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MOOSE HESl RT Ol Л ОЛ Z INE
The Mooseheart Year Book
the 31st Annual Convention
Report of Governors to
Received Unanimous Approval of Delegates
CONTINUED FROM !,AST ISSUE
(Reprinted in the Mooseheart Magazine serially by direction of Director General James J. Davis, Chairman of Mooseheart Governors, so that all members of the Loyal Order of Moose may have all the facts about the building and operation of MOOSEHEART.)—Editor.
teacher under the heading “Patriotic Connection”. For instance, under sixth grade Mother Tongue, “Patriotic Declamations and Recitations. The beginning of simple school plays and pageants on patriotic subjects”. Under third grade Geography, “Wlrrt makes the land suitable to be the seat of a great nations ? Coasts, harbors, rivers and roads, easy passes, forests, available land, crops, etc., especially bringing out local conditions”. Sr th grade Arithmetic, “Problems relating to war service and the manufacture of various lines of goods for the federal government”.
When this system is fully in operation, it should be impossible for any child to pass through the MOOSEHEART school without some intelligent idea of what is meant by such terms as “United States”, “States”, “City”, “taxes”, “interstate commerce”, “corporation”, “parcel post”, “military service”, “treaty”, and a thousand other phrases used every day in ordinary life. At the s׳ me time he or she is bound to feel, to as large a degree as his character and sense of service carry, a sense of loyalty to others and loyalty to the great principles of free and popular government.
Mooseheart as a Public Service
What the children learn and practice is not the whole of the MOOSEHEART that the Governors have in mind. All the time, we look outside the boundaries of this estate and the limits of the state of Illinois. If we succeed in making our charges fee! an abiding sense of responsibility based upon a knowledge of the needs and hopes of the country, if they accept the idea of service, we shall be helping every community into which the graduates may carry these principles. We freely take whatever we can And that will strengthen the sense of service from the experience of other patriotic schools. In like manner. if MOOSEHEART shall prove itself “The School that trains for Life”, our methods are public property. We mean that the balance shall not be against us.
So far as we have gone, we are well satisfied with this policy of teac-h-inf and preaching public service. It goes all through the place. Many of the officers of the institution have during the war given freely of time, energy, constructive force and money in behalf of the nation. Considering the youth of the MOOSEHEART boys, and the small number who could satisfy the requirements of the recruiting officers, the school has done as well as the whole Order in furnishing fighting service in the war. MOOSEHEART is founded on service, the dues cheerfully paid by childless members, as well as fathers of families, in order to keep up the institution as a service to the Order. The Supreme Lodge and the Convention by their votes transform the fund thus created into a service to the fatherless children of the Order. The Governors feel the obligation of applying the advantages thus secured for the benefit of MOOSEHEART as a whole. MOOSEHEART, taken altogether, desires by its experiments to show what can be done, not only in private institutions, but through public school systems, to raise the standards of interest and of knowledge throughout the country. “The School that trains for Life” is bound to be a pioneer.
Pioneer work requires a lot of cutting and digging and building. The pioneer is bound to make some mistakes and to do some things that have to be done over again in another way.
(Continued on pane 29)
bringing out month by month some of the works of the great national writers.
Sommercial Geography, which is the foundation of international relations.
Social and Economic History of the United States in the Junior High School.
National Development, including such questions as business methods; literary men and women; the West; transportation; the South; government service; conservation; inventions.
Civics, a formal eighth grade course, dealing- chiefly with the action and operation of governments, such as: the three units; suffrage and election; education; labor; public business; patriotism a part of education and life, etc.
An eleventh grade course in Business Relations including sqch questions as:	personal rights affecting
business; acquirement of property; real estate and mortgages; personal services; labor and employment; firms and corporations; agriculture as a business; monopolies; patriotic duties of business men and women, etc.
In addition to these formal courses which deal with the history and organization of our country, most of the other studies are infused with patriotic teaching throughout by the method often called “infiltration”. This means that, all the way along in all sorts of courses, suggestions are made to the
HEART is in the van of progressive schools. The course of study described above contains a larger element of practical training in the relations of the children to the world in which they live than that of almost any school in the country. For instance, this model course includes the following subjects which bear directly on the place of the child in the community.
Geography, with special stress on the land we live in as the home of a great nation.
Physical Training, including the idea ' that healthy men and women make the best citizen.
Music with its application to patriotic songs and band music.
History, beginning with the study of the adventurous and the heroic and the veneration of the great men in our own history.
Celebration of special days for patriotism and rejoicing.
Exploration, discovery and primitive government as illustrated by the American Indians.
A sixth grade course in Elements of American Government, including such topics as: the land we live in; inhabitants; social groups; children in the community; government by the people; state and provincial government; (throughout the eourse some attention is paid to Canadian affairs since the Moose are so strong in that country).
Courses in the Mother Tongue,
SENIORS
This shows the five Mooseheart Seniors who graduated in June. Reading from left to right, they are:	Harold David Taylor, Montreal (Canada) Lodge No. 1111; Wendell Wayne Wallace,
Watertown (S. D.) Lodge No. 1578; Albert Dewey Patterson, Columbus (Ohio) Lodge No. 11; Arthur Lawrence Hower, Oil City (Pa.) Lodge No. 78 and William Henry Grant, McKeesport (Pa.) Lodge No. 41.
Patriotic Teaching
What is needed to put patriotism into the child’s mind is not ־ only that he should learn about government and recite about government, but that he should think patriotically. A school can no more insure the proper spirit towards the United States of America than, it can insure goodbe-havior and family affection; but it can make every child feel what is expected of him by his country and what he has to expect from his country. He should feel it a favor to be a member of so great and intelligent a land, and he must be prepared to give that country in time of need his money, his service, and if need be his life. The girls have just the same blessings and are bound to offer in precisely the same _ spirit whatever is in their power to give.
First of all, children in schools can be taught to understand what kind of country they live in and what the different types of government that they see about them mean and how they all fit together. In the second place, they can be made to realize that the United States is a great commonwealth, made up of a vast number of people who live together and act together for the common benefit; and that the sole purpose of government is to do things for the advantage of the people or to prevent things being-done that would be against their interests. In the third place, children may learn how much there is to call out their affection toward this big combination of all the people living in one land and having one common purpose. Next, the emotions of the children can be and ought to be aroused toward the Flag as a visible emblem of love toward the rich land in which they live, and toward the spirit of common action. Beyond that, the teachers must keep constantly before their minds the idea of service for their country. Finally, school organizations may be so contrived as to fix the children’s minds on the idea of united action. School clubs, club forums, school pageants and a share in school government make children understand the necessary give and take of popular government.
The Mooseheart System How do all these general principles concern MOOSEHEART? By bringing to the front the methods by which the governors and other authorities of MOOSEHEART are trying to make the children feel their relation to and responsibility for, the government of their own country. As has been pointed out above, the spirit of MOOSEHEART is one of fraternal common life. It is in many respects^ a little republic with its business, its community schools, its home life and its amusements. MOOSEHEART also has the great advantage of having introduced and made successful the Assembly which some other parts of the country are discovering for themselves, as the best means of keeping• children contented, and also of teaching civics in the most practical and enduring way. We need to enlarge the range of our Assembly and to connect it more closely with the school life and organization; but we already have the fundamentals of pupil government.
On the teaching side MOOSE-
Director General James J. Davis, Chairman Mooseheart Governors.