Inspired by New York's 1900 Manual of Patriotism, we present this work to orient this and coming generations in their responsibilities and rights as members of the Greatest Experiment Man has Ever Known, the United States of America.

What is Our Purpose?

To Inform Ourselves and the Next Generation that America is Already Great:

• To frame our communal story.
• To give our children an opportunity to see themselves in the vision and dream that is the United States of America.
• To orient them in time and space as Americans.

Our starting point is New York's Manual put forth by Charles R. Skinner, New York State Superintendent of Public Instruction. If you are reading this in September of 2025, this website is only a transcription of that manual, with a few updates (the rest of the States for instance). As we progress, that framework will still be apparent, but a new life arises. It has been a century and a quarter. We expect we'll find that much has stayed the same even though some maps may have changed.

I assert that the great hope, the dreams, the yearning for a better world, are still present in most of us. We just need to be properly oriented to realize our own amazing futures.

Welcome. Don't be a stranger.

David R. Herz

The Introduction to the original manual is below. See the menu to the left for our various sections

The Manual of Patriotism:
a Primer for Americans, or those who would be.

This manual is a call to rediscover America's soul, a nation forged in faith, liberty, and unrelenting courage. At its core stands our flag—Old Glory—a timeless symbol of unity, waving proudly over battlefields, courthouses, and homes, binding us as one people under God.

This primer is also a reactionary document. It rejects the idea that our country was founded in some form of original sin, on the backs of others, some stain it can not erase and for which it must ever apologize.

Through these pages, we start to weave the narrative of America, rooted in our Judeo-Christian heritage. We have become the freest nation in history, but we will only remain that if we remember from where we came.

You will meet heroes who embody this spirit: George Washington, the singular father of our republic, whose resolve birthed a nation; Abraham Lincoln, who steered us through the civil war ... list in development, I am not sure how modern I want to go, and who we should include.

To the extent we cover slavery, we should note that it was universal of the human condition until William Wilberforce, whose faith-fueled fight against slavery reshaped the moral landscape; William Lloyd Garrison, whose fiery abolitionism helped end America's participation in this institution;

I wouldn't mind taking a modern bend as well. As it remains online these can come and go, but any printed version should point us to those whose actions will endure, modern champions like President Donald Trump, whose practical leadership defies the establishment, alongside his cabinet of action-takers, many former Democrats, and Senator John Fetterman, a Democrat with the backbone to stand against his party's dogma. You will also encounter Robert F. Kennedy Jr., whose courage in confronting powerful industries echoes the boldness of our founders.

Our nation's foundation rests on a truth often distorted: the First Amendment does not sever faith from public life but prohibits the establishment of a Federal state religion. Judeo-Christian ideals inform our laws, ethics, and vision of human dignity. To ignore this heritage is to risk losing the moral anchor that has guided us through our many trials. The attacks are on display today. People claim to be guided by science, but ignore basic biology. They suggest the "innocent child" is but one narrative.

We expect those who call America home, and who intend to stay, to pledge allegiance to our flag and mean it—not as blind devotion, but as a vow to uphold the ideals it represents. This manual provides some of the justification for that pledge: a primer to our nation that, despite its flaws, strives toward justice, liberty, and a higher purpose. The invitation is to be inspired by our past and to become a partner in forging our common future.

I revisit this manual at a particular point in time. America faces an assault—supported by enemy states and rogue actors, amplified by echo-chamber social media, where voices scream “crisis” to fracture our unity and erode the foundation that has made us exceptional.

Our cohesive narrative, the story that once united us under the stars and stripes, is under siege by ideologies that rewrite our history as a tale of oppression, replacing truth with power and creating a resentment-based faith. Our political establishment is riven by often blind division among party lines, in this time and place much informed by Trump Derangement Syndrome.

But a new(renewed) vision is emerging, energized by President Trump and Vice President Vance. The center seems to rise again. Heroes emerge to steer us back to greatness. President Donald Trump leads with a relentless focus on action, appointing a cabinet of practical doers. He doesn't see party so much as commitment with former Democrats a decent part of his cabinet. Senator John Fetterman stands out as a rare Democrat with the courage to break ranks and stand for the truth.

Secretary of Health and Human Services Robert F. Kennedy Jr., exemplifies another kind of courage, taking on the pharmaceutical and healthcare industries—behemoths with vast influence. His decades-long fight against corporate overreach, from vaccine mandates to regulatory capture, mirrors the boldness of our founders who challenged entrenched power.

Our prayer is that these should be the rule rather than the exception, that we should not walk into elections with dread of how the world would look if the other party wins, and that we understand the limitations of the system in which we live.

Our goal is to have you see that you have been born into the greatest political experiment yet seen. It is a work in progress. There is what to criticize, but there is also what to be thankful for, and what to forward.

America has faced dark days and emerged stronger.

Sometimes it takes a little direction to put us back on the right path. The producers of this manual hope that we can assist in that orientation. We are exceptional. Our values, rooted in Judeo-Christian, are a living force, but history shows us even that tree can be uprooted. We don't intend to let that happen.

MANUAL OF PATRIOTS: FOR USE IN THE PUBLIC SCHOOLS OF THE STATE OF NEW YORK

COMPILED, ARRANGED AND EDITED UNDER THE DIRECTION OF
CHARLES R. SKINNER, State Superintendent of Public Instruction
1900

Copyright, 1900,
BY CHARLES R. SKINNER.

PREFACE.

Patriotism is more than a sentiment; it is a conviction based upon a comprehension of the duties of a citizen and a determination loyally to perform such duties. Patriotism is love of country, born of familiarity with its history, reverence for its institutions and faith in its possibilities, and is evidenced by obedience to its laws and respect for its flag.

American citizenship, safeguarded by the public schools, stands for the best that our institutions can offer to a free and happy people. Believing that our schools should be nurseries of patriotism, it has for many years been my constant purpose to encourage the study of history among the youth of our commonwealth as the strongest inspiration to patriotic citizenship and all that it implies. This book represents the fulfilment of such purpose, and is offered to the teachers of the State in the confident hope that the object sought to be accomplished may find ready and enthusiastic supporters among all educators who are striving for the best results of educational effort.

I have been inspired by the belief that to preserve our free institutions in all their old-time vigor and prestige, our system of public education must more and more lay stress on those civic virtues which develop and ennoble true and patriotic citizenship. This belief has steadily grown under the encouraging sympathy of thoughtful citizens, experienced educators, and patriotic organizations. The legislature of the State has acknowledged the growth of patriotic spirit by providing for the publication of a patriotic manual for use in the public schools of our State, and for its free distribution among them. The task imposed upon the State Superintendent of Public Instruction by this enactment has not been easy. The limitations to the broad scope of material that could legitimately be made part of such a work were by no means easy to determine. The plan finally adopted and followed in the compilation of this volume was to present the choicest literature bearing upon love of country, and upon notable events and the achievements of proud names in American history, in the belief that love of country grows best when the youth of the land have a lively appreciation of what our free institutions have cost in individual sacrifice, in suffering, and in treasure.

The Manual is now submitted to the teachers and the supervising officers of the State, and to them is intrusted the important duty of so using the material provided as to make at least some of its noble utterances, its vivid pictures of great deeds and patriotic sacrifices, and its quotations from the sayings of men honored for their clear patriotic vision, a part of the very souls of the pupils intrusted to their care. In this way shall we secure the very result intended by the legislature in enacting the law which authorized the publication of this volume. This can be done successfully only by much repetition and constant reiteration. So well established is this fact that I feel warranted in recommending that a few minutes of the opening exercises of every public school each day be devoted to observance based upon the material found in this Manual, or suggested thereby, and, in addition, that more extended exercises be provided in commemoration of the great days and the great names in our Nation's history.

I would be glad to have every pupil in our public schools commit to memory each week some patriotic selection or quotation, no matter how brief it may be. Let school be opened by a patriotic song and a salute to the flag. This may be followed by a short recita!ion or by several brief patriotic quotations from the masterpieces which have been arranged in this work. Let pupils choose from among their number one or more classmates whose duty it shall be to see that the flag is properly displayed in favorable weather, at other times exhibited in the schoolroom, and all times sacredly cared for.

The task of editing this work was placed in the hands of Professor William K. Wickes, principal of the high school of Syracuse, to whom my acknowledgments are due for his loyal and painstaking efforts. I also acknowledge my indebtedness to Professor Isaac H. Stout, a. veteran of the civil war associated with me in the educational work of the State, who suggested and arranged that part of the Manual relating to important dates in American history. I desire especially to acknowledge my obligations to Past-Commanders Albert D. Shaw, Anson S. Wood and Joseph W. Kay, Col. Joseph A. Goulden, chairman of the special committee on instruction in civics and patriotism, and their comrades of the Grand Army of the Republic, Department of New York, without number, for their constant encouragement and earnest co-operation in all matters pertaining to patriotic education, culminating in the publication of this volume.

This Manual is submitted to teachers, school officers, the people, and the legislature in the confident belief that it will be so well used in our school work as to reflect credit on the teaching force, prove the wisdom of the legislature in authorizing its publication, and justify the earnest efforts made in behalf of the law by patriotic citizens and organizations.

Charles R. Skinner
State Superintendent.
ALBANY, NY, May, 1900.

EDITOR's ACKNOWLEDGMENTS.

This Manual is made up from many contributing sources. To all, so far as possible, the editor wishes to make his acknowledgments and pay his meed of thanks. To Statesmen, Orators, Poets—the dead and the living—whose strong and stirring utterances give fresh life and beauty to the thought of Patriotism and its noblest symbol, The Flag. To the following publishers and composers for the crowning grace of music:—the Oliver Ditson Company, for selections from their recent book, “Patriotic Songs for School and Home,” filled with gems in an admirable musical setting,—Ginn & Co., whose wide-ranging and inspiring “Academy Song Book” would be a constant joy in any schoolroom,—Silver, Burdett & Co., in whose “Songs of the Nation” may be found a fine epitome of the best in present-day patriotic music,—Houghton, Mifflin & Co., whose “Riverside Song Book” contains in compact form, set to music, the finest patriotic poems of the noblest American poets, and into whose “Riverside Literature Series” have been put illustrations of every possible. phase, as it would seem, of American history and life,—the John Church Company for use of the song, “Our Flag,"—Martha Moses Peckham (and her publishers, Clayton F. Summy Company, Chicago), for her unique and rousing song, “Dewey at Manila Bay,”—Prof. Hamlin E. Cogswell for his spirit-caught interpretation of “The Liberty Bell” and “The Camp Flag,”—Miss Cornelia A. Moses for the. music of the brush in her flag-drawing and initial letters. Above all, to Prof. Ralph W. Thomas for the music of human speech as shown in his many and choice selections of patriotic prose and verse.

THE EDITOR.

INTRODUCTION.

Unlike our New York counterpart, there is no law requiring this manual. In the last 125 years, we have been given the tools that a handful of Americans can come together and crowdsource the next iteration. That said, Connecticut still requires a flag in every classroom:

Sec. 10-230. Flags in schoolrooms and schools. Policy on the reciting of the “Pledge of Allegiance”. (a) Each local and regional board of education shall provide a United States flag for each schoolroom and shall cause such flag to be displayed therein during each day school is in session. Each such board shall also provide each school with a United States flag of silk or bunting, not less than four feet in length, and a suitable flagstaff or other arrangement whereby such flag may be displayed on the schoolhouse grounds each school day when the weather will permit and on the inside of the schoolhouse on other school days, and renew such flag and apparatus when necessary. If any board of education fails to provide either of the flags or the apparatus as required in this section or to renew any such flag or apparatus when necessary for a period of thirty days after the reception by it of written notice from the State Board of Education that such schoolhouse is not provided with such flag or apparatus or that such flag or apparatus should be renewed, each member of such board of education who has so received notice shall be fined not more than twenty-five dollars.

(b) The chief executive officer of any municipality is authorized to direct the board of education to display at half-staff all flags at all schools and other buildings administered by said board when flags are being displayed at half-staff on other buildings of the municipality.

(c) Each local and regional board of education shall develop a policy to ensure that time is available each school day for students in the schools under its jurisdiction to recite the “Pledge of Allegiance”. The provisions of this subsection shall not be construed to require any person to recite the “Pledge of Allegiance”.

Reading the foregoing carefully, it will be noted that, law-like, not a word is said as to the intent of the law. But whoever will “read between the lines” cannot fail to see its gracious purpose,—nothing less or other than to awaken in the minds and hearts of the young a strong and abiding regard for the flag and intelligent appreciation of the great men and great deeds that have made it to be, to all American youth, the rallying-cry of patriotism. In other words, the Constitution State seeks for its countless host of boys and girls the inculcation of a true spirit of Patriotism and a loving regard for its greatest symbol, the Flag.

Note also in the law the constraint that is put upon the authorities of every public school in the State, to furnish, display, and care for a flag. That means that the State is interested to see that those into whose hands are put all the great interests of the schools—with their large corps of teachers and immense army of pupils—shall make clear the will and mind of the State in respect to the patriotic education of its children.

This good law was put upon the statute-book through efforts made largely by the Department of New York, Grand Army of the Republic. Under “General Orders, No. 6,” issued August 9, 1897, a special Committee was appointed “to examine and report to the Department * * * upon the best practical methods of teaching Patriotism and Civics in our public schools.” The Committee, having previously been divided into three parts, viz.: on Civics and History; Patriotic Exercises; Public Celebrations,—made its triple report in November, 1897. This report, under the title,” To Promote Patriotic Study in the Public Schools,” was published in pamphlet form by the State Superintendent of Public Instruction for general distribution throughout the State. This action greatly influenced the patriotic legislation embodied in the law above quoted. In “General Orders, No. ro,” we read: “The comrades feel deeply indebted to Supt. Skinner for his most helpful and valuable co-operation in this important patriotic work, which lies so close to all their hearts.” “Which lies so dose to their hearts.”—What pathos in those words! The brave men who fought the battles of the Union from '61 to '65 are fast passing away. Not many years hence the last heart will have ceased to beat. But meantime, how active and strenuous they are in all right efforts to vivify and strengthen the sentiment of true patriotism in the hearts of the young! Everywhere they keep Memorial Day,-a constant object lesson to the present generation. But besides this, in some cities, they are the inspiration to a ceremony called the” Transfer of Flags.” And a special word of praise is due to Col. A. D. Shaw, Commander-in-Chief of the G. A. R., for his untiring zeal in the sacred cause of patriotism, and for the results he is bringing about in cementing the loyal friendship of Blue and Gray. Indeed, in many ways, the veterans of War are showing a profound interest in all that makes for lasting and honorable Peace.

In this work of beneficent patriotism many a Women's Relief Corps is having a large and honorable share. For there are many matters connected with the care of the sick and needy that can be safely and sympathetically entrusted only to women. And thus, through their kind and most unselfish ministrations, patriotism is exalted and made more sacred in the eyes of the young.

But G. A. R. and Women's Relief Corps, though the greatest, are not the only organizations that are helping (each in its own way and sphere) to strengthen the cause of patriotism. Here are a few others: Sons of Veterans, U. S. A., Sons of the Revolution, Sons of the American Revolution, Daughters of the American Revolution, Daughters of the Revolution, Colonial Dames of America, Association of Spanish War Veterans. Let all be welcomed to a part in the work of loyalty-building; let none be found negligent or lukewarm therein! To no individual, scarcely to any organization, is this Manual so greatly indebted as to Charles R. Skinner, State Superintendent of Public Instruction. The G. A. R. Committee, in acknowledgment of his aid, speaks most gratefully of his “fruitful counsels and suggestions.” And the editor of the Manual hereby wishes to give his testimony to the untiring interest shown by the Superintendent, to his unflagging enthusiasm, his constant wish for the doing of anything, everything, which might increase in youthful hearts the love of the Flag and of Native Land. Let the following letter attest his deep concern for the patriotic welfare of the young:

“ALBANY, March 1, 1900.

“To the Boys and Girls of the Empire State:

“It is spring by the calendar today,—but outside of my windows, the wind is blowing hard and cold and the snow is piling up great drifts in the streets. At such a time how pleasant it would be for me if I could gather you all in one great schoolroom around a big, roaring fire and talk to you about your school. But I cannot do that. There is no room or building on earth large enough to hold you all. So I must talk to you, if at all, with my pen.

“I hope you will all study hard, be obedient to your teachers and kind to your schoolmates. Do not shirk any lessons, no matter how difficult they may be, for if you master your lessons now, you will be better able to conquer many difficulties when you grow to be men and women.

“When you play, I hope you will play as hard as ever you can. It will help you to get strong and keep strong in body, just as hard study will strengthen your minds. Then, in years to come, you will not be in danger of ‘breaking down’ when you have much work to do with hands or brain.

“I suppose you have heard it said that ‘all work and no play makes Jack a dull boy.’ And I believe that all play and no work would be just as bad. Don't you? So I want to tell you how to do something that certainly is not all work and surely is not all play-indeed, most of it is neither work nor play. What to call it I hardly know,—but I am sure that no pupil who does it will be a dull boy or a dull girl.

“When you are tired of work and lessons, and tired, too, of play, just stop your work or your play and think about the Flag of your country. And not only think about it, but read about it, write about it, learn what others have said about it—sing about it. You will find plenty of things to aid you in your thinking, reading, writing and singing, in those programs which your good friend, the editor of the Manual, has prepared for your special use. Now will not that be a pleasant change from work, and far more useful than mere play?' I am sure also that it will illumine your work and your play with the 'fine gold' of Patriotism.

“Patriotism, dear children, means love of country. It is something that lives in the heart, and makes one willing to do anything that will be for the good of his country. So you see you cannot learn it from your books, nor get it from your play. But by using the exercises of this book, I think you can find and put away in your hearts that spirit which will make of you all good citizens—true patriots, loving your own land and wishing all nations of the earth to possess that freedom and happiness which you in America so much enjoy. I hope that you will find in this book those symbols of your country which stand for the great principles upon which our government is founded; that you will have your imagination aroused so that you can see, as 'with your eyes shut,' what beautiful lessons in patriotism those symbols teach, lessons that will prove to be like pictures of pleasant things that you may hang on the walls of Memory, never to fade; that in the sweet and strong music of the book you may feel your young spirits strengthened to fight, in years to come, in peace or in war, the noble battles of Patriotism and the Flag.

“Sincerely yours,

“Charles R. Skinner

SUGGESTIONS TO TEACHERS.

Do not look upon this Manual as a text-book in American history. There are many good books that give the facts, and some that attempt the philosophy of the subject. But this does not pretend to do either. I am of the mind that neither facts nor philosophy alone, nor both combined, can create the sentiment of patriotism, much less foster and strengthen it in the minds and hearts of children. Be yourselves well grounded in the facts, and teach them as may be needful. Seek the philosophy of events, and teach it as far as possible. But when you take this book in your hands, let the light of sentiment and imagination play over facts and theories—tingeing all as with the beautiful Red, White and Blue of the Flag. Put yourselves in the place of the child. When your own mind is thus made responsive to the color-touch in history, try to make your pupils see and feel the illuminating power of great and worthy deeds. Nor of deeds alone. Teach them the wonderful power that abides in great personalities. Hold before their eyes a vision of the commanding figures of our own American history. Inspire them with a sentiment of loyalty and devotion to native land. If so profound a reasoner so wonderful an orator as Webster, constantly wove into the fabric of his most enduring speeches the splendid colors of the imagination, surely we need not hesitate, but rather, should be eager to use as best we can, though in faint degree, that power which he so magnificently wielded. Remember that the imagination is the very heart of all the symbols which are found in this book and are here used to set forth the noblest principles of government, the great underlying truths of our common humanity.

So, it was with intent that pictorial themes were largely chosen for the programs that follow. At the same time, it should be understood that the prefatory matter which caps each program is meant only as a hint or suggestion to be amended or enlarged as any teacher may wish. Keep the Flag ever before the mind's eye. Remember, also, that so far as patriotism finds oral expression it is through music, poetry and prose. They are the gateways beautiful into the mind of the child. Teach them to sing the songs, let them learn “by heart” the poems and prose selections,—for not a strain of music, not a stanza, not a sentence, conveys an unworthy thought. Do not be alarmed at any sentiment for fear it is too profound for children to comprehend. If they learn it not in early years, they will never learn it. But my word for it, the day of a complete understanding of its meaning will come, and then they will remember, with undying thanks, the faithful one who taught them. Do not let them lose sight of the underlying thought of each program, that special quality in pictorial guise, which it is intended to set forth. Perhaps it is sympathy, or freedom or protection—no matter what, in the wide range of patriotism. If the central, rallying word is not given in the preliminary note, let the teacher give it, or better still, let the pupils find it. Let them put it in as clear and compact a “composition” form as possible, or explain it in oral form. Have class exercises frequently; let pupils sing or repeat in concert; borrow the music of other groups or individual programs, if time permits; the selections, poetry or prose, of different groups or single programs, choosing selections from any part of the book. Put in a quotation exercise, now and then, permitting pupils to select for themselves.

Mindful that in school as elsewhere, “time is money,” I have made the great majority of the programs so brief that any one may be compassed in ten minutes or less, at the opening or closing of the daily session. All told, the programs number forty, so that a daily exercise may be given through the school year without repeating any one program more than four or five times, just often enough to keep the memory refreshed on the various songs and selections. The programs for Memorial Day, Washington's birthday, Lincoln's birthday, Flag Day, have been made longer than others, as befits their great importance. Each of these four great themes makes a group by itself. The other programs are divided into groups according to the relation they bear to the Flag, the central theme of all the programs. Near the opening of the book a brief history of the flag is given, straightway followed by exercises pertaining to the flag and by the ceremony of “Salutes” and “Pledges of Allegiance.” Thus the body of the book has been divided into groups, each distinct and separate, and similarly into programs closely related to “The Flag.” Even the abstract subjects, with their wisely-chosen selections, all find their meaning and inspiration in the flag.

It was the first thought of the editor of this Manual to make an extended list of patriotic books for the use of pupils. But that does not fall within the province and scope of the law, and so no such bibliography appears. It is entirely right and commendable, however, for any teacher to point out to his pupils the sources of our history and to give them the knowledge of its facts. For this, any good text in United States History will suffice. Upon the sentiment and romance of our history, the books are almost innumerable. Here again, the teacher's discretion and opportunity must be his guide.

It may be that enthusiastic and progressive teachers will welcome the giving, from time to time, of what may be called a composite program. If so, take any program-subjects, such as liberty bell, sword, dove, shield, flag, let a pupil or pupils tell what each symbolizes, and then show what use any great statesman or statesmen made of these or similar symbols and what the symbols meant to them. Thus, to Abraham Lincoln, and through him to the people of this great nation, the liberty bell meant freedom; the sword, union; the dove, peace with honor; the shield, protection; the flag, loyalty. The possible combinations of such a plan are many, historically interesting, patriotically profitable.

It is greatly to be desired that the ceremony of the “Transfer of Flags” be held in as many schools of the State as possible. Choose a national holiday for the exercise. In cities, let each school be represented by a color-bearer with a flag. Range the delegates in semicircle on the stage. In smaller places, put all the pupils, or as many as possible, upon the stage, accompanied by the flag in the hands of a color-bearer. Alike in cities and smaller places, let the flags to be transferred be those donated by G. A. R. Posts rather than those purchased by the city or district authorities under mandate of the State. Invite veterans, parents, friends. Arrange whatever patriotic exercises seem best, and near the close, let the teacher, or an old soldier, or some adult speaker, give a brief history or eulogy of the flag, exhort each new color-bearer to guard it sacredly, to do nothing that might bring dishonor to its unsullied colors. Then, at the word of command, “Transfer flag!” let the color-bearer who has had the care of the flag for the past year hand it over to another who is to be its custodian for the year to come. It is an inspiring and memorable sight!

For several months, in the scant leisure of a busy life, I have wrought at the plan and making of this book. The task has been, to me, very pleasurable; I hope it may be to others most profitable—to teachers, by strengthening and clarifying their appreciation of the noble history of our common country; to the Young America of the Empire State, by the creation and exaltation of a pure-minded and intelligent patriotism.

And so I drop my pen, with a silent salute and renewed pledge of allegiance to The Flag!

W. K. W.