For example, the argument for the judges made from the assertions given above might be stated as follows:

Introduction. "That the judges were right when they pronounced Captain Preston and the eight British soldiers not guilty of murder when they fired on the colonial mob in what is incorrectly called the 'Boston Massacre' will be proved in this argument."

Body of the Argument. "The citizens of Boston were English subjects who had been fostered by the mother country. Since the settlement at Plymouth in 1620 no other nation had claimed or exercised any control over them, and I maintain that loyalty to his country is one of the highest duties of every citizen." (It is not advisable to write here the "body" of the argument. It would naturally be continued step by step till the eleven "points" given above had been exhausted. If those "points" had been brought up in the general conversation lesson every child would be expected to add others that he had found by his own study. Liberty of omission, arrangement and addition should always be allowed. Originality is always at a premium.)

Conclusion. "I have now presented to you the reasons for my belief. I have shown you conclusively that the colonists were British subjects and owed unquestioning loyalty to their country; that——[Here recapitulate briefly but forcibly the arguments, so as to present them convincingly and at one time.] In view of all these facts I maintain that I have shown that the judges did not err when they pronounced Captain Preston and the eight soldiers not guilty of murder."

Of course, the form of the introduction and conclusion may vary from that given here. Each child should be allowed the greatest freedom of expression consistent with the facts that there must be an introduction that states the question fairly and clearly, and a conclusion that shows how much the contentions have been proved.

CONCLUSION. While narration, description, exposition and argument are the four forms of prose composition, we do not find frequently that selections are exclusively one or another. Nearly every story contains description, and exposition is not infrequent; expositions often contain description and narration, and arguments are often based upon narration and exposition. Excellent language lessons may be given by examining masterpieces to see what forms of composition they represent or which form predominates.

Thus, in An Exciting Canoe Race (Volume VII, page 79), an extract from Cooper's The Last of the Mohicans, may be found several forms of composition:

1. The story as a whole is narration.

2. On page 81 is this passage in exposition: "That's a trail that nothing but a nose can follow; grass is a treacherous carpet for a flying party to tread on, but wood and stone take no print from a moccasin. Had you worn your armed boots, there might indeed have been something to fear; but with the deerskin suitably prepared, a man may trust himself, generally, on rocks with safety. Shove in the canoe higher to the land, Uncas; this sand will take a stamp as easily as the butter of the Jarmans on the Mohawk. Softly, lad, softly; it must not touch the beach, or the knaves will know by what road we have left the place."

3. On page 86 is this descriptive passage: "The well-known crack of a rifle, whose ball came skipping along the placid surface of the strait, and a shrill yell from the island interrupted his speech and announced that their passage was discovered. In another instant several savages were seen rushing into the canoes, which were soon dancing over the water in pursuit. These fearful precursors of a coming struggle produced no change in the countenances and movements of his three guides, so far as Duncan could discover, except that the strokes of their paddles were longer and more in unison, and caused the little bark to spring forward like a creature possessing life and volition."

It will be observed that the paragraph just quoted is not purely descriptive, but that it contains something of narration as well. A single sentence of pure description is the following, to be found on page 88: "So rapid was the progress of the light vessels that the lake curled in their front in miniature waves and their motion became undulating by its own velocity."

The following, from page 90, is a brief argument in conversational form, the elementary form of debate:

"Get you then into the bottom of the canoe, you and the colonel; it will be so much taken from the size of the mark."

"It would be but an ill example for the highest in rank to dodge, while the warriors were under fire!"

"Lord! Lord! that is now a white man's courage! And, like too many of his notions, not to be maintained by reason. Do you think the Sagamore or Uncas, or even I, who am a man without a cross, would deliberate about finding a cover in a scrimmage when an open body would do no good? For what have the Frenchers reared up their Quebec, if fighting is always to be done in the clearings?"

"All that you say is very true, my friend; still, our custom must prevent us from doing as you wish."

Good selections to use for the purposes described and good subjects for compositions are the following from Journeys Through Bookland:

For Narration:

1. Stories from The Swiss Family Robinson, Volume III, page 99. 2. The Story of Siegfried, III, 410. 3. The Death of Hector, IV, 364. 4. Tom Brown at Rugby, V, 469. 5. The Recovery of the Hispaniola, VII, 352. 6. The Adventure of the Windmills, VII, 438. 7. The Adventure of the Wooden Horse, VII, 467. 8. The Battle of Ivry, VIII, 76.

For Description:

1. How the Old Woman Looked. See The Old Woman Who Lived in a Shoe, Volume I, page 35. 2. The House in the Tree. See Swiss Family Robinson, III, 141. 3. A Forest Scene. See Pictures of Memory, IV, 128. 4. Sheridan's Horse. See Sheridan's Ride, IV, 223. 5. Christmas. See The Fir Tree, II, 68, and Christmas in Old Time, VI, 356. 6. A Scene of My Childhood. See The Old Oaken Bucket, VII, 11. 7. My Old Kentucky Home. See poem of the same name, VII, 179.

For Exposition:

1. The Character of the Boy, Tom. See Tom, the Water Baby, Volume II, page 215. 2. What Kind of a Man was Viking? See The Skeleton in Armor, V, 327. 3. Exaggeration and Falsehood. See Baron Munchausen, V, 403. 4. On the construction, meaning, and sentiment in "Home, Sweet Home." See VI, 221. 5. The Strength of the Gorilla Compared with that of the Elephant. See A Gorilla Hunt, VII, 247, and Elephant Hunting, VI, 385. 6. The Wit of the Visitor. See Limestone Broth, VI, 467. 7. A Character Sketch of Alice and John. See Dream Children. VIII, 335.

For Argument:

1. Was the Second Traveler in the Right? See The Two Travelers, Volume I, page 109. 2. Were the Three Men Perfectly Healthy? See We Plan a River Trip, V, 443. 3. Was the Punishment of the Ancient Mariner Just? See The Rime of the Ancient Mariner, VII, 29. 4. Was it Sensible for Casabianca to Remain on the Burning Ship? See Casabianca, VIII, 313. 5. Should Warren Hastings Have Been Convicted? See The Impeachment of Warren Hastings, IX, 32.



CHAPTER XV

JOURNEYS THROUGH BOOKLAND IN ITS RELATION TO THE SCHOOL—(Continued)

Nature Study

Nature study to be most valuable must be in reality the study of nature. Its beginnings are in observation and experiment, but there comes a time when the child must go to books for information and enlightenment. The purposes of nature study are to awaken a spirit of inquiry concerning things in the immediate vicinity and thence in wider fields; to develop observation, comparison and reason; to give interests that will charm the possessor through life; to introduce the elements of the natural sciences. Enthusiasts have made the study of nature the basis of all school work, the correlating force in all studies. Such an idea has merit in it, for it is certain that lessons begun in the observation of living things and the phenomena of nature speedily ramify into language, reading, geography, history, and even mathematics.

There is among some an unfortunate tendency to go too much to books for material and to seize too quickly any suggestion that leads in that direction. Yet books are valuable at the proper time and in the proper place. When facts have been learned, they may be made vital by good literary selections; when facts not accessible by observation are needed, they may be obtained through books. On the other hand, literature is full of allusions to natural facts and phenomena and may only be understood by him who knows nature. Both phases of the subject are of vital interest.

Instead of attempting any systematic outline for nature study we will here try to give help on two problems only:

First. How may nature study be broadened by the use of literature?

Second. How may the study of nature help in the appreciation of literature?

I.

In trying to answer the first question we will present first a classified list of selections from Journeys Through Bookland which are closely related to the study of nature and indicate briefly how they may be used.

A. Seven Long Selections.

In the first place, there are long selections in which there are many anecdotes and incidents which are usable in nature study. We will give partial lists of what is to be found therein, but it is well to read the whole selection and choose what is best for the occasion.

1. Tom, the Water Baby (Volume II, page 215). This is one of the most charming stories in the book, especially for young children, though older ones and even people of mature years will enjoy it thoroughly. Tom, a little chimney sweep, after perilous adventures, dies, or rather turns into a newt or eft, a water baby. His exciting life thereafter is in the waters, where he meets many of its strange denizens. The whole story is highly imaginative, humorous, and full of fine lessons, beautifully given. The more important of his adventures, from our point of view, are concerned with the following:

The Caddis Fly, pages 261-264. The Dragon Fly, pages 264-265. The Sand Fly, pages 267-269. Otters, pages 270-271, 273-274. Salmon, pages 272, 279-283. Tides, page 287. The Turbot, page 289. Lobsters, pages 292-294, 300-303. Sea Cucumbers, page 297. Great Auk, page 339. Mother Carey's Chickens (Stormy Petrels), page 344.

2. Robinson Crusoe (Volume III, page 45). Two chapters only are given from this great story, but the first, dealing with the capture and education of Crusoe's man Friday, may be worth while to read in connection with studies of savage races. It is not altogether scientific.

3. The Swiss Family Robinson (Volume III, page 99). This famous old story will be charming to children for many generations to come. It is a tale of the wonderful struggle of a family against nature. It may be a fact that it is unreasonable and impossible; that not all the seeming facts are true; that nature never plays so perfectly into the hand of man; that not all the living things mentioned are to be found in one locality. But it is clean, wholesome adventure, and the errors in it will do no harm. Many a good language lesson and many an addition to nature lessons may be drawn from it. The efforts of the family to utilize what they find, though too successful, are worthy of imitation. Some of the more interesting things met by the family are the following:

Lobsters, page 113. Oysters, pages 114, 117. Agouti, page 116, with a picture on page 116. Cocoanuts, pages 125-128. Calabash Trees, page 123. Monkeys and Cocoanuts, pages 125-128. Shark, page 138. Turtle, pages 145-149. Penguins (picture), page 152, pages 151-153. Cassava Bread, pages 154-157. Caoutchouc, page 170. Onager (Wild Ass), pages 171-174 (picture, page 172). New Zealand Flax, pages 175-176. Flamingo, page 177. Salt Cavern, pages 180-185. Herrings, pages 187-188. Gypsum, page 188. Boa Constrictor, pages 192-195. Ostrich, pages 206-215. Walrus, page 222. Hyenas, pages 227-228. Lions, pages 252-256.

4. Brute Neighbors (Volume VII, page 260) is an interesting essay by Henry David Thoreau, the most delightful of American naturalist writers. In this essay he chats familiarly about the animals that surround his cottage in the woods, and shows the closeness of his observation as well as the breadth of his general knowledge. It is a nature study in itself as a whole. Besides mention of other animals, he tells interesting anecdotes of the following:

A Wild Mouse, page 261. The Partridge, as the ruffed grouse is called in New England, pages 262-263. The Woodcock, page 264. The Fighting Ants, pages 264-268. The Loon, pages 270-274.

5. The Pond in Winter (Volume VII, page 280). This is another of Thoreau's charming essays in natural history. It contains a pretty description of the snow and ice covered pond (page 280), an account of fishing through the ice (pages 282-283), and a vivid description of the pickerel (pages 283-284).

6. Winter Animals (Volume VII, page 293) is a third one of Thoreau's essays. An analysis shows that he tells something of all the following interesting things:

I. Winter routes over lakes, pages 293-294.

II. Sounds by day and night. a. The melodious note of a hooting owl, page 294. b. The honking of a goose, page 294. c. The harsh and tremulous call of a cat-owl, page 294. d. The whooping of the ice, page 295. e. The barking of foxes, page 295. f. The feet of the red squirrel down the sides of the house, page 295. g. The discordant screams of the jays, page 298. h. The wiry note of the chickadee, page 298. i. The whirring wings of the partridges, page 299. j. The yelping of hounds, and the hunting horn (including fox hunting), pages 300-304.

III. The destructiveness of squirrels and wild mice, pages 296-297.

IV. The hares, pages 304-305.

7. Trees and Ants That Help Each Other (Volume VII, page 306) is a selection from the writings of Thomas Belt. It is an extremely interesting account of some of the curious adaptations of plants and animals to each other, as is indicated sufficiently by the title. An outline of the essay follows:

I. A species of acacia, pages 306-309. 1. Houses and feeds ants. a. Houses in thorns. b. Feeds (1) by glands and (2) by a pear-shaped appendage. 2. Ants protect trees. 3. Each seems beneficial to the other.

II. A cecropia, or trumpet tree, pages 309-311. 1. Houses and feeds ants. a. Houses in hollow stems. b. Feeds ants through herds of plant-lice that suck juices of plant and secrete honey. 2. Ants protect trees. 3. Apparently beneficial to all.

III. An evergreen shrub. 1. Houses and (probably) feeds ants. a. Houses in pouches at base of leaves. b. Probably feeds ants through the services of scale insects and plant-lice. 2. Ants protect shrubs. 3. Probably beneficial to all.

IV. Plants feeding ants, pages 311-312. 1. Orchids. 2. Passion flowers. 3. Dog rose.

B. Classified Selections

The following selections, ranging from nursery rhymes to some of the finest things ever written, may be considered available for the purpose of creating interest in nature study or of adding to a stock of knowledge already acquired. For convenience, they are classified in a general way, according to the subject-matter of which they treat:

I. Flowers and plant life: a. Nursery rhymes: (1) Daffy-Down-Dilly Has Come Up to Town, Volume I, page 47. (2) Mary, Mary Quite Contrary, I, 30.

b. Fables: (1) The Boy and the Nettle, Volume I, page 65. (2) The Fox and the Grapes, I, 135.

c. Fairy Tales: (1) The Tree, Volume I, page 301. (2) The Flax, I, 378. (3) The Fir Tree, II, 68.

d. Poems: (1) The Reaper and the Flowers, Volume I, page 410. (2) John's Pumpkin, III, 1. (3) The Potato, II, 467. (4) The Moss Rose, VI, 98. (5) The Daffodils, VII, 1. (6) To the Fringed Gentian, VII, 4. (7) To a Mountain Daisy, VII, 8. (8) The Petrified Fern, VII, 77.

e. An interesting essay: (1) A Bed of Nettles, Volume VIII, page 209.

f. See references to The Swiss Family Robinson and Trees and Ants That Help Each Other, in the earlier part of this section.

II. Birds: a. Nursery rhymes: (1) Lady Bird, Lady Bird, Volume I, page 12. (2) Higgledy, Piggledy, I, 20. (3) Poor Robin, I, 16.

b. Poems: (1) Little Birdie, Volume I, page 142. (2) The Brown Thrush, I, page 147. (3) The English Robin, II, 214. (4) Who Stole the Bird's Nest? II, 399. (5) Four Ducks on a Pond, VI, 98. (6) The Rime of the Ancient Mariner, VII, 29. (7) Ode to a Skylark, VII, 275 (8) To a Waterfowl, VII, 395. (9) The Romance of the Swan's Nest, VIII, 315.

c. Fables: (1) The Fox and the Crow, Volume I, page 64. (2) The Fox and the Stork, I, 73. (3) The Wolf and the Crane, I, 96. (4) The Lark and Her Young Ones, I, 131. (5) The Owl and the Pussy Cat, I, 339. (6) Minerva and the Owl, II, 7.

d. Fairy Story: (1) The Ugly Duckling, Volume I, page 414.

e. An Essay: (1) Owls, IX, page 229.

f. See also references to Tom, the Water Baby, The Swiss Family Robinson, Brute Neighbors, and Winter Animals, in earlier parts of this section.

III. Four-footed animals: a. Nursery rhymes: (1) Ding Dong Bell, Volume I, page 15. (2) Little Bo Peep, I, 9. (3) Old Mother Hubbard, I, 24. (4) Three Little Kittens, I, 13. (5) Baa, Baa, Black Sheep I, 8.

b. Fables: (1) The Fox and the Crow, Volume I, page 64. (2) The Ass in the Lion's Skin, I, 65. (3) The Fox and the Stork, I, 73. (4) The Gnat and the Bull, I, 70. (5) The Lion and the Mouse, I, 75. (6) The Wolf and the Crane, I, 96. (7) The Fox and the Grapes, I, 135. (8) The Bat and the Two Weasels, I, 154. (9) The Owl and the Pussy Cat, I, 339. (10) The Horse and the Stag, I, 338. (11) The Fox, the Wolf, and the Horse, I, 377. (12) The Wolf and the Lamb, I, 455.

c. Poetry: (1) The Cow, Volume I, page 106. (2) Mercy to Animals, I, 413. (3) How They Brought the Good News from Ghent to Aix, V, 335. (4) To a Mouse, VII, 5.

d. Stories: (1) A Dog of Flanders, Volume IV, page 93. (2) The Lion and the Missionary, VI, 93. (3) Rab and His Friends, VI, 99. (4) Elephant Hunting, VI, 385. (5) The Gorilla Hunt, VII, 247.

e. Essays: (1) Some Clever Monkeys, Volume VI, page 402. (2) The Buffalo, VII, 96.

f. See, also, references to Tom, the Water Baby, The Swiss Family Robinson, Brute Neighbors, and The Pond in Winter, in the earlier part of this section.

IV. Reptiles: a. Fable: (1) The Boys and the Frogs, Volume I, page 63.

b. See, also, references to Tom, the Water Baby, and The Swiss Family Robinson, in the earlier part of this section.

V. Insects: a. Nursery rhyme: (1) Little Miss Muffett, Volume I, page 29.

b. Fable: (1) The Gnat and the Bull, I, 70.

c. Poem: (1) The Spider and the Fly, III, 19.

d. Essay: (1) Trees and Ants That Help Each Other, VII, 306.

e. See, also, references to Tom, the Water Baby, in the earlier part of this section.

VI. Denizens of the water: a. Fish: (1) Salmon Fishing, Volume VII, page 285. (2) "Pickerel," in The Pond in Winter, VII, 280. (3) See, also, "Salmon," in Tom, the Water Baby, II, 272, 279-283.

b. See numerous references to Tom, the Water Baby, in the earlier part of this section.

VII. Natural Phenomena: a. Nursery rhymes: (1) Rainbow in the Morning, Volume I, page 48. (2) If All the World Were Water, I, 48.

b. Poems: (1) Twinkle, Twinkle, Little Star, Volume I, page 44. (2) The Sun's Travels, I, 68. (3) Rain, I, 110. (4) Autumn Fires, I, 394. (5) The Wind, I, 440. (6) The First Snowfall, II 403. (7) In Time's Swing, II, 481. (8) Echo, III, 286. (9) The Rainbow, VI, 91. (10) Sweet and Low, VI, 122. (11) The Cloud, VII, 257.

c. Fable: (1) The Wind and the Sun, Volume I, page 95.

VIII. Geographical in Nature: (1) At the Seaside, Volume I, page 129. (2) From a Railway Carriage, I, 198. (3) Stop, Stop, Pretty Water, I, 317. (4) Song of the Brook, IV, 60. (5) A Descent into the Maelstrom, VIII, 95. (6) Ascent of the Jungfrau, IX, 1.

II

Aid in answering the second problem may be found in the following paragraph:

A series of interesting studies may be founded on the use which authors make of nature by way of direct and indirect allusion in their works. Such lessons are the opposite of those we have been considering. Now, the literary selection is taken first, read carefully and the allusions noted and classified. It will be noticed that it is not necessary that selections used for this purpose should be new to the pupils. In fact, genuine literature has the merit of being always new, always interesting. No better service can be rendered to a child than to create in him a love for the fine things in literature. Continued, monotonous study of a masterpiece may breed dislike of it, especially if the exercises are dull and formal. But to approach an old favorite from a new direction, to look at it from a new point of view, is to lend it added charms.

A. To illustrate our method, we will use The King of the Golden River (Volume II, page 405).

1. Assignment. The leader assigns the work as follows: "I wish you to read the first section of The King of the Golden River and write in the order of their occurrence, every mention of a living thing or natural object and every allusion to them. Use the words of the story when possible, but be brief. After each put a number, to show the page of the story. Let us see who can find the greatest number and who can make the best paper."

2. Preparation. If the children work well their lists will be something like this:

a. The valley in the mountains. Page 405. (1) Snow-covered peaks; cataracts; a crag; river; circular hollows. (2) Heavy crops; high hay; red apples; blue grapes; rich wine; sweet honey. (3) Blackbirds; hedgehogs; crickets; cicadas. (4) Corn.

b. The wet summer. Page 407. (1) Hay; vines; corn.

c. A nice piece of mutton. Page 408.

d. Must be the wind. Page 408.

e. A black feather some three feet long. Page 409.

f. Like a beaten puppy's tail. Page 410.

g. Like a mill stream. Page 410.

h. Licking its chops. Page 410.

i. A gust of wind that made the old chimneys totter. Page 411.

j. Quicksilver-like streams. Page 411.

k. Like a straw in the high wind. Page 413.

l. A wreath of ragged cloud, that whirled and rolled away down the valley. Page 415.

m. A gush of rain. Page 415.

n. Howling wind and rushing rain without intermission. Page 415.

o. The room was full of water. Page 416.

p. A misty moonbeam. Page 416.

r. Like a cork. Page 416.

s. The inundation. Pages 416-417. (1) Trees; crops; cattle swept away. (2) Red sand and gray mud left in their stead. (3) Corn swept away. (4) Breezy letters. (5) Southwest Wind, Esquire.

3. Recitation. The leader's part in the recitation is to help the children to classify the things mentioned, to bring out the meaning of the figures of speech, and to see that the allusions are understood.

In writing this fine chapter, Ruskin has mentioned or alluded to the following:

a. Land and water forms: Mountains; valley; snow; peaks; cataracts; river; circular hollow; mill stream; cloud; rain; globe of foam.

b. Animals: Sheep (mutton); bird (feathers); puppy; dog (licking its chops); wolf (howling wind); cattle.

c. Plant life: Crops; hay; apples; grapes; corn; vines; straw; cork; trees.

d. Natural phenomena: A wet summer wind blowing; gushing rain; whirling clouds; misty moonbeam; floating foam; sweeping inundation; breezes (breezy letters).

e. Rock material: Quicksilver; red sand; gray mud.

f. Natural products: Crops; apples; hay; grapes; wine; honey; corn; mutton; cork; cattle.

g. Figures of speech: (In studying figures of speech, make three points in each, viz.: First, the basis of the figure; second, the translation of the figure into literal English; third, the force and beauty of the figure and its effect on the meaning of the sentence. With older children the names of the figures may be given. Illustrations of these directions will follow.)

(1) Like a beaten puppy's tail. (A beaten puppy drops his tail and drags it weakly behind him. The feather drooped down behind him and dragged limply along. The figure gives a vivid picture of the wet feather, limp and unhandsome. The figure is a comparison in the form of a simile.)

(2) Like a mill stream. (Rushing, roaring, fast and furious.)

(3) Licking its chops. (First, a dog runs out his tongue and licks his lips and the outside of his face [cheeks—chops] when he sees food brought to him. A red flame twists and waves around like the tongue of a dog. We speak of "tongues of flame" and "hungry flames devouring." Second, long streams of flame waved around and curled about the wood as they burned it. Third, how much more vivid is the picture we see of the beautiful fire. The words "rustling" and "roaring" help to strengthen the figure. This is a fine comparison, but as it is not directly expressed by the use of the words "like" or "as" we call it a metaphor.)

(4) Quicksilver-like streams. (Bright, shining, smoothly running, with metallic luster.)

(5) Like a straw in the high wind. (Rapid, uncertain, irregular motion.)

(6) A wreath of ragged cloud. (Notice the metaphor in wreath—also in ragged.)

(7) Howling wind. (A wolf howls. The figure which raises an inanimate object to the level of animate beings, or raises an animate being [a dog, for instance] to the level of a human being, is called personification.)

(8) Like a cork.

(9) Swept away.

(10) Breezy letters. (The words swept and breezy are somewhat metaphorical, though their frequent use in this manner makes the meaning almost literal.)

(11) Southwest Wind, Esquire. (Personification.)

B. A second lesson may confine itself more closely to the figures of speech. Naturally this study of figures belongs with language and literature, but the point we wish to make is one of correlation. There is a literary side to nature study, and a natural history side to literature. Many of the greatest authors have been ardent lovers of nature, and have drawn liberally on their knowledge of nature in beautifying what they have written. Many a reader, from lack of knowledge or from careless habits, passes over the most delightful things, as blind and deaf as he who sees no beauty in the wild flowers and hears no melody in the songs of birds.

For the second lesson of this character we will take the second and third chapters of The King of the Golden River, hoping to find an abundance of figures based on nature in some of its forms. We may not find many. Some writers use few. We suspect that Ruskin used them freely; as a matter of fact he was one of the greatest lovers of nature, a man who labored hard to bring art and nature together and to find a place for them in the lives of all.

We find in the second chapter the following nature figures:

a. Southwest Wind, Esquire, page 418. b. His relations, the West Winds, page 418. c. It looks more like silk, page 419. d. The hot breath of the furnace, page 420. e. Bright tongues of fiery cloud burning and quivering about them, page 420. f. A clear metallic voice, page 420. g. Like that of a kettle on the boil, page 421. h. As smooth and polished as a river, page 421. i. The prismatic colors gleamed over it, as if on a surface of mother-of-pearl, page 422. j. In order to allow time for the consternation ... to evaporate, page 424.

In the third chapter are the following:

a. Knotty question, page 426. b. Like a line of forked lightning, page 427. (This whole paragraph is a wonderfully beautiful description.) c. Rose like slow smoke, page 427. d. In feeble wreaths, page 428. e. Shrieks resembling those of human voices in distress or pain, page 428. f. None like the ordinary forms of splintered ice, page 428. g. Deceitful shadows, page 428. h. Lurid lights played, page 428. i. Ice yawned into fresh chasms, page 428. j. Fell thundering across his path, page 429. k. Rays beat intensely, page 429. l. Its lips parched and burning, page 430. m. Long snake-like shadows, page 430. n. The leaden weight of the dead air pressed upon his brow and heart, page 430. o. Shaped like a sword, page 431. p. Like a red-hot ball, page 431. q. They shook their crests like tongues of fire, page 432. r. Flashes of bloody light gleamed along their foam, page 432. s. An icy chill shot through his limbs, page 432. t. The moaning of the river, page 432. u. The Black Stone, page 432.



CHAPTER XVI

JOURNEYS THROUGH BOOKLAND IN ITS RELATION TO THE SCHOOL—(Continued)

Geography and History

The connection between geography and history on the one hand and literature on the other is most intimate. In the first place nearly all our knowledge of history must come through reading, and while we learn our geography most accurately through travel and observation, but a small part of our information comes through those channels. We read incessantly of our own country and others, we fill our minds with visions of plants, animals and the peoples of foreign lands from the facts we gather from the papers, magazines and books. If most of our facts come through reading it is no less true that most of our real interest in geography and history comes not from the facts of our text-books but from the literature we have read, the literature that clothed those facts and made them real and living. Ask yourselves what gave you your first real interest in the history of Scotland and see if your answer is not, "The novels of Scott." Again, where did you get your first adequate ideas of chivalry and the feudal system if it was not from Ivanhoe or some similar piece of literature? What makes the Crimean War a household word in the homes of two continents if it is not the deeds of Florence Nightingale and Tennyson's Charge of the Light Brigade? Who can tell most of the Battle of Waterloo, he who has read the facts of history or he who has read Byron's thrilling poem and the description by Victor Hugo? Who knows the English home as it was? He who reads Goldsmith's Deserted Village.



It is in furnishing those literary masterpieces that give life to geography and inspiration to history that Journeys Through Bookland gives the best of assistance to boys and girls in their school work. Some of its selections will give facts and many of them, but the facts form the smaller part of the contribution. History is valuable only as it enables us to understand the present, thrills us with the accomplishments of the past and teaches us how to live and act in the future. No man is so wrapped up in business that he does not heed the charm of noble deeds and fails to be moved by glorious achievement. Some histories are literature in themselves and have the inspiring quality we crave, but most of them are too dry and scientific to afford much interest to the child. So the greater part of our selections are not from the books that are called real history but from those which appeal to the imagination and stir the soul. Geographical teaching is likewise indirect in Journeys but it is none the less helpful and inspiring. To prove the truth of these statements we have only to present what the books contain and show how the selections may be used.

It does not seem wise to separate the two subjects too widely, for they are closely related and intimately interwoven in almost all reading. There are, it is true, some masterpieces that may be considered purely geographical and others that are as entirely historical, but these will be easily identified. Yet for ease and readiness in locating them we append a list of nearly one hundred selections and classify them in a simple manner:

1. Largely geographical. a. Juvenile poems with geographical allusions, or based on geographical facts: (1) The Suns Travels, Volume I, page 68. (2) Singing, I, 83. (3) Foreign Lands, I, 130. (4) At the Seaside, I, 129. (5) Old Gaelic Lullaby, I, 203. (6) Where Go the Boats? I, 256. (7) Foreign Children, I, 351. (8) Keepsake Mill, I, 349. (9) Windy Nights, II, 123. (10) Picture Books in Winter, II, 87. (11) The Child's World, II, 66.

b. Stories and poems that describe places or people in Europe and some of their customs and modes of life: (1) The Tree, Volume I, page 301. (2) The Snow Maiden, I, 257. (3) The Snow Queen, II, 124. (4) The Skeleton in Armor, V, 327. (5) Rab and His Friends, VI, 99. (6) The Governor and the Notary, VII, 20. (7) Don Quixote, VII, 431. (8) The Alhambra, VIII, 153. (9) Ascent of the Jungfrau, IX, 1. (10) The Cotters Saturday Night, VIII, 319.

c. Fanciful legends with geographical interests: (1) Why the Sea Is Salt, Volume II, page 484. (2) Origin of the Opal, II, 480.

d. A Story from Japan. (1) The Mirror of Matsuyana, Volume II, page 36.

e. A story of longitude: (1) Three Sundays in a Week, Volume VI, page 453.

f. Plants or plant life: (1) The Potato, Volume II, page 467. (2) Trees and Ants That Help Each Other, VII, 306. (3) A Bed of Nettles, VIII, 209.

g. Animal life: (1) Salmon Fishing, VII, 285. (2) Winter Animals, VII, 293. (3) Trees and Ants That Help Each Other, VII, 306. (4) Owls, IX, 229. (5) Elephant Hunting, VI, 385. (6) Some Clever Monkeys, VI, 402, (7) The Buffalo, VII, 96. (8) A Gorilla Hunt, VII, 247. (9) Brute Neighbors, VII, 260. (10) The Pond in Winter, VII, 280.

h. Natural phenomena: (1) The Cloud, Volume VII, page 257.

2. Indians and their habits. The selections are either historical or geographical or both. a. The Arickara Indians. (A description of the habits and customs of one of the western tribes.) Volume IV, page 472.

b. Reminiscences of a Pioneer. (This contains a few interesting anecdotes of Indians and many incidents of pioneer life.) Volume V, page 340.

c. Black Hawk Tragedy. (A very interesting biographical and historical sketch.) Volume VII, page 58.

d. An Exciting Canoe Race. (A story of the New York Indians at an early day.) Volume VII, page 79.

e. David Crockett in the Creek War. (An interesting account of southern Indians and their wars.) Volume VIII, page 37.

3. Biography. The selections in this group consist of anecdotal sketches, brief biographies, extracts from longer works, and a few poems.

a. Authors of the United States and of foreign countries: (1) Robert Louis Stevenson, Volume I, page 128. (2) Eugene Field, I, 242. (3) Hans Christian Andersen, II, 81. (4) Henry Wadsworth Longfellow, IV, 62. (5) Alice and Phoebe Cary, IV, 116. (6) Nathaniel Hawthorne, IV, 180. (7) Sir Walter Scott, VI, 26. (8) John Greenleaf Whittier, VII, 381. (9) William Cullen Bryant, VII, 391. (10) Oliver Wendell Holmes, VII, 398. (11) James Russell Lowell, VII, 411. (12) Washington Irving, VIII, 216. (13) Charles and Mary Lamb, VIII, 328.

b. Biblical Characters: (1) The Story of Joseph, Volume I, page 456. (2) The Story of Esther, II, 448. (3) David, IV, 274. (4) Ruth, VI, 143.

c. The author of many fables: (1) Aesop, Volume II, page 1.

d. English history: (1) Alfred the Great, Volume IV, 260. (2) Queen Victoria, VII, 152. (3) Florence Nightingale, IX, 13.

e. American history: (1) George Rogers Clark, Volume VI, page 422. (2) David Crockett in the Creek War, VIII, 37. (3) Pere Marquette, VIII, 121. (4) Abraham Lincoln, IX, 324.

f. Roman history: (1) Julius Caesar, Volume IX, page 126.

4. Myths from several sources: a. Grecian and Roman: (1) Atalanta's Race, Volume I, page 386. (2) Baucis and Philemon, I, 431. (3) The Golden Touch, II, 43. (4) The Chimera, II, 173. (5) The Story of Phaethon, II, 206. (6) The Queen of the Underworld, II, 468. (7) Cupid and Psyche, III, 365.

b. Northern Europe: (1) How the Wolf was Bound, II, 91. (2) The Death of Balder, II, 99. (3) The Punishment of Loki, II, 111. (4) Beowulf and Grendel, III, 350.

c. Miscellaneous: (1) Stories of the Creation, Volume IV, page 159.

5. Legendary heroes. The following selections give vivid ideas of the great national heroes whose reputed deeds have been an inspiration to hosts of children in many lands:

a. Scandinavian: (1) Frithiof the Bold, Volume III, page 394.

b. German: (1) The Story of Siegfried, Volume III, page 410.

c. English: (1) Robin Hood, Volume III, page 436. (2) King Arthur, V, 113. (3) Balin and Balan, V, 130. (4) Geraint and Enid, V, 148. (5) The Holy Grail, V, 207. (6) Dissensions at King Arthur's Court, V, 232. (7) The Passing of Arthur, V, 237.

d. French: (1) Roland at Roncesvalles, Volume III, page 460.

e. Spanish: (1) The Cid, Volume IV, page 9.

f. Greek: (1) The Death of Hector, Volume IV, page 364. (2) Ulysses, IV, 398.

g. Roman: (1) Horatius, Volume VI, page 1.

6. Historical tales, poems, and selections of different kinds and varying degrees of difficulty:

a. Northern Europe: (1) Holger Danske, Volume II, page 377. (2) Make Way for Liberty, VII, 172. (3) Marco Bozzaris, VIII, 90.

b. France and Napoleon: (1) Incident of the French Camp, Volume IV, page 174. (2) Battle of Ivry, VIII, 76. (3) Herve Riel, VIII, 168. (4) The Battle of Waterloo, VIII, 176. (5) The Battle of Cressy, IX, 161.

c. Classic lands: (1) The Wooden Horse, Volume IV, page 383. (2) The Battle of Thermopylae, VIII, 81. (3) The Death of Caesar, IX, 126. (4) The Death of Caesar, IX, 143. (5) Julius Caesar, IX, 155.

d. British Isles: (1) Chevy Chase, Volume IV, page 312. (2) The Ballad of Agincourt, V, 95. (3) Some Children's Books of the Past, V, 101. (4) The Rise of Robert Bruce, V, 278. (5) Bruce and the Spider, V, 314. (6) The Heart of Bruce, V, 316. (7) The Tournament, VI, 38. (8) Bannockburn, VII, 15. (9) The Charge of the Light Brigade, VII, 147. (10) The Recessional, VII, 164. (11) The Battle of Trafalgar, VIII, 284. (12) Casabianca, VIII, 313. (13) The Impeachment of Warren Hastings, IX, 32. (14) The Battle of Cressy, IX, 161. (15) The Battle of Hastings, IX, 330.

e. United States: (1) The Pine Tree Shillings, Volume IV, page 192. (2) The Sunken Treasure, IV, 199. (3) The Hutchinson Mob, IV, 208. (4) The Boston Massacre, IV, 217. (5) The Landing of the Pilgrim Fathers in New England, IV, 197. (6) Sheridan's Ride, IV, 223. (7) Henry Hudson's Fourth Voyage, V, 254. (8) Reminiscences of a Pioneer, V, 340. (9) Braddock's Defeat, V, 379. (10) The American Flag, V, 396. (11) Stonewall Jackson's Way, V, 400. (12) The Capture of Vincennes, VI, 428. (13) The Old Continentals, VII, 175. (14) America, VIII, 60. (15) The Fall of the Alamo, VIII, 141. (16) The Knickerbocker History of New York, VIII, 224. (17) The Battle of Saratoga, IX, 176. (18) The Gettysburg Address, IX, 321.

f. America, outside of the United States: (1) The Buccaneers, Volume V, page 359. (2) Captain Morgan at Maracaibo, V, 365. (3) Ringrose and His Buccaneers, VIII, 1. (4) The Retreat of Cortez, VIII, 63.

The object of teaching geography and history is not solely that children may acquire a collection of facts. Too often the lessons in these branches consist merely in memorizing text books, in learning long descriptions, in the study of meaningless maps and in the listing of political and military events in chronological order. The value of such work is comparatively small, and the studies cannot be considered profitable. If, however, children are taught to know and understand people, their habits and modes of life; if they learn geographical facts in their relation to humanity, to study events in the relation of cause to effect, to seek for truth and the meaning of things, then nothing is more productive of good than the teaching of geography and history.

If we accept as true the foregoing statements, then methods of teaching the subjects become clear as we think of them. It is evident that early lessons should be designed to create interest:

(1) In the world of things immediately around us; in the land and what grows and lives upon it; in the water, its relation to the land, its motions, and the life that it contains; in the air, its phenomena and its denizens; in human beings, their feelings and all their activities.

(2) In the great earth as a whole and its parts; in foreign animals and plants; in humanity in other lands.

It appears that so broad an outline as the one just given can never be filled in, that the study of geography and history, the study of the world and its peoples, can never be completed. If such is the case, it follows that the teacher who creates the most vital interest in the subject, who leaves with her pupils the most ardent desire to study and know, has been of greatest service to them.

Now, the great interests of life have their inception in early years when the mind is active, curiosity strong, and instruction accepted without question. Then should be created that abiding interest which will make good students of geography and history, good citizens, good men and women. If too many formal lessons are given them, and pupils are set to work at dreary tasks and are asked to memorize dry facts, it is probable that they will never become good students. How, then, shall an abiding interest be created?

The entrance to the field of geography is through nature study, which is discussed elsewhere under that title. For the first two years of a child's school life he will hear nothing of geography, and even in the third year there will be little formal reference to it, but all the time he is quietly mastering facts and developing interests that are geographical in their character.

When systematic lessons begin, there should be presented only real facts and genuine things, that bear some close and direct relation to ourselves and that should be matters of personal observation, as far as possible. Day and night in summer and winter, the seasons, the weather, wind, rain, snow, sleet, foods, clothing, the occupations of the neighborhood, the brooks and bodies of water about the school, hills, valleys, plains, plants and animals of the locality, each in turn serves its purpose. We cannot here show how these various subjects should be treated, but to illustrate the use of literature in elementary geography lessons we will present an outline on a single subject. New possibilities will be seen in every direction if frequent use of the list given above is made in finding suitable selections.

If we choose the wind as the subject of our model lesson, we may be sure to cover several recitations that will lead us into reading, nature study and language (oral and written). It is a subject that encourages wide correlation. The outline might be the following:

1. Purpose of the Lesson. To teach the following facts: a. That air occupies space.

b. That wind is air in motion and has force.

c. The directions and names of winds.

d. The uses of winds.

2. Experiments and Observation. a. Take an empty bottle and thrust it squarely, mouth down, into water. Does the water rise in the bottle? (Only a little way.) Why? (It can't get in. There is air in the bottle.)

b. Raise the bottle slowly and tip it slightly so that a part of the mouth is above the water, then push it horizontally into the water. Does the water go into the bottle now? (Yes.) Why? (Because there is no air there to keep it out.) How do you know? (I saw the air coming out in bubbles.) Why didn't the air come out when we pushed the bottle down the first time? (The water was too heavy; it held the air in.)

c. Hold your hand close in front of your mouth and blow. Can you feel anything? (Yes; the air strikes my hand.) When you are out in the wind can you feel it? (Yes; it pushes against me.) Can it push hard? (Yes; sometimes it pushes over trees and houses.) What is the wind? (It is air moving.)

d. Is the wind blowing today? Did it blow yesterday? From what direction is it (was it) blowing? How do you know? (I saw trees bending away from it. I felt it pushing from that side. It came in at that window. The vane on the church steeple pointed that way.)

e. When a wind comes from the South, what do we call it? (South wind.) When a wind blows from the North what do we call it? (North wind.) What wind brings cold weather? (North.) What wind brings warm weather? (South.) What wind brings long spells of rainy weather? (East.) What wind brings showers and thunderstorms? (South and West.) What winds prevail in summer? (South and West.) What winds prevail in winter? (North.)

f. What work have you seen the wind do? (Turn windmills; sail boats.) Have you seen it do any work for us here? (Yes; it drives the clouds that bring us rain. It drives away stormy clouds.) Can't you think of something else? (It scatters seeds of plants. It shakes nuts from trees. It helps melt snow and ice. It keeps the air clean and pure.)

3. Literature. a. As an introduction to the lesson or in preparation, give the first two stanzas of that beautiful poem by W. B. Rands, The Child's World (Volume II, page 66).

b. In considering the strength of the wind, there is a fine opportunity to introduce the fable The Wind and the Sun (Volume I, page 95).

c. Robert Louis Stevenson's verses, Windy Nights (Volume II, page 123), are entertaining and give an opportunity for nice explanation.

d. In the same light as the preceding selection may be regarded the imaginative verses by the same author, The Wind (Volume I, page 440).

e. In The King of the Golden River (Volume II) is a humorous personification of the southwest wind. It is strikingly true of the nature of that wind. The description begins on page 408, and a second appearance of the wind is chronicled on page 415.

f. Finest of all the selections for this topic is Tennyson's exquisite lullaby, Sweet and Low (Volume VI, page 122). This is well worth memorizing.

If we wish a model for a history lesson, the following will answer:

One of the interesting characters in history is King Alfred of England, and in the sketch of him (Volume IV, page 260) are facts enough for several elementary lessons in history. The outline for teaching might be as follows:

1. Preparation. a. Read the article above referred to, and such other material concerning Alfred as can be found.

b. Select two incidents for story telling and prepare them for recital. (See articles on Story Telling in this Volume.)

2. Presentation. a. Tell the first story (page 260). It might be given in this form:

"More than a thousand years ago, Alfred, the youngest of the four sons of the king, was born. He was a fine lad and the favorite of his parents, but when he was twelve years of age he had not yet learned to read. This is not so strange, when we stop to think that it was long before people knew anything about printing, and every letter in every book had to be slowly made with a pen.

"This made books very expensive and rare, so that only a few people could own even one. Still, you have no idea how beautiful some of those books were. They were written on thin, fine-grained leather called parchment, and were beautifully decorated in colors. The capital letters which began paragraphs, and sometimes all the capital letters, were made large, in fanciful shapes, and all around them were painted flowers, birds, human beings, or pretty designs, so that each letter was a beautiful picture in itself. Then in the margins, above the titles, at every place where there was no writing were still other delicate designs. Some of those wonderful old books are still in existence, and people go long distances to see them. They are more valuable now than ever, and most of them are safely guarded in museums.

"One day Alfred's mother was reading to her children, from one of those beautiful books, some fine poems which the Saxons had written. The boys all became very much interested in the rich little paintings that decorated it. The mother pointed out its beauties and told the boys how carefully the artists had worked and how long it had taken them to do it.

"'Did you ever see its equal?' she asked.

"'No,' replied the oldest boy, 'I have not seen anything like it. I wish I had one like it.'

"'Boys,' said the mother, 'this is one of the greatest treasures I have, and I would not like to part with it. Yet I love my boys better than the book, and I want them to learn to read. So this is what I will gladly do: I will give this book to the first of you who comes to me and shows that he can read it understandingly.'

"'It is my book, for I can read some already,' said the oldest.

"'But I can work harder than you, and I will learn faster,' said the second.

"'I learn more easily than any of you,' the third boy added. 'I feel sure I shall win the book.'

"Alfred said nothing, but as soon as his mother had ceased to read he hurried away, found a wise man to teach him and began immediately to work with great diligence. It was not long before he began to read for himself, and before his brothers had made much progress Alfred went to his mother.

"'I think I can read the book,' he said.

"'I do not think you have had time to learn. You are hurrying too much. You should study more,' his mother replied.

"'But, mother, please let me try,' pleaded Alfred.

"The mother yielded and Alfred brought the big book to her and laid it on her knee. Then he opened it at the beginning and with very few mistakes read poem after poem. His mother was more than satisfied, and when Alfred left the room he was hugging the elegant book and carrying it to his part of the castle.

"This was only the beginning, for Alfred became the greatest scholar and the wisest king the Saxons ever had. He made just laws, he ruled kindly, he founded schools, and he tried in every way to make his subjects better, wiser and happier. Do you not think it all began in his love for the beautiful look?"

3. Recitation.

Ask questions and make the children see in the story:

a. (The Introduction.) The first general facts about Alfred.

b. (The Body of the Narrative.) The story of how Alfred learned to read.

c. (The Conclusion.) Alfred wins the prize and becomes a great ruler.

Then ask them to tell the story in their own words.

Finally ask them to write the story for a composition.

4. Additional Information. Find out what other things about Alfred are already known to the class. Then tell the story of Alfred and the cakes (page 261); of his battles with the Danes under Guthrum (page 262); of his war with the Danes under Hastings (page 263); of his work for his people (page 264); and of his plans and inventions (page 265).

5. Supplementary Readings. If the lessons on Alfred have been well conducted, interest will have been created in a variety of subjects relating to early English history. The Saxons, their mode of life, armor, weapons, manner of warfare, laws and customs; the Danes and their characteristics; the rulers who followed Alfred; the formation of the English nation, are topics that readily suggest themselves.

* * * * *

More or less closely connected with these lines of thought are the following selections in Journeys Through Bookland. Interest may be deflected in any direction. If the selections are too hard for the class to read, tell the stories in simplified form:

1. The Legends of King Arthur (Volume V, beginning on page 113).

2. The Attack on the Castle (Volume IV, page 322).

3. The Battle of Hastings (Volume IX, page 330).

4. Beowulf and Grendel (Volume III, page 350).

5. Chevy Chase (Volume IV, page 312).

6. Frithiof the Bold (Volume III, page 394).

7. The myths of the Northland, viz.: How the Wolf Was Bound (Volume II, page 91); The Death of Balder (Volume II, page 99); The Punishment of Loki (Volume II, page 111); and part of Stories of the Creation (Volume IV, page 159).

8. A Norse Lullaby (Volume I, page 246).

9. The Tournament (Volume VI, page 38).

10. The Skeleton in Armor (Volume V, page 327).

It will be noticed that while this outline is given for use with young children, it easily may be adapted to the use of older ones and may lead into a wide course in historical reading.

The textbook in history is necessarily brief and really little more than an outline of events. In many instances the book gives too much space to battles, sieges and military movements and too little to the conditions of life, to manners, customs and causes and effects of events. Yet the textbook is a valuable guide and enables anyone to present the subject logically and to systematize what is learned, if nothing more.

What a wide range of subjects is covered in the study of history! What abundance of material for study is required! Dates must be learned and events arranged chronologically; maps must be studied, fixed in mind and made of real value by a comprehension of the things they are supposed to represent; military events must be understood in relation to the causes that lead to them and the results that follow. Some few battles or campaigns must be made vivid enough to give an idea of the expense, the labor, the suffering and the horrors involved in war; government, educational and religious institutions, religious and social customs and financial methods must be studied; industries and amusements, the lives of the people, food and food supplies, the production of clothing and building material must be examined; in fact, each one of the multiform interests of humanity may be a fair topic for study at some time in the history class.

Methods of instruction must be as varied as the subject-matter. Sometimes drill is necessary to fix facts; again it is necessary to encourage the observation and study of persons, things and events about us; a third time, wide research and extensive reading are demanded; again, the feelings must be aroused, sentiment and enthusiasm encouraged, patriotism taught.

There is material for many of these exercises in Journeys Through Bookland.

As a type of study for the military campaign, we might take Burgoyne's campaign in the Revolution. From the textbook we may learn certain facts and encourage the pupils to group them as follows:

Burgoyne's Campaign.

1. Conditions prior thereto: a. The British occupied only New York and Newport.

b. They understood the natural highway that existed along Lake Champlain and the Hudson River from the Saint Lawrence River to New York.

c. They resolved to establish a line of military posts along this highway.

2. Plan of Campaign: a. General Burgoyne was sent to Canada with 4,000 British regulars and 3,000 Hessians.

b. Canadians and Indians to the number of 1,000 joined the troops under Burgoyne.

c. St. Leger was sent to Oswego to descend the Mohawk, capture Fort Stanwix and join Burgoyne.

d. Burgoyne was to go through Richelieu River and Lake Champlain by boats; thence march to New York by land.

3. American Troops in Opposition: a. General St. Clair with 3,000 men at Ticonderoga.

b. General Schuyler with about 3,000 men on the Hudson.

4. Burgoyne's Advance: a. The trip to Ticonderoga made and the Americans dislodged from the fort.

b. The skirmish at Hubbardton was successful, but the Americans were not captured, and the delay to Burgoyne enabled St. Clair to join Schuyler.

c. The march to the Hudson was full of difficulties and discouragements: (1) Obstructed roads; destroyed bridges. (2) Inadequate supplies. (3) Deserting Indians. (4) Leaving a third of his troops at Ticonderoga.

d. The Expedition against Bennington: (1) Colonel Baum sent to take supplies from the Americans there. (2) Met General Stark with a force outnumbering him two or three to one. (3) Rain delayed battle, and British entrenched. (4) Baum surrounded; his force captured or killed, including a relief party under Riedesel.

e. St. Leger's Campaign. (1) Unsuccessful battle at Oriskany. (2) St. Leger retreated and disappeared from the region after a flight induced by a ruse invented by Benedict Arnold.

5. Burgoyne's Surrender. a. He attempted to cut his way through the lines of the American troops which surrounded him.

b. Crossed the Hudson and met the Americans at Bemis Heights; defeated.

c. Defeated at Freeman's Farm.

d. Surrendered October 17, 1777.

6. Effects of the Surrender. a. Gave the Americans many arms and munitions of war.

b. Gave the Americans greater confidence in themselves and their cause.

c. Caused great discouragement to the British, both at home and in the colonies.

d. Established the prestige of the American cause in Europe.

e. Secured the assistance of France.

f. Probably was the most influential single campaign in the war and largely instrumental in enabling the colonists to win.

The preceding outline is the framework for the study of one military campaign. In a school it would be the basis for topical recitations, but in itself it has neither interest nor vitality. The main points should be memorized so that facts learned subsequently may be logically arranged. When the general outline is mastered, teachers and pupils begin to fill in details from all available sources and create in the minds of the pupils vivid pictures of the scenes, a thorough understanding of the course of events, and a lively realization of the effect of this remarkable episode of a great war. At home it may be used in a similar manner.

To further assist in this instance and to furnish a type or model for succeeding studies, we will traverse the outline again, showing what may be done with it and how literature may lend its aid to the study of history. In Journeys Through Bookland we have a long extract from The Battle of Saratoga by Creasy (Volume IX, page 176). This will be the source of much of our information, and there are explanatory footnotes of considerable value. We reproduce here only the indices of the original outline:

1. a, b and c. A good outline map of the colonies is necessary. It must show the location of bodies of water, natural thoroughfares, cities and forts. The map should be made for the purpose and contain no details beyond those necessary for an understanding of this campaign. A second map showing a strip of country from the Saint Lawrence to New York and wide enough to include all the operations of the armies should contain more detail and be used frequently as the study proceeds. It may be well for each child to draw this region in outline and fill in the details as his study proceeds. Read page 177, Volume IX.

2. a, b, c and d. Read pages 180-182, Volume IX.

3. a and b. Pages 182-183, Volume IX.

4. a and b. Pages 181-182, Volume IX. The quotation from Burke, Volume IX, pages 183 and 184, and the following paragraph are interesting accounts of the feeling in England and America over the apparent successes of Burgoyne.

c. The causes of the increased efficiency of the Americans and the bitterness with which the British were regarded by the colonists is explained on pages 184 and 185 of Volume IX.

Something of the nature of the Indian allies may be gained from the story, An Exciting Canoe Race (Volume VII, page 79).

A stirring poem, to be read in this connection, is The Old Continentals (Volume VII, page 175).

5. a, b, c and d. The final days of the campaign and the surrender are described on pages 193-200, Volume IX. In using this, bring out the following points not made in the original outline:

The near approach of Clinton and the message from him. What must Burgoyne have felt when he received the message! Put human interest into the tale.

The character of Burgoyne, Gates and Arnold, as shown by their acts.

The Germans (Hessians) in the campaign.

The burial of General Frazer.

The condition of the British troops when they surrendered.

The terms of surrender.

Gates's message to Congress.

6. a, b, c, d and e. See, in this connection, pages 198 and 199 of Volume IX.

The Soldier's Dream (Volume VII, page 170) is a good poem to read for the purpose of exciting sympathy for the soldiers.

The Picket Guard (Volume VII, page 177) is useful in a similar way, though written in connection with another war.

The American Flag (Volume V, page 396) may be used here. Did the American soldiers carry the flag of the United States at the time of the battle of Saratoga? If not, what flag was borne? Did the "United Colonies" have a flag?

By consulting the tabulated list of selections useful in history classes you may find other things of interest. Care should be taken, however, not to cloud the main purpose of the lessons by the introduction of too much literary matter.

* * * * *

Before leaving the subject of history and geography we urge upon those who wish to work with children, a careful perusal of the sections entitled Close Reading in this volume.



CHAPTER XVII

JOURNEYS THROUGH BOOKLAND IN ITS RELATION TO THE HIGH SCHOOL

Introduction

All high school students are expected to be well grounded in good literature. It is part of every well planned course of study and the basis of much of the work in every year. Yet very few high schools are able to furnish the material for every student to read, and often the methods of instruction are inadequate to the large classes or fail in character and execution. There is contained in Journeys practically all the real literature that is necessary for the foundation of a broad culture, and though much of it is simple and elementary, it is no less interesting and valuable. As a matter of fact, few high school students have ever read the simpler classics in a manner that brought to them the full message of the selections. Accordingly the most elementary things are often the newest and the most valuable. The simplest of the nursery rhymes, as may be seen by the comments and explanations given in another part of this volume, are full of interest to high school boys and girls, and in not a few schools form the basis of many serious lessons. The fables, the myths and the literature of the legendary heroes are not only interesting, but are of sufficient breadth in meaning to justify hard work on the part of anyone who has not already mastered them. It is a mistake to think that the simple things do not interest young men and young women. The people who scorn the elementary literature of nursery rhymes, fairy tales and fables are the immature boys of thirteen or fourteen years to whom everything juvenile seems beneath their dignity and newly acquired independence.

The reader of Journeys will notice, however, that the quantity of matter that may be called really juvenile is small in comparison with the grand total. As a matter of fact, the selections of the last six volumes are worthy the reading by anyone, old or young, at any time, and to be fully appreciated they must be read with care and discrimination by everyone. The sixth, seventh, eighth and ninth volumes are all high-class literature for adults as well as young children and the studies are worthy a place in any high school.

The older a person grows the more he loves the things that were a delight to his childhood and the more keenly he realizes his loss if he never had the opportunity to become well acquainted with the great masterpieces that have been the comfort and inspiration of such countless thousands of people. Men and women of judgment never criticize the selections in Journeys on the ground that they are too simple or are childish. Good literature never dies, never loses its interest. It lives in a day-by-day intimacy with every one of its acquaintances, and the love for it increases year by year for everyone who will listen to its teachings.

Doubtless some high school students will be glad to have pointed out to them more in detail the things which are especially applicable to their work in school and which will help them in the mastery of the subject so that their school work will be made easier and they may raise their rank in the eyes of their teachers and companions.

A

Nearly all of the studies in the other volumes and all of them in this volume are of value to high school students. If they are not difficult enough to cause work they at least suggest ways of reading that will be valuable. In the ten volumes the studies are scattered so that young children may not see too much of the machinery of instruction as they read. On the other hand the high school student wants the material systematically arranged and easy of access.

Accordingly the following arrangement of the studies in this and the other volumes of Journeys will be of assistance:

I. Studies in Character: (1) Cinderella, Volume I, page 224. (2) The Hardy Tin Soldier, X, 158. (3) Rab and His Friends, X, 177.

II. Studies in plot: (1) The Snow Queen, Volume II, page 124. (2) The Gold Bug, IX, 232. (3) Cinderella, X, 150.

III. Studies in description: (1) The King of the Golden River, Volume II, page 405. (2) The Reaper's Dream, VII, 345. (3) The Recovery of the Hispaniola, VII, 352.

IV. Method of analysis: (1) The Gettysburg Address, Volume IX, page 321. (2) Braddock's Defeat, X, 227.

V. General studies involving several or all of the main points: (1) Incident of the French Camp, Volume IV, page 174. (2) The Tempest, VIII, 468. (Extensive studies following the drama.) (3) The Passing of Arthur, X, 214.

VI. Studies in rhyme, meter and melody: (1) The Country Squire, Volume VI, page 474. (2) To My Infant Son, VI, 478. (3) The Daffodils, VII, 1. (4) The Old Oaken Bucket, VII, 11. (5) Bannockburn, VII, 15. (6) Boat Song, VII, 17. (7) The Bugle Song, X, 287.

VII. Studies in interpretation, giving various methods and considering different phases of the subject: (1) Christmas in Old Time, Volume VI, page 356. (2) The Recessional, VII, 164. (3) The Cubes of Truth, VII, 406. (4) America, VIII, 60. (5) A Descent Into the Maelstrom, VIII, 95. (6) Dream Children, VIII, 335. (7) The Vision of Mirza, IX, 285. (8) Pippa Passes, IX, 293. (9) Rab and His Friends, X, 225. (10) The Reaper and the Flowers, X, 272. (11) Adventures in Lilliput, V, 8. (12) David Crockett in the Creek War, VIII, 37. (13) The Impeachment of Warren Hastings, IX, 32. (14) A Christmas Carol, VI, 244.

VIII. Biographical sketches of authors, suitable for class use: (1) Robert Louis Stevenson, Volume I, page 128. (2) Eugene Field, I, 242. (3) Aesop, II, 1. (4) Hans Christian Andersen, II, 81. (5) Henry W. Longfellow, IV, 62. (6) Alice and Phoebe Gary, IV, 116. (7) Nathaniel Hawthorne, IV, 180. (8) Jonathan Swift, V, 1. (9) Sir Walter Scott, VI, 26. (10) John Howard Payne, VI, 221. (11) John Greenleaf Whittier, VII, 381. (12) William Cullen Bryant, VII, 391. (13) Oliver Wendell Holmes, VII, 398. (14) James Russell Lowell, VII, 411. (15) Elizabeth Barrett Browning, VII, 419. (16) Washington Irving, VIII, 216. (17) Charles and Mary Lamb, VIII, 328. (18) William Shakespeare, VIII, 468.

B

The assistance that literature may give in reading, language, nature study, history and geography is set forth at length in other chapters of this volume, and the high school student is earnestly requested to examine those chapters carefully and utilize whatever appeals to him in his studies. Especially are the chapters on reading and language valuable. Usually the greater part of the criticisms passed upon high school work is aimed against weaknesses in English. No small portion of this criticism is just, and it comes to a considerable extent from the fact that theme work is usually assigned on subjects so abstruse and so far beyond the ready appreciation of the student that the youthful writer is more concerned in finding out what he is to write than in thinking how he shall write. The result is a carelessness that brings errors in construction and an entire lack of clearness and elegance in expression. Even the older pupils can learn more from writing upon simple subjects where the material is easily obtained and is in itself interesting than from the usual difficult and uninteresting subjects.

The close analysis of a masterpiece gives fine models of expression and furnishes the best of material for discussion. The use of capital letters and punctuation marks, spelling and the choice of words are all subjects for study and are all learned best from good models, such as are found in the masterpieces of literature. Students will soon learn that the rules of grammar are not always so hard and fast as they appear and that the practice of authors and publishers varies in minor things, especially in the use of commas and capital letters.

Some studies of special interest that may be based upon the masterpieces in Journeys will be given below. Many of the stories, poems and essays are accompanied by notes, queries and comments that will assist in making the studies profitable. Several good lessons may be derived from each topic and may be pursued at greater length by research in the volumes of reference in the school or public library.

Look in the Index of the tenth volume for the following topics and then find in the proper volumes the several selections named in the Index:

I. Ballads. Eight of the old English ballads and five more modern imitations are given. They are virile poems; simple, direct narratives. The old ones show the peculiarities of the old style English diction before poetry had been refined, while the later ones, breathing still the fire and originality of the earlier, are more polished and show the greater skill and accomplishments of the poets. The old ballads sprang spontaneously from the race, and doubtless many minds contributed to their phraseology, for they were sung and recited and passed on from mouth to mouth for generations before they were fixed in their present form.

II. Essays. In the list of essays (fourteen) are some of the most exquisite ever written and others that are full of information and inspiration. Dream Children is a perfect prose lyric; Some Children's Books of the Past is an extremely interesting essay of the informational class. Besides the essays listed in the Index there are other selections in essay form that may be studied with profit. Here are some of them:

1. Abraham Lincoln, Volume IX, page 324. 2. The Arickara Indians, IV, 472. 3. The Buffalo, VII, 96. 4. Alfred the Great, IV, 260. 5. The Battle of Cressy, IX, 161. 6. The Battle of Hastings, IX, 330. 7. A Bed of Nettles, VIII, 209. 8. Brute Neighbors, VII, 260. 9. The Buccaneers, V, 359. 10. Stories of the Creation, IV, 159. 11. Trees and Ants That Help Each Other, VII, 306.

III. Fables. The names of more than thirty fables are given in the list. Comparative study of these fables, considering the animals most frequently mentioned, the correctness and naturalness of the traits ascribed to the different animals, the moral precepts inculcated by the fables, etc., will be found interesting and profitable.

IV. Fairy Lore and Folk Lore. Though fairy stories may have lost their intrinsic interest for high school students, the teacher will find in the collection given here the material for many a study. What merits keep the old stories alive and make them perennially fascinating to children of all nations? Which stories are the better for children, those of Hans Christian Andersen or those of the Brothers Grimm? What are the particular merits or demerits of each class? How do the stories by the latter writers compare in originality and beauty with the older stories? What comparisons can be made between The Ugly Duckling and The King of the Golden River? What merits has Cinderella over Bluebeard? What is the effect of Jack the Giant Killer and stories of that kind on the minds of young people?

V. Fiction. Look under the subtitles for the long list of stories suitable for study when the class is dealing with fiction.

VI. Legendary Heroes. What can be more interesting than a study of these characters from the borderland of history? These great figures come forth from the shadows of the past and move before us like living men: Beowulf, the Saxon; Frithiof, the Norse hero; Siegfried, the German; Roland, the French knight; The Cid, Spain's greatest warrior and gentleman; Hector and Ulysses, the Greeks; King Arthur and his knights from England; Horatius, the Roman, and Sohrab, the Persian.

The literature of the Arthurian legends as given in Journeys, where they cover about 150 pages, is a cycle of great importance to every high school student. The selections concerning Arthur form a series of narratives which, though from different sources, give a vivid picture of the great knight and his times. The cycle is in volume V and the titles are:

a. Arthur Made King, page 117.

b. Arthur Weds Guenevere; The Round Table, page 119.

c. Arthur and Pellinore, page 122.

d. Arthur Gets Excalibur, page 127.

e. Balin and Balan, page 130. (The stories given so far were written expressly for Journeys, but all have followed rather closely the relation of Malory.)

f. Geraint and Enid, page 148. (This is one of the most popular of Tennyson's Idyls of the King. The poem is given complete.)

g. The Holy Grail, page 207. (1) The Knighting of Sir Galahad, page 208. (2) The Marvelous Sword, page 209. (3) Galahad and the Siege Perilous, page 212. (4) Galahad draws the Sword of Balin Le Savage, page 213. (5) The Holy Grail Appears, page 214. (6) Galahad Gets His Shield, page 217. (7) The Grail Achieved, page 222. (The story of the search for the Holy Grail, which is taken from the narrative of Sir Thomas Malory, retains his quaint and charming style. The only material changes are in paragraphing and the use of quotation marks.)

h. Dissensions at King Arthur's Court, page 232. (This was written for Journeys, to cover the interval between the achievement of the Grail by Sir Galahad and the death of Arthur.)

i. The Passing of Arthur, page 237. (This is Tennyson's beautiful poem given in full. It describes the last days of Arthur's reign and the strange story of his death.)

VII. Lyrics. This topic gives the titles of about fifty beautiful lyrics.

VIII. Myths. Twelve titles showing stories from the mythology of different nations. Many of the articles have explanatory comments and, though stories and notes are intended primarily for young children, the whole offers a good introduction to a more extended study of mythology.

IX. Don Quixote. The five adventures related give a good idea of the nature of the book and are sufficient for reference when the history class is studying chivalry.

X. Odes. These seven of our finest odes will please the class in literature.

XI. Poetry. Look up the sub-titles for names of poems.

XII. Wit and Humor. It is not always easy to find what is wanted for class study under this head. The selections given are amusing, but at the same time most of them have real literary value, as well, and are worth study.



CHAPTER XVIII

RECITATIONS AND SPECIAL DAYS IN SCHOOL

Whoever has had charge of young children who are in attendance at school has been many, many times worried in trying to answer for them the oft-repeated request "Where shall I find a piece to speak?" Every volume of Journeys Through Bookland has a large number of selections suitable for this purpose. All of them may be found readily by consulting the Index at the end of the tenth volume, when the name is known or the nature of the selection is understood, or by examining the table of contents at the beginning of each volume when no intimation of title or subject has been given.

It has become customary in most schools to observe with appropriate exercises certain notable days. Thanksgiving, Christmas, Memorial Day, Flag Day, Arbor Day, and Bird Day have their own peculiar functions and for each there is a different style of observance. Recitations, songs, readings, stories, help to make up the programs, and upon the parent often falls most of the burden in selecting material. In many states the Department of Education issues beautiful circulars on some of these special days, and from them the teacher draws some of her material and forms her program for the occasion. Yet when the one or two days for which material has been provided have passed there come a number of others which make their demands. Besides those mentioned, there are the birthdays of our great patriots and literary men and the general exercises at other times for which no special provision has been made. For the busy parent, teacher or pupil, Journeys Through Bookland provides an almost inexhaustible supply of excellent things, most of which may be found readily through the Index. Moreover, the selections are from the best literature for children, from that which they should know, so that the tired and harrassed mother need not worry for fear that the children are filling their minds with useless things.

It does not seem worth while to give long lists of selections appropriate to special days, as things are well classified in the Index in the tenth volume. Yet to show more fully how Journeys Through Bookland may be used, the following suggestions are offered:

I. BIRD DAY. Besides many other selections that are usable in different grades, the following seem peculiarly appropriate:

1. The Fox and the Crow, Volume I, page 64. (This and the other fables mentioned below may be repeated as given or, better, may be told by a pupil in his own words.) 2. The Fox and the Stork, I, 73. 3. The Wolf and the Crane, I, 96. 4. The Lark and Her Young Ones, I, 131. 5. The Brown Thrush, I, 147. 6. The Owl and the Pussy-cat, I, 339. 7. Minerva and the Owl, II, 7. 8. The Sparrow and the Eagle, II, 8. 9. Who Stole the Bird's Nest? II, 399. 10. The Barefoot Boy, IV, 3. 11. Ode to a Skylark, VII, 275. 12. (See also the lists of articles relating to birds, given under the section devoted to Nature Study in this volume.)

II. MEMORIAL DAY. A few of the selections suitable for this occasion are the following:

1. Sheridan's Ride, Volume IV, page 223. 2. The American Flag, V, 396. 3. "Stonewall" Jackson's Way, V, 400. 4. Breathes There the Man, VII, 151. 5. For A' That and A' That, VII, 149. 6. How Sleep the Brave, VII, 151. 7. The Picket Guard, VII, 177. 8. The Gettysburg Address, IX, 321. 9. Abraham Lincoln, IX, 324. 10. (See also in the Index the titles under the words Patriotism and History.)

III. CHRISTMAS. There are at least three selections dealing specifically with Christmas, while many others are appropriate to the time:

1. A Visit from St. Nicholas, Volume II, page 202.

2. A Christmas Carol, VI, 244. (This may be made the basis of a very interesting afternoon. Parts of the story may be told briefly, parts may be read in full, parts recited and parts given as a dialogue. Thus the spirit of Christmas cheer and good will that animates this beautiful story may be communicated to the pupils in the pleasantest of ways and one that will be remembered.)

3. Christmas in the Old Time, VI, page 356.

IV. BIRTHDAYS. In the Index will be found the names of a number of great men and women of whom there are biographical sketches and from whose writings quotations have been made. Each of these may be made the subject of a general exercise at an appropriate time.

V. DRAMATIZATION. Many a poem or story may be put into dramatic form with very little effort and thus furnish an exercise for several pupils at the same time. The descriptive parts may be read by a pupil not in the dialogue or may be omitted. In the latter case, acting may fill the void or the narrative may be made into conversation between the characters. Some rearrangement may be necessary and a little change in phraseology may be needed. Such adaptations the pupils may make themselves. The following scenes may be used by pupils of different ages:

1. The description of the attack as given by Rebecca to Ivanhoe. (See The Attack on the Castle, Volume IV, pages 324 to 338.) By costumes and good acting this may be made a very effective scene.

2. A few boys will enjoy rendering the conversational parts of The Heart of Bruce (Volume V, page 316) while a girl reads the descriptive lines of the ballad.

3. By making some changes in the text and putting into direct discourse some of that which Dickens has written in indirect discourse, a capital Christmas sketch may be made from the Christmas doings at the Cratchit home. (See A Christmas Carol, Volume VI, pages 303 to 312.)

4. Limestone Broth (Volume VI, page 467) can be made into a neat little humorous dialogue with very little change.

5. Several scenes from The Tempest (Volume VIII, page 364) are suitable for school use.

6. The Death of Caesar (Volume IX, page 143) is a fine dialogue and affords a good opportunity for many speakers.

7. The conversation between Luigi and his mother (Pippa Passes, Volume IX, pages 317-323) is a fine scene for school use, especially if Pippa really passes singing at the right moment.

VI. AN OLD-FASHIONED AFTERNOON. Not so many years ago it was an almost universal custom to give over Friday afternoon to the "speaking of pieces." Occasionally even now a teacher wants one of the old-fashioned mixed programs, and though she will prefer to make her own for each occasion, the following example will show one of the many that might be made from Journeys Through Bookland:

1. Roll Call. (Pupils respond with a memory gem from the hundred given elsewhere in this volume.) 2. Song: America, Volume VIII, page 60. 3. Wynken, Blynken and Nod, I, 262. 4. The Discontented Stonecutter, II, 12. 5. Song: Sweet and Low, VI, 122. 6. Beowulf and Grendel (retold in brief), III, 350. 7. Incident of the French Camp, IV, 174. 8. Song: My Old Kentucky Home, VII, 179. 9. Echo, III, 286. (Let the answers of Echo be given by someone who is concealed from view of the audience.) 10. The First Snowfall, II, 403. 11. Song: Home, Sweet Home, VI, 221.



CHAPTER XIX

HANDY LIST OF STUDIES IN JOURNEYS THROUGH BOOKLAND

The following list gives the names of those selections upon which the more important studies have been based. Here, they are arranged in the order in which the selections appear in the several volumes. When a study accompanies a selection, the reference given is that upon which the selection begins. However, as in a number of instances where studies are in one place while the selections are in another, the cross references are given more in detail, and a statement is made as to just what points in the selection are covered by the studies—whether these latter are character studies, scene studies, word studies, studies of figures or historical studies.

Probably not a few of the readers of Journeys will be glad to use the studies continuously, or will frequently want to know if some given selection in the volume has been treated. This question is easily answered by referring to this chapter, finding the volume in which the selection occurs, and then running down the numbers at the right of the page. This method will be more expeditious than running over the titles of the selections, though of course the latter may be followed.

Reference should also be had to the General Index, under Studies.

VOLUME ONE

PAGE Down Tumbled Wheelbarrow 46 (See Study of Picture—Volume X, page 58) The Dog and His Shadow 63 (See Study on Scene—Volume X, page 164) The Fox and the Crow 64 (See Complete Study—Volume X, page 187) The Hare and the Tortoise 71 (See Complete Study—Volume X, page 185) The Fox and the Stork 73 (See Study on Scene—Volume X, page 166) The Rock-a-By Lady 94 The Wind and the Sun 95 (See Lesson in Language—Volume X, page 357) My Bed is a Boat 126 (See Study of Picture—Volume X, page 52) Little Blue Pigeon 133 The Land of Counterpane 144 The Brown Thrush 147 (See Study—Volume X, page 276) The Hardy Tin Soldier 148 (See Character Study—Volume X, page 158) Jack and the Beanstalk 156 (See Study of Picture—Vol. X, page 52) The Town Mouse and the Country Mouse 199 Old Gaelic Lullaby 203 Cinderella 224 (See Character Study—Volume I, page 238) (See Complete Study—Volume X, page 150) Wynken, Blynken and Nod 262 (See Study of Picture—Volume X, page 53) The Twin Brothers 264 Industry and Sloth 300 (See Study in Close Reading—Volume X, page 229) The Drummer 303 (See Complete Study—Volume X, page 193) Keepsake Mill 349 "Something" 395 The Fairies 405 The Reaper and the Flowers 410 (See Study—Volume X, page 272) The Ugly Duckling 414

VOLUME TWO

The Golden Touch 43 The Child's World 66 (See Study—Volume X, page 277) The Fir Tree 68 (See Study of Picture, The Swallow and the Stork Came—Volume X, page 55) (See Study in The Lesson and the Author's Purpose—Volume X, page 173) Picture Books in Winter 87 Seven Times One 119 (See Study—Volume X, page 278) Shuffle-Shoon and Amber Locks 121 (See Study of Picture—Volume X, page 54) The Snow Queen 124 (See Study on The Plot—Volume II, page 169) A Visit from Saint Nicholas 202 (See Study in Figures—Volume X, page 270) Tom, the Water Baby 215 (See Study of Picture, Tom and the Dragon Fly—Volume X, page 55) (See Nature Study Lesson—Volume X, page 381) The Milkmaid 374 Holger Danske 377 The Fairies of Caldon-Low 395 (See Story Told—Volume X, page 68) Who Stole the Bird's Nest? 399 (See Character Study—Volume X, page 95) The First Snowfall 403 (See Study in Figures—Volume X, page 270) (See Complete Study—Volume X, page 281) King of the Golden River 405 (See Study—Volume II, page 441) (See Study in Description—Volume X, page 366) (See Complete Study—Volume X, page 393) The Potato 467 (See Study—Volume X, page 285) The Queen of the Underworld 468 Origin of the Opal 480 (See Study—Volume X, page 285) In Time's Swing 481 Why the Sea Is Salt 484 (See Study in Close Reading—Volume X, page 231)

VOLUME THREE

Robinson Crusoe 45 (See Nature Study—Volume X, page 382) Faithless Sally Brown 92 (See Study in Close Reading—Volume X, page 232) Swiss Family Robinson 99 (See Nature Study—Volume X, page 382) Cupid and Psyche 365 Frithiof The Bold 394 Lochinvar 432 Robin Hood and the Stranger 444 (See Study in Narration—Volume X, page 363)

VOLUME FOUR

The Barefoot Boy 3 (See Study—Volume X, page 286) Cid Campeador 9 (See Study in Exposition—Volume X, page 368) To H. W. L. 84 The Village Blacksmith 86 The Definition of a Gentleman 170 (See Study in Close Reading—Volume X, page 234) Incident of the French Camp 174 The Boston Massacre 217 (See Study in Argument—Volume X, page 370) Alfred the Great 260 (See Study in History—Volume X, page 414) Little Giffin of Tennessee 461 (See Story Told—Volume X, page 71)

VOLUME FIVE

Gulliver's Travels 6 (See Study in Close Reading on Adventures in Lilliput—Volume X, page 235) Ballad of Agincourt 95 (See Story Told—Volume X, page 74) Lead, Kindly Light 110 (See Study—Volume X, page 98) Geraint and Enid 148 (See Study of Picture, Geraint hears Enid Singing—Volume X, page 60) The Passing of Arthur 237 (See Complete Study—Volume X, page 214) The Heart of Bruce 316 (See Study in Close Reading—Volume X, page 238) How They Brought the Good News from Ghent to Aix 335 Reminiscences of a Pioneer 340 (See Study—Volume X, page 119) Braddock's Defeat 379 (See Study in Close Reading—Volume X, page 227) The American Flag 396

VOLUME SIX

Rab and His Friends 99 (See Study in Emotional Power—Volume X, page 177) (See Study in Close Reading—Volume X, page 225) Annie Laurie 119 (See Study in Close Reading—Volume X, page 243) Sweet and Low 122 The Bugle Song 133 (See Study—Volume X, page 287) A Christmas Carol 244 (See Study in Scene—Volume X, page 168) (See Study of Picture, Bob and Tiny Tim—Volume X, page 41) Christmas in Old Time 356 Poor Richard's Almanac 407 (See Study in Character Building—Volume X, page 101) The Country Squire 474 To My Infant Son 478

VOLUME SEVEN

The Daffodils 1 The Old Oaken Bucket 11 Bannockburn 15 Boat Song 17 The Petrified Fern 77 (See Study—Volume X, page 291) An Exciting Canoe Race 79 (See Study in Forms of Expression—Volume X, page 376) The Recessional 164 The Forsaken Merman 180 (See Study—Volume X, page 295) Tom and Maggie Tulliver 186 The Cloud 257 (See Study—Volume X, page 301) Brute Neighbors 260 (See Study—Volume X, page 383) Ode to a Skylark 275 (See Study in Figures—Volume X, page 268) The Pond in Winter 280 (See Nature Study—Volume X, page 383) Winter Animals 293 (See Study—Volume X, page 383) Trees and Ants that Help Each Other 306 (See Study—Volume X, page 385) My Mother's Picture 335 (See Study in Description—Volume X, page 367) The Reaper's Dream 345 The Recovery of the Hispaniola 352 The Cubes of Truth 406 The Lost Child 409 (See Study in Close Reading—Volume X, page 243)

VOLUME EIGHT

David Crockett in the Creek War 37 (See Study—Volume X, page 244) America 60 A Descent into the Maelstrom 95 Herve Riel 168 (See Story Told—Volume X, page 78) Dream Children 335 Reading Shakespeare 346 The Tempest 364

VOLUME NINE

The Impeachment of Warren Hastings 32 (See Study—Volume X, page 248) From The Death of Caesar 143 (See Study—Volume X, page 253) Battle of Saratoga 176 (See Study in History—Volume X, page 419) The Gold Bug 232 (See Study—Volume IX, page 283) The Vision of Mirza 285 (See Study in Notes) Pippa Passes 293 (See Study—Volume IX, page 316) The Gettysburg Address 321 Of Expense 397 Robert of Lincoln 444 The Chambered Nautilus 454 Ode to a Grecian Urn 462 The Fate of the Indians 466 A Call to Arms 475



CHAPTER XX

SUPPLEMENTARY BOOK LISTS

If Journeys Through Bookland is read as we intend, it will occupy no inconsiderable part of the time boys and girls give to reading. Yet there will be a call for more books. Some selections from great authors will create a taste for more from the same writers, and certain pieces will suggest lines of reading that may profitably extend far beyond the limits of the present volumes. In fact, this series is meant to be the stimulus to a lifetime of reading. Some children are naturally readers, and will require more to satisfy their avid tastes than may be sufficient for their brothers and sisters, while other children may need to be helped even beyond the limits covered by our plans. It may be that some parents will feel uncertain what advice to give their boys and girls when asked about other books than those indicated in the text. For such the following lists have been prepared.

At the present day, good libraries are to be found in almost every town, and either from the school or the town library may be drawn most of the books mentioned. Books are always good presents, and from these lists parents who have watched the development of their children's tastes will find helpful hints in the selection of presents that will be accepted with joy and read with continued pleasure.

The training these plans for reading have given will excite interest in the great classics which the quantities of light, frivolous stories carelessly written for children have in a measure relegated to the background. These classics are the foundation of literature, and without a knowledge of them, best obtained in youth, genuine culture seems almost impossible.

In presenting the lists it has seemed best to make some of them parallel to the volumes of this work rather than to arrange them by the ages of the children or their grades in school. The power to read intelligently and with appreciation is not wholly dependent upon age, nor does rank in school show the capability of the young person. Some boys of twelve will read and enjoy things that others of sixteen will find almost impossible. Not infrequently a little "sixth-grader" reads better literature than many a high school student. Other lists for older boys and girls are classified according to subject-matter. The method in every case is obvious.

This series is for boys and girls of all ages; for girls as much as for boys. Good literature appeals to universal taste, and there is little question of sex in it. There was a time when girls were thought so different from boys that "girls' books" were written in abundance. Now that girls are given the same education that boys have, they usually like the same things. There will be found nearly as great extremes of taste in one sex as in the other during those years to which this set is adapted. Whatever difference there is in the sexes will manifest itself in what each selects for his or her own from the masterpiece that both read. That we get from our reading what we put into it, is as true of us when we are young as it is when we have grown older. To as great an extent as Alice is different from Fred will what she gets from reading Rab and His Friends differ from what he absorbs.