Bauer. I certainly will 
 pray for your complete recovery. The nation will not for- 
 
 get what each of you has given," said the President as he 
 shook Peter's hand. 
 
 "Thank you, Mr. President," said Peter Bauer overawed. 
 
 Lincoln moved to Bill Martin's cot. Martin was as- 
 tounded. He had envisioned that the President never 
 went anywhere without a troop of cavalry, but none of 
 the Presidential party had entered the ward to act as a 
 bodyguard and only Doctor Long accompanied the Presi- 
 dent down the ward as a formality. 
 
 David Fitzgerald was also surprised that there was 
 not at least one guard. He watched Lincoln closely. 
 The face was sad, not sinister as he had thought it 
 would be. The face was so ugly it wasn't ugly. It was 
 so uncomely it didn't matter. The lines on his face were 
 very deep; they looked as if they had been drawn in. 
 The eyes were sad and deep. No picture he had ever 
 seen of Lincoln looked like this face. 
 
 Lincoln spoke a few words to Fitzgerald as he did to 
 all the other men in the ward. Something about the 
 w r ound on David's leg, he wasn't paying too much atten- 
 tion to what he was saying. He watched Lincoln closely. 
 When Lincoln left, David Fitzgerald and most of the 
 others saw wet streaks from the corners of his eyes to 
 his beard. Fitzgerald had been impressed with what 
 he had seen of Lincoln. It made a man think. 
 
 Peter Bauer and most of the other patients were talk- 
 ing excitedly. Someone brought out a deck of cards and 
 Peter joined in the game. The men could see Lincoln's 
 coach drive away. Most of the patients were laughing 
 and talking. Bill Martin and David Fitzgerald lay 
 quietly, thinking, thinking about the Lincoln they had 
 seen, the hand they had shaken. 
 
 Somewhere off in the direction Lincoln's coach had 
 taken, big guns rumbled reassuringly. 
 
 John Frye, Madison Local High School, Madison, 
 Ohio 
 
 THE PEOPLE'S MAN 
 
 Windsor is my name ; James Windsor. I was a young 
 boy when I lived in Washington, D.C. I am an older 
 man now, and I have seen many years since those tragic 
 war days from 1861 to 1865. When the war did break 
 out I was a lad of sixteen, who had been crippled by a 
 childhood disease. As I look back on those days, I can 
 understand my family's enthusiasm to have all its "men" 
 enter into the war. Out of six boys, and even my father 
 who also went, I had to stay home because of my handi- 
 cap. I was hurt beyond words when I was told that I 
 wasn't fit for service. In my desperation to occupy my- 
 self I began reading papers, magazines, and pamphlets ; 
 all of which included articles on President Abraham Lin- 
 coln. I grew more interested in the way he governed the 
 torn United States during these days of trial. I decided 
 to write to him and ask him for a place on his staff, being 
 a disabled boy. The letter was written in a boyish scrawl 
 with errors. But I sent the leter and waited for a reply 
 with great expectations. 
 
 The reply came about three weeks after I had sent my 
 letter. The President wrote it himself, in a scratchy 
 penmanship. He asked me to come to the White House 
 on the following day, and I was supposed to bring this 
 
 31 
 
letter as an entrance slip. Being overly excited, it was 
 difficult for me to get around. My mother, as I remember, 
 was astounded when I received the letter from Mr. 
 Lincoln, and she became busy making preparations for 
 my great visit. I could walk with the help of two great 
 braces for my legs, and I remember my practicing to 
 walk from room to room in our house so I would be able 
 to meet the President in an appropriate manner. 
 
 The doorman opened the great door at the White House 
 for me the following day, and escorted me up to the second 
 floor where the President's office was. I knocked softly, 
 not knowing what to expect. 
 
 "Come in," replied a high pitched man's voice. 
 
 I opened the door, and as the tall man seated at a large 
 desk beckoned me to a chair near to him, I walked with 
 a noticeable limp into a beautiful room. 
 
 "I am Mr. Lincoln, son, and you must be the lad who 
 sent me that delightful note asking for a position on my 
 staff." 
 
 "Yes sir. My name is James Windsor," was all I 
 could say. After all, this was the President of the 
 United States ! 
 
 "I would've had a boy just about your age, Jim, but 
 the Almighty God had other plans for my boy. Life has 
 given me the hurt of losing a son, and to you the loss of 
 agility. But we must accept these hurts, isn't that right, 
 Jim?" 
 
 I felt a comfort that I had not experienced ever before. 
 I looked at this man with his kind, sad face and I knew 
 that by his simple yet powerful character he would lead 
 America back to unity. 
 
 I began to speak with a shaking voice. "Mr. Lincoln, if 
 I could serve you in any way, I would feel that I gave my 
 services to our cause." 
 
 "That's very fine of you, Jim. I'll be very proud to 
 have you on my staff. As a matter of fact, you and I are 
 going to have a close relationship, since you'll be my right 
 hand man !" 
 
 I began to work at the White House. I was limited to 
 the amount of work as I still couldn't move around very 
 well. But the President was patient, and always ready 
 to help me. I spent a lot of time with Tad Lincoln. He 
 was a delight to his father, with a wonderful character 
 like Mr. Lincoln. 
 
 When the war finally came to an end, after great 
 losses, the people were jubilant. But the President was 
 the happiest. Doing errands for him during the 4 years 
 of the war, I didn't notice too much the look of gloom that 
 was part of his face. My mother did, and she remarked 
 many times that the war left a worse effect on the Presi- 
 dent that it did on the people. The President was an aged 
 man at the close of the war. 
 
 I wanted to go to college, having grown up considerably 
 since the start of the war. I chose one in Illinois that 
 Mr. Lincoln recommended. When it came time to leave 
 for school, I went to the White House to say goodbye to 
 Mr. Lincoln. I went into his office and he greeted me 
 warmly, just as he had done many years before. 
 
 "Well, Jim, looks like we part company for a while," 
 he smiled. I told him a little about the college and what 
 I planned to take up in studies. 
 
 "Can you give any advice, Mr. Lincoln?" I asked, know- 
 ing that anything he did say would be a help to me. 
 
 "The best advice I can give you, Jim, is to live with 
 God and love your neighbor throughout your life. It is 
 easy to remember, but rarely practiced nowadays." The 
 President sighed. I thought him to be much older and 
 very, very tired. 
 
 "Thank you, Mr. Lincoln. These years I spent with you 
 have enriched me more than I can ever begin to tell you." 
 I was close to tears at this point. I realize that what 
 Abraham Lincoln had done for me was to give me a new 
 life. Even if I was handicapi>ed, if I had a good mind 
 and a good heart I would now prove to be as much credit 
 to our country as the person with two legs. 
 
 I rose to leave, and shook hands with the President. 
 This was the last time I ever saw Mr. Lincoln. On my 
 way home, I knew that the country had been unified by 
 the efforts of this tall, sad man I had just left. I never 
 thought that it would be the last I would ever see of my 
 friend. 
 
 Looking back on those years, I can't help but see Abra- 
 ham Lincoln as the people's man. He had me work at 
 the White House for those brief years not because I 
 wanted to : his motive was deeper. I represented his 
 people, and he couldn't turn away the very person to 
 whom he dedicated his life. 
 
 Lynne Perrish, St. Mary's Academy, Windlock, 
 Wash, 
 
 32 
 
V. The Wisdom of A Great Leader 
 
 Throughout all of the writings of the young stu- 
 dents runs a recurrent thread : Lincoln, the great 
 and wise leader. Repeatedly the themes, essays, 
 stories, and poems reflect the feeling of youth 
 that this man, through his actions and words, 
 demonstrated that rare wisdom that lifts him into 
 the realm of the immortals. One aspect of his 
 leadership is highlighted in the following 
 selection: 
 
 SIMPLE ABE 
 It is Lincoln's simplicity that I admire most in this great 
 man. Not merely that he was born in a log cabin, wore 
 simple clothing, spoke and acted like an ordinary man 
 from the backwoods! No doubt, Lincoln was extraordi- 
 nary in his ability to handle critical situations and pre- 
 serve our nation's unity. Yet his simplicity stands out 
 even more in my mind. 
 
 Lincoln's first inaugural address proved that he himself 
 realized he was just a simple man doing God's will in 
 regard to his country. After stating his firm determina- 
 tion to preserve the Union by upholding the Constitution, 
 he expressed his belief that "doing this ... is only a 
 simple duty on my part." He went on to say that he was 
 only a small man acting under the leadership of the 
 American people, "my rightful masters." 
 
 So you see Abe Lincoln was simple. His manner was 
 simple, and so was his goal in life. 
 
 Janet Steffensmeier, Assumption Academy, Norfolk. 
 Nebr. 
 
 The directness, honesty, and humility that Lincoln 
 demonstrated in so many of his words and deeds 
 was particularly important to Patricia Deraney, 
 Concord High School, Concord, Mass. : 
 
 LINCOLN'S OPINION OF HIMSELF 
 
 Abraham Lincoln did not often speak about himself, but 
 when he did, it was invariably with devastating honesty 
 and great humility. He delighted in poking fun at his 
 appearance and background : he always expressed sur- 
 prise at the honors heaped upon him and was quick to 
 declare his unworthiness of them. For example : at one 
 point in his career, he remarked, "Nobody ever exi>ected 
 me to be President. In my poor, lean, lank face, nobody 
 has ever seen that any cabbages are sprouting out," and 
 on another time, he said. "Seriously, I do not think I am 
 fit for the Presidency." At times this humility gives 
 
 the impression of being overdone, and one begins to sus- 
 pect him of false modesty, of deliberately disparaging 
 himself to perpetrate the illusion of simple "Honest Abe," 
 the common man. 
 
 These suspicions are, however, completely false; Lin- 
 coln's humility was genuine. It stemmed from his con- 
 ception of himself as an instrument of an omnipotent 
 God. This God was the God of the New Testament, the 
 God of Truth, Justice, and Charity. Lincoln was acutely 
 aware of his own insignificance in comparison to God and 
 the vastness of the universe. He was also disturbed by 
 his inability to live up to his idealistic conception of 
 right and wrong ; the strictness of this conception may be 
 seen in his stern assertion that one "cannot institute any 
 equality between right and wrong." Yet Lincoln believed 
 that his life, imperfect as it seemed to him, was part of 
 a divine plan and that he had a purpose to fulfill. He 
 was overcome with a sense of humility and of his un- 
 worthiness when he realized that he was destined to 
 become President of the United States. "God selects His 
 own instruments, and sometimes they are queer ones; 
 for instance, He chose me to steer the ship through a 
 great crisis," he said. 
 
 Lincoln exercised great power and authority during his 
 years in the Presidency, yet he always tried to act ac- 
 cording to his beliefs "With malice toward none; with 
 charity for all ; with firmness in the right . . ." He 
 never lost sight of the source of his power and of his 
 own unworthiness. He never forsook his belief that he 
 was subservient to the execution of a divine plan. To- 
 wards the end of his life he was still able to say: "I 
 know that there is a God and that He hates injustice 
 and slavery. ... If He has a place and work for me, 
 and I think He has, I believe I am ready. I am nothing, 
 but truth is everything; I know I am right because I 
 know that liberty is right, for Christ teaches it. . . ." 
 
 A junior high school student expresses this feeling 
 in poetry : 
 
 ABRAHAM LINCOLN 
 Lad — Man — President 
 
 "Be somebody. Son," Abe's dying mother pleaded, 
 As always giving the encouragement he needed. 
 With loving fingers his face she touched. 
 The face of her boy whom she loved so much. 
 A lanky lad, reading far into the night. 
 Reading his book by the dim fire light. 
 A splitter of rails and a fanner was he. 
 To see him wrestle, people would pay a fee. 
 
 33 
 
A gaunt tired man at the rear of the train 
 Bidding goodbye in the drizzling rain. 
 A man who loved all men and preached 
 Malice toward none and charity toward each. 
 The light of kindness shown in his face, 
 An upholder of justice, regardless of race. 
 
 The man at the helm of the ship was he, 
 
 While steering his ship through the war-blackened sea. 
 
 A writer of tender letters to mothers 
 
 Who gave their sons along with others. 
 
 A pardoner of hoys who could not be blamed 
 
 If their youthful legs were cowardly lamed. 
 
 "A general's horse I will hold," said he 
 If the general will win us a victory. 
 A patient man, working till the job was done 
 And faltering not till the battle was won. 
 
 Mike Dennard, James S. Deady Junior High School, 
 
 Houston, Tex. 
 
 A careful appraisal of the qualities that made 
 Lincoln a great leader is given by Stephen Liver- 
 nash, Concord High School, Concord, Mass. : 
 
 Lincoln opened his "House Divided" speech in 1858 with 
 the following words : 
 
 •'If we could first know where we are, and whither we 
 are tending, we could better judge what to do, and how to 
 do it." 
 
 It fell to Abraham Lincoln to decide what to do and 
 how to do it. His decision : to preserve the Union at 
 whatever sacrifice was necessary. Throughout the trying 
 years of the Civil War he planned, guided, and prayed. 
 Unfamiliar with strategy and policy, he had to learn and 
 did learn. 
 
 Yet Lincoln never lost his guiding sense of perspective. 
 The President was heard to remark. "Voorhees, doesn't 
 it seem strange to you that I, who could never so much 
 as cut off the head of a chicken, should be elected, or 
 selected, into the midst of all this blood?" And he con- 
 fessed to a friend, "I have been controlled by events." 
 
 Today it seems to us that if Lincoln knew that he could 
 not escape history and destiny, he had nonetheless a large 
 part in their shaping; more than his own humility might 
 have permitted him to consider. If he had lived on he 
 would have had an even greater influence on the course 
 of the future. As it is, he represents, for the majority of 
 Americans today, a living legend of i>ersonal greatness 
 and devoted leadership. 
 
 I'nlike the awesome, unchanging fame of Washington, 
 the fame of Lincoln has waxed greater and greater with 
 each passing year. Today one commentator declares that 
 he is "an image of our better nature" ; another states 
 that Lincoln has come to represent, "not only Union and 
 emancipation, but the personal embodiment of democracy 
 and the mirror of our humanity" as well. 
 
 Although historians respect Lincoln more for his skill 
 as a politician and public servant that for his slightly 
 mythical righteousness, in popular thought he exists as 
 the outstanding symbol of human dignity and stature, 
 without bounds of space or time. In India and beyond we 
 find his name admired. Prime Minister Nehru keeps a 
 
 bronze cast of Lincoln's hand on his desk before him. 
 "It is a beautiful hand, strong and firm and yet gentle, 
 and I look at it every day and it gives me strength." 
 
 In this country Carl Sandburg, speaking at Washing- 
 ton on the 150th anniversary of Lincoln's birth, paid a 
 humble man's tribute in these words: "Millions there are 
 who take him as a personal treasure. He had something 
 they would like to see spread everywhere over the world. 
 Democracy? We cannot say exactly what it. is, but he 
 had it. In his blood and bones he carried it. In the 
 breath of his speeches and writings it is there. Popular 
 government? Republican institutions? He had the idea. 
 It is there in the lights and shadows of his personality, a 
 mystery that can be lived but never fully spoken." 
 Lincoln once told Congress, "we cannot escape history. 
 We will be remembered in spite of ourselves. No per- 
 sonal significance or insignificance can spare one or an- 
 other of us. The fiery trial through which we pass will 
 light us down in honor or dishonor to the latest genera- 
 tion." The man who was a symbol of the aspirations of 
 his own time has come clown to us, the latest generation, 
 with much more than honor. His person symbolizes the 
 best of all ages and our own best aspirations in the world 
 of today. 
 
 Another student from the same high school offers 
 his version of the qualities that made Lincoln a 
 great leader: 
 
 ABRAHAM LINCOLN IN THE EYES OF HIS 
 CONTEMPORARIES 
 
 A man's final evaluation in the eyes of the world comes 
 long after his death, when posterity can pronounce a 
 verdict on his actions in view of the events they fostered. 
 But a man considered in such a manner becomes more of 
 a legend than a living person. To appreciate fully the 
 qualities which made Lincoln such a noble symbol of 
 equality and justice we must investigate the impressions 
 he made on i>eople while he lived. The Emancipator 
 Lincoln is a product of history ; the man Lincoln is what 
 he was to his contemporaries. 
 
 As a young man on the frontier in Illinois, Lincoln 
 learned to support his ideals with two weapons — power 
 and persuasion. To prove his worth to the local boys he 
 was asked to wrestle one of the strongest men in the area. 
 On the first attempt Lincoln threw the man soundly to 
 the ground, and the boys approached him saying, "You 
 have sand in your craw and we will take you into our 
 crowd." With sand in his craw Lincoln stood up for 
 what he believed through the worst ordeals that a nation 
 torn in two by conflict could offer. Yet firmness alone 
 did not make Lincoln great; he also possessed the rare 
 talent of being able to lead men, to sway them to his way 
 of thinking, and at the same time not make them feel 
 dominated. Said a fellow legislator of Lincoln : "He was 
 a horn politician. We followed his lead ; but he followed 
 nobody's lead." 
 
 If Lincoln had been held in the universal esteem which 
 he is today it would have been an easy task for him to 
 guide the country through the Civil War, but such was not 
 the case. Perhaps no President has ever been subjected to 
 the ridicule, slander, and unfair criticism which met 
 
 34 
 
Lincoln at every turn. Stephen Douglas, Lincoln's op- 
 ponent in the famed Lincoln-Douglas debates, told a 
 crowd of thousands that "Mr. Lincoln advocates boldly a 
 war of the North against the South — a war of extermina- 
 tion." Even after his election Lincoln found his enemies 
 numerous and vociferous. Samuel Morse, inventor of 
 the telegraph, wrote to his brother-in-law, "Lincoln is a 
 weak, vacillating, illiterate President without brains." 
 An Ohio farm woman told her children, "Lincoln ! How 
 I loathe that name between my lips !" The Chicago Times 
 said, "He cannot speak five grammatical sentences in 
 succession." An editorial in the New York Herald 
 stated: "The Lincoln administration is cowardly, mean, 
 and vicious, the blame resting on the incompetent, igno- 
 rant, and desperate 'Honest Abe'." 
 
 In the face of such criticism, even from the Northern 
 people he was striving to protect, Lincoln obviously had 
 no easy time. He was not loved by all, but then no man 
 could possibly have pleased all the people in a nation 
 which was so divided and subdivided in opinion. The 
 remarkable thing is that he accomplished what he did. 
 For in the end Lincoln managed to persuade the majority I 
 of the population to stand by the Union. The reason for 
 this is evidenced in the words of a dissatisfied farmer 
 who went to hear Lincoln speak. "It appeared that I had 
 more than I could stand tip under. Rut he hadn't spoken 
 more'n ten minutes afore I felt like I never had no load. 
 I begun to feel ashamed o' bein' weary en complainin'." 
 An old loggers' adage says, "A tree is best measured 
 when it's down." Nothing could have been more appli- 
 cable to Abraham Lincoln after his assassination than 
 this. Only after his death did men realize the great 
 leader they had lost. In prophetic words the Chicago 
 Tribune said : "Half a century hence to have lived in this 
 age will be fame. To have served it well will be im- 
 mortality." Here was offered a final tribute to Lincoln 
 from the men who knew him — the tribute of immortality 
 in the minds of generations of Americans to come. 
 
 Elmer Funkhouser, Concord High School, 
 
 Concord, Mass. 
 
 The selections below show the various ways in 
 which students appraise the qualities of Lincoln. 
 
 ABRAHAM LINCOLN— OUTSTANDING MAN 
 
 Abraham Lincoln died in a world he never made. The 
 forces which shook and shaped it were in motion before 
 and after he became President. He spent his many years 
 in office trying to control them. It may have been a mat- 
 ter of regret to him that, before his death, he had really 
 not settled anything. But for many years he managed to 
 preserve peace and hold slavery behind the frontiers. 
 
 That may have been the most any man in his time could 
 have done. 
 
 There were really three worlds in the days of his grow- 
 ing up: the troubled rest of the world: the American 
 world, self-sufficient in isolation; and the world of 
 slavery. 
 
 That was when distance meant safety and survival lay 
 in aloneness. The two oceans gave America time to pre- 
 pare for any attack and a way to avoid foreign alliances. 
 It was an American dream that didn't last long. 
 
 He didn't live long enough to find out if he was right. 
 He had a good sense of history. In his last moments, the 
 most he could do was hope for the best and believe what 
 he had done was his best. 
 
 Only time could give the answer to questions which, 
 since he was a thinking man, must have often been on his 
 mind. But, I'm sure when he entered the gates of heaven, 
 God must have said, "Well done, thou good and faithful 
 servant !" 
 
 Martha Baumgardner, Emmitsburg High School, 
 Emmitsburg, Md. 
 
 BUN Y AN OR BUMPKIN? 
 
 I dare anyone to make a legend out of Abraham Lincoln. 
 I will stand before any American, and challenge him to 
 change Abe into another Pecos Bill ; because it can't be 
 done. Ol' Honest Abe was just too honest. 
 
 Lincoln was too calm and serious to be shown as a 
 laughing Paul Bunyan, but his own unbelievable humor 
 would surpass anything one could imagine. 
 
 Since his first interest was other people, and he disliked 
 being in the public eye himself, it would almost be an 
 insult, to build him up as someone outlandishly great and 
 visibly wonderful in all things. 
 
 Neither was he a hick country bumpkin who made good 
 with no schooling, who could split more rails and plow 
 more acres than any man within 500 miles. Abe disliked 
 manual work, and realized where his possibilities lay — 
 in knowledge, and in heart. 
 
 Abe's greatness lay not in his power as a rail splitter, 
 in his height, or his ability to talk fluently enough to 
 convert the devil ; but in himself. The nobility in his 
 character came not from his gangling height, but from the 
 lowliness of humility. His strength didn't develop from 
 splitting rails, but from unity of purpose, and direction. 
 Fluency wasn't what made his speeches into art ; it was 
 the deep thought, the broken-hearted dedication, and the 
 personal touch that won men's souls. 
 
 If Paul Bunyan had been faced with a mountain, he 
 would simply have moved it. But a man can't move 
 mountains, so Lincoln did what any man would do — he 
 faced his mountain, dug in his heels, and climbed it. 
 
 Pecos Bill straig'itened out a wandering river, accord- 
 ing to legend, but Abe roped and straightened a wayward 
 country. 
 
 So I dare you to make Lincoln a legend — because any- 
 thing you would imagine probably happened, or came 
 very close to it. 
 
 He was too well known, too human, and too honest 
 with others as well as with himself. He realized that 
 the only thing that stood in the way of Abe was Abe, and 
 be conquered the mountain of himself. 
 
 It is this that makes a truly great man. . . . 
 Vicki Stonik. St. Mary's Academy, 
 YVinlock, Wash. 
 
 35 
 
In the following five poems, students express the 
 unique greatness of Lincoln as leader with nobility 
 and wisdom: 
 
 LINCOLN: A TOOL 
 Man sees a need, creates a tool, and works. 
 When God sees things exist as they ought not 
 He makes a man who can sustain the plight, 
 A patient man who helps change bad to good, 
 An honest man who keeps what first was good. 
 God roots compassion deep within his soul 
 And fills his mind with logic crystal clear. 
 To crown this man humility is used. 
 In eighteen hundred nine a man was born 
 Who had the qualities of God's best tools. 
 
 The need to be fulfilled was freeing men, 
 Or rather, having freedom recognized. 
 
 Some fifty-four years hence the two would meet, 
 The tool would see the need and find an end. 
 
 Carole Murphy, Holy Angels Academy, 
 Milwaukee, Wis. 
 
 OUR CHAMPION 
 
 Lincoln was quiet, confident, strong, 
 
 He worked for our liberties, hard and long 
 
 His ultimate goal was to see our land 
 
 Free and righteous under God's hand. 
 
 With love of mankind, his soul was afire: 
 
 To free all from injustice, was his great, desire. 
 
 He planned his actions, was patient and smart. 
 
 The future of his homeland, he had always at heart. 
 
 To sum up his greatness, we can truthfully say 
 
 That Lincoln was loyal in every way, 
 
 To his creed of justice and liberty 
 
 For he lived and died that all men might be free. 
 
 Charles Sockol, Lincoln High School, 
 
 Cleveland, Ohio. 
 
 A critical period of our fatherland brought forth a man 
 
 Devoid of evil, encompassed by contagious goodness ; 
 
 No human thought can reflect the magnitude of his 
 esteemed renown ; 
 
 Each undecisive soul reached out 
 
 And found enduring strength to fight for unity. 
 
 How kind of God to lend us him, who 
 
 Gently, firmly, guided the soul and strength of a nation. 
 Nadine Cowen, Mount St. John Academy, Glad- 
 stone, N..J. 
 
 TO LINCOLN— THE UNYIELDING OAK 
 
 Far in the land there runs no stream, 
 
 Not even the smallest brook or pond. 
 
 Few seeds here are planted, even fewer take root. 
 
 Very seldom a plant or tree even starts to grow. 
 
 But once a windblown seed came in, 
 
 And came to rest upon this spot, 
 
 Where it took root and had to face, 
 
 The many dangers of its land. 
 
 While nearby trees withered and died, 
 
 From lack of the "staff of life", 
 
 Its roots ran fast, 
 
 Its roots ran deep, 
 
 Searching for the life-giving juice. 
 
 A little here, a little there. 
 
 Not much, but enough to sustain its growth. 
 
 Soon storms came and the mighty gale, 
 
 But it stood steadfast not giving an inch. 
 
 Finally the storm was o'er and its great destruction done. 
 
 The tree was now a mighty oak standing straight and 
 
 strong. 
 It had weathered every hardship and had won the 
 
 victory. 
 There was no stopping its growing now. 
 It has surpassed every test. 
 It would keep on growing till it became a giant among 
 
 the small. 
 
 Joseph McDermott, Grade 8, St. Gregory High 
 School, Detroit, Mich. 
 
 WHY, MR. LINCOLN? 
 
 Before the rejoicing of the North 
 
 Before the flame and smoke of Charleston Bay 
 
 Before Kansas begins to bleed 
 
 A child is born. 
 
 Born in a cabin of mud-chinked logs 
 Born of parents who can barely write their names 
 Born in a shabby room with a leather-hinged door 
 There are bearskin rugs on the earthern floor. 
 
 People said you were homely — and they were right. 
 Your hair is ruffled and coarse. Your hands are hairy. 
 Your face is weather-beaten. And there are many 
 Who cannot see yond the ugliness. 
 
 "Go into politics !" — this from the lips of your friends. 
 You'll start with Douglas, lose your fight, 
 But make men think — and go thrusting on to fame. 
 Is that w r hat you wanted, Mr. Lincoln? 
 
 Stand tall, you of humble birth 
 
 Gaunt man, in your new black suit and stovepipe hat. 
 The people are before you, the people may listen ; 
 Speak carefully, speak earnestly, speak solemnly, 
 Tell them of Union ; stand tall. 
 
 You're a lonely man. The office-seekers crowd you. 
 The people criticize you. Your life is threatened 
 Even before you reach the White House. 
 And the people bring their grief. 
 
 "My son — he's dead, lying on his face near the James." 
 "Our boy is needed for the spring plowing." 
 "My husband fell asleep — they're going to shoot him !" 
 Listen to them, Mr. Lincoln, hear them all. 
 
 "Your Generals are sinners and drunkards !" 
 "Grant's a butcher and McClellan's a fool." 
 "Our men-folk are being slaughtered !" 
 Listen to them, Mr. Lincoln, hear them all. 
 
 Alone at night, in old slippers, you walk the halls 
 Pacing, crying quietly so your wife won't hear, 
 Crying for your second-horn, Willie, crying for a dead son. 
 And the people give you no rest. 
 
 36 
 
The tide begins to turn, slowly, slowly, 
 Sherman marches to the sea, Sheridan gets into the Valley. 
 Sherman says "War is hell" — and aims to end it quickly. 
 Lee meets Grant — They talk about old times. 
 
 It's over now, Mr. Lincoln. Your job is done. 
 You even smile when they take your picture. 
 Your carriage is waiting, the play is already on. 
 And Mr. Booth loads his pistol. 
 
 Bands are playing in the streets ; people are singing ; 
 The armies come marching into Washington, 
 
 heading home. 
 Bonfires blaze, fireworks scream against the sky. 
 And Mr. Booth comes leaping to the stage. 
 
 They carry you across the street on a shutter. 
 And those who loved you weep, and those who hated 
 Say nothing at all. And the long hours pass. 
 It ends just after dawn. 
 
 And now you stand tall forever, man of humble birth. 
 Now you stand firm forever. And the states still bicker. 
 But even in the bickering, they stand together. 
 And they stand tall. 
 
 William Cockerham, 11th grade, Enfield High 
 
 School, Enfield, Conn. 
 
 The interest that Lincoln had in individuals and 
 his concern for their welfare is expressed in the 
 following two fictional accounts of historic 
 incidents : 
 
 I KNEW ABRAHAM LINCOLN 
 
 Men have known the greatness of Lincoln, his political 
 life and feelings, but I feel as if I have been privileged to 
 know his inner qualities. My name is Mrs. Bixby, mother 
 of six gallant boys. And through my sons, by their un- 
 timely deaths, the President presented himself as a friend. 
 
 We lived in a small home, yet the spirit of life which 
 dwelt there swelled the house to twice its size. It dimin- 
 ished when my sons left and my house was small once 
 more. One by one the defense and patriotism of our 
 country beckoned them to the dangers of war. One by 
 one the rumble of cannons and the echoings of shots called 
 them to the jaws of death. I lived in grief then, my life 
 held no meaning without the presence of my boys. The 
 walls of my mind forever focused the picture of torment, 
 pain and final death. The faces of six baby boys, six 
 young boys, and then six dead boys flashed before my 
 eyes. My grief was unbearable. 
 
 Comfort came in the form of a letter. My peace of mind 
 was finally restored by the sympathetic and understanding 
 words of a great man, Mr. Lincoln. Our family had 
 always supported him, his platform and ideas, yet I 
 failed to recognize how great a man he was until he 
 came to me. A word of sympathy and prayer, an explana- 
 tion of why was what his letter contained. It was a 
 clear picture of his character and person ; true, sincere 
 and humble. He possessed a great position, one over- 
 flowing with responsibility and duty, but this did not in- 
 terfere with his distinct qualities. He never failed to re- 
 
 member his people. The words of his letter flowed through 
 my mind and quelled the fire of grief, barring out the lone- 
 liness that filled my soul. All I needed was the remem- 
 brance of the bravery of six young soldiers, advised the 
 President. The picture of blood and death still remained 
 but it was focused with the look of duty and patriotism, 
 not ugliness and dread. My sons had fought for me and 
 our land, their blood spilled on the battlefield helped to 
 enrich the strength of the nation. I still could hold 
 them, not in my arms but in my heart. This I valued 
 much more as one values a ruby to a diamond. These 
 were the thoughts the letter of President Lincoln promoted 
 in me. I contemplate their effects within my heart and 
 by now realize the stigma to continue life and shed my 
 grief they evoked. 
 
 I knew Abe Lincoln, not personally, but very closely. 
 He exemplifies a true American. From his political life 
 we have recognized him. So in his personal life let us 
 honor a man of human understanding, good will, and 
 unending love for all humanity. 
 
 Kathleen Call, St. Basil Academy, Philadelphia, Pa. 
 
 HE IS THE CAPTAIN OF THE SHIP 
 
 All these stories and celebrations to tell what a great man 
 Lincoln was are all useless as far as I'm concerned. I only 
 met and talked with Abe once — that was all I needed to 
 know that he was truly our President, the man of the 
 people. 
 
 It was in July of 1862. It was hot, very hot, and we 
 still had a long way to go to reach the Fort. My best 
 friend Sam was wounded and I had to help him walk. 
 
 It was just about dusk when we arrived at the Fort, 
 and the women had supper ready for us. The sergeant 
 announced the men who were to stand guard, and Sam 
 was one of them, I was tired, but I knew he was in no 
 condition to take it so I volunteered. 
 
 I kept walking back and forth to keep awake but I was 
 so weary, I had to sit down. Well, that was here the 
 sergeant found me. I knew that because of the serious- 
 ness of the crime, sleeping while on guard during war- 
 time, I would probably be hung. 
 
 While I was waiting for the verdict, though I already 
 knew what it was, I wrote to my widowed mother and 
 told her. When she received it, she immediately wrote to 
 Abe and pleaded for my life. 
 
 It was August 2 when a guard came for me and told 
 me I had a visitor in the lieutenant's office. 
 
 Abe Lincoln had come to see me. In that short time he 
 told me I deserved to be whipped, not hung, and not be- 
 cause I had fallen asleep, but because I had neglected 
 my poor mother. In his presence I wrote my mother 
 the first newsy letter in two years. 
 
 When this was finished, the lean, kind President said 
 that I wasn't going to be hung, but I had to promise him 
 that I would write my mother weekly. 
 
 Yes, I only saw the President for about an hour, but I 
 knew that this was a Captain perfected by Him to guide 
 this troubled nation to port. 
 
 Margaret Schilter, St. Mary's Academy, Winlock, 
 Wash. 
 
 37 
 
PREFACE TO A PRESIDENT 
 
 The sullen, sulky figure stood 
 
 firm in the shadows. With clenched fists 
 
 he trembled with each splitting, burning lash. 
 And the whip rose high 
 
 and the small boy cried 
 
 watching the scene. 
 
 The master bent over the black body 
 
 of the Negro slave with iron bracelets. 
 Abe hid from the torture of it. 
 And Abe ran home 
 
 and cried to his Mama. 
 And he cried for peace. 
 
 Roberta Mueller, Taft High School, Chicago, 111. 
 
 A SLAVE'S PRAYER 
 Lord, I see a boy climbing up the stairs. 
 He's young, Lord, and the climb is mighty steep 
 He's small now, he's got to do some growing. 
 Help him. Lord. Please don't let him fall. 
 
 He's all alone, Lord: won't you talk with him? 
 There are things in his path, and not much light to see. 
 He's so close to the edge, it scares me mighty bad. 
 Help him, Lord. Please don't let him fall. 
 
 Blood on the stairs. Lord, but he's got to go on through ; 
 People screaming somewhere, but he can't stop to hear. 
 He's feeling helpless, but he's still climbing on. 
 Save him, Lord. Please don't let him fall. 
 
 And now he walks more slowly. He seems so tired and 
 
 old! 
 He should stop and rest, but there just isn't any time. 
 He's got to keep on going, going all the way ! 
 Lift him, Lord. Please don't let him fall. 
 
 And now the stairs are fading into mist. 
 And, Lord, the man is crying — but he's still moving on ! 
 And now I can't even see him — he's walking out of sight ! 
 Help him, Lord. Please don't let him fall. 
 
 Albert Hauver, 11th grade, Enfield High School, 
 Enfield, Conn. 
 
 LINCOLN 
 Lincoln was a rugged boy 
 Who yearned to live and learn 
 The way to serve his fellowmen 
 A greater peace to earn. 
 
 He wanted life, he wanted peace 
 
 For everyone the same. 
 
 That each might stand and each might take 
 
 A pride in his own name. 
 
 As Lincoln lived and as he learned 
 His goal was still the same. 
 The glory of the common man — 
 The light of freedom's flame. 
 
 /Becky Naill, Grade 12, Emmitsburg High School, 
 Emmitsburg, Md. 
 
 WHO IS THIS MAN? 
 Who is this man who sits upon his chair, his feet placed 
 firmly on the ground, his head high in the air? 
 
 Who is this mortal who looks across the land and listens, 
 listens heartfully to a poor soldier's cry? 
 
 What does he think as he looks on, as he hears that sor- 
 rowful, eerie cry? 
 
 Do I see a tear fall gently over his worn face, a worn, 
 weary, and worried face? 
 
 Who is this man who sits before me, a mortal who must 
 bear a troubled nation upon his shoulders, a divided 
 nation that grows bolder and bolder and becomes colder 
 and colder? 
 
 Who is this tall, slender silhouette against the sky who 
 really, really makes me wonder how such a man as he 
 who works and worries to keep us free, can bear his 
 fate the way he does and show his people how he loves? 
 
 Amelia Giancarlo, Providence High School, Chicago, 
 
 111. 
 
 Another aspect of Lincoln which aroused nu- 
 merous student comments was his mastery of 
 language. In a world which is bomharded by 
 sight and sound from so many sources, it is re- 
 warding to read, and hear, the great words of 
 Lincoln. The Junior Class of Appleton High 
 School, Appleton, Wis., wove their program skill- 
 fully with excerpts from his speeches. Below is 
 the last episode in their script : 
 
 (Lights to classroom) 
 
 miss tennial : "We must get along with our story. I 
 know you'd like to listen to jokes all day, but our time is 
 limited, and there's a side of Lincoln still with us that we 
 should consider. He was a master of the English lan- 
 guage and when inspired created some masterpices that 
 will live forever." 
 
 student 4 : "We remember many words spoken by him." 
 student 5 : "He spoke out of necessity. He never wrote a 
 novel that sold a million copies." 
 
 student 6: "The years of war and troubled times gave 
 meaning to his speeches." 
 
 student 7: "Yet, Lincoln's ideas had poetry in theme — 
 they live on today !" 
 
 chorus: Humming under '•Home, Sweet Home" 
 Lincoln : "To this place, Springfield, and the kindness of 
 these people, I owe everything. Here I have lived a 
 quarter of a century, and have passed from a young to an 
 old man. Here my children have been born and one is 
 buried. I now leave, not knowing when or whether . . . 
 I may return. . . ." 
 
 class : "We shall nobly save or meanly lose the last, best 
 hope of earth." 
 
 38 
 
chorus : Fades out. 
 
 Lincoln : "A House divided against itself cannot stand ! 
 I believe this government cannot endure permanently half 
 slave and half free. I do not expect the Union to be di- 
 vided—I do not expect the house to fall, but I do expect 
 it will cease to be divided. It will become all one thing, or 
 all the other." 
 
 chorus : Hum — "Battle Hymn" 
 
 voice 1 : "If I could save the Union without freeing any 
 slave, I would do it!" 
 
 voice 2: "And if I could save it by freeing all the slaves, 
 I would do it." (short silence) 
 
 class : "With malice toward none, with charity for all ! 
 With firmness in the right as God gives us to see the right 
 let us strive on to finish the work we are in ; to bind up 
 the nation's wounds ; to care for him who shall have borne 
 the battle; and for his widow and his orphan — to do all 
 which may achieve and cherish a just and lasting peace 
 among ourselves, and with all nations." 
 chorus: Abraham Lincoln (and curtain slowly closing) 
 
 Two more comments are typical of the response of 
 students to the living language of Lincoln : 
 
 One of Abraham Lincoln's greatest assets, which probably 
 at one time or another impressed us all, was his great 
 writing and oratorical ability. Lincoln's writings were 
 not from books but from his heart. Although his literary 
 ability was not as great as some of our great writers, his 
 works are just as well known and as popularly studied 
 because of the feeling contained in each word he wrote. 
 
 The world would not need too much improvement if all 
 the men of today had the characteristics of Abraham 
 Lincoln. 
 
 Paula Norlock, Grade 11, St. Gregory High School, 
 
 Detroit, Mich. 
 
 His words have left an imprint on the minds of his 
 audiences and still have a deep effect on the readers 
 of today. Lincoln's words were never wasted, and he 
 never wasted words. He captivated his listeners, and in- 
 fluenced their minds to fight for the cause of truth and 
 justice. 
 
 Cynthia Balicki, Grade 11, St. Ladislaus High 
 
 School, Detroit, Mich. 
 
 There are certainly few speeches in the Ameri- 
 can repertory more often quoted and declaimed, 
 not only for the majesty of the words and the feel- 
 ing but because of the drama of the presentation : 
 this is Lincoln's Gettysburg Address. In her in- 
 troduction to her scholarly term paper, Caroline 
 Raisanen, Lincoln High School, Esko, Minn., has 
 this to say : 
 
 PURPOSE OF THE GETTYSBURG ADDRESS 
 Books about Lincoln and the Gettysburg Address are 
 abundant, but how many of us really stop to realize why 
 did he have to make this speech. The Civil War was on 
 and because thousands of soldiers were killed, and left 
 
 unburied, a National Cemetery was founded and for this 
 dedicating of the Cemetery, Lincoln prepared his famous 
 five minute speech. In this paper I have told how he pre- 
 sented his address, what the people thought of his ora- 
 tion, the events which led up to the trip to Gettysburg, 
 and a little background on the famous Mr. Everett. The 
 Gettysburg Address is so important in American history 
 and literature, we cannot afford to know all there is to be 
 known about it. It was heard by many thousands of 
 people and yet it didn't become famous until after Lincoln 
 died. Today there are five copies of the Address written 
 in Lincoln's hand, and it is his works published for the 
 Autograph Leaves of Our Country's Authors that we are 
 concerned with. 
 
 The drama of the presentation of the Gettysburg 
 Address inspired a number of students to put 
 themselves, in imagination, in the position of 
 someone who might have actually been at that 
 famous scene. Following are several such im- 
 aginative presentations : 
 
 Our country was in the midst of a great civil strife. 
 Our State, Virginia, had seceded from the Union, and 
 was now an important part of the Confederacy. Pa had 
 gone to fight with the Confederate Army and he left Ma 
 and the five of us (three sons and two daughters) to run 
 the plantation. For a time things continued to function 
 smoothly ; the slaves were working the fields, profits were 
 coming in, and we lived in the manner to which we were 
 accustomed. But then the Yankees began to gain the 
 upper hand. When Pa had left to join the army he had 
 told us that he would return when the South was victori- 
 ous and had won the right to keep her slaves and aristo- 
 cratic way of life. We were all certain that the Northern 
 defeat was imminent. 
 
 But the war, which we had hoped would be brief, was 
 fated to be long, cruel and bitter. Even before our planta- 
 tion was ransacked and burned by Yankee troops, we re- 
 ceived word of a great battle which had been fought at 
 Gettysburg — a battle in which the South had been severely 
 beaten- — a battle in which our Pa had been killed. Pa 
 might not have been handsome, nor famous, nor a general, 
 but he was a brave soldier who loved his wife, children, 
 and the South. He was a man respected by his family, 
 his friends, and his slaves. And we loved him deeply. 
 Now, he was dead — killed by some dirty Yankee soldier, 
 who was just like the rest of the Northerners who came 
 into the South — burning, stealing, and murdering. 
 
 Pa was buried in the cold Northern soil which he had 
 fought against so bravely. About five months after the 
 Battle of Gettysburg, a ceremony took place on the battle- 
 field in honor of the men who had fought there. Ma said 
 it was only fitting that we attend, seeing as how Pa was 
 buried there. It took some doing to travel that far north, 
 and when we finally arrived, it was a cold, windy Novem- 
 ber day. It was a day I shall long remember, for on No- 
 vember 19, 1863, I saw for the first time the President of 
 the United States. 
 
 Through we had journeyed north with a burning love in 
 our hearts for the defeated southern soldiers, we had 
 also carried an abiding hatred for all Yankees. And 
 
 39 
 
though we stood apart from the mob of noisy Yankees, 
 I can recall quite clearly the man who spoke to us that 
 day. 
 
 I was first impressed by the tall, awkward frame of the 
 man as he slowly approached the speaker's platform. His 
 gnarled, out-sized hands held a small scrap of paper on 
 which his notes were written. Then as he gazed out over 
 the hushed audience, his eyes fell upon me. As I looked 
 into his face, I saw there something I never expected to 
 see in the face of a northerner. On his countenance was 
 written the sorrow and suffering which I had seen so 
 often in the faces of my southern neighbors. His eyes, 
 more eloquent than any words, were rich and warm with 
 sympathy unspoken. And then his lips parted, and as his 
 words came forth, softly at first and then more strongly, 
 they rang with deep sincerity. "We cannot dedicate — we 
 cannot consecrate — we cannot hallow — this ground. The 
 brave men, living and dead, who have struggled here, 
 have consecrated it far above our poor power to add or 
 detract." In these words, Lincoln honored not only the 
 soldiers of the north, but also those of the Gold and Gray. 
 Here was the President of the Union, with his heart so 
 filled with compassion for the South that it overflowed 
 and flooded his features, his eyes, and even his spoken 
 word. President Lincoln proved by these words that my 
 Pa and others like him were just as precious to him as 
 were the Union soldiers. 
 
 Do you understand now why I shall never forget this 
 man? For this man, Abraham Lincoln, who so pro- 
 foundly loved his people — be they Rebel or Yankee — and 
 was so little loved in return, took from my heart hate, 
 the greatest of all evils, and replaced it with love, the 
 most precious of God's gifts. 
 
 Maureen T. Beck, St. Basil Academy, Philadelphia. 
 Pa. 
 
 MY SON DIED HERE, BUT I WON'T CRY 
 ANYMORE 
 
 My eyes were full of tears, I was ready to hear the words, 
 "I'm sorry for you" — nothing more. 
 
 There, for the first time, I saw Mr. Lincoln. Tall and 
 thin as he was, he was all I had expected. He kissed the 
 little girl who belongs to the poorest family in town. Mr. 
 Lincoln was riding a bay horse. His legs hung so long 
 that I thought they would touch the ground. The benedic- 
 tion was beautiful, but I longed to hear what Mr. Lincoln 
 was going to say. Mr. Everett's speech I didn't even hear. 
 The sword with the blood and its battered blade had 
 caught my eye. I thought for a moment, maybe that was 
 what had killed my son. Then I began to feel that my 
 son had died for nothing, because it would all be for- 
 gotten. I watched Mr. Lincoln as he got up. He had 
 been noticing everything on the field. I can't remember 
 all that he said, but I only knew that what he said made 
 me so proud, so proud of my son, that I almost burst with 
 adoration. Mr, Lincoln had not only calmed my sorrow- 
 ful feelings, but all the others had managed to smile 
 through the tears that had made them so blind. 
 
 Mr. Lincoln thought his speech would be forgotten, but 
 everyone wanted to prove differently. No, his words 
 won't be forgotten ; they will live as long as liberty dwells 
 on this earth. I shall never forget that day, nor Mr. 
 
 Lincoln. He didn't tell us he was sorry for us — he made 
 us proud ! 
 
 Darla Hoskins, Albany High School, Albany, Ind. 
 
 I HEARD LINCOLN DELIVER THE GETTYSBURG 
 ADDRESS 
 
 Yes, I was there. I was one of the many thousands that 
 had come to witness the dedication of this battlefield as 
 a soldier's cemetery. This enormous field of sorrow and 
 bravery acted as a magnet, drawing us to it, all for 
 different reasons. Some had come just to absorb the im- 
 portance of the occasion, others to hear the speakers to 
 take advantage of the opportunity to display their orating 
 talents. But me — I came to stand on the soil that 
 blankets the young bodies of my two sons and perhaps to 
 find a reason for their seemingly needless death. 
 
 The war ! The war ! How it had changed us, all of us. 
 People were just now beginning to smile again, to erase 
 that trace of constant worry from their faces and feel 
 that there was going to be a future, a future filled with 
 hope and prosperity. But every time I thought of the 
 future it filled me with emptiness because the fullness of 
 my existence, the product of my life's purpose lay beneath 
 the warm earth. 
 
 The people began to jostle me and as I raised my eyes, 
 I saw the speakers taking their seats. The first one was 
 a short, bearded, puffy-looking man. He gave the appear- 
 ance of being able to talk for days without getting tired. 
 Then our President took his seat. He was much taller 
 than I had imagined and the top hat he wore gave an 
 even greater illusion of height. The only factor that made 
 him look as though he wasn't the farmer next door was 
 the contemplating look on his long thin face. So this was 
 the man who, just last year in 1862, passed the Homestead 
 Law, which granted 160 acres of public land to anyone 
 agreeing to farm it for 5 years. I wonder if he knows 
 how well my neighbor is prospering since he took ad- 
 vantage of it. But no, no man in that big house in 
 Washington could know how the common people feel and 
 think, especially when he has stolen your two sons. 
 
 The crowd quieted down, the introductions were made, 
 the crowd applauded and the puffy little man rose to 
 speak, and his booming voice reached my ears carrying 
 fancy lawbook words and after a while it seemed as 
 though he belonged on a stage instead of a cemetery. The 
 words just seemed to come rushing forth as a waterfall 
 would, and finally at the end of an hour and a half, he 
 ended his eloquent oration, bowed deeply and returned 
 to his seat. From the crowd came an uproarious applause 
 and the puffy little man seemed pleased. The lady stand- 
 ing next to me whispered to a friend that the President 
 would have to go a ways to beat that speech. 
 
 The tall, bearded man in black rose, walked to the 
 front of the platform, searched the crowd with his eyes 
 and spoke — "Fourscore and seven years ago, our fore- 
 fathers" . His voice was deep, commanding, yet. 
 
 humble. And there emanated a sincerity and warmth 
 from his entire being. His words — yes, he's talking to 
 me ! To me, just a farmer, and he's talking about my 
 boys. His words seemed to reach my dry, crusted mind 
 and heart and wash them clean as a gentle healing rain, 
 giving a soft relief. Before I could gather my thoughts 
 
 40 
 
he had stopped speaking and the audience maintained 
 their ominous silence. The tall man looked to his listen- 
 ers for a response to his words, any response. But he 
 received none, for the people on the opposite end of his 
 words had received them as I did and their effects had 
 left them numb. Numb with admiration, love, respect 
 and awe. This they had to give the great man, not ap- 
 plause because applause was for men, and Lincoln was 
 more than a man. 
 
 Now I knew why my sons had died and suddenly I 
 was sorry that I could not have given more. Now I know 
 why they left to join the army with the fervent words, 
 "But, Pa, we want to. It's our country, too." Yes, there 
 was a future for me now, too. A bright future with hope 
 and prosperity making my nation strong and safe for 
 all of the sons of the coming generations. 
 
 As I looked up and past the same lady next to me cry- 
 ing, I saw the President leave the platform with the 
 others and noticed that he seemed visibly dismayed at 
 the reception of his speech. His disappointment masked 
 his face and now he seemed more tired than ever. 
 
 Now I wanted to reach out to help him as he had 
 helped me. I started toward him but was stopped by a 
 man in a security policeman's uniform. "But I must 
 speak to him!" I insisted and the guard looked at me 
 as though I were insane. But even though my voice 
 would never reach him and my words comfort him and 
 tell him the truth as I wanted them to, my heart cried out 
 with all of its longing and strength, "Don't worry, Mr. 
 Lincoln, you captured our hearts and mended broken ones. 
 We gave you those, Mr. Lincoln, you don't deserve ap- 
 plause. Applause is for men." 
 
 Sandra Kress, St. Basil Academy, Philadelphia, Pa. 
 
 LINCOLN AT GETTYSBURG 
 
 On that glorious day so long ago, when President Lincoln 
 gave his immortal speech at Gettysburg. I was there, in 
 spirit, if not in body. 
 
 I see him now in my mind's eye. He is dressed in his 
 usual black clothes with his stovepipe hat upon his head. 
 He holds himself proud and straight, but his face gives 
 the impression of a man who is under great strain. As 
 he rises to the platform, the crowd quiets down and his 
 face brightens a bit. He raises his hands for silence, and 
 then his deep voice, filled with emotion, booms out in 
 the silence. Slowly he talks, putting his all into this, his 
 most important and memorable address. With his last 
 words the crowds clap with appreciation, telling him that 
 they, the people, agree with all he believes in. And as 
 I gaze upon his face, I see a glory shining in it, and know 
 that he is one of the greatest men our country has ever 
 known. 
 
 Sue Martin, Grade 7, Emmitsburg High School, 
 Emmitsburg, Md. 
 
 I WALKED TODAY WHERE LINCOLN WALKED 
 I walked today where Lincoln walked 
 in eighteen-sixty-three. 
 I thought of how his noble life 
 had meant so much to me, 
 and how each deed which he performed 
 had helped to keep me free. 
 
 I stood where he stood at Gettysburg 
 that day in sixty-three, 
 and heard him say that all men were 
 created equally. 
 
 I understood his grave concern ; 
 his sad and burdened care 
 for a land created of, and by, 
 and for each person there. 
 
 I felt his pain ; heard him weep while 
 brother and neighbor fought 
 against each other in a land 
 that blood and tears had bought. 
 
 He had great faith in America — 
 (this man whose paths I trod) 
 conceived in liberty and love 
 of freedom under God. 
 
 I walked today where Lincoln walked 
 
 in eighteen-sixty-three. 
 
 I thought of how his noble life 
 
 had meant so much to me, 
 
 and how each deed which he performed 
 
 had helped to keep me free — 
 
 each deed and thought and action 
 
 for peace and liberty. 
 Mary O'Melveny, Grade 12, Emmitsburg High 
 School, Emmitsburg, Md. 
 
 PORTRAIT OF ABRAHAM LINCOLN 
 
 Characters (In order of appearance) : Reporter, Sister- 
 in-law, Tom Lincoln, Dennis Hanks, Sarah Bush John- 
 son, Abraham Lincoln, Stanton. 
 
 Directions. — Each scene was held in tableau until lights 
 were up. The characters broke tableau during lines and 
 then assumed tableau at close of lines and until lights 
 were entirely dimmed. 
 
 Background music, Aaron Copland's "Portrait of 
 Lincoln" was played during portions of dialog, during 
 announcer's lines, and preceding the various scenes. 
 
 The final choral number "Abe of Illinois" continued in 
 humming as the play commenced. "The Battle Hymn of 
 the Republic" was sung during the finale of the play as 
 the curtain closed. 
 
 Scene One 
 
 announcer : The place is 18 miles from Elizabeth town, 
 Kentucky, out in the open where neighbors are sparse 
 and life is lonely. In this winter of 1809, Nancy Hanks 
 is expecting her second child. The 12th day of Febru- 
 ary, a Sunday, Thomas Lincoln has just gone to get his 
 sister-in-law who lives two miles away in the next cabin. 
 ( Thomas now entering the room) 
 
 sister-in-law : It's a boy all right, Tom — kinda scrawny, 
 but he's a boy. 
 
 reporter : Mr. Lincoln, Mr. Lincoln ! 
 tom : Yes ? 
 
 reporter : Could you answer a few questions for us? 
 tom : Well, I guess . . . well, I mean I'm kinda busy right 
 now. 
 reporter : Just a few questions, Mr. Lincoln. 
 
 41 
 
tom : Well, all right, jest as long as it don't take too long. 
 reporter: Mr. Lincoln, what are you going to name the 
 boy? 
 
 tom: Well, we decided on Abraham after his grand- 
 father. 
 
 announcer: Abraham Lincoln grew up in the wilderness, 
 in summer barefoot, his winter footwear deerskin 
 moccasins. 
 
 Scene Two 
 ANNOUNCER : It is now the winter of 1816, the year so cold 
 thai people will remember it as "1800 and froze to death." 
 Thomas Lincoln helped his wife on a horse and himself 
 mounted another: each with a child before them they 
 set out for Indiana. With them goes Dennis Hanks. 
 reporter : Dennis ! 
 denms : Yes? 
 
 reporter : I'd like to ask yon a few questions. 
 dennis : Yes. 
 
 reporter: Dennis remembered that Abe toted a gun and 
 kept it so dry crossing the Ohio that he shot a turkey 
 hen with it the tirst day we got to Indiana. 
 
 The fall of 1818 Nancy Lincoln died. 
 dennis: Oh Lord! Oh Lord! I'll never forget it, the 
 misery in the cabin when Nancy died. Abe and me, 
 helped Tom make the coffin: we laid Nancy close to the 
 deerrun in the woods. Abe never will forget the miser- 
 able way his Mother died. 
 
 Scene Three 
 
 announcer: It is the year after Nancy's death. Thomas 
 
 Lincoln is in Elizabethtown calling on Mrs. Sarah Bush 
 
 Johnson, a widow, according to the honorable Samuel 
 
 Haycraft, clerk of the Elizabethtown courts. 
 
 tom : Well. Mrs. Johnson, I have no wife and you have 
 
 no husband. I come for the purpose to marry you. I 
 
 knowed you from a gal and you knowed me from a boy. 
 
 I have no time to lose: if you're willing, let it be done 
 
 straight off. 
 
 sarah : Tommy, I know you well and I have no objection 
 
 to marrying you, but I cannot do it straight off as I have 
 
 some debts to be paid first. 
 
 reporter: Mrs. Johnson, may we have a few words with 
 
 you? 
 
 sarah : Well, yes, of course. 
 
 reporter : Are we to understand that yo.u are not going 
 
 to marry Mr. Lincoln? 
 
 sarah : Well, I'm afraid I can't right now, as I have 
 
 some debts to be paid first. 
 
 reporter : Mr. Lincoln, could we speak to you for a 
 
 minute? What do you propose to do about this situation, 
 
 Mr. Lincoln? 
 
 tom : Time will tell. 
 
 announcer: Apparently Thomas paid the debts because 
 
 Judge Haycraft the next morning, December 2, 1819, 
 
 issued a license and they were married. A day later 
 
 Thomas loaded Sarah's household goods on a borrowed 
 
 wagon and set out with his new wife. 
 
 Scene Four 
 announcer: The cabin Sarah Lincoln found was not 
 heartwarming; it was a cabin without windows or floors. 
 sarah : Dennis, you move that carpenter's bench outside ; 
 Abe you get some water from the spring; Dennis, you get 
 your sister and get washed up for dinner. 
 reporter : Sarah, Mrs. Lincoln. 
 sarah : Yes? 
 
 reporter : Are you pleased with your new home in Pigeon 
 Creek? 
 
 sarah : Well, I got a few changes to make, but I'm sure 
 it will do. 
 
 announcer : Abraham loved his Mother and she was 
 deeply fond of him. In her old age she said (lights dim 
 to off and then up) 
 
 sarah : His mind and mine, what little I got, seem to run 
 together and to work on the same channel. 
 Abraham Lincoln (off stage) : All that I am and all that 
 I hope to be, I owe to my angel Mother. 
 announcer: Abe Lincoln lived a deep and tormented life 
 beneath an outer shell of comedy. The morning of Feb- 
 ruary 11, 1861, Abe Lincoln departed on the most difficult 
 mission of his life, the Presidency of the United States. 
 Lincoln is to make his farewell address speech to the 
 citizens of Springfield from the platform of the Presiden- 
 tial train. 
 
 Scene Five — Springfield Station 
 announcer : Now we switch you to our on the spot re- 
 porter at Springfield Station. Mr. Lincoln is standing on 
 the platform of the Presidential train. It is decked out 
 in the colors of the United States. Crowds are gathered 
 around it. Lincoln, it seems, is ready to speak. In a 
 second the bands stop playing, the crowds are hushed. 
 Yes, Mr. Lincoln is ready to speak. 
 
 Abraham Lincoln : "My friends, no one not in my situation 
 can appreciate my feelings of sadness at this parting. 
 To this place and to the kindness of its people I owe 
 everything. Here I have lived a quarter of a century 
 and have passed from a young man to an old man. Here 
 my children were born and one lies buried. I now leave 
 not knowing when or ever I may return, with a task 
 before me greater than that which rested on the shoulders 
 of Washington. Without the assistance of that Divine 
 Being, whoever attended him, I cannot succeed. With 
 that assistance I cannot fail." 
 
 Scene Six — Gettysburg 
 announcer: Thursday, the 19th of November 1863, we 
 are on Cemetery Hill south of the town at the new na- 
 tional monument cemetery where the soldiers of many 
 states have been buried, state by state after the bloody 
 battle of July in which nearly a third of all men of both 
 sides were killed, wounded or missing after the end of 
 three terrible days of fighting. The graves are in ordered 
 rows, the grass has not yet had time to cover them ; they 
 look cold and raw and we shiver as we think of the silent 
 multitude beneath the solemn ground. People stream 
 into the cemetery in carriages and wagons, grieving and 
 
 42 
 
curious, among the graves. They gather around a tempo- 
 rary wooden platform built in this cemerony of dedication. 
 Now we hear minute guns fired in the town and bands 
 playing. The official procession is on its way. It. arrives, 
 passing lines of troops drawn up in salute. They are 
 governors of state, members of Congress, and of the 
 Cabinet, foreign diplomats, generals, and the President 
 of the United States, Abraham Lincoln. 
 
 The tall President, riding on a chestnut horse that is 
 said to be the largest in the Cumberland Valley, towers 
 in black clothes and high hat above all the others. He 
 bows right and left in response to the cheers. The 
 speakers and guests dismount and go up the steps to the 
 platform. There is more music from the bands, and the 
 chaplain of the House of Representatives opens the serv- 
 ices with a prayer. Edward Everett has been U.S. Sena- 
 tor, Governor of Massachusetts, Secretary of State, 
 Ambassador to Great Britain, and President of Harvard. 
 Everett, who is considered the foremost orator of his 
 time, delivers the speech on which he has been working 
 for two months time. It is lofty and dignified, with all 
 the final qualities of classical oratory. It lasts two hours. 
 Abraham Lincoln, President of the United States, sits 
 waiting. There are many here who hate him ; others 
 think him a western clown who has merely happened 
 into high office. The committee which planned the dedi- 
 cation services had at first not even thought of asking 
 him to siieak. They supposed he was too busy with the 
 war still tearing the nation. They were not sure he could 
 rise to this weighty and sad occasion. They finally asked 
 him to make only a few remarks after the main oration, 
 in which he was, as chief executive, formally to set apart 
 the grounds to their sacred use. The most burdened man 
 in America, he had no time to write a long address. He 
 wrote a draft of what he was to say, or notes for it, in 
 Washington ten days or so before. He finished his speech 
 late last night, and he now has it in his pockets. (The 
 Glee Club sings an ode composed for the dedication) 
 (An official rises and says, "The President of the United 
 States") 
 
 Abraham Lincoln (Gettysburg Address to be inserted 
 h ere ) 
 
 These few words of the President are so soon over that 
 the photographer, with his clumsy camera, had not had 
 time to take the President's picture. The audience has 
 hardly had time to settle itself before the speaker sat 
 down again. Lincoln wishes that he had been able to 
 prepare a better speech. A few persons present knew 
 from the start that his words belonged to the ages. 
 reporter : This has been yours truly on the spot at Gettys- 
 burg, Pennsylvania, and the address of the President at 
 the dedication of the New National Cemetery. And now 
 back to central control. 
 
 Scene Seven 
 
 reporter: The time is two years later, March 4, 1865, 
 place and event, Lincoln's Second Inaugural Address. 
 We haven't gotten all of his address as we arrived late. 
 Lincoln has just stopped for a while and taken a glass* of 
 water. He's beginning again. Now we bring you the 
 immortal words of Mr. Abraham Lincoln. 
 
 Abraham Lincoln (Second Inaugural Address to be in- 
 serted here) 
 
 reporter : Mr. President, Mr. President, may we have a 
 few words with you, Sir — just a few words? 
 Abraham Lincoln : Gentlemen : I am grateful for your 
 concern at this time, but if you can understand that I 
 have not the time but for a few questions. 
 reporter: Thank you, Mr. President, I believe that is 
 all we require. Sir, are we to conclude from your state- 
 ments that you intend to help the South? 
 Abraham Lincoln : My speech is self-explanatory, sir. 
 reporter: You said, "With malice towards none, and 
 charity towards all." Did you mean that, sir, for all the 
 people concerned with the war? 
 Abraham Lincoln : So I said it ; so I meant it. 
 reporter: Thank you very much, Mr. President, thank 
 you. Yours truly, broadcasting Lincoln's Second Inau- 
 gural Address on March 4, 1865. 
 
 Scene Eight 
 
 reporter : The time is April 14, 1865, a little more than 
 a month has passed since Lincoln's Second Inaugural. 
 We're at the Ford Theatre in Washington. President 
 Lincoln has just been carried to a house across the street 
 with a bullet in his head. The spectators seem to say 
 that a half-crazed actor named John Wilkes Booth must 
 have stolen silently up behind the Chief Executive think- 
 ing he was revenging the south. They said that Booth 
 shot Lincoln in the back of the head. It is an anxious 
 night ; Lincoln is hovering between life and death. Now 
 we will switch you to the room where Lincoln is lying. 
 We are in a drab bedroom in a small house across from 
 the Ford Theatre ; Lincoln is lying on a bed ; he is 
 stretched out diagonally on a corn husk mattress ; his 
 legs are too long for the bed. It is about 7 :15 ; the doctor 
 is looking over him. I don't believe that he is going to 
 make it. The time in a second is twenty-one minutes 
 after 7 :00, April 15, 1865 ; the President is taking a deep 
 breath. Ladies and Gentlemen, the President is dead. 
 Twenty-one minutes after seven, a.m. The day after 
 Good Friday. We are going to interview a few of those 
 present in the room. 
 
 reporter: Sir, Sir, could we have a few words with you? 
 stanton : Yes, Yes, I guess you could. It is not an oc- 
 casion that brings joy into my eyes. Mr. Lincoln did 
 a job that I don't believe any other man could do under 
 any circumstances. 
 
 reporter : Mr. Lincoln, America's sixteenth President, 
 has a look of unspeakable peace on his face. He was 56. 
 Now we will ask Mr. Stanton to repeat what he said 
 when Lincoln died. 
 
 stanton : My words were only this, "Now he belongs to 
 the ages." 
 choir : Battle Hymn of the Republic. 
 
 Staging. — The play was staged against a curtain backdrop 
 with six playing areas located down right, down left, up 
 right, up left and up center. 
 The space technique was used which consisted of light- 
 
 43 
 
ing with spot lights playing the areas actually in use 
 and leaving the rest of the stage in darkness. 
 
 The properties were representational in nature and 
 important to the action of the play. 
 
 The down right area was the general position of the 
 announcer and reporters (which was taken by the one 
 person). He did approach the other scenes when they 
 were being played. 
 
 A raised platform or series of steps was used for Scene 
 VI and VIII with back lighting on Scene VIII for a 
 silhouette effect. 
 
 Scene V was played with simple staging to represent 
 the end platform of the Presidential train. 
 
 The Speech Arts Department, E. R. Snyder Con- 
 tinuation High School, San Diego, Calif. ; Ronald 
 Page (coordinating author). 
 
 How do youth assess the many qualities that made 
 up Lincoln's greatness ? Two junior high students 
 from the same school provide their answers : 
 
 WHAT I HAVE LEARNED FROM LINCOLN 
 
 First, Abe Lincoln's life stands for honesty. The littlest 
 boy or girl knows Lincoln as "Honest Abe." After all 
 these years stands the most wonderful nickname anyone 
 could ever have, "Honest Abe." It is indeed a compliment 
 to be remembered as "Honest Abe" rather than President 
 Lincoln. 
 
 Second, Abe Lincoln stands for success ; a poor lonely 
 backwoods boy with very little formal schooling has an 
 equal chance to become President of the United States, 
 was proved by Lincoln. 
 
 Third, Abe Lincoln helped our government to under- 
 stand that all men are created equal, regardless of race or 
 creed. This is just as important today as it was then. 
 
 Fourth, Abe Lincoln helped to unite the North and 
 South into one United States. He made us see that for 
 the United States to be the greatest Nation, then or now, 
 it must always be united. 
 
 Fifth, Abe Lincoln gave us the greatest speech our 
 country has ever heard, "The Gettysburg Address." He 
 
 reminded us then, and now, to remain free under God and 
 we shall not perish. 
 
 Sixth, Abe Lincoln proclaimed the first Thanksgiving. 
 He reminds us always to be thankful to God for His 
 Blessings. 
 
 We could go on and on telling of his life and achieve- 
 ments. After I have been dead for more than 94 years, 
 my biggest hope is to be remembered for these six ideals, 
 as Abe is remembered today. 
 
 John Nelson, Elkins Junior High School, Elkins, 
 
 W. Va. 
 
 ABRAHAM LINCOLN, A REAL AMERICAN 
 
 Why do we think of Abraham Lincoln as a real American? 
 Is it because he was our 16th president who held our coun- 
 try together during the Civil War? Otdoes the fact that 
 he was a common person, reared on a farm, enter in also? 
 First, I believe that Abraham Lincoln was a real 
 ', American because he stood for the hope of goodness in 
 our country. He was the almost perfect American. Abe 
 ; Lincoln was honest, truthful and courageous. But most 
 of all he was humble. He'd never try to get ahead of an- 
 i other person by force or cheating. 
 
 Second, he was always kind and courteous to every- 
 one. His awkward smile and a humorous joke brightened 
 I up the lives of hundreds of people. Even when the future 
 looked dim, he brought new hope into people's souls. 
 
 Third, Abe Lincoln sought knowledge. He didn't have 
 very good schooling, but that did not phase Abe Lincoln. 
 He read books and all other articles of knowledge that he 
 could get his hands on. Abe even stopped complete 
 strangers to implore the news of the world. 
 
 Fourth, Abraham Lincoln was a worker. Once he 
 started a project he always finished it. He labored at 
 many things from running a store to practicing law. No 
 wonder people trusted Abe Lincoln. They knew he 
 wouldn't let them down. 
 
 Yes, Abraham Lincoln was a great American and we 
 should try to follow in his footsteps and help build an 
 even stronger and more united America. 
 
 William Stump, Elkins Junior High School, Elkins, 
 W. Va. 
 
 44 
 
VI. The Death of Lincoln 
 
 The assassination of Lincoln is one of the great 
 tragedies of our history. The feeling of loss re- 
 mains vivid even today as one reads in the pages 
 written by the youth of America. 
 
 Several students delved into source material to 
 find out about the plotters; who they were, why 
 they wanted to kill Lincoln, and how their plot 
 developed. In a research paper, Bruce Leino, 
 Lincoln High School, Eskoj Minn., traces the 
 story of Booth. Another research paper, by a 
 student in the same school, Diane Arlene Klosner, 
 traces the events from April 14, 1855, to May 4, 
 1865, when Lincoln was finally buried. 
 
 One student tried to imagine what thoughts 
 might have gone through Booth's head as he de- 
 veloped his plot : 
 
 Certainly he had planned it right, but he did have his 
 doubts. John Booth dismounted and went up the steps 
 to the boardinghouse. As he opened the door and went 
 to the room used for his private meetings, he thought 
 back upon what he had arranged. 
 
 Surely everything was in order, the small hole in the 
 door, well, hardly anyone would recognize that, least of 
 all the President. It was necessary for him to have a 
 view of the President's position. That drop he had 
 planned, an excellent way to escape, only one actor, and 
 surely he would be gone before anyone could stop him. 
 What would bother him, though, were those flags and 
 things draped in front of the box. Why did everyone have 
 to clamor so much over one man! What had he done, 
 only have his soldiers demolish every workable thing in 
 the South, destroy the homes, burn the fields, kill the 
 unprotected, and as if that weren't enough, he had to 
 settle his .soldiers in the remaining places to further 
 bother the people and set up the darkies. And the sol- 
 diers wondered why the people were so hostile ! After all, 
 they'd only been defeated. . . . 
 
 Coming back to the present, John further checked off in 
 his mind the other preparations he'd made. He figured 
 the letter would be enough explanation, let them worry 
 themselves over that, they'd know then who shot Lincoln 
 and how the Great Confederate People would, after all, 
 have their last laugh. Seward would be an easy one to 
 do away with, already ailing as he was. John had em- 
 ployed David Herold and Lewis Payne to see to that little 
 job. Simple enough for Payne to say he had a prescrip- 
 tion for Seward and then fix him ; Payne would be right 
 
 there waiting to help them get away. Atzerodt was the 
 one with the harder job, because although Johnson was 
 stupid enough to fall for many things, he was smart 
 enough to take care of himself. Mrs. Surratt had little 
 to bother about, just as long as she delivered those field 
 glasses. 
 
 Yes, John thought as he seated himself, as long as every- 
 thing goes along smoothly as planned, everything will be 
 perfect. 
 
 Elizabeth Ronald, Gilroy Union High School, Gil- 
 
 roy, Calif. 
 
 In a research paper entitled "The Assassin of a 
 President," Jay Phyfer, Geneva High School, 
 Geneva, 111., reviews the events after Lincoln was 
 shot, tracing the unhappy plotters through to 
 their death, including the weird myth that Booth 
 had not been captured and killed. In summary : 
 
 These are the facts of the Booth legend which still lives 
 today. Booth didn't obtain glory as he sought it, but he 
 did become a legendary name and gave America a new 
 figure for its folklore. 
 
 In her research into the background of those con- 
 cerned with Lincoln's assassination, Georgann 
 Wortley, Carnegie High School, Carnegie, Pa., 
 introduces her subject matter with the following 
 comment : 
 
 The assassination of Lincoln is probably the most mon- 
 strous and debated crime of our time. Most people can 
 tell you that Lincoln was shot on April 14, 1865 in the 
 Ford's Theater in Washington, D.C. But who can tell 
 you the facts behind the case. Everyone connected with 
 the case, even Lincoln himself, fell completely out of 
 character ; everyone except John F. Parker, a drunken 
 roistering Metropolitan policeman. 
 
 The actual assassination itself prompted several 
 students to imagine what it might have been like 
 to have been an actual witness of what occurred : 
 
 April fourteenth dawned as a clear and beautiful spring 
 morning. This was to be a very special day. Tonight 
 was also special. I had procured tickets for the presenta- 
 tion of the play, "Our American Cousin." And it was 
 rumored that the Lincolns were to attend the perform- 
 ance! 
 
 45 
 
Everywhere the air was filled with anticipation. Peo- 
 ple were scurrying about excitedly, unable to talk of any- 
 thing but the wonderful victory for the North. I went 
 about my tasks as usual : a little straightening up, mark- 
 eting, mending, and preparing dinner. 
 
 At seven-thirty I was ready for the theater. Since it 
 was such a lovely evening, my husband and I decided to 
 walk. We reached the Ford Theater a little later. A 
 crowd was gathering and I saw many of my acquaint- 
 ances. Finally we reached the foyer and an usher showed 
 us to our seats. They were good ones, situated on the 
 first floor near the center. From them, the Lincolns' box 
 was plainly visible. The curtain rose promptly at eight ; 
 still the President had not arrived. At eight-thirty, 
 there was a round of applause as Mr. and Mrs. Lincoln 
 and two guests were ushered into the President's box. 
 
 The play was a good one and continued smoothly until 
 the third act. Then it happened. There was a loud 
 noise, someone screamed, and then a dark figure jumped 
 to the stage. This was followed by cries of "Stop that 
 man!" Immediately my eyes turned toward the Presi- 
 dent. He was no longer sitting in his chair, but slumped 
 over with his wife crying piteously. I now realized 
 what had taken place — President Lincoln had been shot. 
 
 Pandemonium occurred. The theater was filled with 
 surging people, all eager to lend aid to the President. 
 The manager recovered in time to order all unnecessary 
 personnel out of the theater. I returned home with a 
 heavy heart. Such a kind-hearted gentleman as Mr. 
 Lincoln shot by someone seemed impossible. 
 
 But there it was in bold black and white print in the 
 morning paper. The President was dead. 
 
 Many years have passed. Three men have since suc- 
 ceeded to the White House. And yet, I cannot forget that 
 terrible night, that terrible noise — the shot that killed 
 Abraham Lincoln. 
 
 Anita Hies, St. Basil Academy, 
 Philadelphia, Pa. 
 
 I WAS THE GUN THAT KILLED ABRAHAM 
 LINCOLN 
 
 Darn it all ! I'll never understand how I get into these 
 predicaments. I'm a peace-loving, law-abiding citizen of 
 Gunville and I try to mind my own business. So out of 
 all the hundreds of guns around, why did I have to be 
 chosen? But I suppose I was destined from the beginning 
 to commit that awful crime. The one that deprived our 
 country of its wise and gentle president. 
 
 I am ashamed that it had to be my bullet that pierced 
 the skin of that famous man and caused his death. He 
 was the leader of truth and justice, the symbol of freedom 
 to thousands, and a loving and devoted father to his coun- 
 trymen. And to think that I am responsible for robbing 
 him of life just makes me cringe. If only my trigger could 
 have locked or my barrel jammed ! 
 
 But there's no sense in trying to make excuses now, be 
 cause there is absolutely nothing I can do to amend that 
 deed. I know that I will never forget the horrible crisis 
 I caused, or the suffering I inflicted. No, there is nothing 
 
 I can do now except regret my fate as the gun that killed 
 Abraham Lincoln. 
 
 Barbara McHenry, St. Basil Academy, 
 Philadelphia, Pa. 
 
 ABE AND I— One Act Play 
 
 Characters: Abraham Lincoln's Hat, Abraham Lincoln, 
 Stephen Douglas 
 Time : April 15, 1865 
 
 Place: Presidential Booth, Ford Theater 
 hat (off stage voice) : What a splended theater this is! 
 Prim young ladies in rustling taffeta gowns and gentle- 
 men in top hats and elegant waist coats are standing 
 around in small groups chatting amiably. The curtain 
 will rise in a few moments and all wait in anxious ex- 
 pectation. I feel so proud as different persons cast oc- 
 casional admiring glances up toward our booth. And 
 from my honored position on the President's knee I gaze 
 down and survey everything and everyone. 
 
 I guess you could say I've always been a fortunate 
 fellow. I was chosen out of all the top hats at the haber- 
 dashers to be worn by Abraham Lincoln. Ever since the 
 day I was sold, I've led the most adventurous and exciting 
 and pleasant life that any hat could lead. My first main 
 experience was one of the Lincoln-Douglas Debates. I 
 can remember it as clearly as though it were yester- 
 day . . . (Fades; section of the stage lights up) 
 douglas : And in conclusion I would like to add that, "I 
 believe that this country is in more danger now than at 
 any other moment since I have known anything of public 
 life!" 
 
 Lincoln : In answer to Mr. Douglas' statement, I would 
 like to tell this story. "When I was a boy, I spent con- 
 siderable time along the Sangamon River. An old steam- 
 boat plied on the river, the boiler of which was so small 
 that when they blew the whistle, there wasn't enough 
 steam to turn the paddle wheel. When the paddle wheel 
 went around, they couldn't blow the whistle. My friend 
 Douglas reminds me of that old steamboat, for it is evi- 
 dent when he talks he can't think, and when he thinks, 
 he can't talk." (Ripple of laughter and shouts) 
 douglas : Mi'. Lincoln considers himself quite a humorist, 
 yet he is also something else. He once held a position 
 which few know about. He used to run a liquor store and 
 sell whiskey. What do you have to say about that, Mr. 
 Lincoln? 
 
 Lincoln : "But the difference between Judge Douglas and 
 myself is just this, that while I was behind the bar he was 
 in front of it." (Laughter repeated, lights dim, and 
 voices fade) 
 
 hat : I almost split my sides laughing that time. But 
 then there was the other side of Lincoln, the serious and 
 conscientious side. This phase of his character was best 
 shown when he was nominated as a candidate for the 
 presidency. How could one ever forget his memorable 
 words. (Fades a bit) 
 
 Lincoln : "Deeply and even painfully sensible of the great 
 responsibility which is inseparable from this high honor — 
 
 46 
 
a responsibility which I could almost wish had fallen 
 upon some one of the far more eminent men and ex- 
 perienced statesmen whose distinguished names were be- 
 fore the convention — I shall, by your leave, consider more 
 fully the resolutions of the convention, denominate the 
 platform, and without any unnecessary or unreasonable 
 delay respond to you, Mr. Chairman, in writing, not 
 doubting that the platform will be found satisfactory, 
 and the nomination gratefully accepted." 
 hat : And then after his election and victory, I swelled 
 with pride to hear him say that magnificent speech. 
 (Fades also) 
 
 Lincoln : "I am thankful to God for this approval of the 
 people; but while deeply grateful for this mark of their 
 confidence in me, if I know my heart, my gratitude is free 
 from any taint of personal triumph. I do not impugn the 
 motives of any one opposed to me. It is no pleasure to 
 me to triumph over any one, but I give thanks to the 
 Almighty for this evidence of the people's resolution to 
 stand by free government and the rights of humanity." 
 hat : Yes, that's my proprietor and protector, Abe Lincoln. 
 I'll always remember his understanding, mild manner 
 and staunch character. But now I think I'll relax for a 
 few minutes. The scene is so peaceful and nothing could 
 ever happen in such a short time. (Suddenly a pistol shot 
 resounds, a thud is heard as the body on the balcony 
 slumps over the railing and the hat is seen falling from 
 the baleony) 
 
 Stage guide to the play. — In the center of the stage is a 
 high balcony. When the play begins, two or three groups 
 are gathered near the balcony. A few persons are seated 
 facing left front, the imaginary stage. Seated in a chair 
 on the balcony is the President, his hat resting on his 
 knee. The lights are dimmed when the backstage voice 
 representing the hat is heard over the microphone. The 
 other people on stage seat themselves or leave. 
 
 When the debate begins the right side of the stage is 
 lit. On a platform there the debate is carried on and 
 when the speaking is ended the lights are dimmed. 
 
 The left side is lighted when Lincoln speaks the last 
 two times. 
 
 For the ending the hat falls, the body slumps over the 
 railing and the spotlight is played on the balcony as the 
 shot is heard. 
 
 Jane McHale, Marymount School, Arlington, Va. 
 
 The premonition that Lincoln had of his own im- 
 minent death was mentioned by a number of 
 students. In the selection below the student has 
 taken a rather original approach to this episode: 
 
 THE DEVIL AND ABE LINCOLN 
 
 Abe stretched his long frame out in bed, and stared at 
 the ceiling. He thought ; thought of all the unhappy 
 people in his nation, whom he considered his children ; his 
 warring children. Gracious, but he had a huge responsi- 
 bility! It made him sadder and sadder, just to think 
 about it. 
 
 Somehow, tonight he just couldn't sleep. He slid back 
 his covers, shifted his large feet to the floor, and straight- 
 
 ened up, tall and gaunt against the dusky, summer light 
 still faintly coming through the window. Walking over, 
 he pulled back the lace curtains, and stood looking out 
 on the lawn and trees. 
 
 "Go to bed real early tonight," Mrs. Lincoln had said 
 (she always mothered him like this) — "and get some sleep 
 for a change." Sleep . . . when he could practically hear 
 the guns and cannon and the screams of the dying? 
 Though he could almost see the battlefield where his sons, 
 his Northern, and his Southern sons, were dying for what 
 they believed? He hadn't slept for three weeks; and he 
 doubted if he ever would sleep again. 
 
 "Ah say, theah, Mr. Lincoln?" 
 
 Abe spun around, at the south of the deep Southern 
 voice. 
 
 "You ah Mr. Lincoln?" 
 
 "Of course I'm Mr. Lincoln; but who are you?" 
 
 "It doesn't matter too much who ah am, Sun," the vis- 
 itor replied as he calmly walked over, and sat on the end 
 of Abe's bed. 
 
 Lincoln eyed him carefully. This man was foreign, but 
 familiar; and when the President first turned, he would 
 have sworn he saw fire where the stranger's eyes should 
 have been. 
 
 "Ef ah'm not mistaken, Sun, ah believe you were just 
 thinkin' that you'd do almost Anythin' to hustle this war 
 along." 
 
 With his eyes still on the man, Lincoln nodded once, 
 quite slowly, wondering what, he was leading up to. 
 
 "Well, Suh, ah'm prepared to hurry this war along real 
 fast and easy — for a Price." 
 
 Now Abe knew where he had seen his guest before, and 
 he read his meaning clearly. He slowly turned toward 
 the window again. Pie stood there, in his nightcap and 
 short nightgown which left his bare feet and ankles 
 showing, his eyes fixed on the grounds below, his hands 
 clasped behind him in restless contemplation. 
 
 "Oh, ah don't mean the Usual price, Suh," the person 
 hastened to say ; "but you Ah upsettin' man work, 'cause 
 you do so much more good than ah'm. It'd please me 
 much to shorten your, uh, Stay in this place." 
 
 Without turning towards him, Abe mused. "I like 
 'this place,' as he called it . . ." But watching the 
 staunch oak in his garden bucking the wind, he remem- 
 bered his purpose — for he again heard the cannon and 
 screams, and again recalled the report on his desk — over 
 43,000 human beings missing, or lying dead and wounded 
 on the field of Gettysburg. 
 
 Abe nodded, whirled, and faced the stranger. His large 
 hands still behind him, the President's eyes burned back 
 at those of his visitor. 
 
 "It's a fact, sir ; I suppose you Do have some power over 
 a thing as abominable as this war. All right — if you have 
 honor enough, I'll deal with you !" 
 
 When Mrs. Lincoln entered the room later, Abe was still 
 standing by the window, staring into the blackness 
 outside. 
 
 It was over a year and a half later, and the President 
 was talking to his wife at breakfast. 
 
 "But, Mary, it was the strangest thing. I know it was 
 only a dream, but it felt mighty peculiar, watching my 
 
 47 
 
own death and funeral ! Why," he chuckled, "I even, 
 noticed that they hadn't shaved my beard quite right!" 
 
 "Oh, Abe, don't joke about such things," Mrs. Lincoln 
 said. "I just can't imagine your leaving me. Not now, 
 now now that the war's over, and the country — and I— 
 need you so much." 
 
 Abe just smiled, sadly and lovingly at his wife. 
 
 Yes, the war's done, he thought. Not as soon as I'd 
 hoped, but then, there was an awful lot to get straight- 
 ened out. Nice of "my friend" to remind me of our bar- 
 gain in that dream last night. But we won the war ; we 
 saved the Union. 
 
 . . . And lost yourself doing it, Abe Lincoln . . . 
 
 Vicki Stonik, St. Mary's Academy, Winlock, Wash. 
 
 THE DREAM 
 
 President Lincoln retired late. 
 
 Sleep came quick ; 'tis fatigue's mate. 
 
 The atmosphere was deathly still 
 
 Then subdued cries his mind did fill. 
 
 He went downstairs, the sounds to seek. 
 
 The mournful sounds that made one weak. 
 
 He heard the sobs, but saw not their source 
 
 He came to the East Room, a sight of remorse. 
 
 A covered body lay amid a crowd. 
 
 The people were sad. Their heads were bowed. 
 
 "Who is dead in the White House?" with fear he was filled 
 
 They answered, "The President. He has been killed." 
 
 With this he awoke, but he could not sleep. 
 
 With troubled thoughts his mind filled deep. 
 
 Later, of this dream he spoke 
 
 One morning, two weeks thence, he woke. 
 
 But the next morn, he did not wake. 
 
 An assassin the President's life did take. 
 
 (This poem is based on historical evidence. It tells of a 
 dream Abraham Lincoln had, which he told to a White 
 House servant. Approximately 2 weeks after he had this 
 dream, it was proven true by an assassin's bullet.) 
 
 Philip Myers, North Plainfield High School, North 
 
 Plainfield, N.J. 
 
 How did the death affect the nation I What hap- 
 pened then ? In several selections students report, 
 their impressions of the impact of Lincoln's sud- 
 den death : 
 
 FROM TAD TO ABE 
 
 Father, how well I remember 
 The moments we have shared 
 The happy ones, the sad ones, 
 The moments of despair. 
 
 The things you've taught me, Father, 
 I know I can never repay. 
 But I hope that all those virtues 
 Forever with me will stay. 
 
 You always tried to help me, 
 You always were so kind. 
 I'll have to be a man now. 
 You're leaving me behind. 
 
 Father. I know it's all this 
 That's made me love you so 
 And how it grieves my young heart 
 To hear you breathe so low. 
 
 As I kneel beside you, knowing 
 The Creator's wish for you, 
 I think of the good you've done me 
 And for our country, too ! 
 
 Grief will overcome me, 
 But He will help me smile, 
 Living as you've taught me 
 Though I'll miss you all the while. 
 Judy Angst, Cotter High School, Winona, Minn.. 
 
 EVERLASTING 
 
 Oh sad, Oh weary, 
 
 God at last had called ; 
 
 Oh humanity, Oh posterity, 
 
 A messenger has come 
 
 And stolen from us 
 
 A man so faithful and true 
 
 To the Brotherhood of Man. 
 
 Oh wrong, Oh sinful, 
 What have you done? 
 Oh grievous, Oh mournful, 
 A carriage passes by, 
 Bearing a man 
 Locked away forever, 
 With flowers strewn about. 
 
 Oh joyous. Oh happy, 
 
 Not locked away forever ; 
 
 Oh humanity. Oh posterity, 
 
 But eternally free; 
 
 Ideas, words, deeds — 
 
 This man shall live forever, 
 
 This pillar, this Man of Men. 
 Sarah Hawthorne, Edina-Morningside High School, 
 Edina, Minn. 
 
 TRAGEDY 
 
 A tall man and weary : at his side sits his wife. 
 The footlights, low and dim, reveal on his face, 
 The pain and the sorrow etched there by war. 
 The curtain rises ; the Drama unfolds ; 
 A Player steps onto the Stage, for him no role, 
 Save that written by Fate. 
 
 A single spoken, "Sic Semper Tyrannis !" 
 
 A tall man and weary ; at his side sits his wife. 
 The harsh light of dawn breaks on his face, 
 Smothered by Death's cold hand. 
 The pain and the sorrow, so deeply etched there, 
 Written now on the face of a nation. 
 
 Bill Sanford, Edina-Morningside High School, 
 
 Edina, Minn. 
 
 YOU ARE THERE — An excerpt from a script 
 
 narrator (Light fades on stage) : On the night of April 
 14, 1865, the President and his wife with their guests 
 
 48 
 
sat in one of the boxes at the Ford Theater to see a 
 performance of "Our American Cousin." At about 10 :15, 
 John Wilkes Booth entered the box and mortally wounded 
 the President. Mr. Lincoln was carried to the house of 
 William Peterson across the street from the theater. 
 Here he died. We are now going to speak to four famous 
 men concerning the death of our beloved President : Mr. 
 North, Mr. South, Mr. East, and Mr. West. 
 
 mr. south : I cannot express the feelings of the South. 
 I feel that Mr. Lincoln was so great a man that words 
 cannot be found to tell of the sorrow and tragedy that 
 the country feels. Even though we fought against what 
 he stood for — "I wish to free all men" — I think we are 
 just as close to this wonderful person as anyone else. 
 
 mr. north : Men have joked, kidded and talked about Abe 
 behind his back and to his face. Yet, I feel that all of 
 those people solemnly regret this. Truly, we as a country 
 have lost the greatest peace-lover of all time. If Abe 
 ever comes back again, I hope he will be more appreciated 
 than he was on this trip. 
 
 mr. east: On the night of April 14, 1865 on the Ford 
 Theater stage, people were screaming and running all 
 over — "The President is wounded" — was the cry. Yes, 
 Mr. Lincoln had been mortally wounded. America was 
 about to lose the Civil War President. The news of his 
 death was a shock to all. Our nation has suffered a truly 
 great loss which never can be replaced. Abe Lincoln 
 will live in the hearts of all men everywhere forever. 
 
 mr. west : We out West never knew about Mr. Lincoln, 
 but even from his pictures you can tell what a great man 
 he was. As Secretary Stanton on the fifteenth of April 
 in 1865 at 7:22 said — "Now He Belongs to the Ages." 
 
 Script prepared by : Barbara Milner, Patricia 
 Norris, Judith Simko, Dorothy Dickenson, Judith 
 Akridge, 9th grade, Ursuline Academy, Springfield, 
 111. 
 
 NO NAME 
 
 He went into the White House 
 With threats of war at hand ; 
 But with a calm and steadfast grip 
 Reorganized the land. 
 
 So great in stature and in mind, 
 Who stood for things so glorious ; 
 Who led us through the flood of war, 
 And brought us out victorious. 
 
 The "Pale Horse" came so suddenly, 
 Out of clouds so grey ; 
 As quick as lightning from the sky, 
 To steal our chief away. 
 
 Oh, who would want to kill this man, 
 Who led us through disaster? 
 To whom the people looked with hope, 
 As though he were their master. 
 
 He did not die for glory ; 
 
 He did not die for might ; 
 
 He died for things we fought for — 
 
 The things he knew were right. 
 
 Let's not forget his lofty goal, 
 
 A nation undivided ; 
 
 The questions of freedom, peace or war 
 
 May not go undecided. 
 
 Barrie Lewers, Edina-Morningside High School. 
 Edina, Minn. 
 
 The following poem and script focus on the 
 funeral itself: 
 
 THE LONG JOURNEY TO ENDLESS PEACE 
 Clickity-clack, clickity-clack, echo the monotonous wheels 
 
 of a funeral train, 
 On its long journey to the quiet prairies of Illinois. 
 
 The funeral train with its nine black-draped cars, 
 passes slowly the shocked, grief-stricken people, 
 
 Stops at larger cities, pauses at smaller towns, 
 That the despairing people might show their devotion. 
 
 Through their tear-swollen eyes the people gaze 
 At the body of a man resting peacefully, 
 
 Shrouded in the black suit in which he was 
 First inaugurated. 
 
 As the dawn breaks, the train nears its destination, 
 Over the quiet prairies of Illinois to Springfield : 
 
 Springfield is a grieving human sea : 
 As the train draws slowly to a stop, strained silence 
 
 Steals over the people. 
 
 In silence the body is lifted into a horse-drawn hearse, 
 Mournfully awaited at the State House; 
 
 Guns sound, voices of a choir pay the last respect 
 To Abraham Lincoln, a great, humble man. 
 
 The long journey to endless peace has ended. 
 But the greatness of this man dwells in the mind 
 
 Of the crowd, 
 Which slowly, silently withdraws. 
 
 Diana Forkins, Sanford Junior High School, 
 Minneapolis, Minn. 
 
 YOU ARE THERE: THE BURIAL OF 
 ABRAHAM LINCOLN 
 setting : All lights out except one blue spot on a large, 
 black coffin. The scene is a graveyard, several tomb- 
 stones are seen around the coffin. 
 
 music: ("Chopin's Funeral March" — played softly) 
 (Mourners, dressed in Mack robes, cross stage and take 
 places around the coffin. White spot reveals Narrator on 
 stage left) 
 
 narrator : You are there. The date — May 3, 1865. The 
 place — Oak Ridge Cemetery. The event — the burial of 
 Abraham Lincoln. Lovingly called Father Abraham and 
 Honest Abe, he was a mighty force in preserving our 
 union. What was Abraham Lincoln like? To give you 
 some firsthand information, we bring you back to the 
 year 1865 and the scene of his burial. What kind of a 
 day is it? A day like all others, except you are there. 
 (White spot out, amber spot — stage right — on 1st 
 mourner. Same music: "Chopin's Funeral March") 
 ist mourner: From ashes to ashes, from dust to dust — 
 our beloved president is laid to rest. Millions of people 
 who had counted him great, warm and lovable — carried 
 
 49 
 
his coffin and followed it nights and days for twelve days. 
 By night there were bonfires and torches lighting the 
 right-of-way for a slow-going train. By day there were 
 troops with reversed arms, muffled drums, bells tolling, 
 bells sobbing the requiem. To Baltimore, Harrisburg, 
 Philadelphia and Now York, to Albany and Syracuse, to 
 Cleveland, Columbus, Indianapolis, and Chicago, they 
 journeyed with the draped casket .... At last to Spring- 
 field came the coffin that had traveled 1,700 miles — that 
 had been seen by more than 7 million people — the rigid 
 face on which more than 1,500,000 people had gazed. And 
 here in my home town, the New Salem hilltop nearby, 
 the cherished dust came to its final rest. (Amber spot 
 remains on, music the same) 
 
 2d mourner : I remember April 14, because I was there 
 at Ford's Theater. With the missions of the day done, 
 Lincoln sought to relax himself by attending a play. 
 The play was "Our American Cousin," but I don't re- 
 member much about it. I do remember the sound of 
 the shot fired from the gun of John Wilkes Booth. 
 Lincoln fell unconscious in the arms of his wife. Booth 
 made a dramatic leap from the Presidential Box to the 
 stage below. Although he fractured his leg, he was able 
 to escape. With the assassin's bullet in his brain, we 
 carried the unconscious Lincoln to a nearby house. 
 There, in a drab bedroom, we laid him on a corn- 
 husk mattress. At 22 minutes and 10 seconds past 7 a.m. 
 on April 15, America's 16th president died. 
 
 The tragedy proved to be a part of a plot to slay several 
 leading officials of the government. Yesterday, Booth 
 was discovered in hiding and fatally shot while resisting 
 arrest. Four others, including a woman, have been im- 
 prisoned. 
 
 Lincoln died with "a look of unspeakable peace" on his 
 face. Now he belongs to the ages. (Amber light out. 
 Change of music: "Pomp and Circumstance." White light 
 on Narrator) 
 
 narrator : A challenge by Lincoln to Douglas brought on 
 the Lincoln-Douglas debates. The main subject of dis- 
 cussion was the question of extending slavery into free 
 territory. The first was held at Ottawa, Illinois, on Au- 
 gust 21, 1858. And the last was held at Alton, Illinois, 
 on October 15. (Narrator reads the first lines from the 
 Emancipation Proclamation, the Gettysburg Address, and 
 the first Inaugural Address) 
 
 These words of Abraham Lincoln will live throughout 
 the ages. What American heart is not stirred when he 
 hears the familiar — ". . . all men are created equal"? 
 What American does not feel a challenge reaching out to 
 him from the words, "With malice toward none, with 
 charity for all, let us strive to bind up the nation's 
 wounds — to do all which may achieve and cherish a just 
 and a lasting peace among ourselves and with all nations." 
 
 A house divided against itself — the North versus the 
 South. This was a picture of the Civil War which began 
 in 1861. After four years of cruel fighting, Robert E. Lee 
 surrendered to General Grant at Appomattox Court House 
 on April 9, 1865. This was the war that freed the slaves. 
 (White light out, amber on. Music: "Valse Trieste 1 ' 1 ) 
 
 3D mourner : The effect of Abraham Lincoln's death on 
 the people was great. Abe Lincoln, too, was affected by 
 death. Abe was a very sad person. Yes, a sad man. I, 
 
 too, was sad. I shared his grief when my sister, Ann 
 Rutledge, died. Ann was an ordinary girl, a bit prettier 
 than average, but still very much like a lot of girls you 
 know. And when she died, all that was young and gay 
 in Abe Lincoln died with her. A sadness came into his 
 eyes that never left them. There were many sorrows in 
 his fitful life, and a violence and tempest, and the terrible 
 thunders of a nation torn apart ; but never did those 
 brooding eyes forget the little graveyard on the outskirts 
 of New Salem, and the girl who rested there . . . Ann 
 Rutledge. (Amber light remains on. Music: "Roses 
 from the South") 
 
 4th mourner : I remember one day when I accompanied 
 my husband, a would-be client, to Mr. Lincoln's law office. 
 After listening to my husband's case, Lincoln suddenly 
 swung around in his chair and exclaimed, "Well, you 
 have got a good case in technical law, but a pretty bad 
 one in equity and justice. You'll have to get some other 
 fellow to win it for you. I couldn't do it. All the time 
 while standing talking to that jury I'd be thinking, 'Lin- 
 coln, you're a liar,' and I believe I should forget myself 
 and say it out loud." (Amber light remains on. Music: 
 "Sleeping Beauty") 
 
 5th mourner : I knowed Abe Lincoln as he grew up in 
 Indiana ... I reckon I kin still see 'im earning his first 
 dollar and goin' to school wearin' them buckskin breechers 
 which were sort o' baggy an' several inches too short fer 
 'im ; cause he was awful tall, 'bout six feet an' two inches 
 by the time he was sixteen. 
 
 He was always at school early an' always ahead all 
 them other students an' when he was at home he didn't 
 lose no time either 'cause he always had a book in his 
 hand . . . even on Sunday. 
 
 Abe sure could learn easily an' what he learned he 
 learned well . . . 
 
 I guess his favorite books was the Bible and the Aesop's 
 Fables, 'cause he always had them 'round, reading an' 
 rereading to himself and fer anybody else who would 
 listen. 
 
 He had to work as soon as he could. He worked fer 
 a lot of my neighbors, Mrs. Josiah Crawford, William 
 Wood, an' old John Romine who always was callen 'im 
 "Lazy Abe" 'cause he did so much reading an' thinking, 
 and some much less working. 
 
 But everybody liked Abe 'cause he was so witty, kind, 
 an' original. . . . Why all the town-folk would gather 
 'round 'im in the evening at old Will Jones' store an' he 
 could keep them there till midnight or longer just telling 
 stories an' cracking jokes. 
 
 But he was an awful good boy, his step-maw always 
 said he was the best boy she ever seen. "I never have 
 to give 'im a cross word. . . . His mind and mine, what 
 little I have, seem to run together, moving in the same 
 channel." 
 
 I reckon them were the happy years fer Abe . . . them 
 years in Indiana. (Same light, same music) 
 
 6th mourner : His life is all over with, I just can't believe 
 it. It must all be a dream. It seems like just yesterday 
 when he would put a book inside his shirt and fill his 
 pants pockets with corn dodgers and go off to plow or hoe. 
 When noon came, he'd sit under a tree and read and eat. 
 
 50 
 
That boy would do anything to get hold of a hook. 
 Once he husked a great deal of corn for one and another 
 time he walked eighteen miles, just to lay his hands on 
 a book. 
 
 There were many other things he liked to do, also. He 
 was on the neighborhood debate team, and when he left 
 Indiana, he was the neighborhood champion in wrestling 
 and weight lifting. 
 
 There are some incidents which I can particularly 
 remember. One reason I think, is because his humor is 
 shown in both of them. Even as a boy, Abe had a won- 
 derful sense of humor. 
 
 He was growing like a stalk of field corn. Once one 
 of the frontier lads shouted teasingly, "Say, High. I 
 dropped my knife in the spring and the water's too deep 
 for me to get it, but with your long arms you can easily 
 reach it." 
 
 "No", said Abe slowly, "my arms not quite long enough. 
 I'll splice my arm to yours and you can get your knife 
 yourself." Then with a swift movement he lifted his tor- 
 mentor from the ground, carried him wriggling and 
 squawking to the spring, and thrust him head downward 
 into the icy water. When the bubbles started to rise, he 
 drew him up dripping and sputtering. 
 
 "I'll do something to you someday, Abe Lincoln," the 
 boy screamed, shaking his wet fist. 
 
 "Mebbe you will," drawled Lincoln, "but one thing you 
 won't, do is call me 'High.' " 
 
 And now this man of all men is gone. Now he's history. 
 Oh, how can it all be? Our great President is dead. 
 (Amber light out, white spot on. Music: "Chopin's 
 Funeral March") 
 
 narrator : Thus ends the story of a truly great man. The 
 burial ground of Abraham Lincoln is marked by a memo- 
 rial in Springfield, Illinois, today. 
 
 The Lincoln Memorial is in "Washington, D.C. Designed 
 by Henry Bacon, it has been deemed one of the most 
 magnificent and classically perfect memorials ever erected 
 to an individual. It was dedicated May 30, 1922. On 
 the wall over the head of Lincoln's statue is carved 
 (White -spot out. All mourners reading together, in blue 
 light) : 
 
 all: In this temple as in the hearts of the people for 
 whom he saved the Union, the memory of Abraham 
 Lincoln is enshrined forever. (Mourners slowly leave. 
 Music swells louder. Blue light on coffin and music end 
 together — silence) 
 
 Speech Class, South High School, Minneapolis, 
 Minn.' 
 
 The following script, written by 8th-grade Eng- 
 lish and social studies students is given in its en- 
 tirety. The script covers the period of the plot, 
 the assassination, and then continues to show the 
 political aftermath of Lincoln's death, with the 
 maneuverings that went into the impeachment 
 trial of President Andrew Johnson. This script, 
 like many which have been included in previous 
 sections or excerpts of which have been quoted, 
 
 shows the imagination of young people utilizing 
 historical materials in a creative fashion. 
 
 THE UNGUARDED BOX 
 
 by Grade 8, English and Social Studies, Emerson Junior 
 
 High School, Lakewood, Ohio 
 Cast of characters : 
 
 Abraham Lincoln, President of the United States 
 John Wilkes Booth, actor 
 Mary Surratt, owner of boardinghouse 
 John Surratt, son of Mary Surratt 
 
 Plotters against the lives of high Federal officials in col- 
 lusion with Booth : 
 
 George Atzerodt 
 
 Lewis Payne 
 
 David Herold 
 Maid, servant of Surratts 
 Two citizens : John, Thomas 
 Leaders of the "Radicals" within the Republican Party 
 
 Benjamin F. Wade, Senator from Ohio 
 
 E;lwin M. Stanton, Secretary of War in Lincoln's 
 ('al)inet 
 
 Charles Sumner, Senator from Massachusetts 
 
 Thaddeus Stevens, Representative from Pennsylvania 
 
 S. C. Pomeroy, Senator from Kansas 
 
 John Sherman, Senator from Ohio 
 
 Andrew Johnson, Vice President of the United States 
 
 W. P. Fessenden, Senator from Maine, supporter of 
 Johnson 
 
 W. T. Willey, Senator from West Virginia 
 
 Benjamin Robbins Curtis, Onetime Associate Justice of 
 the Supreme Court and chief counsel for Andrew 
 Johnson 
 
 Messenger 
 
 Mrs. J. W. Grimes, wife of Senator from Iowa 
 
 Mrs. P. G. VanWinkle, wife of Senator from West 
 Virginia 
 
 Salmon P. Chase, Chief Justice of the U.S. Supreme 
 Court 
 
 Alexander Ramsey, Senator from Minnesota 
 
 J. W. Grimes, Senator from Iowa 
 
 A. J. Patterson, Senator from New Hampshire 
 
 E. G. Ross, Senator from Kansas 
 
 Reporter 
 
 SCENES— Time 1865-1868 
 Prologue — Lincoln Soliloquy — April 14, 1865 
 
 Act I 
 
 Scene 1 — Surratt Boardinghouse — Afternoon, April 14, 
 
 1865 
 Scene 2 — Surratt Boardhouse — Evening, April 14, 1865 
 
 Meeting between Two Citizens, John and Thomas 
 
 Act II 
 
 Scene 1 — Tavern Conference Room — Afternoon, April 15, 
 
 1865 
 Scene 2 — Tavern Conference Room — Afternoon, November, 
 
 1867 
 
 Meeting between Senator Pomeroy and Senator Sherman 
 
 51 
 
Act III 
 Scene 1 — Senator Fessenden's Office and Senator Wade's 
 Office, A Few Days Before Final Impeachment Trial — 
 Tuesday, May 12, 1868 
 
 Meeting Between Mrs. VanWinkle and Mrs. Grimes 
 
 Scene 2 — Senate Chamber — Impeachment Trial in Ses- 
 sion—Saturday. May 16, 1868 
 
 PROLOGUE 
 Lincoln is seated before the curtain in meditation. He 
 is holding his book of devotionals with a scripture for 
 each day. (He opens his book, turning to April llf, and 
 meditates a moment. He turns the pages and says:) 
 
 I don't feel in the mood for today's scriptures. (He 
 stops and reads:) 
 
 "Though I walk in the midst of trouble, thou wilt re- 
 vive me; thou shalt stretch forth thine hand against 
 the wrath of mine enemies, and thy right hand shall save 
 me." Ps. exxxviii : 7. 
 
 How wonderful and true this devotional is. It is a 
 world of spiritual aid to me. (Rises and slowly walks 
 back and forth) 
 
 I am weary, so weary. The strain is beginning to slow 
 me down. But I must not stop; I must continue my 
 work of trying to unite the country. 
 
 We have_ been victorious, but the respect of the South 
 is lost to us. Can we ever regain it? It is up to me as 
 President. (Sits) 
 
 Maybe it is too late. It IS too late to save the thou- 
 sands already dead. Douglas would have been a better 
 President. I'm sure of that. Fighting among ourselves 
 has caused us to lose stature. That must be regained. 
 (Rises) 
 
 We must regain respect. I must and I WILL work 
 toward that end. 
 
 I can't seem to forget that dream, that hideous dream, 
 of my death. I remember as though it had happened 
 yesterday. I saw a crowd before the Capitol. All were 
 dressed in black and were solemn. I inquired what hap- 
 pened. I was told the President had been assassinated. 
 (Sits) 
 
 Tonight I will endure that dreadful play, "Our Ameri- 
 can Cousin," which I have already seen. Mary asked me 
 to go against my will. She already has the tickets. 
 
 Oh no, that dream again. Must, it plague me eternally? 
 However, if anything does happen, I am not worried be- 
 cause I have supreme confidence in my Vice President, 
 Andrew Johnson. 
 
 I can only say that I have acted upon my best con- 
 victions, without selfishness or malice, and that with the 
 help of God I shall continue to do so. 
 
 Act I — Scene I 
 (On stage: Booth, the Surratts, Payne) 
 April 14, 1865 — Mrs. Surratt's Boarding house. Mrs. Sur- 
 ratt is serving coffee. John Surrat is talking softly to 
 Payne. 
 
 booth : I don't see how those Yankees ever won the war! 
 If we could have captured Lincoln, the North would have 
 begged for peace. We had the route to Richmond all set 
 and President Davis was almost waiting for us. But 
 
 even now it is not too late to help the Confederacy. . . . 
 We'll kill him ! {Mrs. Surratt leaves) 
 surratt: Kill the President? No! ! ! 
 booth: He must be assassinated! It can't be any other 
 way, Surratt. 
 
 surratt : But why must WE murder him? 
 booth : It is our duty ! . . . And think of the fame we'll 
 get for rescuing the country from this tyrant. 
 surratt : I don't want to trade my life for fame ! 
 booth : What do you think, Payne? 
 payne: I don't care . . . 
 surratt : I don't like it ! 
 booth : You won't have to kill anyone. 
 surratt : I could still hang as an accessory . . . however, 
 as long as I'm in this far, I suppose I'll have to go through 
 with it. 
 
 booth: Good! (Herold enters, unseen) 
 booth : Now, how are we going to kill him? 
 herold: Kill who? (Booth, Payne, and Surratt are sur- 
 prised) 
 
 booth : Lincoln . . . 
 
 herold: Abe Lincoln? THE President? Really!? 
 That sounds exciting ! 
 
 booth : Yes, Herold, you fool ! Lincoln . . . 
 herold : Am I going to help you? Am I? ! 
 booth : Maybe . . . Let's see, Payne will kill Grant, and 
 I will kill Lincoln. 
 surratt : Just Lincoln and Grant? 
 
 booth : No . . . Atzerodt will assassinate Johnson. 
 (Maid comes in with paper) 
 
 maid: Here's the paper, sir. Mrs. Surratt thought you 
 might like it. 
 
 booth: Thank you, young lady. (Maid walks out in a 
 a. daze) (Rooth reads for a while, suddenly gets sur- 
 prised look on his face) 
 
 booth : Listen to this, boys . . . "Lieutenant General 
 Grant, President and Mrs. Lincoln have secured the State 
 Box at Ford's Theater, April 14th, to witness Laura 
 Keene's 'Our American Cousin.' " What a perfect time. 
 And we don't have to wait very long either . . . Surratt, 
 you look nervous ! 
 
 surratt : I am nervous — very nervous ... I need some- 
 thing to brace me up ! Come on, Booth, I'll treat you . . . 
 booth (Rowing) : Thank you. my good man . . . Now, 
 it's understood we'll meet here on that date. 
 herold: What date? 
 
 booth : The date I just read, you idiot — The 14th of 
 April! (Payne puts a gun in his belt) (Everyone 
 lea res. Mrs. Surratt comes in to clean up) 
 mrs. surratt : I wish those boys would clean up after 
 themselves . . . (She leaves and curtain closes) 
 
 Act I — Scene II 
 (On stage: Booth, Payne, Atzerodt) 
 April 14, 1865 — Mrs. Surratt's Boarding house 
 booth (Looking at watch) : 8:30: Lincoln should be ar- 
 riving at the theater about now. I wish Herold would 
 
 52 
 
get here . . . (Payne begins to .sight guns) Now you, 
 Payne, will have Herold take you to the Sewards. (Her- 
 old enters and interrupts) 
 
 herold: Sorry I'm late . . . (Herold sits down) 
 booth : As I was saying, you will take Payne to the 
 Seward residence . . . 
 herold: Me? 
 
 booth : Yes, you . . . Atzerodt, you will go to the John- 
 son's place . . . and I will enter the theater and assassi- 
 nate Lincoln. 
 
 herold: As simple as that? 
 
 booth : No — I've arranged to bar the door, and after I 
 kill him, I must jump the ten feet to the stage. The door 
 to the Presidential Box will remain barred to give me 
 time to get away. 
 
 atzerodt : What if there's a guard? 
 
 booth : If there is one, I can get to Lincoln's seat any- 
 way — after all, I am not unknown to the public of this 
 city ! Then I will make my glorious exit and be off to 
 receive the acclaim of my countrymen. 
 herold : I meant to ask . . . why isn't Payne going to 
 kill Grant? 
 
 booth : If you had been on time, you would know ... I 
 saw Grant leaving the city — apparently he won't be there 
 ... so Payne will kill the third highest official — Seward. 
 herold : I see . . . 
 
 booth : It is quite important that the murders occur at as 
 close to 10:15 as possible . . . 
 
 herold : Where's Surratt? 
 
 booth: (Irritated) : He had to go to Canada for some 
 reason ... As I was saying, the murders will occur at 
 the same time. That way, there won't be any soldiers on 
 the lookout, and nobody will be suspecting a killing; or 
 three . . . (Booth smirks) 
 atzerodt : What will we do afterward? 
 booth : I was just coming to that. Herold will show 
 Payne the way to the Navy Yard Bridge, make up some 
 excuse for being out late and meet Atzerodt and me on 
 the other side, or on the road to Surrattsville. It's get- 
 ting pretty late — are you ready, Payne? 
 payne : Ready ! 
 booth : Atzerodt? 
 atzerodt : Yes. 
 herold : I'm ready, too ! 
 
 booth: Good luck, friends . . . (All leave and curtain 
 closes ) 
 
 Casual Meeting of Two Citizens, John and Thomas 
 john : Thomas, Lincoln just died. Now he is gone. 
 thomas : It is bad for he is sorely needed now. Have 
 they caught Booth? 
 
 john : So far as I know, he has not been caught. I heard 
 he broke his leg in jumping from the Presidential Box. 
 thomas: I was told the same story. The authorities 
 should catch him soon as he is disabled. I saw Booth in 
 a play once. He was pretty good. 
 
 john : I'm really sorry about Lincoln's going. I thought 
 his Reconstruction Program was well thought out and 
 should have worked under his leadership. 
 thomas : I don't want to think about or discuss recon- 
 struction. 
 
 john : Just a minute. Because your son was killed dur- 
 ing the war, you shouldn't blame the whole South. 
 thomas : Let's not argue. We get nowhere. Now we 
 have Johnson. His friends are few. He will have a hard 
 time with the present Congress. I've been told it has 
 been necessary that Lincoln use a strong hand to keep 
 Wade and his followers, these so-called radicals, under 
 control. 
 
 john : So I have heard. It seems much of the trouble 
 steins from their attitude toward the South. They 
 shouldn't have much interference in their plans now. 
 They're clever enough to handle Johnson, don't you 
 think? 
 
 thomas : Well, I don't know. Johnson may be better 
 than we give him credit for. Give the man a chance. He 
 may be all right. 
 
 john: Time will tell. Let's see if the Gazette has any 
 new bulletins posted. 
 
 Act II — Scene I 
 stanton : Gentlemen, our being together manifests our 
 trust in one another. We must all have felt the urgent 
 need for action. Stevens is not here. He'll be along. 
 Lincoln is gone. Now lost to the ages. At this time it 
 is very convenient for us to start our work on 
 reconstruction. 
 
 wade : Lincoln was warned many times not to venture too 
 far from the White House without a reliable bodyguard, 
 for he did have his share of enemies. But all in all he 
 was a good man. Lately, though, I've noticed that there 
 has been quite a bit of controversy as to whether or not 
 he was doing right by the country. I must say that I 
 shared his views on slavery. 
 
 sumner : I'm afraid I can't agree with you. I believe 
 that his Emancipation Proclamation was unnecessary. 
 The slaves were happy where they were and when they 
 were set free they had no place else to go. They had no 
 other method of making a living for they were ignorant. 
 I definitely think his ideas on slavery were all wrong. 
 wade: So much for Lincoln. Let's consider Johnson and 
 the South. We cannot pamper the South. They are a 
 captive people and dare not allow them to rise again. 
 Andrew Johnson is weak. Under his leadership, the Fed- 
 eral Government will be weak. Do you remember when 
 Lincoln and he were inaugurated? He was intoxicated 
 when he took the oath of office. What can a man like 
 that accomplish? 
 
 stanton : But I'm sure that with a little pressure, John- 
 son can be taken care of. All this would have been 
 avoided if that half-wit Booth hadn't killed Lincoln in 
 the first place. 
 
 sumner: But we could have done nothing with a strong 
 conservative like Lincoln. It was as if we had an iron 
 wall in our path. I am sure that his death was all for 
 
 53 
 
the better. (Stevens Umpa in— Stanton takes his coat 
 and they both sit down) (All greet Stevens who re- 
 sponds to each one) 
 
 stevens : Well, gentlemen, I feel that since Lincoln is 
 dead, now is the time to act. With him out of the way 
 we should have a fairly good chance of gaining control of 
 the government. One of his best ideas, though, was the 
 piece for the freeing of the slaves. Those poor people 
 were treated just like animals. 
 
 si \iner: But when they were freed, they had no place to 
 go and no way to make a living. But I am afraid that 
 you are straying from the subject. We must talk about 
 Johnson and decide what to do with him. 
 stanton : I'm positively convinced that we will be able 
 to make him see things our way. especially if I remain 
 in the Cabinet. That is the main reason for my staying 
 in the War Department. 
 
 messenger: Gentlemen, coffee is now served. What is 
 your pleasure? Would you like to have it here? 
 stanton : No, keep it for us. When we have finished our 
 conference, we will be served in the Capital Room. 
 wade: Well, to get back to the subject ... I think that 
 anyone could put anything over on that poor excuse of 
 a man. 
 
 sumner: I don't like to be the one to always disagree 
 with everyone, but I feel that I should remind you that 
 he has a mind of his own. 
 wade : Then why doesn't he use it? 
 
 sumner : Please let me finish. He is very set in the 
 method with which he is going to run the government. 
 I don't believe that he will be as easy to fool as we all 
 think. ( Wade stands up and pounds on the taole as he 
 says) : 
 
 wade: I certainly think that I would make a better 
 President than Johnson. Being President of the Senate 
 puts me next in line for the Presidency. You must realize 
 that. 
 
 stanton : We do, we do. We also see how much you 
 would like to be President, Ben. And we would like to 
 see one of our own kind get into office. But right now 
 he hasn't done anything wrong. Don't you understand 
 that ? 
 wade : Well — that can easily be taken care of. 
 
 stevens : Let's go downstairs and get the refreshments. 
 
 I All Ira re) 
 
 Act II — Scene II 
 (All four radicals in same tavern room) 
 Time now is 1867— fall of the year. 
 
 stevens : Well, my friends, we're going to have to really 
 put our minds to it now. I'm certainly beginning to see 
 that Johnson isn't going to be as easily fooled as we 
 thought. 
 
 sumner: I know, Stevens. I've said that over and over 
 again but nobody bothered to listen to me as you were 
 all too wrapped up in your own plans for ruling the 
 country. What about you, Stanton? 
 
 stanton : I think that we should be very careful about 
 the way we make our plans or the whole thing may ex- 
 plode in our faces, leaving us with nothing. How do you 
 view this, Ben? 
 
 wade: I think that the main thing for us to do now is 
 think of ways to get him impeached. Many of the Sen- 
 ators would vote against him in a trial because of his 
 views on reconstruction. We will have to find all the 
 evidence that we can showing that he is not a fit 
 President. 
 
 sumner: That's a splendid idea ! I know plenty of peo- 
 ple who would vote to impeach him and a few others 
 that could be swayed to our side. 
 
 stanton : Did you know that some people don't think that 
 he's guilty of anything when he tried to get me out of 
 office? The tenure of Office Act clearly states that I 
 cannot be removed from office without the consent of the 
 Senate. I think this is almost sufficient evidence for 
 impeachment in itself. Really, impeachment isn't good 
 enough for a man like that. 
 
 stevens : I'm almost positive that we can get him con- 
 victed, because as far as that goes, we practically have 
 the two-thirds majority vote of the Senate to convict. 
 Now, all we have to do is stick it out long enough to get 
 the conservatives over on our side. 
 
 sumner : Well, it doesn't seem like we're getting very far 
 at present. Let's leave and come back again tomorrow. 
 Say — 2 o'clock tomorrow afternoon? 
 wade: That's fine with me. What about you, Thadd? 
 stevens : All right. 
 
 stanton : Settled then. Two o'clock tomorrow. See you 
 then. (All leave) 
 
 Meeting Between Senator Pomeroy and Senator Sherman 
 pomeroy : Good day, Senator Sherman. 
 sherman : And a good day to you, sir. 
 pomeroy : I didn't expect to see you so soon. 
 sherman : Nor did I plan to be in Washington at this 
 time. I concluded my business sooner than I had hoped 
 for. How are you and your family? 
 
 pomeroy: My family is fine and I trust yours is likewise. 
 I'm glad you are in town. Mrs. Pomeroy and I are hav- 
 ing a dinner party tomorrow evening. We'd like very 
 much to have you and Mrs. Sherman be with us. 
 sherman : We would enjoy that. Unless my wife has 
 made other plans, we shall be with you. Will this be a 
 large group? 
 
 pomeroy : Oh, not too large and not too small. I have 
 invited your friend, Ben Butler, who everyone knows is 
 being considered as Secretary of State, and the others 
 who expect to be appointed to Ben Wade's Cabinet. 
 sherman : Wade must be rather sure of himself to be 
 selecting Cabinet members. I wonder how he can be so 
 sure of Johnson's conviction. 
 
 pomeroy : I don't know that he is sure, but Johnson 
 stands little chance of acquittal. AVade wants little delay 
 in action if he should replace him. Tomorrow evening 
 will give all an opitortunity to make a good impression. 
 Who knows, maybe we can get a Cabinet post. 
 
 54 
 
sherman : Yes, we must make a good impression. A posi- 
 tion in Wade's cabinet would be a great opportunity. 
 Wade is a good man ! Johnson will be convicted I'm 
 sure of it ! The way Wade is going about the possibility 
 of his being President is not the best, but he's a deter- 
 mined man and will probably benefit the country. Are 
 the radicals sure of Johnson's being convicted? I wonder 
 what they will do if Johnson is acquitted. You know — 
 36 of the Senate members must vote to convict him or 
 the case is dropped. 
 
 pomeroy : It's % of the Senate members, or, as you say 
 36. I hear they are sure 12 Democrats and the conserva- 
 tive Senators will vote for acquittal. The Radicals are 
 trying to sway them toward convicting him. There are 
 34 votes for conviction. There are 12 Republican Sena- 
 tors left. 
 
 sherman : Wouldn't 7 of those be enough to save John- 
 son? {Said to himself) But I've heard that 20 of those 
 Republican votes are doubtful. They could be the men 
 to convict Johnson and then Wade would become 
 President ! 
 
 pomeroy : What's the name of that man that Wade de- 
 feated for President of the Senate? (Hesitates) Fes- 
 senden — that's it. He's an enemy of Wade's and cer- 
 tainly wouldn't want to see Wade as President ! 
 
 sherman : Enemies or not — Wade seems awfully sure of 
 the Presidency. Already he has chosen Ben Butler as 
 Secretary of his new Cabinet. I'll let you know if we 
 can attend the party. If we can, I certainly plan to be 
 on my toes to make a good impression on the guest. 
 (Pulling out watch) Well, (surprised) it's later than I 
 thought. I'd better be on my way. Almost time for 
 dinner ! 
 
 Act III — Scene I 
 
 A few days before final impeachment trial. Tuesday, 
 May 12, 1868. 
 
 Divided Stage 
 
 Senator Fessenden's Office Senator Wade's Office 
 
 on Left Stage on Right Stage 
 
 (Senator Fessenden and Counselor Curtis are seated 
 looking over papers.) 
 
 fessenden : (Looks up) : The President should arrive any 
 moment. (Johnson arrives. Both stand until he is 
 seated) 
 
 curtis : Now for the business at hand. We must check 
 our forces. (All look over the papers he holds) 
 
 Right Stage 
 
 stevens : Now, gentlemen, for our final maneuvers. 
 
 wade : The Presidency is practically mine. Think of it ! 
 Me, Ben Wade, President of the Senate, future President 
 of the U.S. 
 
 stevens : Don't count on it, Ben. We have to get at least 
 5 of the 11 doubtfuls. 
 
 sumner : Stevens is right. Let's check over the doubtfuls. 
 There must be something we can do. 
 
 Left Stage 
 
 johnson : You might say I will be tried by the 11 doubt- 
 fuls only. 
 
 curtis : The Radicals only need 5 of those 11. Fessenden, 
 you are one of those who has not committed himself. 
 What is your stand? 
 
 fessenden : I'm not afraid to say I will vote for acquittal. 
 Whether that is right or wrong, I will not chance Ben 
 Wade's being President of these United States. Don't 
 worry about me. You should turn your attention to Ross 
 and the others. They have had a great amount of pres- 
 sure put upon them. 
 
 curtis : You have had pressure put on yourself. 
 fessenden : Yes, Curtis, I have, but not like the others. 
 Pressure on me is not as heavy. A church group prayed 
 that Senator Willey would not make the mistake of voting 
 for acquittal. 
 
 johnson : I've heard that a Negro group right here in 
 Washington prayed directly before the Senate that it vote 
 for conviction. 
 
 fessenden : That is very true and there have been many 
 other ... (A knock at the door sounds. Willey enters, 
 followed by Grimes. Willey lays papers on table and 
 
 speaks.) 
 
 willey : Gentlemen, here are some late bulletins. 
 
 Right Stage 
 
 wade : But think of the pressure that has been put upon 
 those Senators. They received telegrams and letters and 
 personal visits from members of their home states de- 
 manding that they vote for conviction. That should assure 
 us of their votes. 
 
 sumner: That is very true, but we should not be too sure 
 of ourselves. I myself have heard that certain religious 
 groups have prayed that he be convicted, but I still feel 
 uncertain. 
 
 stevens: Where is Stanton? He should be here by now. 
 (Stanton has arrived and has been recognized by the 
 others) 
 
 Left Stage 
 
 willey : Gentlemen, that's just a few of the reports. I 
 have just heard that Ross received a telegram from 
 Kansas signed by D. R. Anthony and a thousand others 
 demanding his vote for conviction. When Ross replied 
 that he would vote according to his conscience, Mr. An- 
 thony and his followers appealed to the whole state and 
 wired that Kansas disowned him as she did all perjurers 
 and skunks. 
 
 curtis : That probably means that he will vote for 
 acquittal. 
 
 johnson : Grimes, have you found out anything? 
 
 grimes : Nothing as important as Willey. But the Union 
 Leagues in Tennessee denounced Fowler for his violation 
 of the trust they had in him. Tell me, has anyone found 
 out anything I haven't heard about? 
 
 55 
 
Curtis: I think you would be interested to know that 
 
 several religious groups have been praying for Johnson's 
 
 conviction. 
 
 i i ssi nden : Did you find out anything about Ross? 
 
 grimes: Not much. He refuses to commit himself in any 
 
 way but from the tone of his conversation, I think he will 
 
 vote for the President's acquittal. 
 
 CURTis: Let's look over the information we have on him. 
 There must be some loophole we have missed. 
 
 Right Stage 
 
 stanton : Gentlemen, I'm sorry to be late. 
 
 wade : What do you have to report? 
 
 stanton : A Negro church group right here in Washington 
 prayed before the Senate that to vote for conviction was 
 our duty. Another church group demanded that a cer- 
 tain Senator Willey vote for conviction. 
 
 sumner : I told you I heard that church groups had been 
 praying for conviction. 
 
 stevens : Do you have any further news? 
 
 stanton : Yes, the Union League in Tennessee denounced 
 Fowler for violating their trust. 
 
 wade : All for the good, but did you find out anything 
 about Ross"? 
 
 stanton : He received a second telegram from D. R. An- 
 thony and his thousand followers claiming that he has 
 the following of the whole state. He refers to Ross as a 
 perjurer and a skunk. 
 
 wade: Wonderful, wonderful! Did you find out how he 
 is going to vote? 
 
 stanton : No, he didn't commit himself, but as I talked 
 with him and from his manner and replying to my ques- 
 tion, I am confident he is for conviction. 
 
 sumner: This is a good excuse for a celebration. The 
 treat is mine. {All leave the stage) 
 
 Left Stage 
 
 johnson : While our opponents are praying for conviction, 
 I think we shall pray for acquittal and put our trust in 
 God. (Curtain) 
 
 Meeting Between Mrs. Van Winkle and Mrs. Grimes. 
 
 Mrs. van winkle: (Comes on stage holding hat in hand 
 ami nuns her hands through tier hair) : "Mr. Senator, 
 how say you? Mr. Senator, how say you? Mr. Senator, 
 how say you?" I'll live happily if I never hear that again. 
 I know Chief Justice Chase has to say it every time, but 
 I've had enough. 
 
 mrs. grimes: Watch yourself, Mrs. Van Winkle. People 
 are looking. 
 
 mrs. van winkle: I know. All this protocol and dignity 
 a Senator's wife has to observe gets the best of me at 
 times. I wish I could go home for a while. Life is 
 easier there. 
 
 mrs. grimes: Oh, don't 'worry. (Looks at the audience) 
 There are a lot of people here but I doubt that anyone 
 
 would recognize you. Just suppose you were Mrs. Wade. 
 Everyone must know her. I bet she wishes she were back 
 in Jefferson, Ohio, where the farmers gather round in 
 groups in the Public Square. That is their social life. I 
 bet they're saying our Ben is giving those Washington 
 high-ups a hard time. He'll show them. He's our boy. 
 
 mrs. van winkle: How do you suppose Senator Wade 
 ever came from such a small place? 
 
 mrs. grimes : I don't know. County seat, I guess. He was 
 born in Massachusetts. You know, that little town of 
 Jefferson has a number of important people. William 
 Dean Howells lives there ; Joshua R. Giddings, who has 
 fought so for abolition; and even the Minister from Rus- 
 sia has distant cousins in that town. 
 
 mrs. van winkle: Are there Russians in Jefferson? 
 
 mrs. grimes: Oh no. Don't you know? He's a German. 
 Russia didn't have anybody to send. 
 
 mrs. van winkle: Come to think of it, I've heard that 
 Joshua R. Giddings has an ex-slave living in a small 
 house in his front yard. 
 
 mrs. grimes : For a dot on the map, that's quite a little 
 town. 
 
 mrs. van winkle: By the way, Mrs. Ross must be con- 
 spicuous these days, too. How would you like to be in her 
 place? Why do you suppose Senator Ross holds out on 
 his way of voting? 
 
 mrs. grimes: You know what I think? He's having the 
 time of his life. I doubt that he ever had this much at- 
 tention before. He's getting telegrams from all sorts of 
 people — and letters. He's just making the most of it. 
 The longer he holds out, the more important he is. 
 
 mrs. van winkle: I guess that's the answer. Did you 
 notice the Senate boxes look like flower gardens? The 
 Senators' wives are surely dressed up. Poor girls, Wash- 
 ington probably gives them the only opportunity to show 
 their good clothes. It isn't likely they have much oppor- 
 tunity at home. 
 
 mrs. grimes : What are we talking about? We belong to 
 that group ourselves. 
 
 mrs. van winkle: So we do, so we do. The gallery cer- 
 tainly is filled and there is a number of people standing. 
 There must, be at least 500 or more. Someone said there 
 were more than 1,500 here this afternoon. 
 
 mrs. grimes : It is an orderly crowd. 
 
 mrs. van winkle : It almost has to be. Nearly everyone 
 has a tally entering the votes. 
 
 mrs. grimes : It is a good thing Ross comes toward the end 
 of the alphabet. Ross should be called on soon, and we 
 don't want, to miss him. I sincerely hope he is with us for 
 acquittal. (Pauses a moment) Oh, my i>oor husband ! I 
 hope all goes well with him and nothing hapi>ens. 'Tis 
 but two days since he had his stroke. Tears came to my 
 eyes as he was being carried into the Senate Chamber by 
 those four men. We've been fortunate to have escaped 
 a lot of dull routine so far. 
 
 together : We'd better return to the Senate boxes. 
 
 56 
 
Act III — Scene II 
 
 Impeachment trial is in session — Senate Chamber. Sal- 
 mon P. Chase presiding. 
 
 chase: Senator Patterson of New Hampshire. Mr. Sen- 
 ator, how say you? Is Andrew Johnson, President of the 
 United States, guilty or not guilty as charged? 
 
 senator : Guilty. 
 
 chase: Senator Pomeroy. Mr. Senator, how say you? Is 
 Andrew Johnson, President of the United States, guilty 
 or not guilty as charged? 
 
 pomeroy : Guilty. 
 
 chase: Senator Ramsey. Mr. Senator, how say you? Is 
 Andrew Johnson, President of the United States, guilty 
 or not guilty as charged? 
 
 ramsey : Guilty. 
 
 chase: Senator Ross. Mr. Senator, (hesitates) how say 
 you? Is Andrew Johnson, president of the United States, 
 guilty or not guilty as charged? 
 
 ross : Not Guilty. (A large commotion arises — various 
 Senators and spectators are speaking) 
 
 crowd: Traitor! Traitor! He can't do this! Etc., etc., 
 etc. (A reporter appears, going to Ross) 
 
 reporter : Senator Ross, that took courage. What are 
 your plans? 
 
 ross : Well, they certainly can't include politics. I sup- 
 pose I'll return to Kansas and go into private business. 
 
 reporter : Excuse me. I think I see President Johnson ar- 
 riving. (Starts to walk over to Johnson) 
 
 chase: The vote is 35 to 19 to impeach. President An- 
 drew Johnson is acquitted of this charge lacking % vote 
 of the Senate. 
 
 senator (Jumping up) : I move the trial be postponed to 
 a later date without delay. 
 
 chase : The motion is not in order. I want the Journal to 
 read that the President, Andrew Johnson, is acquitted of 
 all charges. (Commotion) 
 
 reporter (Reaches Johnson) : Congratulation, Mr. Presi- 
 dent. You have won a victory. 
 
 johnson : Thank you, but the victory belongs to the coun- 
 try and the Constitution, not me. (Chase beckons Ross to 
 come to the podium ) 
 
 chase : Senator, I would rather be in your place now than 
 in any other office the American people could bestow. 
 (Addressing assembly) As presiding officer of this august 
 body, I hereby declare that President Andrew Johnson 
 
 now and forever be absolved from and free from any 
 stigma attached to the charge of impeachment. 
 
 BIBLIOGRAPHY 
 
 Bacheller, Irving : A Man for the Ages 
 
 Bishop, Jim : The Day Lincoln Was Shot 
 
 Bowers, C. G. : The Tragic Era 
 
 Donald, David : Lincoln Reconsidered 
 
 Dunning, W. A. : Reconstruction, Political anil Economic, 
 
 1865-18G7 
 Durant, John and Alice : Pictorial History of American 
 
 Presidents 
 Eienschiml, Otto: Why Lincoln, Was Murdered 
 Henry, Rohert S. : Story of Reconstruction 
 Hicks, D. D. : American Nation, Volume II 
 Horan, James D. : Mathcw Brady, Historian With A 
 
 Camera 
 James, Marquis: They Had Their Hour 
 Kennedy, John F. : Profiles in Courage 
 Kennelly, A. : The Spur 
 Korngold, Ralph : Thaddcus Stevens 
 Lincoln's Devotional 
 Lorant, Stefan : Life in Pictures 
 McCall, Samuel: Thaddcus Stevens 
 Milton, G. F. : Age of Hate 
 Monaghan, Jay : Diplomat in Carpet Slippers 
 Moore, Guy : Case of Mrs. Surratt 
 Morgan, James : Our Presidents 
 Noble, Hollister : Woman With A Sword 
 Okth, Samuel P. : History of Cleveland, Volume I 
 Stern, Philip Van Dorn : The Man Who Killed Lincoln 
 Winston, R. W. : Andrew Johnson, Volume I 
 
 Other Sources 
 
 Mr. Benjamin Wade Jenkins, Grandson of the Senator: 
 Telephone Interview 
 
 Jefferson Gazette, Jefferson, Ohio : Letter from Editor 
 
 Tape Recording : "You Are There" broadcast, Columbia 
 Broadcasting Co. : "Impeachment of Andrew Johnson," 
 narrated by Walter Cronkite and sponsored by Pruden- 
 tial Insurance Co. 
 
 The Stoeckel genealogy contains the name of Baron 
 Edoard de Stoeckel, who was related to George Stoeckel of 
 Jefferson, Ohio, grandfather of Miss Bess Meaney. The 
 Stoeckel home in Jefferson, Ohio, was on the same street 
 as that of Benjamin F. Wade and next to that of William 
 Dean Howells. Joshua R. Giddings housed Charlie Gor- 
 lick, an ex-slave, in a small one-room law office adjacent to 
 the street in front of his home. 
 
 — Emerson Junior High School, Lakewood, Ohio 
 
 57 
 
VII. Lincoln's Lesson for Today 
 
 As young people read the story of Lincoln, study 
 his speeches and writings, they see again and 
 again implications for today from what transpired 
 so many decades ago. It is appropriate that the 
 final section of this book should be devoted to the 
 message that youth sees in Lincoln's life and writ- 
 ings. The speeches, essays, themes, poems, scripts, 
 that follow attest over and over to the seriousness 
 with which young people view the world today, 
 and the desire they have to serve as citizens in 
 seeking solutions to the problems that beset us. 
 
 IF LINCOLN WERE ALIVE TODAY 
 
 Many a time I have wondered what it would be like if 
 Lincoln were alive today and President of our United 
 States. Would he be able to change the strong Segrega- 
 tionists of the South into peaceful Integrationists? 
 Would he be shocked by the rise in crime, especially by the 
 juvenile record? Would he be pleased by seeing the 
 thousands of children receiving the kind of education he 
 may have dreamed of? Would he be dismayed at the 
 physical softness of so many of today's young people? 
 Would he be amazed at the ever-advancing quest into 
 space and the yet-unknown beyond? Would he be hum- 
 bled at seeing the Lincoln Memorial and the many other 
 monuments erected in his honor? Would he be alarmed 
 by the almost constant state of panic in world affairs? 
 Would he be saddened by the apparent disregard of human 
 rights and feelings shown in the Communist way of life? 
 The answers to these questions, I firmly believe, would be 
 unvarying if we would search the heart and mind of one 
 of the greatest men of all times — Abraham Lincoln. His 
 creed was a simple one of love towards all men linked 
 with a sympathetic understanding of all nations and peo- 
 ples. If the world were fortunate enough to have Abra- 
 ham Lincoln alive today, I am sure it would be a much 
 better and a more peaceful home, not only for us Ameri- 
 cans, but for all people of all nations. 
 
 Jane Andrews, Providence High School, Chicago, 111. 
 
 OUR HERITAGE 
 
 It is the 20th century ; the place is a subdivision in Any- 
 where, U.S.A. 
 
 A happy, shouting group of exuberant teenagers in a 
 shiny red convertible drive up in front of a neat ranch 
 house and toot the car horn impatiently. The door of the 
 house swings open and out runs another teen, her pony- 
 tail bobbing and her sloppy shoes clicking on the walk. 
 
 She jumps into the car, and off they go laughing and 
 talking down to the neighborhood soda shop for an evening 
 of gaiety and fun. 
 
 This typical scene is a teenagers' heritage, for he did 
 not merit this enjoyment himself. But how did this heri- 
 tage come into being? Who gave these bubbling beings 
 the right to have sporty cars and fancy soda shops? Let 
 us find out by looking back in time at another teenager. 
 
 It is the 19th century ; the place is a little log cabin in 
 Salem, 111. He sits alone in a dimly lit room straining 
 his eyes over a book. He is very tired for he has spent 
 most of his day out in the dense woods chopping and 
 splitting logs for fences. He will stay up reading and 
 studying until his candle flickers out or his mother gently 
 reminds him to go to bed. Finally he does, only to awake 
 to the same routine again the next day. 
 
 He does not complain ; he does not think that he is 
 being treated unjustly. In fact, he considers himself very 
 lucky. His life is one of constant search for knowledge 
 and freedom. At this moment he could not tell you that 
 he would one day do great things and would become one 
 of the greatest men in history. He could not tell you that 
 he would become President of the United States and free 
 the slaves through his Proclamation of Emancipation. 
 N'or would he say that he would be the model of honesty 
 and truth for all who followed after him. 
 
 Yes, Abraham Lincoln's life was full — not in receiving, 
 but in giving. He gave so much that he died for us on 
 April 14, 1865. He made possible our cars, our soda 
 shops, and our freedom. Truly this man, Abraham Lin- 
 coln, is our American Heritage ! 
 
 Sharon Ann Weber, St. Marks' High School, St. 
 Louis, Mo. 
 
 LINCOLN'S DREAM OF PEACE 
 
 Abraham Lincoln holds a strange, almost an enigmatic, 
 appeal for poets and for would-be composers of verse. 
 This extraordinary man, governed by an unquenchable 
 compassion for mankind, revived hopes for the eventual 
 salvation of the lost souls who inhabit this earth. In his 
 great tenderness, Lincoln was unable to believe that the 
 world would always be rent with strife and chaos. The 
 Civil War, rather than embitter Lincoln toward those who 
 reviled him, only increased his devotion to the divine gift 
 of peace. 
 
 Were Lincoln alive today, the empathetic sorrow re- 
 vealed in his common features would be apparent once 
 more. He would find the world much as he has left it : 
 divided between two strong, uncompromising powers. If 
 Lincoln were not entirely discouraged by the familiar 
 
 58 
 
spectacle of man fighting man, he would leave us a few 
 words of wisdom tempered with mercy. 
 
 The words would he a plea to all of mankind to lay 
 down their arms, both physical and spiritual, in favor of 
 brotherhood. Lincoln fully realized that no man could 
 live independently of all other men, and he would certainly 
 desire that mid-2()th-century man be apprised of this truth. 
 Perhaps, if he once more walked this sad earth, Lincoln's 
 message would at last be heeded. 
 
 Judy Anderson, 11th Grade, Edina-Morningside 
 
 High School, Edina, Minn. 
 
 SHADOW 
 
 There is a shadow on a page in history. 
 It is of Abe Lincoln, the man. 
 
 The shadow, long and slim, 
 Stretches its black into the hearts 
 Of soldiers, waiting in khaki pants. 
 
 The shadow slides again 
 
 Into the memories of children, 
 
 Children with toy guns and bayonets. 
 
 The shadow reaches out 
 
 And falls upon history ; and she is blessed 
 
 With the tall and skinny presence of the shadow. 
 
 There is a shadow on a page in history, 
 (Mistake — the shadow is indelible upon 
 the entire volume.) 
 
 Roberta Mueller, Taft High School, Chicago, 111. 
 
 Lincoln's concern for others serves as an example for us 
 to follow today. As American citizens, we should be 
 willing to aid those less fortunate whenever possible. One 
 reason is that we. the people of the world are entirely 
 interdependent. Another reason is that cooperation, 
 which is a form of humanitarianism in practice, produces 
 better results. This cooperation or joint fellowship toward 
 the acquisition of a common goal may be exemplified in 
 the field of sports. Teamwork is a necessity in a sport like 
 football or basketball. Moreover, a team in which every 
 man plays for his own glory has far less potential than 
 one in which there is a spirit of cooperation among the 
 players. However, this idea by no means pertains entirely 
 to the world of sports. In modern science cooperation is 
 also necessary to bring about the desired results more 
 quickly and accurately. 
 
 In the society in which we live we actually help our- 
 selves by helping others ; but, this should be a result and 
 not a motive. Helping others to help oneself, however, is 
 not the only reason to practice humanitarianism. It is 
 also a matter of the moral responsibility of all mankind. 
 The Bible states in verse 10 of the sixth chapter of 
 Galatians : "As we have therefore opportunity, let us do 
 good unto all men. . . ." The phrase, "As we have there- 
 fore opportunity" does not mean on an occasion when we 
 feel like it or when it is to our own advantage, but it 
 does have reference to any time when it is within our 
 means. The "all men" in this verse refers to those who 
 are materially above us, equal to us, and below us. To 
 carry out the command fully, all prejudice against race, 
 color, and ideals must be completely eliminated. There- 
 
 fore, contrary to Cain's belief, we are our brother's keeper. 
 In helping all men, we build strong men, and in build- 
 ing strong men, we establish a greater nation which is 
 able to work harmoniously for a common purpose — what- 
 ever it may be. Therefore, we of the 20th century must 
 take up the responsibilities lying before us as did Abra- 
 ham Lincoln, the great humanitarian, in his day. 
 
 Paul Weisbach, Whitehall Junior-Senior High 
 
 School, Hokendauqua, Pa. 
 
 THE CHALLENGE OF THE PRESIDENT 
 
 "It is for us, the living, rather, to be dedicated here to 
 the unfinished work which they who fought here have 
 thus far so nobly advanced." The immortal words of 
 Abraham Lincoln have much meaning in our time. 
 
 The United States is a great, strong and prosperous 
 nation. It took many minds and much work to make it 
 what it is. It surely will take much to make it better, 
 to continue the creative work of pioneers, to preserve vic- 
 tories of the soldiers of democracy. Before we do so we 
 must realize the great need for interest, cooperation and 
 sacrifice of all the people of good will. We must realize 
 that dollars alone cannot secure the happiness and growth 
 of the nation. We must learn that spiritual and moral 
 values are much more important. We must study the past 
 to avoid present mistakes. The interest of each individual 
 will promote future success. The "unfinished work" of 
 which Lincoln spoke lies before us. 
 
 Americans are one of many in the family of nations. 
 It is necessary to understand that America's security and 
 growth depends upon the solutions of the entire world. 
 Its present position presents the opportunity to proceed 
 in finishing the great work. We must understand that 
 eyes of the people are directed on what the U.S.A. does, 
 says, and thinks. We must learn that freedom is a price- 
 less treasure, worthy of our every effort and sacrifice. 
 Millions of people suffer under the pressure of Com- 
 munism and look to us for relief. We cannot stand back, 
 and count our blessings, at the expense of our suffering 
 brothers. Our entire life should be directed toward Lin- 
 coln's idea of freedom for all, love of all, happiness for 
 all. The challenge is great and the price is high. But re- 
 membering our precursors we should courageously and 
 firmly fight for the ideals that Lincoln so strongly advo- 
 cated. We should follow his wise counsel. Work and good 
 will, with the help of God, will lead us to the end of the 
 "work which they who fought have thus far so nobly 
 advanced." We should be like Lincoln. 
 
 "He held his place — Held the long purpose 
 like a growing tree 
 Held on through blame and faltered not at 
 the price." — Edwin Markham. 
 Romualda Czujka, St. Ladislaus High School, 
 Detroit, Mich. 
 
 LINCOLN— THE MATURE PERSONALITY 
 
 Undoubtedly there has been no American who has done as 
 much as Abraham Lincoln to point up the basic American 
 liberty of equality of opportunity and to guarantee that 
 liberties such as this would survive in a tension-ridden 
 modern world. 
 
 59 
 
If we ask ourselves, then, whether Lincoln really was a 
 mature personality we are led to conclude that, by dint 
 of his immense humanitarianism and devotion, he must 
 be the most nearly perfect personification of maturity. 
 But Lincoln lived 150 years ago. We are therefore led to 
 ask whether Lincoln's qualities of maturity would be en- 
 during and universally acceptable in the twentieth century. 
 
 In order to answer this question it is necessary to first 
 determine just what a mature personality of the modern 
 day is and then to compare and see how closely this ar- 
 bitrary norm approaches Lincoln's ideas and attitudes of 
 maturity. 
 
 Psychologically the mature personality is a single 
 human character that has reached the highest stage of 
 development of his particular mental level. Ideologically 
 he is one of those fortunates who has managed to strike 
 closest to the golden mean in all his intellectual, emotional, 
 and social pursuits. 
 
 The human mind and personality can develop along one 
 or both of two divergent lines of force. On the one the 
 forces of theoretical and applied science, technology, ab- 
 stractionism, and theology seek to form a personality 
 devoted to objective striving in the stimulating and re- 
 warding fields of making and doing. This is intellectual 
 maturity. On the other the immeasurable strength of 
 social pressure and community experiences relentlessly 
 drive the individual toward excellence in his ability to 
 live with people on a tolerable and mutually satisfying 
 basis. This is emotional maturity. Each of these means 
 of expression, both intellectual and emotional develop- 
 ment of character, are incapable of existing without the 
 other. Man must have both to be a truly mature per- 
 sonality. He can never pick that one which suits him best 
 or is easiest to assume. 
 
 Creative ability heads the list of those talents needed to 
 achieve intellectual maturity. Unfortunately, creative 
 ability, now synonymous with thinking, today assumes the 
 function of grasping things quickly so as to be able to 
 manipulate them successfully. Furthered by widespread 
 and efficient education, this leads to a high degree of tech- 
 nical ability, but not of understanding. For manipulative 
 purposes, all that is necessary to know is the surface fea- 
 ture of things, the superficial. The truth, to be uncovered 
 by penetrating to the essence of phenomena, has become 
 an obsolete concept. This is so in the prescientific sense 
 of "absolute" truth, dogmatically maintained without 
 reference to proofs, and also in the sense of truth at- 
 tained by man's reason applied to his observations and 
 open to revisions. Thus the maturing personality must 
 know the difference between knowledge and understand- 
 ing, and attempt to acquire the latter. 
 
 Intelligence is basic to maturity, but unless its mental 
 fancies can be turned into concrete entities for the benefit 
 of everyone, it is useless. 
 
 Productiveness is man's ability to use his aptitudes and 
 to realize the potentialities inherent in him. Productive- 
 ness is an attitude toward life which every human being 
 is capable of, unless he is mentally and emotionally 
 crippled. 
 
 Thus the mature personality is capable of relating him- 
 self to the world by perceiving it as it is and by conceiving 
 it enlightened and enriched by his own abilities. 
 
 Emotionally, the maturing mind needs to develop in- 
 dividuality above all else to consider itself truly mature. 
 But too often man's individuality, that which is peculiar 
 and unique in him, is valueless ballast in our modern 
 society. The meaning which the word peculiar has 
 assumed is quite expressive of this attitude. Instead of 
 denoting the greatest achievement of man — that of having 
 developed his individuality — it has become almost synony- 
 mous with "queer." The word "equality" has also had its 
 meaning changed. The idea that all men are created equal 
 implied that all men have the same fundamental right to 
 be considered as individuals. Today equality has become 
 equivalent to interchangeability, and is the very negation 
 of individuality. When a businessman thinks of his equal 
 today, he thinks of the person who can best take over 
 his position in the firm without disturbing the smoothly 
 oiled wheels of the corporation's functioning. Equality 
 meant the same as difference, but it has become synony- 
 mous with "indifference" and, indeed, indifference is ex- 
 actly what the mature personality must overcome in his 
 relationship to others. Certainly the concern that one's 
 fellow man may be free to develop his own personal 
 talents is the greatest single mark of maturity. 
 
 We can safely conclude, then, that Abraham Lincoln, 
 whose creative talent stands so strongly in the terse 
 words of the Gettysburg Address, whose productivity was 
 capable of meeting the myriad problems of a Civil War, 
 and whose concern for all men's right to live a distinct, 
 separate, and private life as immortalized in the Emanci- 
 pation Proclamation, was truly a mature personality 
 whose ideals we might do well to review in seeking our 
 own maturity. 
 
 Marvin W. Klotz, Whitehall Junior-Senior High 
 School, Hokendauqua, Pa. 
 
 IMAGINARY INTERVIEW WITH 
 ABRAHAM LINCOLN 
 
 student: As we all know, Mr. Lincoln, ever since your 
 childhood your name has stood for honesty and justice 
 in government. Since your opinions are universally re- 
 spected, we are anxious to know your views on some of 
 our present day political masters. 
 
 Lincoln : My candid opinion is that many, too many, of our 
 political leaders are interested only in themselves rather 
 than in the good of the common people. There are too few 
 political kings who have the courage to voice their opinions 
 in strict accord with the long-forgotten principles of 
 honesty and integrity that were characteristic of our 
 Founding Fathers. Some political leaders are seeking 
 only wealth and position, and too often the trust that is 
 placed in them by the people becomes an overwhelming 
 temptation to which the weaker succumb. The trust of 
 the people is a sacred thing. Today many people com- 
 plain of the unworthy officials who are elected to im- 
 portant offices. But who elected them? People should 
 realize that the strength of a democracy depends on the 
 ballot which each one has the privilege of casting. So let 
 the citizen vote intelligently for a God-fearing man who 
 will respect the principles of honesty and integrity. Such 
 a man will act according to his conscience in spite of any 
 high-pressure opposition. 
 
 60 
 
student : Thank you, Mr. Lincoln, for your evcellent ad- 
 vice. If our present and future politicians will take your 
 advice to heart and follow it, will we possibly have any 
 fear of being overcome by any pagan country led by a 
 dictator? 
 
 Patricia Whalen, Providence High School, 
 
 Chicago, 111. 
 
 A committee of three students, with the help of 
 their teacher-librarian, prepared a program of 
 tableau, songs, and the spoken word entitled 
 "Youth and Abraham Lincoln," Piatt R. Spencer 
 High School, Geneva, Ohio. The stage showed a 
 tableau of the Brady photograph of Lincoln with 
 his son Tad. There was a verse choir on one side 
 and a reader and narrator on the other. The ex- 
 cerpt below indicates the message Lincoln has for 
 the youth of today : 
 
 Lincoln : "You talk about me as if I am dead. I'm not, 
 you know. The dust of ages nor the weight of the stone 
 memorial they built for my tomb in Springfield — neither 
 has stopped my voice or my need for laughter or my 
 tears. I speak to you from this photograph made of Tad 
 and me at Brady's studio, February !), 1864. I speak my 
 thoughts as I remember them, as I lived them, as they 
 stretched my very bone and fiber, as they pushed the 
 boundaries of my mind outward and sometimes broke 
 my heart. I speak thoughts that others since have 
 thought I thought, and some of them were right or partly 
 right. That lank Swede. Mr. Sandburg, for instance, with 
 his hair hanging in his eyes and features rough as mine — 
 how he exaggerated some last February 12 when he stood 
 up in Congress and talked about me . . . 
 
 "But I've something on my mind that needs repeating: 
 'Nations are renewed from the bottom, not the top. . . .' 
 Those are Woodrow Wilson's words but my idea exactly. 
 You see, it's the young folks I think about. If they're 
 right then the nation can't go far wrong and neither can 
 the world. Just let me have a chance to answer some of 
 their questions the way I feel is right ( turn* to verse 
 choir) : I've got a lot of confidence in you young folks. 
 You over there — what's bothering you?" 
 verse choir, voice g :"Mr. Lincoln, you lived in times when 
 boys like us went off to war. Well, we have a 'cold war' 
 and universal military training that requires us to serve 
 our time in the armed forces. And our lives are upset, 
 too. We have to put off college, career, marriage. What 
 do you say about this?" 
 
 Lincoln: "I hear a lot of talk today about security. 
 There's no such thing as security except the kind you have 
 inside yourself. Why, times have always been hard and 
 uncertain. 'Let us renew our trust in God and go forward 
 without fear. . . . Let us have faith that right makes 
 might, and in that faith, let us to the end dare to do our 
 duty as we understand it.' After all, J never had a policy, 
 you know. Could never have one. So I simply tried to 
 do what seemed best each day as each day came." . . . 
 voice 2 : "Mr. Lincoln, life today is so mixed up. It seems 
 as if we have a lot more problems than you did. Yet 
 
 you had the integration question, too, and the war over 
 saving the Union. Can you help us to figure out what's 
 right for us to do?" 
 
 Lincoln : "I don't know about 'a lot more' problems. I 
 guess people have always had plenty of problems. We 
 live in a democracy and this sums up my feelings about 
 that : "As I would not be a slave so I would not be a 
 master." This expresses my idea of democracy — What- 
 ever differs from this, to the extent of the difference is 
 no democracy. Our defense is in the preservation of the 
 spirit, which prizes liberty as the heritage of all men, in 
 all lands, everywhere. And when things really get bad, 
 don't forget to laugh. Laugh with others. It's pretty 
 dull pleasure to laugh alone ! And laugh at yourself. 7 
 always had plenty of reason . . . Guess those few words 
 I said at Gettysburg sort of sum up my feelings on a lot 
 of things. Let's see now if I can remember. . . ." 
 verse choir : Address spoken reverently, yet challeng- 
 ing] y, while "Tenting Tonight" is hummed softly as back- 
 ground for choir, then words sung wistfully once through 
 at conclusion of address.) 
 
 trumpeter : "Taps." Lincoln freezes back into position 
 in picture frame with Tad beside him. "Taps" through 
 full volume once, then again as echo while verse choir 
 softly repeats: 
 
 verse choir: ". . . With malice toward none; with char- 
 ity for all ; with firmness in the right as God gives us to 
 see the right, let us strive on to finish the work we are 
 in. . . ." 
 
 Prepared by a committee composed of Frank Hands 
 (10th grade), general chairman; Carolyn Krasow- 
 ski (11th grade) ; and Peggy Griffith (11th grade) 
 
 The fact that many modern young people take 
 their education for granted, when compared to 
 the struggle Lincoln had to attain any kind of 
 education, was an important lesson for today's 
 youth : 
 
 YOUTH SEES ABRAHAM LINCOLN 
 
 Abraham Lincoln in my visualization was a friend of the 
 American people and a shining example to the youth of 
 today ; a man who stands in history by the side of George 
 Washington, the Father of our Country and who believed 
 education to be the most important subject which we the 
 people could engage in. 
 
 Abraham Lincoln's boyhood shows his desire to have an 
 education and how he accomplished it to a certain ex- 
 tent. To have an education in his estimation was most 
 important. The young people of today do not realize this. 
 They think school is a place for fun but without educa- 
 tion they would be lost in the world like a little boy lost 
 from his mother. 
 
 Today schooling is much easier to receive than in Lin- 
 coln's day. Lincoln once said that his entire schooling 
 put together would make about one year. Everyone now- 
 adays is required by law to attend school until 16 years 
 of age. 
 
 Mary Joyce Urben, St. Gregory High School, De- 
 troit, Mich. 
 
 61 
 
WHAT LINCOLN MEANS TO ME 
 
 To me Lincoln is democracy, liberty and equality, all so 
 easily taken for granted now. But when I think that Lin- 
 coln gave his life for these principles, then the enormity 
 of their greatness dawns on me. 
 
 He is an incentive for learning. I think of how many 
 opportunities we have that he never had, yet I recall how 
 hard he tried to get as much schooling as possible. We 
 students sit in school every day, some ungrateful, others 
 not caring, and yet others who do care and try. What 
 would he think if he saw us? Most of us would have to 
 hang our heads in shame. 
 
 Then I wonder what he would have done about the many 
 oppressions which Negroes still suffer today. Would he 
 think that all his efforts, his life, had been in vain? Yet 
 all we do is sit and talk. 
 
 If he would look at the world today and see all the dis- 
 honesty and distrust in nations, he would weep! He, who 
 was so honest and charitable. 
 
 Yes, when I look at this beautiful land, I truly know 
 what he means to me, for Lincoln is the spirit of America. 
 Lore Giesler, St. Mary's Springs Academy, Fond du 
 Lac, Wis. 
 
 WILL WE ACCEPT THE CHALLENGE? 
 
 To study or not to study? This is the question in the 
 minds of millions of American teenagers. To Lincoln, as 
 a boy, this was not a question. Lincoln wanted to learn. 
 He was curious about many things. He was especially 
 interested in words. Carl Sandburg says, "He was hun- 
 gry to understand the meanings of words." 
 
 Even though today's younger generation has opportuni- 
 ties unheard of in Lincoln's time, they do not always make 
 use of them. Abe Lincoln, on the contrary, made construc- 
 tive use of every spare moment. Occasionally, however, 
 this got him into a little trouble because when he was 
 supposed to be working he would be found lying under a 
 tree reading. 
 
 The schools which Lincoln attended weren't very good 
 because the teachers only required their students to know 
 something about the "three R's." With less than 2 years 
 of formal schooling it can be easily seen that Lincoln 
 must have done some hard studying on his own to become 
 the man he did. 
 
 Today's children have the finest of schools complete with 
 materials and equipment, which Lincoln would have used 
 to good advantage. Among these are libraries containing 
 what Lincoln wanted most — books. Without a doubt, he 
 would have made use of the public speaking courses which 
 are offered in the senior high school. 
 
 Abraham Lincoln's life shows the youth of today that 
 the will to learn is more important than the finest educa- 
 tional facilities. This man, whose only schooling was in 
 a small one-room school, wrote when he was a resident 
 of the White House, "I am a living witness that any one 
 of your children may look to come here just as my father's 
 child has." 
 
 Catherine Roberts, Edgar Fahs Smith Junior High 
 School, York, Pa. 
 
 The Emancipation Proclamation with its subse- 
 quent significance for the realization of democratic 
 equality has a great deal of significance to many 
 young people, as the poems and other selections 
 below indicate: 
 
 THE MAN IS LINCOLN 
 
 A figure, gaunt and grim 
 
 A giant — of minds and men 
 
 With massive hands and thoughtful brow 
 
 He sits in marble chair emblazoned for all time. 
 
 His shadow falls on granite walls 
 In quiet church yards, parks, and lanes 
 In history books, beyond all names, it 
 Falls across the pages of the years. 
 
 Liberty ! Equal Rights ! 
 His cry for bis Negro brothers 
 Resounded through the nights ; 
 Pervaded the days . . . his ways. 
 Is our call today not his? 
 Liberty! Equal Rights! 
 
 Men have risen to all heights proclaiming echoing his 
 very words. 
 
 His shadow slips across the years 
 
 Its mark still firm — unwavering 
 
 Its outline stamped on honesty, equality and love. 
 
 The man is Lincoln 
 
 Jane Bacon, Marymount School, Arlington, Va. 
 
 TIMES OF DECISION 
 
 He sat down wearily at his desk. It was very, very late. 
 He stared at his hands and thought: It is I who must 
 mold my country. How can I make this decision? What 
 is the right decision? 
 
 He had, in 1849, introduced an Anti-Slavery Bill. Con- 
 gress had not passed it, and now the South had seceded 
 from the Union. He sighed. Suddenly his eyes lit up. 
 He would not stand for slavery. All people were equal ! 
 He believed it with his whole heart. But suddenly his 
 eyes became dull. The unheeding South, and, indeed, 
 many of the Northerners didn't agree with him. 
 
 He pushed back his chair and leaned on his desk for a 
 few moments, gathering his thoughts. He began to pace 
 the room. And in his heart he knew the only answer, the 
 only way. It would mean bloodshed — brother against 
 brother, father against son. But he had no choice. 
 
 Abraham Lincoln, President of the United States, picked 
 up his pen and wrote. Abraham Lincoln declared war on 
 the Confederate States of America. 
 
 As the war progressed. President Lincoln grew sad and 
 discouraged. One could see it in his eyes. He read of 
 the many that were killed, and he whispered, "What will 
 the people say?" 
 
 The South surrendered in 1865. Lincoln was glad his 
 cause had won, but he knew that the country had suffered 
 terrible losses. Nobody ever wins a war. 
 
 Five days after the war ended, Lincoln was assassi- 
 nated. The great leader was dead. 
 
 62 
 
Now we stand silently before the awe-inspiring statue 
 of Lincoln. As we gaze at the statue's solemn face, we 
 wonder. Are the ideals of Lincoln being carried out? 
 Lincoln can never know. But we know. Did thousands 
 die in vain? Are all men truly equal? 
 
 We cannot forget Lincoln and the ideals he fought for. 
 We must bring them into reality. 
 
 Sue Lau, Dth grade, Edgar Fahs Smith Junior 
 High School, York, Pa. 
 
 TRIBUTE TO LINCOLN 
 
 To him who freed the souls of slaves, 
 
 And helped them as they wept, 
 To him who prayed for Johnny Rebs, 
 
 And Yankees as they met, 
 We thank you, Mr. Lincoln. 
 
 To him whose heart had known no bounds, 
 
 Where his country was involved, 
 To him who would not let the union 
 
 Be dissolved, 
 We thank you, Mr. Lincoln. 
 
 To him who wept with mothers, 
 
 From the south and from the north, 
 
 To him who spoke at Gettysburg, 
 And sent his wisdom forth, 
 
 We thank you, Mr. Lincoln. 
 
 To him who through his courage 
 
 And his honest, forthright way 
 Has made the wondrous U.S.A. 
 
 What it is today, 
 We thank you, Mr. Lincoln. 
 
 Mary Joanne Lilla, grade 10, Cotter High School, 
 Winona, Minn. 
 
 LINCOLN— CREATOR AND EMANCIPATOR 
 
 "That on the first day of January, in the year of our Lord 
 one thousand eight hundred sixty-three, all persons held 
 as slaves within any State, or designated part of a state, 
 the people whereof shall be in rebellion against the 
 United States, shall be then, henceforward, and forever 
 free. 
 
 "And upon this act, sincerely believed to be an act of 
 justice, warranted by the Constitution, upon military 
 necessity, I invoke the considerate judgment of mankind 
 and the gracious favor of Almighty God. 
 
 "In witness whereof, I have hereunto set my hand, and 
 caused the seal of the United States to be affixed." 
 
 No one can fail to realize the world-shaking importance 
 of these several historic lines from Abraham Lincoln's 
 Emancipation Proclamation, but are we able to appre- 
 ciate the agonies of indecision, the sleepless nights, and 
 the pressing worries that Lincoln must have experienced 
 while making his decision for the freedom of the slaves? 
 
 Consider for a moment Lincoln as a person. Certainly 
 he was very brave, brave in the sense that he did not 
 try to evade his responsibilities of guiding our young 
 nation through a time of crisis, or fear to uphold his 
 ideas of human justice. He was a man with an inde- 
 pendent spirit and strong will, shown by the fact that he 
 
 worked well with his cabinet and officers, yet did not 
 become overly dependent upon them as a weaker man 
 might have. The name of Abraham Lincoln will live 
 through the ages as one who helped to create, out of the 
 perils of civil war, a strong union that provided the key 
 to our country's growth and prosperity. 
 
 But, we may think, Lincoln was born a hundred and 
 fifty years ago, a time when there were almost bound- 
 less opportunities free for the taking. Well, the situa- 
 tion has not changed in that respect since Lincoln's time. 
 What has changed is perhaps the spirit of we, the people. 
 
 Take, for example, a young man fresh out of school 
 who is searching for his place in the world. Perhaps he 
 has ideas of starting his own business, devoting all of his 
 time and energy to it to make it the success he believes 
 it can be. But he is offered a position with a large 
 corporation, a chance for advancement and best of all — 
 security. Which will he choose? 
 
 He will most likely go to work for the big business 
 firm. There he will learn how to advance himself by 
 making the right friends, saying the accepted things, 
 and adjusting himself suitably to his environment — all 
 this for that all important goal these days — security. 
 
 What is so precious about security? Why is a smooth, 
 untroubled life so important to us? The pages of history 
 show that soon after the great civilizations of the world 
 reached these goals they slowly began their downhill 
 slides to destruction ! 
 
 The nation that is always restless, constantly seeking 
 a better, stronger way of life, and whose people are 
 filled with the creative spirit that is not afraid to open 
 the door when opportunity knocks, that is the nation 
 that will grow and prosper. 
 
 Can the creative spark be rekindled in the hearts of 
 our people? The answer is a most emphatic yes ! 
 
 Surely our society can stretch its lazy imagination. 
 
 Originality of thought will develop when we cease to 
 scoff at youthful individualism and enthusiasm. 
 
 Our schools can help to provide new, fresh thoughts by 
 avoiding dull, routine, time-consuming tasks, because 
 often a child's creative ideas are pushed aside by planned 
 activities supervised by well-meaning adults. 
 
 Each one of us has within ourselves the free, creative 
 spirit so admired in Abraham Lincoln, which will deepen 
 and enrich our lives. We have only to discover it for our- 
 selves, apply a reasonable amount of self-discipline, and 
 set our best foot forward. Nothing can equal the thrill 
 of satisfaction experienced when one regards something 
 he has done or created with his own hands. 
 
 Fortunately there are a few pioneers left today. Con- 
 sider the group of people who left their homes in Detroit, 
 this March, to build new lives in Alaska. Certainly they 
 possess the qualities of Abraham Lincoln — brave and 
 free, independent and creative. In fact, there are op- 
 portunities all around us. All we have to do is take 
 advantage of them. 
 
 But many older people have the tendency to laugh at or 
 discourage the dreams of youth. How would these people 
 have reacted had they been told that a tall, lanky, even 
 ugly, young man splitting fence rails would someday be 
 recognized as a brilliant and famous statesman? 
 
 63 
 
If we look to the future with an unlimited imagina- 
 tion, and work hard for what we really want, we can 
 recapture the bold pioneer spirit of Lincoln's day. 
 
 Mary Anne Xevins, Whitehall Junior-Senior High 
 
 School, Hokendauqua, Pa. 
 
 Numerous graduation exercises were developed in 
 celebration of the Lincoln Sesquicentennial. It 
 seems fitting to close this portion of the volume 
 devoted to student materials with several of these 
 graduation addresses. In the words of Ken Kirk, 
 Roosevelt High School, St. Louis, Mo. 
 
 As we graduate tonight, from one world to another, from 
 hoys into men, students into citizens, it is evident that, 
 in this complex life today, we need to look to great men 
 for guidance. Such a man has been chosen as our ex- 
 ample to guide us here gathered tonight: "Lincoln, The 
 Man of the People." 
 
 LINCOLN'S QUEST 
 
 I would like to take you back 150 years and have you 
 share the following scene: 
 
 Nancy's 10-year-old cousin Dennis Hanks was there, 
 and the events of the morning burned themselves sharply 
 into his memory. "Mother got flustered," he recalled later, 
 "an' hurried up her work to go over an' look after the 
 little feller. But I didn't have nothin' to wait fur, so I 
 cut an' run the hull two mile to see my new cousin. 
 Nancy was laying there in a pole bed lookin' purty happy. 
 Tom'd built up a good fire and throwed a b'ar skin over 
 the kivers to keep 'em warm. . . . Mother came over an' 
 washed him, an' put a yaller flannen petti-coat an' a linsey 
 shirt on him, an' cooked some dried berries with wild 
 honey for Nancy, an' slicked things up an' went home. 
 An' that's all the nursin' either of 'em got." 
 
 Thus, a little over one hundred-fifty years ago, one of 
 the greatest men the world has ever known was born. 
 He was everybody, grown a little taller. His name — Abe 
 Lincoln. 
 
 I feel the way in which I have told of his birth would 
 have pleased Abe, for he loved these common expres- 
 sions — -"The short and simple annals of the poor. - ' Of 
 course later on he developed, as the occasion necessitated, 
 an eloquent and rhythmic writing style. But beneath it 
 remained the humble and honest man, a man whose 
 whole life was a quest for something nobler and finer. 
 
 There are many of us present here tonight that feel 
 that we need someone to counsel us through the coming 
 few years. And this is the man. Lincoln was particularly 
 well equipped, through both his words and his actions, 
 to speak to future generations — to us. 
 
 I think that we should attempt to know him as a 
 friend, for he would want it so. What kind of friend? 
 One with the power to attract others, and yet remain 
 himself afterwards. And what was he himself? It is 
 chronicled that the one difference between him and other 
 men was dedication. This lifeblood flowed through the 
 various veins of his life's endeavors and strengthened him 
 to surmount all obstacles. You all know his precious ex- 
 amples of forthrightness and courage and honesty. There 
 
 can be no error in somewhat fashioning our lives after 
 such a man. 
 
 However, these Lincoln-like ideals that I am speaking 
 of cannot add finesse to a life devoid of meaning purpose. 
 
 More important than any vague threat of a final human 
 war, at this time, is boredom; that is, boredom with life. 
 I might impress this truth on you by asking you what 
 you experience at the end of a week. I have a feeling 
 that there are a very select and happy few who can take 
 a few hours out and recall that they have actually ac- 
 complished something — something that makes them in- 
 wardly happy to have done it. A caution: not because 
 of the remuneration they received for it, but because they 
 have done it. 
 
 There is nothing. I am sure, which helps man so much 
 to survive and stay sound as the knowledge of a mean- 
 ingful life. In preparing this speech, I came across a 
 quotation of the great German philosopher Nietzsche: 
 "He who knows a why of living surmounts almost every- 
 how." This so to speak, is the essence of every man's 
 quest. 
 
 And you may be sure, that, regardless of your present 
 station, your life, lived to its fullest, will pay off both 
 here on earth and in the heaven you have been promised. 
 
 We find in Lincoln's life a forceful example of the 
 theme I have just expounded. He lived a life dedicated 
 to his country's service, and performed the supreme duty 
 as President, an office for which he had no preparation 
 or preconception of the authority it wielded. We can 
 simply say that he made the most from the least, and 
 know that his life so well depicted the great American 
 saga, the transition from log cabin to White House, that 
 we have said of him : "In this temple, as in the hearts 
 of the people for whom he saved the Union, the memory 
 of Abraham Lincoln is enshrined forever." 
 
 When you leave here tonight, I would hope that you 
 carry with you two thoughts : one of a man, endowed with 
 courage, nobility, and innate wisdom, a man who lived 
 his life to the fullest with malice toward none, and 
 charity for all. The second thought is merely this : man's 
 concern about a meaning in life is the truest expression 
 of the state of being human. 
 
 William A. Nagle, Whitehall Junior-Senior High 
 School, Hokendauqua, Pa. 
 
 GRADUATION SPEECH: FIRST INAUGURAL 
 ADDRESS 
 
 March fourth, 1861, a large crowd gathered in front of 
 the Capitol to hear Mr. Lincoln deliver his First 
 Inaugural Address. Today, there are few who are fami- 
 liar with Lincoln's First National Speech. At that time 
 the entire country waited tensely to hear the words of 
 this newly elected President. 
 
 From this surprisingly nonaggressive speech came the 
 spirit of unity that prevails today. Even though Presi- 
 dent Lincoln in his speech gave no cause for either of 
 the parties at that time to begin a war, the South, in 
 their anger, mistook the speech for a declaration of war. 
 
 Through the First Inaugural Address and the war that 
 followed, the United States gained many valuable experi- 
 ences. As Lincoln once said, "Physically speaking, we 
 
 64 
 
cannot separate. We cannot remove our respective sec- 
 tions from each other nor build an impassable wall 
 between them." 
 
 The United States could not be half a country. Our 
 States are dependent on each other for raw materials, 
 food, trading, transportation, and protection. 
 
 Each and everyone of us is affected by the happenings 
 in other States as other States are affected by ours. A 
 frost in Florida or a drought in New Jersey may cause 
 our food prices to go up. An airline strike in New York 
 may result in a stoppage of flights in Philadelphia. 
 
 With the advent of television, people have become in- 
 terested in the United States in general and in worldwide 
 affairs. No longer are they interested in just community 
 and State affairs. United States citizens discuss foreign 
 policy ; they see national campaigns for primary elec- 
 tions ; and it disturbs them to hear of the starving people 
 in the overpopulated countries of the East. 
 
 We say these are unimportant. Well, what about the 
 big problems? How can we get up out of our beds in 
 the morning feeling safe, secure, and unafraid? We are 
 all protected by our nationwide defense. 
 
 We have scientists working for us in the areas of mili- 
 tary defense and public health ; supported by the National 
 Government of plants and research labs working for 
 the Government. We all benefited from the polio vaccine. 
 
 Just think what state we would be in if the American 
 States were not united? If Lincoln had not saved the 
 Union? 
 
 At this present time, we are united as one country. 
 Our country is the protector of our rights against the 
 world's evils. It is a bond of States proudly waving a 
 flag of 50 stars. 
 
 In the prophetic words of this great address, Lincoln 
 alludes to the fact that we had to be united to become 
 prosperous and powerful. This could not be done by 
 individual, hostile, bickering countries, but by one friendly 
 unit made up of many divisions working together for each 
 other under the hand of God. 
 
 Eleanor Smith, Chichester Joint Schools. Booth- 
 wyn, Pa. 
 
 GRADUATION SPEECH: SECOND INAUGURAL 
 ADDRESS OF ABRAHAM LINCOLN 
 
 The final speech of a very judicious man is the simplest 
 way I can define the Second Inaugural Address of Abra- 
 ham Lincoln. No one will ever know the exact thoughts 
 that went through the mind of this humble man as he 
 strove to write this Address. His words had to be chosen 
 carefully for tempers ran high at the climax of our 
 Civil War. 
 
 Many historians will say that a lot of wisdom went 
 into that document. They are very right, for wisdom 
 along with a great respect for people went into it. It 
 can truly be said that the magnanimity of Lincoln as a 
 man was herein stated. Some thought that for so grave 
 a time Lincoln did not say enough, but what he did say 
 is still remembered. 
 
 Of all the many matters Lincoln briefly discussed in 
 this speech, one phrase still remains with us. He quoted 
 these lines very slowly, so as to emphasize the great sig- 
 
 nificance of his words. That phrase is, "With malice 
 toward none, with charity for all." 
 
 How often these words are reechoed every day of our 
 lives. Some interpret this statement to mean love every- 
 one and hate no one. Of course, it is impossible to love 
 everyone all the time; if we could we would probably be 
 too pure to live in this world. I choose rather to think 
 that he was urging them and us to be constantly striving 
 to reach his goal. That, of a warm, yet sympathetic 
 understanding in a time of crisis. In the whole history 
 of the world people have never needed this love and 
 understanding quite as much as they do today. A word 
 of kindness given at a time when it is needed is never 
 forgotten. That is probably why this one phrase from 
 the whole speech is still remembered 
 
 We today as a nation send diplomats, ambassadors 
 and other representatives to different parts of the world 
 with the hope that they will gain the respect and loyalty 
 of various foreign nations for the United States. How 
 can we win any propaganda battles or win their respect 
 without striving to reach Lincoln's goal in our own land? 
 
 As we now go to take our places in the world, let us 
 take a great deal of Lincoln with us, by learning to revere 
 and enjoy our fellow man. Many of us will not find it 
 easy to live by the standards of a man to whom love and 
 respect for others came only through his endless efforts 
 to attain them. If we are to achieve these goals in our 
 own lives, it will be in the same way . . . through our 
 continuous efforts. 
 
 Judith Clayton, Chichester Joint Schools, Booth- 
 wyn, Pa. 
 
 FELLOW-CITIZENS, WE CANNOT ESCAPE 
 HISTORY— COMMENCEMENT SPEECH 
 
 Patriotism means many things to many people. Academ- 
 ically it is the loyal support of a country, morally it is the 
 defense of a country at home or abroad, and spiritually it 
 is a faithful reference to a land and its heritage. 
 
 The officers of this Senior Class have chosen as their 
 topic for commencement — Patriotism. We have selected 
 this for many reasons. In 1957 Congress designated the 
 year 1959 as the Lincoln Sesquicentennial. Recently two 
 new States have been admitted, requiring a change in our 
 Nation's flag. Also, we feel that there is a need for a 
 rebirth of patriotism in the United States. 
 
 Abraham Lincoln once said: "We cannot escape 
 history." 
 
 The members of this graduating class feel that the 
 shadows of past events lie across our very lives and that 
 the shadows of future events are even now falling across 
 our age. 
 
 Today's newspapers tell us of many problems of the 
 past, the present, and even of the future : 
 
 Segregation — one phase in Lincoln's time, another prob- 
 lem today; Juvenile delinquency— a. growing fire in a dry 
 forest ; Health — the endless conquest of disease; Conquer- 
 ing of spaee — with its race for the moon and control of 
 the universe; Edueution — turning out of scientists, en- 
 gineers, and teachers so that someday some country will 
 rule the world; Foreign relations — straining a cold war 
 with the times of tension lingering over us as in Lincoln's 
 
 65 
 
time; New Frontiers — two new States, new citizens, a 
 new flag, and new ideas. 
 
 Tonight patriotism will come alive. We hope these 
 ideas will have a special meaning. 
 
 Yes, all thinking people represented by our Stars and 
 Stripes will have to agree with Abraham Lincoln: "We 
 cannot escape history." 
 
 Dave Griffel, Bay High School, Bay Village, Ohio 
 
 GRADUATION ADDRESS 
 
 The dawn broke on April 14th in 1865. Another busy 
 day in Abraham Lincoln's life began. That evening while 
 attending the performance of "Mj American Cousin" at 
 Ford's Theater, he was mortally wounded. Within 24 
 hours the President had died. From that day until today 
 all America has grieved his death. A great pioneer, 
 lawyer, orator, statesman, and President, and above all, 
 a great American has left a memory enshrined forever 
 in our hearts. 
 
 Today we think of Lincoln and admire his great achieve- 
 ments as a man and as a President. Although he had a 
 premonition of his death, his last day was spent patiently 
 working to safeguard again "the one and inseparable 
 United States." His manner was wise, gentle, and yet so 
 firm. 
 
 He had the power to lead and to make others want to 
 follow. The nation placed its future in his hands, that 
 his good judgment might skillfully heal the deep wounds. 
 
 His honesty, integrity, sincerity, and amiable humility 
 
 in this high office caused people to lean on him for help. 
 Theirs was a dependable and unique President. 
 
 Perhaps one might say Lincoln is a man for the ages 
 because he inspires all of us, even today. He is a living 
 legend of personal strength and power of conviction. His 
 heart went to the people, and he devoted his full strength 
 and ability to the solution of their problems. His life 
 was one of triumph and tragedy. He symbolized the 
 Union, for he was the ideal president and citizen in one. 
 
 Lincoln has been praised by poets, editors, and orators. 
 Today we dedicate our graduation program to his 
 memory. 
 
 Although the world will little note nor long remember 
 what we say here tonight, our accomplishments will not 
 be forgotten. May our ideal as is fittingly inscribed on 
 the walls of our new Senior High School be ever remem- 
 bered : "May disciplined intellect and character grow 
 here together for enlightened citizenship". 
 
 And now, as we the Class of 1959 leave Malverne High 
 School we pause to think of the challenging future. Let 
 us take Lincoln's example and carry him as a symbol to 
 inspire our every action. May we hold his qualities 
 sacred and try to live up to the great example that he has 
 set ; for he speaks to all free men everywhere. 
 
 "With malice toward none ; with charity for all ; with 
 firmness in the right as God gives us to see right, let us 
 strive on to finish the work we are in ; to do all which may 
 achieve and cherish a just and lasting peace, among our- 
 selves, and with all nations." 
 
 Barbara Jane Hartung, Malverne High School, 
 Malverne, N.Y. 
 
 66 
 
The Continuing Celebration of 
 the Legacy of Lincoln 
 
 SUGGESTIONS FOR TEACHERS 
 
 In this 150th year celebrating the birth of Abra- 
 ham Lincoln there has been more than usual in- 
 terest in his life and times. Yet we are sure that 
 the significant things to remember and ponder 
 about Lincoln are not going to be finished with 
 this year and this particular celebration. 
 
 The story of Lincoln, his speeches, writings, 
 anecdotes about him, are a tremendous reservoir 
 of inspiration for young people. The materials 
 in this volume are eloquent testimony to that fact. 
 In this section consideration is given to some of 
 the things that teachers did to encourage creative 
 and scholarly study on the part of their students 
 as they celebrated the Lincoln Sesquicentennial. 
 
 One of the most interesting activities, and one 
 which could not be included in the body of the 
 volume since it was not, strictly speaking, "orig- 
 inal," was the search students made of materials 
 that others had written about Lincoln. Many 
 beautiful songs, poems, stories, and plays have cen- 
 tered on Lincoln and episodes from his life. For 
 instance, the Benjamin Franklin High School, 
 New York City, participated in the Lincoln cele- 
 bration through a competitive poetry reading 
 contest. Five student finalists, picked from the 
 various English classes, read their selections to the 
 entire student body. 
 
 In a similar vein, the students of South High 
 School, Minneapolis, Minn., presented a program 
 of the music that was popular during Lincoln's 
 boyhood, and Civil War songs. 
 
 The reading of Lincoln's most famous 
 speeches — the Gettysburg Address and the Sec- 
 ond Inaugural, was typically a high spot in many 
 graduation and commemorative programs. Study- 
 ing and thinking about the meaning of these 
 speeches was as important as is impressive 
 delivery. 
 
 Many fortunate schools took advantage of their 
 proximity to "Lincoln country" to take trips and 
 visit memorable scenes. Students of Clinton 
 Senior High School, Clinton, Iowa, who had 
 worked very hard preparing an exhibit for dis- 
 play in a downtown store, were rewarded by their 
 teacher with a visit to Springfield, 111. The Social 
 Studies Club at Eastwood Junior High School, 
 Indianapolis, Ind., took a trip to Corydon, Ind., 
 to see a reenactment of the Lincoln family's first 
 coming. Later this same group took a tour to 
 Washington, D.C., with special emphasis on Lin- 
 coln material to be seen in the Capital. This trip 
 was so successful that it was presented to a uni- 
 versity summer school class, and then taped for 
 later broadcast. Students at the Henry B. Manly 
 Junior High School, Louisville, Ky., were fortu- 
 nate in being able to make some field trips to 
 places of historic interest in the life of Lincoln. 
 The Historical Club of Oliver P. Morton School, 
 Hammond, Ind., also took a tour to the Lincoln 
 area in Indiana. 
 
 While not all schools could take trips, some en- 
 terprising teachers were able to bring historical 
 sites to the students. A social science teacher at 
 Unadilla Central School, Unadilla, N.Y., and the 
 assistant principal of Hoopeston Senior High 
 School, Hoopeston, 111., report that their hobbies 
 are taking pictures and colored slides of scenes of 
 historic interest which can then be used in student 
 programs. A teacher in Glen Rock Junior High 
 School, Glen Rock, N. J., brought slides of the Lin- 
 coln country taken during her summer vacation 
 which were used as part of a program on Lincoln. 
 
 Many schools with teacher leadership organized 
 special displays or exhibits of Lincoln material. 
 At Norte Del Rio High School, North Sacra- 
 mento, Calif., the display included biographies 
 of Lincoln, books on the Lincoln era, poems on 
 
 67 
 
Lincoln, pictures of Lincoln, Lincoln pennies, 
 Lincoln stamps, a model of his log cabin birth- 
 place, a model of the White House, busts and 
 plaques of Lincoln, dolls dressed as Mary and Abe 
 Lincoln, a newspaper announcing the death of 
 Lincoln, a facsimile copy of the Gettysburg Ad- 
 dress, a chart showing the world events of 
 Lincoln's lifetime, and so forth. These were 
 arranged on tables or tacked to cardboards hung 
 on the wall. The Library Club of Dundee Com- 
 munity High School, Carpentersville, 111., or- 
 ganized a display of books and pamphlets from 
 the library which followed, in fiction and non- 
 fiction, the events in Lincoln's life. The club 
 also took a trip to Lincoln Park, Chicago, and 
 visited the Lincoln display at the Chicago Histori- 
 cal Society. 
 
 Many schools utilized Lincoln as the theme for 
 their graduation exercises. The programs in- 
 cluded original speeches, many of which have 
 been already quoted in the preceding sections, 
 reading from Lincoln's own speeches, and music 
 that was appropriate to the times. It was felt 
 by many contributors that focusing graduation 
 exercises on Lincoln provided a fitting theme for 
 the solemnity of the ceremony and also the kind 
 of inspiration that such an occasion demands. 
 
 Assembly programs were built around Lincoln's 
 life by many schools. Sometimes, as has already 
 been seen, whole scripts were written by students, 
 and the program staged with help from many de- 
 partments of the school — art, music, English, so- 
 cial studies. In some instances the creativity of 
 teachers was involved, as they, too, wrote original 
 scripts for assembly programs. 
 
 The above are but a few of the many ways in 
 which teachers worked with youtli in celebrating 
 the Lincoln year. These techniques are not new; 
 they have been utilized by master teachers for 
 many, many years. As we look at the volume of 
 student materials we can see how richly they pro- 
 duce creative and insightful work on the part of 
 young people. Behind this volume of student 
 selections is the work of dedicated and interested 
 teachers. 
 
 Lincoln provides an unusual source of inspira- 
 tion. Though the Sesquicentennial celebration 
 finishes with the end of 1959, there is ever-increas- 
 ing reason to continue to celebrate the legacy of 
 Lincoln. The final pages of the helpful brochure 
 produced by the NEA Sesquicentennial Commit- 
 
 tee contain many useful and helpful ideas. They 
 are repeated here : 
 
 1. THEMES AND PROGRAM SUGGESTIONS 
 
 What We Have Learned from Lincoln 
 as individuals . . . 
 
 . as a nation 
 
 Lincoln's World . . . when self-reliance meant survival . . . 
 Yesterday and Today . . . 
 
 How well do we understand Lincoln's world? What 
 would he be likely to think of ours? 
 
 We Were a Very Young Nation . . . when Lincoln was 
 born . . . 
 
 What were some of the signs of our country's youth 
 and "growing pains"? How did Lincoln influence our 
 growth toward maturity? 
 
 The First American . . . Lincoln has been described as 
 "completely American," as "through and through an 
 American," as "the first American . . ." 
 
 What do these statements mean — one thing or many? 
 Would they mean the same things today as 150 years 
 ago? What evidence can we collect when we study 
 Lincoln's life, character, beliefs, writings . . . 
 
 Lincoln — Symbol of the Free Man. 
 
 More specialized themes and programs could be based 
 upon the geographic location of your school. 
 
 Specialized themes and programs could also be based 
 on selected events in Lincoln's life, for example: 
 
 The Education of a Future President. Lincoln as a 
 Soldier. Lincoln as a Lawyer. Lincoln Enters Politics. 
 Lincoln as a State Legislator. Lincoln as a U.S. Con- 
 gressman. Lincoln as President. Lincoln as Commander 
 in Chief. Why Was Lincoln Assassinated? 
 
 2. ASSEMBLY PROGRAMS 
 
 Assembly programs could include interesting informa- 
 tive sessions devoted to the showing of films and playing 
 of recordings. 
 
 Programs could also feature talks by special guests. In- 
 vited speakers could include: a historian from a nearby 
 college ; a lawyer or law professor who would evaluate 
 Lincoln as a lawyer or compare law in Lincoln's day 
 with law and courtroom practice today ; a Congressman 
 or one of your State's Senators who might review Lin- 
 coln's congressional history ; a State legislator who could 
 talk about Lincoln's contributions to the Illinois Legis- 
 lature ; any authors of American history books or novels 
 who may be available ; etc. 
 
 Assembly programs based on performances by various 
 students could include such major undertakings as plays 
 and pageants, concerts and dance recitals. Professional 
 scripts for such programs are easily available. 
 
 Assembly programs could also be based on performances 
 of original student materials : 
 
 A. One possibility could be a panel presentation on the 
 topic : "I Knew Abe Lincoln . . ." 
 
 68 
 
Each panelist would impersonate some man or woman 
 who featured in some way in Lincoln's life. Students 
 would select the characters they wanted to impersonate, 
 do the necessary research and writing, and read their 
 own statements. People to impersonate could include : 
 Mary Todd, Sarah Bush Johnston, Mrs. Bixby, Ann 
 Rutledge, Nancy Hanks, Tad Lincoln, William H. Hern- 
 don, Stephen A. Douglas, Edwin McMasters Stanton, 
 General Grant, General Lee, William Henry Seward, 
 and many others. 
 
 B. Another possibility could be built around the theme — 
 "We Were There. . . ." 
 
 On the basis of specialized reading and research, stu- 
 dents could create imaginary characters under such 
 titled as : I heard Lincoln deliver the Gettysburg 
 Address . . . ; I went to school with Abe Lincoln . . . ; 
 I used to shop in Abe Lincoln's store . . . ; Abe Lincoln 
 was my lawyer and won my case in court . . . ; I was 
 present at one of Mr. Lincoln's cabinet meetings . . . ; 
 I served with Lincoln in Congress in 1847 — I was a 
 Democrat, he was a Whig, we were both from 
 Illinois . . . ; What we thought of Lincoln in England dur- 
 ing the Civil War . . . ; What we thought of Lincoln in 
 France . . . ; What we thought of Mr. Lincoln and his 
 cause in Russia . . . ; I was right there in the Ford The- 
 atre the night Lincoln was shot . . . ; I was backstage 
 and saw Booth that night . . . 
 
 3. EXHIBITS 
 
 Exhibit project possibilities are limitless. No matter 
 what the size of the school or of the exhibit, practically 
 all areas of study, interest, activity, and special talents 
 and abilities may be involved. 
 
 Building and carpentry work : Frames, backdrops, 
 stands, models of log cabins, one-room schools, relief 
 maps . . . 
 
 Maps and Flags : The United States in 1809 and today, 
 new States added during Lincoln's lifetime ; how the 
 Stars and Stripes have changed on through today ; loca- 
 tions of Lincoln monuments and memorials throughout 
 the U.S.A.; places named in memory of Lincoln; places 
 Lincoln lived in, visited, delivered speeches and debates 
 in; Lincoln monuments throughout the world . . . 
 
 Collections 
 
 A. Photographs of Lincoln, of members of his family, of 
 influential people during his lifetime, of his home in 
 Springfield, views of Washington, D.C. — then and now, 
 of Ford's Theater, monuments to Lincoln, Oak Ridge 
 Cemetery, and so on. All photos should carry clear cap- 
 tions prepared by the students. 
 
 B. Collections could include coins, foreign and domestic 
 stamps, and other objects commemorating Lincoln. 
 
 Illustrative Charts and Graphs 
 
 A. The Economic Life of the U.S.A. in Lincoln's day vs. 
 
 Today : 
 
 U.S. position in the world — exports, imports. Availa- 
 bility of consumer goods. Shopping facilities, typical 
 stores. U.S. taxes, postal services, other Federal serv- 
 ices. Transportation and shipping facilities. Available 
 
 jobs and professions. What could a dollar buy in Lin- 
 coln's day? 
 
 B. The Cultural Life of the U.S.A. in Lincoln's day vs. 
 Today : 
 
 Schools and colleges — Who went to high school, who 
 went to college, how many high schools and colleges were 
 there, what was the full meaning of the 1862 Land-Grant 
 College Act and how has it affected education for the 
 many? What subjects do we learn today which were not 
 taught then? 
 
 Entertainment facilities — theaters, traveling shows, 
 etc. . . . 
 
 Publications — books, newspapers, magazines 
 
 Sports — competitive sports, typical sports 
 
 Family and home life in Lincoln's day and today. Col- 
 lections of photographs could also be used here. 
 
 City life, rural life, frontier life . . . 
 
 Homes — kitchens, furnishings, conveniences. How we 
 cooked our food, stored our food, typical menus. How 
 we lit our homes, heated our homes. . . . Availability 
 of doctors, hospitals, medicines. 
 
 4. ENRICHMENT ACTIVITIES 
 
 Field trip plans will vary with the location of your 
 school and extent of available funds and community 
 resources. 
 
 All field trips can include a variety of special projects: 
 Photography work to contribute to exhibits. Collecting 
 projects. Interviews and reporting for student news- 
 paper and for essay assignments. 
 
 Places to visit can include: Cities and sites connected 
 with Lincoln in any way. American history museums. 
 Your State capitol and its archives. Newspaper morgues. 
 Local colleges and libraries. Civil War battlefields. 
 State legislatures. Courtrooms and attendance at a trial. 
 
 Public Performances — Speaker's Bureau, Concert 
 Bureau . . . 
 
 Students with special interests and abilities in drama, 
 debate, public speaking, instrument playing, singing, and 
 dancing — could prepare to be available to perform 
 throughout the community upon invitation : Deliver 
 talks about Lincoln's character, events in his life, people 
 he loved, people who loved and honored him. . . . Recite 
 some of his more famous speeches, give readings and 
 quotations from his writings to underscore his beliefs and 
 opinions on government, democracy, the Union, the worth 
 of the individual, religion, freedom. . . . Present collec- 
 tions of Lincoln's humor. Perform the songs and dances 
 popular in Lincoln's day. Enact a Lincoln-Douglas de- 
 bate. Present a well-rehearsed play or pageant. 
 
 5. STUDENT ACTIVITIES 
 Clubwork Could be Encouraged 
 
 Innumerable opportunities for club activities can be de- 
 veloped in conjunction with many of the projects involved 
 in producing assembly programs and exhibits, in prepara- 
 tion for public performances, and as followup to field 
 trips and other activities. 
 
 69 
 
Existent clubs could expand their programs and purposes, 
 initiate new projects, and broaden their membership base. 
 
 This could also provide an opportunity for the formation 
 of new clubs which, in itself, might prove a highly desira- 
 ble thing for the school. Students who were formerly in- 
 active in clubwork of any kind might find a new outlet 
 in the kind of club which never existed before. This could 
 serve the ultimate purpose of the year's Lincoln Observ- 
 ance Program — that of growth and enrichment through 
 experience and groupwork. 
 
 Club possibilities could include : A Lincoln Club ; a 
 photography club, a club for students interested in 
 model building, in draftsmanship ; a debating society ; a 
 poetry group ; a future-lawyers club ; an American his- 
 tory research society; a country-dance group; and many 
 others. 
 
 Special editions of student newspapers might be of in- 
 terest. For example, special editions might bear such 
 datelines as : 
 
 March 4, 1865 — Imaginary firsthand stories about Lin- 
 coln's second inaugural ; statements by Congressmen, 
 
 Cabinet members, other leaders ; news from Richmond ; 
 social notes ; imaginary advertisements ; incidental news 
 items, book and theater reviews ; a casual story about 
 Booth, the actor . . . 
 
 April 14, 1865 — Lincoln's Assassination ! News stories, 
 imaginary interviews with witnesses, statements about 
 what this will mean to the Nation, condolences from 
 abroad, stories on Booth, and incidental news items . . . 
 
 Regular editions of student newspapers, throughout the 
 year, might plan to feature a special Lincoln page, or 
 column, in each issue. 
 
 Included could be : Progress reports on many of the 
 projects being worked on ; student-written book reviews 
 on Lincoln literature ; reprints of poems or original 
 poems ; a "Quotes from Lincoln" column ; a regular "Lin- 
 coln's Humor" column ; news stories based on field-trip 
 interviews ; stories about oustanding authors who have 
 devoted much of their lives to writing about Lincoln — 
 based on library research when interviews are not possi- 
 ble; stories prepared for "I knew Abe Lincoln" or "We 
 Were There" assembly programs. 
 
 70 
 
Selected References 
 
 PAPERBACK BOOKS SUITABLE FOR 
 STUDENT PURCHASE 
 
 Lincoln Reader — Paul M. Angle, editor, Pocketbooks, New 
 
 York, 50 cents. 
 Abraham Lincoln and the Times That Tried His Soul — 
 
 by Emil Ludwig, Faucett World Library, New York, 
 
 50 cents. 
 Lincoln and the Civil War — Courtlandt Canby, editor, 
 
 Dell Publishing Co., New York, 50 cents. 
 A Stillness at Appomattox — by Bruce Catton, Pocketbooks, 
 
 New York, 50 cents. 
 The Man Who Killed Lincoln — by Philip Van Doren Stern, 
 
 Dell Publishing Co., New York, 35 cents. 
 Lincoln's Wit — Brant House, editor, Ace Books, New 
 
 York, 35 cents. 
 The Life of Abraham Lincoln — Stefan Lorant, Signet-Key, 
 
 New York, 50 cents. 
 Lincoln's Commando — Ralph J. Roske and Charles Van 
 
 Doren, Pyramid Books, New York, 35 cents. 
 Love Is Eternal — Irving Stone, Pocketbooks, New York, 
 
 50 cents. 
 The Day Lincoln Was Shot — Jim Bishop, Bantam Books, 
 
 New York, 50 cents. 
 Lincoln — Lord Charnwood, Pocketbooks, New York, 35 
 
 cents. 
 Illinois State Historical Library Publications : Centennial 
 
 Bldg., Springfield, 111. 
 Abraham Lincoln Quarterly — Abraham Lincoln Associa- 
 tion, various issues, $1.50 each. 
 Through Lincoln's Door — Virginia Stuart Brown, $1.50. 
 Facsimile of the Gettysburg Address in Lincoln's hand- 
 writing, free. 
 Illinois History magazine, February 1959, "The Greatness 
 
 of Lincoln," 20 cents. 
 Lincoln's Springfield — 15 cents. 
 Abraham Lincoln Chro-nology 1809-1865 — Harry E. Pratt, 
 
 free. 
 The Great Debates of 1858— Harry E. Pratt, free. 
 Lincoln's Inner Circle — Harry E. Pratt, 50 cents. 
 Abraham Lincoln — Lawrence B. Stringer, 20 cents. 
 
 REFERENCE SHELF FOR 
 
 JUNIOR HIGH SCHOOL STUDENTS 
 
 The Buffalo Trace— Virginia Eifert, Dodd, Mead & Co., 
 New York, 1955, $3. 
 
 Out of the Wilderness: Young Abe Lincoln Grows Up — Vir- 
 ginia Eifert, Dodd, Mead & Co., New York, 1956, $3. 
 
 Three Rivers South: The Story of Young Abe Lincoln — 
 
 Virginia Eifert, Dodd, Mead & Co., New York, 1953, $3. 
 With a Task Before Me — Virginia Eifert, Dodd, Mead & 
 
 Co., New York, 1958, $3. 
 Abraham Lincoln's World — Genevieve Foster, Scribner's, 
 
 New York, 1944, $4.50. 
 Abraham Lincoln, Friend of the People — Clara Ingram 
 
 Judson, Wilcox & Follett, Chicago, 1950, $3.50. 
 Lincoln and Douglas: The Years of Decision — Regina Z. 
 
 Kelly, Random House, New York, 1954, $1.95. 
 The Boys' Life of Abraham Lincoln — Helen Nicolay, 
 
 Century, New York, 1920, $3. 
 Abe Lincoln, Log Cabin to White House — Sterling North, 
 
 Random House, New York, 1956, $1.95. 
 Abe Lincoln Grows Up — Carl Sandburg, Harcourt, Brace 
 
 & Co., New York, 1931, $3.25 ; text edition, $1.80. 
 
 SELECTED BIBLIOGRAPHY FOR 
 SENIOR HIGH SCHOOL 
 
 Angle, Paul M. ''Here I have Lived": A History of 
 Lincoln's Springfield, 1821-1865. Springfield, 111. : 
 Abraham Lincoln Association, 1935. 
 
 Angle, Paul M. (ed.). The Lincoln Reader. New 
 Brunswick : Rutgers University Press, 1947. Pocket 
 Books, 1955. 
 
 Angle, Paul M., and Miers, Earl Schenck (eds.). 
 The Living Lincoln. New Brunswick : Rutgers Uni- 
 versity Press, 1955. 
 
 Ballard, Colin R. The Military Genius of Abraham 
 Lincoln. London : Oxford University Press, 1926. 
 
 Baringer, William E. Lincoln's Rise to Power. Bos- 
 ton : Little, Brown, 1937. 
 
 Baringer, William E. Lincoln's Vandalia — a Pioneer 
 Portrait. New Brunswick : Rutgers University Press, 
 1949. 
 
 Barton, William E. The Life of Abraham Lincoln, Two 
 vols. Indianapolis : Bobbs-Merrill, 1925. 
 
 Barton, William E. The Lineage of Lincoln. India- 
 napolis : Bobbs-Merrill, 1929. 
 
 Basler, Roy P. The Lincoln Legend: A Study in 
 Changing Conceptions. Boston : Houghton Mifflin, 1935. 
 
 Basler, Roy P. (ed.). Collected Works of Abraham 
 Lincoln. Nine vols. New Brunswick : Rutgers Uni- 
 versity Press, 1953-55. 
 
 Beveridge, Albert J. Abraham Lincoln, 1809-1858. Two 
 vols. Boston : Houghton Mifflin, 1928. 
 
 Brooks, Noah. Washington in Lincoln's Time. New 
 York : Century Co., 1895. 
 
 Brown, Francis Fisher. The E very-Day Life of Abra- 
 ham Lincoln. New York and St. Louis: N. D. Thomp- 
 
 71 
 
son Publishing Co., 1886. Preference is given to the 
 revised edition, Chicago: Brown & Howell Co., 1913. 
 
 Carpenter, Francis B. Six Months at the White House 
 With Abraham Lincoln: The Story of a Picture. New 
 York : Hurd & Houghton, 1866. Editions 1868 and later 
 appeared under the title, The Inner Life of Abraham 
 Lincoln: Six Months at the White House. 
 
 Charnwood, Lord Godfrey Rathbone Benson. Abraham 
 Lincoln. London : Constable & Co., 1916. First Ameri- 
 can edition : New York : Holt, 1917. 
 
 Daugherty, James. Abraham Lincoln. New York: 
 Viking Press, 1943. (Juvenile) 
 
 DeWhitt, David Miller. The Assassination of Abraham 
 Lincoln and Its Expiation. New York: Macmillan, 
 1909. 
 
 Dodge, Daniel K. Abraham Lincoln, Master of Words. 
 New York : Appleton, 1924. 
 
 Evans, William A. Mrs. Abraham Lincoln: A Study of 
 Her Personality and Her Influence on Lincoln. New 
 York: Knopf, 1932. 
 
 Herndon, William H., and Weik, Jesse W. Herndon's 
 Lincoln: The True Story of a Great Life. Three vols. 
 Chicago : Belford, Clarke & Co., 1889. 
 
 Hertz, Emanuel. The Hidden Lincoln, From the Letters 
 and Papers of William H. Herndon. New York: Viking 
 Press, 1938. 
 
 Holland, -Josiah G. The Life of Abraham Lincoln. 
 Springfield, Mass. : Gurdon Bill, 1866. 
 
 Keckley, Elizabeth. Behind the Scenes. New York: 
 Carleton & Co., 1868. Reprinted : Buffalo : Stansil and 
 Lee, 1931. 
 
 Lamon, Ward Hill. The Life of Abraham Lincoln: 
 From His Birth to His Inauguration as President. 
 Boston : Osgood & Co., 1872. 
 
 Lewis, Lloyd. Myths After Lincoln. New York: Har- 
 court, Brace, 1929. 
 
 Lorant, Stefan. Lincoln: A Picture Story of His Life. 
 New York : Harper & Bros., 1952. 
 
 McCarthy, Charles H. Lincoln's Plan of Reconstruc- 
 tion. New York: McClure, Phillips & Co., 1901. 
 
 McMurtry, R. Gerald (compiler). The Lincoln Log 
 Cabin Almanac. Harrogate: Lincoln Memorial Uni- 
 versity, 1940. 
 
 Meserve, Frederick Hill, and Sandburg, Carl. The 
 Photographs of Abraham Lincoln. New York: Har- 
 court, Brace, 1944. 
 
 Monaghan, Jay. Diplomat in Carpet Slippers: Abra- 
 ham Lincoln Deals With Foreign Affairs. Indianapolis : 
 Bobbs-Merrill, 1945. 
 
 Neyhart, Louise A. Henry's Lincoln. New York : 
 Holiday House, 1945. (Juvenile) 
 
 Nicolay, Helen. Personal Traits of Abraham Lincoln, 
 New York : Century Co., 1912. 
 
 Nicolay, John G., and Hay, John. Abraham, Lincoln: 
 A History. Ten vols. New York: Century Co., 1890. 
 
 Nicolay, John G., and Hay, John. Complete Works of 
 Abraham Lincoln. "New and Enlarged Edition." 
 Twelve vols. New York : Francis D. Tandy Co., 1905. 
 
 Pratt, Harry E. The Personal Finances of Abraham 
 Lincoln. Springfield, 111. : Abraham Lincoln Associa- 
 tion, 1943. 
 
 Randall, James G. Lincoln the President. Four vols. 
 New York: Dodd, Mead & Co., 1945-1955. 
 
 Sandburg, Carl. Abraham Lincoln: The Prairie Years. 
 Two vols. New York : Harcourt, Brace, 1926. 
 
 Sandburg, Carl. Abraham Lincoln: The Prairie Years 
 and the War Years. New York : Harcourt, Brace, 1954. 
 
 Sandburg, Carl. Abraham Lincoln: The War Years. 
 Four vols. New York : Harcourt, Brace, 1939. 
 
 Stephenson, Nathaniel W. Lincoln: An Account of His 
 Personal Life, Especially of Its Springs of Action as 
 Revealed and Deepened by the Ordeal of War. Indianap- 
 olis : Bobbs-Merrill, 1922. 
 
 Tarbell, Ida M. In the Footsteps of the Lincolns. New 
 York : Harper & Bros., 1924. 
 
 Thomas, Benjamin P. Abraham Lincoln, A Biography. 
 New York : Knopf, 1952. 
 
 Townsend, William H. Lincoln and His Wife's Home 
 Town, Indianapolis : Bobbs-Merrill, 1929. 
 
 Townsend, William H. Lincoln and the Bluegrass. Lex- 
 ington : University of Kentucky Press, 1955. 
 
 Warren, Louis A. Lincoln's Parentage & Childhood: A 
 History of the Kentucky Lincolns Supported by Docu- 
 mentary Evidence. New York : Century Co., 1926. 
 
 Whitney, Henry C. Life mi the Circuit with Lincoln. 
 Boston : Estes & Lauriat, 1892. Reprinted, with intro- 
 duction and notes by Paul M. Angle, Caldwell, Idaho: 
 Caxton Printers, 1940. 
 
 Williams, T. Harry. Lincoln and the Radicals. Madi- 
 son : University of Wisconsin Press, 1941. 
 
 POETRY 
 
 Index to Children's Poetry, compiled by John E. and Sara 
 W. Brewton, H. W. Wilson Co., 1954; Subject Index to 
 Poetry for Children and Young People, compiled by Vio- 
 let Sell, Dorothy B. F. Smith, Ardis S. O'Hoyt, Mildred 
 Bakke, American Library Association, 1957. 
 
 PLAYS 
 
 Abraham Lincoln — John Drinkwater, Houghton, 1927, 
 $1.56. 
 
 A Little Life of Lincoln — Eleanor Hubbard, 4-act play, 
 from "Little American. History Plays for Little Ameri- 
 cans." Benjamin H. Sanborn & Co., 1947. 
 
 Prize Plays for Teenagers — A collection of one-act roy- 
 alty-free plays for all occasions by Helen Louise Miller. 
 Plays, Inc., 1956, $5. 
 
 Abe Lincoln in Illinois — R. E. Sherwood, Scribner's, 1939, 
 
 FILMS 
 
 Abraham Lincoln, 18 min. EBF. 1951 B/W, No. 554, 
 $100. 
 
 Abraham, Lincoln, 4 min. 45 sec., N.M.S. P-I-U. 
 
 Abraham Lincoln, YA-248-19 mins. Rental, $4 (Ridge- 
 field, N.H., Chicago, and San Francisco Libraries only). 
 EBF. 
 
 72 
 
Abraham Lincoln: .1 Background Study. 15 min. Coro- 
 net, 1951. P-I-U. $82.50 B&W. $150 color. 
 
 The Civil War. 16 min. color, No. 701, $125. B/W, No. 
 793, $100. Encyclopaedia Britanhica Films. 1951. 
 
 The Emancipation' Proclamation. 2 1 / 2 reels, $125. 25 
 min. scl., B&W, produced by Columbia Broadcasting 
 System. 
 
 The Face of Lincoln. Produced and distributed by Uni- 
 versity of Southern California, 1955. 22 min., sd., B&W. 
 
 The Lincoln Series. Produced by TV-Radio Workshop 
 of the Ford Foundation. 1956. Distributed by McGraw- 
 Hill Book Co.. each 30 min., sd., B&W, with the fol- 
 lowing titles: The End and the Beginning and Ann 
 Rutledge. 
 
 True Story of the Civil War. Produced by Camera Eye 
 Productions, 1956. Distributed by McGraw-Hill Book 
 Co., 33 min., sd., B,V:W. 
 
 Young Mr. Lincoln. Produced by 20th Century-Fox, 1939. 
 Distributed by Films, Inc., 100 min., sd., B&W. 16mm. 
 
 RECORDINGS 
 
 John Bro ten's Body — By Stephen Vincent Benet. Re- 
 corded by Tyrone Power, Judith Anderson, Raymond 
 Massey. Adapted and directed by Charles Laughton. 
 
 Music and effects by Walter Schumann, Richard White. 
 Two 12-inch LP records, Columbia Records OSL-181. 
 
 In. Die American Tradition. A 394, 78 r.p.m. Decca. Sec- 
 ond Inaugural Address by Lincoln. Narrated by Orson 
 Welles. 
 
 Lincoln's Gettysburg Address and Lincoln's Second In- 
 augural Address. Raymond Massey. L 26, 78 r.p.m. 
 Linguaphone. 
 
 Lincoln's Gettysburg Address. S 271-M, 78 r.p.m. Co- 
 lumbia. Charles Laughton. 
 
 Masterpieces of Literature, Vol. II. Our American Herit- 
 age Album. Wesley Addy. E 6, 78 r.p.m. Columbia. 
 5th selection, Abraham Lincoln, The Gettsyburg 
 Address. 
 
 SOURCES FOR INFORMATION 
 
 Illinois State Historical Library. Write to Director of 
 School Services, Centennial Building, Springfield, 111. 
 
 The Lincoln Museum, 511 10th Street NW., Washington, 
 D.C. 
 
 Chicago Historical Society. Write to Educational Direc- 
 tor, Chicago, 111. 
 
 Lincoln Memorial University, Harrogate, Tenn. 
 
 Lincoln National Life Foundation, Fort Wayne, Ind. 
 
 73 
 
 U.S. GOVERNMENT PRINTING OFFICE 1960 O — 541337 
 
UNIVERSITY OF ILLINOIS-URBANA 
 973.7L63BG76A C001 
 
 ABRAHAM LINCOLN THROUGH THE EYES OF HIGH 
 
 3 01 
 
 2 031786178 
 
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