93. German parties do not feel as if they were actors who perform in the play, but as if they were the critics who look on. 94. The whole land to the whole people. 95. Reaction was now in the saddle. 96. Modern civilization is based upon machinery in industry, on nationalism and democracy in government, on universal literacy in education, and on progress as its guiding principle, all of which is European in origin. 97. Like Louis XVI, he marched to disaster with the crown over his eyes. 98. Could the new wine, democracy, be poured into the old bottle, Parliament? 99. Jefferson underestimated the preference which people often have for profit over patriotism, evident in evry crisis, and for which a statesman has to allow. 100. Here was buried Thomas Jefferson, Author of the Declaration of Independence, of the Statute of Virginia for Religious Freedom, and Father of the University of Virginia. It was by these as testimonials that I have lived I wish most to be remembered. (Jefferson's request for an epitaph). 101. Adams called the Missouri Compromise the preamble to a great and tragic volume. 102. John Randolph of the South said of the tariff of abominations that the only manufacture it was really concerned with was the manufacture of a President. 103. Republican party re Cuba at the end of the Spanish American War: Where the flag once goes up it must never come down. 104. Ten-cent corn and ten percent interest were driving the West to despair. 105. Hamilton thought from the Federal government downward; Jefferson from the parish or county upward. 106. The power to tax is the power to destroy. 107. I see one-third of a nation ill-housed, ill-clad, ill-nourished. -F. D. R. 108. The slowness with which our minds and institutions tend to catch up with the changed environment has aptly been called a cultural lag. 109. Everybody wanted to join the Grange: lawyers to get clients; doctors to get customers; Shylocks to get their pound of flesh; and sharpers to catch the babes in the woods. 110. The cure for the ills of democracy is not more democracy but more intelligence. 111. The chief powers of Europe came, like fishermen after blubber, and took here a province, there a harbor and were callous to the fact that their victim was not yet dead.-China before the Open Door. 112. It is not an army that we must shape for war-it is a nation.-Woodrow Wilson. 113. The task of the nineteenth century was to broaden English liberty down to the lowest classes so that they too might become the heirs of their country's freedom. 114. The history of constitutional government under the restored Stuarts is a history of renewed financial and religious disputes. 115. Thinking bayonets. 116. The French Revolution was like a great bell that rang in the European night and was heard everywhere 117. Tyranny in government, incompetence in administration, injustice in taxation, monopoly in industry, privilege in society, corruption and favoritism everywhere-such was the Old Regime! 118. Modern history, however, had a prelude of a century during which the old that was dying and the new that was struggling to be born were strangely contemporary. 119. In diplomacy, I do what I like and then find pedants to justify my actions. 120. In theory, it (Poland) was a republic, nominally a kingdom, in fact a feudal oligarthy of the most medieval kind. 121. Once grant freedom of belief and there will be but one religion, the good of the State to which all citizens will devote themselves. 122. Persecution for cause of conscience is most evidently and lamentably contrary to the doctrine of Christ Jesus.-Roger Williams. 123. I hope that it will yet be said that America is America's best customer.-Henry Clay. 124. My paramount object in this struggle is to save the Union, and is not either to save or destroy slavery. . . . What I do about slavery and the colored race, I do because I believe it helps to save the Union; and what I forbear, I forbear because I do not believe it would help save the Union.-Lincoln. 125. Everything for which America fought has been accom plished. It will now be our fortunate duty to assist by example, by sober counsel, and by material aid in the establishment of just democracy throughout the world.-Woodrow Wilson. 126. I would rather fail in a cause that I know some day will triumph, than to win in a cause that I know some day will fail.Woodrow Wilson. Anecdotal Allusions Riding to Calling an 1. It is said that once, riding on horseback along the streets of Berlin, he saw a paper posted high upon a wall. look at it, he read a scurrilous attack on himself. attendant, he said, "This is amusing, but it is too high up; put it lower down so that people on foot can read it." 2. Of Voltaire-At the frontier of France the customs officers stopped his carriage to ask if it contained any contraband goods. "Nothing but myself," Voltaire replied-He was allowed to pass. 3. Of the French Decennial Consulate: When the constitution was officially proclaimed and read in Paris, two old women were standing in the crowd listening. One of them was deaf. "I cannot hear," she said. "What do you see in this new constitution?" The other replied, "I see Bonaparte in it." 4. On the occasion of Italy's rejection of Austria's ultimatum in 1859, Cavour said, "The die is cast! We have made history— now let us go and dine." 5. American Minister to Hawaii, J. L. Stevens to the U. S. State Department, "The Hawaiian pear is now fully ripe, and this is the golden hour for the U. S. to pluck it." 6. Theodore Roosevelt once remarked: "If I had followed traditional conservative methods, I should have submitted a dignified state paper of probably two hundred pages to the Congress and the debate would be going on yet, but I took the Canal Zone and then left Congress-not to debate the canal, but to debate me, and while the debate goes on the Canal does also.” 7. A popular bit of verse used by Democrats in Congressional Campaign of 1862: Honest Old Abe, when the war first began denied aboltion was part of his plan; Honest Old Abe has since made a decree, The war must go on till the slaves all are free. As both can't be honest, will someone tell how if Honest Abe then, he is honest Abe now? 8. Lord Bryce told this: An eminent journalist remarked to me in 1908 that the two great parties were like two bottles. Each bore a label denoting the kind of liquor it contained, but each was empty. 9. In a Lincoln cabinet vote, the president announced the result as, "Seven nays, one aye; the ayes have it." 10. "Mr. Jay's weak spot is Mr. Jay," the English foreign minister was advised. A Course in Economic Citizenship KATHRINE KERESTESY, Franklin K. Lane High School The New York State Legislative Committee on Industrial and Labor conditions in its recent reports has pointed out the need for making the future workers of our state better acquainted with the field of industrial relations. With this aim in mind, its special educational committee has published a book, The American Story of Industrial and Labor Relations, which it recommends as the basis. for study of industrial relations in the secondary schools. For the past four years, the Franklin K. Lane High School has been offering to second term students a course in economic citizenship which covers this field as well as that of the outstanding problems confronting the average citizen in his role as a consumer. The course is designed primarily to be helpful to those students who do not complete their high school course. PART I-OCCUPATIONS AND OCCUPATIONAL PROBLEMS. Here the aim is to prepare the students for an intelligent understanding of the situations they will encounter in connection with their work. Among the topics treated are: descriptions of occupations best suited for students soon to leave school, qualifications required for such occupations, labor problems connected with them, and the government regulations and social securities for their protection as workers. Hence major attention and discussions are centered on such topics as: 1. Agencies through which employment may be obtained. 2. Writing letters of application and filling in application blanks. 3. Behavior at personal interviews. 4. Procedure for obtaining working papers. 5. School attendance laws and regulation of hours and working conditions. 6. Social Security and other protective labor legislation. 7. Role and activities of trade unions. 8. Outstanding labor problems. PART II-CONSUMER PROBLEMS. Here the aim is to prepare the students for an intelligent understanding of the situations they will encounter as consumers. Hence major attention and discussions are centered on such topics as: 1. Difficulties encountered in the purchasing of goods. 2. Problems connected with installment buying. 3. Practices of small loan agencies. 4. Providing for future security through savings, life insurance and investments. The following outline of the course may be of interest to social studies teachers. I. Introduction OUTLINE OF COURSE IN ECONOMIC CITIZENSHIP A. General Survey and purpose of the course. B. General Survey of New York City as a commercial and industrial center. C. General Survey of Occupational Opportunities in New York City in mercantile establishments, in industry, in transportation and communication fields, in personal service fields, in civil service, in war industries. (Suitable for students.) OCCUPATIONS AND OCCUPATIONAL PROBLEMS I. Occupational Problems in Mercantile Establishments A. General description and survey of activities and occupational op- B. Preparation and qualifications needed for employment as Junior 1. General requirements: Education, personal, physical. 2. Agencies through which employment may be obtained: Personal application, recommendation, employment agencies (discuss nature and dangers), newspaper ads. 3. Application for employment: By means of a letter of application (train pupils to write), application blank (train pupils to fill in), the personal interview (dramatize). |