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VOL. Ill, No. 7 
 
 MARCH, 1920 
 
 University of North Carolina 
 Extension Leaflets 
 
 OUR heritage 
 
 A STUDY THROUGH LITERATURE OF THE 
 AMERICAN TRADITION 
 
 PUBLISHED BY THE UNIVERSITY 
 
 Entered as second-class matter, March 14, 1918 
 
 CHAPEL HILL, N. C. 
 
UNIVERSITY OF NORTH CAROLINA 
 EXTENSION LEAFLETS 
 
 PUBLISHED MONTHLY FOR TEN MONTHS, SEPTEMBER-JUNE, BY THE 
 UNIVERSITY OF NORTH CAROLINA, CHAPEL HILL, N. C. 
 
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 For further information, address 
 THE BUREAU OF EXTENSION 
 
 UNIVERSITY OF NORTH CAROLINA 
 
 CHAPEL HILL, N. C. 
 
University of North Carolina 
 Extension Leaflets 
 
 OUR HERITAGE 
 
 A STUDY THROUGH LITERATURE OF THE 
 AMERICAN TRADITION 
 
 'By JAMES HOLLY HANFORD, Ph.D. 
 
 Professor of English Literature 
 
 CHAPEL HILL 
 
 PUBLISHED BY THE UNIVERSITY 
 
 1920 
 
 Monoffrapfe 
 
.z 
 
 ,HZ3 
 
 COPYRIGHT, 1920 
 
 BY 
 
 THE UNIVERSITY OF NORTH CAROLINA 
 
 OFFICERS 
 OF 
 
 The Club 
 
 President 
 
 Vice-President 
 
 Secretary 
 
 Treasurer 
 
 DEPARTMENT CHAIRMEN 
 
 ©CIA565965 
 
TABLE OF CONTENTS 
 
 PAGE 
 
 1. Introduction 5 
 
 2. Suggestions Regarding Chib Study and the Preparation of Papers.... 13 
 
 3. First Meeting: From the Old World to the New: Adventure and 
 
 Opportunity 18 
 
 4. Second Meeting : From the Old World to the New : Free Conscience 21 
 
 5. Third Meeting : Elements in Colonial Character 23 
 
 6. Fourth Meeting : The Development of Colonial Character 25 
 
 7. Fifth Meeting: Foundations of the Democratic Idea Zl 
 
 .8. Sixth ]Meeting : The Winning of Independence 29 
 
 9. Seventh Meeting: The Theory of Democracy. Ideals of the French 
 
 Revolution 31 
 
 10. Eighth Meeting: The New Nation ZZ 
 
 11. Ninth Meeting: The Conflict Between the States and Its Meaning 
 
 to America 35 
 
 12. Tenth Meeting: The Triumph of the National Spirit 38 
 
 13. Eleventh Electing. Problems of Democracy : I. Nineteenth Century 
 
 Idealists 39 
 
 14. Twelfth ]\Iceting: Problems of Democracy: II. Education 40 
 
 15. Thirteenth Meeting: American Life in Recent American Literature 43 
 
 16. Fourteenth Meeting: The Crisis of Democracy 44 
 
 17. Fifteenth Meeting: America's Place in World Civilization 46 
 
 18. Bibliography 47 
 
INTRODUCTION 
 
 I 
 
 Realizing the Personality of America 
 
 The plan of study set forth in this bulletin affords opportunity 
 for an examination of the bases of our liberties. It is a time 
 of testing of all free institutions, whether or not they shall en- 
 dure. They are subject to decay if they lose touch with an 
 actively-interested citizenship, for even democratic institutions 
 become tyrannous if they fall into the hands of men who are 
 immune because the people whom they are supposed to represent 
 have lost the will or the power to hold them to account. They 
 are subject to decay, also, if they fail to adjust themselves to 
 the changing needs of the people for whose benefit and protection 
 they exist. And they are subject to the assaults made by those 
 who would define liberty in terms of class privilege, or who 
 would abolish the forms of government in a vain pursuit of ideal 
 liberty. A free government is not a self-perpetuating machine, 
 constructed and set in motion in the dim past by patriarchs who 
 are reverenced on national feast days as the founders. It is a 
 living tree, whose roots are in the people. Unless it can draw- 
 through those roots the materials of life, with assurance that 
 the contact will continue without interruption, the tree will die, 
 and will be cut down to be burnt. 
 
 The Body and the Soul 
 
 Now, these bases of our liberties are twofold. There is the 
 body and the soul. The body is the framework, the institutions 
 through which government operates. The Constitution, with its 
 provisions for the branches of government and the mode of their 
 selection, is of the body. So also is the whole vast framework- 
 through which the Constitution is expressed, the machinery of 
 government. The good citizen seeks to know all the details of 
 this body of our institutions. The Constitution should hot be 
 defined, as the school boy defined it, as the part in the back of 
 the history-book that nobody reads. Its provisions should be 
 
 5 
 
known, exactly, by every citizen, and the provisions for state and 
 county and municipal government as well. 
 
 But this knowledge, no matter how exact, is not sufficient. 
 The soul of our institutions is the power that informs those insti- 
 tutions, making them alive. It is to be sought, first, in our his- 
 tory and in the history of the great race to which we belong. It 
 is to be sought, also, more subtly, more pervasively, in the great 
 utterances, in prose and verse, in which poets and orators have 
 defined it. Poets, says Shelley, are the unacknowledged legisla- 
 tors of the world, by which he meant that the passion for liberty, 
 the reverence for law, the sense of social justice, as uttered in 
 living verse by men to whom this passion, this reverence, this 
 justice transcended all other earthly things, have been the founda- 
 tions on which free government has been built. 
 
 Besides what in schools we call "civil government," therefore, 
 we shall draw upon these spiritual bases of our institutions in 
 order to keep that which is their body, healthful and free from 
 decay. The future of America depends not merely on our con- 
 tinuing to observe the forms laid down in the Constitution— the 
 succession of political campaigns and elections, the exercise of 
 the right to suffrage ; not merely on assertions of Americanism 
 and loyalty to our institutions, but also upon the degree to which 
 we keep burning in the hearts of the people the ideals of which 
 our institutions of government are but the outward symbol, so 
 that these institutions are created anew by each generation as 
 it plays its part in America's life. There is a twofold obedience : 
 obedience to the forms through which our government is ex- 
 pressed, and obedience to the spirit which is the real America. 
 
 ' Educating for Citizenship 
 
 The bearing of these truths upon education for citizenship 
 is immediate and profound. This bulletin, for example, will 
 come into the hands of those who have it in their power to 
 render a greater service to such education than is perhaps pos- 
 sessed by any other class of our citizens. Some of them are 
 themselves teachers, and can apply directly the lessons of this 
 course to the minds and hearts of those who are to rule America 
 in the next generation. Others are parents, whose influence in 
 formin*g in their children not merely high ideals of conduct 
 
 6 
 
but American ideals is incalculable. Still others by the simple 
 influence of personality can spread far and wide a conception of 
 the personality of America. 
 
 Education for citizenship means realization of the personality 
 of America. Personality is not garb or gesture. It is not some- 
 thing that can be appraised. It cannot be purchased in a depart- 
 ment store. It is felt rather than seen. Its quality depends in 
 large measure upon the intensity with which it makes itself felt. 
 The realization of the personality, the essence of America, comes 
 not through being letter perfect in the provisions of the Consti- 
 tution or the names of the officers of government or the battles 
 of the Revolution. It does not consist in percentages, 100% or 
 any other. It cannot be acquired as knowledge about running 
 an automobile, or accounting, or raising poultry for profit may 
 be acquired. Neither is it dependent on the accident of birth. 
 A boy born of parents who speak no English may have a more 
 compelling sense of the meaning of America than his school- 
 mate whose ancestry goes back to the first settlers in Virginia 
 or Massachusetts. By every possible means this sense of the 
 personality of America must be developed if America is to con- 
 tinue to possess any personality worth preserving. And it is not 
 with a vague or emotional or ineffective means that the work 
 set forth in this course has to do. No one can come into contact 
 with this body of material without seeing in sharper outline and 
 in more dynamic terms that Constitution of which the document 
 conceived and set down in words by the founders of the republic 
 is but the outward and visible sign. 
 
 II 
 
 The Anglo-American Ideal of Free Government and its 
 
 Enemy 
 
 The course of reading which this bulletin outlines as a pro- 
 gram has several features which those who use it should keep 
 constantly in mind. 
 
 The Threefold Unity 
 
 In the first place, it recognizes the fact that American itieals 
 of government and even the forms in which these ideals are ex- 
 pressed have their origin in England; that free government in 
 
America and free government in England are but different forms 
 of the same ideals. These ideals, constituting the soul of our con- 
 ception of free government, form, as we saw a moment ago, a 
 threefold unity. They embrace passion for liberty, reverence 
 for law, and sense of soeial justice. There can be no training for 
 citizenship, as we understand citizenship, unless these three 
 strands are woven into its texture. This weaving process is not 
 merely a process of definition; the three strands are not moral 
 precepts, headings for the main divisions of a treatise on govern- 
 ment. To regard them as phrases alone is to incur the danger 
 that other phrases, some of them exceedingly plausible, often 
 heard in these days, may be substituted for them. There is, for 
 example, a wholly different conception of the ideal state, which 
 has many millions of adherents in the world today. It is a mili- 
 tant conception, ready, or nearly ready, for a trial of strength 
 with the ideal that we recognize as American. It stresses liberty, 
 but it is a liberty that differs widely from ours. It has no rever- 
 ence for law as we understand law. Its social justice means 
 favor to a class, long oppressed and now to be regnant at the ex- 
 pense of all the other elements of which society is composed. But 
 these three strands of English and American political idealism 
 spring from no arbitrary or fantastic or doctrinaire synthesis ; 
 they are a living organism. They were not manufactured ; they 
 grew. We cannot sense their full significance by studying the 
 facts about British governmental administration or the provi- 
 sions of the American Constitution ; we must feel them as the ex- 
 pression of an intense personality, a personality that has grown 
 by slow stages for a thousand years. For their beginnings we 
 shall need to go far back of the Declaration of Independence. 
 
 1. The Passion For Liberty 
 
 The first of these, the passion for liberty, is everywhere man- 
 ifest in English and American history, in their institutions, and 
 in their literatures. It is the spirit brooding over that scene at 
 Runnymede, where the nobles presented their parchment to the 
 King on the island, while the banks were crowded with men who 
 were looking upon the signing of their first charter. It is the 
 spirit that threw off the tyranny of the church in the sixteenth 
 century and championed a free England against the Spanish 
 
Philip. It is the spirit that informs the dramas of Shakespeare, 
 the poems and prose works of Milton. In the eighteenth cen- 
 tury it found expression in the songs of Burns as intensely as in 
 the speeches of Patrick Henry. It is the spirit that is summed 
 up in Wordsworth's lines : 
 
 We must be free or die, who speak the tongue 
 That Shakespeare spake; the faith and morals hold 
 Which Milton held. 
 
 It means freedom of opportunity for the fullest development of 
 whatever power the individual may possess. It sent English- 
 men into exile, that in the wilderness they might find the liberty 
 denied them at home. It made of Englishmen the champions of 
 Greece struggling against the Turk, and of Italians striving 
 for national unity, and it made Englishmen and Americans 
 brothers once more in the contest with Prussianism. Every page 
 of our national literature, English and American, breathes this 
 passion for liberty. Governments may for the moment attempt 
 to stifle it, but it bursts into fiercer flame the more it is repressed. 
 Translated into action it has brought about government by the 
 cooperation of the citizens who constitute it. It has abolished 
 class distinctions. It has made men masters of their own careers. 
 
 2. Reverence for Lazv 
 The second is reverence for law. The passion for liberty, 
 unchecked, spells anarchy. The excesses of the French Revolu- 
 tion and the more recent excesses of revolution in Russia are 
 foreign to our tradition. In the struggle between King and 
 Parliament in the seventeenth century the issue was always the 
 legal rights of the parties to the controversy. Burke's defense 
 of the colonists in America was based on his conception of their 
 rights as Englishmen. The rebellion of Massachusetts and Vir- 
 ginia was based on the same foundations of English citizenship. 
 Discipline, restraint, was insisted upon by John Milton as co- 
 equal with liberty itself. It finds expression in the Mayflower 
 Compact, a brief form of government drawn up by men who 
 were voluntary exiles for the cause of liberty, but who put on 
 record their belief that such a compact, freely entered upon as 
 a means of placing restraints upon themselves, would prove more 
 binding than any patent set up for them by a king. It is a part 
 
of the deepest British and American instinct to hold their laws 
 and institutions in a reverence that is more impressive because 
 it is self-imposed. 
 
 3. The Sense of Social Justice 
 
 And the third strand in this unity which forms our ideal of 
 citizenship is the sense of social justice. This element has been 
 of slower growth. The social justice that was sought at Runny- 
 mede was for the noble, not the commoner. In some of the liter- 
 ature of the age of Chaucer there is expression of a belief in the 
 rights of the poor man, and in Robin Hood those who were de- 
 nied justice by the courts found a champion. But it is not until 
 the time of Thomas Paine and Robert Burns that social justice 
 for all classes becomes a cardinal principle. From that time, the 
 period of the founding of the American nation, we meet it con- 
 stantly in our literature. Complete social justice has not yet 
 been attained. The stress has too long been upon the right of 
 self-development, the right to life, liberty, and the pursuit of 
 happiness as belongmg to him who is strong enough to seize 
 upon them. Hence the threatened danger of a new war of 
 classes. But the feeling for social justice is implicit in every 
 step of the long evolution of British and American institutions. 
 To translate the passion for liberty and the reverence for law 
 into terms that guarantee to the humblest citizen the fullest jus- 
 tice is to assure the safety of our institutions against the assault 
 of Bolshevism. 
 
 HI 
 
 Our Heritage and the New War of Ideals 
 
 The menace of Bolshevism can never be removed by building 
 a fence against it and throwing out of the reserved enclosure 
 the apostles of a theory that seeks the destruction of the western 
 democracies. Such attempts have been made very often in the 
 past : deportation, laws against heresies of all kinds, even whole- 
 sale massacres. The existing social order has always believed 
 that the sum of righteousness belonged in it and that all who 
 set up a contrary theory were anarchists, heretics, and outlaws. 
 Where the existing social order, originally sound, had become 
 worm-eaten, its ruin was inevitable. There is one way, and 
 
 10 
 
only one way, to combat an aggressive^ and revolutionary doc- 
 trine. This is to see that that doctrine shall perish for v^ant of 
 fuel to feed on. The method of dealing with Bolshevism must 
 differ from the method of dealing with Prussianism. The new 
 enemy of democratic government comes not as an army with 
 banners, but as a disease, an invisible plague. It can be met 
 only by removing every source of its propagation, and by re- 
 building men's faith. There must be a re-birth of the idealism 
 out of which the western democracies sprang. 
 
 Our Heritage 
 
 The sources of this idealism are to be found in the poetry 
 and prose that we have called OUR HERITAGE. In an address 
 at Paris President Wilson remarked : 
 
 I have always believed that the chief object of education was to awaken 
 the spirit, and that inasmuch as a literature whenever it has touched its 
 great and higher notes was an expression of the spirit of mankind, the best 
 induction into education was to feel the pulses of humanity which had 
 beaten from age to age through men who had penetrated to the secrets 
 of the human spirit. And I agree with the intimation which has been con- 
 veyed today that the terrible war through which we have just passed has 
 not been only a war between nations, but that it has been also a war be- 
 tween systems and cultures — the one system the aggressive system ; using 
 science without conscience, stripping learning of its moral restraints and 
 using every faculty of the human mind to do wrong to the whole race; the 
 other system reminiscent of the high tradition of men ; reminiscent of all 
 their struggles, some of them obscure, but others closely revealed to his- 
 tory, of men of indomitable spirit everywhere struggling toward the right 
 and seeking above all things else to be free. 
 
 It is the story of this high tradition that is unfolded, like a 
 mighty epic, in the readings grouped together in this course. 
 Moreover, the student who follows the method of the course 
 faithfully will secure two results. He will gain an understanding 
 of the theory of free government as it has grown through many 
 epochs and generations, thus securing an intellectual training of 
 high value. He will also gain an appreciation, through imagina- 
 tion and emotion, of the epic and dramatic qualities of the story. 
 It is an experimental or laboratory course. One may make his 
 own history of democracy, or his own epic. This puts more 
 work upon the student, but it is work that will be richly re- 
 
 11 
 
warded, because, so gained, it will become part of the intellectual 
 and spiritual life of the worker. 
 
 Solving the Problem of Amcricanicatioii 
 
 In this last sentence is the key to the whole problem of Amer- 
 icanization. It applies not only to foreigners but to native sons 
 and daughters. It is not a formal mastery of facts but a life 
 to be lived. And there is no surer way of perpetuating our three 
 great doctrines of devotion to liberty, reverence for law, and 
 determination to secure social justice, than by this study, with 
 brain made keen and active through first-hand contact with the 
 materials in literature and history, and with emotions purged 
 and played upon by these records of the indomitable spirit of 
 men who have wrought for freedom. 
 
 Edwin Greenlaw. 
 
 12 
 
OUR HERITAGE 
 
 A STUDY THROUGH LITERATURE OF THE 
 AMERICAN TRADITION 
 
 SUGGESTIONS REGARDING CLUB STUDY AND THE PREPA- 
 RATION OF PAPERS 
 
 This syllabus is intended to serve two purposes. In the first 
 place it is designed to afford suggestions for making a pleasant 
 and interesting winter's reading count in the direction of a fuller 
 understanding of our country's spiritual heritage. The refer- 
 ences are to a great variety of literature, old and new, of Amer- 
 ica and of England, ibut these references are all loosely co5rdin- 
 ated so as to illustrate the forces which have gone to the upbuild- 
 ing of Anglo-Saxon civilization and to display the evolution of 
 American Hfe and American ideals. In order to facilitate a 
 systematic study a single collection of English and American lit- 
 erature, organized with this end in view, has been made the basis 
 of the course. A diligent study of this volume will afford an 
 acquaintance with much that is best in the two great related lit- 
 eratures, considered as an embodiment of the spirit of the race. 
 Three other' books are also regularly cited, containing material 
 in the form of essays and speeches which embody specifically 
 American tradition. Many readers, however, will wish simply 
 to read miscellaneously in the poetry and fiction, relating their 
 reading to the program in the way suggested by the topics. The 
 free use of this material will greatly enrich the interest of the 
 meetings. 
 
 Secondly, the material here given is designed to assist those 
 who are to present papers at the various club meetings. Such 
 papers often fail by being too abstract. In order to make them 
 concrete it is suggested that the ideas and facts with which they 
 deal should be presented chiefly through biography and through 
 imaginative literature, rather than through abstract exposition. 
 Thus a review of certain of Hawthorne's novels and stories 
 will be of more value in setting forth interestingly the moral and 
 
 13 
 
religious atmosphere of Puritan New England than any mere 
 discussion. A description of Franklin's youth as portrayed in 
 his autobiography, with illustrative quotations, will give a vivid 
 picture of some of the conditions of colonial life and of the en- 
 terprise, practical sense, and public spirit which constitute ele- 
 ments in American character. Emphasis should, of course, 
 always be placed on the broad significance of the materials used 
 and wherever possible their contemporary bearing should be 
 pointed out. Frequent quotation, for example, of poetry, is of 
 service in heightening the interest and emotional effectiveness of 
 the papers, but the quotations should not be too long. Purely 
 literary discussion and detailed statement of historical facts should 
 be avoided. The whole program should be undertaken with the 
 determination to ^ee the parts and aspects of America as ele- 
 ments in a spiritual whole. The idea of unity in diversity em- 
 bodied in the motto "E Pluribtis Unimf applies not alone to 
 our frame of government, but even more vitally to our national 
 life and chai;acter, compounded of more varied strains than made 
 imperial Rome yet one in a sense no empire ever was. Topics 
 for three papers for each meeting are suggested, but in some 
 cases the less important ones may be omitted, the time of the 
 meeting being filled by impromptu contribution on the part of 
 club members who have read one or more of the illustrative 
 references. The discussion may thus bring to the attention of 
 the club the points of interest in a wide variety of representative 
 literature. 
 
 GENERAL REFERENCES 
 
 Below is given a list of books that will be of definite value to 
 the clubs. The first group is basic. The Great Tradition is the 
 key book and furnishes selections illustrating Our Heritage par- 
 ticularly from the field of literature, both American and English. 
 Long's Patriotic Prose will furnish very apt quotations and brief 
 readings for almost every meeting. The other two books, Fulton's 
 National Ideals and Problems, and Foerster and Pierson's Amer- 
 ican Ideals present American ideals from the point of view of 
 reviews and speeches of statesmen and outstanding documents 
 rather than literature. 
 
 14 
 
Greenlaw, Edwin, and Hanford, J. H., The Great Tradition, Scott, Fores- 
 man & Co., Chicago and New York, 1919. 
 
 Long, Augustus White, American Patriotic Prose, Heath & Co., New 
 York, 1917. 
 
 Fulton, Maurice Garland, National Ideals and Problems, Macmillan Co., 
 New York, 1918. 
 
 Foerster, Norman, and Pierson, W. W., Jr., American Ideals, Houghton, 
 Mifflin Co., Boston, 1917. 
 
 In addition to these key books it is desirable that the clubs 
 should have on hand copies of the syllabuses referred to and 
 that they should have available encyclopedias, American and 
 English histories, histories of American and English literature 
 and collections of American and English literature, such as are 
 given below. 
 
 National Ideals in British and American Literature. A syllabus containing 
 a detailed analysis of the subject and many additional references. Pub- 
 lished by the University of North Carolina, Chapel Hill, 1918. Price .50. 
 
 American Ideals in American Literature. A syllabus published by the 
 University of North Carolina, Chapel Hill, 1918. Price .10. 
 
 The Encyclopedia Americana, Encyclopedia Americana Corporation, New 
 York, 1918. Thirty volumes. 
 
 The Nezu International Encyclopedia, Dodd, Mead & Co., New York, 1914. 
 
 Gardiner, Samuel Rawson, Stxident's History of England, Longmans, Green 
 & Co., New York, 1910. 
 
 Green, John Richard, A Short History of the English People, Harper and 
 Bros., New York, 1895. 
 
 Bassett, John Spencer, A Short History of the United States, Macmillan 
 Co., New York, 1919. 
 
 Channing, Edward. A History of the United States, Macmillan Co., New 
 York, 1905. 
 
 Cairns, William B., A History of American Literature, Oxford Univer- 
 sity Press, New York, 1912. 
 
 Bronson, Walter C, A Short History of American Literature, Heath & 
 Co., New York, 1900. 
 
 Trent, William P., A History of American Literature, Appleton & Co., 
 New York, 1903. 
 
 Pancoast, Henry S., An Introduction to English Literature, Holt & Co., 
 New York, 1906. 
 
 Moody, William Vaughan, and Lovett, Robert Morse, A History of Eng- 
 lish Literature, Scribner, New York, 1902. 
 
 Stedman, E. C, and Hutchinson, E. M., Library of American Literature, 
 Webster. New York, 1892. 
 
 15 
 
Bronson, Walter Cochrane, Aiin-rican Poems, University of Chicago Press, 
 
 Chicago, 1918. 
 Bronson, Walter Cochrane, American Prose, University of Chicago Press, 
 
 Chicago. 1916. 
 St. John, Robert P., and Nooman, Raymond, Landmarks of Liberty, Har- 
 
 court. Brace & Howe, New York, 1920. 
 Kent, Charles William, and Smith, Charles Alphonso, Library of Southern 
 
 Literature, Martin & Hoyt Co., Atlanta, 1907. Fifteen volumes. 
 
 Beginning on page 47 is a list showing the titles, the authors' 
 names, the publishers, and the dates of publication of those books 
 which are referred to throughout the program. Needless to say 
 it is not expected that any club will try to use all the references 
 given at a meeting. The object has been to meet the various 
 needs of the clubs. 
 
 TERMS FOR THE COURSE 
 This course of study has been prepared for women's clubs 
 and is available to all clubs paying the registration fee of $5.00. 
 Each club will receive ten copies of the program. Our Heritage, 
 and one copy of The Great Tradition. If more than ten copies 
 of the program are desired, they may be obtained at thirty- 
 five cents a copy. More copies of The Great Tradition may be 
 obtained at $2.75 a copy. Reference books and other material 
 will be supplied for each paper to those requesting it. 
 
 THE LOAN OF BOOKS 
 
 Books and other material for this course will be loaned by the 
 Bureau of Extension upon the following terms : The club must 
 first register and pay the required fee. Requisition blanks for 
 reference books will be sent to the secretary of each club. These 
 must be filled out and returned when material is needed. 
 
 The secretary should order the books at least two weeks be- 
 fore they are to be used. Requests for books by return mail will 
 be attended to, but no guarantee is made that they will reach 
 their destination in time to be of use. 
 
 Books and other material must be returned in two weeks 
 from the date they are issued, which is stamped on the book 
 pocket on the first page of the book. The club is subject to a 
 
 16 
 
fine of five cents a day on each package of books kept over two 
 weeks. Upon request, the time on books will be extended one 
 week. 
 
 Transportation charges both ways are borne by the club. 
 This may be reduced if material for each meeting is sent to one 
 person rather than to each person on the program. 
 
 Address all correspondence concerning this program to : 
 
 Women's Clubs Division, 
 Bureau of Extension, 
 University of North Carolina, 
 
 Chapel Hill, N. C. 
 
 17 
 
OUR HERITAGE 
 
 FIRST MEETING 
 Date Place . . . 
 
 Topic: From the Old World to the New: Adventure and 
 Opportunity 
 
 The first two meetings are devoted to a consideration of those 
 great European movements and ideas which led to and condi- 
 tioned the settlement of America. Such a consideration is es- 
 sential to the broader study of our heritage, for no conception 
 of America is a true one which does not see our tradition as 
 antedating our chronological origins, as involved in the larger 
 tradition of the Anglo-Saxon race and, indeed, of mankind in 
 general in so far as it has struggled toward the things which 
 America represents. It is characteristic of the new American- 
 ism of our own day that it is not merely nationalistic but uni- 
 versal in its point of view. 
 
 First Paper. By 
 
 Subject : The Quest of Knowledge. 
 
 The exploration of America is one phase of the Renaissance passion for 
 discovery and adventure. 
 
 Outline: 
 
 a. General facts about the Renaissance. 
 
 b. Brief description of Marlowre's "Dr. Faustus" as an expression of the 
 
 idea of the thirst for knowledge and powder breaking the bounds of 
 tradition. See Great Tradition, 1-12. Shakespeare's The Tempest 
 may be used to illustrate intellectual curiosity about strange lands 
 and creatures. 
 
 c. English adventurers played a bold part in the winning of knowledge 
 
 about the new world. The careers of Cabot, Sir Humphrey Gilbert 
 and others may be briefly sketched. See Great Tradition, 36. (Eng- 
 lish pride in the deeds of her seamen.) 
 
 18 
 
Second Paper. By 
 
 Subject: The Promise of America and the Struggle 
 FOR Possession. 
 
 The half-known land held out golden dreams to the expanding nations of 
 Spain and England. A great rivalry ensued in which English sailors 
 and fighters defeated the ambitions of Spain and insured the settle- 
 ment of North America by men of the Anglo-Saxon race. 
 
 Outline : 
 
 a. Illustrate the European dream of America as a land of wealth by the 
 
 expeditions of Cortcz, Pizarro, etc., and by Raleigh's attempts to 
 find gold in America. 
 
 b. The rivalry of Spain and England in the race for world possession. See 
 
 Great Tradition, 28-31, 37-42. 
 
 Third Paper. By 
 
 Subject: *Raleigh and the Settlement of Virginia. 
 Outline: 
 
 a. Raleigh is the type of romantic English adventurer and patriot. His 
 
 vision of a colonial empire for England looked far into the future. 
 His unsuccessful attempts to plant colonies in Virginia prepared the 
 way for the actual settlement. Give briefly the story of the lost colony 
 on Roanoke Island. 
 
 b. The first permanent I'jiglish hold at Jamestown came when the idea of 
 
 plunder was giving way to that of permanent settlement and economic 
 opportunity. Read account of Captain John Smith. Read Drayton's 
 "The Virginia Voyage" in Great Tradition, 36. See American Pa- 
 triotic Prose, 19-25. 
 
 c. Conclusion. The significance of America as a land of limitless oppor- 
 
 tunity and as a field for human expansion has continued to the present. 
 See, for example, .-Inirrican Patriotic Prose, 348-350. 
 
 AuuiTioNAL References : 
 Reade, The Cloister and the Hearth. 
 George Eliot, Roniola. 
 Kingsley, IVesiZfard Ho! 
 Scott, Kcnihvorth. 
 
 Hersey, Sir Walter Raleigh, "The Shepherd of the Ocean." 
 Fiske, The Disco7'ery of America. Old Virginia and her Neighbors. 
 
 * The subject of this paper may be so expanded as to occupy one or more entire 
 meetings by the assignment of selected works in the addtional references to members 
 for review. 
 
 19 
 
Prescott, The Conquest of Mexico. 
 Cotton, The White Doe. 
 Noyes, Drake. 
 
 North Carolina Booklet. Vol. XI, No. 2, Vol. XIII. No. 2. 
 North Carolina Day Program, 1901, Vol. I. 
 Connor, History of North Carolina, Vol. I. 
 Ashe, History of North Carolina. 
 Doyle, English in America. 
 Johnston, Sir Mortimer. 
 Johnston, Prisoners of Hot'C. 
 Johnston, To Have and to Hold. 
 Johnston, Audrey. 
 
 Payson, John Vytal, Talc of the Lost Colony. 
 Simms, The Yemassee. 
 Cooke, My Lady Pokahontas. 
 Cooke, Stories of Old Virginia. 
 
 Essays on Raleigh in Proceedings of the State Literary and Historicai 
 Society of North Carolina, 1919. 
 
 20 
 
SECOND MEETING 
 Date Place . . . 
 
 Topic: From the Old World to the New. Free Conscience 
 
 While the character of the southern settlement was chiefly 
 determined by the adventurous and expansive spirit of the Eng- 
 hsh Renaissance, that of the north was more deeply touched by 
 the religious idealism of the Reformation as this had developed 
 among the English Puritans. The twofold impulse lies at the 
 basis of the American idea, contributing to it at once the ro- 
 mance and the sanity which have characterized our tradition in 
 all generations. Freedom is the center of the movement toward 
 America in either of its aspects, but the resultant conception is 
 not freedom alone but freedom combined with moral and spiritual 
 discipline expressed in the firmness of our institutions and in the 
 sobriety of our personal ideals. 
 
 First Paper. By 
 
 Subject : Puritan Ideals in the Old World. 
 
 The settlers of New England were English Puritans, bringing with them 
 the principles and ideals of religious and political freedom which 
 animated the Puritan revolution in England. 
 
 Outline : 
 
 a. Main facts about the rise of Puritanism and the great rebellion. 
 
 b. The Puritan spirit. See selection from Green's History in Great Tra- 
 
 dition, 109-111. Illustrate Puritan view of life from Bunyan, in 
 Great Tradition, 114-117. For contrast comment on Cavalier spirit 
 and attitude illustrated in poetry of Robert Herrick, in Great Tra- 
 dition, 117-118. 
 
 c. The Puritan ideal in Milton. The life and personality of Milton may be 
 
 discussed as an illustration of Puritan earnestness and moral idealism 
 combined with the English love of freedom and tempered by the 
 humanistic and artistic spirit of the Renaissance. Illustrations in 
 Great Tradition, 119-153. For the spirit of militant Puritanism see 
 the speeches of Cromwell, in Great Tradition, 171-175. 
 
 21 
 
Second Paper. By 
 
 Subject: The Puritans in New England. 
 
 Outline : 
 
 a. Brief account of the separatist movement in England and Holland. 
 
 b. The coming of the Pilgrims. See Great l'rad\tw)i, 162-164. American 
 
 Patriotic Prose, 7, 12. 25, 30. 
 
 c. Religion, self-government, education in the Puritan Commonwealth. See 
 
 Great Tradition, 164-165. Comment on the permanence of these 
 elements in American life. 
 
 Additional References : 
 Pattison, Life of Milton. 
 Fiske, The Settlement of Ne-w England. 
 Chronicles of the Pilgrim Fathers. (Everyman's Library.) 
 Wendell. Life of Cotton Mather. 
 National Ideals in English Literature, pp. 54-55. 
 Austen, Standish of Sfandish. 
 Austen, Betty Alden. 
 Besant, For Faith and Freedom. 
 Hanscom, The Heart of the Puritan. 
 Stowe, The Mayflower. 
 
 J2 
 
THIRD MEETING 
 Date Place . . 
 
 Topic: Elements in Colonial Character 
 
 The preceding meeting has dealt with the two major impulses 
 which led to the English colonization of America and have sought 
 in them the keynotes of the American idea. In this meeting we 
 may study more closely the contributions made to American 
 national character by the various groups of those who for these 
 primary causes or for others connected with them made their 
 homes in the new world during the colonial period. For a gen- 
 eral quotation on the blending of races in America see American 
 Patriotic Prose, 4-7. 
 
 First Paper. By 
 
 Subject: The Puritans. 
 
 Give character sketches of Cotton Mather, Roger WilHams and Jonathan 
 Edwards as representatives of the various religious and moral ideals 
 of the New England Puritans. Discuss the Quaker contribution as 
 illustrated by the Journal of John Woolman. Other religious ele- 
 ments, such as the Huguenots and the Moravians, may be briefly 
 alluded to. The atmosphere of Puritan New England is vividly 
 given in Hawthorne's novels and stories. 
 
 Second Paper. By 
 
 Subject: The Southern Landed Gentry. 
 
 The colonial settlers in the South aimed to establish not a theocracy like 
 that of New England but a society modeled more nearly on that of 
 the mother country. Their ideal was not that of the saint but of the 
 gentleman. Thackeray's novel, The Virginians, may be reviewed 
 as a picture of the manners and ideals of colonial aristocracy of 
 the South. 
 
 Third Paper. By 
 
 Subject : Tpie Scotch-Irish. 
 
 These settlers contributed elements to American life and character not less 
 important than those of the southern planters or the New England 
 
 23 
 
Puritans. This topic may be handled in a review of Ford's Scotch- 
 Irish in America. 
 
 Additional References : 
 
 Hawthorne, "The Minister's Black Veil" and other Puritan stories in 
 Tzvice Told Talcs and Mosses from an Old Manse; The Scarlet 
 Letter. 
 
 The South in the Building of the Nation. 
 
 Simms, War Poetry of the South. 
 
 Caldwell, Donald McElroy, Scotch Irishman. 
 
 Green, Pioneer Mothers of America. 
 
 Fiske, Beginnings of Nezv England. 
 
 Cooke, Virginia; a History of the People. 
 
 Brown, The First Republic in America. 
 
 Browne, Maryland. American Commonwealth Series. 
 
 See also references previously given imder First and Second Meetings. 
 
 24 
 
FOURTH MEETING 
 
 Date Place 
 
 Topic: The Development of Colonial Character 
 
 Coordinate with the survival of traits and points of view in- 
 herited from the old world there rapidly developed in the 
 colonies acquired characteristics and ideas due to the conditions 
 met with by them in America. These characteristics have in 
 turn become essential and permanent elements in American life. 
 
 First Paper. By 
 
 Subject : Colonial Liberals. 
 
 The spirit of a more radical democracy, prophetic of the American idea of 
 later times, is illustrated in the protests and theories of certain 
 colonial liberals who rose to challenge the social and political order 
 established in several of the colonies. As representatives of this 
 group may be studied John Winthrop, Jr., Thomas Hooker, George 
 Durant, Edward Moseley, and William Penn. 
 
 Second Paper. By 
 
 Subject : The Pioneers. 
 
 The struggle with the wilderness and the life of the frontier developed 
 virtues which converted to other uses have remained specifically 
 American. The best general treatment of this subject is Roose- 
 velt's The Winning of the West. 
 
 Outline: 
 
 a. Sketch the careers of Boone and Robertson and other representative 
 
 pioneers. 
 
 b. Review Cooper's Leatherstocking Tales, with emphasis on the conditions 
 
 of frontier life and the characteristics of the Pioneer. 
 
 Third Paper. By 
 
 Subject : The Citizen, 
 
 The best qualities of American citizenship in the colonial period, as de- 
 veloped by the more stable life of the older settlements, are repre- 
 sented by Benjamin Franklin. 
 
 25 
 
Outline: 
 
 a. Sketch his career, with special emphasis on his common sense, self-re- 
 liance, honesty, thrift, practical energy and public spirit. The 
 Autobiography affords memorable illustrative incidents. A sugges- 
 tive colonial utterance on American citizenship is given in American 
 Patriotic Prose, 38-39. 
 
 Additional References : 
 Franklin, Poor Richard's Almanack. 
 Cooper, The Decrslaycr, etc. 
 Caruthers, Cavaliers of Old Virginia. 
 Wendell, Life of Cotton Mather. 
 
 Edwards, Selections from his works in Macmillan's Pocket Classics. 
 Literary and Political Histories. 
 McMurry, Pioneers on Land and Sea. 
 
 Johnston, Connecticut ; a Study of a Commoniv. alth-Democracy. 
 Tucker, Hansford. 
 
 Adams, Three Episodes of Massachusetts History. 
 Fiske, New France and Neiv England. 
 Walker, Thomas Hooker. 
 -Adams, Emancipation of Nezv England. 
 See also references previously given under First and Second Meetings. 
 
 26 
 
FIFTH MEETING 
 Date Place . . 
 
 Topic: Foundations of the Democratic Idea 
 
 Besides the elements of democracy which were implicit in our 
 civilization from the first there has come to America a share 
 in the universal movement toward liberty, equality, and frater- 
 nity which began to take form in the eighteenth century and 
 culminated in the French Revolution. To study this movement 
 in English literature, where its beginnings are most clearly mani- 
 fested, is to study America itself, for the two traditions are 
 closely interwoven. The American Revolution, though touched 
 by this idea through the activities of such men as Thomas Paine, 
 was the direct outcome of the purely English struggle for self- 
 government, which carried on a tradition dating back to Magna 
 Charta and before. It has been the error of our historical edu- 
 cation in America that this broader aspect of American inde- 
 pendence has been neglected. The essential oneness of our polit- 
 ical ideals with those of England should here be given full recog- 
 nition. 
 
 First Paper. Bv 
 
 Subject : The Rise of Democratic Feeling in tfie 
 Eighteenth Century. 
 
 OUTLINK : 
 
 Give a brief sketch of tlic social, religious and political reaction against 
 the political stability of the old regime in England. See English 
 histories and the outline in National Ideals in Enylish and American 
 Literature, 26-31. Note the beginnings of spiritual and humanitarian 
 reform. See biographical sketches of Ciarkson, Wilberforce, 
 Howard, and John Wesley. 
 
 Trace the development of the ideas of liberty, equality, and fraternity 
 in Gray, Cowper, Burns. See Great Tradition, 245-268. See notes 
 at end of book. 
 
 27 
 
Second Paper. By 
 
 Subject : The Struggle for the Rights of English- 
 men. 
 
 The American Revolution should be regarded first as a phase of the strug- 
 gle of the English people against the tyranny set up by George III 
 and his ministry. 
 
 Outline : 
 
 a. Sketch briefly the political career of Pitt. See Great Tradition, 269-272. 
 
 b. Wilkes ar.d "Junius." See English History and Great Tradition, 272-274. 
 
 c. Contrast the conceptions of colonial policy held by Lord North and 
 
 by Edmund Burke and describe Burke's part in the English phase 
 of the American Revolution. See Great Tradition, 274-294. The 
 issue of the conflict considered as a struggle for the traditional 
 rights of Englishmen can be best set forth by a detailed account 
 of Burke's arguments. 
 
 Third Paper. By. 
 
 Subject: The Anglo-American Inheritance of Free- 
 dom. 
 
 This paper should take the form of general comment on the tradition of 
 liberty common to the two peoples, based on all the materials thus far 
 used. Also discuss the past and present attitude of England toward 
 America and of America toward England, the part played by the re- 
 cent war in restoring right relations. See Great Tradition, Intro- 
 duction, also 461, Balfour's Speech, "America and England" in Great 
 Tradition, 625, Introduction to this pamphlet, and Fulton's National 
 Ideals and Problems, 152 ff. 
 
 Additional References : 
 National Ideals in British and American Literature, Chapter III. 
 English and American political histories. 
 Morley, Life of Burke. 
 Macaulay, Essay on the Earl of Chatham. 
 John Wesley's Journal. 
 
 De Selincourt, English Poets and the National Ideal. 
 Smith, Coii'pcr. English Men of Letters Series. 
 Shairp, Burns. English Men of Letters Series. 
 
 28 
 
SIXTH MEETING 
 
 Date Place 
 
 Topic: The Winning of Independence 
 
 The idea of independence, at first subordinate in the Ameri- 
 can mind to the idea of EngHsh Hberties, came soon to assume 
 primary importance. The historical fact thus determined, now 
 seen as inevitable, was fraught with tremendous consequences 
 for the destiny of America. The events and personalities of 
 the struggle itself have become an ineffaceable portion of our 
 national inheritance. Their significance may now be brought 
 home without the anti-British feeling which was once involved 
 in them. 
 
 First Paper. By 
 
 Subject : The Beginnings of the Revolution. 
 
 Outline : 
 
 a. Causes. (Present Burke's analysis of the six chief sources of the spirit 
 
 of liberty among the colonists in his speech on "Conciliation.") 
 
 b. The platform of Liberty. See Great Tradition, 296-7. 
 
 c. The spirit of the declaration. See Great Tradition, 295-296; American 
 
 Ideals, 3-14; American Patriotic Prose, 40-64. 
 
 d. The significance of the declaration. See National Ideals and Problems, 
 
 158 ff; American Ideals, 257 ff ; American Patriotic Prose, 67-90. 
 
 Second Paper. By 
 
 Subject : The Spirit of the Revolution. 
 
 Outline : 
 
 Brief statement of outstanding incidents in the North and in the South with 
 illustrations from literature, for example, Longfellow's "Paul Re- 
 vere's Ride," Emerson's "Concord Hymn," Holmes' "Ballad of the 
 Boston Tea Party," VVhittier's "Yorktown," Lowell's "Under the 
 Old Elm," Bryant's "Song of Marion's Men," Cooper's The Spy 
 ■ and Simms' "Eutaw," "The Partisan." American Patriotic Prose, 
 221-222, 226-228, 160-165. 
 
 29 
 
Third Paper. By 
 
 Subject: TiTE r.EAnF.RSiiir of Washington. 
 
 The main empliasis ia this pajK-r should fall oa the revolutionary career 
 
 and character of Washinjjton, omitting his later services and ideas. 
 
 See Crenf Tradition. 296. Also National Ideals and Problems, 67, 
 
 and Aiiirrican t'alriotic I'rosc, 92-135. 
 
 Additioxal Reieuknc fs : 
 
 Kennedy's Joscclyn Cheshire. 
 
 Thompson. Alice of Old Vincennes. 
 
 Eggleston, A Carolina Cavalier. 
 
 Everett, Washington's Home. 
 
 Wilson, Life of Washington. 
 
 Ford, Th: True George Washington. 
 
 Ford, Janice Meredith. 
 
 Holmes, "Ode for Washington's Birthday," "God Save the Flag." 
 
 30 
 
SEVENTH MEETING 
 
 Date Place , 
 
 Topic: The Theory of Democracy. Ideals of the French 
 Revolution 
 
 The discussion in this meeting returns to the broader Euro- 
 pean movement culminating in the French Revolution and re- 
 flected in the conflict between the revolutionary and the tradi- 
 tional ideals in England. Though both England and America 
 have preferred to work out their democracies historically, yet 
 the abstract principles and ideals of freedom to which the French 
 attempted to give a real embodiment have operated powerfully 
 on the minds of Americans and Englishmen alike. Moreover, 
 the American Revolution constituted a precedent for the French, 
 and America and France were then, as they are now, in close 
 sympathy. 
 
 First Paper. By 
 
 Subject: The Rights of Man. 
 
 Outline : 
 
 a. A brief sketch of the revolution in France with a picture of the out- 
 
 break from selections in Great Tradition, 299-305. The unperish- 
 able spirit of revolt is embodied in the Marseillaise. The French 
 and American Revolutions may be contrasted. 
 
 b. Democratic theory in Paine and Godwin. See Great Tradition, 319-.336. 
 
 (The selection from Paine should be treated here not as 
 an answer to Burl'ce but as an independent statement of the 
 principles of the Revolution. For relations of France and America, 
 sketch career of Thomas Paine, or Lafayette. See also American 
 Patriotic Prose, 61-64. Compare principles of the Declaration of 
 Independence with the French and English statements of the Rights 
 of Man.) 
 
 c. English ideahsts of the Revolution and the reaction. See Great Tradi- 
 
 tion. 2>?>6-2>i7. 
 
 Second Paper. By 
 
 Subject : Liberty and Order. 
 
 a. Relations of England and France during the Revolution. Compare 
 present attitude of nations enjoying settled government toward Rus- 
 sian Bolshevism. 
 
 3i 
 
b. Edmund Burke's interpretation of the Anglo-Saxon principle of ordered 
 
 liberty. Explain and quote from his "Reflections on the French 
 Revolution." See Great Tradition, 305-318. 
 
 c. Burke's philosophy constitutes a warning against some of the tendencies 
 
 of democracy when carried to its logical conclusion. Compare P. E. 
 More on "Natural Aristocracy" in Great Tradition, 620-623. 
 
 Third Paper. By 
 
 Subject: The Poetry of Freedom. 
 Outline : 
 
 a. Byron represents unrestricted individualism and sympathy with the 
 
 cause of national independence in Greece and Italy. His cham- 
 pionship of smaller nationalities is in line with a persistent tradition 
 in England and America. Comment on the part played by this idea 
 in American policy of today. See Great Tradition, 406-415. 
 
 b. Shelley embodies the revolutionary ideals, with emphasis on the rights 
 
 of humanity against all kinds of tyranny and the aspiration toward 
 a perfect society in which love takes the place of law. See Great 
 Tradition, 415-428. 
 
 Additional References : 
 Dowden, The French Revolution in English Literature. 
 Morley, Burke. English Men of Letters Series. 
 De Selincourt, English Poets and the National Ideal. 
 Brailsford, Shelley, Godwin and their Circle. 
 Carlyle, The French Revolution. 
 Legouis, The Early Life of JVilliani IVordsivorth. 
 Nichol, Byron. 
 Symonds, Shelley. English Men of Letters Series. 
 
 32 
 
EIGHTH MEETING 
 Date Place . . . 
 
 Topic: The New Nation 
 
 This meeting presents the continuation and development of 
 the American idea in the period following the Revolution. The 
 problems of independence and nationality engage the best thought 
 of a series of great statesmen, whose different viewpoints have 
 in a measure descended to our own day. Those of Hamilton 
 and Jefferson have been historically embodied in the two great 
 political parties. In the sphere of thought America was slower 
 to develop an independent consciousness. She did so, however, 
 to a certain extent in New England. The westward expansion 
 in this era developed the most characteristic American traits and 
 qualities and has profoundly influenced the spirit of America. 
 Valuable quotations for use in the first and third papers will 
 be found in American Patriotic Prose, 138-168. 
 
 First Paper. By 
 
 Subject: The Principles and Policies of the New 
 America as Interpreted by Washington, 
 Jefferson, Hamilton, and Webster. 
 
 Outline : 
 
 a. Washington's Farewell Address ; its warning against sectionalism, party- 
 
 bitterness, entangling alliances. Present-day application of these 
 ideas. See Great Tradition, 539-544. 
 
 b. Jefferson and Hamilton as interpreters of American democracy. 
 
 c. Daniel Webster as an interpreter of the American Idea. See Great 
 
 Tradition, 560-564. 
 
 Second Paper. By 
 
 Subject : Intellectual Life and Ideals of Thought 
 IN the New xA-Merica. 
 
 Outline: 
 
 a. Intellectual liberalism in New England. Discuss the breaking up of the 
 old Calvinistic regime, the rise of unitarianism and transcendentalism. 
 
 33 
 
See Natiomil Idcnls in British aiui Ainrrican Literature, p. 57. Sec- 
 tion III. 
 
 b. Comment on intellectual culture in New England. New York, and the 
 
 South in the era before the Civil War. 
 
 c. Discuss Emerson's Phi Beta Kappa oration on the "American Scholar" 
 
 as America'.s intellectual Declaration of Independence. See Cr.at 
 Tradition, 564-567 and American Ideals, 133-156. 
 
 Third Paper. By 
 
 Subject: The Winning of the West. 
 
 Outline : 
 
 a. Give brief account of the Westward Movement before the Civil War. 
 
 b. Conditions and episodes of the movement in such works as the Journal 
 
 of the Leivis and Chirk Expedition, Parkman's Oregon Trail, John 
 Muir's Story of My Boyhood and Youth. 
 
 c. The significance of the Westward Movement. See American Ideals, 
 
 72-98; National Ideals and Problems, 33-47, Great Tradition, 572-574. 
 
 AiJDiTioNAL References : 
 
 White, Gray Damn. 
 
 Bret Harte, Stories and Poems. 
 
 Mark Twain, Life on the Mi.'isissippi; lorn Saivyer, Huckleberry Pinn. 
 
 Joaquin Miller, "Westward Ho !" "Songs of the Sierras." 
 
 Atherton, The Conqueror. 
 
 Cooper, The Pioneers; The Prairie. 
 
 Watson, Jefferson. 
 
 Churchill, The Crossing. 
 
 Miller, The Defense of the Alamo. 
 
 34 
 
NINTH MEETING 
 Date Place . . 
 
 Topic: The Conflid Between the States and Its Meaning 
 to America 
 
 This meeting should attempt to give not an analysis of the 
 Civil War but a presentation of the permanent ideals which grew 
 out of it as these are expressed in the literature of the North 
 and South. The genuine Americanism of the papers will be 
 evidenced in their freedom from the sectional spirit. 
 
 First Paper. By 
 
 Subject : The Anti-Slavery Movement and the 
 Northern Spirit in the War. 
 
 Outline : 
 
 a. The moral protest against slavery existed in the South even more than 
 
 in the North up to the time of the Missouri Compromise. The lit- 
 erature of the movement is principally an outgrowth of the moral 
 and humanitarianism idealism of New England. However much this 
 literature may be involved in purely sectional feeling, it remains ex- 
 pressive of the conscience of the nation. See Great Tradition, 568. 
 Also Lowell's "Stanzas on Freedom" ; Whittier's "Massachusetts 
 to Virginia" ; and other anti-slavery poems ; Mrs. Stowe's Uncle 
 Tom's Cabin, etc. ; Longfellow's "The Slave's Dream" ; Emerson's 
 "Boston Hymn." For the southern point of view regarding slavery 
 see also T. N. Page's The Old South, chapters 1, 4, 8; Jefferson, 
 "The Evils of Slavery in America" in Vol. HI of American History 
 told by Contemporaries. 
 
 b. The heroism and devotion of the North to the cause is expressed in 
 
 such battle poems as Julia Ward's Howe's "The Battle Hymn of 
 the Republic," Bryant's "Our Country's Call," Whitman's "Drum 
 Taps," etc. See also American Patriotic Prose, 232-234. These ut- 
 terances, like the corresponding ones in the South, can now be 
 appropriated by North and South alike. 
 
 3S 
 
Second Paper. Bv 
 
 Subject: The Southern Spirit in the War. 
 
 The southern devotion to the ideal of self-determination and the heroism 
 manifested in the struggle have become a portion of the American 
 tradition. 
 
 Outline: 
 
 a. The issues of the war from the southern standpoint. See Calhoun's 
 
 "On the Nature of the Union," in American Ideals, 27-44, and 
 Davis' "Farewell Address to the United States Senate." 
 
 b. The character of Lee. 
 
 c. The Spirit of the Confederacy in southern literature. "Dixie," "Mary- 
 
 land," "High Tide at Gettysburg," "The Sword of Lee," "The 
 Conquered Banner," "Stonewall Jackson's Way," etc. See especially 
 the war poems of Timrod. Read Glasgow's The Battle Ground. 
 See also American Patriotic Prose, 223-226. 
 
 Third Paper. By 
 
 Subject : Lincoln. 
 
 The events of Lincoln's life and especially his public utterances should be 
 presented with the following points in mind. 
 
 Outline : 
 
 a. His interpretation of the issues of the war gives the final American 
 
 answer to the question of the relation of state and national sov- 
 eignty. See Great Tradition, 575-576; American Ideals. 45-48, 
 65-66; American Patriotic Prose, 175-183. 
 
 b. His own point of view transcended the sectionalism of both North and 
 
 South. 
 
 c. His character and temper are essentially American and essentially dem- 
 
 ocratic. See Great Tradition, 594-596 ; National Ideals and Prob- 
 lems, 74-85; American Ideals, 66-72; American Patriotic Prose, 172- 
 175. 
 
 Additional References : 
 
 Lincoln's Letters and Speeches. (Everyman's Library). 
 
 Whitman, "When Lilacs Last in the Dooryard Bloomed"; "Captain, My 
 Captain." 
 
 Gildersleeve, The Creed of the Old South. 
 
 Smedes, Memorials of a Southern Planter. 
 
 Hapgood, Lincoln. 
 
 Cable, The Cavalier. 
 
 36 
 
March, Southerners. 
 
 Wharton, "War Songs and Poems." 
 
 Page, In Ole Virginia. 
 
 Haj'ue, 'flic Strickivi South. 
 
 Churchill, Tlir Crisis. 
 
 Johnston, Tlic Long Roll. 
 
 Johnston, Cease Firing. 
 
 McKim, The Soul of Lee. 
 
 Bradford, Lee, the American. 
 
 Stephens, The War Betzveen the States. 
 
 Eggleston, American War Ballads. 
 
 Trent, Southern Statesmen of the Old Regime. 
 
 Trent, Robert E. Lee. 
 
 Fox, The Little Shepherd of Kingdom Come. 
 
 White, The Westerners. 
 
 Drinkwater, Abraham Lincoln. 
 
 Charnwood, Biography of Lincoln. 
 
 Bacheller, A Man for the Ages. 
 
 37 
 
TENTH MEETING 
 
 Date Place . 
 
 Topic: The Triumph of the National Spirit 
 
 For a general summary of this subject, see American Ideals 
 ill American Literature, Section II, page 6. 
 
 First Paper. By 
 
 Subject : The End of Sectionalism. 
 
 The combined efifort of the best men of both North and South in the 
 period following the war was toward the restoration of the national 
 ideal. Illustrate by Lowell's "Commemoration Ode," etc. Great 
 Tradition, 575-581 ; Holmes' "Union and Liberty," Stanton's "Our 
 Country," Great Traditio?i, 589; Grady's The A^ezv South, and the 
 post-bellum letters of Robert E. Lee. Illustrations in American 
 Patriotic Prose, 202-219. 
 
 Second Paper. By 
 
 Subject : Walt Whitman as a Prophet of the New 
 America. 
 
 Whitman sings the triumph of the national idea, sees America as possessed 
 of a unique national energy and a distinctive personality born of 
 freedom, and calls upon her to realize her destiny as the embodiment 
 of democracy. See the selections from Whitman's prose and poetrj' 
 in Great Tradition, 572-591, also American Patriotic Prose, 193-219. 
 
 Third Paper. By 
 
 Subject : The Americanism of Theodore Roosevelt. 
 
 Sketch the career of Roosevelt with emphasis on his broad Americanism. 
 The basis of the paper may be Riis, The Making of an American. 
 Quote from his patriotic and nationalistic speeches. American Ideals, 
 114-133; National Ideals and Problems, 236-249. 
 
 Additional References : 
 Adams, Lee at Appomatox. 
 Glasgow, The Voice of the People. 
 Glasgow. A Southern Hero of the Nciv Type. 
 Lee, The Flag of the Union Forever. 
 Whittier, "Centennial Hymn." 
 Thayer, Roosevelt. 
 
 Bishop, The Letters of Theodore Roosevelt to His Children. 
 Abbott, Impressions of Theodore Roosevelt. 
 
 38 
 
ELEVENTH MEETING 
 Date Place 
 
 Topic: Problems of Democracy: I. The Higher Life of the 
 Individual 
 
 The great industrial democracies of England and America 
 have as they developed encountered not alone the problems of 
 self-determination, and the securing of individual opportunity for 
 economic welfare, but also the need of a moral and spiritual 
 guidance. Powerful critics and teachers have arisen in nine- 
 teenth century England and America who have dominated the 
 higher thinking of both nations. 
 
 First Paper. By 
 
 Subject : Carlyle and Ruskin. 
 
 These men attacked the materialism of English life, the first with the gospel 
 of work, the second with that of art. Analyze the selections given. 
 See Great Tradition, 463-495. 
 
 Second Paper. By 
 
 Subject : Matthew Arnold. 
 
 Arnold criticizes the dangers of democratic prosperity and establishes the 
 ideal of culture as a spiritualizing force. See Great Tradition, 
 495-507. 
 
 Third Paper. By 
 
 Subject : Ralph Waldo Emerson. 
 
 Emerson provides a sane and idealistic philosophy of life more specifically 
 American, the main points of which are character, self-reliance, 
 hope and happiness. See National Ideals and Problems, 85-107, 
 and Emerson's Essays, especially "Compensation," "Self-Reliance," 
 and others. 
 
 Additional References : 
 
 Selections from the writings of Carlyle, Ruskin, Arnold and Emerson in 
 Riverside Literature Series. 
 
 Paul, Mattheiv Arnold. English Men of Letters Series. 
 
 Nichol, Thomas Carlyle. English Men of Letters Series. 
 
 Harrison, John Ruskin. English Men of Letters Series. 
 
 Holmes, Ralph ll'aldo Emerson. 
 
 39 
 
TWELFTH MEETING 
 
 Date Place 
 
 Topic: Problems of Democraq^: II. Public Education 
 
 With the constantly increasing participation of every citizen 
 in political affairs, law-making and law-enforcement, there be- 
 came more and more clearly evident the necessity for a universal 
 raising of the level of intelligence and a more general diffusion 
 of knowledge through the mass of citizens. Because the State 
 is the one most to benefit from such a program it was at once 
 evident that the State must exercise the function of providing 
 this education and guarantee such support out of public funds. 
 A further implication of such a conception was the determina- 
 tion that where individual initiative and personal desire or will- 
 ingness was lacking the State had the right and the power to 
 compel public support of education and attendance on schools 
 as well as the responsibility for passively providing equality of 
 educational opportunity for all. 
 
 First Paper. By 
 
 Subject: The Public Schools as an Institution of 
 Democracy. 
 
 Free, universal, compulsory education has established itself in the American 
 mind as a necessary instrument of democracy. See Aiucrican ! deals, 
 156-158. 
 
 Outline: 
 
 a. Jefferson and the Public School Idea. Introductory remarks may deal 
 
 with Jefferson's ideas about public education and his plan for the 
 development of a free public school system. See Henderson's Jeffer- 
 son on Public Education. 
 
 b. Horace Mann and the Public School Revival. The inodern conception 
 
 of the public school may best be illustrated by an account of the 
 ideals and purposes found in the life and works of Horace Mann. 
 See Hinsdale's Horace Mann and the Common School Revival in 
 the United States. 
 
 c. The public school at work for democracy. A vivid illustration of the 
 
 operation of the public school may be given in a review of Ernest 
 Poole's His Family, and Mary Antin's The Promised Land, with 
 emphasis on this idea. 
 
 40 
 
Second Papkr. By. 
 
 Subject : Education and Leadership. 
 
 Trained leadership is no less necessary in a democracy than universal edu- 
 cation. The American college has become the recognized instrument 
 of such advanced training, while professional schools have risen to 
 supply the need of increased technical efficiency. The relation of 
 the liberal and vocational ideals has been the subject of much dis- 
 cussion. See National Ideals, 349-382, and American Patriotic Prose, 
 255-257, 286-288. Also Wilson's essay, "The Spirit of Learning" and 
 "What is a College For," William James' "Social Value of the 
 Colh^e Bred," and various articles by C. W. Eliot. Ex-President 
 Eliot's career may be reviewed in its relation to Harvard University. 
 
 Third Paper. By 
 
 Subject: Educational Leaders in the South. 
 
 The so-called educational revival was somewhat delayed in the South be- 
 cause of certain peculiar social and economic conditions. For three 
 decades following the Civil War attempts at educational progress 
 were heroically made; and since 1900 the development of public 
 school facilities has been more rapid and promising. For the anfe- 
 belluni period study the work and influence of Archibald D. Murphey, 
 Calvin H. Wiley, Henry A. Ruffner, and William F. Perry. For 
 the South's development in more recent years study the work of 
 William H. Ruffner, Charles D. Mclver, Charles B. Aycock, Edwin 
 A. Alderman, Barnas Sears and L. J. M. Curry, of the Peabody 
 Board, and Edward Kidder Graham's interpretation of the educational 
 problem in the South and the nation as presented in his F.ducation 
 and Citizenship. 
 
 Additional References : 
 
 Adams, 1 honias Jefferson and the University of Virginia. 
 Hoyt, (Editor) The Papers of Archibald D. Murphey. 
 Connor and Poe, The Life and Speeches of Charles B. Aycock. 
 Weeks, Public llducation i)i .ilabama. 
 Weeks, Public Education in Arkansas. 
 Heatwole, History of Education in Virginia. 
 Knight, Public Education in North Carolina. 
 Noble, Forty Years of Education in Mississippi. 
 
 41 
 
Maddox. The Free School Idea in Virginia Before the Ciril War. 
 Monroe, (Editor) Cyelopedia of Education (Articles on Horace Mann, 
 
 Murphey, etc.) 
 Report United States Commissioner of Education for 1896-1897, Vol. I. 
 
 pp. 715-767. (Article on Mann and the Revival of the American 
 
 Common School.) 
 Murphy, Problems of the Present South. " 
 Page, The Rehuildinq of Old C ommomvcalths. 
 
 42 
 
THIRTEENTH Ml'LKTING 
 
 Date Place 
 
 Topic: American Life in Recent American Literature 
 
 American writers of the past half century have been busy 
 with the portrayal of many phases of American life. The sec- 
 tional spirit, once a menace, has become a healthy pride and 
 interest in the characteristic traits of the different localities and 
 their people. A broad Americanism means an interest in all 
 parts and phases of America. The study of local and sectional 
 literature may become, therefore, a means of doing away with 
 sectionalism in the unhealthy sense. 
 
 First Paper. By 
 
 Subject : American Politics, Business, and Society. 
 
 See Winston Churchill's Coniston: Franic Xorris' I'hc Pit; Ernest Poole, 
 The Harbor; Edith Wharton's The House of Alirth; Blythe's The 
 Price of Place; The Fakirs; Ford's The Honorable Peter Sterling. 
 
 Second Paper. By 
 
 Subject: American Life in Town and Country: the 
 North and West. 
 
 See Howclls' The Rise of Silas Laphain; Sarah Ornc Jewett's The Country 
 of the Pointed Firs; Freeman's A New England Nun; Robert Frost's 
 North of Boston; Edgar Lee Master's Spoon River Anthology; John 
 Lomax's Cozvboy Songs and Ballads; O. Henry's The Four Million; 
 Crane's David Haruni ; Holmes' 'The Autocrat of the Breakfast 
 Table. 
 
 Third Paper. By 
 
 Subject: American Life in Town and Country: The 
 South. 
 
 See James Lane Allen's A Kentucky Cardinal; John Fox, Jr., A Cumber- 
 land Vendetta; T. N. Page's Red Rock; In Old Virginia; F. H. 
 Smith's Colonel Carter of Cartersville ; J. C. Harris' Uncle Remus; 
 Owen W^ister's Lady Baltimore; J. C. McNeill's Lyrics from Cotton 
 Land; Corra Harris' Circuit Rider's Wife; Circuit Rider's IVidoiv; 
 Watterson's Marse Henry. 
 
 43 
 
FOURTEENTH MEETING 
 
 Date Place 
 
 Topic: The Crisis of Democracy 
 
 America was drawn inevitably into the European contest as 
 the issues became clearly drawn and the German challenge to the 
 democratic idea became unescapable. The war constituted a trial 
 by fire of the American democracy. Momentous changes took 
 place in our national consciousness, the full significance of which 
 we cannot yet realize, and a new tradition of patriotic devotion 
 and achievement was established as a legacy for generations of 
 Americans yet unborn. 
 
 First Paper. By 
 
 Subject : Anglo-American Ideals i"n the Conflict. 
 
 a. The dominant political philosophy of Germany before the war was 
 
 avowedly anti-democratic and offered a square challenge to the 
 Anglo-Saxon principle. See Great Tradition, 597-603. 
 
 b. The war message and the successive public utterances of English and 
 
 American statesmen illustrate the English and American interpreta- 
 tion of the issues in the light of the tradition of democracy and 
 self-determination of peoples. See Great Tradition, 603-613. 
 
 Second Paper. Bv. 
 
 Subject: Some Effects of the War on the American 
 Idea. 
 
 Outline: 
 
 America is henceforth of necessity involved in world affairs. Questions 
 as to the degree to which she shall assume world responsibility 
 through the League of Nations have been an outstanding legacy of 
 the war. Study the contrasting ideals embodied in the speeches of 
 Woodrow Wilson. See Great Tradition, 623-632 and speeches of the 
 opponents of the League of Nations. 
 
 America has achieved a new ideal of national unity and patriotism. 
 Comment on the final obliteration of sectional lines and on the subse- 
 quent impulse toward Americanization as a result of the war. 
 
 44 
 
c. The war has brought home to America many problems of democracy 
 and a new resolve to labor in solving them; e. g., capital and labor, 
 prohibition, public health, education, equal suffrage, etc. See Great 
 Tradition, 613-623. 
 
 Third Paper. By 
 
 Subject : America at War. 
 
 Illustrations of the American spirit and achievement in various phases of 
 the conflict. 
 
 45 
 
FIFTEEXTH MEETING 
 Date Place 
 
 Topic: America's Place in World Civilization 
 
 This meeting should be given to an attempt to summarize on 
 the basis of the year's study tlie distinctive character of America 
 among the nations of the world and to estimate the value of its 
 contribution. In order to do this objectively, it is necessary to 
 consider appreciative foreign opinion of the United States and 
 to take account of what might be called "the case against Ameri- 
 ca" whether put by Europeans or by those critics among ourselves 
 who while loving their country as much as any do not approve 
 of all its tendencies. The papers at this meeting may take the 
 form of reviews of outstanding books on the subject. The 
 possibilities of extending the study are unlimited and where clubs 
 have more time at their disposal additional works may be as- 
 signed and a series of meetings devoted to open discussion of 
 the problems raised by them. 
 
 First Paper. By 
 
 Subject: Foreign Views of the American Idea. 
 
 See Ant.ricciii Ideals, 256-321 ; Arnold Bennett's ]'oiir L'nitcd States: 
 Munsterberg's American Traits: J. G. Brooks' As Others Sre Us. 
 
 Second Paper. By 
 
 Subject : Some American Critics of American Dem- 
 ocracy. 
 
 See Van Wyck Brooks" Letters and Leadersliip: P. E. ]^Iore's Aristocracy 
 and Justice. 
 
 Third Paper. By 
 
 Subject: The xA.merican Contribution: Conclusion. 
 
 See C. W. Eliot's Fii'e American Contributions to Ciz'ili::ation; Bliss 
 Perry's The American Mind; Henry Van Dyke's The Spirit of 
 America. For suggestive points on this general topic see the selec- 
 tions in American Patriotic Prose, 297-363. 
 
 46 
 
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 51 
 
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