file which includes the original illustrations4 ,see #bdheg-;h4htm or #bdheg-;h4zip3 7https3_/_/www4gutenberg4org_/dirs_/#b_/ d_/h_/e_/bdheg_/bdheg-;h_/#bdheg-;h4htm7 or 7https3_/_/www4gutenberg4org_/dirs_/#b_/ d_/h_/e_/bdheg_/bdheg-;h4zip7 ,transcriber's note3 ,obvious typographical errors have been corrected4 ,a list of these changes is found at the end of the text4 ,inconsistencies in spelling and hyphenation have been maintained4 ,a list of inconsistently spelled and hyphenated words is found at the end of the text4 ,,journeys ,,through ,,bookland ,a ,new and ,original ,plan for ,reading ,applied to the ,world's ,best ,literature for ,children by ,,charles ,h4 ,,sylvester ,author of ,english and ,american ,literature ,,volume ,,ten--,,the ,,guide ,new ,edition ,for parents1 teachers1 and all who have children under their charge2 for adults who wish to renew their acquaintance with the friends of their youth1 or to open for the first time the world's great treasure house of literature2 for youthful readers who must study the classics ,illustration3 ,,oliver ,,wendell ,,holmes ,,nathaniel ,,hawthorne ,,henry ,,wadsworth ,,longfellow ,,washington ,,irving ,,john ,,greenleaf ,,whittier ,,james ,,russell ,,lowell ,,william ,,cullen ,,bryant ,chicago ,bellows-,reeve ,company ,publishers ,copyright1 #aibb ,bellows-,reeve ,company ,,contents ,,page ,i4 ,,introduction #a ,,ii4 ,,journeys ,,through ,,bookland--,,its ,,contents ,,and ,,plan #g ,the ,masterpieces #i ,arrangement and ,grading #aj ,the ,studies and ,helps #ac ,studies #ae ,notes #ae ,introductory ,notes #ae ,biographies #af ,pronouncing ,vocabularies #af ,pictures #ag ,tables of ,contents #ag ,index #ag ,the ,nursery ,rhymes #ah ,discussion of each ,volume #bd ,volume ,one #bd ,volume ,two #bf ,volume ,three #bh ,volume ,four #bi ,volume ,five #bi ,volume ,six #cj ,volume ,seven #ca ,volume ,eight #cc ,volume ,nine #cd ,volume ,ten--,the ,guide #ce ,,iii4 ,,pictures ,,and ,,their ,,use #cf ,what ,should ,we ,notice in a ,picture8 #cf ,line #cf ,light and ,shade #cg ,tone and ,color #ci ,composition #ci ,atmosphere and ,perspective #dj ,application of ,principles #da ,bob and ,tiny ,tim #da ,pictures and ,their ,value in ,literature #dd ,on the ,use of ,pictures in ,journeys #dh ,nursery ,rhymes #ea ,jack and the ,beanstalk #eb ,nurse ,helps ,me when ,i ,embark #eb ,wynken1 ,blynken1 and ,nod #ec ,shuffle-,shoon and ,amber-,locks #ed ,tom and the ,dragon ,fly #ee ,the ,swallow and the ,stork ,came #ee ,down ,tumbled ,wheelbarrow #eh ,geraint ,hears ,enid ,singing #fj ,,iv4 ,,telling ,,stories #fc ,the ,fairies of the ,caldon-,low #fh ,little ,giffin of ,tennessee #ga ,the ,ballad of ,agincourt #gd ,herv ,riel #gh ,v4 ,,reading1 ,,and ,,the ,,building ,,of ,,character #he ,who ,stole the ,bird's ,nest8 #ie ,lead1 ,kindly ,light #ih ,poor ,richard's ,almanac #aja ,,vi4 ,,father ,,and ,,son #ajg ,,vii4 ,,memorizing #abh ,one ,hundred ,choice ,quotations #aca ,,viii4 ,,how ,,to ,,read ,,fiction #adc ,different ,kinds of ,literature #adc ,reading ,stories #ade ,plot #adi ,cinderella #aej ,persons #aef ,the ,hardy ,tin ,soldier #aeh ,the ,scenes #afb ,the ,dog and ,his ,shadow #afd ,the ,fox and the ,stork #aff ,a ,christmas ,carol #afh ,the ,lesson and the ,author's ,purpose #agj ,the ,fir ,tree #agc ,the ,method and ,style of the ,author #agd ,emotional ,power #agf ,rab and ,his ,friends #agg ,general ,principles and ,reflections #aha ,completed ,studies #ahe ,the ,hare and the ,tortoise #ahe ,the ,fox and the ,crow #ahg ,the ,drummer #aic ,tom1 the ,water ,baby #aih ,the ,passing of ,arthur #bad ,,ix4 ,,close ,,reading ,,or ,,study #bbd ,rab and ,his ,friends #bbe ,braddock's ,defeat #bbg ,industry and ,sloth #bbi ,why the ,sea is ,salt #bca ,faithless ,sally ,brown #bcb ,the ,definition of a ,gentleman #bcd ,adventures in ,lilliput #bce ,the ,heart of ,bruce #bch ,annie ,laurie #bdc ,the ,lost ,child #bdc ,david ,crockett in the ,creek ,war #bdd ,the ,impeachment of ,warren ,hastings #bdh ,from ,the ,death of ,csar #bec ,x4 ,,close ,,reading 7,concluded7 #bef ,the ,author #beg ,sentences #beh ,figures of ,speech #bei ,allusions #bei ,basis of ,figures #bfb ,simile #bfc ,metaphor #bfd ,synecdoche and ,metonymy #bfe ,apostrophe and ,personification #bff ,studies in ,figures #bfh ,ode to a ,skylark #bfh ,a ,visit from ,saint ,nicholas #bgj ,the ,first ,snowfall #bgj ,,xi4 ,,reading ,,poetry #bgb ,the ,reaper and the ,flowers #bgb ,the ,brown ,thrush #bgf ,the ,child's ,world #bgg ,seven ,times ,one #bgh ,the ,first ,snowfall #bha ,the ,potato #bhe ,origin of the ,opal #bhe ,the ,barefoot ,boy #bhf ,the ,bugle ,song #bhg ,the ,petrified ,fern #bia ,the ,forsaken ,merman #bie ,the ,cloud #cja ,ode to a ,skylark #cjf ,,xii4 ,,reading ,,aloud #caa ,articulation and ,enunciation #caa ,emphasis and ,inflection #cab ,emotional ,states #cab ,pitch #cab ,rate or ,time #cac ,quality #cae ,force #cae ,,xiii4 ,,literature ,,and ,,its ,,forms #cag ,prose #cah ,methods of ,expression #cah ,narration #cah ,description #cba ,exposition #cba ,argumentation #cbb ,forms of ,prose #cbb ,fiction #cbb ,essays #cbb ,orations #cbd ,drama #cbe ,poetry #cbg ,structure of ,poetry #cbh ,rhythm #cbh ,rhyme #cbi ,alliteration #ccj ,kinds of ,poetry #cca ,epic #cca ,lyric #ccc ,songs #ccc ,ode #cce ,elegy #cce ,sonnet #ccg ,victor and ,vanquished #cch ,dramatic #cci ,miracle ,plays #cdj ,morality ,plays #cdj ,masques #cda ,tragedies and ,comedies #cda ,,xiv4 ,,journeys ,,in ,,its ,,relation ,,to ,,the ,,school--,,reading ,,and ,,language #cde ,reading #cdh ,language #cdi ,oral ,lessons #ceb ,the ,wind and the ,sun #ceg ,written ,lessons #cfj ,introduction #cfj ,literature in ,written ,lessons #cfc ,narration #cfc ,robin ,hood and the ,stranger #cfc ,description #cfe ,the ,king of the ,golden ,river #cff ,exposition #cfh ,cid ,campeador #cfh ,argument #cgj ,the ,boston ,massacre #cgj ,conclusion #cgf ,an ,exciting ,canoe ,race #cgf ,,xv4 ,,journeys ,,in ,,its ,,relation ,,to ,,the ,,school--,,nature ,,study #chj ,seven ,long ,selections #cha ,tom1 the ,water ,baby #cha ,robinson ,crusoe #chb ,the ,swiss ,family ,robinson #chb ,brute ,neighbors #chc ,the ,pond in ,winter #chd ,winter ,animals #chd ,trees and ,ants that ,help ,each ,other #che ,classified ,selections #chf ,flowers and ,plant ,life #chf ,birds #chg ,four-footed ,animals #chi ,reptiles #cia ,insects #cia ,denizens of the ,water #cia ,natural ,phenomena #cib ,geography in ,nature #cib ,complete ,study #cic ,the ,king of the ,golden ,river #cic ,,xvi4 ,,journeys ,,in ,,its ,,relation ,,to ,,the ,,school--,,geography ,,and ,,history #djj ,classified ,references #djb ,model ,geography ,lesson #daa ,the ,wind #daa ,model ,history ,lessons #dac ,alfred the ,great #dac ,burgoyne's ,campaign #dai ,,xvii4 ,,journeys ,,in ,,its ,,relation ,,to ,,the ,,high ,,school #dbe ,classification of ,studies #dbg ,type ,studies #dca ,,xviii4 ,,recitations ,,and ,,special ,,days ,,in ,,school #dcf ,bird ,day #dcg ,memorial ,day #dch ,christmas #dch ,birthdays #dch ,dramatization #dci ,an ,old-,fashioned ,afternoon #ddj ,,xix4 ,,handy ,,list ,,of ,,the ,,studies ,,in ,,journeys ,,through ,,bookland #dda ,volume ,one #ddb ,volume ,two #ddc ,volume ,three #dde ,volume ,four #ddf ,volume ,five #ddf ,volume ,six #ddg ,volume ,seven #ddh ,volume ,eight #ddi ,volume ,nine #ddi ,,xx4 ,,supplementary ,,book ,,lists #dea ,for the ,separate ,volumes #ded ,volume ,one #ded ,volume ,two #dee ,volume ,three #deg ,volume ,four #deh ,volume ,five #dei ,volume ,six #dfj ,volume ,seven #dfa ,classified ,lists #dfb ,fiction #dfc ,poetry and ,drama #dfd ,essays #dfd ,nature #dfe ,biography #dfe ,history #dfe ,travel and ,geography #dff ,miscellaneous #dff ,,appendix-- ,handy ,table of ,english ,writers #dfi ,handy ,table of ,american ,writers #dgc ,,general ,,index #dge ,,illustrations ,,halftone ,,portraits ,,of ,,authors ,,page ,,group ,,one ,frontispiece ,henry ,wadsworth ,longfellow ,oliver ,wendell ,holmes ,nathaniel ,hawthorne ,washington ,irving ,john ,greenleaf ,whittier ,james ,russell ,lowell ,william ,cullen ,bryant ,,group ,,two #eb ,william ,shakespeare ,alfred1 ,lord ,tennyson ,robert ,browning ,sir ,walter ,scott ,william ,wordsworth ,geoffrey ,chaucer ,joseph ,addison ,,group ,,three #ajj ,cardinal ,newman ,sir ,francis ,bacon ,jonathan ,swift ,daniel ,defoe ,cardinal ,wiseman ,cervantes ,father ,ryan ,,group ,,four #adh ,julia ,ward ,howe ,benjamin ,franklin ,henry ,david ,thoreau ,patrick ,henry ,william ,h4 ,prescott ,francis ,parkman ,james ,fenimore ,cooper ,,group ,,five #aih ,edgar ,allan ,poe ,donald ,g4 ,mitchell ,james ,whitcomb ,riley ,thomas ,buchanan ,read ,eugene ,field ,john ,howard ,payne ,john ,g4 ,saxe ,,group ,,six #bdf ,elizabeth ,barrett ,browning ,phoebe ,cary ,alice ,cary ,lucy ,larcom ,felicia ,hemans ,george ,eliot ,jean ,ingelow ,,group ,,seven #bid ,robert ,burns ,robert ,southey ,william ,cowper ,lord ,byron ,john ,keats ,percy ,bysshe ,shelley ,samuel ,taylor ,coleridge ,,group ,,eight #cdb ,rudyard ,kipling ,robert ,louis ,stevenson ,paul ,du ,chaillu ,thomas ,hughes ,hans ,christian ,andersen ,jakob ,grimm ,wilhelm ,grimm ,,group ,,nine #djj ,john ,ruskin ,oliver ,goldsmith ,matthew ,arnold ,thomas ,babington ,macaulay ,john ,bunyan ,thomas ,de ,quincey ,charles ,lamb ,,group ,,ten #ded ,john ,tyndall ,charles ,kingsley ,thomas ,moore ,alexander ,pope ,thomas ,campbell ,david ,livingstone ,george ,mac,donald ,,chapter ,i ,,introduction ,everyone who associates with children becomes deeply interested in them4 ,their helplessness during their early years appeals warmly to sympathy2 their acute desire to learn and their responsiveness to suggestion make teaching a delight2 their loyalty and devotion warm the heart and inspire the wish to do the things that count for most4 ,everything combines to increase a sense of responsibility and to make the elders active in bringing to bear those influences that make for character1 power and success4 ,every worthy teacher in every school gives more than her salary commands and puts heart power into every act4 ,by example and precept the lessons are taught and growth follows in response to cultivation4 ,but the schools are handicapped by lack of time for much personal care1 by lack of facilities for the best of instruction and by the multiplicity of things that must be done4 ,under the best conditions a teacher has but a small part of a child's time and then instruction must be given usually to classes and not to individuals4 ,outside of school for a considerable time each day the child falls under the influence of playmates who may or may not be helpful1 but the greater part of every twenty-four hours belongs to the home4 ,parents1 guardians1 brothers and sisters1 servants1 consciously or unconsciously1 wisely or unwisely1 are teaching all the time4 ,it is from this great complex of influences that every child builds his character and lays the foundation of whatever success he afterwards achieves4 ,undoubtedly the home is the greatest single influence and that is strongest during the early years4 ,before a boy is seven the elements of his character begin to form2 by the time he is fourteen his future usually can be predicted1 and after he is twenty1 few real changes are brought about in the character of the man4 ,the schools can do little more than plant the seeds of culture2 in the family must the young plants be watered1 nourished and trained4 ,then will the growth be symmetrical and beautiful4 ,when the school and the home work together1 when parents and teacher are in hearty sympathy1 the great work is easily accomplished4 ,but this harmony in interest is difficult to secure4 ,in the first place it is not possible frequently for parents and teachers to become acquainted2 usually is it impossible for them to know one another intimately4 ,here there are two forces1 each ignorant of the other1 but both trying for a common end4 ,again1 parents in many1 many instances are not acquainted with the schools nor with the methods of instruction which are followed therein4 ,what is done by one may be undone by the other4 ,if there could be a common ground of meeting1 much labor would be saved and greater harmony of effort established4 ,when fathers and mothers are willing to take time enough from their other duties to show that sympathetic interest in juvenile tasks which is the greatest stimulus to intelligent effort1 when they wish to know what work each child is doing and where in each text book his lessons are1 when the multiplication table and the story of ,cinderella are of as much importance as the price of meat or the profit on a yard of silk1 then will the parents and the teachers come together in whatever field appears mutually acceptable4 ,everybody reads1 and reading is now the greatest single influence upon humanity4 ,the day of the orator has passed1 the day of print has long been upon us4 ,no adult remains long uninfluenced by what he reads persistently1 and every child receives more impressions from his reading than from all other sources put together4 ,someone has shown forcibly by a graphic diagram the ideas we are most anxious to establish4 ,in this diagram of ,forces in ,education1 the circle represents the sum total of all those influences which tend to make the mind and character of the growing child4 ,that half of the circle to the right of the heavy line represents the forces of the school2 the half to the left1 the forces that come into play outside the teacher's domain4 ,in school are the various studies taught2 reading1 writing1 language1 nature1 geography1 history1 arithmetic4 ,other things such as morals1 manners1 hygiene1 etc41 come in for their share of force in the division ,miscellaneous4 ,out of school the child's work influences him2 his playmates affect him more2 the example and instruction of his parents form his habits1 thought and character to a still greater extent2 but more than any one1 as much as the three combined1 does his home reading shape his destiny4 ,illustration ,that this last statement is no exaggeration is proved by the testimony of many a wise and thoughtful man1 by the observation of teachers everywhere4 ,when a child has learned to read1 he possesses the instrument of highest culture1 but at the same time the instrument of greater danger4 ,bad books or bad methods of reading good books lead the reader's mind astray or stimulate a destructive imagination that affects character forever2 but good books and right methods of reading make the soul sensitive to right and wrong1 improve the mind1 inspire to higher ideals and lead to loftier effort4 ,here is the one fertile field wherein teacher1 parent and every other person interested in the welfare of children and youth may meet and work together in the noblest cause ,god ever gave us the grace to see4 ,i have a notion1 said ,benjamin ,harrison1 that children are about the only people we can do anything for4 ,when we get to be men and women we are either spoiled or improved4 ,the work is done4 ,one of the best things we can do is to create a taste for good reading and cultivate a habit of reading in the right manner4 ,it is an easy and a delightful task4 ,how many parents do it8 ,let them live with their children in the realm the little ones love4 ,let them read the fairy tales1 the myths1 the stories1 the history that childhood appreciates1 not in a spirit of criticism or in the role of a dictator but as a child of a little larger growth1 a man or woman with a youthful mind4 ,how many teachers assist8 ,by so teaching that reading becomes an inspiration in itself2 that only mastery contents2 that beauty1 high sentiment1 lofty ideals may be found and followed2 by making the reading recitation the one delightful hour of the day4 ,if any mature person at home can spend each week a few hours in reading and talking with the children about what has been read he will be surprised to find how lightly the time passes and how quickly his own cares and anxieties are dissipated4 ,he will find greater delight than he has ever known in the society of his equals2 and the younger ones1 whose minds glow with helpful curiosity and absorbing interest will be kept to that extent from the street and its attractions1 while at the same time they are learning those things that count for most in life's great battle4 ,let no one feel in the least uncertain of his power to interest and delight4 ,let him have no hesitation in joining in with the children1 in meeting them on their level and in sharing thought and feeling with them4 ,by being a child himself he most easily makes of himself a wise and inspiring leader4 ,,chapter ,,ii ,,journeys ,,through ,,bookland--,,its ,,contents ,,and ,,plan ,journeys ,through ,bookland is what the title signifies1 a series of excursions into the field of the world's greatest literature4 ,accordingly1 the base of the work is laid in those great classics that1 since first they found expression in words1 have been the education and inspiration of man4 ,but these excursions are taken hand-in-hand with a leader1 whose province it is to explain1 to interpret1 to guide and to direct4 ,suiting his labors to the age and acquirement of the readers he helps them all1 from the child halting in his early attempts to interpret the printed page to the high school or college student who wishes to master the innermost secrets of literature4 ,in no small sense is this leadership a labor of love1 for it follows an experience of twenty years of personal instruction in the public schools and among the teachers of the country4 ,journeys ,through ,bookland must be considered as a unit2 for one plan1 one purpose1 controls from the first page of the first volume to the last page of the tenth4 ,the literary selections were not chosen haphazard nor were they graded and arranged after any ordinary plan4 ,in this respect they differ in character and arrangement from the selections in any other work now upon the market4 ,moreover1 the notes1 interpretations1 original articles and multifarious helps are an integral part and are inseparable4 ,in this respect1 again1 is the work original and unique4 ,further1 the pictures1 of which there are many hundreds1 were drawn or painted expressly for ,journeys ,through ,bookland and are as much a part of the general scheme as any other help to appreciation4 ,again1 the type page1 the decorations1 the paper1 binding and endsheets1 all combine to give an artistic setting to literary masterpieces and a stimulating atmosphere for literary study4 ,the masterpieces which make the field of the ,journeys naturally fall into three classes4 ,first1 there is the literature of culture1 those things which you and ,i and everybody must know if we expect to be considered educated or to be able to read with intelligence and appreciation the current writings of the day4 ,to this class belong all those nursery rhymes1 lyrics1 classic myths1 legends and so on to which allusion is constantly made and which are themselves the legal tender of polite and cultured conversation4 ,next1 there are those selections whose power lies in the profound influence they exert upon the unfolding character of boy or girl4 ,as a child readeth so is he4 ,masterpieces of this type abound in the books and it is by means of them that the author hopes and expects to exert his greatest influence upon his unknown friends among the children4 ,the third group consists of the masterpieces which lend interest to school work and make it pleasanter1 easier and more profitable4 ,it is what some may call the practical side of literature4 ,it is what1 at first1 appeals most strongly to those who have read little1 but which ultimately appears of less value than the influence of cultural and character-building literature4 ,any treatment of ,journeys that is worthy of the name must consider the masterpieces themselves in their three great functions1 as well as the devices by which the selections are made effective4 #a4 ,the ,masterpieces ,the table of contents at the beginning of each volume shows a wide selection of the best things that have ever been written for children--not always the new things1 but always the best things for the purpose4 ,the masterpieces are the tried and true ones that have long been popular with children and have formed a large part of the literary education of the race4 ,there are a host of complete masterpieces and many selections from other works which are too long to print here or which are otherwise unavailable4 ,it has often happened that something written for older heads and for serious purposes has in it some of the most charming and helpful things for the young4 ,for instance1 ,gulliver's ,travels is a political satire1 and as such it is long since dead4 ,yet parts of it make the most fascinating reading for children4 ,moreover1 ,swift and many other great writers defiled their pages with matter which ought to be unprintable4 ,to bring together the good things from such writers1 to reprint them with all the graces of style they originally possessed1 and yet so carefully to edit them that there can be no suggestion of offense1 has been the constant aim of the writer4 ,the books contain1 too1 many beautiful selections translated from foreign languages and made fresh1 attractive and inspiring4 ,many of the old fables and folk stories have been rewritten1 but others which have existed long in good form have been left untouched4 ,in the great masterpieces no liberties have been taken with the text without making known the fact1 and in every case the most reliable edition has been followed4 ,it is hoped that children will have nothing to unlearn from the reading of these books4 ,there are not a few old things in the set that are really new1 because they have heretofore been inaccessible to children except in musty books not likely to be met4 ,this is no haphazard collection made hastily1 and largely at the suggestion of others4 ,everything in the books has been read and reread by the writer4 ,true1 he has availed himself of the help of others1 and to many his obligations are deep and lasting2 but in the end the responsibility for selection and for the quantity and quality of the helps is wholly his4 #b4 ,arrangement and ,grading ,the contents of the books have been graded from the nursery rhymes in the first volume to the rather difficult selections in the ninth volume4 ,in the arrangement1 however1 not all the simplest reading is in the first volume4 ,it might be better understood if we say that one volume overlaps another1 so that1 for instance1 the latter part of the first volume is more difficult than the first part of the second volume4 ,when a child is able to read in the third volume he will find something to interest him in all the volumes4 ,what has been said1 however1 does not wholly explain the system of arrangement4 ,fiction1 poetry1 essays1 biography1 nature-study1 science and history are all fairly represented in the selections1 but no book is given over exclusively to any subject4 ,rather is it so arranged that the child who reads by course will traverse nearly every subject in every volume1 and to him the different subjects will be presented logically in the order in which his growing mind demands them4 ,we might say that as he reads from volume to volume1 he travels in an ever widening and rising spiral4 ,the fiction of the first volume consists of fables1 fairy tales and folk stories2 the poetry of nursery rhymes and children's verses2 the biography of anecdotal sketches of ,field and ,stevenson2 and history is suggested in the quaintly written ,story of ,joseph4 ,on a subsequent turn of the spiral are found fiction from ,scott and ,swift2 poetry from ,homer1 ,vergil1 ,hay1 ,gilbert and ,tennyson2 hero stories from ,malory2 history from ,washington ,irving4 ,if1 however1 some inquiring young person should wish to read all there is on history1 biography or any other subject1 the full index in the tenth volume will show him where everything of the nature he wishes is to be found4 ,another valuable feature of arrangement is the frequent bringing together of selections that bear some relation to one another4 ,a simple cycle of this sort may be seen where in the eighth volume the account of ,lord ,nelson's great naval victory is followed by ,casabianca2 a better one where in the fifth volume there is an account of ,king ,arthur1 followed by tales of the ,round ,table ,knights from ,malory1 and ,geraint and ,enid and ,the ,passing of ,arthur from ,tennyson4 ,by this plan one selection serves as the setting for another1 and a child often can see how the real things of life prove the inspiration for great writers4 ,again1 in the fourth volume is ,the ,pine ,tree ,shillings1 a ,new ,england story or tradition for girls2 this is followed immediately by ,the ,sunken ,treasure1 a vivid story for boys2 next comes ,the ,hutchinson ,mob1 a semi-historical sketch1 followed in turn by ,the ,boston ,massacre1 which is pure history4 ,the cycle is completed by ,the ,landing of the ,pilgrims and ,sheridan's ,ride1 two historical poems4 ,graphic ,classification of ,masterpieces on page #ad will show more clearly what is meant by the overlapping of subjects4 ,in the column at the left are given the names of the subjects under which the selections have been classified1 running from ,fables to ,drama1 and ,studies1 the last name including all the varied helps given by the author4 ,across the top of the table the ,roman numerals1 ,i to ,x1 indicate the numbers of the ten volumes4 ,the shading in the squares shows the relative quantity of material4 ,in using the ,classification1 read across to learn in which volume the subjects are treated2 read down to find what each volume contains4 ,thus3 ,the first volume contains 7reading down71 a great many fables1 many fairy stories and much folk lore1 a few myths and old stories1 a little biography1 some biblical or religious material1 selections that may be classified under the heads of nature1 humor and poetry2 but there is no account of legendary heroes1 no travel and adventure1 no history1 nothing of a patriotic nature and no drama4 ,on the other hand 7reading across71 there are many fables in the first volume1 a few in the second but none thereafter2 a few myths and some classic literature are found in the first three volumes1 more in the fourth and fifth1 but the number and quantity decrease in the sixth and do not appear thereafter2 nature work is to be found in all the volumes but is strongest in the seventh2 drama appears in the eighth and the ninth4 ,biography has a place in all volumes1 but is strongest in the seventh2 while the ,studies1 appearing in all volumes1 reach their highest point in the tenth4 #c4 ,the ,studies and ,helps ,as has been said1 the chief factors in making ,journeys ,through ,bookland unique and of greatest value are the many helps that are given the readers1 young and old4 ,these helps are varied in character and are widely distributed through the volumes4 ,they must be considered one at a time by the person who would assist others to use them to the best purpose4 ,these helps consist of what are technically known as studies1 notes1 introductory notes1 biographies1 pronouncing vocabularies1 pictures1 tables of contents and index4 ,the following comments will make clear the purpose of each4 ,,graphic ,,classification ,,of ,,masterpieces ---------------------------------------- ---------------------------- ,analysis ,i ,,ii ,,iii ,,iv ,v ,,vi ,,vii ,,viii ,,ix ,x ---------------------------------------- ------------ ---- ,fables ---- ,v ---- o ---------------------------------------- ------------ l ,fairy ,stories ---- u ,folk ,lore ---- m ---- e ---------------------------------------- ------------ ,stories ,old -------------------- ,x and ,new -------------------- -------------------- i ---------------------------------------- ------------ s ,myths and ------------ ,classic ------------ a ,literature ------------ ---------------------------------------- ------------ ,g ,legendary ---- u ,heroes ---- i ---- d ---------------------------------------- ------------ e ---------------------------- ,biography ---------------------------- f ---------------------------- o ---------------------------------------- ------------ r ,travel and -------------------- ,adventure -------------------- ,p -------------------- a ---------------------------------------- ------------ r ---------------- e ,history ---------------- n ---------------- t ---------------------------------------- ------------ s1 ,biblical1 -------- ---------------- ---- ,moral1 -------- ---------------- ---- ,t ,religious -------- ---------------- ---- e ---------------------------------------- ------------ a -------------------- c ,patriotism -------------------- h -------------------- e ---------------------------------------- ------------ r -------------------------------- s ,nature -------------------------------- -------------------------------- a ---------------------------------------- ------------ n ------------------------------------ d ,humor ------------------------------------ ------------------------------------ ,s ---------------------------------------- ------------ t ------------------------------------ u ,poetry ------------------------------------ d ------------------------------------ e ---------------------------------------- ------------ n -------- t ,drama -------- s -------- ---------------------------------------- ------------ -------------------------------- ,studies -------------------------------- -------------------------------- ---------------------------------------- ---------------------------- ,read across to learn in which volumes the subjects are treated2 read down to find what each volume contains4 a4 ,studies4 ,every volume contains a large number of helps of different kinds for young people4 ,usually these are in connection with some selection and are adapted to the age of the boy or girl most likely to read the piece4 ,as each study is presented in an interesting and informal manner and does not cover many points1 it is felt that young people will enjoy them only less than the masterpieces themselves4 ,the studies are arranged as systematically as the selections1 and are graded even more carefully4 ,their scope and method will be more fully explained in subsequent sections of this volume4 b4 ,notes4 ,these consist of explanatory notes1 that are placed wherever they seem to be needed4 ,they explain words not usually found readily in the dictionaries1 foreign phrases1 and such historical or other allusions as are necessary to an understanding of the text by youthful readers4 ,these notes are placed at the bottom of the page that needs explanation1 and so are immediately available4 ,in such a position they are more liable to be read than if gathered together at the end of the volume4 ,they are neither formal nor pedantic1 and are as brief as is consistent with clearness4 ,their purpose is to help the reader1 not to show the writer's knowledge4 c4 ,introductory ,notes4 ,at the heads of selections from longer masterpieces are introductory notes which give some little account of the larger work and enough of the context so that the selection may not seem a fragment4 ,in some instances this note gives the historical setting of a masterpiece or tells something of the circumstances under which it was written1 when those facts help to an appreciation of the selection4 ,sometimes an acquaintance with the personality of an author is so necessary to a clear understanding of what he writes that a brief sketch of his life or a few anecdotes that show his character are given in the note preceding what he has written4 ,these notes are printed in the same type as the text1 especially in the first four volumes1 for they are felt to be worthy of equal consideration4 d4 ,biographies4 ,besides the biographical notes appended to selections1 there are not a few more pretentious sketches that have been given prominent titles in the body of the books4 ,these have been prepared expressly for this work1 either by the editor or by some one fully acquainted with the subject and accustomed to writing for young people4 ,these biographies are written from the point of view of young people1 and contain the things that boys and girls like to know about their favorite authors or some of the noble men and women whose lives have made this world a better and a happier place in which to live4 ,in the earlier volumes they are brief1 simple1 and largely made up of anecdotes2 later they are more mature1 and show something of the reasons that make the lives interesting and valuable material for studies4 ,there are1 also1 in the books a few lengthy extracts from some of the world's great biographies4 ,care has been exercised in the selection of these1 so that in each case1 while the extract is of interest to young people1 it is also fairly representative of the larger work from which it has been taken4 e4 ,pronouncing ,vocabularies4 ,children often find difficulty in pronouncing proper names1 and not many have at hand any books from which they can obtain the information4 ,at the end of every volume is a list of the important proper names in that book1 and after each name the pronunciation is given phonetically1 so that no dictionary or other reference work is necessary4 ,since each volume has its own list1 it is not necessary even to lay down the book in hand and take up the last volume4 f4 ,pictures4 ,the illustrations in the several volumes form one great feature in the general plan4 ,they alone will do much to interest children in the reading1 and if attention is called to them they will be found to increase in value4 ,the color plates in each volume1 the numerous fine halftones of special design1 and the hundreds of pen and ink drawings that illuminate the text have been painted and drawn for these books1 and will be found nowhere else4 ,more than twenty artists have given their skill and enthusiasm to make the books brighter1 clearer1 and more inspiring4 ,the initial letters and the many fine decorations also belong exclusively to the set1 and combine to give it esthetic value4 ,everything of this nature will command attention and hold interest4 g4 ,tables of ,contents4 ,beginning each volume is a table showing the contents of the volume and the names of authors4 ,it forms a means of ready reference to the larger divisions of the work and is a handy supplement to the index4 h4 ,index4 ,at the end of the tenth volume is an index to the whole ten volumes4 ,there may be found not only each author and title in alphabetical order1 but also a complete classification of the selections in the set4 ,to find the history in this series1 look in the index under the title ,history4 ,when a topic has as many sub-divisions as has ,fiction1 for instance1 or ,poetry1 cross references are given4 #d4 ,the ,nursery ,rhymes ,when a child is taught the little nursery rhymes which to us may seem to be meaningless jingles1 he is really peeping into the fields of literature1 taking the first steps in those journeys that will end in ,shakespeare1 ,browning and ,goethe4 ,when his infantile ear is caught by the lively rhythm and the catchy rhymes1 he is receiving his first lessons in poetry4 ,that the lessons are delightful now he shows by his smiles1 and in middle life he will appreciate the joy more keenly as he teaches the same little rhymes to his own children4 ,most children know the rhymes when they come to school and they will like to read them there4 ,a child's keenest interest is in the things he knows4 ,later1 perhaps in the high school or the grammar grades1 he will be interested again in learning that the rhymes are not wholly frivolous and that there may be reasons why these rhymes should have survived for centuries in practically unchanged forms4 ,some of the facts that may be brought out at various times are the following3 ,i4 ,there is a hidden significance in some of the nursery rhymes4 ,for instance3 a4 ,daffy-,down-,dilly 7page #dg74 ,in ,england one of the earliest and most common of spring flowers is the daffodil1 a bright yellow1 lily-like blossom1 with long1 narrow green leaves all growing from the bulb4 ,the ,american child may know them as the big double monstrosities the florist sells in the spring1 or he may have some single and prettier ones growing in his garden4 ,the jonquil and the various kinds of narcissus are nearly related white or white and pink flowers4 ,this picture on page #dg of ,journeys ,through ,bookland shows a few daffodils growing4 ,miss ,daffy-,down-,dilly1 then1 in her yellow petticoat and her green gown1 is the pretty flower2 and the rhyme so understood brings a breath of spring with it4 b4 ,humpty ,dumpty 7page #ee74 ,this is really a riddle of the old-fashioned kind4 ,there are many of them in ,english folk lore4 ,usually a verse was repeated and then a question asked2 as1 ,who was ,humpty ,dumpty8 ,the artist has answered the question for us in the picture4 ,possibly many people who learned the rhyme in childhood never thought of ,humpty as an egg4 ,what answer would you give to the question1 ,who was ,taffy 7page #ed78 ,for similar riddles1 see ,nancy ,netticoat 7,vol4 ,i1 p4 #gb71 ,the ,andiron 7page #bde7 and ,st4 ,ives 7page #bjb74 ,,ii4 ,some were intended to teach certain facts4 ,for instance3 a4 ,when children were taught the alphabet as the first step to reading1 ,the ,apple ,pie 7page #dc7 gave the letters in their order1 including the obsolete ,ampersand4 b4 ,as children grew a little older and could begin to read what they already knew1 things in which the same words were many times repeated were helpful4 ,two examples are ,the ,house that ,jack ,built 7page #ef7 and ,there ,is the ,key of the ,kingdom 7page #de74 c4 ,the numbers from one to twenty were taught by ,one1 ,two 7page #da74 d4 ,the days of the week were taught by ,solomon ,grundy 7page #db71 which with its amusing provision for repetition is sure to catch the fancy of a child and keep his thoughts on the words4 ,,iii4 ,some of them teach kindness to animals3 a4 ,dapple ,gray 7page #bb74 b4 ,ladybird 7page #ab74 ,this is sometimes known as ladybug1 and the bug is the little1 round1 reddish beetle whose wings are black dotted4 ,it is a pretty1 harmless beetle that gardeners like to see around their plants4 ,children repeat the rhyme when they find the beetle in the house and always release it to fly away and save its children4 c4 ,poor ,robin 7page #af74 d4 ,old ,mother ,hubbard's amusing adventures with her dog 7page #bd7 leave a very kindly feeling toward both4 ,,iv4 ,some are philosophical1 or inculcate moral precepts or good habits1 in a simple or amusing way4 a4 ,early to ,bed 7page #cd74 b4 ,little ,bo-,peep 7page #i74 ,is it not better to let cares and worries alone8 ,why cry about things that are lost8 c4 ,three ,little ,kittens 7page #ac7 suggests care for our possessions4 d4 ,there ,was a ,man 7page #fj7 has the same idea that we often hear expressed in the proverb ,a hair from the same dog will cure the wound4 e4 ,rainbow in the ,morning 7page #dh7 has some real weather wisdom in it4 f4 ,there ,was a ,jolly ,miller 7page #dg71 gives a good lesson in contentment4 g4 ,a ,diller1 ,a ,dollar 7page #ei74 h4 ,see a ,pin 7page #ei7 suggests in its harmless superstition a good lesson in economy4 i4 ,little ,boy ,blue 7page #cc7 makes the lazy boy and the sluggard unpopular4 j4 ,come1 ,let's to ,bed 7page #cd7 ridicules sleepiness1 slowness and greediness4 ,v4 ,mother's loving care1 at morning and evening1 when dressing and undressing the baby or when putting the little folks to bed1 has prompted several of the rhymes3 a4 ,this ,little ,pig 7page #e7 the mother repeats to the baby as she counts his little toes4 b4 ,pat-a-,cake 7page #d7 is another night or morning rhyme2 and here mother marks it with the initial of her baby's name and puts it in the oven for her baby and herself4 ,another of similar import is3 ,up1 ,little ,baby 7page #g74 c4 ,diddle1 ,diddle1 ,dumpling 7page #g7 has kept many a little boy awake till he was safely undressed4 d4 ,what an old rhyme must ,bye1 ,baby ,bunting be 7page #f76 ,it goes back to the days when father went a-hunting1 to get a rabbit skin to wrap ,baby ,bunting in4 ,some one1 more recently1 has added the idea of buying the rabbit skin4 e4 ,the simple little lyric1 ,twinkle1 ,twinkle1 ,little ,star 7page #dd7 has filled many a childish soul with gentle wonder1 and many a night-robed lassie has wandered to the window and begged the little stars to keep on lighting the weary traveler in the dark4 ,,vi4 ,some of the rhymes are pure fun1 and even as such are worthy of a place in any person's memory3 a4 ,there ,was an ,old ,woman 7page #cf72 ,great ,a 7page #ad72 ,jack ,be ,nimble 7page #bh72 ,to ,market1 to ,market 7page #f71 and ,there ,was a ,monkey 7page #ad72 ,goosey-,goosey 7page #ba72 ,hey1 ,diddle1 ,diddle 7page #bc72 ,there ,was a ,rat 7page #ad71 and others1 belong to this category4 b4 ,three ,blind ,mice 7page #ab7 is an old-fashioned ,round4 ,many a band of little folks has been divided into groups and has sung the nonsensical rhymes until every boy and girl broke down in laughter4 ,do you poor modern people know how it was done8 ,the school was divided into a half-dozen sections4 ,the first section began to sing and when its members reached the end of the first line1 the second section began2 the third section began when the second reached the end of the first line1 and so on till all sections were singing4 ,when any section reached the word ,as-- they began again at the beginning4 ,the first line was chanted in a low1 slow monotone1 the others were sung as rapidly as possible to a rattling little tune on a high pitch4 ,imagine the noise1 confusion and laughter4 ,many a dull afternoon in school has been broken up by it1 and countless children have returned to their little tasks with new enthusiasm4 ,the old things are not always to be scorned4 c4 ,old ,king ,cole 7page #eb7 is a jolly rhyme1 and the illustration is one of the finest in the books4 ,everybody should study it4 ,,vii4 ,two1 at least1 of the rhymes are of the counting out kind4 ,often children want to determine who is to be ,it in a game of tag1 who is to be blinded in a game of hide-and-seek1 or who takes the disagreeable part in some other play4 ,they are lined up and one begins to count out by repeating a senseless jingle1 touching a playmate at each word4 ,the one on whom the last word falls is out1 safe from the unpleasant task4 ,one at a time they are counted out till only the ,it remains4 ,wire1 brier and ,one-ery1 ,two-ery 7page #ea7 are examples4 ,the artist has shown a group being counted out1 in her very lifelike picture on pages #ej and #ea4 ,,viii4 ,there are some errors in grammar in the rhymes1 many words you cannot find in a dictionary1 and some of the rhymes may seem a little coarse and vulgar2 but they have lived so long in their present form that it seems almost a pity to change them4 ,encourage the older children to find the errors and to criticise and correct as much as they wish4 ,probably they will not like the rhymes in their new form and correct dress any better than we would4 ,,ix4 ,there is really a practical value1 too1 in a knowledge of the nursery rhymes4 ,allusions to them are found in all literature and many a sentence is unintelligible to him who does not recognize the nursery rhyme alluded to4 ,it would be safe1 almost1 to say that not a day passes in which the daily papers do not contain allusions to some simple little lines dear to our childhood4 ,they are not to be sneered at2 they are to be loved in babyhood and childhood1 understood in youth1 and treasured in middle life and old age4 #e4 ,discussion of ,each ,volume ,our ,journeys ,through ,bookland contains a wealth of material and a host of studies and helps4 ,it is not an easy matter to get even the plan of it into one's mind in a few minutes4 ,the object of this volume is to guide the parent1 teacher or student and to show as many of the important phases of ,journeys as is possible4 ,in other chapters we take up different methods of reading or show ways in which the books can be used to accomplish certain definite purposes1 and how to select the material needed for any occasion4 ,by means of cross references to the other books this volume serves as a key to them all4 ,volume ,one4 ,the first sixty pages of this volume are given over to the best known of the old nursery rhymes4 ,that they are old is one of their great merits4 ,that all cultured people know them is proof of their value and interest4 ,the words are old words but the pictures are new4 ,every one was drawn expressly for ,journeys and all show the conception of artists who have not lost the appreciation of childhood4 ,little children love the rhymes and will learn them and repeat them at sight of the pictures long before they can read4 ,elsewhere in this volume are suggestions which show how the rhymes may be used profitably4 ,journeys does not pretend to teach reading in the sense in which it is understood in the kindergarten and the early primary grades4 ,rather it begins to be of service as a reader only after the child has been taught how to read for himself4 ,children in the third grade will read many stories for themselves2 from the fourth grade on they are nearly all independent readers4 ,every teacher knows1 however1 that children like to listen to stories which it would be utterly impossible for them to read1 and that later they best love to read the things which they have heard from the lips of parent or teacher4 ,therefore1 the literature of the first volume forms a treasure house from which the parent may draw many a good story to tell1 and where he may find more that will be excellent for him to read aloud4 ,the taste for the best literature is often formed in early childhood4 ,so no child is too young for ,journeys and no child is too old4 ,the real things we read over and over with increasing interest as the years go on4 ,elsewhere in this volume are directions for story-telling1 and many especially good selections are named4 ,what the parent shall read aloud is best left to him to determine2 at first he will do well not to read aloud any of the comments with which the books are fitted4 ,if he finds that the interest warrants it he can use the comments for himself and ask questions that will lead to thoughtful consideration of what is being read1 even by very young children4 ,the only thing necessary is that the reading should be taken seriously and that the parent should be as much interested as the youthful listener4 ,there are stories and poems1 fairy tales and folk lore1 biography in simple anecdotes of the great favorites of children and toward the end of the volume a few rather difficult selections for older children4 ,in this volume as in all of them it is hoped that parents will look over the table of contents again and again1 select the things that seem best and suit them to the occasion4 ,how beautiful the lullabies are for the babies1 and how much the older boys and girls will enjoy them when read at baby's side6 ,when the children are interested in the whimsical rhymes of ,stevenson1 his biography should be read2 and ,eugene ,field's life is interesting when his sweet poems are lending their charm to the evening by the fireside4 ,some of the fables contain deep lessons that may be absorbed by the older children while the younger ones are interested in the story only4 ,volume ,two4 ,the selections in the first part of the second volume are intentionally simpler than the last ones in the first volume4 ,it is a good thing for a child to handle books1 to learn to find what he wants in a book the greater part of which is too difficult for him4 ,oliver ,wendell ,holmes thought it was an excellent thing for himself that he had had the opportunity to tumble around in a library when he was a youngster4 ,every student who has had the opportunity so to indulge himself has felt the same thing4 ,there are so many books published every month and so much reading to be done that a discriminating sense must be cultivated4 ,no one can read it all or even a small part of it4 ,older people will discriminate by reading what they like4 ,children must learn to handle books and to find out what they are able to read4 ,to put into their hands all they can read of the simple things they like is not wise4 ,most children read too much4 ,fairy stories are all right in their way1 but to give a child all the fairy tales he can read is a serious mistake4 ,hundreds of pretty1 inane1 senseless stories in attractive bindings with pretty1 characterless illustrations tempt the children to vitiate their taste in reading1 long before they are able by themselves to read the best literature4 ,because they are valuable1 there are fairy stories in ,journeys2 because their use may be abused1 there are few of them2 because something else should be read with them1 they are not all in one volume nor in one place in a volume4 ,the same rule of classification applies to other selections than fairy tales4 ,this is the volume in which the myths appear in the form of simple tales3 three from the northland1 two from ,greece4 ,each story is attractive in itself1 has some of the interest that surrounds a fairy tale and serves as the fore-shadowing of history4 ,that they are something more than fairy tales is shown in the comments and elementary explanations that accompany them4 ,little poems1 lullabies1 pretty things that children love are dropped into the pages here and there4 ,children seem to fear poetry after they have been in school a little while1 largely because they have so much trouble in reading it aloud under the criticisms of the teacher and because the form has made the meaning a little difficult4 ,it is1 however1 a great misfortune if a person grows up without an appreciation of poetry when it is so simple a matter to give the young an abiding love for it4 ,a little help now and then1 a word of appreciation1 a manifestation of pleasure when reading it and almost without effort the child begins to read and love poetry as he does good prose4 ,the beginnings of nature study appear in the second volume in the form of beautiful selections that encourage a love for birds and other animals1 and ,tom1 ,the ,water ,baby1 is a delightful story1 half fairy tale1 half natural history romance4 ,in this volume also is found ,the ,king of the ,golden ,river1 perhaps the best fairy story ever written4 ,volume ,three4 ,a glance at the table of contents in the third volume will show the general nature of the selections4 ,fairy stories or tales with a highly imaginative basis predominate4 ,there are some that are humorous1 as for instance the selections from the writings of ,lewis ,carroll1 and one or two of the poems4 ,the long selection from ,the ,swiss ,family ,robinson is a good introduction to nature literature and contains all of the book that is worth reading by anyone4 ,the two tales from ,the ,arabian ,nights are among the best in that collection and are perhaps the ones most frequently referred to in general literature and in conversation4 ,the story of ,beowulf and ,grendel is a prose rendering of the oldest poem in the ,english language1 and valuable for that reason4 ,while it is rather terrifying in some of its details its unreality saves it from harmful possibilities4 ,parents and teachers are inclined rather to overestimate the unpleasant consequences of reading terrifying things when they are of this character4 ,few1 if any1 children will read the story if it displeases them and those who do will not retain the disagreeable impression it makes for any great length of time4 ,in this volume we begin our acquaintance with the legendary heroes of the great nations4 ,frithiof1 ,siegfried1 ,robin ,hood and ,roland are all in this book1 to be followed by ,cid ,campeador in ,volume ,,iv4 ,volume ,four4 ,in this volume1 with many fine poems and tales interspersed1 is found the continuation of the legendary hero stories begun in ,volume ,,iii1 also as a natural sequence1 a cycle of history that begins with a story and ends in a narrative of an actual historical occurrence4 ,these may be found in the six selections beginning with ,the ,pine-,tree ,shillings4 ,the article on ,joan of ,arc1 the story of ,pancratius and the account of ,alfred the ,great1 though not related in any way1 yet still serve to carry out the idea that this volume is largely an introduction to readings in history4 ,the ,attack on the ,castle is a stirring account of a medival battle4 ,it prepares the way to the medival spirit made more prominent in the next volume4 ,in ,the ,arickara ,indians the boys will begin to find the interest that the aborigines always have for our youth4 ,volume ,five4 ,the legendary great1 the half-historical personages that have been for so many centuries the inspiration of youths of many lands are found again in this volume in the person of the ,greek heroes and1 at much greater length1 in ,england's famous ,king ,arthur4 ,the story of his ,round ,table and its knights is told in an extremely interesting way4 ,the spirit of ,sir ,thomas ,malory is retained in his quaint accounts and ,tennyson's noble poems show how great a factor the legends of ,arthur have been in literature4 ,besides the articles that are instructive there are a few that are highly entertaining or merely humorous1 for every child has a right to read sometimes for amusement only4 ,it will be seen that some classes of literature have ceased to appear and that others are coming into view4 ,the spiral arrangement is nicely illustrated in the reappearance of history and the legendary heroes and in the disappearance of myths and fairy tales1 for which there is1 however1 some compensation in the highly imaginative ,gulliver's ,travels1 an extract from ,dean ,swift4 ,in this volume are also included a little cycle on one of the great heroes of the ,scotch1 ,robert ,bruce4 ,these carry on the series of selections on legendary heroes1 begun in ,volume ,three4 ,these are followed by stories of adventure1 of frontier life in the ,central ,west1 tales from the early history of our country4 ,reminiscences of a ,pioneer1 ,the ,buccaneers1 ,captain ,morgan at ,maracaibo1 and ,braddock's ,defeat are examples of this kind of literature4 ,these selections are authentic accounts from original sources and are among those things which boys really like1 but which have not heretofore been accessible to them4 ,patriotic ,poems1 somewhat in the same vein1 are given where they will be noticed and read4 ,volume ,six4 ,in this volume the series of legendary and semi-historical selections is completed4 ,it includes the best of the legends concerning the national hero of ,persia1 also the story of ,the ,tournament from ,ivanhoe1 inserted here as a fitting introduction to ,scott's novels4 ,there are several examples of nature studies in literature and several fine stories that have their place in the education of everyone4 ,the best of these stories and one of the finest ever written is ,rab and ,his ,friend4 ,a cycle of a religious nature is found in those selections which are named ,the ,imitation of ,christ1 ,the ,destruction of ,sennacherib1 ,ruth1 and ,the ,vision of ,belshazzar4 ,the longest and best story in this book is ,a ,christmas ,carol by ,charles ,dickens4 ,this is a model in construction and furnishes the basis for all the studies that would naturally accompany the most elaborate piece of fiction4 ,the sixth volume is one of interest and one that will give plenty of opportunity for study to those who have the inclination to follow out the suggestions that accompany the selections4 ,close study should be upon those things which are already somewhat familiar4 ,the high school student will find his time more profitably spent in working on the things in this volume than in poring over the more difficult masterpieces that are sometimes prescribed in courses of study4 ,what we desire is power to read1 understand and appreciate1 and that is obtained by study upon those things that interest us and about which we know enough to enable us to use our minds to best advantage4 ,volume ,seven4 ,on the whole1 this is a more mature volume than any that has preceded it and yet there are some selections of a simple character inserted for the purpose of interesting those who cannot yet read very heavy literature4 ,from this point on1 however1 there is little difference in the grade of the volumes4 ,the way in which the literature is studied marks the difference in rank4 ,in fact1 when a person can read intelligently and with appreciation such selections as appear in this volume he can read anything that is set before him4 ,there may be some things that will require effort and perhaps explanation1 but it is merely a question of vocabulary and parallel information4 ,besides the stories1 there are selections in every department of literature except those that have been passed in the progress of the plan of grading4 ,the legendary heroes1 the myths and the stories of classic literature are no longer to be found4 ,in their place are more selections on nature1 more of biography and history and the real literature of inspiration4 ,some of the last group appear in the form of fine lyrics which everyone loves but which are made more attractive and inspiring by proper setting and helpful interpretations4 ,in this volume biography1 which has had its share of attention in every volume1 becomes a strong feature1 especially in the fine sketches that are given of famous writers4 ,it is a fact that most writers have lived so quietly and in such comparative seclusion that their lives are devoid of the exciting events that make the liveliest appeal to young people1 yet every one has done so much for the world and in such varied ways that there are things in their lives that interest and enthrall the mind if only they are properly presented4 ,our great ,american writers have been noble men and women and their lives are models worthy of imitation4 ,that is the thing for us to glory in and for our young people to know1 for it is not by any means a universal fact that people who wrote inspiring literature have lived inspiring lives4 ,the literature of nature is probably stronger in this volume than in any other and the selections are of the most absorbing kind4 ,it is not expected to give a vast amount of information but to create a love for reading about the great facts in nature and an appreciation of the beauties in the writings of those who love it4 ,this is the last volume in which there is much fiction and it marks the beginnings of the really fine essays which form a large part of the succeeding volume4 ,the history is of a higher type and includes excerpts from the writings of some of our greatest historians4 ,volume ,eight4 ,the notable feature of the eighth volume is the selection from the plays of ,shakespeare4 ,nothing is more important in the literary education of a child than his proper introduction to the greatest of our great writers1 and this has been accomplished in the following manner4 ,the ,tempest was selected as the play1 because it is simple and lively in its style1 appeals to young people and has in it just enough of the marvelous1 the beautiful and the terrible to make a decided impression on one who reads it for the first time4 ,there are other plays that are greater but none that may be taught so easily to juvenile readers4 ,in this volume there is a brief article on the reading of ,shakespeare2 this is followed by the inimitable tale of ,the ,tempest by ,charles and ,mary ,lamb2 this by the play1 ,the ,tempest1 practically as it was written2 and this1 in turn1 by a long series of interesting studies on the drama4 ,the whole is attractive from start to finish and the studies are certain to lead the reader to think4 ,the drama1 then1 is the new feature of the ninth volume1 but this is also the volume of fine essays1 the highest type of prose4 ,the essays are best represented by the following titles1 all of which may be found in the table of contents of the eighth volume3 ,the ,alhambra by ,irving1 ,a ,bed of ,nettles by ,allen1 ,dream ,children1 by ,charles ,lamb4 ,these titles1 too1 show how broad is the field covered by the essay and how delightful a variety there may be in the one style of composition4 ,the departments of ,travel and ,adventure1 ,patriotism and ,history have not been neglected4 ,on the whole it is a serious volume1 one which will give the high school student and the older members of the family a plentiful supply of good reading material and a suggestion of study for the evenings of many a winter day4 ,volume ,nine4 ,most of the selections in this volume are rather difficult reading for young people but there are helps enough to make the task a pleasant one4 ,the series of essays1 begun in ,volume ,eight is here continued1 with ,the ,ascent of the ,jungfrau by ,tyndall1 ,a ,dissertation upon ,roast ,pig and ,the ,praise of ,chimney ,sweepers by ,charles ,lamb1 and two representative essays by ,sir ,francis ,bacon4 ,the studies are of an advanced nature and if carried out as intended will be of decided service to high school students4 ,in a few cases the selections are simple1 like ,robert of ,lincoln1 for instance1 but the studies that accompany it are the more complete4 ,it is hoped by such an arrangement to show how inexhaustible a field for study literature offers and how many things there are to be known about the least of our fine lyrics4 ,the ,ode on a ,grecian ,urn is of a different type4 ,this poem makes no direct appeal to sentiment or to the knowledge of the average young person1 yet by study it is seen to be a lyric of exquisite beauty4 ,this volume introduces the writings of several authors who have not before appeared because of their slight appeal to young people4 ,among them may be mentioned particularly ,addison1 ,boswell1 and ,bacon4 ,the volume contains also orations that should be studied as models1 viz3 ,the ,gettysburg ,address1 ,the ,fate of the ,indians and ,the ,call to ,arms4 ,each has a series of studies following it4 ,as a relief from the serious work of the volume there are included an extract from ,pickwick ,papers2 that fascinating story1 ,the ,gold-,bug2 and the delightful essay1 ,modestine1 an extract from ,travels with a ,donkey1 by ,stevenson4 ,volume ,ten4 ,at the end of this volume are given two tables2 the first arranges the leading ,english writers chronologically1 and the second follows a similar plan with the ,american authors4 ,the index with which the book closes is for the entire series and enables the reader to find the selections readily1 if he knows either the title or the name of the author2 to find all the selections on any given topic2 and to find the studies quickly if they are wanted4 ,the index should prove as useful as any of the devices with which the books are filled4 ,,chapter ,,iii ,,pictures ,,and ,,their ,,use ,i4 ,what ,should ,we ,notice in a ,picture8 ,in his excellent little book1 ,how to ,judge of a ,picture1 ,van ,dyke speaks of the things that constitute a good painting as follows3 ,first1 it is good in tone1 or possess a uniformity of tone that is refreshing to the eye2 second1 it is good in atmosphere--something you doubtless never thought could be expressed with a paint-brush2 third1 it is well composed1 and a landscape requires composition as well as a figure piece2 fourth1 'values' are well maintained1 its qualities good1 its poetic feeling excellent4 ,a second writer has said that beauty is manifested in four ways3 by line1 by light and shade1 by color and by composition4 ,we will consider these characteristics in order4 a4 ,line4 ,we define the boundaries of objects and limit space by means of lines1 and the use of lines constitutes drawing in pictures4 ,these lines so used may be narrow or broad1 straight or curved1 perfect or broken1 and definite or vague and undetermined4 ,upon their proper use1 however1 depends the beauty of proportion1 the strength of personality and the impressions of truthfulness and reality4 ,there are few rigid lines in nature4 ,what we see is an impression of line1 not sharp lines4 ,if you look at a book you may see the sharp lines that bound its edges but if you move it away a little or put it in shadow its boundaries are a little hazy and gradually you lose the impression of the lines that bound it and see only a book4 ,a tree has no sharp outline except when it stands on a horizon and looks like a silhouette against the light4 ,ordinarily it is a mass of moving light and shade1 of color4 ,the leaves are not separately limited by lines and yet we know that leaves are there4 ,if the artist drew each leaf separately and accurately the general effect would be extremely unnatural and instead of a tree we should see only the minute carefulness of a painter who had failed4 ,perfect lines1 then1 are rare in good pictures4 ,the artist does not intend to make exact representations of reality but to convey the appearance of reality1 and just in so far as he succeeds in conveying that appearance of reality is he successful4 ,this does not mean that good drawing is not necessary in a picture2 it merely tells you what constitutes good drawing4 ,if the lines of the human figure are perfect it is almost certain that the figure will be strained1 unnatural and without the appearance of life or motion4 ,in a good picture the lines of good drawing are present but they are broken1 subdued and lead into one another as do the lines we see in nature4 b4 ,light and ,shade4 ,it is the distribution of light and shadows in a picture that gives it the appearance of reality4 ,a mere outline drawing is flat and has no semblance of life4 ,the paintings of the ancient ,egyptians are good examples of pictures that have no light and shade1 and we all know how flat1 stiff and unreal they appear4 ,in pen and ink1 and charcoal drawings1 light is indicated by white and shadow by black1 but between the two extremes are introduced various shades and tints of gray that make the variety of tone in shadows4 ,this varying of the strength of shadows is everywhere in nature1 though most of us are blind to it4 ,in looking at any object for the purpose of distinguishing the lights and shades upon it we should half close our eyes and look intently at all parts of it4 ,under an inspection of this sort the building which we thought to be all of even light is seen to be dotted with patches of shadow of different intensity1 showing that there are projections where the light from the sun strikes clearly or depressions into which it cannot enter so freely4 ,a picture should give the same effect1 and it is this effect1 which includes also the distance from the eye as well as the shades from the light source1 that we call values4 ,if we look at a tree in the way described we see that it is covered with patches of green in light or dark tints and that these color values are the lights and shades of which we are speaking4 ,there will be one point of highest light and an opposing point of deepest shadow1 and upon the proper arrangement of these as well as upon the patches of minor importance depends the lifelike appearance of the objects in the picture4 ,van ,dyke says there are three things concerning light and shade that should be looked for in every picture1 viz43 that everything1 no matter how small it be1 has its due proportion of light and shade2 that there be one point of compass from which the light comes2 that there be a center of light in the picture itself1 from which all other lights radiate and decrease until they are lost in the color or shadow4 c4 ,tone and ,color4 ,the first thing that seizes the eye in a painting is color1 and the brightest1 gayest colors are the ones that are most likely to attract4 ,in fact they are the only colors that the inexperienced may see1 for many a person is blind to the subdued tints and shades that are really the most attractive to the trained eye4 ,good coloring1 then1 does not mean brightness alone4 ,it is the relationship1 the qualities and the suitableness of colors one to another1 whether they be in shadow1 half-tint or light1 that constitute good coloring4 ,brilliant dresses and inharmonious ornaments strike the refined eye with displeasure1 the wearer is loud in her dress4 ,subdued colors relieved here and there with a harmonious dash of brightness show correct taste4 ,so in pictures those that have the low or deep tones1 that are rich and harmonious1 are the ones that are most appreciated by the experts1 and are the ones usually found to have been painted by the masters4 ,nevertheless if high color combines richness and harmony it shows a fine skill4 ,tone has to do with the quantity of color used in the painting1 and harmony with the qualities of colors4 ,tone and harmony must combine to make perfect coloring4 d4 ,composition4 ,if we study any great poem1 drama or novel1 one that is constructed with a due regard for unity1 we find there is one central character or idea and that all other persons1 all incidents1 scenes and all the little devices that go to give reality to the conception are subordinated to the central person or idea4 ,unless this is done the creation lacks unity and therefore lacks force1 beauty and coherence4 ,the same facts hold true of a picture4 ,every good picture is so arranged and drawn that the important idea is centralized and the parts are unified and harmonized until the whole is single in its effect4 ,this is accomplished by what is called in the language of the painter1 composition4 ,important things are recognized and lesser things subordinated to give beauty1 clearness and brilliancy to the central idea4 ,while these facts are most obvious in pictures that contain figures1 it is no less true in landscapes or other pictures which contain no figures4 ,for instance1 a moonlight scene on the ,hudson would have as its central idea the beauty of the light on the water and the mountains4 ,to secure this the artist would keep down the lines of the mountains1 subordinate the details in the foreground and place as the central idea in the picture the pale shimmering light from the moon whether that body be itself visible or not4 ,oftentimes in looking at a picture it is difficult to tell wherein its excellent composition lies1 but the absence of strength and unity is unerringly felt4 e4 ,atmosphere and ,perspective4 ,we are all familiar with the diminished size of objects seen at a distance and realize that the apparent coming together of two parallel lines1 as those of a railway track1 is owing to the same cause4 ,we know1 too1 that this diminishing must be shown in a picture or there is no sense of distance for the spectator4 ,what is not so clear to us usually1 is that there is as great a difference in color and the appearance of objects4 ,the diminution of size is linear perspective and the change of color due to distance and atmospheric conditions is commonly called aerial perspective4 ,the tendency among amateurs is to paint a tree green no matter how far away from the spectator it is1 while a little observation and study would show the veriest tyro that the green of a distant tree has faded till to the eye it looks a bluish gray4 ,moreover1 outlines have faded and seem to flow into those of other objects1 and all combine to give to the picture the true appearance of distance1 which is what the artist seeks and the one who looks at the picture has a right to expect4 f4 ,an ,application of the ,foregoing ,principles4 ,what has been said on this subject of judging a picture may be made clearer by an application to one of the pictures in ,journeys4 ,let us take1 for instance1 the color plate facing page #cjd1 in ,volume ,,vi4 ,it is a reproduction in color of the painting in water colors1 ,bob and ,tiny ,tim1 and will show what is meant by the comments above almost as well as the original painting would have done4 #a4 ,tone and color4 ,are the colors in the picture bright and gay or are they subdued8 ,what are the brightest colors8 ,are the colors harmonious or do they quarrel as they come to the eye8 ,are the shades of blue and purple and lighter colors in the clothing of the various persons glaring or subdued8 ,do you observe any inharmony which offends the eye1 or are you pleased with contrasting colors and tones8 ,the harmony in color is due to the choice of colors that do not contrast too strongly4 ,the artist knew which were complementary colors2 that is1 which1 united1 form white4 ,which colors in the picture do you think show warmth1 and which show cold1 as suitable to out-of-door scenes8 ,what effect on the rest of the picture does the olive green of the interior of the room have8 ,what effect does the gray green of the open door have8 #b4 ,light and ,shade4 ,is the picture flat and without appearance of life1 or do the persons and objects stand out in a life-like manner8 ,are parts of the picture in shade1 so that outlines are lost8 ,the artist has shown the left of the building in the foreground as in shadow2 how is this effect produced8 ,do you observe gradations of tone in the shawl on ,tiny ,tim1 which indicate relative light and shadow8 ,where is the highest light in the picture1 and where the darkest shadow8 ,are the lights strong as if the sun were shining1 or soft and diffused1 as is noticeable on a snowy winter's day8 #c4 ,line4 ,although you cannot see ,bob's feet in the picture1 do you feel that his body is well supported8 ,is his position natural1 as of one carrying a burden on one shoulder8 ,are the lines of the figures in the foreground clear and distinct8 ,how do they compare with the lines of the figures and building across the street8 ,in both cases the artist gives us all that is necessary to convey the impression of reality4 ,in the use of oils and water colors1 sharp lines are avoided4 ,colors are used so that different surfaces and effects flow into one another2 the lines are concealed and we have the very counterfeit of reality4 ,this constitutes good drawing4 #d4 ,composition4 ,what is the central idea of the picture8 ,the artist has brought the principal figures into the immediate foreground2 do the arrangement of color1 contrasts of tone values1 and the smaller figures in the background give life and significance to the figures of ,bob and ,tiny ,tim8 ,would the effectiveness of the picture be greater or less if the artist had failed to show the snowy outdoor scene1 with its holiday spirit8 ,do you recall the incident in the story portrayed by the picture8 ,are the characteristics of ,bob and ,tiny ,tim1 as described by ,dickens1 faithfully followed by the artist8 ,do their faces show the spirit of ,christmas8 ,if you had not read the story1 would you not feel a glow of sympathy for the little boy1 and a wish that you could join in making a happy holiday for him8 ,has not the artist succeeded in bringing the scene described by the author more vividly and beautifully to us8 #e4 ,atmosphere and ,perspective4 ,how far from the figures of ,bob and the little boy are the people on the sidewalk8 ,how does the artist express the idea of relative distance8 ,are there any lines in the picture which help us to determine distance8 ,if the eye follows the lines of the cross pieces on the door1 will they not come together if extended far enough to the left8 ,of course the buildings across the street are not very far away1 but their outlines are a little hazy4 ,does this haziness help to give the effect of distance8 ,do you think the door was really a gray-green8 ,has the artist used this tone to show the effect of the outdoor light on a gray1 or possibly a white door8 ,the building across the street1 at the left1 has yellow and red and purple tones2 do you think these were the actual colors8 ,if not1 why has the artist selected these particular shades8 ,do parts of buildings or other objects in shadow take on different shades from parts in bright lights8 ,what colors appear most frequently in the picture8 ,has the artist succeeded in giving the picture the atmosphere of ,dickens's story8 ,,ii4 ,pictures and ,their ,value in ,literature ,pictures are in themselves a language--the oldest as well as the most universal tongue of the world4 ,the primitive man of all races resorted to a picture-writing in his first efforts to transcribe his thoughts and emotions into a more lasting form than the oral expression4 ,our earliest authentic history of the customs1 beliefs and life of the ancient ,egyptians1 the ,babylonians1 the ,chinese and even our own ,american ,indians comes to us from the pictured records they left on stone1 wood or clay4 ,in the present age1 what child does not yield to the magic rhythm and the compelling lilt of the old nursery rhymes6 ,with what added joy does he discover that there are pictures for these treasured jingles6 ,and long before the printed words can be recognized he enters the alluring world of books by reading the illustrations4 ,with glowing eyes on the picture he repeats the rhyme he had learned from its many demanded repetitions4 ,by giving him simple1 clear1 realistic conceptions through pictures1 we influence the child to read eagerly the text1 to discover the whole story1 of which such a fascinating hint is given in the portion illustrated4 ,these first pictures must satisfy the child's love of action and movement1 and portray only the most dramatic scenes1 the big important facts with all superfluous happenings omitted4 ,in fables1 where the primary purpose is to convey an abstract truth1 a something bigger and broader than the mere interesting events described1 the illustrations add much to the meaning and purpose of the text4 ,here the artist shows not only the physical attributes of the real animal1 but in a subtle way goes a step further and through the features or the attitude suggests the characteristics attributed in the fable4 ,thus unconsciously the little reader gets from the picture an increased conception of the sly1 clever1 crafty ways of the fox or the slow1 plodding1 steadfast patience of the tortoise4 ,as literature develops from the simple nursery rhyme and the brief1 abrupt fable to the fairy tale with its illusive beauty1 so the pictures should advance in a parallel and a closely related manner4 ,the illustrations now take on a mysterious1 unreal1 esthetic quality1 in harmony with the world of fairy lore1 and train the imagination as much as the direct words of the author4 ,the child realizes that the forest scenes which furnish the background for so many of his favorite fairy tales have a subtle beauty which has never been seen by him4 ,gradually through such pictures he is led to seek an ideal beauty in the real world4 ,he also becomes able not only to appreciate the poetic rendering of this expression of the ideal but is capable of forming more varied mental images of things about which he reads2 to put more of his own individuality1 his own conceptions1 into his mental picture4 ,the passing ages have so completely revolutionized the customs and ways of life that the child of today finds comparatively little in his familiar surroundings which he can link with the world of history and legend4 ,literature should be supplemented by pictures to bridge this chasm and to bring legendary and historical heroes into the child's own world and enable him to follow their thoughts1 interpret their emotions and appreciate their actions4 ,the child who sees a picture of court life where the cavalier is attired in richly colored velvet1 silk1 lace1 and jewels1 and surrounded by the luxuries of the court1 and compares it with another of the same period which portrays a ,puritan in his somber-hued1 severe suit1 stiff linen collar and cuffs1 broad-brimmed1 plain hat and not a single jewel or ornament used for mere decorative or esthetic value1 realizes the vast difference in the types and character of the two men4 ,he is furnished with an appropriate mental atmosphere in which to follow their history and in which to comprehend the inevitable clash that came between the ,cavaliers and the ,roundheads4 ,he will then eagerly and sympathetically follow the ,pilgrims in their lonely stay in ,holland and in their brave struggle in the new country4 ,here1 again1 the various pictures portray a land and climate as vigorous1 uncompromising and stern as the characters of the ,pilgrims themselves4 ,then the great forests1 the felling of the trees1 the erection of the log houses and forts1 the meeting of ,puritans with the neighboring ,indians1 with their curious costumes1 homes1 customs and occupations1 introduce other phases of life that put the child in a receptive mood for the reading of colonial history1 ,indian legends and stories of pioneer life4 ,familiarity with the author's portrait1 with pictures of his home or his favorite scenes1 brings a something of the writer's personality to the child4 ,he feels the story is told more directly to him4 ,a sympathetic bond is established that leads him to a more intimate and a more intelligent acquaintance with the author's emotions1 thoughts1 style and purposes as expressed in his works4 ,he reads ,thoreau's ,journal1 and notes uncomprehendingly1 the potent sway of nature over the heart and life of the man4 ,it requires the keen vision and the genius of the artist to give him a realization of the mesmeric influence nature frequently exerts4 ,if this author's portrait is the work of a great artist it will perform a double service4 ,for example1 the reproduction of the ,aesop of ,velasquez not only gives the child an idea of the appearance of that creator of the wonderful fables1 but it also introduces the great ,spanish artist who has depicted marvelous interpretations of life on canvas and has so wonderfully influenced the style and method of the work of many of the artists who succeeded him4 ,the world of literature is filled with poems and stories which emphasize abstract truths1 teach needed lessons or give universal principles of beauty4 ,many of these have been the subject and the inspiration of pictures4 ,and1 in the re-telling of the poem or story with brush or pen1 the artists have added a something of their own individuality and character which serves not only to emphasize and perpetuate themselves through their pictured translation of these noble thoughts1 but also makes the principles inculcated by the author become a part of the child's moral creed4 ,all have long realized the value of pictures in connection with stories involving scientific knowledge1 but the co-operation of the artist with the author in presenting literature to children is of equal importance4 ,the picture arrests the interest of the child and wins his love for books long before he can read2 it arouses his desire to master the meaning of the printed forms1 that he may discover the story for himself2 it gives him facts regarding unfamiliar things without which knowledge the printed symbol means little2 it leads him to the discovery of unseen beauties in his environment2 it develops his imagination2 it arouses his creative faculties2 it aids him to grasp the deepest1 highest meaning of the world's literature2 it opens up the undreamed beauties of the vast world of art2 it interprets abstract thoughts until they become a part of his character1 and ,,character is the true end of all ,,reading and of all ,,education4 ,,iii4 ,on the ,use of the ,pictures in ,journeys ,children love pictures1 and they love to make them4 ,we of riper years are inclined to forget how very strong was our pictorial instinct when we were young4 ,a little girl may make on a sheet of paper a few irregular lines not very well connected1 wholly meaningless to us1 and see in them very plainly every lineament of her favorite doll4 ,she sees no lines1 no paper1 only her own precious doll4 ,a little later she will draw pictures to illustrate a story1 and while we may see nothing in her work1 she sees enough to make the story more real1 and is in this way preparing herself to read more intelligently and with greater appreciation as she grows older4 ,we should not laugh at these crude drawings1 nor try to make them better4 ,they express her ideas in her way1 and that is enough4 ,on the other hand1 we should encourage her to try other pictures for other stories till she learns herself to distrust her drawings1 or finds a way to express herself so that others may understand what she thinks and feels4 ,pictures mean something1 always4 ,in the first place they show to him who can read them what some one else has thought and felt4 ,if they are meant to illustrate something in literature1 they may fail because the artist has not caught the spirit of what he is trying to depict1 or because he lacks in execution4 ,on our side1 they may fail because we cannot interpret his work1 either from lack of understanding or from the dullness of our sensibilities4 ,again1 we may object to the artist's interpretation of the literature1 and his pictures may merely excite our opposition4 ,usually1 however1 we see through the artist's eyes from a new point of view1 so that1 even if we do not altogether approve what we see1 we are led to question and find for ourselves something new1 pleasing and helpful4 ,children are harsh critics1 not only of pictures but of literature itself1 and the critical spirit is a good one to cultivate1 if it is not allowed to fall into captious fault-finding4 ,on the whole1 however1 it is far better to point out the good things in a picture than to call attention to poor execution or poor conception4 ,leave criticism generally to those infrequent cases in which the artist has actually blundered because he has not read the selection closely or accurately1 or has been careless in the things he ought to know4 ,for instance1 it would be absurd to show ,king ,arthur in a modern dress suit1 or to put fire-arms in the hands of the ,indians who met ,columbus for the first time4 ,but such faults occur infrequently4 ,usually the pictures are careful studies1 and give many a hint on costuming1 manners and customs1 as well as on the proper surroundings of the characters4 ,some selections are so universal in their nature1 so freely applicable to all times and places1 that the artist may be allowed to delineate any people1 anywhere1 at any time4 ,nursery rhymes1 so often alluded to1 lend themselves to an endless variety of imaginary people and places4 ,the old woman might be living still in her shoe and whipping her children soundly1 in a twentieth-century wrapper1 or clothed in skins she might send them supperless to bed in pre-historic ages4 ,whether ,jack and ,jill wore wooden shoes or patent-leather pumps we shall never really know2 perhaps their little feet were encased in moccasins1 or they may have been bare and ornamented with rings3 what we do know is that ,jack broke his crown and ,jill came tumbling after4 ,so we will give the artists all the latitude they wish1 as long as they keep the facts straight1 and we will try to help the children to see what the artist saw1 and so get clearer visions for themselves4 ,the pictures in these books are from many artists1 all of whom have given an interpretation of the selection they were working upon1 and have given it in such a way as to be helpful and inspiring to their youthful readers4 ,every time the artists have tried to get a child's view of things and to draw so that a child will like their work4 ,their enthusiasm has been boundless1 and their execution remarkably good4 ,some of their pictures are gay1 some are grave1 a few sad2 some are highly imaginative and others very realistic4 ,not a few are wonderfully beautiful4 ,among so many designs1 so many kinds1 everyone will find something to admire4 ,among the many1 let us take a few for a brief study to show that they may be used with children to make literature clear1 to give interest and keener appreciation4 ,the very first picture in ,volume ,one 7sub-title1 ,nursery ,rhymes1 page #a7 is frankly intended as an introduction to the rhymes which follow1 and is also a good illustration of many of the principles stated in this chapter4 ,the little boy is fond of his playthings and especially of his toy cat1 but you see he is giving his chief thought just now to the rhymes and jingles which his mother is repeating1 while the baby is absorbed and happy in looking at the pictures4 ,do you see the sewing-basket with the knitting which the mother has laid aside while she devotes an hour to play8 ,do the other books on the table suggest that she sets a value on good reading as an important element in the training of children even as young as these in the picture8 ,the idea is carried out further in the decorations of the draperies around the window4 ,you see there in simple outline characters which appear in fuller detail with the rhymes which follow in this volume4 ,the color tones are subdued and restful1 not loud and glaring1 but they are so happily blended1 or contrasted1 that both persons and objects are clear and distinct4 ,it tells without words the story of happy childhood4 ,jack and the ,beanstalk 7,volume ,one1 page #aei7 is a picture which will repay study4 ,a child's imagination reaches out more or less vaguely1 though often to his satisfaction1 for a visualization of the exaggerations of nature which appear in almost all fables and fairy tales4 ,our artist has given this subject a realistic touch1 which makes ,jack's adventure seem almost possible4 ,does the beanstalk look natural8 ,does it look like the beanstalk which grows in your garden8 ,are the bean pods like those you have seen8 ,is the color natural8 ,does the stalk look strong enough to bear ,jack's weight8 ,how high up do you think he must go to reach the giant's home8 ,how is the impression of height given8 ,do you see the landscape stretching away in the distance8 ,do the fields and the stream look far away8 ,do you think ,jack became frightened or dizzy as he went on--up and up8 ,doesn't the picture help you to understand his courage and determination to carry out his purpose8 ,illustration3 ,,alfred ,,tennyson ,,robert ,,browning ,,william ,,shakespeare ,,sir ,,walter ,,scott ,,william ,,wordsworth ,,geoffrey ,,chaucer ,,joseph ,,addison ,nurse helps me when ,i embark 7,volume ,one page #abg7 is a fine picture for study4 ,ask questions like the following3 ,what toys do you see in the picture8 ,do boys like toys which suggest adventure8 ,do you think he likes his small boat8 ,why8 ,did it suggest to his mind that he would call his bed a boat1 and sail away in it to dreamland8 ,is he saying his prayer8 ,will the small candle give light enough8 ,why does it smoke8 ,what kind of a bed is it8 ,what is the canopy over the bed made of8 ,interesting questions may be asked about the poem3 ,what is a prudent sailor8 ,what do prudent sailors have to take on board8 ,what is a pier8 ,what is the pier beside which the boy finds his vessel fast8 ,on page #bfb of ,volume ,one is printed ,wynken1 ,blynken1 and ,nod1 ,eugene ,field's musical lyric for little ones4 ,the attractive picture may be looked at before the poem is read4 ,questions help the children more than explanations and comments1 particularly where they are logically asked4 ,the natural order is to ask about the prominent things first1 and then about minor details1 thus3 ,how many children are there8 ,where are they8 ,what does their boat look like8 ,what is the child nearest the toe of the shoes doing8 ,where are the other two standing8 ,what have they in their hands8 ,what are they doing with the net8 ,are they catching any fish8 ,where is the moon8 ,what can you see in the moon8 ,is the face laughing8 ,now let us read the poem1 and when we have done so1 let us see what lines in particular the artist was thinking about4 ,who are the three children8 ,wynken1 ,blynken1 and ,nod4 ,what did they do8 ,sailed off in a wooden shoe 444 into a sea of dew4 ,what did the moon say8 ',where are you going and what do you wish8' ,what did the children answer8 ',we have come to fish for the herring fish4' ,what kind of nets have they8 ,nets of silver and gold4 ,what did the old moon do8 ,the old moon laughed and sang a song4 ,what were the herring fish8 ,the herring fish were the little stars4 ,how long did they fish8 ,all night long their nets they threw4 ,where did they throw their nets8 ,to the stars in the twinkling foam4 99 99 99 99 ,were there really three little children8 ,no4 ,how many were there8 ,only one4 ,who1 then1 were ,wynken and ,blynken8 ,the little child's eyes4 ,and who was ,nod8 ,his head4 ,what was the wooden shoe that sailed the skies8 ,only a trundle-bed4 ,what then was all this story about fishing from a wooden shoe for herring fish with nets of silver and gold8 ,only a wee one's dream4 ,how can you see the wonderful sights that be8 ,by shutting our eyes while mother sings4 ,don't you suppose the artist shut her eyes when she thought of the picture1 and perhaps dreamed of the time when she lay in her little bed and her mother sang of the wonderful sights that be8 ,wasn't that just why she made such a beautiful picture1 and thought even of putting wings to the shoe1 so it could sail through the sky8 ,after such a talk as that with a little child1 do you not think1 dear parent1 that he would come nearer to you1 and while you read the poem softly and smoothly to him he would learn to like its music1 and through its refining influence learn to love you a little better8 ,when he has grown to manhood1 do you not think there will come times when his heart will be touched1 when he will long for the loving arms around him and the sweet mother voice to sing once more of the wonderful sights that be8 ,there are holier things to be done for children than to feed and clothe them4 ,in ,volume ,two1 on page #aba may be found the picture ,shuffle-,shoon and ,amber ,locks4 ,how many persons are shown in the picture8 ,how is the old man dressed8 ,in what is he sitting8 ,how is the boy dressed8 ,where is he sitting8 ,can you sit comfortably that way8 ,what does he hold in his left hand8 ,what is the little boy doing8 ,how many blocks are there in his building8 ,how many blocks are on the floor8 ,what is the old man placing on top of the blocks8 ,what is on the wall back of the chair8 ,of what is the curtain made8 ,which is ,shuffle-,shoon8 ,why is he called ,shuffle-,shoon8 ,why is the boy called ,amber-,locks8 ,what is the color of amber8 ,do you think the old man has a kind face8 ,how old do you suppose he is8 ,how old is ,amber-,locks8 ,do you like his face8 ,from ,volume ,two1 page #bfd1 ,tom and ,the ,dragon ,fly3 ,what is the first thing you notice when you look at this picture8 ,what is the second thing8 ,where is ,tom standing8 ,where is the dragon-fly8 ,how many wings has it8 ,how many legs can you see on the dragon-fly8 ,does ,tom's hair look as though he had just come from the water8 ,what is he looking at8 ,does he seem to be afraid1 or happy8 ,can you tell where the surface of the water is8 ,is any part of ,tom in the water8 ,can you see sky or clouds in the picture8 ,does any land show8 ,from ,volume ,two1 page #fi1 ,the ,swallow and the ,stork ,came3 ,after a picture has been examined1 as has been explained1 it is sometimes a good thing to study the way in which the artist has produced his effects4 ,the effects in this picture are remarkably fine and ,mr4 ,rudeen has accomplished his purposes very skilfully4 ,what effect is given by the mass of white in the center of the picture8 ,does it help to give emphasis to the principal figures8 ,does the artist use his colors in proper tones and shadings8 ,does he succeed in making the birds seem really to fly8 ,do you see the face in the fir tree8 ,how are the eyes indicated8 ,are the lines and patches that make the face any different from those that indicate other leaves on the tree8 ,why then does it look like a face8 ,does the face have an expression of surprise8 ,if the branches and leaves on the left side of the tree were curved downward instead of upward1 would the expression be changed8 ,is there any indication of feathers on the swallows8 ,how are feathers indicated on the stork8 ,the artist drew the original of this picture with pen and black ink4 ,the engraver made one plate for this drawing in black1 then another plate for those portions of the picture which have any shade or tone of orange1 and still another for the blue tones4 ,the green is produced by printing from the orange and the blue inks over the same surface4 ,facing page #hb1 ,volume ,two is the portrait of ,hans ,christian ,andersen4 ,this was taken from a photograph1 and under a microscope it can be seen that the ink is put on in fine dots4 ,the border was drawn with pen and ink4 ,the original photograph of ,andersen was photographed through a screen and reduced to the size you see it4 ,the pictures in the book are printed from the metal plates which put the ink on the paper in little dots4 ,these prints are called halftones3 the pen and ink drawings in the texts are called zinc etchings4 ,the original of the colored frontispiece of the same volume was a water-color painting by ,mr4 ,henderson4 ,this was reduced in size by photography and four plates were made1 one showing all the black1 and another all the red1 a third all the blue and a fourth all the yellow in the original4 ,then the paper was run through the press four times1 each time with the color of ink for which each plate was etched4 ,by printing one color over another this way1 the different shades were made4 ,no better way is known for reproducing colored pictures4 ,the border was drawn with pen and ink4 ,the title page was drawn with pen and ink and a zinc etching made by photographic process1 from which an electrotype plate was made4 ,the end sheets are decorated by a zinc etching reduced from a large drawing made by ,mr4 ,mitchell4 ,the title and ornaments on the back of the books are made from strong brass dies that were engraved from drawings made by special artists4 ,gold leaf is laid over the section to be lettered and the dies are pressed upon it with such force as to fasten the gold upon the cover4 ,then the parts of the gold leaf that have not been pressed into the cover are brushed away and the design is perfect4 ,to learn what a picture really contains1 to appreciate its purpose and merit1 we should study it systematically4 ,the following topics suggest themselves3 #a4 ,the general view4 #b4 ,the details4 #c4 ,the center of interest4 #d4 ,the purpose4 #e4 ,the artists' conception and its appropriateness4 #f4 ,elements of beauty4 ,as in other cases1 the best way to explain a method is to apply it4 ,accordingly1 let us study by this method the picture ,down ,tumbled ,wheelbarrow1 on page #df of ,volume ,one4 #a4 ,the general view4 ,here is a picture of a man wheeling his wife through a ,london street1 and the breaking down of his wheelbarrow4 #b4 ,the details4 ,the man1 and his wife sitting in the wheelbarrow2 the cobbled street1 the sidewalk1 the houses on one side of the street1 the arch-way with the house above it1 and the street showing through the arch-way2 the man in the distance4 ,a shop in the middle ground1 with fruit and vegetables displayed outside the window4 ,the man with the wheelbarrow is dressed in the fashion of the past1 with tall hat1 blue cut-a-way long-tailed coat1 black breeches and blue stockings1 white vest and white gloves4 ,his neckerchief and shoes are orange color4 ,his wife is also fashionably gowned4 ,her bonnet has blue and orange feathers1 she has an embroidered shawl of orange color1 with a blue overdress and a gray skirt2 her blue parasol is in the air1 dropped in the shock of the breaking of the wheelbarrow4 ,her arms are extended in effort to save herself4 ,the wheel is bent under the barrow4 #c4 ,the center of interest4 ,the center of interest of most pictures is found near the center of the picture4 ,it is plainly so in this picture2 the man with the wheelbarrow1 and his bride engage our attention1 while secondarily we note the rough cobbled pavement and the narrow street4 #d4 ,the purpose4 ,the artist's intention is to show the dramatic moment when the wheelbarrow broke1 and the bride got the fall4 #e4 ,the artist's conception and its appropriateness4 ,in choosing the line ,down ,tumbled ,wheelbarrow1 the artist selected the moment which was the climax of the adventure1 and in so doing he shows the shock of surprise and alarm in the attitude and expression of both bride and groom as contrasted with their very fine holiday costumes1 which show how much care they had given to their preparation for their wedding journey4 ,the artist has not overlooked the opportunity to show us a typical ,london street of the olden time1 narrow and paved with cobble stones4 ,the arch-way gives us the assurance that the street was very narrow1 so that the wheelbarrow had to go over the rough cobbles4 ,the conception seems appropriate and true to the story in the simple rhyme4 #f4 ,elements of beauty4 ,there are two main elements in this picture1 which contribute to the pleasure it gives us1 aside from the story it tells4 ,in the composition of the picture1 the artist has placed the main figures in the foreground and drawn them in full detail4 ,note the contrast of the masses of black with the open spaces of white and light shadings4 ,the walls of the houses are indicated by few lines which are sufficient but which do not draw the eye from the center4 ,the rough street is skillfully indicated by a few deftly drawn round cobbles1 leaving the larger white space to give air and light to the central figures4 ,the treatment of color is the second element of beauty to be noticed4 ,not all the picture is colored2 in this class of illustration1 the white spaces have the effect of giving background to the colors1 and bringing out their best values4 ,another profitable study can be made on the full-page illustration that appears on page #aei1 in ,volume ,five4 ,questions best induce interest in a picture1 but the questions should be asked systematically4 ,the following is a model on the picture named above1 ,geraint hears ,enid singing4 #a4 ,general view4 ,how many men are in the picture8 ,what do they appear to be doing8 ,what is the building at the right8 #b4 ,details4 ,who is the man on horse-back8 ,how is he dressed8 ,what is hanging from a chain on his breast8 ,what is he looking at8 ,what is the expression on his face8 ,what is the color of his horse8 ,have you ever seen a bridle and a harness like these in the picture8 ,do you think the man loved his horse and took good care of him8 ,who is the man standing beside the horse8 ,how would you describe his garments8 ,what has he in his right hand8 ,what is its use1 and what does it signify8 ,what does the gesture with his left hand indicate8 ,what do you think of the building on the right8 ,is it new or old8 ,what seems to be growing on the walls8 ,what does this mean8 ,what seems to be growing up between the stones of the pavement8 #c4 ,the center of interest4 ,are the men talking together8 ,if so1 why are they not looking at each other8 ,does the attitude and expression of the man on the horse suggest an interesting topic8 7,tell the story in part1 and read the lines covering this episode1 page #aef4 ,is the center of interest now made clear87 #d4 ,purpose4 ,what did the artist mean to do by means of this picture8 ,did he select an important and interesting event in the story8 #e4 ,conception and appropriateness4 ,has the artist followed the text truthfully in his conception8 ,do you think there is a dramatic interest in this scene1 which made it appropriate for illustration8 ,would it have been as effective without the old man in the picture8 ,why8 ,does the man on the horse show his character in his bearing8 ,has the artist succeeded in portraying the old man in the character described in the text8 ,does the picture please you8 ,do you think it is a success8 #f4 ,elements of beauty4 ,do you like the soft1 even tones of the picture1 the heavy touches of the pen in the main figures and the light touches in the background8 ,is the day bright or gloomy8 ,is the effect of light on the wall1 balcony and doorway pleasing8 ,from what direction does the light come8 ,how does the artist indicate surfaces in shadow8 ,does the outline of the castle through the arch add interest and beauty to the picture8 ,after the children have been taught to observe properly1 you have in the pictures numberless interesting subjects for language exercises4 ,a good1 clear-cut description of a picture is worth reading1 and to write one means thought and study4 ,the exercise may be varied by asking the child to describe the picture before he has any knowledge of the subject and then asking him to call his imagination into play and write a story to fit the picture4 ,later you may read him the story the artist meant to illustrate4 99 99 99 99 99 ,besides the color plates and halftones which are found in their proper places in the several volumes1 the following pen and ink drawings are good examples of the kind of pictures that best repay study3 ,volume ,i1 page #bb4 ,volume ,i1 page #cj4 ,volume ,i1 page #ce4 ,volume ,i1 page #fg4 ,volume ,i1 page #aei4 ,volume ,i1 page #bjc4 ,volume ,i1 page #cge4 ,volume ,i1 page #cia4 ,volume ,,ii1 page #aaa4 ,volume ,,ii1 page #bbh4 ,volume ,,ii1 page #chd4 ,volume ,,iii1 page #ada4 ,volume ,,iii1 page #cbd4 ,volume ,,iv1 page #deb4 ,volume ,v1 page #ig4 ,volume ,v1 page #bec4 ,volume ,,vi1 page #ade4 ,volume ,,vi1 page #cfa4 ,volume ,,vii1 page #bha4 ,volume ,,vii1 page #dci4 ,volume ,,viii1 page #afj4 ,volume ,,viii1 page #cba4 ,volume ,,ix1 page #aah4 ,volume ,,ix1 page #bdh4 ,,chapter ,,iv ,,telling ,,stories ,before a child can read he develops a passion for stories1 and nothing delights him more than an interesting tale from the loving lips of father or mother4 ,in good kindergartens and primary schools1 there are teachers who tell stories to the little ones and do it well1 but parents will not wish to delegate it entirely to teachers1 for story-telling is the best way of getting at the hearts of children and planting those germs which later grow into refined taste in reading as well as ripen into real character4 ,on the other hand1 the teachers may neglect to tell stories to their pupils or are not skilled either in selection or in manner of telling4 ,parents who are interested in the welfare of their small boys and girls will wish to know what is being done and how it is accomplished1 but may have little idea of the material it is wise to use or where to find good subjects for their tales4 ,proper selection is highly important1 for taste and appetite for certain kinds of literature may be created long before the child can read for himself4 ,strong-minded1 courageous little boys will love to hear of giants and ogres1 and will revel in adventures that may terrify their more delicate sisters4 ,george hates the fierce foes that ,jack the ,giant-,killer meets1 and dreams of the time when he can overpower and slay his own ogres4 ,alice listens tremblingly1 and when she goes to her little bed at night lies in fear and trembling1 while hideous faces leer at her from out the shadowed recesses4 ,george never wearies of our oldest poem1 ,beowulf1 while ,alice wants only ,cinderella1 or at most ,bluebeard4 ,it is nothing less than cruelty to fill the imaginations of sensitive children with deeds of violence and tales of sadness and woe4 ,yet it is no less true that some young folks are the better for their giants1 their knights and their battles4 ,on the whole1 it is wiser to keep the giants1 the ogres and the suffering people in the background1 or to dwell upon them only when there seems a demand for them2 later1 lead the young imaginations into the realms of history and real life where giants are very real and ogres yet remain to be subdued4 ,do not tell sad or exciting stories in the evening4 ,keep the quiet1 peaceful things for bed-time stories4 ,here1 then1 is the great opportunity for the parent4 ,the teacher has thirty or more children of as many different temperaments from homes as varied in culture as the children are different in appearance1 and to them she must tell her story as to one4 ,the parent has but his own little flock1 whom he has known every day of their lives1 and whose souls are as transparent as glass to his watchful and sympathetic eye4 ,how certain may he feel in his selection of material1 how powerful in his recital6 ,perhaps1 however1 he may find the pleasant task an unaccustomed one1 may have forgotten what he knew as a boy1 and may not know where to turn for material4 ,here these books come to his assistance with material for every taste and suited to every occasion4 ,in the beginning of the first volume are the nursery rhymes which children have enjoyed for ages1 which are read1 or far better told1 to infants who rejoice in the pictures4 ,between the nursery rhymes and the literature that follows is quite a gap1 intentionally left by the editor4 ,there are no pretty little tales in words of one syllable for beginners to read1 but there are good fables and stories to be told while the children are learning to read1 and later1 to be read by the young people themselves4 ,no parent can go astray in selection if he knows his own children4 ,do not be afraid to tell the story--reading it aloud will not be half so effective4 ,select a fable or a short story first4 ,read it carefully1 and then shut the book and think about it4 ,be sure you have the plot in your mind1 make the hero and the other characters seem very real to yourself1 picture the scenes vividly in your mind's eye1 and you are ready to begin4 #a4 ,use ,your ,own ,words4 ,simple words1 graphic1 commonplace words1 are the best4 ,the older children will be just as much entertained1 and the younger ones can understand better4 ,on the other hand1 do not talk down to their level2 they will resent the idea and laugh at you4 ,keep on their level4 ,that means that you must be sure you know your audience before you begin to talk4 #b4 ,talk ,naturally4 ,forget that you are telling a story for the effect it will produce4 ,forget yourself4 ,tell the story as you would tell them an incident you have just seen4 #c4 ,look ,your ,children in the ,eyes4 ,find the responsive eyes and get your inspiration from them2 seek out the dull and uninterested eyes and talk to them till they brighten up and respond to your enthusiasm4 ,let every child know that many times you have looked him square in the face and make everyone feel you are talking straight at him4 #d4 ,supply ,many ,details4 ,children love them2 their lives are made up of little things4 ,don't think you are ignoring the real story by your additions4 ,the details you give are probably the very ones the author of the original story intended you to supply from your own imagination as you read4 ,under this head comes the giving of names to characters2 descriptions of clothes1 of facts1 of feelings2 the addition of new incidents4 ,the recital of a bare plot is not an interesting story4 ,for instance3 ,a boy on his way to school found a yellowbird's nest with four little birds in it1 is the recitation of a bare plot4 ,is it interesting8 ,would the story appeal to children8 ,what do you think of the form following8 ,john told me an interesting story this morning4 ,as he was coming to school today he saw a little yellowbird fly from the bushes by the big tree at the corner of ,mr4 ,brown's yard4 ,he parted the leaves and looked into the bush1 but for quite a while he could see nothing4 ,at last1 however1 he spied a pretty little nest in the fork of a limb and so low that he could look right down into it4 ,john must have made some noise1 because when he looked in he saw four little1 wide-open red mouths1 and that was about all4 ,of course1 there were little half-naked bodies under the gaping mouths1 but he couldn't see them1 for each little bird was shaking his head about1 stretching it up higher and higher and opening his mouth wider and wider4 ,you see1 to each little bird a rustling sound meant that the mother bird had come back with a bit of tasty breakfast in her mouth4 ,when the wee babies found that they had made a mistake they closed their mouths1 drew down their heads and packed themselves away so tightly that ,i'm sure they can't be cold while their mother is away4 #e4 ,be ,intimate and ,personal with ,your ,audience4 ,express your opinion now and then as your own2 interrupt the story occasionally 7not often enough to spoil the interest7 by asking for the ideas of the children4 ,let them guess1 sometimes1 at the outcome of the story4 ,make them feel that they are an important part of the exercise4 ,sometimes they will help you wonderfully4 #f4 ,use ,direct ,discourse ,wherever ,possible4 ,make your characters speak in their own words4 ,say1 ,john said1 ',i saw the nest1' rather than1 ,john said that he saw the nest4 #g4 ,keep the ,climax ,out of ,sight as ,long as ,possible4 ,curiosity is a large factor in interest1 and if the children know how the story is coming out you are liable to lose their attention4 ,however1 you will find that some stories will prove such favorites to young children that they will call for the tales again and again4 ,occasionally small children are very particular about the way in which a story is repeated--there must be no deviations from the way in which it was first told4 ,you may congratulate yourself on having told the story well1 if the children ask for its repetition2 and if they criticise your second telling you may know you did very well in your first attempt4 #h4 ,be ,enthusiastic2 ,be ,dramatic4 ,throw yourself into the tale2 see what you are describing2 feel what your characters feel1 and enjoy the story itself4 ,speak distinctly2 use clear1 sympathetic tones2 speak slowly or rapidly as the action demands1 and use pauses effectively4 ,don't be in a hurry4 ,see that your face expresses your feelings1 that your attitudes are easy and your gestures appropriate and graceful4 ,act your part4 #i4 ,do not ,preach4 ,tell the story so the moral1 if there is any1 may be seen and felt without your striving to point it out4 #aj4 ,talk the ,story ,over ,freely with ,your ,children4 ,try to get their ideas1 rather than to give your own4 ,you can tell whether you have succeeded and what your faults in narration have been4 ,the ,fairies of the ,caldon-,low ,the difference between poetry and prose may be shown in rather a startling manner with such a selection as ,the ,fairies of the ,caldon-,low 7,volume ,,ii1 page #cie74 ,children like ,mary ,howitt's little narrative1 but what does it really say8 ,let us put it in plain prose and see6 ,where have you been1 ,mary8 ,i've been to the top of ,caldon-,low to see the midsummer night4 ,what did you see8 ,i saw the sunshine come down and the winds blow4 ,what did you hear8 ,i heard the water-drops made and the ears of corn fill4 ,tell me everything1 ,mary1 for you must have seen the fairies4 ,then take me on your knee1 mother1 and listen4 ,last night a hundred fairies danced on lively feet to the merry music of nine harpers1 but the merriest thing was the sound of the fairy talk4 ,what did you hear them say8 ,i'll tell you1 but let me do it in my own way4 ,some rolled water down the hill and said1 'this will turn the poor old miller's wheel1 and a busy man he will be by morning4 ,there has been no rain since the first of ,may1 and how the jolly old miller will laugh till the tears fill his eyes when he sees the water rise in the milldam4' ,and some seized the winds and put horns to their mouths and blew sharply4 ',and there6' said they shrilly1 'the merry winds go from every horn to clear the damp mildew from the blind old widow's corn4 ,though she has been blind for a long time she'll be merry enough when the corn stands up stiff and strong without any mildew6' ,then some brought flax seed and flung it down1 saying1 'by sunrise this will be growing in the weaver's field1 and how the poor lame fellow will laugh when he sees his vacant field filled with blue flax flowers in a single day4' ,then a brownie with a long beard spoke1 ',i have spun all the tow and ,i want more4 ,i have spun a linen sheet for ,mary's bed and an apron for her mother4' ,i couldn't help but laugh out loud1 and then ,i was alone4 ,on the top of ,caldon-,low1 the mists were cold and gray and ,i could see nothing but mossy stones lying about me4 ,but as ,i came down ,i heard the jolly miller laughing and his wheel going merrily4 ,i peeped into the widow's cornfield and1 sure enough1 the golden corn was free from mildew1 and at the gate of the croft stood the weaver1 whose eye told the good news about his flax field4 ,now that's all ,i heard and all ,i saw1 so please make my bed1 mother1 for ,i'm as tired as ,i can be4 ,rather a pretty story1 even in plain prose1 is it not8 ,it is re-written just about as it would be told to a little child for the first time1 a child interested in the good fairies who do good things for the poor and the suffering4 ,then a little later1 when the child reads for himself he can see how much better ,mary ,howitt tells the story in verse4 ,nevertheless1 some children will prefer it in prose and often may ask to have other poems told in prose4 ,there is no reason for refusing4 ,story first1 poem afterward1 is a good rule to follow if you want to create a taste for poetry4 ,sometimes just a remark1 ,let us see how this sounds in poetry1 will create enough interest to enable the parent to begin reading aloud to an attentive audience4 ,most children will not learn to like poetry if left to their own devices4 ,it must be read aloud to them and its beauties pointed out occasionally to create a love for so artificial a thing as metrical composition4 ,parents will find in the ,general ,index at the end of this volume not only reference to the contents of ,journeys by title and author1 but also a classification of subject matter1 so that it will be easy to find different examples of poetry1--lyric1 ballad1 sonnet1--and of prose1--fiction1 adventure1 history1 etc41 offering a wide range of selection for story-telling purposes4 ,little ,giffin of ,tennessee ,this little narrative poem 7,volume ,,iv1 page #dfa71 is intensely dramatic4 ,too abrupt in style for easy reading and filled with words the children may not understand1 it is not well adapted to the very young4 ,but there's a story in it of courage and deep patriotism that will be an inspiration to every child who can hear it4 ,what better subject can a parent find for his son's encouragement than a tale told in his own words or read in the following8 ,little ,giffin of ,tennessee was only a boy1 only a boy of sixteen1 not bigger nor stronger than ,charlie1 ,thomas or ,george ,jones whom you see going by to school every day4 ,yet he wasn't running along bareheaded carrying a bat or swinging his books by a strap4 ,little ,giffin was a poor wounded soldier boy who had been already in eighteen battles2 more than one1 you see1 for every year of his short life4 ,in the last terrible charge1 a grape shot had struck him in the leg and arm and torn the flesh from his broken bones4 ,over him his comrades swept up to the face of the enemy's guns1 and little ,giffin was left to fight his battle with cold1 and rain and hunger4 ,all night long he lay moaning on the ground1 and it was late in the forenoon of the next day when he was found and taken to the hospital4 ,there they laid his mangled body among the hundreds of others who had met with a fate as hard as his own4 ,it was hours before the surgeons could come to him1 and then so hurried were they by other calls upon them that only a hasty dressing of his poisoned wound was possible4 ,some kindly visitors found him there1 his fair young face flushed with the deadly fever1 and begged the surgeons to do something for him4 ,we can do nothing1 they said4 ,our hands are full4 ,his case is hopeless4 ,we must help where it will do some good4 ,but may we take him with us8 ,may we see what we can do for him8 ,perhaps we can find a doctor who can cure him4 ,take him and welcome1 the surgeon replied4 ,but you can find no doctor who can save the dead4 ,little ,giffin can never get well4 ,but the good people lifted the broken form and carried it out from the hospital's deadly air1 into the golden sunshine and away to a clean little cot in a humble home where a good doctor treated him and a kind motherly nurse hung over him and soothed his feverish brain for many a weary hour4 ,for days it seemed that every breath would be his last and for months his sufferings wrung the hearts of his friends4 ,but at last there came a day when he could sit up a little1 and then for weeks he hobbled about1 an almost helpless cripple with a rude crutch for his only support4 ,but his new friends had known that he would get well1 for even during the days of burning fever and the weeks of weary recovery his heart had been filled with courage and his steel blue eye had glinted with a dauntless spirit that would not die4 ,the crippled right arm and mangled fingers were slow in healing and nearly useless when the wounds were closed and only ugly scars remained4 ,in spite of all1 though1 he learned again to write1 and you can imagine that the first letter1 in its scraggly writing1 began1 ,my ,dearest ,mother1 and the next1 ,dear ,captain4 ,mother's answer came first and brought warmth and love to the heart of the brave little cripple who dreamed now only of home--home1 which he had not dared hope to see again4 ,but then the ,captain's letter came3 ,dear ,giffin3 ,your letter reached me tonight4 ,god bless you1 my boy4 ,i thought you were gone with the others4 ,of the eighty-five who made that fatal charge only you and ,i are now alive4 ,they say that ,johnston is hard pressed and needs every man---- ,little ,giffin never finished reading the letter4 ,he was up and ready to start away to the front1 to his ,captain and to ,johnston4 ,johnston needs every man1 he said1 as the first tears he had shed came to his brave blue eyes4 ,he needs every man and ,i'll be some help4 ,i'll write to you1 if ,i'm spared4 ,good bye4 ,god bless you1 kindest of friends4 ,he was gone4 ,long his friends waited for word from ,giffin1 little ,giffin of ,tennessee4 ,but there came only the news of a terrible battle with ,johnston1 where indeed every man was needed4 ,and little ,giffin8 ,little ,giffin never wrote4 ,but ,i'd rather have one loyal ,giffin1 in a nameless grave on a southern battle field1 than all the cowardly men who would fawn around me if ,i were a king4 ,now ,i'll read you a little poem which tells better than ,i can the story of brave little ,giffin of ,tennessee4 ,the ,ballad of ,agincourt ,by telling the story and giving some explanation of difficult terms1 we are often able to create an interest in poems that would otherwise remain unread4 ,the best of old ,english ballads are so full of martial spirit that they may well prove an inspiration to many a boy in these days when war has so recently rent the whole world and proved the courage of our own young men4 ,back of the action that brought bloodshed and suffering is a spirit of loyalty1 a genuine patriotism that is as much needed now as when it animated the souls of the ,british soldiery in those days of long ago4 ,it is part of our inheritance1 and may not be forgotten4 ,it is to be hoped that we may never need it again amid the smoke and carnage of the battlefield1 or in the silent horror of the trenches1 but we have each for himself conflicts to wage with foes more insidious than the armed forces of rival nations1 and we can win them only by the same spirit of devotion that brought victory at ,agincourt4 ,the ,ballad of ,agincourt 7,volume ,v1 page #ie71 is followed by notes that make clear its historical setting1 but a few comments may help to a better appreciation of the inspirational value of the selection4 ,it is natural that in verses written about three hundred years ago there should be found some crudities in style1 some lapses in syntax1 and not a few words strange to us or having a meaning somewhat different from their present significance4 ,among such lapses in syntax we find the slight confusion of tenses in the first stanza1 caused in the poet's mind by the necessity of making a rhyme for ,france1 though this might have been obviated by writing stands for stood and using the present tense throughout4 ,the necessities of rhyme troubled ,drayton not a little3 he must pronounce ,agincourt as it is written to rhyme with sort1 which1 by the way1 is not a perfect rhyme for fort in the sixth stanza1 and great does not rhyme with seat nor feat2 in the seventh1 rear1 there and were do not rhyme2 other instances are easily found4 ,of words not now familiar1 or used in an unfamiliar sense1 the following are examples3 ,we do not frequently speak of the wind standing in a certain direction2 we do not often advance our sails nor prove our chance2 vaward and bilboes are old words2 ding in the sense used here has long been forgotten2 of archery except as a sport we know nothing2 ,spanish yew is no longer valuable for bows1 and few can tell how long a clothyard 7the ,english ell1 #de inches long7 is1 or whether it differs from any other yard as a measure of length4 ,if the things just mentioned are defects they are of little moment and add to the quaintness of the verses without detracting from their force4 ,anyone who reads for inspiration and for his own betterment puts aside the critical spirit1 places himself in the position of the writer1 harmonizes thoughts and reads for the message without much concern for the medium4 ,but there are force1 action1 rhythm1 clearness and beauty in this old ballad4 ,let us see what we can find without carrying analysis to the point where it destroys the spirit4 ,all we need is an understanding of the meaning of the sentences and an expressive reading aloud4 ,the former1 we can supply here1 the latter the reader must contribute4 ,poetry must be read aloud to be appreciated by any but those who can listen to their thoughts and hear the words their eyes garner from the printed page4 ,such readers are few4 ,here is the paraphrase that makes the meaning clear4 ,with a wind blowing straight for ,france the ,english soldiery spread their sails to try one more campaign against their ancient enemies4 ,crossing the open sea they landed at the mouth of the ,seine river1 following ,king ,henry and his noble courtiers4 ,there was fighting all the way1 and many a strongly garrisoned fort was taken1 to the joy of all the ,english4 ,every day had its skirmish with the ,french1 who stoutly defended the way to ,agincourt where lay their commander with all his great army of fifty thousand men4 ,here the ,frenchman sent to ,king ,henry the sarcastic message3 ,you are going to your doom4 ,better get your ransom ready before you advance further4 ,to this insult the ,english king made no answer1 but an angry smile that foreshadowed the fall of his vile opponents flashed from his eyes4 ,turning to his men1 however1 the brave king spoke3 ,don't be alarmed if they do outnumber us ten to one4 ,we have begun nobly4 ,battles so bravely won as these we have fought1 have always been lauded to the skies4 ,your fame shall never die4 ,and as for myself1 this is my task4 ,i shall not ask ,england to mourn for me nor to praise me4 ,if ,i am not victor here1 or if ,i am slain1 never shall she be asked for one penny to redeem me4 ,from the great battles of ,poitiers and ,cressy we learn that when the ,french were the most swollen with pride they fell beneath our swords4 ,our skill is none the less than that of those who fought under our great grandsire when he defeated the ,french and cut their national emblems to the ground4 ,what a battle array it was6 ,the vanguard was led by the dread ,duke of ,york2 the king himself in the midst of his brave guards sped in the center with the main body of the troops1 while the valiant rearguard was captained by ,excester1 courageous as any man in the great army4 ,and now the fight begins6 ,armour on armour shines2 drum now to drum does groan1--to hear is wonder2 that1 with the cries they make1 shakes the very earth2 trumpet to trumpet speaks1 thunder to thunder4 ,from the ambuscade of our hidden forces the noble ,erpingham gives the signal for the ,english archers to fire4 ,now like a storm the cloth-yard-long arrows sped by the strong bows of ,spanish yew strike the ,french horses1 stinging them like serpents through the withers4 ,every bowman stands to his place1 not one deserting2 every true ,english heart rejoices in the slaughter4 ,down go the bows when the arrows are shot1 out spring the great swords1 as the ,english fly on the ,french1 not one laggard in the company2 straight from their shoulders spring the blows that cleave the heads of the ,french peasants and drop them in the dust of trampling feet4 ,meantime the noble king1 brandishing his broad-sword1 dashes along the ,french line as though to overwhelm it with his mighty blows1 while many a wound sheds blood on his arms and many a cruel dint sinks into his helmet4 ,the good duke ,glo'ster1 next of the royal blood1 fights side by side with his brave brother1 and the youthful ,clarence in this almost the first of his battles fights as furiously as any experienced knight2 ,warwick wades in blood1 and ,oxford adds to the cruel slaughter of the foe4 ,suffolk plies his axe manfully while ,beaumont1 ,willoughby1 ,ferrers and ,fanhope1 names for the ,english to conjure with1 bear themselves as bravely4 ,herv ,riel ,let us take1 as a final example1 ,browning's poem ,herv ,riel 7,volume ,,viii1 page #afh74 ,we will set about the preparation of it together4 ,first we will read the note and then the poem4 99 99 99 ,it is a stirring thing1 a noble monument to a noble man4 ,it is worth the telling4 ,we will read through it again and mark the passages that contain the incidents that make the story1 so that we may not have to hesitate for ideas after we begin to talk4 99 99 99 ,really1 the plot is more simple than we thought4 ,it is merely this3 ,the ,french fleet1 defeated by the ,english1 arrives off the harbor of ,saint ,halo4 ,they call for pilots1 but none will try to conduct the big ships through the dangerous channel1 and the captains decide to wreck and burn their ships1 so the ,english may not capture them4 ,just at this time a simple ,breton sailor offers to pilot the vessels through1 under penalty of death4 ,the commander puts him in charge of the fleet and he takes them safely into the harbor4 ,the ,english arrive just too late to do any damage1 and the ,french commander1 grateful to his deliverer1 offers him any reward he may wish4 ,the ,breton laughs and asks for one day's leave to go and visit his wife who lives near by4 ,let us consider the persons4 ,evidently ,herv ,riel is the only one we need mention by name4 ,we could give him a simpler name1 but if the story is true1 everyone ought to remember him4 ,we must try to make him seem alive4 ,we must make his deed seem great and must make a point of his patriotic devotion and of his beautiful love for his wife4 ,now we are ready to talk1 as soon as we have thought a little and assured ourselves that we are in the right spirit4 ,so1 facing our audience of small children1 we begin3 ,i've just been reading ,herv ,riel1 a story that ,i like so much ,i must tell it to you4 ,a long time ago1 before there was a 7name your town71 really before there was a ,united ,states1 there was a long war across the ocean between the great nations1 ,england and ,france4 ,there had been a bloody battle between their navies1 and the ,french had been beaten4 ,still twenty-two of their ships escaped1 sailed to their own country and arrived outside the harbor of ,saint ,malo4 ,but they were not safe1 by any means4 ,the ,english were close behind and could soon overtake and capture or destroy all the ,french vessels1 and put to death many of their crews4 ,inside the harbor the ,french knew they would be safe1 for no ,english vessel could get through the long1 crooked channels without a pilot1 and no ,frenchman would lead the ,english4 ,without even waiting to anchor1 the captains made signals for pilots and many skilled ones came off to the ships4 ,when the pilots heard that the ,french were crippled and must get into the harbor they laughed at the captains4 ,go through there now8 they said4 ,why1 you can't do it4 ,don't you see it's low tide and the rocks are showing everywhere8 ,the channel is crooked and very dangerous at high water and now you could not get your smallest ship through safely1 let alone such a large ship as the ,formidable here1 with her ninety-two big guns4 ,it can't be done4 ,nothing could change the minds of the pilots4 ,they knew their business thoroughly4 ,so the captains met to decide what they should do4 ,the commander addressed them1 saying3 ,the ,english are at our heels4 ,what shall we do8 ,do you want them to tow us all1 one behind the other1 back to their country to become their prizes8 ,not ,i4 ,better run all the ships aground1 set fire to them1 and escape ourselves if we can4 ,the brave captains all looked at their commander4 ,every man shut his teeth together1 set his brows1 and with flashing eyes said1 ,speak the word2 we will obey4 ,but the commander never gave his order6 ,right into the excited group stepped a man2 not a captain1 not even a second mate2 just a plain1 simple sailor who lived near ,saint ,malo4 ,he had not even joined the fleet of his own will1 but had been seized and carried on board long before the battle1 because the navy was short of sailors4 ,you might think he would want revenge for being taken away from his home and his fishing4 ,did he8 ,at first he was too much excited to speak1 but in a moment he stormed out3 ,what's the matter with you pilots8 ,are you mad1 or fools1 or cowards1 or have the ,english bought you body and soul8 ,don't talk to me of rock and shallow places and crooked channels6 ,haven't ,i sailed these waters for years1 and don't ,i know every shallow place1 every dangerous turn1 every inch of the way8 ,you cowards6 ,there's a way through1 ,i tell you4 ,then ,herv ,riel turned to the commander and shouted1 ,put me in charge of this ship1 the biggest1 this ,formidable1 and ,i'll steer her through4 ,make the others follow me closely4 ,they'll all come safely in4 ,try me2 ,i'll do it4 ,i haven't much to offer for the chance1 but if this ship so much as touches her keel on a hidden rock1 you may cut off my head4 ,let me try1 sir4 ,the commander replied1 ,we have not a second to spare4 ,you're admiral here6 ,take the helm and lead us through6 ,herv ,riel was as prompt as the commander1 and seizing the tiller1 he soon had the great ship sailing along under perfect control4 ,she went into the narrow channel1 with the great rocks high on both sides4 ,the waves beat up angrily and the breakers threw their spray high over the decks4 ,with eyes fixed on the channel and both hands on the helm1 he guided the staunch vessel on the winding course4 ,time and again it seemed as though she must be wrecked1 but just at the moment of greatest danger ,herv ,riel shifted the helm1 and the stately ship moved safely on4 ,with hearts beating high1 the officers watched the wonderful deed1 and the frightened sailors clung speechless to the rail4 ,finally1 between two great rocks that seemed to block the channel completely1 the ship sailed majestically into the harbor1 and ,herv ,riel had kept his promise4 ,not once had the great ,formidable touched her keel to a rock2 not a scratch1 except the battle scars1 marred her fair sides4 ,after her1 one by one1 came the other ships of the squadron1 till all were anchored safely in the harbor4 ,just as the last ship came to anchor1 the ,english fleet1 coming up in helpless anger1 began to throw shells across the passage4 ,the ,french1 however1 were out of range and could laugh at the fruitless attempts of their enemy4 ,with one voice the captains and sailors of the rescued fleet shouted1 ,herv ,riel6 ,herv ,riel6 ,now1 let the king of ,france reward the man who has saved his fleet6 ,and what of the brave sailor8 ,he stood calm and quiet without a gleam of pride in his frank blue eyes4 ,just the same man as he was before his gallant deed1 he answered the commander's call and stood before him4 ,my friend1 began the commander1 ,i can scarcely speak1 but you know praise comes from the heart and not from the lips4 ,you have saved the fleet from certain destruction and have preserved the lives of many of your countrymen4 ,no reward is too great for you4 ,ask what you will and it shall be granted4 ,herv ,riel's blue eyes danced with merriment as he said1 ,now that my work is over ,i would like1 if ,i may have it1 one whole day to visit my wife1 whom ,i call ',beautiful ,aurora1' and who lives just a little way from ,saint ,malo4 ,that is all ,i want4 ,may ,i go8 ,you can imagine whether or not his request was granted4 ,now1 do you know1 that brave act was forgotten2 ,herv ,riel was forgotten for many centuries4 ,no monument was erected to his memory2 there seemed nothing to keep the patriotic man alive in the hearts of his countrymen4 ,but one day1 not so many years ago1 ,robert ,browning1 the great ,english poet1 heard the story1 and he was so moved by the heroic deed and the quiet humor of the man1 that he wrote a fine1 manly poem and called it ,herv ,riel1 so that it should remain as a monument to the patriotism and character of the simple ,french sailor4 ,if the children are older and studying history1 we would give more of an idea of the place1 and of the occasion and show what the effect of saving the ship really was4 ,the poem is an excellent one1 but most children do not care for it till they have heard the story and have studied the text4 ,then they are delighted with it and will read it again and again4 ,it has been many years since the writer of this first read ,herv ,riel1 but he has never wearied of it and cannot read it now without a thrill of admiration for the hero and for ,browning's monument4 ,when you tell the story1 do not try to tell it as this has been told4 ,use your words1 select for emphasis the parts that appeal to you and give the children just the ideas that you have conceived4 ,other classics that will make just as good subjects for story telling are in every volume of ,journeys4 ,the following list contains only a few of them4 ,by adapting them to the age of the young listeners1 almost any of them may be made suitable for almost any age3 ,volume ,i1 page #gi4 ,little ,red ,riding ,hood4 ,volume ,i1 page #aja4 ,silver ,locks and the ,three ,bears4 ,volume ,i1 page #acd4 ,the ,dog in the ,manger4 ,volume ,i1 page #dca4 ,baucis and ,philemon4 ,volume ,i1 page #def4 ,the ,story of ,joseph4 ,volume ,,ii1 page #aaa4 ,the ,punishment of ,loki4 ,volume ,,ii1 page #ddh4 ,the ,story of ,esther4 ,volume ,,ii1 page #chg4 ,what the ,old ,man ,does ,is ,always ,right4 ,volume ,,iii1 page #dcf4 ,robin ,hood4 ,volume ,,iv1 page #aib4 ,the ,pine-,tree ,shillings4 ,volume ,,iv1 page #bgd4 ,david4 ,volume ,,iv1 page #chc4 ,the ,wooden ,horse4 ,volume ,v1 page #acj4 ,balin and ,balan4 ,volume ,v1 page #bcg4 ,the ,passing of ,arthur4 ,volume ,,vi1 page #adc4 ,ruth4 ,,chapter ,v ,,reading ,,and ,,the ,,building ,,of ,,character ,i ,the influences which unite to make character are so numerous1 subtle and complex that it is next to impossible to detect them or to classify them in order of importance4 ,not only is this true of the aggregate1 but it is true of the individual4 ,it is doubtful if any person in middle life can tell just what he is or just how he became himself4 ,he is aware of some great influences that have exerted their power over him at certain crises in his life1 but the little things which1 taken together1 have done more to form and fix his character are often unrecognized or undervalued4 ,fortunately1 at this time we need to give attention to only one phase of the great question4 ,character is the one important thing4 ,great as is the value of book education1 of practical power and of good health1 still greater is the importance of sound1 wholesome character2 and1 consciously or unconsciously1 intentionally or unintentionally1 the teacher and the parent are incessantly at work building the characters of the young people placed in their charge4 ,most of us1 too1 are working toward right ends as conscientiously as possible4 ,yet often we grow faint-hearted1 or are puzzled to know what we can do to help the children and how we can do it most effectively4 ,that the influence of reading on character is one of the most powerful is granted by every high-minded person who has written or spoken upon the subject4 ,really1 it is not an influence1 but a series of influences1 wide1 complex1 far-reaching4 ,the extended range of subjects1 the infinite variety in style1 the unlimited shades in sentiment to be found in literature make its presence influential everywhere and always4 ,in reading there is comfort for the sorrowing1 companionship for the lonely1 encouragement for the downcast1 entertainment for the leisurely1 inspiration for the sluggish4 ,gentle1 pervasive1 almost unnoticed1 yet stronger than iron bands1 is the power of literature over us4 ,we are what we read4 ,if such be the case1 then there need be no argument concerning the importance of suitable reading matter for the young4 ,to leave a child wholly to his own inclinations in reading is as absurd as to send him to take honey from a swarm of angry bees and not expect him to be stung4 ,inevitably1 he will be injured1 and that seriously4 ,to supply him with honey1 all that he wants1 at all times and without exertion to himself1 is to clog his taste and destroy his appetite4 ,we must see that he is led to look for the sweet1 taught to recognize it when he finds it1 and to extract it from the comb4 ,he will enjoy working to get it4 ,on the other hand1 he must not be sent where his reward is too difficult to find and secure1 lest he become discouraged and cease to work4 ,school readers furnish much excellent material for reading2 in the majority of schools there is furnished more or less of supplementary reading which is quite as good as that in the text-books and which will have the merit of novelty and exclusiveness4 ,yet1 in spite of this1 parents and teachers are continually finding themselves at a loss for fresh and inspiring things for special occasions4 ,all these may be had from ,journeys ,through ,bookland and to assist in finding them and in using them after found the following has been written4 ,,ii ,character is made up of a great variety of traits2 some of the mind1 some of the heart1 some of the soul4 ,that is1 what we are is composed of what we know1 what we feel and what we believe4 ,in response to those things we act2 we govern ourselves in respect to ourselves and in respect to others4 ,the grave responsibility that rests upon parents and teachers is to encourage those traits which make for noble manhood and womanhood and to correct or eradicate as far as possible those which are bad in themselves or which help to neutralize or destroy the good ones4 ,much may be accomplished by correct teaching of good principles1 but human nature is such that people learn even more through indirection than through instruction4 ,by means of the study of literature the best direct instruction may be given1 and wholesome lessons may be taught abundantly in that charming way which accomplishes its purpose without a recognition on the part of the readers that they are being taught4 ,the force and persistence of a good lesson of the latter kind cannot be estimated4 ,it may be years before it exhausts itself1 and its effect may be revolutionary4 ,the wise instructor1 though she does not make known all her plans1 works systematically4 ,that is1 having learned that a child is lacking in some respect1 such as a knowledge of what constitutes good character1 or in certain desirable traits of character1 or possesses some characteristics that should be changed1 she proceeds slowly and persistently to bring about the results she desires4 ,,iii ,in ,journeys ,through ,bookland the mother will find much to assist her4 ,the influence of nearly all the selections will be for the betterment of character1 will tend to make better men and women of the children4 ,but when she is looking for some direct help1 for something to produce a certain definite result1 she will study the books carefully and select the things which are most effective4 ,to help her in her selection we have prepared the following outline4 ,it does not contain everything of value1 but it is sufficiently comprehensive for its purpose1 and will save much time for anyone4 ,now let us not be unwise in teaching these things4 ,let us be satisfied if we secure the interest of the pupils in the selection and get from them the smile of approval1 the look of guilt1 the slight indication of a determination to profit by the lesson4 ,many times we will refrain from comment lest we spoil the effect of something much finer1 more inspiring than anything we can say ourselves4 ,the things we have chosen for their direct influence on the growing character of children will be grouped by subject in three general classes3 ,a4 ,the selections in this group are calculated to set children to thinking properly about some serious subjects4 ,while not as important as some others may be in the formation of character1 they are yet of no small consequence4 #a4 ,wisdom1 ignorance1 keenness1 wit1 etc41 in some of their many phases are shown in the fables and the brief poem listed here3 ,the ,ass in the ,lion's ,skin1 ,volume ,i1 page #fe4 ,the ,fox and the ,stork1 ,i1 #gc4 ,the ,fox and the ,grapes1 ,i1 #ace4 ,the ,bat and the ,two ,weasels1 ,i1 #aed4 ,the ,horse and the ,stag1 ,i1 #cch4 ,the ,fox1 the ,wolf and the ,horse1 ,i1 #cgg4 ,the ,bald ,knight1 ,i1 #che4 ,the ,wolf and the ,lamb1 ,i1 #dee4 ,minerva and the ,owl1 ,,ii1 #g4 ,the ,country ,squire1 ,,vi1 #dgd4 7,to ridicule ignorance but not the ignorant person is sometimes a valuable means of inciting a love for knowledge47 #b4 ,the importance of attention to little things is inculcated in the following3 ,the ,lion and the ,mouse1 ,volume ,i1 page #ge4 ,the ,reaper and the ,flowers1 ,i1 #daj4 ,the ,daffodils1 ,,vii1 #a4 ,the ,petrified ,fern1 ,,vii1 #gg4 #c4 ,the following will help to create habits of promptness1 industry and perseverance3 ,time to ,rise1 ,volume ,i1 page #cdj4 ,the ,hare and the ,tortoise1 ,i1 #ga4 ,the ,lark and ,her ,young ,ones1 ,i1 #aca4 ,industry and ,sloth1 ,i1 #cjj4 ,whittington and ,his ,cat1 ,i1 #ddb4 ,tom1 the ,water ,baby1 ,,ii1 #bae4 ,the ,village ,blacksmith1 ,,iv1 #hf4 ,bruce and the ,spider1 ,v1 #cad4 #d4 ,these show the sterling worth of independence and the real equality of man3 ,the ,village ,blacksmith1 ,volume ,,iv1 page #hf4 ,for ,a' ,that and ,a' ,that1 ,,vii1 #adi4 #e4 ,courage and bravery are shown to be admirable and cowardice is made shameful in these selections3 ,the ,boy and the ,nettle1 ,volume ,i1 page #fe4 ,the ,mice and the ,cat1 ,i1 #aig4 #f4 ,the evil of conceit and overweening self-esteem may be shown emphatically by the use of such selections as these3 ,the ,gnat and the ,bull1 ,volume ,i1 page #gj4 ,the ,cock and the ,horses1 ,i1 #adf4 ,the ,pea ,blossom1 ,i1 #bje4 ,the ,sparrow and the ,eagle1 ,,ii1 #h4 ,the ,milkmaid1 ,,ii1 #cgd4 #g4 ,flattery as a vice is made to seem unworthy1 and its victim ridiculous in the two selections following3 ,the ,fox and the ,crow1 ,volume ,i1 page #fd4 ,the ,spider and the ,fly1 ,,iii1 #ai4 ,b4 ,our character is largely made up of our feelings and emotions4 ,reason takes us in hand and tells us right from wrong1 but we must feel before we can act4 ,to cultivate right feeling1 laudable emotions2 to make one wish to do and hence will to do is perhaps the greatest function of real literature1 that is the literature of beauty and of inspiration4 ,our collection is rich in this direction and to find material for lessons is an easy task4 ,yet not everyone has the time to find1 classify and use everything2 hence the following lists4 ,before giving them1 however1 a word of caution is necessary4 ,remember that these selections are not all suitable for children of every age4 ,some that will delight the little children and stimulate them to enthusiastic efforts to do right1 will not appeal to older ones4 ,moreover1 the natural bent of a child's mind1 the associations he has formed1 his home surroundings1 and his present character will all need to be considered before making choice of the subject matter4 ,as for the manner of presentation1 enough will be found in the studies in ,journeys ,through ,bookland and in other parts of this volume safely to guide the young and inexperienced4 #a4 ,the influences of home and family are the greatest that come into the lives of most children4 ,love of home1 of parents1 of brothers and sisters1 of children1 are the perfectly natural things of existence4 ,yet often the ties are weak2 not infrequently are they broken4 ,children drift away from the restraining and helpful influence of their parents1 and families disintegrate4 ,the results are bad4 ,by properly teaching such selections as the following1 much may be done to correct the evil and to intensify the highest1 holiest emotions of mankind3 ,the ,rock-a-by ,lady1 ,volume ,i1 page #id4 ,little ,birdie1 ,i1 #adb4 ,sleep1 ,baby1 ,sleep1 ,i1 #bjd4 ,old ,gaelic ,lullaby1 ,i1 #bjc4 ,lady ,button-,eyes1 ,i1 #cff4 ,the ,first ,snowfall1 ,,ii1 #djc4 ,rain on the ,roof1 ,,iv1 #g4 ,pictures of ,memory1 ,,iv1 #abg4 ,bernardo del ,carpio1 ,,iv1 #bgj4 ,rab and his ,friends1 ,,vi1 #ii4 ,childhood1 ,,vi1 #abd4 ,home1 ,sweet ,home1 ,,vi1 #bba4 ,home ,they ,brought ,her ,warrior ,dead1 ,,vi1 #bca4 ,a ,christmas ,carol1 ,,vi1 #bdd4 ,to ,my ,infant ,son1 ,,vi1 #dgh4 ,the ,old ,oaken ,bucket1 ,,vii1 #aa4 ,my ,old ,kentucky ,home1 ,,vii1 #agi4 ,the ,forsaken ,merman1 ,,vii1 #ahj4 ,tom and ,maggie ,tulliver1 ,,vii1 #ahf4 ,the ,family of ,michael ,arout1 ,,vii1 #cad4 ,on ,receipt of ,my ,mother's ,picture1 ,,vii1 #cca4 ,extract from ,snowbound1 ,,vii1 #chh4 ,the ,cotter's ,saturday ,night1 ,,viii1 #cai4 ,dream ,children1 ,,viii1 #cce4 #b4 ,honesty and truthfulness are cardinal virtues2 they are the foundation of every strong character4 ,teach these selections and note their effect3 ,the ,shepherd ,boy and the ,wolves1 ,volume ,i1 page #ib4 ,the ,falcon and the ,partridge1 ,,ii1 #f4 ,the ,pied ,piper of ,hamelin1 ,,iii1 #chd4 ,the ,cubes of ,truth1 ,,vii1 #djf4 #c4 ,friendliness1 kindness1 consideration of others1 charity and love are a group of strong characteristics which are admirably shown in the following3 ,the ,two ,travelers1 ,volume ,i1 page #aji4 ,cinderella1 ,i1 #bbd4 ,baucis and ,philemon1 ,i1 #dca4 ,the ,snow ,queen1 ,,ii1 #abd4 ,the ,king of the ,golden ,river1 ,,ii1 #dje4 ,auld ,lang ,syne1 ,,vi1 #bbh4 ,a ,christmas ,carol1 ,,vi1 #bdd4 ,florence ,nightingale1 ,,ix1 #ac4 #d4 ,generosity is admirable2 selfishness is despicable4 ,prove the facts by these3 ,the ,two ,travelers1 ,volume ,i1 page #aji4 ,the ,two ,travelers and the ,oyster1 ,i1 #aaa4 ,the ,cat and the ,chestnuts1 ,i1 #adb4 ,baucis and ,philemon1 ,i1 #dca4 #e4 ,kindness to animals is next to kindness and sympathy for human beings4 ,it is best inculcated by teaching the beauty and loveliness of animals1 their value to man and their dependence upon him4 ,the following will help3 ,the ,boys and the ,frogs1 ,volume ,i1 page #fc4 ,the ,brown ,thrush1 ,i1 #adg4 ,mercy to ,animals1 ,i1 #dac4 ,the ,ugly ,duckling1 ,i1 #dad4 ,tom1 the ,water ,baby1 ,,ii1 #bae4 ,who ,stole the ,bird's ,nest8 ,,ii1 #cii4 ,a ,dog of ,flanders1 ,,iv1 #ic4 ,rab and ,his ,friends1 ,,vi1 #ii4 ,the ,rime of the ,ancient ,mariner1 ,,vii1 #bi4 #f4 ,patience and gentleness seem charming in these selections3 ,the ,wind and the ,sun1 ,volume ,i1 page #ie4 ,cinderella1 ,i1 #bbd4 ,rab and ,his ,friends1 ,,vi1 #ii4 #g4 ,faithfulness is a virtue4 ,we admire it in3 ,something1 ,volume ,i1 page #cie4 ,whittington and ,his ,cat1 ,i1 #ddb4 ,the ,mirror of ,matsuyana1 ,,ii1 #cf4 ,the ,snow ,queen1 ,,ii1 #abd4 ,casabianca1 ,,viii1 #cac4 #h4 ,that envy and covetousness are unpleasing and unprofitable are shown by these3 ,the ,dog and ,his ,shadow1 ,volume ,i1 page #fc4 ,the ,frog ,who ,wished to ,be as ,big as an ,ox1 ,i1 #ff4 ,the ,golden ,touch1 ,,ii1 #dc4 #i4 ,contentment1 peacefulness1 hopefulness are made very attractive in the following3 ,the ,town ,mouse and the ,country ,mouse1 ,volume ,i1 page #aii4 ,the ,pea ,blossom1 ,i1 #bje4 ,the ,flax1 ,i1 #cgh4 ,the ,discontented ,stone ,cutter1 ,,ii1 #ab4 ,the ,fir ,tree1 ,,ii1 #fh4 ,the ,blind ,lassie1 ,,vi1 #abj4 ,pippa ,passes1 ,,ix1 #bic4 ,c4 ,we have grouped together here two classes of selections which inculcate patriotism or devotion to one's fatherland and devotion to ,god4 ,how admirable the selections are6 ,you have only to read them to see3 #a4 ,patriotism3 ,holger ,danske1 ,volume ,,ii1 #cgg4 ,incident of the ,french ,camp1 ,,iv1 #agd4 ,the ,american ,flag1 ,v1 #cif4 ,battle ,hymn of the ,republic1 ,v1 #cii4 ,stonewall ,jackson's ,way1 ,v1 #djj4 ,horatius1 ,,vi1 #a4 ,bannockburn1 ,,vii1 #ae4 ,breathes ,there ,the ,man1 ,,vii1 #aea4 ,how ,sleep the ,brave1 ,,vii1 #aea4 ,make ,way for ,liberty1 ,,vii1 #agb4 ,the ,old ,continentals1 ,,vii1 #age4 ,america1 ,,viii1 #fj4 ,the ,battle of ,thermopylae1 ,,viii1 #ha4 ,the ,fall of the ,alamo1 ,,viii1 #ada4 ,herv ,riel1 ,,viii1 #afh4 ,the ,battle of ,trafalgar1 ,,viii1 #bhd4 ,the ,gettysburg ,address1 ,,ix1 #cba4 #b4 ,suitable selections under this topic are difficult for teachers to find1 owing to the objection there is against religious teaching in the public schools4 ,parents have greater liberty of selection4 ,the following are beautiful and seem wholly unobjectionable3 ,a ,thought1 ,volume ,i1 page #ff4 ,the ,first ,snowfall1 ,,ii1 #djc4 ,nearer ,home1 ,,iv1 #abf4 ,stonewall ,jackson's ,way1 ,v1 #djj4 ,the ,rainbow1 ,,vi1 #ia4 ,a ,child's ,thought of ,god1 ,,vii1 #dah4 ,who ,stole the ,bird's ,nest8 ,the obvious purpose of these verses 7,volume ,,ii1 page #cii71 is to create a love for birds by making things appear uncomfortable for the boy who steals their nests4 ,perhaps the lesson is too obvious4 ,the people who never steal nests and who always treat birds lovingly will approve of the verses1 but the boy to be reached is the one who does destroy nests and frightens or kills their owners or the boy who is liable to be led to do such things4 ,such a child may have no interest in the verses1 may laugh at the sentiment1 even if he can be induced to read or listen to the rhymes4 ,sometimes interest can be created and good effects produced by making prominent every feature except the moral4 ,this can be made into a little play or dialogue with the following characters3 ,the ,yellow-breast ,the ,cow ,the ,dog ,the ,bobolink ,the ,sheep ,the ,crow ,the ,hen ,a ,bird ,mary ,green ,alice ,neal ,the ,little ,boy ,unfortunately1 there is only one boy character and he is any boy1 in fact almost every boy1 at some time in his life4 ,but he is so ashamed that he doesn't speak1 not even to give his name4 ,suppose1 then1 we don't mention him at all4 ,just leave him off the list4 ,if he isn't mentioned and is in the audience1 he'll remember what he has done and feel ashamed and go home and perhaps hide behind the bed and resolve never to steal another nest4 ,yes1 we are inclined to agree with you that the poem might be better if there were no last stanza4 ,so the little drama1 in outline1 is something like this4 ,the ,yellow-breast4 ,who stole my nest and the four eggs ,i laid8 ,the ,cow4 ,i didn't take your nest4 ,i wouldn't do such a thing4 ,i gave you a wisp of hay4 ,the ,yellow-breast4 ,who stole my nest8 ,bobolink1 who do you think stole my nest from the plum tree8 ,the ,dog4 7,interrupting74 ,i didn't2 ,i wouldn't be so mean4 ,i gave my hairs to make the nest4 ,the ,yellow-breast4 ,now listen to me4 ,who stole my nest1 ,bobolink8 ,the ,bobolink4 ,yes1 who stole the ,yellow-breast's pretty nest8 ,the ,sheep4 ,not ,i4 ,i wouldn't treat a bird so4 ,i gave my wool to line the nest4 ,the ,yellow-breast4 ,who stole my nest1 ,i say8 ,the ,bobolink4 ,who stole her nest8 ,the ,crow4 ,i should like to know the thief4 ,who was it8 ,the ,hen4 ,don't ask me4 ,the chicks and ,i each gave a feather and she used them4 ,we would be ashamed to intrude on her4 ,a ,bird4 ,let's all make a stir and find out who it is4 ,then we'll cry ,for shame6 together4 ,mary ,green4 ,i wouldn't rob a bird4 ,i never heard anything so mean4 ,alice ,neal4 ,it is very cruel4 ,i wonder if the thief knew how sad the ,yellow-breast would feel4 99 99 99 99 99 ,boys do not steal nests because they are mean and want to give pain4 ,they admire the pretty eggs1 they like the skilfully built nests1 and they do not realize that anything suffers real pain4 ,that is a lesson they must be taught4 ,can you teach kindness by cruelty8 ,is it not rather cruel to say right out before ,mary ,green and ,alice ,neal and the other girls that the boy was so ashamed he hung his head1 hid behind the bed and wouldn't tell his name8 ,lead1 ,kindly ,light ,,note4--,john ,henry ,newman1 the author of this beautiful poem 7,volume ,v1 page #aaj71 was born in ,london in #ahja4 ,he entered ,oxford before he was sixteen and achieved the highest distinction in his college course4 ,he entered the ,church of ,england and became noted for his wonderful sermons4 ,after some years of prominence in his calling1 he was convinced that his belief was wrong1 and in #ahde he entered the ,roman ,catholic ,church4 ,in #ahgi he was created cardinal by ,pope ,leo ,,xiii4 but he continued to reside in ,england1 where he died in #ahij4 ,besides his great influence as a spiritual thinker1 ,newman's writings and sermons were characterized by a forcible and elevated style and by remarkably melodious utterance4 ,lead1 ,kindly ,light shows these traits4 ,some words and phrases in the hymn may be made clearer by explanation3 ,kindly ,light4--,the light shall shine upon thy ways4 7,job xxii1 #bh47 ,the ,lord is my light and my salvation4 7,psalms xxvii1 #a47 ,the ,lord shall be thine everlasting light1 and the days of thy mourning shall be ended4 7,isaiah lx1 #bj47 ,in the ,bible there are many other instances besides those just given in which there is a figurative use of the word light4 ,it is a natural and beautiful figure4 ,a person in doubt intellectually or spiritually looks upon himself as in darkness1 and light to him is an intellectual or spiritual awakening4 ,the light that came to the poet was a kindly light2 it removed his doubts and comforted him4 ,garish day4 ,the dazzling or glaring day4 ,moor and fen4 ,while these words seem new and unusual to us1 we must remember that in ,england they are as common as the terms marsh and swamp are with us4 ,those angel faces smile1 etc4 ,the subject of this clause is faces1 and the verb is smile4 ,children will love this hymn though they cannot appreciate its full significance till maturer years have brought with them the deeper experiences of life4 ,still they should know and love the poem and may be led to a partial understanding of its beauty in sentiment by means of interpretation carried not too far4 ,by comment and reading somewhat in the following manner may the most be accomplished3 #a4 ,the poet had reached mature years and had felt the oppressing influence of questioning and doubt1 but had reached a sublime faith in the power and love of ,god4 ,he still feels1 however1 the need of the personal care and guidance of the ,almighty1 and asks that it may continue through life4 ,so we may imagine him in one of those thoughtful moments which come to every one1 musing thus3 ,darkness and night surround me with their encircling gloom1 and ,i feel that years must pass before ,i reach my heavenly home1 so-- ,lead1 kindly light1 amid the encircling gloom1 ,lead thou me on2 ,the night is dark1 and ,i am far from home2 ,lead thou me on2 ,while he no longer doubts the care and protection of ,god1 yet he feels that his own strength is not sufficient2 that he may err and stumble in the path he has chosen4 ,he does not ask that all should be clear1 nor that he should see the long course of his life1 but is content to pray-- ,keep thou my feet2 ,i do not ask to see ,the distant scene2 one step enough for me4 #b4 ,after this invocation and prayer1 his thoughts turn back into the past1 and he remembers that in youth he had not this divine faith1 nor did he wish to place his reliance in ,god4 ,he preferred to lay out his own course and to plan his life far into the future1 without the feeling of dependence that now rules him4 ,so he sings3 ,i was not ever thus1 nor prayed that thou ,shouldst lead me on2 ,i loved to choose and see my path1 but now ,lead thou me on2 ,he remembers that then he loved display and ostentation and was proud1 wilful and self-confident2 nevertheless1 there were times when for a moment he feared1 but in spite of that timidity1 he went on in his masterful way3 ,i loved the garish day1 and1 spite of fears1 ,pride ruled my will3 ,the thought of his self-complacency1 his pride and arrogance brings out the plea1 the supplication1 remember not past years4 ,illustration3 ,,sir ,,francis ,,bacon ,,jonathan ,,swift ,,cardinal ,,newman ,,daniel ,,defoe ,,cardinal ,,wiseman ,,cervantes ,,father ,,ryan #c4 ,he remembers that through all his rebellions he has been surrounded by the power and goodness of ,god1 who has led him through all his devious paths1 and the feeling comes that the same protecting influence will surround him till doubt is swept aside4 ,so long thy power hath blessed me1 sure it still ,will lead me on ,o'er moor and fen1 o'er crag and torrent1 till ,the night is gone4 ,he is confident1 too1 that the same power will lead him through the dark night of doubt till the angels of love and faith1 in whom he once trusted but whom he has doubted for a time1 will come about him and smile their welcome to the light3 ,and with the morn those angel faces smile ,which ,i have loved long since1 and lost the while4 ,poor ,richard's ,almanac ,it is doubtful if ,journeys ,through ,bookland contains any other selection so full of meat as this extract 7,volume ,,vi1 page #djg7 from the writings of ,benjamin ,franklin2 in fact1 it is so full of wisdom on so many homely subjects and contains so much practical advice that no one can master it in a single reading4 ,it is condensed to the utmost limit and every sentence should be weighed and considered4 ,the wise maxims and old saws need to be expanded in thought1 illustrated by example and applied to the reader's personal experience4 ,as a whole it is not particularly attractive to young people1 but every child can be attracted to parts of it4 ,a little of it to-day1 more of it next week1 a third part some time in the future1 and in time the whole will be assimilated4 ,if the truths in this one selection are thoroughly embedded in the mind of a boy1 if the traits of character here taught are made a part of him1 he will be a sound man of business1 a sensible head of a family and a valuable citizen in a community4 ,poor ,richard's ,almanac contains the religion of work1 of economy1 of prosperity4 ,it is a manly doctrine1 a clear-cut1 respectable philosophy1 a reasonable rule of business activity4 ,never more than today were the precepts needed4 ,the whole tendency of our modern activities is against its precepts4 ,disaster and ruin may be seen on every hand and traced directly to the neglect or violation of those sound principles which the wise old ,franklin put in such homely words4 ,these maxims of life and policy are not those which it is the special province of the school to teach4 ,they are the elementary law which a boy or girl must learn in his home and see exemplified therein if they are ever to become a practical part of life's equipment4 ,the wisdom of the ,almanac is the wisdom of practical experience1 the wisdom of those who have lived and worked1 who have lost and won4 ,it does not deal with the finer phases of character1 but with those practical things which lead to a bread-and-butter success4 ,a boy who knows what ,poor ,richard teaches and follows his precepts will be a business success4 ,if a parent can grind into the character of his child these lessons of industry1 simplicity1 temperance and frugality he will have left a legacy more valuable a thousand times than the wealth he may have amassed1 although that is reckoned by the millions4 ,because of the extreme condensation of the address by ,father ,abraham1 the following outlines have been made to enable a parent to find easily what is wanted and to present it attractively4 ,the selection is one of those which children will not master by themselves1 but one which the parent can easily make interesting if he will follow the plans given below4 ,analysis ,i4 7,page #dji47 ,taxes are heavy1 but we are taxed3 #a4 ,twice as much by our ,idleness4 #b4 ,three times as much by our ,pride4 #c4 ,four times as much by our ,folly4 ,,ii4 ,idleness and ,industry4 7pages #dji1 #daa47 #a4 ,time wasted in doing nothing 7page #dji71 sloth4 7,in this connection see fable1 ,industry and ,sloth1 ,volume ,i1 page #cjj4 ,consult index in this volume74 #b4 ,time wasted in sleep 7page #daj74 #c4 ,time wasted in wishing and hoping 7page #daa74 #d4 ,industry lost by putting off till tomorrow 7page #dab74 #e4 ,steadiness in industry wins 7page #dab74 ,,iii4 ,folly4 7pages #dad-daf74 #a4 ,of trusting to others 7page #dad74 #b4 ,of neglect of small matters 7page #dad74 #c4 ,of extravagance and the sensibleness of frugality 7page #dad74 #d4 ,of vice 7page #dae74 #e4 ,of high living 7page #dae74 #f4 ,of purchasing unnecessary things 7page #dae74 #g4 ,of luxury 7page #daf74 ,,iv4 ,pride4 7page #dag74 #a4 ,of dress 7page #dag74 #b4 ,in table luxuries 7page #dag74 #c4 ,of appearance 7page #dag74 ,v4 ,the ,madness of ,debt4 7pages #dag-dbj74 #a4 ,brings shame 7page #dag74 #b4 ,causes lying 7page #dah74 #c4 ,destroys virtue 7page #dah74 #d4 ,brings slavery 7page #dai74 #e4 ,prevents success 7page #dbj74 ,,vi4 ,ask for the ,blessing of ,heaven 7page #dbj74 ,,vii4 ,accept ,counsel4 ,do not wait for ,experience4 ,following the arrangement of the analysis above we may group a series of typical maxims1 each of which can be made the basis of one of those little fireside talks which bear so prominent a part in the recollection of every man and woman who had the blessing to be brought up in a real home where father and mother joined in a sincere effort to bring up their children to honest1 earnest1 successful maturity4 ,i4 ,we are taxed twice as much by our ,idleness1 three times as much by our ,pride and four times as much by our ,folly4 ,,ii4 ,idleness and ,industry4 #a4 ,sloth1 like rust1 consumes faster than labor wears2 while the used key is always bright4 #b4 ,the sleeping fox catches no poultry4 #c4 ,he that lives on hope will die fasting4 #d4 ,industry need not wish4 #e4 ,have you somewhat to do tomorrow8 ,do it today4 #f4 ,three removes are as bad as a fire4 ,,iii4 ,folly4 #a4 ,if you would have a faithful servant and one that you like1 serve yourself4 #b4 ,for want of a nail the shoe was lost2 for want of a shoe the horse was lost2 for want of a horse the rider was lost4 #c4 ,a fat kitchen makes a lean will4 #d4 ,what maintains one vice would bring up two children4 #e4 ,who dainties love shall beggars prove4 #f4 ,at a great pennyworth pause awhile4 #g4 ,silks and satins1 scarlets and velvets put out the kitchen fire4 ,,iv4 ,pride4 #a4 ,fond pride of dress is1 sure1 a very curse4 ,ere fancy you consult1 consult your purse4 #b4 ,pride breakfasted with plenty1 dined with poverty and supped with infamy4 #c4 ,what is a butterfly8 ,at best ,he's but a caterpillar drest4 ,v4 ,the ,madness of ,debt4 #a4 ,you will be ashamed to see your creditor4 #b4 ,lying rides upon debt's back4 #c4 ,it's hard for an empty bag to stand upright4 #d4 ,creditors have better memories than debtors4 #e4 ,those have short ,lent who owe money to be paid at ,easter4 ,,vi4 ,job suffered and was afterward prosperous4 ,,vii4 ,they that won't be counselled can't be helped4 ,if you will not hear reason1 she'll surely rap your knuckles4 ,,chapter ,,vi ,,father ,,and ,,son ,properly enough1 the responsibility for health and development of young children rests upon the mother1 and in most families this care remains with her till the children are able to look out for themselves4 ,however1 upon the father devolves more responsibility than the mere providing for the daily need of his children4 ,especially is it true that the boys of a family need the personal influence of the father fully as much as that of the mother4 ,however patient1 wise and devoted a mother may be1 there comes a time in every boy's life when he ought to be under the influence and subject to the control of a man4 ,every boy looks to men for his models and for a time follows them blindly1 in spite of the most careful training a mother can give4 ,curiously enough it is often to a man other than his father that the boy looks for advice and direction4 ,it is some other man who influences his thought and through his thought his actions and the development of his character4 ,even when the relations between father and son are of the closest the boy begins to look around him and often1 for no other reason than the novelty of the influence1 he falls under the tutelage of another to whom he gives a confidence that his father could never secure4 ,as they enter the period of adolescence1 boys will often talk on many subjects with strangers with a freedom that parents1 especially fathers1 can never hope to see equalled unless the most perfect confidence has existed from the earliest childhood4 ,those who have taught for many years and who have had growing boys in their charge know how true this fact is and try to make it of service by seeing that someone of strong character shall be at hand for the boys to lean upon4 ,they are impressionable1 these men in embryo1 and will go to such lengths for persons they happen to admire and who have secured their confidence1 that those who know tremble when they find evil or trifling influences gathering about their charges4 ,unfortunately in too many cases the parents fail to realize the importance of this change of relationship and allow children to drift without any effort to stem the tide that is bearing their progeny away4 ,fathers are particularly blind4 ,one would think that they would remember how it was with themselves in their youth and be guided accordingly4 ,but as a matter of fact a large majority of the fathers of the land have forgotten the perils of their own boyhoods2 they look upon their own sons as proof against the temptations they weathered1 or as being exempt because of their better position in life4 ,if these same fathers would only consider that the temptations come from within and are inseparable from our race and from the age of the children they would regard with the greatest concern every influence that is brought to bear upon their rapidly developing boys4 ,this is no light matter we are discussing and is one that ought to be considered seriously by every father4 ,every teacher1 every psychologist knows that the time comes when a man must lead the changing youth4 ,who shall do it8 ,obviously the father4 ,no man can put aside his responsibilities in this matter nor can he delegate it to the mother4 ,she may be the one big factor in the development of her boy's character and yet there is one time when all her carefully laid plans may go awry1 when for a little while her restraining influence is powerless to save4 ,no father can1 in fairness to the children he has brought into the world1 say that when he has made the home and furnished it1 when he has fed and clothed his wife and children he has done all that he ought to do4 ,it matters not how difficult a task it has been to find the money to support his family1 nor how hard he has been obliged to work to get the daily bread2 it matters not how tired or how much in need of recreation he may be when he returns to his home at the close of the day2 he finds his responsibility always facing him4 ,do not misunderstand the question1 nor the purpose of these lines4 ,this is in no sense a criticism nor is it a bit of preaching at the hard-working fathers upon whom rest the hopes of the race4 ,every true father is willing to give his life if necessary for his offspring and there is no greater devotion in the world than that of father to son4 ,but the fact remains that many a busy man has been so overburdened with the cares of his everyday life that he has had no time to make himself familiar with even the smallest of his duties to his family4 ,suddenly he becomes conscious that his son is growing away from him1 that the little things that have bound them together have no longer the strength to hold1 that they are drifting apart4 ,perhaps the father never has been on intimate terms with his son and has never really known what his child was thinking about or what his ideas and ideals really were4 ,when this consciousness comes to the father1 when he learns that he is no longer the one big figure on his son's horizon and that his words have ceased to be accepted as final on every question1 he is startled and seeks strenuously to regain his position4 ,difficult will it be4 ,to regain what has been lost is always difficult2 more difficult is it to displace an influence that is already established4 ,how many1 many times there comes to the earnest teachers the anxious parent with the oft-repeated statements and questions4 ,my boy has grown away from me4 ,i don't know him any more4 ,what ,i say no longer has any influence with him4 ,i don't know what to do4 ,how can you help me8 ,he thinks more of what you say than of what ,i say and would follow you even if ,i objected4 ,what can ,i do8 ,what advice can you give8 ,in many instances it is too late and never again can the father recover the influence he has lost4 ,on the other hand1 it is possible in most cases for the father to reinstate himself if he proceeds in the right way4 ,that way is never through command or restraint or discipline4 ,by only one process can he succeed1 and that is by placing himself in the position of the boy1 learning the boy's tastes and interests and in joining with the boy in the things the latter likes4 ,if there has never been much community of thought between the two1 the parent may say in substance or show by his acts that he has rather neglected the youth because he was too young to be in sympathy with a man's work and because it was better for the mother to have the care of her son during his boyhood2 but that now he is old enough to begin to think a man's thoughts and to take an interest in a man's occupations4 ,sometimes if this is followed by a real hearty confidence1 if the father takes the boy with him on his business trips1 shows him how the money for the family is made and what are the joys and compensations of a busy career1 the boy's confidence is won1 his interest aroused and a frank comradeship established1 new bonds are created and the father finds a delightful companion1 the boy an honored friend and a worthy leader4 ,such fathers have said again and again1 ,i have found a new and trustworthy friend1 a helper whose enthusiasm and good sense is worth more to me than anything ,i have had in years2 and it is my boy who is doing it4 ,unfortunately1 most men fail to realize the power of a boy's mind1 the helpfulness of his companionship4 ,his outlook on life is so fresh and true1 his ambition so strong and his willingness to be taught so refreshing that intimacy with him makes the adult much stronger and better able to master the annoyances of the day1 and to win the commercial victories upon which subsistence depends4 ,but at its best this latter-day acquaintanceship is never so strong nor so helpful as that which begins when the child is an infant and continues through boyhood to the larger youth and manhood4 ,and it is easy to win the confidence and respect of the very young1 easy to retain it when won4 ,yet many a sincere and anxious man fails utterly to earn that sympathetic companionship which any father may have for the asking1 if the request is made in a way the child can understand and appreciate4 ,the foundation of it all is a sympathy in the things that children know and love4 ,a child lives on a plane of his own4 ,you cannot take him very far from it nor substitute anything in its place except by the slowest and most careful management4 ,there can be no sympathy1 no understanding that is not located on the childish plane4 ,the father must come down where the child lives1 must find his interest in the things that the child loves and must be sincere in every manifestation of that interest4 ,right here is where so many fathers fail4 ,they try to interest the child in things which the older mind enjoys1 and finding themselves unable to create the artificial atmosphere give up in discouragement and disgust4 ,such a course is foolish in the extreme4 ,the older person who knows more and has had the experiences that are now new to youngsters must go back into his memories and join in the little things that make up the big complex of a child's world4 ,unless you become as little children you can never enter into the lives of children4 ,to become young again in a genuine fashion is not permitted to many of us and we must accordingly seek some common ground where we can meet the children and be as they are in seeming if not in reality4 ,we may not be able to play their games with interest and sympathy1 or the boys may be so skilful that we lose standing rather than gain influence by participation4 ,we may not be able to sympathize with the rivalries of school or talk intelligently on the sports that make up a large part of their daily occupation4 ,where1 then1 can we meet them and how shall we put ourselves on an equality with them and at the same time preserve our leadership8 ,such a question is not easy to answer in detail1 but many a man has found a way and a simple one at that4 ,in the first place1 play is part of the life of every child and he has as much right to his fun as any adult has to the recreation he finds necessary to keep him at the top of his working power4 ,many a child may properly complain that he has had no childhood1 that all the time he was being repressed and never allowed to express himself in his own way4 ,he may not realize at the time that anything is wrong in the treatment that his father gives him1 but the time comes when he will know and understand4 ,right there is a fact that every father ought to know and realize so thoroughly that he will never lose sight of it4 ,yes1 some time every boy will know just what kind of a father he has had and just how worthy of respect and veneration that father has been4 ,a little boy is credulity itself and everything tends to make him believe in his father4 ,but as he grows older he will surely know4 ,woe be it to the parent who when disillusionment comes falls below the standard the child has set4 ,some time the boy will know4 ,if he has never had the pleasure that was his due1 if he has never had the fun in his home that he had a right to expect1 his estimate of his parent will be appallingly low4 ,through play in the home in the evening after the day's work is ended has many a father laid the foundation for an influence that controlled when other ties seemed strained to the breaking point4 ,it is in this playtime that the boy expresses himself most fully4 ,every animal has its playtime1 and the most savage of the beasts play with their little ones to educate them to succeed in the struggle for existence4 ,if play is a natural expression of the child's mind and body1 anything that represses play is a hindrance to development4 ,in the cheery home where to have fun and lots of it is a daily habit every child grows and matures as perfectly as a plant where there are just the right amounts of sun and moisture and where the soil is perfectly adapted to growth4 ,a little less light1 a little less moisture1 and the plant will wither and fail4 ,a little less play and more repression and the child will become morose and fail to keep pace with his mates4 ,to repress is so easy1 to reconstruct so difficult6 ,after the play comes the work1 but the work may be made as interesting as the play and may proceed in the same spirit of jollity and freedom that marked the time given up wholly to amusement4 ,the work is the second factor in the father's influence--something on the plane of the child's own mind1 not too difficult1 not too long continued4 ,closely related1 too1 it must be with things that the child has done and understands4 ,some phase of school work may need to be carried on by the older ones in the family1 but the younger boys are free to work with the father in anything that will stimulate and inspire4 ,what shall the work be8 ,to every one who has had to do with a large number of children the answer comes quickly enough4 ,in reading and conversation will the boy and his father come most closely together1 in a field that is attractive to both and where it is as easy to find entertainment and pleasure as it is to gain information and culture4 ,two quotations from men of good judgment come into mind at this point4 ,arthur ,t4 ,hadley1 recently ,president of ,yale ,university1 has said1 ,men in every department of practical life1 men in commerce1 in transportation or in manufactures1 have told me that what they really wanted from our college was men who have this selective power of using books efficiently4 ,the beginnings of knowledge are best learned in any home fairly well furnished with books4 ,professor ,william ,mathews has added1 ,it is not the number of books which a young man reads that makes him intelligent and well-informed1 but the number of well-chosen ones that he has mastered so that every valuable thought in them is a familiar friend4 ,in those two quotations the ideas of prime importance to every father are1 first1 that the beginnings of knowledge are best learned in the home2 and1 second1 that it is the mastery of what is read that really counts4 ,in school a child learns to read2 at his home he reads to learn4 ,at school he learns how he ought to read2 but it is at his home that he learns to read in that manner4 ,what a boy does in school is a small part of the total amount of his reading1 and its influence is small indeed4 ,in home reading1 then1 reading of the right material in the right way1 is to be found the great influence in education and the great factor in the building of character4 ,if such is the case1 what more important work can there be for the father than to read with his son1 to watch these beginnings of education which mean so much more than the mere instruction in school1 and to be a power in developing that right method of reading which means not only the acquisition of knowledge but also the acquirement of power and the making of character4 ,the busy man is tired at night and inclined to think that he has no time to give to reading with his boys4 ,he may think1 too1 that reading childish stories is beneath his dignity4 ,such is not the case4 ,there is a great abundance of literature that is manly1 and at the same time interesting to a boy4 ,if the father feels that he is past the time when he has any sympathy with the fairy stories and the little poems that the infants like1 if he thinks the nursery rhymes are silly and the fables too old to be true1 that is because he has not recently read them4 ,busy men1 men of power and influence1 like to renew their youth by going to the simple things they loved as children1 and not a few of them find that the years have given them new powers of interpretation and that what was to them at one time only an amusing tale is now replete with the philosophy of the universe4 ,yet there may be fathers of so practical a mind that works of imagination have no hold upon them4 ,to them1 however1 the world of literature is by no means barren4 ,there are history1 biography and essays upon a thousand subjects1 any one of which will interest a boy and at the same time his father4 ,particularly is this true when the reading is aloud and interspersed with free conversation upon the subjects that come to the surface4 ,if the father can only select the right material and read it with his son there is no question whatever about the interest that will develop for both4 ,a busy man has little time to select reading2 in all probability he has not had the experience to enable him to do so wisely1 for he has been so absorbed in business that he has forgotten what he knew best as a boy and is unable to tell just what appealed to him most4 ,it may be that he never in his youth had the opportunity to read the best of literature and does not know where to turn to find it4 ,he hears his little family talking about what they read at school and how they ought to read and feels himself behind the times and hesitates to make an exhibition of himself before his children4 ,to any father1 a collection such as that in ,journeys ,through ,bookland is of inestimable value4 ,when it is considered that in addition to the literary material there are abundant suggestions as to how interest may be created and how the reading may be made most profitable1 then the set becomes indispensable4 ,in other words1 ,journeys contains the material that must be in every family to make it fairly well furnished with books1 and it provides a way of mastering the books so that every valuable thought is a familiar friend4 ,if fathers could be persuaded to spend one evening with their boys in the reading and discussion of some selection in ,journeys1 they would not willingly forego the pleasure thereafter4 ,it has happened so many times that we know this is not an overstatement4 ,fathers by the score have written us on the subject4 ,one says1 ,i have solved the problem of keeping my boys off the streets1 or1 rather1 ,journeys has done it for me4 ,i have never spent a happier evening4 ,the boys staid up with me till after their usual bed time and when they had retired1 ,i read on for half the night1 says another4 ,i feel young again1 and ,john and ,i are great chums4 ,reminiscences of a ,pioneer kept me telling stories long after we had finished reading the sketch4 ,who are these fathers8 ,clergymen1 lawyers1 doctors1 teachers1 we may expect1 for they are somewhat interested in reading1 because of their life work4 ,but they are not the most numerous1 by any means4 ,railroad men1 manufacturers1 farmers1 men in hundreds of vocations acknowledge the delight of reading ,journeys with their children4 ,is there anything finer1 more wholesome1 more inspiring than the thought of fathers and children reading together1 and together feeling the inspiration that radiates from the great masterpieces4 ,but this chapter is not an argument for the purchase of ,journeys4 ,that you1 father of a growing boy1 are reading these lines is evidence that you have thought well enough of the ,journeys idea to place a set of books in your family4 ,you have done this because you recognized that in this age of specialists1 you1 a business man1 could not be expected to select reading matter for your son and assist him in his growth and development with the same skill as can those who have devoted many years to that special problem4 ,no attempt is made to advise you on the conduct of your business or to direct the management and control of your son4 ,but a sincere effort has been made to help you to join with your boy in that hearty sympathy which will make him happier1 better and more of a man2 which will make you young again and add to your pleasure without increasing your burdens4 ,what we want is to make the books most effective1 to help them be the power for good that we know they can be1 and more than anything else1 to make them a living bond between father and son4 ,so let us examine the books together with these thoughts in mind and see if we cannot find just the things that will arouse your enthusiasm and make you young again1 an equal and a friend who can lead your boy where you want him to go and where he will gladly follow you4 ,for instance1 there is in the sixth volume that kindly humorous account of a boyhood in ,wisconsin in the early part of the last century1 ,reminiscences of a ,pioneer 7,volume ,v1 #cdj74 ,every man will be interested in it1 and he cannot read it aloud to a boy of seven without catching the attention of the child4 ,even a lad of sixteen will get into the spirit of the thing1 although it may not be the same incidents that will attract him4 ,think of the contrast between that humble log cabin with its visiting ,indians and the luxurious steam-heated flat of your son1 or the farm house with all modern conveniences that a friend of yours may have in the very region where our little friend was frightened more by the strange ,dutch immigrants than he was by the red men whom he saw every day4 ,think of a six or seven year old boy that had never seen an apple and who could enjoy chokecherries and crab apples1 even though he couldn't get his face back into line on the same day in which he ate them fresh from the tree4 ,think of offering raw turnips to the guests and of people coming twenty miles to get a small piece of salt pork1 because they were so tired of fresh meat and fish4 ,think that these things happened less than a hundred years ago and within forty miles of the now big and flourishing city of ,milwaukee4 ,what lessons there are in courage1 skill1 self-reliance and contentment in the lives of these early pioneers1 especially the devoted mother who kept her yeast alive so many years1 and stood off the ,indians with one hand while she tended to her increasing family with the other4 ,can you imagine a boy who wouldn't be interested in the sturdy youngster who earned and refused his first quarter of a dollar for paddling a man across the river in a heavy dugout8 ,don't you think your son will have a host of questions to ask about it all and that you will be glad to talk to him about the ,indians he likes to imitate when he plays8 ,can't you see that reading such as this is worth while and that every moment spent in this way is an investment for yourself in the boy's confidence and good graces8 ,other selections of a somewhat similar nature1 all of which will appeal to boys at the time when ,indians and adventure are of more interest than anything else1 are the following3 ,the ,arickara ,indians1 ,volume ,,iv1 page #dgb4 ,the ,buccaneers1 ,volume ,v1 page #cei4 ,captain ,morgan at ,maracaibo1 ,volume ,v1 page #cfe4 ,ringrose and ,his ,buccaneers1 ,volume ,,viii1 page #a4 ,david ,crockett in the ,creek ,war1 ,volume ,,viii1 page #cg4 ,braddock's ,defeat1 ,volume ,v1 page #cgi4 ,the ,capture of ,vincennes1 ,volume ,,vi1 page #dbh4 ,the ,black ,hawk ,tragedy1 ,volume ,,vii1 page #eh4 ,pre ,marquette1 ,volume ,,viii1 page #aba4 ,george ,rogers ,clark1 ,volume ,,vi1 page #dbb4 ,have no fear that the boy's love for ,indians and adventure is a thing to suppress4 ,it is an evidence of growth and of development4 ,you know every boy lives over in himself the history of his race1 and as there was a time when the life of mankind was a struggle with physical difficulties and personal danger so there is a time when every boy feels within himself the admiration for brave deeds and the desire to fight and conquer4 ,your province it is to meet him on that ground1 enjoy with him the tales of lofty daring and physical prowess1 the tales of stirring adventure and narrow escapes1 and to lead him gently with you into the fields of history where achievements in science1 commerce and engineering take the place of battles with wild animals and wilder ,indians4 ,don't feel that you have not the time to do the things recommended4 ,we can always find the time to do the things we like to do1 and this means of joining in the thoughts of your boy will be one of the things you will most enjoy when you have once accustomed yourself to it4 ,we get out of reading just what we put into it4 ,that is to say1 the same selection read by different people will have just as many meanings as there are people reading it4 ,by assistance1 a person may be caused to see more in what he reads and in time may approximate the full understanding of his teacher4 ,but it is unwise and useless to expect a child to read with the same appreciation that an adult has4 ,accordingly the father1 if he is wise1 will be satisfied when his boy is really interested in a thoroughly good selection if he sees at the same time that the boy is setting about his interpretation in the right way4 ,to illustrate3 ,if you are reading about a storm at sea and you are a survivor of a shipwreck in such a storm1 your appreciation of the description will be infinitely more vivid than that of your son1 who has not even seen the sea4 ,all that you can do is to give him some idea of the power of the waves1 make him feel that the sight is a thrilling one and that there is imminent danger to life and property in the storm4 ,some time he will have the experience to interpret and then his mind will recur to the description and he will understand it somewhat as you do now4 ,this brings us to think for a moment on the permanent value of all that is read4 ,the mind holds things in abeyance1 brings them out to the light now and then1 and each time finds them more and more intelligible and influential4 ,many a maxim learned in youth when an understanding of it was impossible becomes a power for good for the person in later years when its inner significance appears4 ,some poetry will appeal to boys1 even though they may look askance at most of it4 ,some lyrics are virile and powerful1 well worthy the study of the keenest minds4 ,there is an unfounded prejudice against poetry in many men because of the fancied puerility of it and its silly sentiment4 ,such a prejudice always disappears if the person reads enough and selects the things that are worthy of study4 ,narrative poems are more likely to appeal to men and boys than the lyrics4 ,when the narrative is a stirring one and the action dramatic1 the poetic form adds decidedly to its interest and effectiveness4 ,take1 for instance1 that little poem by ,robert ,browning that is known as ,incident of the ,french ,camp 7,volume ,,iv1 page #agd74 ,no man can read it without being stirred by it1 and its appeal to boys is immediate and strong4 ,but strong as it is1 the whole influence of it may be intensified if it is discussed in the manner indicated on the pages immediately after the poem4 ,what we would have you do is to read the little epic with your boy and talk it over with him along the lines of the comments given4 ,it will not be necessary for you to point the moral4 ,he will see it for himself1 but if you can show a little enthusiasm and delight in the incident he will go away feeling better toward you and will be a convert to poetry1 at least to some kinds of it4 ,later in life the lesson will come back to him and he will seek for more of the same sort4 ,there are a great number of poems of similar import in the books4 ,any one of the following will be capital for reading aloud with your boy4 ,try them and be convinced4 ,beth ,gelert1 ,volume ,,iii1 page #db4 ,sheridan's ,ride1 ,volume ,,iv1 page #bbc4 ,bernardo ,del ,carpio1 ,volume ,,iv1 page #bgj4 ,the ,wooden ,horse1 ,volume ,,iv1 page #chc4 ,little ,giffin of ,tennessee1 ,volume ,,iv1 page #dfa4 ,bruce and the ,spider1 ,volume ,v1 page #cad4 ,how ,they ,brought the ,good ,news from ,ghent to ,aix1 ,volume ,v1 page #cce4 ,sohrab and ,rustum1 ,volume ,,vi1 page #agc4 ,how's ,my ,boy8 ,volume ,,vii1 page #afi4 ,the ,battle of ,ivry1 ,volume ,,viii1 page #gf4 ,herv ,riel1 ,volume ,,vii1 page #afh4 ,any one of the national anthems or patriotic poems is fine reading and a source for many a kindly talk that will tend to make a better citizen of your son and perhaps give you a fresher and truer conception of your own duties and responsibilities to the government4 ,these you may readily find from the index in the tenth volume1 under the title1 ,patriotic ,poems4 ,for older boys there are plenty of good selections1 and the discussion of some of them must help to bring nearer to the lad his increasing responsibilities4 ,a normal boy of sixteen has a lot of the man in him and wants to be treated as a man1 at least to have his ideas1 hopes and ambitions given some consideration4 ,he does not want always to be called ,bobby or ,jimmy or ,tommy4 ,he likes better to be called ,smith1 ,jones1 or ,robinson1 or whatever his last name is4 ,he is tired of being told to do this and that and would like to join in some of the family councils and feel that father is beginning to see the man and forget the kid4 ,he will be interested in anything that relates to commerce1 or manufacture or government if it is presented to him in such a way that he can be somebody in the discussion4 ,it is easy to interest boys in speaking1 in orations1 in debates4 ,in ,journeys 7,volume ,,ix1 page #cba7 is printed the ,gettysburg ,address by ,abraham ,lincoln4 ,it is the one great1 masterly ,american address1 noted not only for its perfect construction1 but for its sentiment1 its power and its brevity4 ,in no other great address are all these elements combined4 ,tested by any standard it rings true in thought and is perfect in form4 ,it is worth while to commit it to memory1 and father and son should be equally interested in the task1 if it can be called a task4 ,preceding the address is a note giving its historical setting1 and following it is an analysis of the thought and a series of questions tending to give the thought a more personal application4 ,the ,fate of the ,indians and ,a ,call to ,arms1 both in ,volume ,,ix1 are good orations accompanied by studies4 ,an essay that is in effect almost an oration is the extract from the ,impeachment of ,warren ,hastings by ,macaulay 7,volume ,,ix1 page #cb71 and in this volume are studies on that essay 7page #bdh74 ,the ,boston ,massacre by ,nathaniel ,hawthorne is a pleasing bit of history which in this volume 7page #cgj7 is used as the basis of a study in argument4 ,you may prefer to read the studies first and arrange the arguments for your sons or for yourself and your boy4 ,it is surprising into what different directions the argument will lead you and how many interesting questions will arise which will make good subjects for discussion4 ,to make conversation worth while there is needed only something interesting to talk about4 ,to be a good talker is worth a great deal to any young man and there is no better way to give him this power than by conversing freely with him while he is young4 ,moral instruction is difficult4 ,a thousand little things tend to neutralize it and there is an almost universal spirit of opposition to moral teaching1 on the part of youth4 ,and yet it is easy to give moral lessons in an indirect way that shall arouse no opposition and that shall be effective for lifetime4 ,journeys is full of what for lack of a better name we call character-building literature4 ,some of it is adapted to boys and girls of a very tender age and more of it to the older children4 ,the ,cubes of ,truth 7,volume ,,vi1 page #djf71 by ,oliver ,wendell ,holmes1 is a beautiful little essay that expresses a great truth in a way to impress it indelibly upon the memory of every person who reads it4 ,so clear is the language1 so clever the idea that the selection is read with absorbing interest1 and so impressive is the lesson that no real attention need be called to it4 ,in reading it the beauty of the language and the quaintness of the figure are the real subjects of discussion1 but all the time the great lesson is making its subtle appeal4 ,cardinal ,newman's ,definition of a ,gentleman 7,volume ,,iv1 page #agj7 is more obviously a didactic selection1 but here again the definition is given so clearly and so forcibly that no possible offense can be taken and the weight of the statements will produce their effect without much comment4 ,in this connection it should be necessary merely to call attention to the chapter on character-building1 to be found in this volume4 ,in preparing that chapter the writer had in mind children of all ages and both sexes1 but it will be an easy matter for you to select the things which you know will appeal to your son4 ,in fact1 you will find in every chapter of this volume something to help you in making your way into the thoughts and the hearts of your family1 and we know that as the years pass away and manhood comes to your boys they will look back upon the hours spent in reading with you as the most momentous of their lives4 ,do you want your son to say in his manhood1 ,i look upon ,mr4 ,a or ,mr4 ,b as the person who most influenced my life8 ,do you want him to say1 ,i might have been a cultured man with a wide range of interests if my father had given to me a little of the time he spent at his club8 ,do you want your boy to think that he was a wanderer from home1 because he could not find in that home the manly sympathy that his soul craved8 ,in many a family there is no trouble in keeping the boys off the streets4 ,there is no place half so attractive as the home and for them no inclination to seek among others the fun and intellectual stimulus they crave as they crave their food4 ,usually the reading habit must be formed early or not at all4 ,a man in middle life will not acquire the habit easily unless there is some stimulus which keeps him reading for a time1 in spite of himself4 ,in the active minds of his boys he may find just that stimulus1 and in his declining years when time weighs heavily upon his hands and great activities are denied him he will find in his later acquirement an unfailing source of enjoyment4 ,in such hours will come to recollection the days he spent with his boys and his heart will fill with joy that he did not neglect his rich opportunities4 ,,chapter ,,vii ,,memorizing ,whenever children are interested in any selection1 it is well to encourage them to commit it to memory1 if it be brief1 or if they find in it phrases or sentences which seem to them beautiful or filled with meaning4 ,if1 however1 the young people are driven to memorizing selections of any kind1 the practice is of little value1 and it is likely to create a prejudice against the very things for which they should feel admiration4 ,by a show of interest1 however1 the parents may1 without difficulty1 lead the children to learn a great deal of the best literature1 and thus not only strengthen their knowledge but improve their style of writing as well1 for unconsciously the young will follow the style of those whom they admire4 ,moreover1 it frequently happens that some of the inspiring thoughts which children have learned become rules of action to them in after life4 ,if the practice is begun early enough children will form the habit of learning those things which they like1 and such a habit is of greatest value4 ,in many schools1 during certain years1 the learning of memory gems is a daily practice2 it should be no less a practice at home4 ,some of the many things in these books which may well be learned in their entirety are the following3 ,volume ,i1 page #ff4 ,a ,thought4 ,volume ,i1 page #fg4 ,the ,swing4 ,volume ,i1 page #hc4 ,singing4 ,volume ,i1 page #aaj4 ,rain4 ,volume ,i1 page #acc4 ,little ,blue ,pigeon4 ,volume ,i1 page #add4 ,the ,land of ,counterpane4 ,volume ,i1 page #bjd4 ,sleep1 ,baby1 ,sleep4 ,volume ,i1 page #bdf4 ,norse ,lullaby4 ,volume ,i1 page #bfb4 ,wynken1 ,blynken and ,nod4 ,volume ,i1 page #cci4 ,the ,owl and the ,pussy ,cat4 ,volume ,i1 page #cdj4 ,time to ,rise4 ,volume ,i1 page #daj4 ,the ,reaper and the ,flowers4 ,volume ,,ii1 page #aa4 ,the ,baby4 ,volume ,,ii1 page #cb4 ,lullaby4 ,volume ,,ii1 page #abc4 ,windy ,nights4 ,volume ,,ii1 page #aba4 ,shuffle-,shoon and ,amber-,locks4 ,volume ,,ii1 page #hg4 ,picture ,books in ,winter4 ,volume ,,ii1 page #aai4 ,seven ,times ,one4 ,volume ,,ii1 page #djc4 ,the ,first ,snowfall4 ,volume ,,ii1 page #dha4 ,in ,time's ,swing4 ,volume ,,iii1 page #cdg4 ,barbara ,frietchie4 ,volume ,,iv1 page #hb4 ,footsteps of ,angels4 ,volume ,,iv1 page #abf4 ,nearer ,home4 ,volume ,,iv1 page #abg4 ,pictures of ,memory4 ,volume ,v1 page #cif4 ,the ,american ,flag4 ,volume ,v1 page #cii4 ,battle ,hymn of the ,republic4 ,volume ,,vi1 page #aai4 ,annie ,laurie4 ,volume ,,vi1 page #abb4 ,sweet and ,low4 ,volume ,,vi1 page #acc4 ,the ,bugle ,song4 ,volume ,,vii1 page #a4 ,the ,daffodils4 ,volume ,,vii1 page #d4 ,to the ,fringed ,gentian4 ,volume ,,vii1 page #cdj4 ,those ,evening ,bells4 ,volume ,,vii1 page #cie4 ,to a ,waterfowl4 ,while usually it is better to allow each person to learn the lines that most appeal to him1 yet some help should be given children4 ,no two people will select all of the same things1 though probably all would agree on some few things as being of the highest excellence4 ,some lines should be learned because of their beauty in description1 others because of beauty in phraseology1 and still others because of beauty in sentiment4 ,search should be made1 too1 for those things which are inspirational1 and which will be strong aids in the building of character4 ,we append a few pages of quotations taken at random from the volumes4 ,they will prove handy when the parent or teacher is pressed for time1 and the references to volume and page will enable the busy person readily to find the context1 if that seems desirable4 ,the quotations below are arranged in the order of their appearance in ,journeys ,through ,bookland4 ,this will enable anyone to locate them easily4 ,the lines cover a wide range of thought and will furnish an endless variety of material for stories1 comment1 question and conversation4 ,some of them cannot be appreciated without a knowledge of their setting in the original poem or prose selection1 while others are complete and perfect as they stand4 ,one of the best ways to teach a poem or selection is to begin by creating an interest in a quotation from it4 ,for instance1 ,write me as one who loves his fellow men1 will lead the way to an acquaintance with the old favorite ,abou ,ben ,adhem4 ,in fact1 only after the poem has been read and appreciated will a person get the full force of the idea1 ,write me as one who loves his fellow men4 ,one ,hundred ,choice ,quotations 7,volume ,i7 ,early to bed1 and early to rise1 ,is the way to be healthy1 wealthy and wise4 --,page #dh4 ,had it not been for your buzz ,i should not even have known you were there4 --,page #gj4 ,the ,rock-a-by ,lady from ,hushaby street1 ,with poppies that hang from her head to her feet4 --,page #id4 ,i saw the dimpling river pass ,and be the sky's blue looking-glass4 --,page #acj4 ,in through the window a moonbeam comes1 ,little gold moonbeam with misty wings4 --,page #acc4 ,oh1 the world's running over with joy4 --,page #adg4 ,the honorable gentleman has not told us who is to hang the bell around the ,cat's neck4 --,page #aig4 ,here is the mill with the humming of thunder1 ,here is the weir with the wonder of foam1 ,here is the sluice with the race running under-- ,marvelous places1 though handy to home4 --,page #cdi4 ,then she smooths the eyelids down ,over those two eyes of brown-- ,in such soothing1 tender wise ,cometh ,lady ,button-,eyes4 --,page #cfg4 ,one must be content with the good one has enjoyed4 --,page #cgi4 ,oh1 not in cruelty1 not in wrath1 ,the ,reaper came that day2 ',twas an angel visited the green earth1 ,and took the flowers away4 --,page #daa4 ,it matters nothing if one is born in a duck yard1 if one can only be hatched from a swan's egg4 --,page #dbg4 7,volume ,,ii7 ,did you ever hear of a bird in a cage1 that promised to stay in it8 --,page #b4 ,the very violets in their bed ,fold up their eyelids blue4 --,page #cb4 ,rejoice in thy youth1 rejoice in thy fresh growth1 and in the young life that is within thee4 --,page #gj4 ,you are more than the ,earth1 though you are such a dot-- ,you can love and think1 and the ,earth cannot4 --,page #fg4 ,thank him for his lesson's sake1 ,thank ,god's gentle minstrel there1 ,who1 when storms make others quake1 ,sings of days that brighter were4 --,page #bad4 ,you must expect to be beat a few times in your life1 little man1 if you live such a life as a man ought to live4 --,page #bdb4 ,those that wish to be clean1 clean they will be4 --,page #bdg4 ,reckon not on your chickens before they are hatched4 --,page #cgf4 ,he saw the rocks of the mountain tops all crimson and purple with the sunset2 and there were bright tongues of fiery cloud burning and quivering about them2 and the river1 brighter than all1 fell1 in a wavering column of pure gold1 from precipice to precipice1 with the double arch of a broad purple rainbow stretched across it1 flushing and fading alternately in the wreaths of spray4 --,page #dbj4 7,volume ,,iii7 ,in darkness dissolves the gay frost-work of bliss4 --,page #if4 ,peace and order and beauty draw ,round thy symbol of light and law4 --,page #cdi4 ,lips where smiles went out and in4 --,page #chf4 ,all the little boys and girls1 ,with rosy cheeks and flaxen curls1 ,and sparkling eyes and teeth like pearls4 --,page #cia4 7,volume ,,iv7 ,prince thou art1--the grown up man ,only is republican4 --,page #c4 ,o'er me1 like a regal tent1 ,cloudy-ribbed1 the sunset bent1 ,purple-curtained1 fringed with gold1 ,looped in many a wind-swung fold4 --,page #f4 ,now in memory comes my mother1 ,as she was long years agone1 ,to regard the darling dreamers ,ere she left them till the dawn4 --,page #h4 ,i chatter over stony ways1 ,in little sharps and trebles1 ,i bubble into eddying bays1 ,i babble on the pebbles4 --,page #fj4 ,for men may come and men may go1 ,but ,i go on forever4 --,page #fa4 ,and looks the whole world in the face1 ,for he owes not any man4 --,page #hf4 ,thus at the flaming forge of life ,our fortunes may be wrought2 ,thus on its sounding anvil shaped ,each burning deed and thought4 --,page #hh4 ,and when the arrows of sunset ,lodged in the tree-tops bright1 ,he fell1 in his saint-like beauty1 ,asleep by the gates of light4 --,page #abi4 ,save me alike from foolish pride1 ,or impious discontent1 ,or aught thy wisdom has denied1 ,or aught thy goodness lent4 --,page #agc4 ,and there through the flash of the morning light1 ,a steed as black as the steeds of night1 ,was seen to pass as with eagle flight4 --,page #bbd4 ,noiselessly as the springtime ,her crown of verdure weaves1 ,and all the trees on all the hills ,open their thousand leaves4 --,page #bfg4 ,who dies in youth and vigor1 dies the best1 ,struck through with wounds1 all honest1 on the breast4 --,page #cfi4 7,volume ,v7 ,i was not ever thus1 nor prayed that thou ,shouldst lead me on2 ,i loved to choose and see my path1 but now ,lead thou me on2 ,i loved the garish day1 and1 spite of fears1 ,pride ruled my will4 ,remember not past years4 --,page #aaa4 ,give every man thy ear1 but few thy voice2 ,take each man's censure1 but reserve thy judgment4 --,page #aab4 ,this above all3 to thine own self be true1 ,and it must follow1 as the night the day1 ,thou canst not then be false to any man4 --,page #aab4 the knotted column of his throat1 ,the massive square of his heroic breast1 ,and arms on which the standing muscle sloped1 ,as slopes a wild brook o'er a little stone1 ,running too vehemently to break it4 --,page #aej4 ,ye think the rustic cackle of your bourg ,the murmur of the world6 --,page #aef4 ,for man is man and master of his fate4 --,page #aeh4 ,perseverance gains its meed ,and ,patience wins the race4 --,page #caf4 ,forever float that standard sheet6 ,where breathes the foe but falls before us1 ,with ,freedom's soil beneath our feet1 ,and ,freedom's banner streaming o'er us8 --,page #cih4 ,he has sounded forth the trumpet that shall never call retreat2 ,he is sifting out the hearts of men before his judgment seat2 ,o1 be swift1 my soul1 to answer him6 be jubilant1 my feet6 ,our ,god is marching on4 --,page #cii4 ,silence6 ground arms6 kneel all6 caps off6 ,old ,blue-,light's going to pray4 ,strangle the foe that dares to scoff6 ,attention6 ,it's his way4 --,page #dja4 7,volume ,,vi7 ,to every man upon this earth ,death cometh soon or late4 ,and how can man die better ,than facing fearful odds1 ,for the ashes of his fathers1 ,and the temples of his gods4 --,page #h4 ,when by my bed ,i saw my mother kneel1 ,and with her blessing took her nightly kiss2 ,whatever ,time destroys1 he cannot this2-- ,e'en now that nameless kiss ,i feel4 --,page #abb4 ,sweet and low1 sweet and low1 ,wind of the western sea2 ,low1 low1 breathe and blow1 ,wind of the western sea6 ,over the rolling waters go1 ,come from the dying moon1 and blow1 ,blow him again to me2 ,while my little one1 while my pretty one1 sleeps4 --,page #abb4 ,sublime words make not a man holy and righteous1 but it is a virtuous life that maketh him dear to ,god4 --,page #acd4 ,who hath a stronger battle than he that useth force to overcome himself8 ,this should be our occupation1 to overcome ourselves and every day to be stronger and somewhat holier4 --,page #acf4 ,and the sheen on their spears was like stars on the sea1 ,where the blue wave rolls nightly on deep ,galilee4 --,page #adb4 ,whither thou goest1 ,i will go2 and where thou lodgest1 ,i will lodge2 thy people shall be my people and thy ,god my ,god4 --,page #add4 ,for we are all1 like swimmers in the sea1 ,poised on the top of a huge wave of fate1 ,which hangs uncertain to which side to fall4 --,page #ahf4 ,mid pleasures and palaces though we may roam1 ,be it ever so humble1 there's no place like home4 --,page #bbd4 ,god bless us every one6 said ,tiny ,tim4 --,page #cji4 ,all hail'd1 with uncontroll'd delight ,and general voice1 the happy night1 ,that to the cottage1 as the crown1 ,brought tidings of ,salvation down4 --,page #ceg4 ,the short and simple annals of the poor4 --,page #cfc4 ,the paths of glory lead but to the grave4 --,page #cfc4 ,full many a gem of purest ray serene ,the dark unfathomed caves of ocean bear2 ,full many a flower is born to blush unseen1 ,and waste its sweetness on the desert air4 --,page #cfe4 ,along the cool1 sequestered vale of life ,they kept the noiseless tenor of their way4 --,page #cff4 ,he gained from ,heaven 7'twas all he wished7 a friend4 --,page #cfh4 ,sloth1 like rust1 consumes faster than labor wears2 while the used key is always bright4 --,page #daj4 ,he that riseth late must trot all day1 and shall scarce overtake his business at night2 while laziness travels so slowly that poverty soon overtakes him4 --,page #daj4 ,have you somewhat to do tomorrow8 ,do it today4 --,page #dab4 ,for want of a nail the shoe was lost2 for want of a shoe the horse was lost2 and for want of a horse the rider was lost4 --,page #dad4 ,beware of little expenses2 a small leak will sink a great ship4 --,page #dae4 ',tis foolish to lay out money in the purchase of repentance4 --,page #daf4 ,fools make feasts and wise men eat them4 --,page #dae4 ',tis hard for an empty bag to stand upright6 --,page #dah4 ,experience keeps a dear school1 but fools will learn in no other4 --,page #dbj4 7,volume ,,vii7 ,that inward eye ,which is the bliss of solitude4 --,page #a4 ,then doth thy sweet and quiet eye ,look through its fringes to the sky4 --,page #e4 ,the bonny lark1 companion meet1 ,bending thee 'mang the dewy weet ,wi' spreckled breast1 ,when upward springing1 blithe to greet ,the purpling east4 --,page #h4 ,he prayeth well1 who loveth well ,both man and bird and beast4 ,he prayeth best1 who loveth best ,all things both great and small4 --,page #eg4 ,the rank is but the guinea's stamp1 ,the man's the gowd for a' that6 --,page #adi4 ,by fairy hands their knell is rung1 ,by forms unseen their dirge is sung4 --,page #aea4 ,still stands ,thine ancient ,sacrifice1 ,an humble and a contrite heart4 ,lord ,god of ,hosts1 be with us yet1 ,lest we forget--lest we forget6 --,page #afd4 ,the remarkably adult yet innocent expression of their open and serene eyes is very memorable4 ,all intelligence seems reflected in them4 ,they suggest not merely the purity of infancy1 but a wisdom clarified by experience4 ,such an eye was not born when the bird was1 but is coeval with the sky it reflects4 ,the woods do not yield such another gem4 --,page #bfc4 ,sound of vernal showers ,on the twinkling grass1 ,rain-awakened flowers1 ,all that ever was ,joyous1 and clear1 and fresh1 thy music doth surpass4 --,page #bgh4 ,imagine a stream seventy yards broad divided by a pebbly island1 running over seductive riffles and swirling into deep1 quiet pools where the good salmon goes to smoke his pipe after his meals4 --,page #bhg4 ,i once had a sparrow alight on my shoulder for a moment while ,i was hoeing in a village garden1 and ,i felt that ,i was more distinguished by that circumstance than ,i should have been by any epaulet ,i could have worn4 --,page #bii4 ,and while in life's late afternoon ,where cool and long the shadows grow1 ,i walk to meet the night that soon ,shall shape and darkness overflow1 ,i cannot feel that thou art far1 ,since near at hand the angels are2 ,and when the sunset gates unbar1 ,shall ,i not see thee waiting stand1 ,and1 white against the evening star1 ,the welcome of thy beckoning hand8 --,page #chi4 ,he who1 from zone to zone1 ,guides through the boundless sky thy certain flight1 ,in the long way that ,i must tread alone1 ,will lead my steps aright4 --,page #cig4 7,volume ,,viii7 ,go tell the ,spartans1 thou that passeth by1 ,that here1 obedient to their laws1 we lie4 --,page #ij4 ,thermopylae had her messenger of defeat3 ,the ,alamo had none4 --,page #aeb4 ,england expects every man to do his duty4 --,page #big4 ,an' ,oh6 be sure to fear the ,lord alway6 ,an' mind your duty1 duly1 morn and night6 --,page #cbb4 ,they never sought in vain that sought the ,lord aright4 --,page #cbb4 ,the best acid is assiduity4 --,page #ccb4 7,volume ,,ix7 ,write me as one who loves his fellow men4 --,page #aa4 ,when beggars die1 there are no comets seen2 ,the heavens themselves blaze forth the death of princes4 --,page #ade4 ,cowards die many times before their deaths2 ,the valiant never taste of death but once4 --,page #ade4 ,et tu ,brute6 ,then fall1 ,csar4 --,page #aed4 ,surely man is but a shadow1 and life a dream4 --,page #bhf4 ,all service ranks the same with ,god4 --,page #cja4 ,the year's at the spring1 ,and day's at the morn2 ,morning's at seven2 ,the hillside's dew-pearled3 ,the lark's on the wing2 ,the snail's on the thorn2 ,god's in his heaven-- ,all's right with the world4 --,page #cjc4 ,for what are the voices of birds-- ,ay1 and of beasts--but words1 our words1 ,only so much more sweet8 --,page #cad4 ,i will pass each1 and see their happiness1 ,and envy none--being just as great1 no doubt1 ,useful to men1 dear to ,god as they6 --,page #cag4 ,,chapter ,,viii ,,how ,,to ,,read ,,fiction #a4 ,different ,kinds of ,literature ,if there were but one kind of literature1 it would be an easy matter to give the few directions that would be necessary to make good readers4 ,in reality there are1 however1 several types1 so different in their purpose1 style and content that the reader must study them in many different ways if he would get the varied and inspiring messages4 ,to appreciate what this means1 let us look over the field4 ,for our purposes1 as has been said1 true literature1 as distinguished from the practical literature of fact1 may be grouped under the two general heads of poetry and prose4 ,at first thought the difference between the two seems wide and unmistakable4 ,poetry differs from prose not only in form1 but also in rhythm1 music1 beauty and sentiment4 ,the former is usually more figurative1 and aims to stimulate the imagination more keenly and to enthral the feelings more completely4 ,upon a closer consideration it is seen that poetry and good prose have much in common1 and that often it is really but a question of form1 for lyric beauty glows in the phrases of our finest prose1 and both heart and soul are moved by its powerful appeals4 ,there are narratives and arguments in both poetry and prose1 and essays in the form of both4 ,for this reason our general method of study may be the same for both1 except when form alone is considered4 ,the simplest and most universal form of literature is found in the catchy little nursery rhymes which the children of the nation learn at their cradles from the lips of their elders4 ,in these1 if careful search be made1 may be found most of the elements which in broader and more complex forms appear in the favorite selections of maturer years4 ,following the nursery rhymes appear the fables1 fairy tales1 myths and legends that have formed the literature of earlier races and have come down to us to be amplified and placed in modern form for the children of this age4 ,it has been said that in every child is seen the history of the race1 and that from infancy to manhood he typifies every stage of progress the race has seen4 ,in early years he loves the fables where animals speak1 feel and act like human beings2 for in former times mankind believed the fables to be truth4 ,a child peoples his world with fairies1 good and bad1 and believes in the limitless power of magic4 ,a little later he loves the deeds of the legendary heroes and revels in the marvelous acts of the more than human beings in whom the ancients believed4 ,later the stirring adventures of the real heroes of discovery and exploration1 the heroic exploits of warriors on land and sea1 and the courageous acts of noble men and women in every walk in life appeal to him2 while still later1 real history seizes the imagination of the youth1 who now looks for the causes of things and learns to trace out their effects4 ,he learns to reason and to separate truth from falsehood4 ,casting aside the wild tales of boyhood1 he gathers up instead the facts of life and experience1 and draws his inspiration from the noble works of the world's greatest writers4 #b4 ,reading ,stories ,in the development of literary taste1 fiction plays as prominent a part as fact1 and to fiction1 considered in its broadest sense1 every child is deeply indebted4 ,many err in thinking that a stern diet of facts is the only nutriment the child mind needs1 and still others err only in a less degree when they look upon fiction as perhaps a necessary evil1 but one which must be avoided as much as possible and set aside at the earliest possible moment4 ,all fiction has in it some elements of truth1 and they are the sources of the inspiration which comes to children when1 in their world of make-believe1 they live with their beautiful and heroic friends of the story books4 ,to read fiction properly is to get from it the truth1 which1 however1 is often liable to be lost by the reader in the excitement of the tale1 or to pass undetected in the easy-running sentences4 ,as fictitious narratives in prose and poetry in the great majority of cases form the larger part of children's reading1 it is to them we should turn our attention4 ,before we begin their specific study a few principles claim our attention3 ,good stories are the most helpful things a child can read4 ,the more intelligently and sympathetically a story is read1 the more powerful for good it is4 ,the imagination of a child is the most powerful agent in the development of his mind4 ,the imagination acts only to combine1 enlarge1 or diminish ideas that enter the mind4 ,it never creates4 ,on the nature of the ideas presented will depend the character of the imagination4 ,a vivid imagination fed with bad ideas is most destructive to human character4 ,good stories with high ideals can do no harm3 but evil stories1 particularly if attractive and entertaining1 will undo the careful teaching of years4 ,as evil must appear in life1 it may appear in stories1 but it must be brought in in such a way that it is known as evil1 and children must be taught to recognize it as evil4 ,the motives which govern the words and actions of the persons who appear in a well-written story are more easily discerned than the motives which actuate the human beings around us4 ,thus a child who reads intelligently is helped to discover in the words and deeds of the people whom he meets the elements of real character4 ,a study of the heroes of fiction is a study in human life4 ,improbable stories and those presenting impossible or unreal things are not necessarily bad2 in fact they are often good and distinctly serviceable4 ,no matter how true they appear to a child1 the time comes when he rejects them as impossible1 although he may always be indebted to them for keen pleasure and the awakening of his imagination4 ,belief in the myth of ,santa ,claus never destroyed a child's love and respect for his parents2 faith in the unlimited power of good fairies never made a child less able to recognize the laws of nature4 ,it is the halfway truths that are troublesome2 it is the little misrepresentations not liable to be detected that may permanently deceive4 ,to understand the good and the true1 to discriminate between the bad and the false1 to find pleasure that shall awaken1 enliven and inspire1 to arouse curiosity and interest in wider1 more thoughtful and helpful study1 are some of the important aims of story-reading4 ,purposeful reading on the part of children may be brought about by direct instruction from parent or teacher or it may be acquired by the child through his own efforts4 ,manifestly the former is the really efficient way and its efficiency may be increased if it is carried on systematically4 ,the following outline will assist those who have children in charge to do their part easily and in the best manner4 ,in reading any story there are several things to be considered if one is to get the most out of it4 ,these things are mentioned in natural order in the outline1 each item of which will be treated at length in the pages immediately following4 ,in reading stories consider3 ,primarily1 ,a4 ,the ,plot4 ,b4 ,the ,persons4 ,c4 ,the ,scenes4 ,secondarily1 ,d4 ,the ,lesson4 ,e4 ,the ,author's ,purpose4 ,f4 ,the ,method and ,style of the ,author4 ,g4 ,emotional ,power4 ,in the volumes of ,journeys ,through ,bookland1 intended as they are for reading by children1 it was not thought wise to make the studies extensive nor to attach much comment to the selections1 lest the young readers weary of the task or neglect it entirely4 ,in this volume a different case confronts us and we put the discussions on a higher plane4 ,if these suggestions are used in the instruction of children1 some care in adaptation will be necessary4 ,the age and sex of the children1 their advancement in their studies1 their surroundings at home and in school1 will all need to be taken into account in determining what selections to use and how far to carry the method4 ,a good general principle to follow is to present to the children only so much as will hold their interest2 present it in the manner that will best retain their interest1 and change the subject or the method when interest flags4 ,speaking in general terms1 children are most interested in that of which they already know something1 and prefer to study intensively something which is easy to read4 ,the familiar selections of old readers often are found to be alive with interest1 if studied by a new method4 ,a method is understood most easily when it is applied to a simple subject2 in this case1 to a story in which the youngest children will be interested4 ,a word of caution may be worth while3 ,especially with young children1--,do not let the method be seen2 it is the story that is to be brought out4 ,it is evident that the ,plot1 the ,persons and the ,scenes of the story will interest children of all ages2 that all will be benefited by the ,lesson if it is judiciously presented2 but that only the older children can be interested to any great extent in the ,author's ,purpose1 ,method or ,style or in the study of the ,emotional ,power of the selection1 however much it may be felt4 ,illustration3 ,,benjamin ,,franklin ,,henry ,,david ,,thoreau ,,julia ,,ward ,,howe ,,patrick ,,henry ,,william ,,prescott ,,francis ,,parkman ,,james ,,fenimore ,,cooper ,a4 ,the ,plot ,the main line of events leading up to the climax of interest in the story may be called the plot4 ,it is the plot that furnishes excitement1 and for perhaps the majority of readers constitutes the chief interest4 ,in some stories the plot lies upon the surface all the time1 and everything is made subservient to the purpose of holding interest1 keeping up excitement and mystifying the reader until the climax is reached4 ,thrilling detective stories of the poorer class1 exciting love stories and the cheap juvenile tales of ,indian fighting1 with heroines in dire distress and heroes struggling to rescue them1 are illustrations of this type4 ,no effort is made by the author to make real human beings of his characters1 and little or no profit comes to the reader1 while infinite harm may be done to minds craving excitement and finding in it nothing to stimulate an interest in better things4 ,in the better stories of greater writers the plot still plays an important part1 but while it sustains interest unflaggingly1 it carries with it other things which are of vastly greater importance4 ,in such stories the persons are living1 breathing realities1 and the reader feels that he has added permanently to his list of tried and true friends4 ,tom ,brown and ,tiny ,tim1 who live only in stories1 are as much our friends as ,henry ,thompson and ,rudolph ,de ,peyster who live in the next block4 ,the great writer1 moreover1 takes us with him into new places1 among new scenes1 so that ,rugby becomes for a time our own school1 and from ,tim's poor hearth there enters a warm ,christmas glow into our doubting hearts4 ,although the plot is important1 yet all stories that enthral the mind with exciting incidents must be regarded with suspicion until they prove their right to be considered real literature by furnishing higher interests or greater inspiration4 ,to analyze the plot of a story1 however1 is always helpful2 to arrange the incidents in order1 to determine which are necessary to the development of the story1 and which are merely contributory to the general interest1 is an interesting and stimulating thing4 ,the plot of short stories may quite often be told in few words1 and unless very complicated1 the plot of a novel may be given in a few sentences4 ,in some stories1 however1 the plot is so loosely constructed and of so little real importance that it is hardly more than a train of apparently equally important incidents4 ,again1 the plot is oftentimes so complicated by secondary plots and incidents that even a careful reader becomes confused and loses his interest4 ,let us consider the plot in such a story as ,cinderella 7,volume ,i1 page #bbd74 ,the main incidents of the plot arrange themselves as follows3 #a4 ,cinderella's mother dies4 #b4 ,her father marries a widow1 who has two daughters4 #c4 ,the stepmother sends ,cinderella to the kitchen to work and to the garret to sleep4 #d4 ,the king's son gives a great ball to which he invites ,cinderella's stepsisters4 #e4 ,the stepsisters require ,cinderella to assist them to dress1 and abuse her shamefully4 #f4 ,the sisters go to the ball1 and ,cinderella sits by the kitchen fire wishing she might accompany them4 #g4 ,her fairy godmother appears and sends her to the ball in fine style4 #h4 ,cinderella1 beautiful as a picture1 dances with the prince1 who falls in love with her4 #i4 ,the clock strikes twelve1 and ,cinderella goes back to the kitchen4 #aj4 ,the stepsisters again mistreat ,cinderella4 #aa4 ,she goes to the ball the second day4 #ab4 ,she forgets her godmother's warning1 and after midnight rushes back home1 leaving a single slipper behind her4 #ac4 ,the prince finds the slipper and searches for its owner4 #ad4 ,the sisters fail in trying on the slipper1 which is then fitted to ,cinderella's foot4 #ae4 ,the fairy godmother restores to ,cinderella the appearance of a princess4 #af4 ,the prince marries ,cinderella1 and she forgives her stepsisters4 ,a summary of these main incidents may be given in a few words1 which will contain the skeleton of the plot4 ,to say that a certain little girl who is shamefully treated by her stepsisters is aided by her fairy godmother to attend a ball given by a prince1 who finally marries the little drudge1 is to give the plot and really to tell all that the lax and superficial reader gets from the story he peruses4 ,there are in this little story1 however1 a large number of minor incidents which contribute to the interest1 and if sought and placed in their relation to the main events will be found to have added materially to the charm of the narrative4 ,for instance1 when the fairy godmother sends ,cinderella to the ball for the first time1 children are led to a vivid interest in the event by a series of fascinating incidents1 as follows3 #a4 ,the fairy sends her into the garden for a pumpkin4 #b4 ,the godmother1 scooping out the inside of the pumpkin1 leaves the rind1 which she taps three times1 and immediately it becomes a golden coach4 #c4 ,the fairy spies six mice alive in a trap4 #d4 ,cinderella lets the mice out gently1 and as the fairy touches them with her wand1 each becomes a fine1 dapple-gray horse4 #e4 ,cinderella brings the rats1 the largest of which the fairy converts into a handsome postilion with a fine pair of whiskers4 #f4 ,cinderella finds the six lizards behind the watering pot1 which become the six sedate and dignified footmen clothed in livery4 #g4 ,cinderella's rags are changed to wonderful clothing bedecked with costly jewels4 #h4 ,the beautiful glass slippers are provided4 ,how real these incidents all seem6 ,what art is shown in bringing in real things to give food to the imagination and to stimulate the interest that carries the little reader away from herself where she may riot in the wonders her active mind can so readily conceive4 ,some time when she has grown much older1 and cares have wrinkled her smooth cheeks1 she may see that the only fairy godmother who can clothe a ,cinderella is hard work1 and that mice become dapple-grays1 and footmen are made from lizards behind watering pots only when she has earned the right to them herself4 ,just now it is enough for her to see that fairy godmothers come to good children only1 and that good princes do not care if their wives have worked in the cinders1 provided they are beautiful in gentleness and service to others4 ,children like to understand what they read1 and are never so happy as when talking over their favorite stories with those of their elders who have the power to enter sympathetically into the child world4 ,by no means do all boys and girls like to be taught2 in fact there are not many more certain ways of prejudicing a child against anything than by making it the subject of a formal lesson4 ,still1 every child loves to learn1 and is seeking at every moment to add to his information and to exercise his mind4 ,yet he must do it in his own way and with the things in which he is interested4 ,if those facts are borne in mind1 no parent will have difficulty in interesting his child or in leading the juvenile mind where it ought to go4 ,to apply these ideas to teaching the plot of such a story as ,cinderella1 let the parent who loves his children1 and who wishes to be no stranger to their interests1 joys and sorrows1 seat himself among them some time and begin to read to them4 ,pausing now and then to explain some word whose meaning may be obscure to them1 or to comment on some phase of the story that may be of special interest1 let him read on to the end without attempting to do much more than to make the story a vivid tale where the interest centers in the incident4 ,when the story has ended1 the pleasure has but just begun4 ,children like to ask questions1 but they are no less ready to answer them if the questions are on things of interest1 are related to the things which children know and are put in such a way that the genuine interest of the questioner is always evident4 ,the ,i-know-it-all-and-you-know-nothing style of questioning2 the ,i'm-the-master-and-you're-the-pupil style2 the because-,i-ask-you-must-answer style are all fatal to interest1 and will soon prevent that hearty sympathy and living spirit of coperation that the parent wishes to secure4 ,if we suppose it is ,cinderella that has been read1 we may begin our questioning in this manner3 ,that's a good story4 ,i like it1 don't you8--,it is rather long1 though2 ,i've almost forgotten how it began4--,o1 was that the first thing that happened8--,was the father a rich man8--,did the story say he was rich or did you just think he was8--,if he had not married a widow could things have happened as they did8--,how did the widow and her daughters treat ,cinderella8--,if ,cinderella had not been mistreated would her fairy godmother have come to her aid8--,if the fairy had not appeared could the story have been the same8--,how did the fairy make the golden coach8--,could she have made it out of anything else8--,if she had made one just as good out of something else1 could ,cinderella have gone to the ball just as well8--,if ,cinderella went to the ball in good style did it matter how she went8--,if ,cinderella had not gone to the ball1 could she have met the prince8--,was it as important then that she should have a coach made from a pumpkin as that she should go to the ball and meet the prince8--,can you think of something else just as necessary to make the story come out right as that ,cinderella should go to the ball8--,can you think of other things that must have happened just as they did to make the story come out right and just as it did8--,can you think of some things that might have happened differently and still not have hurt the story at all8--,let us put together all the things that must have happened to make the story right and leave out the things that could be changed4 ,now1 what are they8--,now let us find a few things we could leave out or change4 ,what are some of them8--,if we left them out the story would come out the same1 but would it be as good1 as interesting8--,would you like ,cinderella as well if these little things had been left out8--,would you think as much of the prince if he had found ,cinderella right away as you do when he has to do so many hard things before he finds her8 ,every one must realize the impossibility of providing a scheme of questioning that would fit exactly any given case1 but will not the above suggest a method that may lead to many a happy and profitable evening at the family round table8 ,even if there are older children in the group they will renew their interest in the old stories and get more good from them when it is seen that father and mother do not deem it beneath their dignity1 nor outside the range of their interests1 to read and study a fairy tale4 ,in ,journeys ,through ,bookland are here and there outlines and questions designed to lead the children to see for themselves what it is hoped others will take pleasure in showing them4 ,examples of the selections which contain outlines1 questions and comments designed to help in the study of the plot may be found as follows3 ,volume ,i1 page #bfd4 ,the ,twin ,brothers4 ,volume ,i1 page #cie4 ,something4 ,volume ,,ii1 page #abd4 ,the ,snow ,queen4 ,volume ,,iv1 page #agd4 ,incident of the ,french ,camp4 ,volume ,,viii1 page #cfd4 ,the ,tempest4 ,volume ,,ix1 page #bcb4 ,the ,gold-,bug4 ,b4 ,,the ,,persons ,in most stories1 be they brief and simple or as long and complicated as the two-volume novel1 the interest centers in one or more persons whose character the reader learns to understand1 and whose success or failure1 joy or grief gives him pleasure or excites his sympathy4 ,all events center about the hero or heroes1 and while other persons may be mentioned1 and even win the reader's attention for a time1 they finally subside into the background and are remembered only as they contribute to greater interest in the principal characters4 ,every author tries to make his heroes and heroines speak and act like real human beings and show their characters by their actions and their words4 ,sometimes1 however1 he tells the reader just how his people look1 feel and think1 and describes their characters to give an interest in what happens to them4 ,a more interesting method and a more artistic one is to leave the persons to disclose themselves as the story progresses1 making them show by the way they act and by what they say under certain circumstances the strong and weak qualities in their natures4 ,nothing is more interesting than to watch the development of character in the hero of a story1 particularly when it is accomplished under conditions which are themselves interesting4 ,in studying the persons in a story1 then1 the chief things to keep in mind are the following3 #a4 ,the principal person1 or hero--the one1 or perhaps the ones1 in whose fortunes the reader is most vitally interested4 #b4 ,the secondary persons who are introduced merely to add variety or to throw light upon the character of the hero1 or to assist to bring about the events which center about him4 #c4 ,the appearance1 dress and manners of the persons4 #d4 ,the ways in which the author makes his persons lifelike and shows the reader what they really are4 #e4 ,the characters of the persons as they appear or as they are developed in the progress of the story4 ,this is the really important part of the study1 the one which becomes increasingly interesting as readers grow older and the stories they study become more and more complex and difficult4 ,the study of the characters of ,shakespeare's heroes and heroines is more than interesting pastime for men and women--it is good1 hard work4 ,for a simple example of what is meant1 let us undertake briefly the study of ,the ,hardy ,tin ,soldier 7,volume ,i1 page #adh74 #a4 ,the hero is the ,hardy ,tin ,soldier himself4 #b4 ,persons of secondary importance are3 a4 ,the twenty-four brothers4 b4 ,the little boy4 c4 ,the ,dancing ,lady4 d4 ,the ,goblin4 e4 ,the servant-maid4 f4 ,the two street boys4 g4 ,the ,water ,rat4 h4 ,the fish4 i4 ,the cook4 ,of these the ,dancing ,lady is second only to the lame ,soldier2 the ,goblin1 the two street boys1 the little boy and the ,water ,rat are given considerable prominence1 while the twenty-four brothers1 the servant-maid1 the fish and the cook are introduced merely to effect a certain incident or to give an air of truthfulness to the events4 ,this is a fairy tale1 and in it we must be faithful to our juvenile friends1 considering the ,goblin1 the ,water ,rat and the fish as real persons1 and the ,tin ,soldier as a very human being4 #c4 ,in appearance the ,tin ,soldier was tall and erect1 but alas6 he had only one leg6 ,his uniform was red and blue and very splendid4 ,he carried his musket across his shoulder as a marching soldier should1 kept his eyes straight to the front1 and stood very firmly upon his one foot4 ,in the fire he lost the tinsel and the color from his uniform1 and when the ,dancer joined him he melted into a little tin heart4 #d4 ,while ,andersen tells outright some of the characteristics of the little ,soldier1 he leaves others to be inferred from acts4 ,the ,soldier thinks1 and sometimes the reader is told just what he thinks1 but never once does he speak--to him silence is golden4 ,yet not once do we miss his voice1 and it is only when we have finished that we suddenly think what a silent little body he is4 ,that is part of the author's art4 ,the ,soldier never once moves his eyes1 or changes his attitude2 the author never forgets that he is a tin soldier1 but makes his every act consistent with his stiffness and rigidity4 ,that is more of the author's skill4 ,there were other soldiers1 twenty-four of them1 and all were brothers4 ,a less skilful author would have stopped in the telling of the fact1 but ,andersen adds in his whimsical1 charming manner1 for they were all born of one tin spoon4 ,all the other brothers were perfect2 our ,soldier had but one leg1 yet it was just this soldier who became remarkable4 ,even the missing leg creates an interest1 and ,andersen uses it to center our attention upon his little hero4 #e4 ,andersen tells us the following things about the ,tin ,soldier's character3 a4 ,he stood firmly even with but one leg to balance himself upon4 b4 ,he thought his box was not a place for a lady-wife who lived in a castle4 ,this showed his humility4 c4 ,yet he was very human--,i must make her acquaintance4 d4 ,when he fell from the window1 he put his leg straight up1 stuck his helmet downward and his bayonet between the paving stones4 e4 ,he would not call loudly to the servant-maid because he was in the uniform of a soldier4 f4 ,while in the boat rushing down the gutter1 he trembled1 but he never changed countenance1 and still looked straight before him4 g4 ,he sighed for the little ,lady's company1 while passing through the drain4 h4 ,he would not answer the ,water ,rat4 i4 ,he stiffened himself and would not move an eyelid when the paper boat sank4 j4 ,he lay unmoved even in the darkness of the fish's body4 k4 ,he was not at all proud when he was rescued4 l4 ,when he saw the ,dancer again he very nearly wept tin tears1 but he thought how improper that would be1 and kept them back4 m4 ,he stood firm and shouldered his musket although the fire1 or grief1 made all the colors leave him4 n4 ,when the ,dancer joined him in the flames he melted into a heart-shaped lump of tin4 ,what a fine little ,tin ,soldier he proves to be6 ,could any one be more loyal to his profession8 ,body erect1 eyes to the front1 musket shouldered1 every muscle at attention all the time1 no matter if he had but one leg to stand upon4 ,he was brave as a lion1 although once in the presence of the direst danger he trembled a little1 but he drove every sign of fear from his face and stood his ground manfully4 ,after he had once seen the ,dancer and realized how similar her trials must be to his1 how constant he was in his devotion6 ,at his death what could be more fitting than to see him melt into a little heart-shaped mass1 the symbol of his courage and constancy6 ,why should we call him the hardy ,tin ,soldier2 would it not have been better if the translator had called him the constant ,tin ,soldier8 ,now1 when we give the hero of this pretty little story so much attention1 does it not seem worth while8 ,will not we1 grown men and women1 find so much in the hero that we may gather our young friends about us and lead them to see how admirable a character he has and how beautifully ,andersen has shown it8 ,if we talk not to the boys and girls1 but with them1 if we invite their questions as to the ,tin ,soldier's character1 and by our informal questions lead them to appreciate the strength1 courage1 and devotion of the little toy1 will they not get some taste for a good story well written1 and perhaps1 learn some little lessons that will help them to be better men and women8 ,journeys furnishes you with many another fine story1 equally interesting4 ,there are a number of the tales1 too1 which may call for your own best efforts in the study of character1 and from which even you may derive some genuine help in the heavy problems life thrusts upon you4 ,in many places1 too1 the present writer has appended outlines and questions which the young people themselves may like to pore over and which may assist the inquiring parent even more than the brief study above4 ,the following are particularly suggestive3 ,volume ,i1 page #bbd4 ,cinderella4 ,volume ,,iv1 page #ic4 ,a ,dog of ,flanders4 ,volume ,,viii1 page #cce4 ,dream ,children4 ,volume ,,viii1 page #cfd4 ,the ,tempest4 ,c4 ,,the ,,scenes ,one of the benefits of good reading is that it fills the mind with beautiful pictures of places that we cannot visit or that live only in the eyes of the imagination4 ,a powerful descriptive writer takes his reader with him1 and by graphic words makes visible and almost real the scenes among which they wander4 ,one may sit in the light of his study lamp during a black northern winter and read himself away from the chill and dreariness into some warm1 sunny clime where flowers of new and rare forms flaunt their gorgeous colors and perfume the air with strange delicious odors2 great trees with tufts of far-reaching leaves cast their welcome shade1 and long vines trail gracefully from their living supports4 ,wonderful birds with brilliant plumage flit about1 as through the openings in the trees glimpses are given of long waves rolling gently upon the glistening beach4 ,it is only necessary to give free rein to the imagination and to visualize the scenes that the skilful writer describes4 ,there are people of such literal minds that descriptive writing fails to appeal to them4 ,it is their misfortune4 ,to others every word brings a picture that appears almost as vivid and as full of detail as those upon which the material eye gazes4 ,like any other power of the mind1 this may be cultivated1 even among the mature4 ,children are highly gifted with this power1 to begin with1 and only a little training is necessary to make them use the faculty freely for their own delight4 ,suggest to them the outlines of a picture1 and see how rapidly they will fill in the details4 ,no two can see precisely the same imaginary picture2 in fact1 no two people looking at the same landscape will see precisely the same things1 and if they are asked to describe what they see1 it will appear that things which are most vivid to one may have made little impression upon the other4 ,it is not to be expected1 then1 that two children reading a description of some scene will get the same picture of it4 ,each will color his own from the previous impressions and experiences he has had4 ,yet to each the picture may be very real and very pleasing4 ,good teachers of reading spend much time and effort in teaching the young to visualize the scenes of which they read1 not only because of the pleasure it will afford the young when they are mature1 but because the power to see vividly is of greatest assistance in every department of study4 ,in some stories little attention is given to the scene2 in fact1 the persons might appear anywhere and not be in the least affected by their surroundings1 and the events might have happened in ,china as well as in ,england4 ,even then1 however1 there will be found mention of many things that seem to give locality to the story4 ,at the other extreme are writers who lose themselves in descriptive flights and pause to describe a sunset while the heroine is perishing1 and the hero must stand helpless until the author has painted the last color in the sky4 ,in the best literature for children1 description is so mingled with narrative that while there are fine pictures to see1 they do not fall in the way of the events which the young reader follows with such breathless interest4 ,in fact1 the pictures aid the narrative4 ,there is of course in every story much descriptive writing that does not apply to the scenes among which the plot is laid1 yet it is well to make a study of description from the scenes1 for it is here that the author has his greatest opportunity for pictorial writing4 ,if the story is brief there may be but one scene4 ,everything may happen in one place1 and none of the surroundings may change4 ,for instance1 in the fable of ,the ,dog and ,his ,shadow 7,volume ,i1 page #fc7 there is but one incident1 which happens in one place4 ,such a simple story1 however1 furnishes the material for a good picture1 and in bringing it out to a child who reads or hears the fable for the first time1 the parent is giving good service that will lead to keener appreciation and higher power of interpretation in his child's later years4 ,what can be made out of this picture1 and how should it be done8 ,let us see3 ,the fable is told in simple words1 and only plain facts are stated4 ,what are the elements of our picture8 ,we can find only six1 viz43 a big dog2 a big piece of meat2 day2 a river2 a narrow bridge2 the dog's image4 ,now if we were to draw a picture to illustrate this fable we would begin with a general sketch4 ,should we show a level country1 or are there hills about8 ,is it barren and desolate1 or are there trees8 ,are there houses near8 ,where did the dog get his meat8 ,is it a large river1 or only a small one8 ,the bridge is narrow2 has it a railing along the side8 ,would the dog be liable to see his image if it was a wagon bridge8 ,was it then a mere foot bridge8 ,would a single plank across a small stream answer the purpose8 ,the dog is big2 is it a dog that knows and likes the water8 ,would you think it could be a ,newfoundland dog8 ,what kind of a dog is it8 ,it is day time2 is the sun shining8 ,do you imagine it is morning or noon1 or that it is toward evening8 ,in making your pictures would you draw the trees to show the leaves blown by the wind8 ,if the dog sees his image1 is the water smooth or rough8 ,is the stream rapid and rough1 or smooth and placid8 ,while such questioning is going on both speaker and listener are seeing more clearly every minute4 ,besides1 in order to see accurately they are drawing on their own previous knowledge and experience1 and are reasoning just as truly as though they were solving a problem in arithmetic4 ,in every picture we form in our reading there are certain elements that we must accept and include because the writer gives them to us4 ,other elements suggest themselves1 and we accept them and put them in place or reject them entirely4 ,in the fable just discussed we are told that the dog is big1 the piece of meat is big1 and the bridge is narrow4 ,we may not see a small dog with a little piece of meat on a big1 wide bridge4 ,houses1 trees1 sedges on the river bank1 children playing by the side of the path1 spring1 summer or autumn foliage1 or even snowclad shores with black water between--any of these we may put into our picture1 for the fable is silent on these points4 ,we must be accurate1 and the parent can do no better service in reading than to make his child see accurately whatever he sees at all4 ,the artist studies the selection he means to illustrate in just this way1 and then draws his picture4 ,when we see his picture we may accept it as good and true to the conditions1 or call it poor and inapplicable4 ,we should not be hasty1 but should try to get his point of view before we criticise4 ,if he violates any of the fixed conditions of the story his work is bad2 if he gives us his interpretation and violates no fixed conditions1 his work may be good or bad according to the standards we set up3 are we always certain that our standards are correct8 ,in the fable ,the ,fox and the ,stork 7,volume ,i1 page #gc7 the artist has given us two beautiful pictures which in themselves tell almost the entire story1 and his pictures are almost wholly from his own imagination1 for there was given him to work with very little more than a fox1 a stork1 a wide dish and a vase4 ,such a pictorial imagination as he possessed is what should be cultivated in children4 ,if they can be encouraged to draw what they see1 they not only fix their own impressions1 but they learn to see more vividly and more accurately4 ,in long stories there are many scenes2 it may be that no two incidents happen in the same place4 ,in the drama1 which contains all the elements of the story1 the scenes are limited in number1 are fixed and unchanging and after the reader has arranged his scenery he may give his attention exclusively to the dialogue because he knows there will be no change in the scene4 ,in the story the reader may need to be constantly alert1 as when his hero takes a long and perilous journey the scenes may change with the quickness of a kaleidoscope1 and yet all be important to the narrative4 ,the more complex the story1 the greater the variety in scene1 and consequently the greater the opportunities for study4 ,it is interesting work for children to pick out the scenes1 to count them and then to compare them4 ,some of them are more vividly portrayed than others4 ,why8 ,some are more important as descriptions1 and some because of the incidents occurring in them4 ,sometimes1 especially in speaking of the drama1 the word scene is applied not only in its literal sense1 but also to include not merely the place but the incidents that happen in the place1 as well4 ,for instance1 we may say1 ,the quarrel between ,brutus and ,cassius is a wonderful scene in ,julius ,csar4 ,again1 the word is used sometimes to mark the division of a play1 as when we speak of the second scene in the first act of ,macbeth4 ,for our purposes1 however1 in our early reading with children1 let us use it to signify only the place where events happen4 ,an author may tell us at the beginning of a story that the scene is laid in ,london1 or in ,calcutta1 or in the ,black ,forest2 but unless he employs some method of giving a vivid impression of the setting of the story1 we soon lose sight of locality4 ,sometimes1 of course1 it is not necessary that we should remember the place--the story moves on independent of scene2 but other stories depend in part for their interest and even for their plot upon their setting4 ,in such cases1 the author1 by reference to the natural features characteristic of a region1 or to the peculiar traits or mannerisms or turns of speech of his characters1 keeps before us the place in which the scene is laid4 ,such peculiarities of a place or its inhabitants1 when introduced into a story1 are given the name of local coloring4 ,in ,a ,christmas ,carol 7,volume ,,vi1 page #bdd71 ,dickens meant that we should be conscious throughout not only of a ,christmas atmosphere1 but of an ,english ,christmas atmosphere4 ,the references to the ,christmas feeling are too obvious to require pointing out1 but the methods by which the author makes us conscious that we are in ,london do not show so clearly at first sight4 ,by a study of the paragraph which begins in the middle of page #bec1 and of the one immediately following it1 we may get some idea of these methods4 ,meanwhile the fog and darkness thickened so1 that the people ran about with flaring links4 ,a ,london boy would not need a footnote to tell him that the fogs of ,london are famous2 that they are at times so thick that all traffic is obliged to cease4 ,nor would he need to be told that links are torches of tow and pitch1 which enterprising ,london boys provided themselves with at foggy times1 that they might earn money by piloting people about4 ,the word brazier1 too1 is in commoner use in ,england than it is in the ,united ,states4 ,the poulterers' trade is another ,english touch4 ,every one knows that the ,lord ,mayor is the chief official of the city of ,london1 but perhaps we do not all know that ,mansion ,house1 with its great banqueting-hall where the state dinners are held1 is the residence of the ,lord ,mayor4 ,now-a-days we all know what ,english plum pudding is--it is served at many ,american tables on ,christmas day4 ,but nothing is more characteristically ,english1 unless1 indeed1 it is the roast beef1 not turkey1 which the tailor was planning to have for his ,christmas dinner4 ,probably no one but an ,english writer1 writing of an ,english subject1 would refer in ,dickens's off-hand manner to ,dunstan1 the ,english statesman and archbishop who accomplished so much for religion that he came to be known as ,saint ,dunstan4 ,one of the most characteristically ,english touches in the two paragraphs is the reference to the carol sung by the boy at ,scrooge's keyhole4 ,other countries have ,christmas carols1 but the custom of singing them before people's houses is peculiarly common in ,england4 ,the carol of which the first two lines are quoted is perhaps the one most frequently sung4 ,these instances will give some idea of what is meant by local color1 and of the methods used in securing it4 ,it will be an interesting study to find other words and phrases in the remainder of the story which strengthen our feeling of the ,englishness of ,a ,christmas ,carol4 ,journeys ,through ,bookland furnishes an abundance of good stories of fine descriptive power4 ,a few of the best are the following3 ,volume ,,ii1 page #dje4 ,the ,king of the ,golden ,river4 ,volume ,,iv1 page #agd4 ,incident of the ,french ,camp4 ,volume ,,iv1 page #cbb4 ,the ,attack on the ,castle4 ,volume ,,vi1 page #agc4 ,sohrab and ,rustum4 ,d ,,and ,e4 ,,the ,,lesson ,,and ,,the ,,author',s ,,purpose ,the stories of the present day are many of them written with the avowed purpose of mere entertainment4 ,the author is satisfied if his work sells1 and cares nothing for the lesson he may teach1 although by means of false views of life he may do ineffaceable harm to the minds of his readers4 ,many of the popular magazines and other periodicals1 not even excepting some of those published especially for children1 are full of light reading which vitiates the taste and may even undermine character by its seductive influence4 ,in the effort to be entertaining the recent writers for children have only too frequently sacrificed strength and virility to a fascinating brilliancy that seizes the imagination of youthful readers and gives no material for subsequent growth4 ,the earlier writers1 those who produced the great classics which still are the most inspiring things in our language1 were actuated by nobler motives4 ,to them literature was not a trade1 but a high calling1 to which the writer came as a priest approaches his altar4 ,such a writer held a high purpose and kept it in view1 often giving hours of thought and the best of his genius to work that the modern story writer neglects entirely or passes over with hasty evasion4 ,the purpose of the author is always a subject of interesting inquiry1 and whenever it appears a serious one it is worthy our careful study4 ,the novel is often the medium of conveying the results of deep study into human character1 and a few of the greatest stories have been epoch-making in their effect upon the human race4 ,as the fiction which children read has a profound influence in the formation of character1 it should always be examined with greatest care to see that the author's purpose is a laudable one and that he carries it out in such a way that the lesson is wholesome and salutary4 ,some stories may be entertaining merely--they are for the play-spells of the imagination2 others should be instructive--they are for hours of study and reflection2 a third class should be invigorating and inspiring1 full of good lessons of high moral import--they are for times of stress1 or the still hours when character is made4 ,if1 however1 the purpose of the author is too evident1 if his lesson is too obvious1 none are so quick to catch the fact as wide-awake childish readers4 ,the author who lugs instruction and information into his stories will find the boys and girls skipping all that he values1 or laying down his books with laughter and derision4 ,the writer who moralizes may find his work to be immoral in its effect on his juvenile readers1 or may see his stories relegated to the overloaded bargain counters4 ,in the same sense1 it is often unwise to dwell long upon the moral of a story or even to point it out if it be at all evident4 ,there is no phase of teaching reading that requires such careful thought or such fine discrimination from the parent as that which relates to the lesson of the story4 ,it is often better to let the selection do its own work than to try to elaborate its purpose4 ,yet a skilful and sympathetic leader1 one quick to read the feelings of his young listeners1 may often render his greatest service in free conversations about what the story teaches4 ,it would seem that no one could do this quite as well as the parent who has known his boys and girls from infancy and can see in his offspring those very traits of character which have been to his own advantage or detriment4 ,more will be accomplished by questioning with occasional comments than by preaching1 more by showing the help the story gives to the questioner than by trying to foist its assistance upon the hearer4 ,now there is a fine lesson for you1 my boy4 ,i want you to remember it1 is not half so effective as ,that idea seems good to me4 ,i've often thought about it but never seemed to realize it so much4 ,i shall try to remember it4 ,wouldn't you1 dear parent1 rather learn with your friend than to have him always instructing you8 ,what do you think of that1 ,john8 is much more apt to help the boy than ,you must see it this way1 ,john4 ,are you not1 dear parent1 rather proud of your own judgment1 and do you not suppose your son has inherited your feeling to some extent at least8 ,we heard the old fables in our babyhood and read them in ,latin as we grew older1 and we still are fond of them1 though the morals have long since been forgotten4 ,those wise lessons so graphically presented have helped to form our characters1 but not through the formal moral at the end4 ,beware of ,haec fabula docet4#ahi-a ,as a further suggestion of method we may consider for a few moments that beautiful but sad little story of ,andersen's1 ,the ,fir ,tree 7,volume ,,ii1 page #fh74 ,every good story is worth reading more than once1 and every good method of teaching involves more than one reading4 ,in this instance as children read or listen1 they are first interested in the story as a story2 that is1 in the plot4 ,they enjoy the adventures of the ,fir ,tree and may feel for it in its misfortunes1 but their interest is in the tale4 ,when they have read to the end1 however1 they will be interested in the appearance of the tree1 their hero1 and in the other characters which give vitality to the story4 ,then the scenes may be talked over1 and varied enough they are to excite real interest as the story is read now with the definite purpose of seeing the pictures ,andersen has sketched4 ,with all this in mind the children are ready to think over it again and learn the lesson the great prose-poet meant to give4 ,if the character of the ,fir ,tree is well understood1 the lesson almost tells itself1 for ambition1 arrogance and discontent are seen as the traits that make for unhappiness4 ,the ,fir ,tree might have been happy many times if it had only been content4 ,at the worst it gave happiness to others1 and therein1 perhaps1 filled its place in the world4 ,human beings must often find their pleasure in giving happiness to others and must be content to know that they are of service to others4 ,some of the lessons of ,the ,fir ,tree are rather hard for little folks to understand1 and there is something in the charming story for those older readers that have hearts young enough to see the meaning4 ,study the purpose in the following3 ,volume ,i1 page #dad4 ,the ,ugly ,duckling4 ,volume ,,ii1 page #abd4 ,the ,snow ,queen4 ,f4 ,,the ,,method ,,and ,,style ,,of ,,the ,,author ,small children are not interested in considering the way in which an author tells his story1 nor the methods he employs to secure attention and excite interest4 ,yet there comes a time when such a study is highly pleasing to inquiring youth4 ,it is desirable always that children should early begin to appreciate the difference in the way plots are handled1 to discriminate between a tale that is well told and one that is poorly told4 ,at an early age boys delight in stories that are full of the excitement of adventure1 conflict and mystery4 ,their craving is natural enough and must be satisfied4 ,at such time they will read little or nothing else unless they are driven to it1 and to compel them to read what they do not want is to make them hate reading for the time being and perhaps permanently4 ,in time they will outgrow the taste--it is nothing to be feared if properly guided4 ,the danger lies in the fact that they may find the excitement they wish in stories that are really immoral1 or that are so poorly written that they destroy all taste for fine literature4 ,the right course is to supply plenty of reading in which excitement abounds1 where ,indians stalk the woods1 pirates rove the seas1 and knights fight for their lady-loves1 but always in stories that are so well told that the taste for good reading is cultivated unconsciously as the boy reads4 ,treasure ,island is bloody enough for the most exacting boy1 and it bears many a reading1 for it is so charmingly told that long after the cry1 ,pieces of eight1 pieces of eight1 has ceased to make the welcome chills run up and down the boy's back1 he returns to the story for the pleasure he finds in the style of ,stevenson4 ,in later years the boy will write better and speak better for having read the story4 ,however1 the parent may do much to help his child along by calling attention to vivid figures of speech1 to happy expressions of all kinds1 and to those graceful touches of humor and pathos that are so characteristic of ,andersen1 ,stevenson1 ,ruskin1 ,kingsley1 and other great writers for boys and girls4 ,no child who can read well for himself is too young to appreciate a good figure of speech if the comparison is based upon something falling within his own experience4 ,who is so young1 or so old1 for that matter1 that he will not thrill a little at ,longfellow's lines3 ,silently1 one by one1 in the infinite meadows of heaven1 ,blossomed the lovely stars1 the forget-me-nots of the angels4 ,what does the poet say8 ,the stars appeared in the sky4 ,in saying it what does he make us feel8 ,as we repeat the lines we see the immense expanse of the heavens1 and as we gaze1 the sparkling dots of light appear silently1 slowly1 one after another1 just as beautiful flowers appear as the early morning light gilds the green meadows4 ,we think1 too1 in the poet's fanciful way1 that these are no common flowers1 but exquisite tokens of the loving care the angels have over us1 and a gentle reminder that always should we trust in them4 ,often the highest sentiment is clothed in lines whose figures1 most beautiful in themselves1 exalt the spirit as ordinary expressions could never do4 ,at the close of ,the ,chambered ,nautilus1 ,oliver ,wendell ,holmes sings3 ,build thee more stately mansions1 ,o my soul1 ,as the swift seasons roll6 ,leave thy low-vaulted past6 ,let each new temple1 nobler than the last1 ,shut thee from ,heaven with a dome more vast1 ,till thou at length art free1 ,leaving thine outgrown shell by life's unresting sea6 ,is it not well for the parent to lead his child to see such things in literature1 to search for them1 and when they are found to treasure them and bring them for mutual enjoyment into the family circle8 ,g4 ,,emotional ,,power ,fiction appeals strongly to feeling and stimulates the growth of that series of great emotions that make so large a part of character4 ,it may excite ambition and a thirst for power or wealth or give an impulse to labor and self-denial2 it may teach us sympathy and love for our fellow-men1 or arouse anger1 hatred and defiance2 it may give us a keener discrimination of right from wrong and lead us far on our search for truth1 even into the calm of religious beliefs4 ,we see the play of emotions in the imaginary persons that pass before us1 and as we learn to love our new friends1 their influence passes out to us through the words of the gifted author4 ,bob ,cratchit's tender love 7,volume ,,vi1 page #cjd7 makes us more considerate of the sick and helpless2 ,tom ,brown's manly defense of his praying schoolboy friend 7,volume ,v1 page #dgb7 leads us to new respect and admiration for the boy who lives up to his principles1 and drives us1 perhaps1 to begin again upon the duties we have neglected4 ,by studying with the children the feelings the characters in a story exhibit1 the parent may give the best of moral lessons without the appearance of so doing and more effectively than by countless reprimands and formal orders4 ,as a suggestion of method we offer an outline based upon ,rab and ,his ,friends 7,volume ,,vi1 page #ii71 one of the most touching stories ever written1 a series of incidents that appeal to every holy emotion4 ,rab1 the great mastiff1 claims first place in our minds1 dog though he is2 but ,james and ,ailie are such lovable beings that we never can forget them4 ,the story has been read through2 we have followed the simple incidents to their pathetic climax2 we have learned to know ,rab by sight and to recognize his sterling character2 ,james the honest1 tender-hearted carrier1 and gentle1 suffering ,ailie1 his wife1 have taken their places among the dear friends our imagination has created2 we have noted the power of the author1 his humor1 his scholarly ,english and his sympathetic touch4 ,we may have read the story more than once--at any rate we have read portions of it several times1 so we can trace the emotions that are felt by the noble dog4 ,page #ajj3 ,when the little white bull terrier fastens himself upon ,rab's throat and the strong muzzle prevents the big fellow from defending himself1 his whole frame stiffens with indignation and surprise4 ,he looked a statue of anger and astonishment4 ,after ,rab had been released from his muzzle and had killed the little terrier1 he looked down at his victim appeased1 ashamed and amazed4 ,page #ajc3 ,when his master aimed a kick at him1 he drew cringing up and slunk dismayed under the cart4 ,when his master spoke kindly1 ',rab1 ma man1 puir ,rabbie1' the stump of a tail rose up1 the ears were cocked1 the eyes filled1 and were comforted2 ,rab showed pride and happiness again4 ,page #ajd3 ,he was pleased when the medical student scratched his huge head1 and anxious1 when no notice was taken of him4 ,when he first came to the hospital he felt pride and condescension1 like the ,duke of ,wellington entering a subdued city4 ,page #ajf3 ,when ,james handed ,ailie from the cart1 ,rab looked on concerned and puzzled4 ,page #ajf3 ,in the consulting room ,rab was filled with suspicion and uneasiness2 he was grim and comic1 and eyed all three4 ,when ,ailie was put to bed and ,rab was permitted to enter the room he slunk in1 half-ashamed1 but fully determined4 ,page #ajg3 ,rab valued himself highly1 but felt no conceit3 he had the dignity and simplicity of great size1 and the gravity of all great fighters4 ,page #aji3 ,rab felt perplexity and anger1 forever cocking his ear and dropping it as fast1 when ,ailie entered the operating room4 ,during the operation he felt sympathy for the suffering of his mistress1 anger and revengefulness at her tormentors2 his ragged ear was up1 and importunate2 he growled and gave now and then a sharp1 impatient yelp2 he would have liked to have done something to that man4 ,afterward in ,ailie's room he felt fear1 anxiety and a desire to help1 and showed how meek and gentle he could be1 occasionally1 in his sleep1 letting us know he was demolishing some adversary4 ,page #aaj3 ,rab continued to feel a sense of depression1 sadness and anxiety2 during his walks with the medical student he was sombre and mild2 declined doing battle--submitted to sundry indignities4 ,while ,ailie seemed to be recovering ,rab felt kindliness and subdued joy1 though resentment lay close beneath the surface2 he was reconciled1 and even cordial1 had made up his mind that as yet nobody required worrying1 but was always prepared for it4 ,page #aaa3 ,as ,ailie grew worse1 grief and fear began to take possession of ,rab2 he subsided under the table into a dark place1 and was motionless4 ,page #aab3 ,when ,ailie called in delirium1 her strained voice filled ,rab with surprise1 astonishment and a sense of guilt2 he started up surprised1 and slinking off as if he were to blame somehow1 or had been dreaming he heard4 ,page #aad3 ,at ,ailie's death ,rab was overwhelmed with grief2 he licked her hand which was hanging down all over carefully1 looked at her1 and returned to his place under the table4 ,the dog's feeling of duty1 obligation and devotion was shown when he leaped upon the bottom of the bed and settled himself1 his head and eye to the dead face4 ,page #aae3 ,rab remained in statu quo till the carrier returned2 love and devotion filled his heart4 ,page #aae3 ,his grief wholly absorbed him2 he did not notice his medical friend when the cart left the hospital4 ,page #aag3 ,after the carrier's death1 grief wore down the dog's brave spirit2 he became discouraged1 impatient1 resentful2 he was aye gur gurrin'1 and grup gruppin'4 ,yet he was faithful to his trust1 for he was only impatient and resentful when a stranger came and interfered in the business of the dead carrier4 ,it is evident that the study of emotions is to a great extent a study of character1 and that in this instance1 we have given a tabulation of ,rab's traits of character4 ,it is through the showing of his feelings that ,rab influences us4 ,a little introspection shows that we are feeling just what the dog feels1 or that some emotion is aroused in us that responds to the feeling of the dog4 ,we are not exactly surprised when the bulldog grips ,rab1 but we are indignant that he should have no chance to defend himself--we would be among the first to slit the muzzle4 ,we may not be pleased that ,rab killed the bulldog1 but we are glad that ,rab defended himself4 ,we realize the strength of the mastiff's powerful jaws1 and are not amazed at what he did--we are now rather inclined to feel sympathy for the helpless little terrier4 ,so we might go on incident by incident and compare our feelings with those of ,rab1 but that would require much space and perhaps it would not be of great benefit to the reader1 for our feelings may not be his feelings1 and the things which arouse him may have little effect upon another4 ,it is sufficient to call attention to the value of analysis1 and show that self-study is a valuable adjunct to reading4 ,it is well that most children are not likely to indulge to any great extent in introspection1 for too much is injurious4 ,however1 it can do the young no harm for them to study the feelings of others1 and now and then examine their own emotions4 ,by so doing1 they may learn that some reading1 which is destructive to peace and productive of unpleasant or evil feelings1 should be avoided4 ,,general ,,principles ,,and ,,reflections ,the studies so far given are comprehensive1 and are suited to all forms of fictitious narrative4 ,most of the illustrations have been drawn from the simpler tales in the earlier volumes1 but the studies are equally applicable to the more difficult selections of the later volumes1 and may be easily adapted by the parent to children of any age4 ,the restrictions of space have compelled us to offer but one set of studies here1 but there are many simpler and many more difficult ones scattered through the books where the juvenile readers will find them1 and it is hoped become interested in them4 ,in another place we have shown parents how these may be found easily and used consecutively if they wish so to use them4 ,the studies here given serve to systematize the work and enable parents to see the logic of the plans4 ,children are not interested in the studies as such1 nor in the plan1 and1 in fact1 are liable to be repelled if the machinery of instruction is evident4 ,fortunately1 children like to read many times the things they enjoy1 and should always be encouraged to do so4 ,but they are likely to read stories over and over again1 for the plot only1 and to become so fascinated by it as never to notice the more valuable and intrinsically more interesting things the narrative contains4 ,yet every person who reads or tells stories to young children has without doubt often noticed how insistent they are upon verbal accuracy4 ,the story must be told the third time just as it was the first and second times4 ,this means that they are sensitive to the thing as a perfect whole1 and feel that any change mars the beauty of the story as a scratch mars the face of a favorite doll1 or a broken seat spoils the toy buggy4 ,there comes a time when1 if you give a boy a mechanical toy1 he is more interested in how it is made than in the running of it4 ,he wants to take to pieces everything he has4 ,then he will enjoy analytical work on a story if he is led to it intelligently4 ,then the old stories come in for new readings1 to see how they are made1 to find something in them that he never found before4 ,the style of reading which a child does when he is looking for something is very different from his reading when he is absorbed in the story4 ,suppose he is trying to find out what kind of a man is ,james1 in ,rab and ,his ,friends4 ,he forgets for a time the story1 and reads rapidly along1 merely running his eye over the pages1 watching intently for the word ,james1 or the word carrier4 ,when either of the words appears he stops to read carefully4 ,he may have to go back a few words1 perhaps to the beginning of a paragraph1 all the time with his attention fixed exclusively upon what is said about ,james4 ,when he has read it on the first page1 he skims along to the next one and stops again4 ,this is reading intelligently for a purpose1 and is really one of the most valuable kinds of reading1 the kind he will use most frequently when he is a man1 the one that will save time for him when in later years he most needs it4 ,it is the style of reading1 too1 that is much neglected in the schools4 ,to analyze the character of the hero of a story is as practical a lesson in life as any child can gain4 ,in trying to discern the springs of action1 in seeing how words and acts show character1 and how dress and appearance indicate what a person really is1 he is learning to understand his acquaintances and to judge whether they merit his trust and confidence1 or are to be regarded with suspicion and disdain4 ,this is the practical wisdom without which many a man has found himself the victim of misplaced confidence1 or allowed himself to be led into temptations he could not resist by those who professed friendship for him4 ,again1 when studying the scenes1 a child is learning to picture vividly and exactly1 and is training his mind to close discrimination4 ,he is training himself to avoid the mistakes that the careless reader makes4 ,many a man has found himself paying for careless reading1 because he did not see a thing exactly as it was described to him4 ,at the risk of repetition we have argued again for the reading of stories in the different ways and for the different purposes suggested1 for we know that the parent who will follow these plans will interest his children1 will see them improve1 and will find them growing nearer to him1 while he will be more of a companion1 less of a ruler4 ,in so doing he may forget some of the cares of the day and find himself growing younger1 more contented and happier as his family reaches the age when it can take care of itself4 ,then1 later1 when the long years of old age have come1 it may be that the parents will discover that while they read and worked with their children they taught themselves to find in reading a solace for their loneliness4 ,it is scarcely necessary to say that many of these latter comments and suggestions are as applicable to reading other kinds of literature as they are to the reading of stories1 but stories form so large a part of a child's reading that it has seemed best to place them in this connection4 ,many essays contain something of narration1 and not infrequently an incident forms the basis of a beautiful lyric4 ,in print these studies may appear formal and forbidding1 but where they are presented in a conversational manner1 they become attractive and inspiring4 ,completed ,studies ,the ,hare and the ,tortoise 7,volume ,i1 page #ga7 ,a4 ,the ,plot4 ,the slow ,tortoise and the speedy ,hare ran a race4 ,the ,hare1 full of conceit1 loitered and slept by the way1 while the ,tortoise won in his plodding fashion4 ,incidents3 #a4 ,the ,hare derides the ,tortoise4 #b4 ,the ,tortoise challenges the ,hare4 #c4 ,the ,fox becomes judge and holds the stakes4 #d4 ,the race begins in heat and dust4 #e4 ,the ,hare takes a rest and a nap4 #f4 ,the ,tortoise in comfort passes the ,hare4 #g4 ,the ,hare awakes1 thinks the ,tortoise behind1 and stops to eat4 #h4 ,the ,hare discovers that the ,tortoise has passed and begins his pursuit4 #i4 ,the ,hare finds the ,tortoise at the brook4 #aj4 ,the ,fox awards the money to the ,tortoise4 ,b4 ,the ,persons4 ,there are three characters in the story3 the ,hare1 the ,tortoise and the ,fox4 #a4 ,the ,hare4 ,he is a small1 long-legged animal1 who can leap long distances and run like the wind4 ,in character he is unkind1 impudent1 proud and lazy4 #b4 ,the ,tortoise4 ,he is a clumsy1 short-legged turtle1 who carries a heavy box-shell around his body4 ,he cannot jump at all1 and he moves very slowly1 flat on the ground1 even his tail dragging in the dust4 ,but he is wise1 steady1 not easily discouraged1 and sticks to his task till it is done4 #c4 ,the ,fox4 ,he is a wise old judge1 who cannot let the loser go without a word of advice4 ,c4 ,the ,scene4 ,the race takes place along a dusty road on a hot day4 ,there is a big clover patch1 where the ,hare rests1 and at the end of the course is a cool and delightful brook or river4 ,d4 ,the ,author's ,purpose and the ,lesson4 ,the author of this old fable intended to teach the lesson that he puts into the last sentence1 ,steady-going wins the race4 ,e4 ,the ,method and ,style of the ,author4 ,his method is to teach a truth by means of an interesting story4 ,his style is graphic and dramatic4 ,he gives three animals the power to talk1 and he makes them talk so that they seem almost like real human beings4 ,at any rate1 he makes us see the character of each very clearly4 ,f4 ,emotions4 ,we see in the ,hare the feelings of conceit1 contempt1 and laziness2 of surprise1 fear1 and excitement2 of chagrin and disappointment4 ,in the ,tortoise we see a little of resentment and some self-confidence2 then courage1 determination1 and persistence2 at last1 calm enjoyment and joy at winning4 ,the ,fox looks on as we do1 and has confidence in the ,tortoise and a little spice of contempt for the ,hare4 ,then he is pleased that the ,tortoise should win1 and enjoys giving the ,hare a stinging bit of advice4 ,g4 ,conclusion4 ,it is because the little fable has so much in it that it has lived for centuries1 and you have only to speak to any cultivated person about the ,hare and the ,tortoise to remind him that ,steady-going wins the race4 ,the preceding analysis shows what a parent should expect to bring out from a little child1 reading the fable for the first time1 or from an older boy or girl making a careful study of fables4 ,in both cases1 however1 the facts should be brought out by questions1 with the expectation that the juveniles would not express themselves in anything like the words given above4 ,the ,fox and the ,crow 7,volume ,i1 page #fd7 ,the following analysis of ,the ,fox and the ,crow shows the method as it might appear in actual use with small children4 ,it should be remembered1 however1 that no two persons will ask the same questions and that no two children will answer them in the same manner4 ,bring out the thoughts and keep the children interested while it is being done4 ,rapid1 clearcut questions which do not suggest the answer are the kind to use4 ,whenever there is hesitation or doubt1 refer to the story4 ,the story1 plus the child's imagination and reason1 must give the answers4 ,if other facts are needed1 the questioner should supply them or show where they may be learned4 ,a4 ,the ,plot4 ,question4 ,what was the first thing that happened in this little story8 ,answer4 ,the ,fox saw a ,crow fly off with a piece of cheese in its mouth4 ,q4 ,what next8 ,a4 ,the ,crow lit on a branch of a tree4 ,q4 ,next8 ,a4 ,the ,fox made up his mind to get the cheese4 ,q4 ,what did he do then8 ,a4 ,he walked to the foot of the tree4 ,q4 ,what next did he do8 ,a4 ,he flattered the ,crow and asked her to sing4 ,q4 ,what did the ,crow do8 ,a4 ,she cawed and dropped the cheese4 ,q4 ,what did the ,fox do8 ,a4 ,he snapped up the cheese and ran off4 ,q4 ,did he do anything more8 ,a4 ,yes4 ,he gave the ,crow some advice4 ,q4 ,now tell me the story in as few words as possible4 ,a4 ,a ,fox saw a ,crow with some cheese in her mouth4 ,he flattered her and asked her to sing4 ,when she cawed she dropped the cheese and the ,fox ran away with it4 ,b4 ,the ,persons4 ,question4 ,can a ,fox talk1 or a ,crow sing8 ,answer4 ,no4 ,q4 ,do they seem like persons in this story8 ,a4 ,yes4 ,q4 ,let us think of them as persons1 and see what kind of people they are4 ,we will talk about the ,fox1 first4 ,what do you think he looked like8 ,a4 ,like a saucy little dog with bright eyes1 a long sharp nose1 and a bushy tail4 ,q4 ,when he said1 ,that's for me1 what did you learn about him8 ,a4 ,that he was hungry2 that he was greedy2 that he meant to get the cheese4 ,q4 ,when he began to flatter the ,crow1 what did you think of him8 ,a4 ,that he was sharp2 that he was trying to fool the ,crow4 ,q4 ,what did you think of him when he said that her voice was finer than the voices of the other birds1 just as her coat was8 ,a4 ,he was really flattering4 ,before1 he was telling some truth1 for her feathers were glossy and her eyes were bright4 ,q4 ,did he really think she could sing8 ,a4 ,no4 ,he knew she could only caw4 ,he was lying1 then4 ,q4 ,what did he say after she had dropped the cheese8 ,a4 ,that was all ,i wanted4 ,q4 ,and then8 ,a4 ,do not trust flatterers4 ,q4 ,did the ,fox mean it8 ,a4 ,yes4 ,but he was plaguing her1 sneering at her4 ,he wasn't really sincere4 ,q4 ,now tell me what you've learned about the ,fox4 ,a4 ,he was a lively animal that looked like a dog1 with a long nose and bushy tail4 ,he was smart1 wise1 knew how to flatter and get what he wanted4 ,but he was a liar and a mean fellow all around4 ,q4 ,now1 let us study the ,crow4 ,what did she look like8 ,a4 ,she was a big black bird with glossy feathers and a bright eye4 ,she had a big black bill and black wings4 ,q4 ,did she have a good voice for singing8 ,a4 ,no4 ,she could only say caw1 caw1 caw1 in a hoarse1 croaking voice4 ,q4 ,where was she8 ,a4 ,on the limb of a tree4 ,q4 ,could the ,fox reach her8 ,a4 ,no4 ,she was safe4 ,q4 ,what did she think of herself8 ,a4 ,she thought she was pretty and smart and could sing4 ,q4 ,what would you say of her manners8 ,a4 ,she was proud and conceited and foolish1 silly4 ,q4 ,now1 tell me what you have learned of the ,crow4 ,a4 ,she was a big black bird with glossy feathers and a bright eye4 ,she thought she could sing1 but she was silly and proud and conceited4 ,she was too easily fooled by the lies and flattery of the fox4 ,c4 ,the ,scene4 ,question4 ,where were the ,fox and the ,crow8 ,answer4 ,outdoors1 somewhere4 ,q4 ,were they near a house8 ,a4 ,i think so1 because the ,crow had cheese in her mouth4 ,q4 ,was it a prairie country8 ,a4 ,perhaps1 but there was one tree near4 ,q4 ,was it day1 or night8 ,a4 ,daytime1 ,i think4 ,crows do not hunt at night1 but foxes do4 ,q4 ,tell me all you know or can guess about the place where the bird and fox were4 ,a4 ,i think they were on the edge of the woods1 not very far away from a farmhouse4 ,one tree stood out by itself1 and the ,crow flew from the farmhouse to the lone tree4 ,d4 and ,e4 ,the ,lesson and the ,author's ,purpose4 ,question4 ,this is an old1 old story1 and it has been told in many languages4 ,we cannot be sure who first wrote it4 ,but what do you suppose the writer meant the story to do8 ,answer4 ,he meant it to teach a good lesson1 ,i think4 ,q4 ,what is the lesson8 ,a4 ,that foxes are tricky animals2 that crows are silly birds2 that flattery and lying are bad2 that it is foolish to trust anyone who flatters you4 ,q4 ,does that mean you do not trust people who praise you8 ,a4 ,oh1 no4 ,praise is all right4 ,everybody likes to be praised4 ,q4 ,what is the difference between praise and flattery8 ,a4 ,when a person praises you he tells the truth1 and tells it because he likes you1 and wants to help you2 but when he flatters you1 he lies and deceives you1 and does it to fool you1 because he wants you to do something for him1 or to get something you have4 ,q4 ,how can we tell whether we are being praised or flattered8 ,a4 ,we must be sharp and know ourselves and what we really can do4 ,then we will know whether others are speaking the truth about us4 ,f4 ,the ,method and ,style of the ,author4 ,question4 ,what do you call a story like this8 ,answer4 ,a fable4 ,q4 ,why is it a fable8 ,a4 ,because it's short2 because animals talk and act like human beings2 because it teaches a good lesson4 ,q4 ,do you call this story slow8 ,a4 ,no4 ,it's a quick1 lively one4 ,q4 ,what do you think makes it so8 ,a4 ,there are not too many words2 the ,fox and the ,crow are interesting2 there is a lot of talking2 we can see the ,fox and the ,crow2 they act like human beings4 ,q4 ,are there any good sentences you would like to remember8 ,a4 ,yes3 ,do not trust flatterers4 ,g4 ,emotional ,power4 ,question4 ,how did the ,fox feel when he saw the ,crow with the cheese in her mouth8 ,answer4 ,he was hungry2 he wanted the cheese2 he made up his mind to get it4 ,q4 ,how did he feel when he was flattering the ,crow8 ,a4 ,he felt jolly2 he thought it was fun to fool the ,crow4 ,q4 ,how did he feel when he got the cheese8 ,a4 ,he was pleased2 he was happy2 he did not pity the ,crow2 he laughed at the ,crow when he gave her advice4 ,q4 ,how did the ,crow feel when she flew off with the cheese8 ,a4 ,she was happy4 ,q4 ,how did she feel while the ,fox was flattering her8 ,a4 ,she was proud and vain and felt sure she could sing4 ,q4 ,when she dropped the cheese8 ,a4 ,she was disappointed2 she was sorry she had tried to sing2 she knew she had been fooled1 and was ashamed4 ,q4 ,did she like the advice the ,fox gave her8 ,a4 ,no1 but she thought it was good advice4 ,q4 ,do you think the ,fox could fool her again8 ,h4 ,conclusion4 ,now1 read the fable all through just as well as you can4 7,it is read47 ,now1 ,harry1 you be the ,fox1 and read just what he says4 ,clara1 be the ,crow1 and read just what she says4 ,tom may be the story teller1 and read just the descriptions4 ,now1 watch your parts so there will be no delay1 and try to speak just as though you are really what you are representing4 ,tom may read the first paragraph1 and the fourth1 but may omit entirely those words that are not spoken in the other paragraphs4 ,begin1 ,tom4 ,the ,drummer 7,volume ,i1 page #cjc7 ,the fairy stories of the brothers ,grimm are inferior to those of ,andersen in plot1 lesson and style4 ,the plots are more monotonous and sometimes unnecessarily coarse and rough2 the lessons are more obscure and sometimes are of doubtful value2 and the style is much less forcible1 in fact is often labored and inelegant4 ,yet many of the stories are attractive and harmless4 ,they may be used to make the transition from fairy tales to more elevated literature4 ,their very imperfections can be utilized to discourage the reading of fairy tales and by criticism and gentle ridicule a child can be led away from that type of stories which though harmless when read in moderation have been made so attractive by modern writers that children fancy them too much and cling to them long after they should be reading things of much greater value4 ,if children are led to study fairy stories1 absurdities in them soon become tiresome4 ,ordinarily they read merely for the excitement in the tale1 for the effect it has upon their naturally vivid imaginations4 ,if they are led to think1 to analyze1 their intelligence will quickly call for something more substantial1 more nearly true to life4 ,the ,drummer is one of the best of the ,grimm stories and yet some of their weaknesses are evident4 ,it is inadvisable to talk to small children of studying a story4 ,they are always delighted to see their parents interested and will be very glad to talk over the story4 ,in this particular tale there are many points of interest that may be brought up by skilful questioning and many places where comments may be made1 comments that will show the attitude of the adult mind without raising opposition on the part of the juvenile reader4 ,some of the subjects suggested by a reading of ,the ,drummer are the following3 ,i4 ,characters4 ,taken in the order of their appearance in the story the characters are3 #a4 ,the ,drummer #b4 ,the ,king's ,daughter #c4 ,the ,first ,giant #d4 ,the ,second ,giant #e4 ,the ,third ,giant #f4 ,the ,two ,men ,quarreling #g4 ,the ,witch #h4 ,the ,drummer's ,parents #i4 ,the ,maiden ,,ii4 ,what the ,characters ,do4 #a4 ,the ,drummer finds the piece of cloth1 goes to the mountain of glass1 deceives the two quarreling men1 flies to the top of the mountain1 visits the witch1 performs the three tasks1 throws the witch in the fire1 goes to his home1 kisses his parents on their right cheeks1 forgets the princess1 gives her jewels away1 gets ready to marry the maiden1 remembers the princess1 rewards the maiden and marries the princess4 #b4 ,the ,king's ,daughter asks for her dress1 tells the ,drummer where she is confined1 helps the ,drummer in his three tasks1 advises the ,drummer how to destroy the witch1 takes the ,drummer to his parents1 waits in the field for the ,drummer1 sings her song three times1 forgives and marries the ,drummer4 #c4 ,the ,first ,giant talks with the ,drummer and carries him through the woods on his back4 #d4 ,the ,second ,giant carries the ,drummer in his button hole4 #e4 ,the ,third ,giant carries the ,drummer on his hat4 #f4 ,the ,two ,men quarrel1 talk with the ,drummer1 race to the white staff and lose the saddle4 #g4 ,the ,witch gives the ,drummer food and shelter1 assigns three tasks1 requires the log to be brought from the fire1 tries to carry off the ,king's ,daughter1 and dies in the flames4 #h4 ,the ,drummer's ,parents welcome their son1 accept the jewels of the ,king's ,daughter1 build a palace1 choose a maiden for their son's wife1 but receive the princess in her place4 #i4 ,the ,maiden is willing to marry the ,drummer but is satisfied with his presents instead4 ,,iii4 ,the ,good and the ,bad ,characters4 #a4 ,the ,drummer was brave1 kind to his parents and loved the princess1 but he tricked the two quarreling men1 and disobeyed and forgot the princess4 #b4 ,the ,king's ,daughter was always helpful1 faithful and lovable4 #c1 #d and #e4 ,the ,three ,giants were usually cruel but were afraid of the ,drummer and so behaved very well4 #f4 ,the ,two ,men were very unwise to quarrel and perhaps deserved to lose their saddle4 #g4 ,the ,witch was cruel1 deceitful and always bad1 deserving her awful fate4 #h4 ,the ,drummer's ,parents were good people1 for they knew nothing of the princess when they tried to marry their son to another4 #i4 ,the ,maiden was a commonplace person who did not really love the ,drummer4 ,,iv4 ,the ,unreal and ,magical ,things4 #a4 ,there are no glass mountains1 but an iceberg resembles one4 #b4 ,there never were giants as big as fir trees4 #c4 ,there never was a saddle that could itself carry anyone anywhere4 #d4 ,there never was an old woman who could enchant a maiden4 #e4 ,there never was a magic ring that could grant wishes4 ,fish never jumped from water and sorted themselves1 wood never cut itself nor piled itself4 #f4 ,never was a princess enchanted into a log and no log ever became a king's beautiful daughter4 #g4 ,it never made any difference in a young man's fortunes if he did kiss his parents on the right instead of the left cheek4 #h4 ,no castle such as this was ever built in a day4 ,v4 ,things that ,happen in ,threes4 ,how absurd it is that in fairy stories things so often happen in sets of three6 ,in this one short story we find3 #a4 ,the ,drummer saw three pieces of white linen4 #b4 ,the ,drummer met three giants4 #c4 ,the mountain looked as high as if three mountains had been placed one upon another4 #d4 ,on the plain are three things1 an old stone house1 a large fish pond and a dark1 dreary forest4 #e4 ,the ,witch did not appear till the ,drummer had knocked three times4 #f4 ,the ,drummer wanted three things1 admission1 food and a night's lodging4 #g4 ,the ,witch assigned three tasks4 #h4 ,there were three conditions to the first task1 to scoop out the water1 sort the fish1 and finish by night4 #i4 ,there were three parts to the second task1 to cut the trees1 to split them into logs and to stack them4 #aj4 ,the ,witch gave the ,drummer three tools with which to accomplish the second task1 an ax1 a chopper and a wedge4 #aa4 ,in the third task there were three steps1 to place the wood in a heap1 to set fire to it and to burn it4 #ab4 ,the ,drummer supposed he had been gone three days but it was three years4 #ac4 ,the wedding was to take place in three days4 #ad4 ,the princess sang her song three times4 ,tom1 the ,water ,baby 7,volume ,,ii1 page #bae7 ,this is all a fairy tale1 and only fun and pretense2 and therefore1 you are not to believe a word of it1 even if it is true4 ,but what a wonderful tale it is2 so interesting a story1 such a mixture of fact and fancy1 so brimming full of fun and laughter1 so touching in pathos1 and so rife with good lessons4 ,though you are not to believe a word of it1 even if it is true1 there is so much truth in it that you really cannot keep from believing a great deal of it4 ,a better comprehension of ,tom1 the ,water ,baby among parents will mean a greater popularity for it among children4 ,the tale is too long for a full interpretation1 but we can offer an analysis which will help to keep the story in mind1 and some illustrations of different meritorious features4 ,illustration3 ,,donald ,g4 ,,mitchell ,,james ,,whitcomb ,,riley ,,edgar ,,allan ,,poe ,,thomas ,,buchanan ,,read ,,eugene ,,field ,,john ,,howard ,,payne ,,john ,g4 ,,saxe ,i4 ,analysis4 ,at first ,tom is a real boy1 a little grimy1 ignorant chimney sweep1 next a water baby or eft1 in which character1 under the tutelage of the fairies1 he gains his education4 ,briefly at the end he is a man1 an engineer1 but all that is delightfully vague1 for he has ceased to be the little ,tom we like so thoroughly4 ,chapters ,i and ,,ii4 ,tom1 the ,chimney ,sweep1 ,works for ,mr4 ,grimes2 ,summoned to sweep the chimney at ,hartover ,place2 ,overtakes the poor ,irishwoman1 who ,walks with ,tom2 ,asks about his prayers and makes him sad2 ,tells about the sea and makes him wish to be clean2 ,helps him pick flowers2 ,frightens ,grimes for beating ,tom1 ,warns them both to be clean2 ,promises to see them again2 ,disappears4 ,meets the keeper who warns ,grimes against poaching2 ,walks up the avenue2 ,sees the deer1 trees1 bees1 and makes friends with the keeper2 ,enters the house and sweeps chimneys2 ,comes out in a beautiful room and sees the little white lady2 ,sees himself for the first time and cries2 ,escapes from the nurse by window and tree2 ,is chased by everybody2 ,is lost in the woods2 ,scales a wall2 ,is followed by the ,irishwoman1 who throws the pursuers off the scent2 ,crosses the river1 climbs a mountain2 ,descends ,lewthwaite ,crag2 ,drags himself to the cottage2 ,begs for water of the dame2 ,is given milk1 and put in an outhouse2 ,is feverish and out of his mind2 ,thinks he must be clean2 ,drags himself to the stream1 looks into the clear water1 and undresses2 ,does not see the ,irishwoman transform herself to the queen of the fairies2 ,tumbles himself into the stream2 ,falls asleep in the water2 ,is turned into a water-baby by the fairies2 ,is mourned as dead by the people who find his poor dirty body4 ,chapters ,,iii and ,,iv4 ,tom1 the ,water ,baby1 ,watches the caddis-flies build their homes 7page #bfb7 and go into the chrysalis state 7page #bfb72 ,sees the metamorphosis of the dragon-fly 7pages #bfc-bfd72 ,meets and makes friends with the otters 7pages #bgj-bgd72 ,travels towards the sea after the storm2 ,finds the salmon and witnesses the death of ,grimes 7pages #bgh-bhf72 ,passes the sleeping villages and reaches the sea2 ,greets the seal and looks for water babies2 ,plays with the lobsters 7pages #bib-bid72 ,is caught by ,professor ,ptthmllnsprts and shown to ,ellie1 the little white lady1 who flies away 7pages #bif-bii74 7,can you make out what ,kingsley had in mind1 by filling in the vowels of the ,professor's name87 ,chapter ,v4 ,tom1 the ,water ,baby1 ,has an adventure in the lobster pots 7pages #cjj-cjc72 ,joins the water babies2 ,is met by ,mrs4 ,bedonebyasyoudid1 who ,examines ,tom2 ,rewards the good children2 ,punishes those who know no better1 viz43 ,tom1 ,the doctors1 ,the foolish ladies1 ,the careless nurserymaids1 ,the cruel school teachers1 ,tells ,tom about those who knew better4 ,sees ,mrs4 ,doasyouwouldbedoneby1 who ,mothers ,tom2 ,tells him the story4 ,chapter ,,vi4 ,tom1 the ,water ,baby1 ,steals the candy from the cabinet2 ,becomes prickly and ugly from sin2 ,confesses to ,mrs4 ,bedonebyasyoudid2 ,goes to school to rid himself of his ugliness2 ,is taught by the beautiful little girl2 ,gains his own smooth1 clean skin2 ,recognizes the little white lady1 ,ellie2 ,learns how to join ,ellie in the beautiful place2 ,loses her by being unkind2 ,hears the history of the ,doasyoulikes2 ,chapter ,,vii4 ,tom1 the ,water ,baby1 ,starts to go where he does not like1 to find ,mr4 ,grimes2 ,inquires of the ,king of the ,herrings2 ,visits the last of the ,gairfowl on the ,allalonestone2 ,follows ,mother ,carey's chickens2 ,struggles with the water dog2 ,is carried by the mollymocks from ,jan ,mayen's land to ,shiny ,wall2 ,dives under the great white gate that never was opened yet2 ,reaches ,peace-pool with the dog2 ,finds ,mother ,carey at work making new creatures from sea water2 ,is given passport to the ,other-,end-of-,no-where2 ,goes backward in safety4 ,chapter ,,viii4 ,tom1 the ,water ,baby1 ,comes to the place called ,stop2 ,is blown through the ,sea2 ,finds himself in the claws of the bogy2 ,sees the metals made2 ,slides down the whirlpool2 ,swims to the shore of the ,other-,end-of-,no-where2 ,finds ,gotham2 ,comes to the isle of ,tomtoddies2 ,hears of their great idol1 ,examination2 ,gives information to the nimblecomequick turnip2 ,stumbles over the respectable old stick2 ,faces ,examiner-of-all-,examiners2 ,arrives at ,oldwivesfabledom2 ,comes to the quiet place called ,leaveheavenalone2 ,sees the prison2 ,offers the passport to the truncheon2 ,searches for chimney ,no4 #cde2 ,finds ,grimes stuck in the chimney2 ,tries to light ,grimes' pipe and to release him2 ,learns that the old dame teacher was the mother of ,grimes2 ,sees ,grimes' tears effect his release2 ,recognizes ,mrs4 ,bedonebyasyoudid as the ,irishwoman2 ,hears ,grimes sentenced to sweep out ,aetna2 ,is blindfolded and taken up the back stairs2 ,recognizes ,st4 ,brandon's ,isle and hears the song2 ,rejoices with ,ellie and goes with her ,sundays2 ,becomes a man of science and knows everything2 ,and1 it may be1 marries ,ellie4 ,,ii4 ,fact and ,fancy4 ,the story begins with a vivid description of the little sweep and his master1 and it is not till we have read several pages that we have reason to suspect that we are reading a fairy story4 ,in fact the poor ,irishwoman might be a veritable ,irishwoman till we have read page #bdg4 ,from this point on1 the work of the fairies is seen occasionally to the end4 ,the facts of the natural history are mingled with the fancies of the author's brain in the most natural manner4 ,the description of the house-building of the caddis larvae 7page #bfb7 is accurate enough for a scientist1 who might1 however1 be shocked by the whimsical notion of the rivalry told in the last sentence of the paragraph4 ,the otters behave like otters1 the salmon like salmon1 the lobster like the lobster he is4 ,the dragon splits at the call of nature1 the ephemerae dance in the sunlight1 and game-keepers kill poachers in real life as in the story4 ,the great auk is extinct and the right whale is still hunted1 but ,peace-pool is as fancifully portrayed as is the creation of world-pap4 ,it appears that as ,kingsley proceeded with his story he let his imagination play more freely and drew farther away from facts as his fancies came plentifully4 ,so the story furnishes food for thought by old and young1 and parts of it can be understood only by those who have had considerable study and experience4 ,,iii4 ,fun and ,humor4 ,a more entertaining story is hard to find4 ,there are many amusing situations and funny doings1 besides which1 ,kingsley's style of writing abounds in a rich humor that is not always evident to the hasty and careless reader4 ,not a little of the humor is ironical and sometimes we are inclined to think that the writer may be having a little quiet fun at the expense of his readers4 ,children are inclined to read ,tom1 the ,water ,baby as they do many another tale1 for the story only4 ,they want to know what happens to ,tom1 whether or no ,grimes is punished1 what becomes of ,ellie1 and how it all comes out4 ,but when attention is called to the fun in the tale children will read it more than once1 for they like to laugh even better than their elders1 and curiosity prompts them to watch to see the joke4 ,the humorous twist to things begins in the second sentence of the story and it does not disappear permanently till the very last sentence of the ,moral4 ,see how it shows in these few extracts3 ,his master was so delighted at his new customer that he knocked ,tom down out of hand 7page #bai74 ,after ,tom's pathetic discovery of his own dirtiness 7page #bcb71 comes this3 ,with a noise as of ten thousand tin kettles tied to ten thousand mad dogs' tails4 ,humor and pathos are both strengthened by the violent contrast4 ,on page #bcb begins the long humorous paragraph descriptive of the chase after ,tom4 ,the birches birched him as soundly as if he had been a nobleman at ,eton1 and over the face too 7which is not fair swishing1 as all brave boys will agree7 7page #bce74 ,what could you imagine more amusing in its way than the extremely absurd argument the author makes for the existence of water babies 7page #bed73 ,you never heard of a water baby8 ,perhaps not4 ,that is the very reason why this story was written4 ,there are a great many things in the world which you never heard of2 and a great many more which nobody ever heard of2 and a great many things1 too1 which nobody ever will hear of4 ,no water babies1 indeed6 ,why1 wise men of old said that everything on earth had its double in the water2 and you may see that that is1 if not quite true1 still quite as true as most other theories which you are likely to hear for many a day4 ,there are land babies1 then why not water babies8 ,are there not water rats1 water flies1 water crickets1 water crabs1 water tortoises1 water scorpions1 water tigers and so on without end8 ,to be sure1 there must be water babies4 ,am ,i in earnest8 ,oh dear no6 ,read the account of the policemen1 beginning on page #cjf1 for an example of a broader humor4 ,page #cdg3 ,and the sun acted policeman1 and worked round outside every day1 peeping just over the top of the icewall1 to see that all went right2 and now and then he played conjuring tricks1 or had an exhibition of fireworks1 to amuse the sea fairies4 ,for he would make himself into four or five suns at once1 or paint the sky with rings and crosses and crescents of white fire and stick himself in the middle of them1 and wink at the fairies2 and ,i dare say they were very much amused1 for anything's fun in the country4 ,do not think of skipping the ,moral4 ,no more attractive moral was ever written for fable or fairy tale6 ,,iv4 ,pathos4 ,tom1 the ,chimney ,sweep is always pathetic4 ,he enlists our sympathies wholly from the time we meet him where there was plenty of money for ,tom to earn and his master to spend1 until he pulled off all his clothes in such haste that he tore some of them1 which was easy enough with such ragged old things1 put his poor1 hot1 sore feet into the water1 tumbled himself as quick as he could into the clear1 cool stream and in two minutes fell fast asleep1 into the quietest1 sunniest1 coziest sleep that he had ever had in his life and--dreamt of nothing at all4 ,it is only as ,tom the ,water ,baby that he does not make us sad4 ,poor little1 dirty1 ignorant ,tom6 ,little enough to climb up the sooty chimney flues2 so dirty that he knew not what cleanliness meant2 so ignorant that he never had heard of ,god1 or of ,christ1 except in words which you never have heard1 and his idea of happiness was to sit in a public house with a quart of beer and a long pipe1 to play cards for silver money1 to keep a white bull dog with one gray ear1 and carry her puppies in his pocket just like a man1 to have apprentices and to bully them1 to knock them about and make them carry soot sacks while he rode before them on his donkey1 with a pipe in his mouth and a flower in his button hole1 like a king at the head of his army6 ,yes1 when his master let him have a pull at the leavings of his beer1 ,tom was the jolliest boy in the whole town4 ,to him who reads understandingly1 there is pathos on nearly every page of the first two chapters4 ,sometimes it is seen in hints and shown by indirection but in other instances it is direct1 positive1 powerful4 ,just read 7page #bca71 how ,tom learns that he is naught but a little black ape1 an ugly1 black1 ragged figure with bleared eyes and grinning white teeth4 ,in his terrible race for life he thought he heard church bells ringing a long way off and thought where there is a church there will be houses and people1 and perhaps someone will give him a bit and a sup4 ,so he follows the ringing in his ears till he comes to the top of the great crag and sees a mile off and a thousand feet down the old dame in her garden4 ,we lose our own breath in following him down that awful descent1 find ourselves panting1 and at last1 suddenly1 b-e-a-t1 beat6 ,after the old dame has given him the old rug and bidden him sleep off his weariness1 comes the fever with the ringing of the church bells and the persistent1 agonizing thought1 ,i must be clean1 ,i must be clean4 ,it is this that drives him out to the clear1 clear limestone water1 with every pebble at the bottom bright and clean the cool1 cool1 cool water for his weary feet4 ,then when it is too late1 just to add to the pathos of the sad little tale1 comes the ,squire1 conscious of the terrible mistake and ready to put ,tom in the way of cleanliness1 knowledge and happiness2 ,tom1 of whom there remained only the husk and shell which made the ,squire think the poor sweep was drowned4 ,to close the chapter and the sad part of the story1 the dame sings the old1 old song which the children could not understand but which they liked nevertheless1 for it was very sweet and very sad and that was enough for them4 ,we know what it means4 ,when all the world is old1 lad1 ,and all the trees are brown2 ,and all the sport is stale1 lad1 ,and all the wheels run down2 ,creep home1 and take your place there1 ,the spent and maimed among2 ,god grant you find one face there1 ,you loved when all was young4 ,v4 ,beauty4 ,tom1 the ,water ,baby has in it much more of real beauty both in sentiment and expression than most prose and more than many a charming poem4 ,there is little of ugliness in the story1 and what there is1 is so softened in the way in which it is presented that the impression is neither repulsive nor lasting4 ,kingsley's work is highly artistic and this story is real literature4 ,some of his descriptions are like beautiful pictures in color4 ,here is one from page #bbj3 ,but soon the road grew white1 and the walls likewise2 and at the wall's foot grew long grass and gay flowers1 all drenched with dew2 and instead of the groaning of the pit engines1 they heard the skylark saying his matins high up in the air1 and the pit bird warbling in the sedges as he had warbled all night long4 ,beginning at the bottom of the same page 7#bbj73 ,for old ,mrs4 ,earth was still fast asleep2 and1 like many pretty people she looked still prettier asleep than awake4 ,the great elm trees in the gold-green meadows were fast asleep above1 and the cows fast asleep beneath them2 nay1 the few clouds which were about were fast asleep likewise1 and so tired that they had lain down on the earth to rest1 in long white flakes and bars1 among the stems of the elm trees1 and along the tops of the alders by the stream1 waiting for the sun to bid them rise and go about their day's business in the clear blue overhead4 ,was there ever more attractive description of the mist patches that lie across the earth waiting for the morning sun to dissipate them8 ,the poor ,irishwoman followed ,tom in this manner3 ,she went along quite smoothly and gracefully1 while her feet twinkled past each other so fast that you could not see which was foremost4 ,the dragon-fly is described in this way3 ,it grew strong and firm2 the most lovely colors began to show on its body--blue and yellow and black1 spots and bars and rings2 out of its back rose four great wings of bright brown gauze2 and its eyes grew so large that they filled all its head and shone like ten thousand diamonds4 ,this is ,mrs4 ,doasyouwouldbedoneby3 ,she was a very tall woman1 as tall as her sister2 but instead of being gnarly1 and horny1 and scaly1 and prickly1 like her1 she was the most nice1 soft1 fat1 smooth1 pussy1 cuddly1 delicious creature who ever nursed a baby--and all her delight was to play with babies--and therefore when the children saw her1 they naturally caught hold of her1 and pulled her till she sat down on a stone1 and climbed into her lap1 and clung round her neck1 and caught hold of her hands1 and then they all put their thumbs into their mouths and began cuddling and purring like so many kittens4 ,and this is a scene in ,peace-pool3 ,there were moths with pink heads and wings and opal bodies1 that flapped about slowly2 moths with brown wings that flapped about quickly2 yellow shrimps that hopped and skipped most quickly of all2 and jellies of all the colors in the world that neither hopped nor skipped1 but only dawdled and yawned4 ,here are a few descriptive phrases taken at random3 ,two great1 grand blue eyes1 as blue as the sea itself2 his little whirl-about of a head2 long curls floating behind her like a golden cloud1 and long robes floating all round her like a silver one2 came paddling and wriggling back to her like so many tadpoles2 the shadows of the clouds ran races over the bright blue sky2 the river widened to the shining sea2 such enormous trees that the blue sky rested on their heads4 ,,vi4 ,good ,lessons4 ,through all the fun1 the burlesque1 the amusing exaggerations and the bombastic humor runs a scheme of advice and instruction4 ,sometimes it takes the form of a direct caution to the reader1 again it may be shown by inference1 and lastly the events speak for themselves and give their own lesson4 ,the author meant to teach adults as well as children4 ,the graphic history of the ,doasyoulikes is rather a clear-cut study in degeneracy for older people1 as well as a lively warning for youngsters4 ,but what is the author's main theme8 ,is his real text in the advice the poor ,irishwoman gives to ,grimes and ,tom8 ,those that wish to be clean1 clean they will be2 and those that wish to be foul1 foul they will be4 ,remember4 7page #bbe74 ,perhaps a second text or at least a corollary to this is expressed in the name of the cuddly lady1 ,mrs4 ,doasyouwouldbedoneby4 ,this may mean the same as the advice she gives on page #cbh3 ,those who go there must go first where they do not like1 and do what they do not like1 and help somebody they do not like4 ,besides these leading ideas there are several others that run through the story4 ,meanness and wickedness are made unattractive and bring punishment4 ,the punishment grows logically out of the offense and has a direct relation to the misdeed4 ,persons are not rewarded for their good deeds but they are happy in being good4 ,it is not a credit to do right1 but wrongdoing is discreditable4 ,little meannesses stand in the way of happiness though they may not bring any definite punishments4 ,evil is ugliness1 goodness is beauty4 ,friendship is made attractive and filial love is strongly inculcated4 ,the strong appeal made to the sympathy of the reader by the very real and very human ,tom1 the chimney sweep1 is a strong influence for good1 and progress toward character in the clever little water baby is a continuous refining influence on the reader4 ,the bits of advice1 the little asides1 are slipped into the text so naturally that they are never repulsive or calculated to raise antagonism in the minds of those who naturally dislike advice4 ,taken from the text they seem more formal and less helpful1 but here are a few of them as illustrations3 ,let well alone1 lad1 and ill too at times4 ,you must expect to be beat a few times in your life1 little man1 if you live such a life as a man ought to live4 ,ah1 first thoughts are best1 and a body's heart'll guide them right1 if they will but hearken to it4 ,it was not quite well bred1 no doubt2 but you know1 ,tom had not finished his education yet4 ,for salmon1 like other true gentlemen1 always choose their lady and love her1 and are true to her1 and take care of her1 and work for her1 and fight for her1 as every true gentleman ought4 ,what has been once can never come over again4 ,no more to be bought for money than a good conscience or the ,victoria cross4 ,you see1 experience is of very little good unless a man1 or a lobster1 has wit enough to make use of it4 ,it is not good for little boys to be told everything1 and never to be forced to use their own wits4 ,and so if you do not know that things are wrong1 that is no reason why you should not be punished for them2 though not as much1 my little man 7and the lady looked very kindly1 after all71 as if you did know4 ,i am quite sure that she knows best4 ,perhaps she wishes people to learn to keep their fingers out of the fire by having them burned4 ,i always forgive people the minute they tell me the truth of their own accord4 ,but even they were no foolisher than some hundred scores of papas and mamas2 who fetch the rod when they ought to fetch a new toy1 and send to the dark cupboard instead of to a doctor4 ,,vii4 ,life-like ,characters4 ,the great storyteller makes his characters seem like human beings4 ,the reader can almost see them2 at any rate1 he feels that he knows them and that they are real1 not merely life-like4 ,it is hard to understand how the author accomplishes the wonderful feat 7for it is the most wonderful thing about story writing71 and it is much more difficult to tell how it is done4 ,one word here1 a clear descriptive phrase there1 and ,tom1 or the ,squire1 or the old schoolmistress1 or ,mrs4 ,bedonebyasyoudid with her awkward name1 has become so much of a personality that you cannot forget if you would4 ,certainly one of the fine things about ,tom1 the ,water ,baby is the living reality of its characters1 which appeals universally to young and old1 even in the first reading of the story4 ,,viii4 ,the ,writer's ,art4 ,it will add something to a child's interest in the story if his attention is called to the skilful way in which ,kingsley handles his plot4 ,it is high art to throw into the early part of the story the conversation between the keeper and ,grimes4 ,it shows that ,grimes is a poacher and known to be one4 ,the keeper is inclined to wink at the offense1 but still he feels that a warning is necessary4 ,nothing more is said about poaching till much later1 where ,tom1 the ,water ,baby1 sees ,grimes meet a poacher's death4 ,again1 it is early evident that ,grimes has done other wicked things and that the poor ,irishwoman knows of one at least4 ,she even mentions ,vendale1 but the reader attaches no importance to it4 ,tom flees to ,vendale and is pitied and kindly treated by the old ,schoolmistress1 but it is not until ,tom finds ,grimes suffering his punishment in the chimney flues that the reader learns what the poor ,irishwoman knew about ,grimes1 and that the schoolmistress was ,grimes's poor ill-treated mother4 ,once more1 ,kingsley's art is seen in the selection of incidents and the arrangement of influences which bring to ,tom the conviction of his dirtiness and create in him the overpowering desire to be clean4 ,but this interpretation of ,tom1 the ,water ,baby has already reached the limits of space and we must forego the pleasure of pointing out other examples of artistic treatment4 ,probably it is better to leave the story to plead its own cause4 ,the ,passing of ,arthur 7,volume ,v1 page #bcg7 ,while the outline differs in form from those we have been using1 it is a helpful variation1 and shows that while a narrative poem must be studied first in the same manner as a story1 there are still other points that need careful examination4 ,tennyson's ,the ,passing of ,arthur is one of the noble things in literature1 solemn1 impressive1 inspiring4 ,in order to appreciate a careful study of it1 one should have read at least those selections which appear in the fifth volume1 beginning with page #aac and extending to page #bcf4 ,with this preliminary setting there should be no difficulty in feeling a sufficient interest in ,king ,arthur to be appreciative of ,tennyson's work from the very beginning4 a4 ,characters4 ,three characters appear in this poem1 viz3 ,king ,arthur2 ,sir ,bedivere1 the knight first made and last surviving of all those who sat about ,king ,arthur's table2 ,modred1 ,arthur's traitorous nephew4 ,besides these three human characters1 the ghost of ,gawain1 the three queens who came in the barge1 and even ,excalibur itself are of so much interest that they may be considered as almost human4 ,king ,arthur is shown in his old age1 when wife and friend are traitor to his peace1 and all his realm has sunk back into disorder and is rapidly approaching extinction4 ,bedivere1 oldest of the knights1 now in the white winter of his age1 when he himself was really no more than a voice1 is supposed to tell the story to those with whom he dwelt1 new faces1 other minds4 ,modred is seen retreating league by league before ,king ,arthur4 ,at ,lyonnesse1 after a fierce battle in which confusion reigned and friends and foes were shadows in the mist1 he meets his king4 ,the false knight strikes ,arthur hard upon the helmet1 and gives the wound that finally proves fatal2 while the king1 with the last stroke of ,excalibur1 slays his traitorous nephew4 ,the dead ,gawain appears1 a ghost blown along a wandering wind1 and on the eve of the battle warns ,king ,arthur of approaching death1 but intimates that somewhere is an isle of rest for him4 b4 ,the ,incidents4 #a4 ,arthur mourns for his departed kingdom4 #b4 ,gawain warns ,arthur of his approaching death2 ,arthur is depressed by the warning4 #c4 ,bedivere warns ,arthur that he must rise and conquer ,modred2 ,arthur hesitates to make war against his people4 #d4 ,he moves his host to ,lyonnesse3 the last weird battle is fought4 #e4 ,arthur thinks himself king only among the dead4 #f4 ,bedivere professes affection1 and calls ,arthur's attention to the traitor1 ,modred4 #g4 ,the king promises one last act of kinghood4 #h4 ,modred wounds the king2 the king kills ,modred4 #i4 ,bedivere carries the wounded ,arthur to the ruined chapel4 #aj4 ,the dying ,arthur directs ,bedivere to throw ,excalibur into the mere2 ,bedivere twice deceives ,arthur and is twice reproved4 #aa4 ,bedivere throws ,excalibur into the mere1 and tells ,king ,arthur what happened4 #ab4 ,bedivere bears ,arthur to the margin of the mere4 #ac4 ,the three black-hooded queens with crowns of gold come in the dusky barge4 #ad4 ,arthur is placed in the barge and speaks his last words to ,bedivere2 the barge moves swan-like from the brink4 #ae4 ,bedivere watches the speck that bears the king move down the long water opening on the deep4 c4 ,scenes4 #a4 ,arthur in his tent among the slumbering host4 #b4 ,the march to the sunset bound of ,lyonnesse1 and the moving pageant to the battlefield4 #c4 ,the dark strait of barren land with the ocean on one side and on the other the great water2 the ruined chapel with its broken chancel and broken cross1 and1 near at hand1 the place of tombs with its bones of ancient mighty men2 athwart all shines the moon1 and over all the chill wind with flakes of foam sings shrilly4 ,zigzag paths lead around jutting points of rock down to the shining levels of the lake1 where the ripple washes softly in the reeds1 the wild water laps the crags1 and many-knotted water-flags whistle stiff and dry4 ,frozen hills1 barren chasms with icy caves1 the bare black cliff and slippery crag wall1 and the level lake gleaming in the glories of the winter moon4 d4 ,descriptive ,passages4 ,besides those passages which relate especially to the scenes1 there are other beautiful and powerful bits of description that will well repay examination4 ,for instance3 #a4 ,of ,king ,arthur's dream the poet says1 ,and fainter onward1 like wild birds that change ,their season in the night and wail their way ,from cloud to cloud1 down the long wind the dream ,shrill'd4 ,note the figure of speech 7simile71 beginning with the word like4 #b4 ,the description of the last1 dim1 weird battle in the west1 beginning at the bottom of page #bdj with the line ,a death-white mist slept over land and sea1 is one of the most stirring things in the poem1 and deserves particularly close reading4 ,the pictures are crowded1 the figures vivid1 the phrases full of force4 #c4 ,tennyson has used his highest art in the composition1 and makes the sound of his lines imitate in no feeble way the noise of battle4 ,for instance3 ,shocks1 and the splintering spear1 the hard mail hewn1 ,shield-breakings1 and the clash of brands1 the crash ,of battle-axes on shatter'd helms1 and shrieks ,after the ,christ1 of those who falling down ,look'd up for heaven1 and only saw the mist4 #d4 ,the brilliancy of description corresponds well with the glittering marvel of ,excalibur3 ,for all the haft twinkled with diamond sparks1 ,myriads of topaz-lights1 and jacinth-work ,of subtlest jewelry4 44444the wonder of the hilt1 ,how curiously and strangely chased1 ,the great brand ,made lightnings in the splendor of the moon1 ,and flashing round and round1 and whirl'd in an arch1 ,shot like a streamer of the northern morn1 ,seen where the moving isles of winter shock ,by night1 with noises of the ,northern ,sea4 #e4 ,king ,arthur1 as he lay in the barge with his weary head upon the lap of the fairest and tallest of the three queens1 is described as follows3 a brow ,striped with dark blood3 for all his face was white ,and colorless1 and like the wither'd moon ,smote by the fresh beam of the springing east2 ,and all his greaves and cuisses dash'd with drops ,of onset2 and the light and lustrous curls-- ,that made his forehead like a rising sun ,high from the dais-throne--were parch'd with dust1 ,or1 clotted into points and hanging loose1 ,mix'd with the knightly growth that fringed his lips4 ,so like a shatter'd column lay the king2 ,not like that ,arthur1 who1 with lance in rest1 ,from spur to plume a star of tournament1 ,shot thro' the lists at ,camelot1 and charged ,before the eyes of ladies and of kings4 e4 ,character ,study--,king ,arthur4 ,the best estimate of ,king ,arthur's character is made from his own words and those of ,bedivere1 not from ,tennyson's description4 #a4 ,he has been a devout man4 ,he has fought for ,christ and searched for ,christ and found ,him in the shining of the stars1 ,mark'd ,him in the flowering of ,his fields4 #b4 ,he is now discouraged4 ,he has not found ,him in ,his ways with men1 and now it seems to him1 ,as if some lesser god had made the world1 ,but had not force to shape it as he would4 ,my ,god1 thou hast forgotten me in my death4 #c4 ,yet he is hopeful1 and he feels that perchance the world is wholly fair1 and that his doubts come because he has not the power to see it as it is1 and may not see it to the close4 #d4 ,he desires to be just1 and feels that in the coming battle in the west he may not have the right on his side3 ,ill doom is mine ,to war against my people and my knights4 ,the king who fights his people fights himself4 #e4 ,yet courage and confidence are not all gone3 ,yet let us hence1 and find or feel a way ,thro' this blind haze4 #f4 ,after the battle1 he grows more confused3 ,i know not what ,i am1 ,nor whence ,i am1 nor whether ,i be ,king4 ,behold1 ,i seem but ,king among the dead4 #g4 ,he must be noble1 kingly1 to have inspired such devotion as ,bedivere shows4 ,hear what the latter says3 ,my ,king1 ,king everywhere6 and so the dead have kings1 ,there also will ,i worship thee as ,king4 #h4 ,he is a warrior to the last4 ,listen to his reply to ,bedivere3 ,king am ,i1 whatsoever be their cry2 ,and one last act of kinghood shalt thou see ,yet1 ere ,i pass4 #i4 ,he is resigned3 ,let what will be1 be4 #aj4 ,he is faithful to the trust imposed upon him when he acquired ,excalibur4 ,three times he sends ,bedivere to cast the sword into the mere4 ,the last time he says3 ,but1 if thou spare to fling ,excalibur1 ,i will arise and slay thee with my hands4 #aa4 ,he loves truth and reveres it3 ,this is a shameful thing for men to lie4 #ab4 ,though he appears to fear death1 rather is his fear that he shall die before he reaches the water where he expects something4 #ac4 ,at the last his philosophy bears him up1 though still he calls for devotion from his faithful knight4 ,the whole speech is matchless4 ,note these fine passages3 ,the old order changeth1 yielding place to new1 ,and ,god fulfils himself in many ways4 ,and that which ,i have done ,may ,he within himself make pure6 ,more things are wrought by prayer ,than this world dreams of4 ,wherefore1 let thy voice ,rise like a fountain for me night and day4 ,the whole round earth is everyway ,bound by gold chains about the feet of ,god4 #ad4 ,his faith rises triumphant3 ,i am going a long way 444 ,where falls not hail1 or rain1 or any snow1 ,nor ever wind blows loudly2 but it lies ,deep-meadow'd1 happy1 fair with orchard lawns ,and bowery hollows crown'd with summer sea1 ,where ,i will heal me of my grievous wound4 f4 ,beauty4 ,all the elements of poetic beauty join to make ,the ,passing of ,arthur a masterpiece4 ,sublime sentiment thrills through the stanzas4 ,a stately meter gives a solemn1 rhythmic swing to the noble lines4 ,sonorous words add to the grandeur4 ,apt phrases and beautiful figures of speech seize the imagination and enchain the fancy4 ,rare and choice diction gives artistic finish to every sentence4 ,most beautiful are such phrases as the following3 ,the phantom circle of a moaning sea4 ,some whisper of the seething sea4 ,clothed in white samite1 mystic1 wonderful4 ,let thy voice ,rise like a fountain for me night and day4 ,and looking wistfully with wide blue eyes ,as in a picture4 ,clothed with his breath4 ,a cry that shiver'd to the tingling stars4 ,note how the following phrases give color to the poem3 that day when the great light of heaven ,burn'd at his lowest in the rolling year4 ,among the mountains by the winter sea4 ,the winter moon1 ,brightening the skirts of a long cloud4 ,observe the pictorial power of these quotations3 ,make broad thy shoulders to receive my weight4 ,straining his eyes beneath an arch of hand4 ,one black dot against the verge of dawn4 ,most forceful are the following phrases3 ,and the days darken round me1 and the years1 ,among new men1 strange faces1 other minds4 ,from the great deep to the great deep he goes4 ,authority forgets a dying king4 ,an agony ,of lamentation1 like a wind that shrills ,all night in a waste land1 where no one comes1 ,or hath come1 since the making of the world4 ,there never was a more beautiful comparison than the following3 ,like some full-breasted swan ,that1 fluting a wild carol ere her death1 ,ruffles her pure cold plume1 and takes the flood ,with swarthy webs4 ,,footnotes3 #ahi-a ,haec fabula docet means ,this fable teaches4 ,it is with these words that the ,morals of the old ,latin fables begin4 ,,chapter ,,ix ,,close ,,reading ,,or ,,study ,it is largely because story reading may so easily become careless reading1 that prejudice against fiction is found in many minds4 ,in the preceding pages there have been suggested many ways by which story reading may be made profitable1 and yet all these methods may be used without calling for that close1 intensive reading which we usually call study4 ,you may lead a child to read ,rab and ,his ,friends for all the purposes we have suggested1 and yet he may have passed over without understanding them many a word1 phrase or even sentence4 ,it is possible that there are whole paragraphs that convey little meaning to him4 ,this is certainly not an unmixed evil1 for it is well that a child should not exhaust the possibilities of such a masterpiece when he first reads it4 ,in fact1 it is a good thing for children frequently to read great literature even when much of it is quite beyond their comprehension4 ,it will pique their curiosity1 and some time they will return with wiser minds and broader experience to interpret for themselves the things that once were obscure4 ,it is no sin for a child sometimes to pass over a word he cannot pronounce or does not understand4 ,there could be few more certain ways of destroying his taste for reading than to require him to stop and find the meaning of every new word he meets4 ,sometimes the meaning will become evident a little later from the context1 and in other instances he will understand well enough without the troublesome word4 ,what has been said does not signify that the habit of skipping new words or of avoiding difficult paragraphs is a good one4 ,it does mean1 however1 that sometimes the practice should be tolerated1 and that close reading should be required at the proper time and in the proper way4 ,in the arithmetic or geography lesson the young must always read very closely1 and in their perusal of the classics there are many fine opportunities for exercises of the same character1 that should not be neglected4 ,descriptive passages1 arguments1 and essays of all kinds require to be read with exceeding care1 and often there are passages even in light fiction that repay this kind of study4 ,words and phrases are the subjects of consideration in close reading1 and the mastery of thought is the object to be attained4 ,the study of words may be made very interesting1 and gathering the meaning of phrases may become a fascinating pastime4 ,an illustration may prove the case4 ,take the paragraph from ,rab and ,his ,friends 7,volume ,,vi1 page #ii7 in which death approaches ,ailie3 ,the end was drawing on3 the golden bowl was breaking2 the silver cord was fast being loosed--that animula blandula1 vagula1 hospes comesque was about to flee4 ,the body and the soul--companions for sixty years--were being sundered and taking leave4 ,she was walking1 alone1 through the valley of the shadow1 into which one day we must all enter--and yet she was not alone1 for we knew whose rod and staff were comforting her4 ,a cursory reading will suggest to any young person that the paragraph says ,ailie is going to die1 and that she does not fear death2 but how much more it means to him who can understand it all4 ,the end was drawing on--,ailie was going to her death4 ,the golden bowl was breaking2 the silver cord was fast being loosed4 ,turn to your ,bible 7,ecclesiastes xii1 #c-g71 and read what is said4 ,that animula blandula1 vagula1 hospes comesque was about to flee4 ,that sweet but fleeting life1 friend1 companion and sojourner with her1 was about to leave4 ,she was walking alone through the valley of the shadow4 ,yea1 though ,i walk through the valley of the shadow of death1 ,i will fear no evil4 ,into which one day we must all enter4 ,may we be equally fearless of evil6 ,she was not alone4 ,her ,god was with her every moment1 and in her hours of consciousness she knew ,him to be present4 ,we knew whose rod and staff were comforting her4 ,thy rod and ,thy staff they comfort me4 ,like the ,psalmist of old she leaned upon the arm of her ,god and as she thus approached the dark valley1 the light of her faith shone into our souls4 ,the ,latin quotation and the allusions to the ,bible are skilfully used to give solemnity to the idea of death1 to show how inevitable it is1 and how for long ages it has been met with the same serene faith and deep religious feeling that made ,ailie beautiful in the face of death4 ,yes1 there is more in the paragraph than the statement that ,ailie was going to die and that she was not afraid4 ,to illustrate a different style of close reading and a method of securing it by questioning1 we will quote part of a paragraph from ,braddock's ,defeat 7,volume ,v1 page #cgi7 by ,benjamin ,franklin3 ,our ,assembly apprehending1 from some information1 that he ,braddock had conceived violent prejudices against them1 as averse to the service1 wished me to wait upon him1 not as from them1 but as postmaster-general1 under the guise of proposing to settle with him the mode of conducting with most celerity and certainty the despatches between him and the governors of the several provinces with whom he must necessarily have continual correspondence1 and of which they proposed to bear the expense4 ,the questions designed to bring out the meaning of the above paragraph1 to which the answers are usually quite obvious1 might be as follows3 ,is our ,assembly the ,albany convention mentioned in the note at the head of the selection1 or is it the ,assembly of ,franklin's own colony8 ,what is the meaning of apprehending8 ,do you like it better than thinking8 ,what do you suppose was the nature of the information the ,assembly had received8 ,do you think that someone had told them that ,braddock was prejudiced1 or did they infer it from actions of ,braddock which had been described to them8 ,who was averse to it8 ,what is the meaning of wait upon him8 ,do we use that phrase frequently now8 ,what might we say now8 ,what do you understand by not as from them8 ,can you put into that phrase one word that will make its meaning clear8 ,was ,franklin then postmaster-general of his colony8 ,was he ever postmaster-general of the ,united ,states8 ,what is the meaning of guise8 ,what is meant by under the guise8 ,does celerity mean more than quickness8 ,is there any shade of difference in the meanings of the two words8 ,do you think ,franklin used the best word he could find when he wrote celerity8 ,what are despatches8 ,what kind of despatches would pass between ,braddock and the governors of the different provinces8 ,how many different provinces were there for ,braddock to help defend8 ,what were they8 ,who proposed to pay the expense8 ,does propose in this case have a different or larger meaning than that in which you are in the habit of seeing it used8 ,of what did they propose to pay the expense8 ,if a young person can answer all the questions in the preceding paragraph1 he undoubtedly understands the passage upon which they are based4 ,the questioner must watch the answers and be ready to detect mistakes4 ,often the answer shows why the person fails to understand1 and a different question will then bring out the correct reply4 ,the questions always should be so worded that they do not anticipate the answer1 yet so the person questioned will thoroughly understand what is expected4 ,a little help now and then is appreciated by anyone1 certainly by those who are being led to think4 ,carried to excess1 close reading is wearisome2 and parents1 remembering this1 should be discriminating in their selections for study and not too exacting in their requirements4 ,everything may be lost by dwelling too long upon even the most delightful selections4 ,left to himself1 almost every child will be fond of ,the ,village ,blacksmith1 but it may be read and studied till the very thought of it is obnoxious to the young reader4 ,industry and ,sloth 7,volume ,i1 page #cjj7 ,to bring out the thought in this selection1 study it as follows3 ,what is the meaning of jocosely8 7,flippantly47 ,what is a court8 7,a place where disputes between persons are settled by a judge1 or by a judge and jury47 ,what is a jury8 7,a company of men1 usually six or twelve1 who hear the evidence and decide on the facts47 ,what are cases8 7,the dispute or disagreement is called a case1 when it is brought to court to be decided or settled47 ,what are damsels8 7,young girls47 ,what were the names of the young damsels the young man said he saw8 ,why do the words ,industry and ,sloth begin with capital letters8 7,because they are the names of girls47 ,were they real girls8 ,what does industry mean8 7,work47 ,what does sloth mean8 7,laziness47 ,were these real girls8 ,then what does this mean8 7,the young man thinks of fondness for work and fondness for idleness as though they were girls47 ,when we write of qualities1 or feelings1 as though they were human beings1 the words become proper nouns and we begin them with capital letters4 ,do you know what we call this process of lifting something that is lower to the level of human beings8 ,no8 ,we call it personification4 ,here industry and sloth are personified and made the equals of human beings4 ,what does entreats mean8 ,what does persuades mean8 7,that means teases or begs47 ,which is the stronger word1 entreats or persuades8 7,entreats means begs strongly2 persuades means begs and makes me believe what is said4 ,i think the latter is really the stronger word47 ,what does alternately mean8 7,first one and then the other47 ,what does impartial mean8 7,fair2 without any favoritism47 ,what does detained mean8 7,kept47 ,what does pleadings mean8 7,where a case is tried in court the lawyers on each side try to persuade the court or jury to decide in favor of the man client who has hired them4 ,the written papers and the speeches the lawyers make are called pleadings47 ,do you think the young man was really serious8 ,do you think he really tried to decide anything as he lay in bed1 or was he just trying to make up an excuse for his laziness8 ,was there any reason why the young man should lie in bed8 ,did he think there was8 ,could you find any better reason than he gave8 ,do you think he was a bright young man8 ,if you had listened to him would you have taken his excuse8 ,why8 ,was it really truthful8 ,did you ever lie in bed and think1 ,well1 ,i must get up2 no1 ,i'll lie a little longer4 ,but ,i must get up4 ,what's the use8 ,but ,i ought to get up4 ,yes1 ,i really ought to get up1 etc41 etc41 and finally discover that you had wasted a great deal of time without really intending it8 ,were ,industry and ,sloth pleading with you then8 ,do you think that some people waste much time trying to decide useless questions8 ,does it sometimes happen that men and women waste so much time in this way that they never accomplish a great deal of anything8 ,why the ,sea ,is ,salt 7,volume ,,ii1 page #dhd7 ,in this pleasing fairy story ,mary ,howitt has told the tale of the curious explanation offered by the peasants of ,denmark and ,norway for the saltness of the sea4 ,it naturally raises in a child's mind the question1 why is the sea salt8 ,the question can be answered in this manner3 ,the rain falls down in little drops1 some of which soak into the ground1 while others make rivulets that run into brooks that in time join the rivers that flow into the sea4 ,much of the water that soaks into the ground finds its way again to the surface in springs that feed the brooks and keep them alive when no rain is falling4 ,of course the sun when it shines turns some of the water into vapor that rises again to the sky4 ,sometimes on a cool morning you can see the mist or vapor too heavy to rise out of sight and too light to fall as rain4 ,wherever there is water1 some of it is rising into the air1 especially when the sun shines and it is warm and the wind blows4 ,the sea is so big that great quantities of vapor are rising from it all the time and being blown over the land to be cooled1 to gather into rain and to fall again where it will refresh the earth and make the plants grow4 ,so you see water is traveling through the air all the time1 up from the earth1 the streams and the seas1 through the air1 back to the earth and through it into the sea again in a great series of everlasting circuits4 ,we are hardly ever conscious of the moisture except when it falls as rain or snow and spoils our plans4 ,when the water is passing through the land it dissolves and gathers up various substances1 especially salt1 which melts in water very easily4 ,this salt and the other bitter and brackish substances are carried little by little1 sometimes pausing1 but always on and on till they reach the sea1 beyond which they cannot go1 for the sea is in the lowest parts of the earth4 ,now come the sun1 the heat and the winds and evaporate the water2 that is1 draw up the vapor to start on its new circuit4 ,but1 notice this1 the vapor that rises is pure water4 ,the salt and other substances are left in the sea4 ,at first it was only a little that was left1 then more1 always a little more till the water couldn't hold it all and it sank to the bottom and made deposits of salt and other things4 ,but the streams always bring more sediment and the heat and the winds carry off pure water and leave the rest salty and bitter4 ,and that is the real reason why the sea is salt4 ,faithless ,sally ,brown 7,volume ,,iii1 page #ib7 ,it is a thankless task to try to explain a joke1 but some of the fun in these jolly old rhymes depends upon facts that are not generally known or that may have been forgotten4 ,a few words here may help to answer questions4 ,stanza ,,ii4 ,fetched a walk4 ,this is an application of a nautical term1 as in to fetch headway4 ,press ,gang4 ,to secure recruits for her navy1 ,england at one time permitted her men to be seized and forcibly carried on board ship1 where they were compelled to perform sailors' duties on long cruises4 ,the bands of cruel men who captured the recruits were known as press gangs4 ,stanza ,,iii4 ,a boatswain is one of the minor officers of a ship4 ,he usually has charge of one of the small boats1 such as would carry off a recruit to the big ship4 ,stanza ,,viii4 ,john ,benbow was a famous ,english ,admiral who died in #agjb from wounds received in a four days' fight with the ,french fleet in the ,west ,indies4 ,his captains refused to obey orders and ,benbow was unable to win the battle4 ,when his right leg was shot off he refused to go below but continued to direct the conflict from the deck4 ,i had rather have lost both legs1 he said1 than have seen this dishonor brought on the ,english nation4 ,but1 hark ye--if another shot should take me off1 behave like men and fight it out4 ,two of his captains were tried1 convicted and shot4 ,the ,admiral himself died after three or four months of suffering4 ,stanza ,,ix4 ,a tender is a ship that carries supplies or conveys messages from one to another of the ships in a squadron4 ,stanza ,,xi4 ,the ,virgin and the ,scales4 ,the ,virgin 7,virgo7 and the ,scales 7,libra7 are two constellations known to the ancients4 ,a person born while these constellations were to be seen in the sky 7from near the end of ,august to near the end of ,october7 was said to be born under them and was believed to have certain characteristics4 ,in the case of ,sally ,brown the stars were cruel4 ,she could not follow her beau1 ,ben1 but must walk about raising her voice in wailing4 ,stanza ,,xv4 ,to pipe his eye is a slang phrase meaning to look sharply4 ,stanza ,,xvi4 ,all's ,well1 the usual cry of a watchman1 not the name of a song4 ,pigtail was a kind of chewing tobacco much used by sailors4 ,it was twisted in hard rolls4 ,the ,definition of a ,gentleman 7,volume ,,iv1 page #agj7 ,there is nothing in ,journeys ,through ,bookland that will better repay thought1 especially for the boys1 than this extract from the writings of the great ,cardinal ,newman4 ,it affords1 however1 a host of little tests of character that everyone can apply to himself2 for gentleman1 here1 is used in its generic sense and applies with equal force to both sexes4 ,it is not to be read hastily and then laid aside1 for no one can get its full meaning from a single perusal4 ,every word is a chapter1 every sentence a volume4 ,read properly1 each sentence must carry with it a personal application1 which can be seen as the reader asks1 ,is this what ,i am8 ,am ,i then1 one who never gives pain8 ,am ,i mainly occupied in removing the obstacles that hinder the action of my friends and acquaintances8 ,am ,i the easy chair that gives them bodily comfort1 the good fire that dispels the cold and makes them comfortable and free to act8 ,do ,i try always to make everyone at ease and at home8 ,am ,i --tender toward the bashful8 --gentle toward those who are cold and reserved8 --merciful to those whose actions draw ridicule upon themselves8 ,in conversation1 do ,i recollect those to whom ,i am speaking1 avoid irritating them1 keep myself in the background1 talk little myself and listen attentively to them8 ,if ,i can put to myself each of the tests ,cardinal ,newman offers in these few pages and can feel myself ring true under each1 then may ,i hope to call myself a gentleman4 ,adventures in ,lilliput 7,volume ,v1 page #h7 ,in ,gulliver's ,travels ,swift has given us a wonderful work in constructive imagination4 ,as has been said elsewhere1 the imagination works with the ideas which are present in the mind4 ,it creates nothing1 but it may enlarge1 diminish or recombine ideas with an infinity of form4 ,in ,adventures in ,lilliput ,swift has used largely the reducing power of his imagination4 ,if he has been accurate1 he has reduced everything in the same proportion4 ,an interesting study of this phase of the story may be made by means of questions1 which may be answered by reading the text1 or by reasoning from the facts given4 ,in the following exercise1 questions and comments are combined in such a way as to assist a boy or girl to verify or disprove the accuracy of ,swift's work4 ,a similar exercise1 to illustrate the opposite extreme1 may be based upon ,adventures in ,brobdingnag 7page #ed74 ,it is hoped1 too1 that the questions may suggest a method for interpreting other selections4 ,when ,gulliver awoke and found himself bound 7page #aj71 he felt something alive moving on his body4 ,bending his eyes downward as much as he could he saw it was a human creature not six inches high4 ,we are at liberty to suppose that ,gulliver was a man of ordinary height1 that is to say1 not six feet high4 ,if the ,lilliputian was not six inches high1 what was the ratio of height between ,gulliver and his miniature captors8 ,if1 then1 ,gulliver is twelve times the size of one of his captors1 we have a standard of comparison4 ,how long a bow would a man use8 ,how long would be the arrow that fitted that bow8 ,how long would the bows and arrows of the ,lilliputians be8 ,would an arrow that size1 fired with the force a ,lilliputian could give1 prick like a needle1 and if there were many of them would they set a man a-groaning with grief and pain8 ,if a man were lying flat on his back could he turn his eyes down so as to see a pencil1 not six inches high1 placed upright on his breast8 ,when a man's face was turned two inches to the left1 how much of the ground would be concealed from his sight by his shoulder8 ,how far can a man shoot an arrow8 ,how far could a ,lilliputian shoot an arrow8 ,would an arrow the size of a ,lilliputian's falling from the height to which he could shoot it pierce the skin of a man8 ,how long were the spears of the ,lilliputians8 ,is it reasonable to suppose that a leather jerkin would be proof against their spears8 ,how tall was the page that held up the train of the principal person4 7page #ab78 ,how many times the height of a ,lilliputian was the body of ,gulliver as he lay on the ground8 ,how many rounds would there be in one of the ladders on which they climbed8 ,above one hundred inhabitants mounted the ladders and walked toward ,gulliver's mouth4 ,they carried baskets filled with meat4 ,would the quantity of meat be too large for ,gulliver to eat8 ,would the shoulders1 legs and loins of a sheep one-twelfth the height of an ordinary one be smaller than the wings of a lark8 ,would loaves of bread the bigness of musket balls be one-twelfth the size of ordinary loaves8 ,in the case of two vessels of the same proportions1 but of different heights1 do the capacities vary according to the heights1 or according to the cubes of the heights8 ,if one of our hogsheads contain from one hundred to one hundred and forty gallons1 how much should a ,lilliputian hogshead contain to be in proportion8 ,is it a fact that being one-twelfth the height of a man a ,lilliputian should have one-twelfth of a man's strength8 ,if a man is reduced to one-twelfth of his height what should his weight be8 ,when they wished to move ,gulliver1 five hundred carpenters and engineers were set to work to prepare a frame of wood1 which was raised three inches from the ground1 was about seven feet long1 four feet wide1 and moved upon twenty-two wheels4 ,what was the diameter of the wheels that would raise the body three inches from the ground8 ,would it be an easy matter to move wheels of that size when they bear a weight such as ,gulliver's must have been8 ,knowing what we know of the ,lilliputians could nine hundred of them using pulleys with cords the bigness of pack-thread lift ,gulliver upon the engine in less than three hours8 ,does ,swift keep the correct proportions when he says that ,gulliver's bullets are about the size of the heads of the ,lilliputians8 ,would an hundred and fifty of their beds sewn together make up the breadth and length of a bed large enough for ,gulliver8 ,how large would a ,lilliputian horse be8 ,does it seem wonderful that ,gulliver's hat could be brought from the seashore with only five horses8 ,it is unnecessary to carry the questioning any further4 ,anyone who reads the stories will find an infinity of questions suggesting themselves to him1 and he will doubtless get no little pleasure and profit from attempting to answer them4 ,as will be seen1 some of the questions are not simple4 ,if ,swift has been wise he has not reduced everything arbitrarily on a horizontal scale to one-twelfth of its apparent size1 capacity1 weight1 or strength1 but has properly apportioned all4 ,the reader may find that he will be called upon for some nice discrimination1 before he can judge correctly as to the accuracy with which ,swift has used his scale of reduction4 ,the ,heart of ,bruce 7,volume ,v1 page #caf7 #a4 ,what is meant by frost lay hoar8 ,hoar means white or gray4 7,it was early in the morning before the sun had melted the frost47 #b4 ,what kind of armour did they wear8 ,what kind of ships rode in the bay8 7,remember this happened about six hundred years ago47 #c4 ,what caused the foam that was swept away8 ,why did they gaze back in silence8 #d4 ,why does the poet call them purple hues1 and why does he say they decayed8 7,recall the lines3 ',tis distance lends enchantment to the view1 and clothes the mountain in its azure hue4 ,did you ever notice the purple on distant hills8 ,what causes it87 #e4 ,what is the battle-van8 7,the front rank47 #f4 ,what is a freit8 7,a superstitious notion or an omen as to right or wrong4 ,lord ,douglas felt a superstitious dread1 a chill of foreboding47 #g4 ,what did ,robert say on his dying day8 #h4 ,what did ,robert want his followers to do with his heart8 #i4 ,who dreamed this dream8 ,what was a ,pilgrim8 7,a pilgrim is a wanderer4 ,we think first of the ,puritan fathers when we speak of ,pilgrims1 but the ,pilgrim who appeared to ,lord ,douglas was a palmer who showed by his garb and his olive branch that he had been to the ,holy ,land47 ,see picture1 page #cai4 #aj4 ,what kind of a ,cross did ,saint ,andrew bear8 ,who was ,saint ,andrew8 7,saint ,andrew was one of the twelve apostles1 and is believed to have suffered martyrdom on a cross shaped something like the letter ,x1 that is1 one made of two beams of equal length crossing in the middle at an angle47 #aa4 ,what is a belted brand8 7,a sword fastened to a belt47 #ab4 ,what was ,galilee8 ,what was the ,holy ,mount and why was it so called8 #ac4 ,what is ,scotland's heart8 7,the heart of ,robert ,bruce1 so called because of the reverence in which he is held by the ,scotch47 ,where can you read about the great angel that calls the dead to rise8 #ad4 ,what is meant by mark my rede8 7,listen to my advice or counsel47 #ae4 ,what was the prediction the ,pilgrim seemed to make to ,lord ,douglas8 ,what did ,lord ,douglas ask of ,sir ,simon of the ,lee8 #af4 ,why should ,scotland's earth be called kindly8 #ag4 ,what does betide mean8 ,tell in your own words what ,sir ,simon replied4 7,whatever happens to me1 ,i'll do as you command47 #ah4 ,what does ,sir ,simon promise8 #ai4 ,what does aye mean8 7,in this place it means for a long time47 ,what is meant by on our lee8 7,the wind blew toward ,spain1 and across the course of the ship2 hence the coast appeared on the lee side of the vessel47 ,why should the poet say the coast rose grimly8 #bj4 ,what are atabals8 7,tabors or kettledrums used by the ,moors47 #ba4 ,who asks the question about the ,eastern music and the crowd of armed men8 #bb4 ,what was ,castile8 7,a province of ,spain47 ,who answers the question asked in the twenty-first stanza8 #bc4 ,what is meant by the ,cross in jeopardie8 7,the ,spaniards were a ,christian nation fighting under the symbol of the ,cross4 ,the ,moors were the infidels or ,moslems whose success would destroy the ,christian religion in ,spain4 ,their symbol was the crescent47 #bd4 ,what does ,have down mean8 7,it means ,let us land47 #be4 ,who speaks in the twenty-fifth stanza8 #bf4 ,explain what is said in the twenty-sixth stanza4 7,do you come because you have promised to fight the pagans or do you come to fight for money8 ,are you ,french or ,burgundians87 #bg4 ,what is a belted peer8 #bh4 ,what is the meaning of died upon the tree8 #bi4 ,what is a weltering wave8 7,to welter is to tumble over4 ,the weltering wave is the sea47 #cj4 ,does the word pilgrim mean the same here as in the ninth stanza8 #ca4 ,what ,king is this who speaks in the thirty-first stanza8 #cb4 ,what do the words full well express8 #cc4 ,is the word amain in use nowadays8 ,what does it mean8 #cd4 ,what is a high glance8 #ce4 ,what does this speech by ,douglas show us of his character8 #cf4 ,what were cross-bolts8 7,short1 blunt arrows fired from the cross-bows47 #cg4 ,what is a ,saracen8 7,here the word means merely a ,mohammedan hostile to the ,christians47 ,what does rode like corn mean8 7,we rode through their ranks as we would ride through corn47 #ch4 ,what is the meaning of fain8 7,willing47 #ci4 ,what does fell mean8 7,deadly47 #dj4 ,what is meant by ,make in8 7,here it means1 ,gather together47 #da4 ,what was the rain8 ,what was the swarm8 #db4 ,what had happened to ,saint ,claire8 #dc4 ,what was ,james's purpose in holding aloft the heart of ,bruce8 #dd4 ,why did he throw the sacred relic before him8 ,what does wert wont of yore mean8 7,as you used to do47 #de4 ,what is the meaning of stour8 7,battle or combat47 ,why are the spears said to come in shivering8 #df4 ,who speaks in the forty-sixth stanza8 #dg4 ,who replies in the forty-seventh stanza8 ,what does dree mean8 7,suffer1 endure47 #dh4 ,what does stark mean8 #di4 ,what is the meaning of lyart8 7,gray4 ,the word was usually applied to a horse47 #ej4 ,what is this heaviest cloud that is bound for the banks of ,bothwell8 #ea4 ,what is this sorest stroke that has fallen upon ,scotland8 #eb4 ,what was to be carried back to the ship and laid in hallowed ground in ,scotland8 #ec4 ,who is the ,lord ,king referred to in the fifty-third stanza8 #ed4 ,does the line so stately as he lay seem a natural way of expressing the fact8 #ee4 ,what does the speech of the ,spanish ,king show of his character8 #ef4 ,why does the poet say that we steered the ship heavily8 #eg4 ,does no welcome greeted our return mean that none of the ,scotch met the returning soldiers8 #eh4 ,what were ,douglas ,kirk and fair ,melrose8 7,the church of the ,douglas clan and the stately abbey of ,melrose4 ,the latter may still be seen in beautiful ruins in southern ,scotland47 ,annie ,laurie 7,volume ,,vi1 page #aai7 ,the ,scotch dialect in this old favorite is one of its charms1 but some readers may require explanation of a few of the terms4 ,braes are hillsides or slopes4 ,bonnie is the ,scotch way of spelling bonny1 which1 here1 means beautiful4 ,fa's is the ,scotch spelling of falls4 ,gie'd is ,scotch for gave4 ,the last line of the first stanza rendered into ,english would read1 ,i'd lay me down and die4 ,snaw is snow4 ,ee is eye4 ,the gowan is the mountain daisy of ,scotland4 ,fa' is fall4 ,like many another simple lyric of love and devotion this owes much of its popularity to the sweet melody of the music to which it is usually sung4 ,the ,lost ,child 7,volume ,,vii1 page #dji7 #a4 ,where did the poet wander8 ,is the picture on page #dji a beautiful one8 ,is it your idea of a sunny glade8 ,on what or on whom was the poet musing8 ,where his thoughts pleasant8 ,to what does he liken his thoughts8 ,what are guideless thoughts8 ,do you think his love is a person1 or is it his work1 his calling8 #b4 ,what chanced to go astray8 ,did ,lowell sometimes fear for the future8 ,how does he express the fear8 ,who brought back the wandering thoughts8 ,where did the thoughts rest8 ,who had the snowy arms8 ,if ,lowell feared the future at any time1 what was it that brought calm to him again8 #c4 ,what is the soft nest8 ,who is the happy one8 ,whose hair shone golden in the sun8 ,how could a thought of fear seem like a heavenly child8 ,was it ,hope that thus transformed all his thoughts8 #d4 ,upon what did ,hope's eyes smile mildly down8 ,what was blessed with so deep a love8 ,what clasped the neck of ,hope8 ,what was it that fell asleep8 ,what was the lost child8 ,david ,crockett in the ,creek ,war 7,volume ,,viii1 ,page #cg7 ,almost any child who is able to read for himself will know as soon as he has read a few sentences from ,david ,crockett's ,autobiography that the man was uneducated1 and wrote in what could not be called good ,english4 ,however1 when the reader has gone a little farther he will realize that ,crockett shows his own character in his writings1 and that his language is picturesque and entertaining4 ,moreover1 it is language that was characteristic of the early settlers in the region where the frontiersman lived1 and hence is of some historical interest to us4 ,no apology is needed for including the selection in these volumes1 although it has no fine literary merit2 for it is the plain1 direct story of a strong man with a clear brain1 who accomplished whatever he undertook1 whether it was building a home1 fighting the ,indians1 or writing a book4 ,the story will speak for itself1 and as it is a truthful account of things that actually happened1 it will appeal strongly to the imagination of all young readers4 ,however1 it is worth while to call specific attention to some of the faults in style and actual errors in grammar1 in order that the reader may not be affected unfortunately by the language1 or be led to approve it as a style to be followed in these modern days4 ,this can be done by means of questions1 and as an illustration of the method we will consider the first four paragraphs of the selection1 beginning on page #cg4 ,there had been no war among us for so long that but few who were not too old to bear arms knew anything about the business4 ,does the phrase among us mean that the settlers had not fought among themselves1 or that they had not been in conflict with the ,indians8 ,what was ,crockett's exact meaning8 ,does he convey it clearly8 ,does the word business seem dignified enough to be applied to war8 ,i couldn't fight at all4 ,does the abbreviation of the words could not make ,crockett's style dignified or familiar8 ,do you often see similar abbreviations in what is known as good literature1 except as they are found in conversation1 where the tendency is always to use abbreviated forms and familiar terms8 ,does not the use of such abbreviations in this selection make it seem as though ,crockett were talking to his readers in a free and easy manner1 rather than as though he were writing a formal book8 ,when ,i heard of the mischief4 ,in the first sentence of this paragraph1 ,crockett speaks of a most bloody butchery at ,fort ,mimms4 ,now he refers to it as the mischief4 ,is the word mischief strong enough8 ,in a few days a general meeting of the militia was called4 ,who were the militia8 ,why could not the militia be sent out as a body instead of calling for volunteers8 ,does he mean the organized militia1 or simply the able-bodied men in that vicinity8 ,began to beg me not to turn out4 ,is turn out a slang phrase here1 or is it a term commonly used in speaking of the assemblage of the militia8 ,it was mighty hard to go against her arguments4 ,does the word mighty show refinement8 ,what word would be better8 ,does the phrase go against look well in a book8 ,told her that if every man would wait till his wife got willing to let him go to war1 there would be no fighting done until we would all be killed in our houses4 ,is the word would as it appears the first time used properly8 ,is should the right word to use8 ,is got willing correct ,english8 ,does the word until express the meaning ,crockett intends to convey8 ,if there would be no fighting done until they were all killed in their houses1 could there be any fighting done afterward8 ,what words should be used in place of until8 ,is the word would used properly the second time it appears in the sentence8 ,illustration3 ,,phoebe ,,cary ,,alice ,,cary ,,elizabeth ,,barrett ,,browning ,,lucy ,,larcom ,,felicia ,,hemans ,,george ,,eliot ,,jean ,,ingelow ,seeing ,i was bent on it4 ,can you find authority for using the phrase bent on it to mean determined to do it8 ,the truth is my dander was up and nothing but war should bring it right again4 ,what does the dictionary say about the use of the word dander8 ,do you suppose it was a common word among ,crockett's friends8 ,is the word should properly used in this sentence8 ,is the proper word would8 ,is it a common mistake even now to use would for should and should for would8 ,how may we know which word to use8 ,when the men were paraded1 a lawyer by the name of ,jones addressed us1 informing us he wished to raise a company1 and that then the men should meet and elect their officers4 ,who were the men that were paraded8 ,was ,crockett among them8 ,whom did ,jones address8 ,when ,crockett uses the word men and the word us1 twice in the same sentence is his meaning perfectly clear8 ,i believe ,i was about the second or third man that stepped out1 but on marching up and down the regiment a few times we found we had a large company4 ,who were marching up and down8 ,does this mean that they marched up and down in front of the regiment8 ,what was this regiment before which they marched up and down8 ,does regiment here mean the same as militia in the paragraph before8 ,we received orders to start on the next ,monday week4 ,what is the meaning of next ,monday week8 ,if they assembled on ,wednesday1 how many days would elapse before they were to start1 and on what day would they start8 ,mounted my horse and set sail to join my company4 ,how can a man set sail when he is mounted on a horse8 ,is such a mixing of figures evidence of good writing8 ,all mounted volunteers and all determined to fight1 judging from myself1 for ,i felt wolfish all over4 ,i verily believe that the whole army was of the real grit4 ,is felt wolfish all over a fine phrase8 ,is it an expressive phrase8 ,what was to be judged from himself--that all were determined to fight1 or that the whole army was of the real grit8 ,does the fact that ,crockett felt wolfish all over show that he was determined to fight1 or that he had real grit8 ,what is the literal meaning of grit8 ,what does it mean as ,crockett uses it here8 ,is it proper to use the word as ,crockett uses it8 ,probably it is not worth while to push this critical study any farther4 ,it will be seen by this time that ,crockett wrote as he talked1 and accordingly1 his story lacks the polish and literary beauties that men trained to write could have given it4 ,the ,impeachment of ,warren ,hastings 7,volume ,,ix1 page #cb7 ,words are interesting things1 and people who have never tried the experiment will be surprised to learn how much pleasure there is to be found in the use of the dictionary4 ,we consult the dictionary only when we wish to know the meaning of a word1 or its pronunciation1 but there are numberless other facts in the volume that are more interesting1 if not more valuable1 than the definitions and marks of pronunciation4 ,in the history and derivation of words may be found many interesting and surprising facts which1 if they are known1 give increased force and meaning to the words4 ,there is a great difference among writers in the kinds of words they use4 ,some naturally use simple words of ,anglo-,saxon origin1 while others use longer and more sonorous words which come from the ,latin and the ,greek4 ,it is interesting to take paragraphs from different writers1 say1 for instance1 from ,hawthorne1 ,lamb1 ,longfellow1 ,tennyson1 ,macaulay and ,irving1 make a list of the leading words in the paragraphs1 and then look up their derivations and see how many ,anglo-,saxon1 how many ,latin and how many ,greek words are found in each paragraph4 ,it will be seen that it is a characteristic of ,macaulay to use numerous many-syllabled words1 most of which come directly from the ,latin4 ,his essay on the ,impeachment of ,warren ,hastings shows this trait4 ,probably that furnishes as good an illustration as anything in the books of the kind of literature from which studies in words may best be made4 ,taking two paragraphs at random1 let us look them over and see what interesting facts may be gleaned from the dictionary concerning the words we find3 ,the ,opposition was loud and vehement against him4 ,but the ,opposition1 though formidable from the wealth and influence of some of its members1 and from the admirable talents and eloquence of others1 was outnumbered in ,parliament1 and odious throughout the country4 ,nor1 as far as we can judge1 was the ,opposition generally desirous to engage in so serious an undertaking as the impeachment of an ,indian ,governor4 ,such an impeachment must last for years4 ,it must impose on the chiefs of the party an immense load of labor4 ,yet it could scarcely1 in any manner1 affect the event of the great political game4 ,the followers of the coalition were therefore more inclined to revile ,hastings than to prosecute him4 ,but there were two men whose indignation was not to be so appeased1 ,philip ,francis and ,edmund ,burke4 ,francis had recently entered the ,house of ,commons1 and had already established a character there for industry and ability4 ,he labored indeed under one most unfortunate defect1 want of fluency4 ,but he occasionally expressed himself with a dignity and energy worthy of the greatest orators4 ,before he had been many days in ,parliament1 he incurred the bitter dislike of ,pitt1 who constantly treated him with as much asperity as the laws of debate would allow4 ,neither lapse of years nor change of scene had mitigated the enmities which ,francis had brought back from the ,east4 ,after his usual fashion1 he mistook his malevolence for virtue1 nursed it1 as preachers tell us we ought to nurse our good dispositions1 and paraded it1 on all occasions1 with ,pharisaical ostentation4 ,in the two brief paragraphs given1 there are1 among others1 the following words of more than passing interest3 #a4 ,vehement4 ,this word is derived from two ,latin words1 meaning to carry and the mind2 hence a vehement speech is one that is supposed to carry the mind away by force4 ,we use the word furious when we wish to speak of anger or other passions1 but the word vehement when we speak of zeal1 love1 expression4 ,in this paragraph the ,opposition was loud and tried to carry the minds of others by force4 #b4 ,formidable4 ,synonyms of formidable are dreadful1 terrible and shocking1 yet it is rarely the case that two words are exact synonyms4 ,in this case1 formidable means something that excites fear1 but it is neither sudden nor violent in its action4 ,a dreadful thing would excite fear or dread1 and might act violently1 but not suddenly4 ,a shocking thing would startle us because it was both violent and sudden4 ,does formidable appear to be the right word by which to characterize the ,opposition8 #c4 ,influence4 ,this word is derived from two ,latin words which mean flowing over1 and consequently an influence brings about change by gradual process4 ,there is no idea of right in the word influence as there is in the word authority4 ,does it seem that influence is the right word here8 #d4 ,talents4 ,the history of this word is an interesting one4 ,in origin it is ,greek1 and there it was the name of a weight1 which in silver had a certain money value4 ,the same word appearing in ,hebrew had a similar meaning4 ,a ,hebrew talent in silver would be worth something over seventeen or nineteen hundred dollars of our money4 ,in the ,new ,testament 7see ,matthew ,,xxv1 #ad to #cj71 ,christ utters the parable of the talents4 ,we now use the word to mean intellectual ability or capacity1 or skill in accomplishing things1 or some special gift in some art or science4 ,it is probable that this figurative meaning of the word has originated from the parable1 and although many writers have criticised the use of talent in our sense1 it has become well established in the language4 #e4 ,odious4 ,the ,latin word from which odious is derived means hatred4 ,an odious thing is a thing to be hated4 ,our word odium differs slightly in use from our word hatred4 ,we exercise hatred1 but we endure odium4 #f4 ,desire4 ,the origin of this word is not certain1 but it was probably derived from the ,french words which mean literally from the stars or constellations4 #g4 ,immense4 ,this word is derived from two ,latin words which mean cannot be measured4 #h4 ,coalition4 ,the two ,latin words from which coalition is derived mean to grow with2 consequently1 a coalition is a thing composed of several elements which have grown together4 ,we should not expect a coalition to be suddenly formed2 it must come about by process of growth4 #i4 ,appease4 ,literally1 appease means to make peace4 ,it also means to satisfy1 and is derived directly from the ,latin4 ,we try to appease those who are in passion and try to calm those who are in trouble or apprehension4 ,does ,macaulay use the word properly when he speaks of appeasing indignation8 #aj4 ,fluency4 ,the ,latin word from which fluency is derived means to flow4 ,accordingly1 a fluent person is one from whom speech flows smoothly and readily4 ,to lack fluency ,macaulay considers an unfortunate defect in ,francis4 #aa4 ,asperity4 ,the ,latin word asper means rough or harsh1 and was applied to things which had a rough surface4 ,macaulay uses the word as we now know it1 in the same figurative sense in which we now sometimes use the word roughness4 #ab4 ,lapse4 ,this word from the ,latin means sliding or following4 ,in speaking of the lapse of years ,macaulay intimates that they gradually slid away4 #ac4 ,pharisaical4 ,the ,pharisees were a sect of the ,jews who were noted for the strict way in which they followed the rites and ceremonies that had been handed down to them by tradition1 and who believed themselves superior in sanctity to the other ,jews4 ,they held themselves apart and were charged with being hypocrites4 ,the word ,pharisaical has now come into common ,english use1 and means hypocritical4 #ad4 ,ostentation4 ,this is a ,latin word meaning show or parade4 ,ostentation and parade both imply effort1 but the former refers to the intent rather than to the manner4 ,ostentation may be shown by parade4 ,from ,the ,death of ,caesar 7,volume ,,ix1 page #adc7 ,as preliminary to the intensive study of the speech alluded to below1 read to the class or have them read all of the three selections1 namely3 ,the ,death of ,caesar1 from ,plutarch 7page #abf72 ,the ,death of ,caesar1 from ,shakespeare 7page #adc71 and ,julius ,caesar1 from ,froude 7page #aee74 ,as an example of selections worthy of close reading1 take the speech of ,csar as given on page #aec1 beginning1 ,i could be well mov'd1 if ,i were as you4 ,bring out by questions these facts3 ,a4 ,words4 ,moved2 induced to change my mind4 ,constant2 fixed1 unchangeable1 immovable4 ,northern star2 the pole star2 the north star4 ,to us this star always appears fixed in the northern heavens4 ,the other stars and the constellations revolve around it2 ,ursa ,major1 the ,big ,dipper1 is most conspicuous1 and by a line through its two front stars we may always locate the ,north ,star and1 hence1 the direction1 north4 ,mariners have steered by this star for centuries4 ,many a lost and wandering man has found his way to safety by its fixed light4 ,resting2 always stationary4 ,fellow2 equal4 ,firmament2 sky1 heavens4 ,painted2 decorated4 ,sparks2 stars4 ,doth2 does4 ,furnished2 filled4 ,apprehensive2 doubtful1 filled with forebodings and easily moved4 ,unassailable2 not subject to attack2 here the meaning is rather that of unconquerable4 ,constant2 insistent1 the first time the word appears2 but unchangeable1 the second time4 ,b4 ,phrases4 ,well moved2 easily moved4 ,if ,i were as you2 if ,i were as you are1 or if ,i were like you4 ,could pray to move2 could try to change the opinion or the determination of someone else4 ,true-fixed and resting quality2 quality of always remaining true or fixed to the one spot in the heavens4 ,so in the world2 as all the unnumbered stars shine in the heavens and all move but one1 thus in the world4 ,holds on his rank unshak'd of motion2 is fixed in his ideas and unmoved by prayers and petitions4 ,and that ,i am he2 and ,i am that one immovable man4 ,let me a little show it2 let me give a little proof4 ,c4 ,sentences4 ,the first sentence means3 ,if ,i could beg others to change their purposes1 ,i could be induced to change mine2 but ,i am as fixed in my conclusions as the north star is fixed in the heavens4 ,the second sentence says3 ,as there are unnumbered movable stars in the heavens and only one that is fixed1 so in the world there are unnumbered changeable men and only one who is fixed in his determination2 that ,i am the one determined man let me prove a little by saying that1 as ,i was persistent in banishing ,cimber so will ,i continue to keep him in banishment4 ,d4 ,the paragraph4 ,the whole speech is a refusal on ,csar's part to grant the petition of the conspirators who plead that ,cimber may be brought back from banishment4 ,the words are well calculated to stir up resentment and to fix the plotters in their plan to murder ,csar4 ,even ,brutus would be convinced by such sentiments that ,csar was a dangerous man2 if the great ,roman thought himself the only man with such determination1 might he not think himself the one man of the world in all respects8 ,the conspirators were looking for an excuse for killing ,csar1 and they might find it in this speech2 ,brutus was being led to believe that ,csar was too ambitious and here was the final argument to convince him4 ,,chapter ,x ,,close ,,reading--7,concluded7 ,the ,author--,figures of ,speech ,real appreciation of literature is dependent on effort1 and each acquired impression aids all others in proportion to its intensity4 ,we can interpret only by what our minds already contain1 so that the earlier years of one's reading are largely devoted to the acquirement of material for future use4 ,in this way the myths and folk stories with which children fill their minds become the touchstones that enable them in later years to read with interest and judge accurately the literature that falls within their reach4 ,the later one begins his reading1 the more difficult it is for him to master the art4 ,he has not the simplest standards of literary judgment nor even the ideas from which such standards are to be formed4 ,elegance of style and skill in the choice of words are entirely lost upon him1 as is the delicate meaning involved in the play of appropriate figures and in the brilliance of the pictures limned in colors to which his eye is blind4 ,such a person can come to enjoy the pleasures of literature1 but it is by way of a long and careful course of study1 and it is probable that his appreciation will never be as keen as it would have been if he had gathered his literary stock in trade at the same time that his senses were first opening to the world4 ,then the skies and the flowers1 the song of birds and the hum of insects1 the quiet reaches of still lakes and the roaring surge1 gave to him the sensations to which literature appeals4 ,there is no need for one to feel discouragement when at first he does not admire all that the critics say is beautiful1 but prefers some of the simple things that he knew in his childhood4 ,the critic is right from his point of view1 but there is merit1 too1 in the judgment of the humble reader4 ,a person would hesitate to say the critic's judgment is the higher were it not for the fact that anyone reading carefully will find his tastes changing and constantly approximating higher standards4 ,each year brings him nearer to the critic's position and he sees excellence and is touched by beauty in selections that before have been devoid of any interest4 ,it is to aid this growth in power of comprehension1 this refinement of taste1 that one reads4 ,the ,author4 ,when the study relates to a specific selection it is wise to create an interest by looking for all the contributory aids that can be found4 ,sometimes a knowledge of the life of the author or of the circumstances under which the selection was written will stimulate a desire to know what has been said and will moreover assist to make the meaning clear and to create the same sentiment that inspired the writer4 ,to know that ,snow-,bound is a description of ,whittier's own home1 that the people about the fireside are his own parents1 brothers1 sisters1 and that he paints them with a loving touch after all but the one brother have passed to the other side1 is to make the poem appeal to our emotions with an intensity which the beautiful lines alone could not effect4 ,ichabod we read once1 but when we know the meaning of its spiritual name and remember that it is ,whittier's indignant rebuke of ,webster for his vacillating policy in the slavery agitation1 we read it again with a renewed and more vivid interest4 ,many things1 however1 are so universal that one cares not whether they were written by a ,hindoo or an ,american1 whether they are full of personal experience or drawn with the fervor of the most ardent imagination4 ,wordsworth's ,daffodils 7,volume ,,vii1 page #a7 would charm us and our hearts would dance as joyfully if we knew nothing of the pensive poet of the ,english lakes4 ,sentences4 ,words alone are not a sufficient possession4 ,they must be known in all their relations4 ,a comprehension of the structure of the sentence is always necessary4 ,a sentence is a unit of thought1 an idea reduced to its lowest terms4 ,it may not be necessary that each sentence be analyzed strictly by grammatical rules1 but it is essential that the reader should recognize by study if necessary the subject and the predicate and the character and rank of all the modifiers of each4 ,even the practiced reader by unconsciously laying undue prominence upon some minor phrase frequently modifies the meaning an author intends to convey4 ,this is particularly true in verse1 where the poet1 hemmed in by the rules that govern his meter and his rhyme1 varies the natural order of the elements of a sentence to bring the accents where they belong or to throw the rhyming word to the end of a verse4 ,the grouping of related sentences into paragraphs is an aid to the reader and should be noticed by him till the habit of expecting a slight change in thought with the indentation of a line becomes fixed and automatic4 ,allusions4 ,but one may have the most perfect knowledge of all the words1 his comprehension of the meaning of the sentence may be exact and full1 and yet the special thought which the expression carries may never reach his mind4 ,ruskin writes3 ,gather a single blade of grass and examine for a minute1 quietly1 its narrow swordshaped strip of fluted green4 ,nothing1 as it seems1 there1 of notable goodness or beauty4 ,a very little strength1 and a very little tallness1 and a few delicate long lines meeting in a point--not a perfect point either1 but blunt and unfinished1 by no means a creditable or apparently much cared for example of ,nature's workmanship2 made1 as it seems1 only to be trodden on today1 and tomorrow to be cast into the oven2 and a little pale and hollow stalk1 feeble and flaccid1 leading down to the dull brown fibres of roots4 ,and yet1 think of it well1 and judge whether of all the gorgeous flowers that beam in summer air1 and of all strong and goodly trees1 pleasant to the eyes and good for food--stately palm and pine1 strong ash and oak1 scented citron burdened vine--there be any by man so deeply loved1 by ,god so highly graced as that narrow point of feeble green4 ,words and sentences are all plain and simple and clear4 ,perhaps we pause a moment at scented citron1 for the citron as we know it is a vine bearing a melonlike fruit and we are not aware that it is especially fragrant4 ,but this is another plant--a tree that bears a sweet-scented fruit not unlike the lemon4 ,burdened vine seems a trifle obscure--why burdened vine8 ,a vine carrying a weight8 ,what weight8 ,the ripened clusters of purple fruit bending the swaying vines to the warm earth while autumn tints the leaves to harmonious colors4 ,burdened vine is a suggestive expression indeed to the person of a little imagination who has walked through the long aisles of a thriving vineyard4 ,is the passage now clear to us and perfectly understood8 ,does it convey to us what ,ruskin really thought8--,tomorrow to be cast into the oven4 ,what a strange expression6 ,do we put grass into an oven8 ,how came ,ruskin to mention such a thing8 ,to be cast into the oven4 ,we have seen burdened vines and we understand the scented citron1 but what of this grass cast into the oven8 ,back in the mind of the artist-critic lie the lessons of his childhood when an ambitious father and a strict mother intended him for the church and trained him carefully to a close and accurate knowledge of the scriptures4 ,so when he writes of the grass of the field he almost unconsciously uses the language of the bible3 ,wherefore if ,god so clothe the grass of the field which today is and tomorrow is cast into the oven1 shall he not much more clothe you1 ,o ye of little faith8 ,we his readers interpret his feelings and his meaning in this only as we have learned the same lessons4 ,examples of such allusions abound throughout literature4 ,in ,the ,vision of ,sir ,launfal1 ,lowell says3 ,daily1 with souls that cringe and plot1 ,we ,sinais climb and know it not4 ,with a knowledge of geography we might locate the mountain and understand the sentence1 but the tremendous power of the lines can never be felt unless we know the story of ,moses and so realize that we stand every day like the patriarch of old in the very presence of ,god himself4 ,the mythology of ,greece and ,rome furnishes to ,english literature allusions so pointed1 so vivid1 and so full of beautiful suggestion that a knowledge of the myths is necessary to any real culture4 ,modern writers do not make such ready use of them as did the older schools1 but ,lowell and ,tennyson1 ,browning and ,arnold1 and a host of minor writers assume that their readers know as their alphabet the stories of mythology4 ,in his hymn ,on the ,morning of ,christ's ,nativity1 ,milton has this stanza following one which tells that the shepherds heard the sweet music3 ,nature that heard such sound ,beneath the hollow round ,of ,cynthia's seat the airy region thrilling1 ,now was almost won ,to think her part was done1 ,and that her reign had here its last fulfilling2 ,she knew such harmony alone ,could hold all ,heaven and ,earth in happier ,union4 ,how little of intelligent interest attaches to the first three lines if one has no knowledge beyond the literal meaning of the phrases6 ,the hollow round of ,cynthia's seat has beauty for that person only who knows something of the ,ptolemaic system of astronomy and of the huntress-queen of ,greek mythology4 ,allusions lead one to every department of knowledge and are the result of the early training and experience of the author4 ,no one needs to be told that ,milton studied the classics1 that ,ruskin and ,tennyson read the bible devotedly1 that ,shakespeare passed his early life in the country4 ,the unconscious trend of their thought as shown by their allusions gives that information most distinctly4 ,if a man loves history in his youth his writings will be filled with historical allusions2 if he is a devotee of science one will find the phenomena of nature the source of his illustrations4 ,the reader must be ready to understand and interpret feelingly these allusions no matter what the particular bent of the author4 ,to the student the allusion is often very difficult of comprehension1 for if it comes in the way of an ingenious paraphrase he may pass over it without the slightest recognition4 ,when it is direct1 a dictionary or other reference book will frequently make it sufficiently clear4 ,basis of ,figures4 ,the allusion is but one of many ways in which an author varies the literal meaning of his sentences and gives more force and beauty to his statements4 ,there are a large number of different figures of speech1 but such fine distinctions as the rhetoricians make are unnecessary for the ordinary student of literature4 ,it is the meaning the figures convey that concerns us1 for an adept in reading always notices the skilful use of figures1 and his pleasure is heightened by their delicacy and beauty4 ,in the study of figures one must first carefully determine the basis in reality or the literal meaning and then the figurative or applied meaning4 ,browning speaks of --selfish worthless human slugs whose slime ,has failed to lubricate their path in life4 ,here the reader must see disgusting slugs or snails crawling lazily across the ripening apples in the orchard and leaving behind them the filthy streak of slime with which they made the way easy for their ugly bodies1 but in so doing defiled the fruit for human use4 ,so much is the basis in fact4 ,knowing this one can feel the poet's stinging denunciation of the one who cast the beautiful girl in the way of the heartless ,guido instead of putting a prompt foot on him the worthless human slug4 ,to unhusk truth a-hiding in its hulls4 ,here ,browning has gone to the fields for his figure and we shall see the ripened grain1 the corn or the wheat1 the merry huskers at work upon it1 turning out the glowing ear from its covering of dim paper wraps2 or perchance a group of disciples walking with their ,master and rubbing the hulls from the wheat gathered on the ,sabbath day4 ,whatever the scene that comes in mind1 one fact there is--underneath the dried and worthless hulls lies the living and life-giving grain4 ,so we find truth bright and genuine when we have torn from it the coverings with which it has been concealed4 ,such practice as this in working out elaborately the figure often given in barest hint strengthens the imagination and gives to thought the versatility that makes reading a delight and an inspiration4 ,till the imagination is furnished material and given freedom1 literature is as worthless as the husks4 ,simile4 ,as we learn to know one thing from its likeness to another1 it is natural that the writer should seek to make impressions vivid by comparison with better known things4 ,sometimes these comparisons are expressed in words1 and one thing is said to be like another1 while at other times the comparison is left to be inferred and one thing is said to be another4 ,the simile states the likeness4 ,browning seeks to make us see vividly the hideous character of one of his villains and says that on his very face you could read his crimes-- ,large-lettered like ,hell's masterpiece of print4 ,the comparison like ,hell's masterpiece is a simile4 ,study each simile you find1 and state the exact meaning of each literally4 ,compare your statement with the figurative one and see if the latter is clearer1 more forcible1 or more beautiful4 ,if any one of the similes seems less vivid than your own literal statement1 ask yourself if the fault is your own in that you are not thoroughly familiar with the basis of the figure4 ,it is not necessary that your judgment should be unassailable4 ,the value of the proceeding lies in the exercise of your attention and reason4 ,your judgments will improve1 your appreciation grow keener and more delicate4 ,metaphor3 ,everywhere ,i see in the world the intellect of man1 ,that sword1 the energy1 his subtle spear1 ,the knowledge1 which defends him like a shield4 ,this is another quotation from ,browning in which he says intellect is a sword and energy a spear1 thereby assuming a comparison and using the figure metaphor1 while in the last line he uses the simile like a shield4 ,ingersoll calls the grave the windowless palace of rest1 and ,whittier refers to it in a beautiful metaphor as the low green tent whose curtain never outward swings4 ,synecdoche and ,metonymy4 ,another group of figures consists in naming one thing for something else closely associated with it in thought4 ,when this relation is that of a part to the whole or of the whole to a part1 the figure is synecdoche4 ,thus1 when ,browning says pert tongue and idle ear consort 'neath the archway he conveys the idea that idle gossips gather beneath the archway and with sharp tongues talk over the failings of their neighbors1 and he uses synecdoche in making the ear and the tongue1 parts of the body1 signify the person4 ,our everyday language is full of these figures in which a part of an object is named to represent the whole4 ,we speak of owning twenty head of cattle1 of hiring ten hands1 of seeing fifteen sails1 when we mean that we own twenty cattle1 that we hire ten men1 that we see fifteen boats4 ,when the relation expressed is that of a sign or symbol and that which is signified or symbolized1 a cause and its effect1 a material and that which is made from it1 or is some other similar association of ideas1 the figure is metonymy4 ,we speak of the pulpit when we mean the ministry1 the stage when we mean the theatrical world1 and thus use concrete symbols to represent abstract ideas4 ,again1 we frequently make use of such an expression as ,have you read ,pope or ,dryden8 when we refer to the works rather than to the writer1 and thus substitute cause for effect4 ,columns of glittering steel advanced contains another form of metonymy1 that in which a material 7steel7 is named for that made from it 7spears74 ,search for examples of these two figures in the selections in ,journeys ,through ,bookland4 ,both are elusive1 and at first you are apt to pass over many without noticing them4 ,as you continue your search and grow keen in it you will be surprised to see how common they are1 both in what you read and in your own speech4 ,apostrophe and ,personification4 ,an address to a person or thing1 absent or dead1 is an apostrophe1 and when an inanimate object is assumed to be alive or an animate object is assumed to be raised to a higher plane of existence it is said to be by personification4 ,examples of the latter figure are death's menace1 laugh of morn4 ,in the line ,lucidity of soul unlocks the lips are both metonymy and personification4 ,the following is the beginning of a beautiful apostrophe3 ,o lyric ,love1 half angel and half bird1 ,and all a wonder and a wild desire1-- ,boldest of hearts that ever braved the sun1 ,took sanctuary within the holier blue1 ,and sang a kindred soul out to his face1 ,yet human at the red-ripe of the heart ,when the first summons from the darking earth ,reached thee amid thy chambers1 blanched their blue ,and bared them of the glory--to drop down1 ,to toil for man1 to suffer or to die1-- ,this is the same voice2 can thy soul know change8 ,another fine example is found in ,whittier's ,snow-,bound3 ,o ,time and ,change6--with hair as gray ,as was my sire's that winter day1 ,how strange it seems1 with so much gone ,of life and love1 to still live on6 ,ah1 brother6 only ,i and thou ,are left all that circle now1-- ,the dear home faces whereupon ,that fitful firelight paled and shone4 ,henceforward1 listen as we will1 ,the voices of that hearth are still2 ,look where we may1 the wide earth o'er1 ,those lighted faces smile no more4 ,we tread the path their feet have worn1 ,we sit beneath their orchard trees1 ,we hear1 like them1 the hum of bees ,and rustle of the bladed corn2 ,we turn the pages that they read1 ,their written words we linger o'er1 ,but in the sun they cast no shade1 ,no voice is heard1 no sign is made1 ,no step is on the conscious floor4 ,the following lines are from ,lord ,byron's ,apostrophe to the ,ocean3 ,roll on1 thou deep and dark blue ,ocean--roll6 ,ten thousand fleets sweep over thee in vain2 ,man marks the earth with ruin--his control ,stops with the shore2--upon the watery plain ,the wrecks are all thy deed1 nor doth remain ,a shadow of man's ravage1 save his own1 ,when1 for a moment1 like a drop of rain1 ,he sinks into thy depths with bubbling groan1 ,without a grave1 unknelled1 uncoffined1 and unknown4 99 99 99 99 99 ,children enjoy searching for the different varieties of figures in the selections which they read4 ,not much instruction is needed1 and it is not necessary that they should know the names of the different figures or acquire a great deal of technical knowledge4 ,yet in helping them to recognize figures it is best to proceed in a logical manner1 showing1 one at a time1 what the principal figures are1 upon what they are based1 and what they add in vividness and beauty to the language4 ,when one figure is understood1 help the children to find many good examples in other selections1 before taking up the second figure4 ,as a help to parents and children1 we give an outline here for a study of the figures of speech in ,shelley's beautiful ,ode to a ,skylark 7,volume ,,vii1 page #bge74 #a4 ,,simile3 ,from the earth thou springest ,like a cloud of fire4 ,like an unbodied joy whose race is just begun4 ,with music sweet as love4 ,like a star of heaven ,in the broad daylight4 #b4 ,,metaphor3 ,from rainbow clouds there flow not ,drops so bright to see1 ,as from thy presence showers a rain of melody4 ,or how could thy notes flow in such a crystal stream6 ,in the golden lightning ,of the sunken sun4 #c and #d4 ,,metonymy ,,and ,,synecdoche are nearly related and in this poem the examples are numerous4 ,here are a few3 ,better than all treasures ,that in books are found4 ,teach me half the gladness ,that thy brain must know4 ,thou art unseen1 but yet ,i hear thy shrill delight4 ,the moon rains out her beams1 and heaven is overflowed4 ,the blue deep thou wingest4 #e4 ,,personification4 ,in this poem the poet personifies the lark1 beginning with ,blithe spirit1 bird thou never wert1 in the first stanza and closing with ,teach me half the gladness that thy brain must know1 in the last stanza4 #f4 ,,apostrophe4 ,most odes have in them something of the nature of an apostrophe4 ,the ,ode to a ,skylark begins ,hail to thee1 blithe spirit6 ,further along in the lyric we find the line1 ,teach us1 bird or sprite4 99 99 99 99 99 ,young children will not appreciate the ode as it deserves2 accordingly it will be better to use simpler poems for the first lessons4 ,the obvious figures may well be shown first1 leaving the more finished and brilliant ones till the minds of the children become more mature4 ,for instance1 as the simile is the most obvious of figures and may be found in nearly every poem of any length1 it is the best with which to begin4 ,notice what a number can be found in ,a ,visit from ,saint ,nicholas 7,volume ,,ii1 page #bjb74 ,explain those that are used in the description of ,saint ,nicholas3 ,and he looked like a peddler just opening his pack4 ,his cheeks were like roses1 his nose like a cherry2 ,his droll little mouth was drawn up like a bow1 ,and the beard on his chin was as white as the snow4 ,the smoke1 it encircled his head like a wreath4 ,that shook1 when he laughed1 like a bowl full of jelly4 ,encourage the children to find other similes themselves--the characteristic like and as will make the task easy4 ,in ,the ,first ,snowfall 7,volume ,,ii1 page #djc7 are a number of metaphors which may be easily explained to children4 ,for instance1 the following will be readily understood3 ,every pine and fir and hemlock ,wore ermine too dear for an earl1 ,and the poorest twig on the elm tree ,was ridged inch deep with pearl4 ,the stiff rails were softened to swan's-down4 ,,summary ,we have considered the most common and expressive figures1 and if one accustoms himself to the recognition of these and an explanation of their meaning as has been indicated here1 he will soon recognize others of more complex type4 ,mere classification is valueless2 our purpose is to learn to see and to feel more clearly and more deeply by means of our intelligent grasp upon these figurative expressions4 ,thought1 then1 is mastered by attention to the details we have discussed1 and until we habitually notice these things our reading is apt to be slipshod and profitless4 ,it will help us to retain these facts in mind if we put them into a systematic outline4 ,mastery of thought1 which is at the foundation of an appreciation of literature1 depends upon mastery of-- ,i4 ,words in their special meaning4 ,,ii4 ,allusions1 or references to #a4 ,historical events and personages4 #b4 ,literary masterpieces4 #c4 ,scientific truths4 #d4 ,biblical events and truths4 #e4 ,mythological creations4 ,,iii4 ,figures1 of which the more important and common are those-- #a4 ,based on comparisons3 a4 simile4 b4 metaphor4 #b4 ,based on natural associations3 a4 synecdoche4 b4 metonymy4 #c4 ,of apostrophe4 #d4 ,of personification4 ,,iv4 ,sentences1 the units of thought4 ,v4 ,paragraphs1 the collections of related thought units4 ,,chapter ,,xi ,,reading ,,poetry ,nothing so brings out the music and the structural beauty of poetry as reading it aloud1 and many who have cared nothing for verse in any of its forms learn to love it when they hear it read frequently by a sympathetic voice4 ,children love the nursery rhymes largely because they have heard them and have caught the sound and rhythm more than the meaning4 ,it is the lively music more than the whimsical meaning that has made the rhymes popular4 ,when the time comes that children begin to lose their interest and consider poetry beneath them1 their flagging attention often may be aroused and new interest created by simply reading new selections aloud to them and talking with them about the meaning and beauties of the poems4 ,on page #daj of ,volume ,one is ,longfellow's exquisite poem1 ,the ,reaper and the ,flowers4 ,we can imagine a little family group reading this some quiet evening when the lamp throws shadows into the corners and the bed-time hour draws near4 ,no one could call the children in on a fine summer day1 and1 when fresh from their play1 the blood is bounding through their veins1 expect them to be touched by delicate sentiment1 or to appreciate musical numbers4 ,literature has something for every hour1 every mood1 every circumstance4 ,it may be that there is one little vacant chair in this family circle1 or that from some neighbor's family a child has gone4 ,fear clutches at the youthful hearts and ,grief shudders behind each chair4 ,even the warm bed in the dark room is a dread1 for we have so surrounded death with mystery and terror that even the young are aghast when it is mentioned4 ,but our best-loved poet has a cheering message for every one1 and into this little group the parent brings it4 ,in soft and sympathetic voice he reads aloud1 giving the slow and gentle music of the lines time to steal into the youthful hearts4 ,as he reads1 he pauses now and then to speak to his little audience1 watching ever not to be sharp in his questionings or anything but kindly in his comments4 ,something like the following might be the way he brings out the meaning3 ',there is a ,reaper1 whose name is ,death1 ,and1 with his sickle keen1 ,he reaps the bearded grain at a breath1 ,and the flowers that grow between4' ,a ,reaper--a man walking in the grain1 cutting it as he goes4 ,not with a machine such as we see on the farm nowadays1 but with a short curved blade which the poet calls a sickle4 ,it is a keen blade the sickle has1 and with every stroke ripened grain and all the little flowers that have grown up among it fall to the ground4 ,but the poet means more4 ,he thinks that the ,reaper is ,death1 that the bearded grain is the men and women who have lived to a ripe old age and who are ready to die1 ready for the rewards of a long and well-spent life4 ,but alas1 the flowers fall with the ripened grain3 sometimes little children must die1 although dearly would we like to keep them with us4 ,then the ,reaper speaks3 ',shall ,i have nothing fair and beautiful1 must ,i have nothing but dry and bearded grain8 ,i love these beautiful flowers2 their fragrance is dear to me4 ,yet ,i will give them back again2 some time you may see them again4' ,so ,death looked at the little children with tears filling his kindly eyes4 ,as they faded and drooped he kissed them gently and took them softly and sorrowfully into his arms4 ,he was gathering these lovely innocents to take them to his ,lord1 where in ,paradise they might be happy evermore1 without any of the privations and sufferings that come to every one who grows up4 ,as he wept1 not for the little children1 but for all who stay behind1 he continued to speak smilingly through his tears to the sorrowing ones on earth3 ',christ needs these dear ones1 these flowerets gay3 to him they are tokens dear of the earth where once he played and sang on the hills of ,judea4 ,can you not trust them to him who said1 ,suffer little children to come unto me1 and forbid them not3 for of such is the ,kingdom of ,god8 ,have no fear2 ,i am but moving them into the bright heavenly mansions1 where they shall rest safely in the bosoms of the saints and angels4' ,and the mother1 who loved them so1 gave up her darling ones1 for she saw1 even through her tears1 how happy they must be in their new home4 ',o not in cruelty1 not in wrath1 ,the ,reaper came that day2' it was a young and beautiful ,angel1 not the hideous ,death in black robes and hood scarce hiding his bony head1 that 'visited the green earth1 ,and took the flowers away4' ,does ,death seem so terrible now8 ,although we must always see the vacant chair and know that a loved one has gone forever1 can we not realize that it is we who suffer1 and not the one who has been taken from among us8 ,is it not selfish to grieve8 ,shall we fear ,death any more8 ,when the parent has read the poem once more from beginning to end in silence1 except as the soft words fall from his lips1 will not the hearers feel inspired to be better and nobler boys and girls1 men and women8 ,will darkness have more fear for them8 ,will they not then go to their rooms and lie down peacefully to sleep8 ,there are other poems for other hours4 ,some day when you wish a bit of fun with your children you will find humorous poems in many of the books4 ,one is in ,volume ,,iv1 on page #eg4 ,nearly every stanza contains a joke3 a pun1 if you please1 usually4 ,perhaps you and your children will find them all easily1 and perhaps you will not4 ,in the last stanza is the joke proper1 the thing for which the rhymes were written4 ,it is an old joke1 surely enough1 and you have seen others like it2 but it is funny still and perhaps a little caustic4 ,not all men whom the world calls good are good beneath the surface4 ,perhaps you know of cases in which the ,dog it was that died4 ,another humorous poem to use in this connection is ,echo 7,volume ,,iii1 page #bhf74 ,between the two extremes mentioned above are selections for all moods and all kinds of people4 ,the things to be remembered in reading with children are1 that poetry must be understood to be appreciated2 that it must be heard until the mind is trained to receive it through the eye instead of the ear2 that it appeals to the feelings more than to the will2 that it must be interpreted by the light of experience1 and hence must be adapted to the age of the reader4 ,a person would not read ,the ,reaper and the ,flowers at a dancing party1 nor ,the ,elegy on the ,death of a ,mad ,dog before a funeral4 ,below are a few studies more complete and of different types4 ,the ,brown ,thrush 7,volume ,i1 page #adg7 ,we find great charm in this short lyric1 for its form is unusual1 its music joyous and its sentiment fine4 ,three lines of four feet each1 a line of three feet1 two lines of two feet each1 and one line of three feet make up each stanza4 ,the accent in each foot is on the last syllable1 but some of the feet are only two syllables long4 ,it's a merry meter4 ,it scarcely can be read without stirring a rollicking melody in the ears of the listener4 ,that's the art in the poem4 ,the sentiment is as fine as the music4 ,the world's running over with joy6 ,i'm as happy as happy can be4 ,if the little brown thrush keeps singing that song the heart of everyone who hears it will overflow with joy4 ,but it would be easy1 very easy indeed1 to stop the joyous song of the thrush by meddling with the five pretty eggs1 and when the thrush changed his happy song to harsh notes of fear and reproach1 the light of joy would fade from our day as quickly as from his4 ,the ,child's ,world 7,volume ,,ii1 page #ff7 ,the unique measures of this brief poem make a melodious whole that every child will appreciate4 ,unless some care is taken in reading it aloud1 however1 much of its beauty will be lost4 ,this is particularly true of the first stanza1 from the first and last lines of which a syllable has been omitted4 ,the absence of these syllables must be indicated by pauses or by giving more time to the word great in the first line1 and to the word world in the last line4 ,the idea may be indicated by supposing that the word ,o has been omitted from the beginning of the first and last line4 ,the first line of the last couplet is peculiar in that every one of the four feet contains three syllables with the accent on the last4 ,all the other lines consist each of four feet of either two or three syllables4 ,technically the poem is anapestic tetrameter much varied by the introduction of iambic feet4 7,see the studies in meter1 ,volume ,,vii1 pages #b and #ac47 ,the rhymes are all in couplets and are perfect4 ,the stanzas1 like paragraphs1 indicate changes in thought4 ,its pleasing unity rests in the fact that it is all a child's thoughts about the world4 ,it is logical1 a real leading up of thought to natural climax4 ,the child begins with wonder and a sense of beauty around her4 ,the world is great and wide and wonderful and beautiful4 ,she thinks of the sea she has read about or seen and thinks of the wonderful water curling up in waves above the shore4 ,to her the world is the land with the wonderful growing grass upon its broad breast1 and this marks the end of her first thought--the great world is beautifully dressed4 ,next as she sits on the brow of the hill and gazes over the lowland the breezes blow her hair about her face and her mind passes to the wonderful air that as wind shakes the trees1 ripples the water1 whirls the mills and sings through the trees on the tops of the hills4 ,thought wanders on to the nodding wheat1 the rivers1 cliffs1 and islands1 to the cities and the people everywhere for thousands of miles4 ,what is the effect of this vastness on the thought of a child8 ,can you not realize for yourself any clear night that you may gaze at the numberless stars in the arching skies8 ,how small1 how infinitely little are we in all the great universe6 ,have we the imagination to grasp the saving thought that comes so naturally into the clear mind of the child8 ,though ,i am so small1 so insignificant1 ,i can think and love1 but the wonderful earth can not4 ,a philosophy well worth keeping1 is it not8 ,seven ,times ,one 7,volume ,,ii1 page #aai7 ,jean ,ingelow's poem has in it many things to interest a child1 but there may be some things that will be clearer for explanation4 ,stanza #a4 ,in ,england the daisy grows wild almost everywhere1 a little1 low plant which produces its heads of white1 pink-tipped flowers from a rosette of leaves4 ,in the ,united ,states we often see daisies in cultivation but they are nowhere native4 ,the child is at her seventh birthday and has learned her multiplication table1 the sevens4 ,nowadays in our schools the children do not have the drudgery of committing the long tables to memory as their grand-parents did4 ,our little friend thinks that as she has lived seven years that makes her seven times one are seven4 ,stanza #b4 ,one is so old at seven1 so very old--why one can even write a letter4 ,but now with the birthday lessons learned she can think of other things2 for instance there are the lambs who play always1 for they have no lessons to learn4 ,they are not old and they are only one times one1 not seven times one1 which are seven4 ,stanza #c4 ,she has seen the moon when it was full and bright and gave a wondrous light1 but now it is only a pale crescent in the sky and its light is failing4 ,certainly the moon is failing and not like the child improving each day4 ,stanza #d4 ,occasionally the child has done wrong and been punished1 and perhaps the moon has done something wrong way up there in heaven so that ,god has hidden its face4 ,if that is true she hopes soon ,god will forgive the poor moon and allow it to shine once more with its silver light4 ,stanza #e4 ,isn't velvet bee a happy expression8 ,then the bee gathers the yellow pollen from the flowers1 mixes and shapes it into little pellets and fastens them in golden balls on its thighs to carry into the hive where it will serve as bee bread to feed the young bees4 ,in the wet places grow the marsh marigolds1 or cowslips as they are sometimes called1 bright golden flowers like the buttercups4 ,to the bee and the cowslips the little child joyfully cries3 ,give me your golden honey to hold1 for ,i am seven years old and know what to do with it4 ,stanza #f4 ,the columbine is the graceful little flower we so often hear called honeysuckle4 ,five deep curved nectar-bearing tubes project backward from the flower itself4 ,by opening the blossom in the right way the child of fanciful ideas may see shapes that remind her of turtle doves4 ,the cuckoo-pint 7by the way1 the i is short as in pit7 does not grow in the ,united ,states4 ,it has spotted leaves1 large and triangular1 and the bell is an upright green cup in which stands a tall column1 the clapper4 ,it is called cuckoo-pint because it blossoms about the time the cuckoo returns to ,england4 ,our nearest approach to the flower is the ,jack-in-the-,pulpit or ,indian ,turnip4 ,it is perfectly safe for the columbine to unfold its wrapper and the cuckoo-pint to toll its bell in the presence of a maiden so old4 ,she will not destroy them4 ,stanza #g4 ,in the ,united ,states we have no wild linnet1 though we sometimes hear song-birds called by that name4 ,the ,english linnet is a little sparrow with striped back and a purple crown and breast4 ,he resembles our purple finch and our redpoll4 ,he is one of the famous songsters of the ,english lanes and fields4 ,no young lady of seven would be so thoughtless as to steal away the young linnets1 so the old bird may freely point out the nest4 ,at what time of the year does the little girl's birthday come8 ,the ,first ,snowfall 7,volume ,,ii1 page #djc7 ,a4 ,the ,author4 ,for a sketch of the life of ,james ,russell ,lowell1 see ,volume ,,vii1 page #daa4 ,b4 ,the ,meaning4 ,words and ,phrases3 ,gloaming2 early evening4 ,silence4 ,the snow is called a silence1 because it hushes noise1 or prevents it4 ,pine and fir and hemlock2 three evergreen trees4 ,ermine2 the fur from a northern animal of the same name4 ,it is very soft and white4 ,earls1 nobles of rank1 wore ermine on their robes to show their high birth4 ,pearl2 a white1 lustrous jewel1 or the beautiful lining of some sea shells4 ,carrara2 a town in ,italy1 whence comes the finest white marble4 ,here ,carrara means costly marble4 ,swan's down4 ,swans have fine soft down between their feathers4 ,it protects them from cold in winter1 and in summer they line their nests with it4 ,noiseless work2 covering everything with snow4 ,mound2 grave4 ,auburn2 a beautiful cemetery near ,boston4 ,babes in the ,wood2 an allusion to the old story of the children who were lost in the woods1 and whom the robins covered with leaves to protect them4 ,all-father2 ,god1 the ,father of all4 ,leaden2 gray and heavy1 lead-colored4 ,arched2 curved4 ,deep-plunged woe2 a sorrow that plunged us deep in misery4 ,eyes that saw not4 ,his eyes were so filled with tears that he could not see ,mabel1 who is really his daughter ,rose4 ,my kiss was given to her sister4 ,he was thinking so deeply of his lost daughter1 that it seemed almost as though he kissed the dead lips4 ,folded close4 ,the soft1 downy snow made him think of a soft1 warm covering for the form of his little one4 ,c4 ,form and ,structure4 ,there are ten stanzas of four verses 7lines7 each1 with the rhymes at the ends of the second and fourth verses only4 ,the word snow is used four times in rhymes2 the words rhyming with it are crow1 below1 woe and know4 ,all the rhymes in the poem are perfect4 ,the meter is varied iambic trimeter4 ,the first and third lines of each stanza have an added unaccented syllable1 while the second and fourth have just three full feet4 ,anapestic feet are used freely to improve the music2 in fact1 they are nearly as numerous as the iambic feet4 ,the scansion of the first stanza may be indicated thus3 ,the-snowhad-be-gunin-the-gloaming ,and-busi-ly-allthe-night ,had-been-heaping-fieldand-highway ,with-a-silence-deepand-white ,the scansion of the sixth stanza may be shown as follows3 ,up-spokeour-ownlit-tle-,mabel ,say-ing-,father-who-makesit-snow ,and-,i-toldof-the-good,all-,father ,who caresfor-us-herebe-low ,they are musical stanzas1 and the finely chosen words add much to the melody4 ,d4 ,sentiment4 ,lowell had a little daughter1 ,blanche1 who died shortly before this poem was composed1 so we may be sure that it was written from a full heart4 ,he begins by giving us one of the most beautiful pictures of a snow-storm and of a snow-covered world that was ever written4 7,compare ,lowell's other description of winter to be found in the second part of ,the ,vision of ,sir ,launfal and ,whittier's description in ,snow-,bound47 ,when he has made us feel the softness1 gentleness and beauty of the snow and caused us to forget that it is cold and damp1 he speaks of himself4 ,we can see him sitting by the window looking out upon the beautiful pearl-clad world4 ,he brings us right into his own presence and we can almost see the flocks of startled brown snowbirds whirling by4 ,not till now1 when we are fully in sympathy with him1 does he let us know that he has met with a deep1 heart-breaking loss4 ,now we know what the soft flakes are hiding from sight1 and our hearts go out with his4 ,then his innocent little daughter comes in with the simple1 commonplace question which he answers so touchingly4 ,can you not see him with his arm around the child1 telling her of the care of the ,father who loves little children so dearly8 ,yet his mind cannot free itself wholly from his first great sorrow1 though he remembers that calmness1 resignation1 and gentle patience fell over his heart as the soft snow falls flake by flake from the leaden sky4 ,to the child1 however1 he speaks words that she will not fully understand until she1 too1 is grown and has met with sorrow3 ,it is only the merciful ,father1 darling1 who can make fall that gentle comfort that heals and hides all suffering4 ,once more our hearts are wrung with sympathy when with tear-filled eyes he gives the little maiden by his side the kiss that was for the silent lips in sweet ,auburn4 ,the little one1 kissing back1 could not know the grief of her father's heart or realize that another form than hers was clasped in his embrace4 ,how much better we know the great poet when he tells us his personal griefs in so touching a manner6 ,how sweet is the lesson of patience and resignation when communicated in such a beautiful poem6 ,e4 ,beauty and ,effectiveness in ,phrasing4 ,where in literature will you find more beautiful phrases1 more effective figures1 than abound in this poem8 ,notice particularly the following1 and try to determine why each is remarkable3 ,with a silence deep and white4 ,ermine too dear for an earl4 ,stiff rails softened to swan's down4 ,the noiseless work of the sky4 the leaden sky ,that arched o'er our first great sorrow4 ,the scar of our deep-plunged woe4 ,folded close in deepening snow4 ,f4 ,conclusion4 ,the ,first ,snowfall is one of the most perfect poems in our language4 ,in beauty of composition1 of music1 of sentiment1 and in deep religious feeling it can scarcely be excelled4 ,be guarded how you teach it2 treat it reverently4 ,try to cause the children to love it1 to wish to memorize it4 ,if you see that you are not securing these results1 leave the poem and take up something else4 ,it is almost a sin to spoil it for any person4 ,the ,potato 7,volume ,,ii1 page #dfg7 ,thomas ,moore's amusing stanza may seem silly to some people1 but those who have a sense of humor will be delighted with the whimsical conception of a potato with so independent a spirit4 ,it usually spoils humor to comment upon it4 ,to explain a joke is to kill it4 ,the sense of humor is contagious4 ,children will laugh when older people smile just from sympathy4 ,when they ask what's the joke8 it is time to explain4 ,even then it is best to give merely facts and let the joke make its own way4 ,laughter lightens many a heavy burden1 and a sense of humor is a saving grace4 ,cultivate it by indirection4 ,origin of the ,opal 7,volume ,,ii1 page #dhj7 ,the opal is a beautiful stone which seen at different angles and in different lights seems to glow with various colors4 ,the polished surface may seem1 as you first look at it1 to be only a milky white4 ,turn it a little and it glows a bright flame color with green lights round the margin4 ,turned a little more it shows violet and silver4 ,other shades mingle with these1 all coming and going as light and position vary4 ,a fine opal is a wonderfully brilliant precious stone4 ,the idea of the poem1 too1 is beautiful4 ,here is a transparent dewdrop2 in it is the flame of the last ray of sun4 ,as the drop lies in the violet it takes that color1 and steals from the rose her delicate shades4 ,from the sky it draws the blue1 from a leaf its green and silver4 ,when all these colors have been taken in1 the drop is congealed1 and imprisoned in its heart are the fiery flame1 the rich violet1 the rose tints1 the skyey blue1 the delicate green and the gleaming silver4 ,this is the opal4 ,the ,barefoot ,boy 7,volume ,,iv1 page #c7 ,on page #e occur the lines1 ,mine1 on bended orchard trees1 ,apples of ,hesperides6 ,according to the old ,greeks1 there lay far to the west1 in the ocean1 a wonderful island where were kept1 under the guard of a gruesome dragon1 the beautiful golden apples which ,gaea gave as a wedding present to ,zeus4 ,the ,hesperides were the three daughters of ,night1 who ruled the guardian dragon4 ,these golden apples1 then1 came to be known as the apples of ,hesperides4 ,when ,hercules in his madness had slain his three children he was condemned to do whatever his cousin ,eurystheus demanded for his purification4 ,his tasks came to be known as the ,twelve ,labors of ,hercules1 and the eleventh was to obtain the golden apples from the ,hesperides4 ,he accomplished this task among the others1 but the apples were subsequently restored4 ,to the barefoot boy the apples of his ,new ,england tree were as choice as the golden ones of the ,greek myth4 ,do not fail to see the exquisite picture painted by these beautiful descriptive lines on pages #e and #f4 ,o'er me1 like a regal tent1 ,cloudy-ribbed1 the sunset bent1 ,purple-curtained1 fringed with gold1 ,looped in many a wind-swing fold4 ,the ,bugle ,song 7,volume ,,vi1 page #acc7 ,among the many charming lyrics which ,tennyson has written1 there are few more musical or more delicately beautiful than ,the ,bugle ,song4 ,it may be appreciated better perhaps if we have knowledge of its setting4 ,it occurs in ,the ,princess1 and has no immediate connection with anything that precedes or follows4 ,three pairs of youthful lovers have been climbing above a lovely glade wherein is pitched the tent of the ,princess4 ,as they climbed1 ,many a little hand glanced like a touch of sunshine on the rocks1 and many a light foot shone like a jewel set in the dark crag4 ,they wound about the cliffs1 and out and in among the copses1 striking off pieces of various rocks and chattering over their stony names1 until they reached the summit and the sun grew broader as he set and threw his rosy light upon the heights above the glade4 ,when in this poetic vein ,tennyson has described the scene1 he throws in ,the ,bugle ,song without any comment4 ,we will understand it better if we paraphrase it briefly4 ,let us imagine ourselves standing on some peak and looking over a scene lighted by the setting sun4 ,the splendor falls on castle walls ,and snowy summits old in story4 ,the light in long quivering beams is thrown across the lakes1 and a wild cataract1 made glorious by the golden light1 leaps down a neighboring precipice4 ,at this moment1 somewhere in the distance we hear a bugle which sets wild echoes flying in every direction about us4 ,as these echoes die away1 ,o hark1 ,o hear6 how thin and clear1 ,and thinner1 clearer1 farther going1 there comes reflected to us from cliff and abrupt promontory the faint sound of the little horns of ,fairyland4 ,to them the purple glens reply in echoes gently dying into silence4 ,o love1 those echoes die away in the rich sky1 and faint into nothingness on hill and field and river2 but echoes of our thoughts1 our feelings1 of ourselves1 roll on from one soul to another and grow in power forever and forever4 ,the music in the lyric is dependent upon the choice of words and the arrangement of words4 ,the words are chosen because of their meaning and because of the sounds which compose them4 ,they are so arranged that the sequence is melodious and that the accents fall where needed to perfect the meter4 ,the first three lines are perfectly smooth and regular1 but the fourth is an abrupt change2 ,and the wild cataract leaps in glory suggests power and strong interrupted motion4 ,the last two lines of the stanza are somewhat irregular in meter1 and the double repetition of the last word suggests the time elapsing while the echoes are flying back and forth between the surrounding cliffs1 growing fainter and fainter with each repetition4 ,in reading we show this3 ,blow1 bugle1 is the original sound2 we pause for the echoes to answer1 dying1 dying1 dying4 ,in the second stanza the poet has selected words in which the vowels have thin and delicate sounds3 how thin and clear1 ,and thinner1 clearer1 farther going6 ,so soft are the echoes that they suggest to the poet the delicate refrain from the musical instruments of fairies1 and he describes it in the poetic phrase1 ,the horns of ,elfland faintly blowing6 ,the meter of the last stanza1 which is more irregular than the others1 we can indicate as follows3 ,o lovethey diein yonrich sky ,they fainton hillor fieldor river3 ,our echoes rollfrom soulto soul1 ,and growfor ever andfor ever ,blow1 bugle1 blow--setthe wild echoes flying1 ,and answer1 echoes1 answer1 dying1 dying1 dying4 ,in the next to the last line there are five feet and one added syllable1 if we consider that the pause which we naturally make before the word set is equivalent to a syllable4 ,in the last line there are six feet with an added syllable4 ,this additional foot which appears in the last line of every stanza is introduced to imitate the lingering death of the echoes4 ,after this study of the poem it should be read several times aloud in an effort to bring out the music2 the first stanza in the pitch of ordinary conversation1 with force in the fourth line and lingering intonations in the last line4 ,the pitch of the second stanza should be higher1 and it will be easily attained because of the predominance of the thin vowels4 ,the third stanza calls for a pitch lower than the first and a slowness and solemnity of movement quite in contrast to the moderate rate of the first and the liveliness and gaiety of the second4 ,it will be seen in these readings that there is an overlying melody in the stanzas1 quite distinct from the rhythm that depends upon the meter1 and that in the reading the meter naturally falls subservient to the melody of the phrases4 ,in fact1 in a poem of this kind the meter should be forgotten in the reading1 which should give itself wholly to bringing out the meaning expressively1 and to making the voice harmonize with the rich music of the lines4 ,an analysis of ,the ,bugle ,song will seem superfluous to the cultivated reader1 but if these suggestions help the learner to see something new1 to feel more acutely1 to realize beauty more abundantly1 their purpose is accomplished4 ,the ,petrified ,fern 7,volume ,,vii1 page #gg7 ,some day when you want an interesting and delightful nature lesson that is a little out of the ordinary1 get1 if you can1 a fossil fern4 ,if you are in the city1 doubtless you can get one from the museum1 or1 better yet1 you may find that among your pupils there is someone who has such a specimen carefully treasured away4 ,in some localities where the limestone rock comes to the surface1 especially in the coal measures1 these petrified ferns are very numerous4 ,show this to the class and get them all interested in it4 ,if you cannot get a specimen to use1 you can find a picture in the encyclopedia or geology1 or you can tell the pupils how in some places it is possible to pick up from among the rocks on the surface of the ground oblong pieces perhaps a half inch thick1 in which1 when they are split open1 you can see the impression of a fern1 every vein showing plainly and looking as clear in the dull gray as it showed when alive in its green dress4 ,tell the story of the fern something after this fashion3 ,hundreds and hundreds of years ago1 so many years1 in fact1 that none of us can tell how many1 somewhere in a valley1 there grew a beautiful little fern1 green and slender4 ,it was as tender and delicate as the ones you can find in the woods now1 and grew in just such a shady place4 ,when the breezes crept down under the trees they waved the fern gracefully about so that it gently touched the tall rushes that grew above it and cast little shadows on the moss at its feet4 ,now and then a playful sunbeam darted through the crevices in the leaves and found the fern1 and at night drops of dew stole silently in and made a glistening crown upon its head4 ,but there were no children then to find it4 ,it was long1 long ago1 when the earth was young1 and nowhere on its broad surface was a single human child4 ,out in the silent sea fishes larger than any that can be found now were swimming about4 ,across the plains of the earth animals of wonderful shapes and enormous size stalked clumsily and found their way into stately forests4 ,no man ever saw growing such trees as waved their giant branches over the earth1 for then ,nature made things on a grander scale than she does now4 ,the little fern1 however1 was wild and simple1 and lived in its home unnoticed and uncared for by any of the great creatures or the mighty trees4 ,still it grew on modestly in its own sweet way1 spreading its fronds and becoming more beautiful every day4 ,then suddenly one day the earth heaved up its mighty rocks and threw them about in every direction4 ,the strong currents of the ocean broke loose and flooded over the land4 ,they drowned the animals1 moved the plain1 tore down the haughty woods and cast the great trunks about like straw4 ,they broke the little fern from its slender stalk1 and burying it deep in soft moist clay1 hid it safely away4 ,many1 many long centuries have passed since the day the useless little fern was lost4 ,millions of human beings have come upon the earth1 have lived and been happy1 have suffered1 passed away1 and have been forgotten4 ,the soft1 moist clay that clasped the fern hardened into rock and kept safely in its strong prison the delicate little frond4 ,then one day1 not long ago1 a thoughtful man studying ,nature's secrets far and wide found up in a valley where a stream had worn a deep fissure1 a queer little rock4 ,when he looked at it1 he saw running over it a strange design1 as though some fairy with its magic pencil had drawn the outline of a fern with every vein distinct1 showing in every line the life of the long-lost plant4 ,it was the fern ,i told you about4 ,isn't it strange that so delicate a thing as a fern could be kept clear and fine through all those thousands of years when the earth was changing and growing1 and then finally be thrown up where a man could find it and read its whole history8 ,the poet1 ,mary ,bolles ,branch1 saw the little fern and wrote the beautiful lines which ,i now want to read to you4 7,here read the poem1 ,the ,petrified ,fern1 found in ,journeys1 ,volume ,,vii1 page #gg47 ,there are very few words or expressions in the poem that will require any explanation4 ,at the end of the first stanza the phrase keeping holiday means that as there were no human beings on the earth1 there was no real work being done4 ,at the end of the first line in the second stanza the word main is an old term that means ocean4 ,the last two lines of the third stanza are meant to show how different life has been on the planet since man came4 ,until he appeared there was no real agony2 there was pain1 for animals can suffer1 but it takes a mind and soul to know agony4 ,man cannot live except with suffering and at a bitter cost4 ,until the last two lines of the fourth stanza are reached the poem is merely a beautiful and musical narrative4 ,the last two lines are the thought that comes to the poet when she considers the history of the little fern4 ,it is thinking such thoughts as this that make the poet different from ordinary men4 ,you and ,i might see the impression of the fern and think it beautiful1 but its beauty would not suggest to us the comforting idea that 99 99 99 ,god hides some souls away ,sweetly to surprise us1 the last day4 ,our own poet ,longfellow1 in ,the ,builders1 voices a similar thought when he says3 ,nothing useless is1 or low2 ,each thing in its place is best2 ,and what seems but idle show ,strengthens and supports the rest4 ,after you have presented these thoughts1 read the poem again to the children4 ,call attention to its musical structure1 its simplicity1 the beauty of its expressions1 and then read it a third time4 ,it is one of those beautiful things which may well be committed to memory4 ,it will be found very helpful1 too1 for the children to write the story in prose and try to bring out the meaning4 ,let them use freely the words of the poem1 but a different arrangement of words1 so that there shall be left no trace of rhyme or meter in their prose4 ,illustration3 ,,robert ,,southey ,,william ,,cowper ,,robert ,,burns ,,lord ,,byron ,,john ,,keats ,,percy ,,bysshe ,,shelley ,,samuel ,,taylor ,,coleridge ,the ,forsaken ,merman 7,volume ,,vii1 page #ahj7 ,one of the satisfactory poems for study in the middle years of school life is the one whose name heads this paragraph4 ,it is a great favorite with most children who know it1 but it has not found its way largely into school use4 ,for both of these reasons it is worthy of study4 ,i4 ,preparation and ,general ,plan4 ,let the children read in turn1 each taking one stanza1 and if a second reading seems desirable let them exchange stanzas so that each will have a part new to himself4 ,be sure to have a final reading1 by yourself or by the best reader among the children1 which shall be continuous and without interruption2 otherwise the beautiful unity of idea and the relation of the different parts will be overlooked4 ,,ii4 ,words and ,phrases and ,sentences4 ,it is well to begin with the study sentence by sentence4 ,see that the meaning is clear4 ,the following suggestions may be of assistance3 ,page #ahj1 line #f4 ,wild white horses2 the breakers1 where the waves are beaten into foam and flying spray4 ,line #g4 ,champ2 gnash their bits4 ,page #ahb1 line #d4 ,stream4 ,the ocean currents resemble streams of water on land4 ,line #h4 ,mail2 scales4 ,how could the snakes dry their mail8 ,line #aj4 ,unshut4 ,do fish have eyelids8 ,is a whale a fish8 ,does a whale have eyelids8 ,do most people think of a whale as a fish8 ,line #ah4 ,sate is an old form for sat4 ,can you find other old or unusual words or expressions8 ,why does the poet use them8 ,line #be4 ,merman4 ,the literature of the ancients contained frequent allusions to mermaids1 who were strange creatures with heads of beautiful1 long-haired maidens1 but with scaly bodies and the tails of fish4 ,in pictures they are usually represented as sitting upon reefs holding a mirror in one hand and combing their long locks with the other4 ,holmes1 in ,the ,chambered ,nautilus1 speaks of the cold sea-maids who rise to sun their streaming hair4 ,mermen were not so often spoken of1 but there are some allusions to them4 ,in later times the mermaids were considered more as fairies1 and there were many stories of human children being taken to live with the mermaids1 and of the latter coming upon land to live like men and women4 ,there was1 too1 a belief that sea-folk had no souls1 and that a person who went to live with them would lose his soul4 ,the beautiful picture on page #aha shows the forsaken family4 ,line #aj1 from the bottom4 ,leaded panes4 ,the small panes of stained glass in the church windows are set in narrow leaden frames4 ,page #ahe1 line #d4 ,heaths and broom4 ,the ,english and ,scotch heathers are little bushy shrubs that cover the hills and fields4 ,they bear beautiful little bell-like pink or white flowers4 ,the trailing arbutus1 the blueberry and the wintergreen are some of our native plants belonging to the same family4 ,the broom plant is another low shrub that bears rather large yellow blossoms1 shaped like the flowers of peas and beans4 ,the old-time country-folk used bundles of these shrubs for brooms4 ,line #aj4 ,there have been several allusions to tides4 ,if the children do not understand the subject1 be sure to explain how different a shore looks at high and at low tide4 ,the change is most noticeable where the water is shallow1 for then long stretches of sea-bottom may be uncovered at low tide4 ,,iii4 ,the ,story4 ,bring out by questions these facts which constitute the plot1 or incidents3 #a4 ,a merman1 who has a family of children 7five1 the artist says1 page #aha71 has been deserted by his human wife4 #b4 ,the father and children are on shore trying to persuade the mother to return4 ,the father feels that all must go back4 #c4 ,he begs the children to call their mother once more1 for he thinks that childish voices1 wild with pain1 may induce her to come4 #d4 ,he feels discouraged4 #e4 ,he tells how she became alarmed and left them at ,easter time to return to her church and pray1 that she might save the soul she feared she was losing4 #f4 ,the father and children had come on shore to find their mother4 ,she was seen praying in the church1 working at her spinning wheel at home1 happy but apparently not wholly forgetful of her family in the sea1 for she sighed and dropped a tear as she looked over the sand to the sea4 #g4 ,the father feels that his wife is cruel and faithless and that she has deserted1 forever1 himself and his family1 the kings of the sea4 ,,iv4 ,the ,characters4 ,question the children till they see clearly the persons4 #a4 ,the principal character is the deserted merman1 a king of the sea4 ,ought he to expect his wife to stay with him8 #b4 ,the wife1 a human being who has loved a merman1 and who has a family of sea children1 but who has suddenly become awakened to the danger to her soul4 ,is she selfish8 ,ought she to have forsaken her family8 ,can she really be happy away from her husband and family8 #c4 ,the children4 ,how many were there8 ,how old were they8 ,were there both boys and girls8 ,do you think ,mr4 ,reese had a clear idea of the family when he drew the picture 7page #aha78 ,there must have been at least three1 for it is said that the mother tended the youngest well2 at least one girl1 for the mother sighed for the strange eyes of a little mermaiden4 #d4 ,the priest4 ,v4 ,pictures4 ,two series of pictures are kept side by side all the time2 one of the land1 and the other of the sea4 ,try to create a vivid scene from each4 ,first1 on land3 ,we can see a little town1 nestling on the side of a bleak1 wind-swept hill1 an old ,english town with a white stone wall all around it4 ,on the hill1 which is too rough to be cultivated1 grow great fields of heather1 studded with the golden blossoms of broom-plant4 ,a little gray stone church stands surrounded by its yard1 where the village dead are buried1 for such was the old custom in ,england4 ,the stones are at the head of the graves1 and the walls of the church are rain- and storm-worn1 but bright stained-glass windows in the building and flowers and trees among the graves make the place very beautiful4 ,some of the windows are clear1 so that you can look through and gaze along the aisle bordered by high wooden pews and see the priest reading service1 and1 by one of the stone pillars1 the merman's wife1 her eyes steadily gazing at the bible in her lap4 ,you are privileged1 too1 to peep into one of the thatched cottages1 and see the mother turning the old-fashioned spinning wheel4 ,from her house there is a wide view down the hill1 across the bay and out to sea4 ,at high tide the breakers dash madly against the shore1 but at low tide there is a broad strip of silver sand1 rocks covered with sea-weed1 and in the low places1 creeks and pools of salt water4 ,does the artist's picture represent high or low tide8 ,second1 at sea3 ,deep beneath the surface of the water where the waves toss and roar1 where the surf and spray dash madly about1 are great caverns strewn with white sand4 ,it is cool down there in the depths1 and the light filtering through the clear green sea is weak and pale4 ,the water streams through caverns1 swaying the exquisite sea-weeds that line the walls2 and outside1 round about1 whales1 sea-snakes and all manner of water beasts swim in play or struggle for mastery4 ,in one of the caverns stands a great throne of red gold1 ornamented with graceful sea fringe1 pearls and amber4 ,from without one may gaze up to the amber-colored ceiling1 or down to the pavement of lustrous pearl4 ,it was this wondrous palace that the mermaid abandoned for the sake of her soul4 ,,vi4 ,sentiment4 ,it is1 on the whole1 a sad poem1 though a few cheering thoughts are suggested by it4 ,without an attempt at classification and analysis1 here are a few choice ideas taken in order as they occur3 ,page #ahj4 ,children's voices should be dear to a mother's ear4 ,page #ahc4 ,long prayers in the world they say4 ,page #ahc4 ,oh joy1 for the blessed light of the sun6 ,page #ahe4 ,the last stanza shows very pleasingly the faithfulness of father and children1 in contrast to the inconstancy of the mother4 ,,vii4 ,beauty4 ,besides its sentiment1 the poem gives us other beauties in great number4 ,here are some of them3 a4 ,unity4 ,the poem has one idea running through it from beginning to end1 an idea that is nowhere lacking1 though at first it is not seen4 ,what is the one idea8 ,grief1 but not bitterness nor anger4 ,each succeeding stanza is seen to add something to this idea1 till all our sympathies are enlisted for the forsaken children1 more than for the father who does all the talking4 b4 ,meter and ,rhyme4 ,both meter and rhyme are irregular1 but that fact gives a pleasing variety to the poem and corresponds to the somewhat abrupt changes in the line of thought that at first make the poem rather hard to read4 ,the children will be interested in comparing the lengths of lines in different stanzas and sometimes in different parts of the same stanza4 ,it is easy to pick out the rhymes1 to see how often rhymes are repeated in a stanza1 and whether the lines are in couples or alternate4 c4 ,phrases4 ,the following lines are quoted as those perhaps best worth study and remembrance4 ,let the children determine why they were selected as beautiful lines2 that is1 determine in what respect the lines are beautiful3 ,now the wild white horses play1 ,champ and chafe and toss in the spray4 ,the far-off sound of a silver bell4 ,where the sea snakes toil and twine1 ,dry their mail and bask in the brine4 ,a long1 long sigh ,for the cold1 strange eyes of a little ,mermaiden4 ,a ceiling of amber1 ,a pavement of pearl4 ,heaths starr'd with broom4 ,the ,cloud 7,volume ,,vii1 page #beg7 ,this lyric has wonderful beauty4 ,it is one of the most musical of poems1 the ideas are fine and the pictures of surpassing charm4 ,if it lacks the high message it is still an inspiration1 for beauty is always ennobling to the appreciative4 ,the charm of ,the ,cloud will appeal to children but it may be intensified by judicious questioning and comment4 ,as always in trying to give appreciation of real literature1 the teacher in the home or at the school must be certain of his purpose and must never carry the instruction too far4 ,he must understand the nature of the reader and shape his questions accordingly4 ,it is impossible to print anything that will be helpful equally to all or that can be used in its entirety in any instance4 ,do not talk too much about what is evident1 and stop at the first signs of a dawning distaste4 ,first ,stanza4 ,it is the cloud that is speaking1 and as every cloud is ever changing1 the song of the cloud varies with its condition4 ,it is now the cloud of the warm summer shower that piles up in snowy billows on the horizon and rolls over the laughing face of flowering nature4 ,how do the flowers show that they are thirsting8 ,will they look different when their thirst is satisfied8 ,do leaves dream8 ,leaves1 you know1 are the lungs of plants4 ,may they do more work in the morning1 the evening and the night1 than at midday8 ,may they be said to be sleeping at times8 ,is the shade of the cloud a help to the leaves8 ,did you ever see the leaves of trees turn their glazed upper surfaces toward the ground and twist up their under sides toward the sky1 begging for moisture8 ,did you ever notice that the buds of most flowers open in the night or toward morning8 ,do the dews awaken these8 ,do clouds cause dews8 ,strictly speaking1 no dews fall from clouds2 but light mist may do so4 ,who is the mother of the buds8 ,in what way are they rocked to rest8 ,how does the mother dance about the sun8 ,do you like the sound of the line1 ,i wield the flail of the lashing hail8 ,there are five l's in the line and they give it that liquid sound which you like4 ,did you ever see a farmer standing in the midst of a floor covered with stalks of grain1 beating out the kernels with a flail8 ,what does the word under mean here8 7,an adverb1 and means down or into subjection47 ,what does it refer to1 in the next to the last line8 ,second stanza4 ,who is the pilot of the cloud8 ,where does he sit8 ,what lures the pilot8 ,who are the genii8 7,a genius--plural1 genii--is a good or evil spirit which was supposed by the ancients to guard a man and control his destinies4 ,in a sense the spirit of the waters may be said to control the lightning47 ,who move in the depths of the purple sea8 7,the word dream would be written dreams in prose4 ,the two lines mean3 ,wherever the lightning thinks the spirit he loves is to be found47 ,who is dissolving in rains8 ,is there much lightning while the rain is falling or does it usually precede or follow the heaviest part of the shower8 ,third ,stanza4 ,sanguine means blood red2 rack or wrack is broken or floating cloud4 ,what is the morning star8 ,what is meant by its shining dead8 ,what are the burning plumes and what the meteor eyes of the sunrise8 ,what becomes of broken clouds when the sun strikes them8 ,what is likened to an eagle that is alit on a crag8 ,what is the airy nest of the cloud8 ,what is a brooding dove8 ,is a dove more quiet than other birds8 ,did you ever see a cloud high in the sky at early dawn1 at sunset1 in the night8 ,does this stanza make you think of what you have seen1 make you see it again more vividly8 ,fourth ,stanza4 ,orbed means round like the moon4 ,the woof is the thread that in weaving is carried by the shuttle through the threads of the warp--here it means the filling4 ,the ancients considered ,diana1 goddess of the moon and of hunting1 to be a beautiful girl1 haughty and modest4 ,in pictures she was clothed as a huntress1 carried a bow and arrows and wore a crescent in her hair4 ,is the moon's light white8 ,is that phrase a beautiful one which speaks of the moon as with white fire laden8 ,what is the position of the cloud in this stanza8 ,is it between the moon and the earth8 ,is the cloud the fleece-like floor of the sky8 ,if so1 when the cloud speaks of its tent's thin roof1 what is meant8 7,perhaps when the moon looks down the cloud looks like a floor and when the earth looks up it sees the cloud like a tent47 ,whose are the unseen feet8 ,at what do the stars peer8 ,what do they see first8 ,why do they turn and flee like a swarm of golden bees8 ,what do the stars see when the rent is widened8 ,with what are the rivers1 lakes and seas paved8 ,how can they be paved with moon and stars8 ,did you ever see the moon and stars reflected in a lake1 the former perhaps making a broad glittering pavement across the waters8 ,to what does these in the last line refer8 ,why did not ,shelley write stars instead of these8 ,can you see the exquisite night pictures described in these lines8 ,fifth ,stanza4 ,this stanza is characterized by force and intensity of action2 the words and phrases are as apt and beautiful as can be written4 ,have you not seen the west when the clouds appeared a fiery red around the setting sun8 ,have you not seen the moon surrounded by bright pearly clouds8 ,when the winds blow strong and whirl the fleecy clouds through the sky do not the latter make the mountain tops dim and do not the stars seem to dash across the heavens in a maddening race8 ,ever changing1 the clouds constantly rearrange themselves1 sometimes bridging the entire heavens1 resting at the horizon upon the mountains as upon columns4 ,what is the triumphal arch8 ,what are the powers of the air8 ,what is meant by saying they are chained to the chair of the cloud8 ,is the triumphal arch the million-colored bow8 ,what is the bow that is said to be million-colored8 ,what wove the soft colors of the million-colored bow8 ,what is the sphere fire8 ,what did it do8 ,whose soft colors did it weave8 ,what was the earth doing while the colors were being woven8 ,why should the earth be laughing8 ,why is it spoken of as the moist earth8 ,sixth ,stanza4 ,a cenotaph in an empty ornamental tomb4 ,the body of the person to whom the monument has been erected is buried elsewhere4 ,in what way is a cloud the daughter of the earth and water8 ,in what way is it the nurseling of the sky8 ,how can a cloud pass through the pores of the ocean and shores8 ,what are the pores of the ocean and shores8 ,is it true that a cloud cannot die8 ,is the poet true to nature and science when he says3 ,for after the rain1 when1 with never a stain1 ,the pavilion of heaven is bare1 ,and the winds and sunbeams1 with their convex gleams1 ,build up the dome of the air8 ,what is the cenotaph of the cloud8 ,out of what does the cloud rise again8 ,what is there appropriate in saying that the cloud rises like a ghost8 ,what is it the cloud builds up again8 ,note the following particularly beautiful phrases3 ,leaves when laid ,in their noonday dreams4 ,great pines groan aghast4 ,the sanguine sunrise1 with his meteor eyes4 ,the crimson pall of eve4 ,the woof of my tent's thin roof4 ,my wind-built tent4 ,the million-colored bow4 ,nurseling of the sky4 ,with never a stain ,the pavilion of heaven is bare4 ,read aloud the entire lyric till its sweet music is yours4 ,note the smooth rhythm1 the peculiar adaptation of sound to sense1 the flowing cadences in the lines4 ,ode to a ,skylark 7,volume ,,vii1 page #bge7 ,there are three classes of lyrics that are to a greater or less degree in the nature of an address to some person1 place or thing4 ,the elegy is a lyric address praising the dead1 the ode and the sonnet may praise living or dead4 ,the elegy in its measures partakes of the solemnity of the grave1 the ode is hampered by no such restrictions4 ,neither is the sonnet1 although by its strict requirements of form it is set off in a class by itself4 ,in the ode the poet enjoys his greatest freedom1 for he may use any meter1 may write at any length and in any manner1 grave1 gay or grotesque4 ,accordingly the odes of our language are most spontaneous1 musical1 inspiring and beautiful4 ,the ,skylark is a perfect example of an ode at its best4 ,it is full of life and joy4 ,it sparkles in every line and vies in music with the song of the lark himself4 ,hail to thee1 blithe spirit6-- ,bird thou never wert4-- ,those two lines are to be taken as the key note of the whole lyric4 ,it is the spirit of free and perfect melody that ,shelley is addressing1 melody that comes from heaven or near it1 that bubbles from the full heart1 that is free from rules and conventions1 unpremeditated1 yet all art4 ,it is ,like an unbodied joy whose race is just begun4 ,what thou art we know not1 yet thou art like a poet hidden singing hymns unbidden2 like a high-born maiden soothing her love-laden soul in secret2 like a hidden glowworm scattering its hues unbeholden2 like a rose embowered in its leaves making faint the thieving winds with its heavy scent4 ,its music surpasses the delicate sounds of vernal showers on the twinkling grass1 the beauty of the rain-awakened flowers1 and all that ever was clear and fresh and joyous4 ,such is the song4 ,what are the thoughts that inspire such heavenly melody8 the poet cries4 ,teach us1 teach us thy sweet thoughts4 ,i have never heard such a flood of rapture so divine4 ,matched with thy music the noblest marriage hymn1 the grandest ,te ,deum would be but an empty boast4 ,from what fountains springs thy happy strain8 ,is it from fields1 or waves or mountains1 from strange shapes of the sky and plain8 ,is it from ignorance of pain1 from love of thine own kind that the joyous music comes8 ,certainly thou lovest1 but there can be no weariness in thy keen joy1 no shadow of annoyance4 ,how different we6 ,we look before and after1 ,and pine for what is not3 ,our sincerest laughter ,with some pain is fraught2 ,our sweetest songs are those that tell of saddest thought4 ,yet if we could scorn ,hate1 and pride1 and fear2 ,if we were things born ,not to shed a tear1 ,i know not how thy joy we ever should come near4 ,to me1 the poet1 thy skill would be better than all the measures of delightful sound1 than all the treasures found in books and if ,i could sing one half as well as thou1 the world would listen to me entranced as ,i am listening to thee4 ,if the song of the lark is beautiful1 the song of the poet is not surpassed4 ,the riotous spirit of music sings in every line1 beauty is seen in every stanza1 is lavished upon every phrase1 upon every melodious verse4 ,the prodigality of beautiful phrases is marvelous4 ,the phrases descriptive of the bird alone are strikingly apt and numerous3 ,blithe spirit2 bird thou never wert2 like a cloud of fire2 like an unbodied joy2 like a star of heaven2 like a poet hidden in the light of thought2 like a highborn maiden in a palace tower2 like a glowworm golden2 like a rose embowered2 sprite and bird2 thou scorner of the ground4 ,to characterize the song properly1 the poet finds it necessary to use these phrases3 ,profuse strains of unpremeditated art2 shrill delight2 keen as are the arrows of that silver sphere2 all the earth and air with thy voice is loud2 a rain of melody2 surpassing the sound of vernal showers and of rain-awakened flowers and all that ever was joyous1 clear and fresh2 a flood of rapture so divine2 beside it a hymenal chorus or a triumphal chaunt is but an empty vaunt2 clear1 keen joyance1 notes flow in such a crystal stream4 ,besides the ardent appreciation for the beautiful song1 the lyric contains one sad truth exquisitely expressed3 ,we look before and after1 ,and pine for what is not3 ,our sincerest laughter ,with some pain is fraught2 ,our sweetest songs are those that tell of saddest thought4 ,and finally1 there is the consummate personal appeal of the poet1 which1 if we may judge by the matchless lyric1 was answered by the same spirit that inspired the graceful scorner of the ground3 ,teach me half the gladness ,that thy brain must know1 ,such harmonious madness ,from my lips would flow1 ,the world should listen then1 as ,i am listening now6 ,compare the following lyric on the same subject by ,james ,hogg3 ,bird of the wilderness1 ,blithesome and cumberless1 ,sweet be thy matin o'er moorland and lea6 ,emblem of happiness1 ,blest is thy dwelling-place-- ,o1 to abide in the desert with thee6 ,wild is thy lay and loud1 ,far in the downy cloud ,love gives it energy1 love gave it birth4 ,where1 on thy dewy wing1 ,where art thou journeying8 ,thy lay is in heaven1 thy love is on earth4 ,o'er fell and mountain sheen1 ,o'er moor and mountain green1 ,o'er the red streamer that heralds the day1 ,over the cloudlet dim ,over the rainbow's rim1 ,musical cherub1 soar1 singing away6 ,then when the gloaming comes1 ,low in the heather blooms ,sweet will thy welcome and bed of love be6 ,emblem of happiness1 ,blest is thy dwelling-place ,o1 to abide in the desert with thee4 ,various interpretations and helpful comments of other kinds may be found on the following pages3 ,volume ,i1 page #ie4 ,the ,rock-a-,by ,lady4 ,volume ,i1 page #bjd4 ,old ,gaelic ,lullaby4 ,volume ,i1 page #cej4 ,keepsake ,mill4 ,volume ,i1 page #djf4 ,the ,fairies4 ,volume ,,ii1 page #dhb4 ,in ,time's ,swing4 ,volume ,,iv1 page #hf4 ,the ,village ,blacksmith4 ,volume ,v1 page #cce4 ,how ,they ,brought the ,good ,news from ,ghent to ,aix4 ,volume ,v1 page #cif4 ,the ,american ,flag4 ,volume ,,vii1 page #cde4 ,the ,reaper's ,dream4 ,volume ,,viii1 page #fj4 ,america4 ,,chapter ,,xii ,,reading ,,aloud ,silent reading is selfish1 while oral reading is for the benefit and pleasure of others4 ,the ordinary individual in daily life reads but little aloud1 and probably makes no attempt whatever to improve his style after he leaves the schoolroom4 ,but parents and teacher are incessantly called upon to read--to read intelligently and effectively4 ,to some this power appears to come naturally1 but most people acquire it only by serious study and continuous practice1 and will find their greatest assistance in a thorough knowledge of those things which are essential to pleasing oral expression4 #a4 ,,articulation ,,and ,,enunciation4 ,articulation is one thing2 enunciation is another4 ,a person articulates the sounds of a language2 he enunciates the syllables and words4 ,a clear and distinct enunciation is as necessary as the perfect articulation on which it is based4 ,indistinct enunciation comes from a natural slovenliness of mind1 from nervousness1 haste or over-excitement4 ,any one who can articulate correctly can acquire a perfect enunciation4 ,knowing this fact1 and knowing the causes which lead to poor enunciation1 it is comparatively easy to correct the faults and give drill which will overcome the carelessness or remove the difficulty4 #b4 ,,emphasis ,,and ,,inflection4 ,the primary facts upon which rests intelligibility in reading are emphasis and inflection4 ,let it be said at the start that no one can read well who has not thoroughly mastered the thought in the selection he is rendering4 ,if he is compelled to search his mind for the meanings of words or to grasp the complete idea of a sentence1 he unwittingly pauses and hesitates and confuses the ideas of his hearers4 ,but if the thought of a selection is thoroughly mastered1 he places the emphasis almost unerringly and by so doing raises no conflicting ideas in the mind of the listener4 ,moreover1 if the meaning of a sentence is clear to a reader his inflections are ordinarily correct4 #c4 ,,emotional ,,states4 ,a person may read with perfect inflection and the most correct emphasis1 yet fail altogether to convey the real feeling of the author4 ,not only must a reader master the thought1 but it is essential that he be able to feel the emotions that possessed the author or manifested themselves in the characters he describes4 ,if anyone is thoroughly possessed by the sentiment of any given poem1 the quality of his voice will modify itself and respond to the behests laid upon it4 ,he will unconsciously pitch his voice at the proper key1 will use the right amount of force1 and speak at the rate which most suitably expresses his feelings4 ,when this is done1 we have perfectly natural reading1 the highest art4 ,pitch1 rate1 quality and force are the particular characteristics of good reading which depend almost entirely upon the mental state of the reader4 a4 ,pitch4 ,much depends upon the proper pitch of the voice4 ,the key upon which one reads may be medium1 or low1 or high1 and what it is depends upon certain physiological conditions4 ,if the vocal chords are tense1 the pitch is high4 ,accordingly1 any state of mind that produces tense vocal chords produces high pitch in the voice4 ,a person can forcibly tighten his vocal chords and utter sounds at high pitch1 but they are strained1 artificial and unnatural4 ,if a certain amount of feeling goes with the effort1 the tones become more agreeable4 ,if a person's voice is pitched too high1 is harsh and unmelodious1 the remedy is by way of a process of forgetting4 ,he must forget that he is reading and feel that he is talking4 ,if his conversation is marked by the same faults as his reading1 he may gain something by imitation in the way of raising his standards of expression4 ,in general1 he reads harshly because he thinks he must read4 ,the nervous tension which this feeling produces has affected his vocal chords without any intention on his part4 ,he cannot read more expressively while he feels as he does4 ,harshness and unnatural pitch will disappear from his voice when he can forget that he is reading from compulsion4 ,for practice the following selections are excellent3 ,gettysburg ,address1 ,,ix1 #cba4 ,boat ,song1 ,,vii1 #ag4 ,battle of ,waterloo1 ,,viii1 #agf4 b4 ,rate or ,time4 ,the rate at which a person reads1 or the time consumed in any one selection1 is regulated by the extent or breadth of thought and by the rapidity of action4 ,there is a certain medium or ordinary time in which those selections that are in no way emotional are read4 ,commonplace selections1 not calculated to stir the feelings1 are of this character1 as are simple narratives where the incidents are unexciting4 ,this medium or standard time may be varied in two ways3 first1 by the quantity of time taken in the utterance of certain words or syllables1 and second1 by pauses between sentences or groups of words4 ,rate1 however1 usually depends more upon the grouping of words and the length of the pauses between groups than upon the utterance of syllables4 ,the rate of syllabic utterance is usually a personal characteristic4 ,some of us articulate rapidly1 while others of more phlegmatic temperament speak slowly4 ,in conversation or in perfectly natural reading1 we usually utter with one impulse of the voice those words which are closely related in meaning4 ,these words so uttered form groups that are usually quite independent of punctuation4 ,punctuation marks are for the eye and are intended to make clear the meaning4 ,they do not separate the sentence into units of expression4 ,only the terminal marks are of any great importance either in suggesting the inflection or indicating the length of the pause4 ,a good reader notices the marks insomuch as they make clear the thought1 but largely disregards them in his reading4 ,the person who reads too rapidly has a mind that is very quick in its action or one that is not fully occupied with the thought of his selection2 he may have a vague understanding1 but does not realize the full extent and import of the idea4 ,if he reads too slowly1 he is naturally slow in thought1 or the words come to him slowly through his eyes1 his organs of speech are not sufficiently under control1 or he does not appreciate the difference between the principal ideas and those of minor importance4 ,find the central idea1 group others about it in proper degrees of subordination1 feel the sentiment in what is being read1 and the time usually will be correct4 ,there are worse faults in reading than undue rapidity or slowness1 for we can make our minds keep pace with the reader1 if in other respects his expression is good4 ,the following selections afford considerable variety in rate3 ,exciting ,canoe ,race1 ,,vii1 #gi4 ,those ,evening ,bells1 ,,vii1 #cdj4 ,charge of the ,light ,brigade1 ,,vii1 #adg4 ,marco ,bozzaris1 ,,viii1 #ij4 c4 ,quality4 ,the quality of the voice is almost entirely dependent upon the emotions4 ,tenderness1 love1 joy1 awe1 fear1 all produce their effect upon the voice4 ,in an unemotional state the person speaks in normal quality and in the tone that is natural to himself4 ,if the same person is frightened or if his animosity is aroused1 he speaks in an aspirated tone2 if he feels harshly toward anyone or is angry1 his voice possesses that guttural quality which indicates the severer and harsher emotion2 when he is moved by grandeur and sublimity1 his voice naturally takes a full1 round quality4 d4 ,force4 ,the quantity of mental energy the person possesses usually regulates the force of his utterance1 and that mental energy is stimulated by his emotions4 ,if he feels thoroughly in earnest in what he is trying to accomplish1 his voice becomes loud and full of force4 ,it is then a natural force and is usually agreeable1 unless the emotion which causes it is of an unpleasant type4 ,but it is often true1 particularly of teachers who have been long in service and those persons who have talked under unfavorable conditions to large numbers of people1 that their voices have become too loud and too much strained to be pleasant to the ear4 ,a soft1 pleasing voice1 loud enough to be distinctly audible1 is always better than a strident1 forcible utterance that compels attention whether one will or not4 ,extremes of force may be found in the following selections3 ,sweet and ,low1 ,,vi1 #abb4 ,to a ,waterfowl1 ,,vii1 #cie4 ,the ,destruction of ,sennacherib1 ,,vi1 #ada4 ,little ,red ,riding ,hood1 ,i1 #gi4 ,,chapter ,,xiii ,,literature ,,and ,,its ,,forms ,it is not everyone who can tell readily what is meant by literature1 nor can anyone in a few words define it4 ,what the study of literature 7only the adult's manner of saying reading7 is expected to accomplish was aptly described by ,cardinal ,newman when he wrote3 ,the object of literature in education is to open the mind1 to correct it1 to refine it1 to enable it to comprehend and adjust its knowledge1 to give it power over its faculties--application1 flexibility1 method1 critical exactness1 sagacity1 address and expression4 ,reading at home and in the public schools as well as in the high school and colleges helps to accomplish these ends to a great extent4 ,many persons fail to understand what literature is1 and if they do realize its importance they do not comprehend the great variety of its forms nor the significance of each4 ,to help such persons to a more comprehensive knowledge and a deeper insight into the functions of literature this chapter is written4 ,in its widest sense the word literature covers nearly every kind of printed matter1 but it is in its more restricted meaning that the term is used here4 ,only that which is beautiful in form and expression1 inspiring and helpful in spirit1 noble and righteous in sentiment can be called literature as we are considering it4 ,there may be weak and frivolous books1 well-meaning but inept books1 and really bad books1 but none of them can be classed as literature4 ,literary masterpieces are either prose or poetry1 and in print the two are easily recognizable by their difference in form4 ,coleridge once said that prose consisted of words in their best order1 while poetry was the best words in their best order1 a poetic definition that does not convey a very accurate knowledge of the distinction4 ,poetry differs from prose not only in the choice and arrangement of words1 but also to a lesser degree in sentiment and feeling4 ,however1 much verse1 though faultless in form1 can never be considered real poetry1 while much prose has real poetic beauty4 ,prose ,the great bulk of the writings of the world is in prose4 ,it is the medium of hard sense1 of practical knowledge1 of argument and of dialogue4 ,yet often it appeals to the imagination1 charms with its beauty and inspires to heroic deeds4 ,it seems to be generally accepted that four methods of expression are to be found in prose3 narration1 description1 exposition and argumentation4 ,narration deals with things in action1 description with the appearance of things1 exposition explains the relations ideas bear to one another1 and argumentation not only does this1 but tries at the same time to convince4 ,theoretically1 this distinction is very easy to make1 for action is the life of narration1 appearance the theme of description1 explanation and exposition are synonymous1 and no one argues but with the hope of convincing4 ,what can man do more than to tell what has been done1 tell how a thing looks1 show how one thing follows from another or is related to it1 and endeavor to bring another person to the same state of mind8 ,the accuracy and completeness of the classification is most evident until one attempts to apply it practically to existing literature1 and then he finds that no literary masterpiece belongs entirely to any one of the classes1 but that these mingle and unite1 one or the other usually predominating4 ,this ruling element1 the one which is proportionately greater1 will govern the classification of a selection4 ,in any story1 narration and description meet at every turn1 and not infrequently exposition is found freely intermingled2 while novels have been written with the avowed sole purpose of changing the beliefs of a people4 ,uncle ,tom's ,cabin is a story of intense dramatic activity1 and abounds in vivid descriptions of places and persons4 ,it is generally dealing with incidents relating to the characters of the story1 yet it really makes an exposition of the evils of slavery1 and certainly was no small factor in stirring the ,american people into vigorous action against the slave dealers4 ,yet no one would classify the book otherwise than among the narratives4 ,although into ,burke's ,conciliation other elements enter1 yet everyone will admit it to be argumentative in the highest degree4 ,so while it is well to classify the selections read1 yet fine theoretical distinctions should be abandoned4 ,it is not so necessary to classify and name as it is to compare and distinguish4 ,narratives have been classified variously1 but not more satisfactorily than have other forms of literature4 ,a narrative is true or fictitious1 and there appears the first principle of classification4 ,truthful narratives are personal when they are the simple account of the deeds of some person or thing1 biographical when they show a clear and evident purpose to detail the events in the life of the person1 historical when they deal with larger and more complicated questions and when the actors are as numerous as the actions are various4 ,fictitious narratives comprise short stories and novels4 ,one prominent writer notes the following types3 7#a7 ,the realistic novel that is true to actual life and often enters into the discussion of important questions of record4 7#b7 ,the novel of life and manners which is largely descriptive and in which the exigencies of the plot give way to the study of customs4 7#c7 ,the novel of incident in which the plot is everything and description and character study are avoided or subordinated to action4 7#d7 ,the romance which usually deals with things as they were in days long past and with actions that little concern the present4 ,marvelous and even supernatural incidents crowd its pages4 7#e7 ,the idealistic novel which paints the world as it should be and makes its actors more nearly perfect than the world accepts as typical4 7#f7 ,the novel with a purpose which seeks to convert its readers by the vividness of its portraits rather than by argument1 though by means of many detailed conversations its theories are often freely discussed and fully substantiated4 ,many great reforms have been brought about by novels of this character4 ,description deals with the individual and not with the class4 ,a fine description is a work of art in its highest sense and is closely allied to painting1 than which it is even more delicate and refined2 for while the painter lays his color on the canvas and our eyes see the entire picture in all its minutest detail1 the writer can only suggest the idea and stimulate the imagination to create for itself the picture in the mind of the artist4 ,yet such is the marvelous power of words when handled by a master that one can see by them almost as vividly as by the sense of sight4 ,the reader is transported to far-away lands1 strange men and animals surround him1 the skies glare above him1 silver lakes sparkle in the sun1 brooks murmur against their fern-covered sides1 and birds move the soul with their sweet music4 ,evening draws on1 and the landscape glimmering fades away2 the stars come out one by one and by and by the moon steals slowly up the sky4 ,peace and quiet reign over the darkened world4 ,neither sculpture nor painting can depict these changes2 it rests with the magic of words4 ,but the reader must do his share4 ,he must give time to his reading1 must yield himself gently to its influence1 must not force himself into the writer's mood but must receive and accept4 ,then descriptive literature will yield its keenest pleasures4 ,exposition deals with the class1 and is abstract4 ,so the demands made upon the reader are infinitely greater4 ,it assumes that the concrete examples and specific instances necessary to interpret the abstract are already in mind and that the barest allusion to them will be sufficient4 ,so exposition naturally follows narrative and description4 ,successful argumentation depends upon proof and persuasion4 ,it is addressed to the reason or to the emotions4 ,burke and ,webster endeavor to establish their respective positions by irrefutable arguments4 ,when ,beecher addressed the people on the slavery question he appealed strongly to their emotions and sought to make them act because of their intense feeling4 ,one characteristic of all literary masterpieces is unity1 but in none is this of more importance than in the expository and argumentative types4 ,as we study it1 literary material may be grouped as fiction1 essays1 speeches 7orations71 and dialogue 7drama74 ,no classification can be rigid or exact1 for one may blend into the other4 ,at the same time in any one may be found the four forms1 description1 narration1 exposition and argument4 ,for our purposes1 however1 the following definitions will answer3 ,fiction is a term covering those narratives which are either wholly or in part events that never happened and acts of individuals that never lived4 ,fiction is the work of the imagination1 based upon the facts of life and observation4 ,it appears as stories1 in narrative poems or epics1 and in novels4 ,essays deal with all subjects and in such a variety of ways that any attempt to classify them meets with difficulty4 ,originally an essay was an attempt1 a mere outline or plan intended to be filled out at greater length or to be used in different form4 ,it is in this sense that ,bacon uses the word and his essays are condensed to the highest degree4 ,in later years essays have come to be of the most highly finished type of literature and some of the most beautiful passages1 the noblest thoughts1 the most inspiring utterances1 are to be found in them4 ,almost every conceivable topic is treated3 there are biographical essays which do little more than narrate the facts of a man's life2 there are descriptive essays whose only function is to make their readers see something as the author saw it2 there are argumentative and didactic essays and essays on science1 art1 religion1 and literary criticism4 ,some writers have given their whole time and attention to this form of composition1 and the modern magazine has become their distributing agency4 ,much of the deepest1 of the brightest1 of the best of recent work has come to its readers through this medium4 ,the essay shows more of the author's self than any other form of literature4 ,it is apt to be sincere1 to be the deliberate expression of the writer's own views formulated with the desire to convince another4 ,in the purely literary type this last characteristic is not so strikingly prominent1 though it appears rather under the surface4 ,in no form of literature is the artistic element more manifest4 ,the prose writer makes of his essay what the poet does of his lyric--the most finished and beautiful expression of his thought4 ,the thought is the writer's chief concern1 but upon his manner of expressing it depend the force and value of his work4 ,accordingly he gives to his style his most careful attention and fits and polishes it with all his skill4 ,the result is that in the essay are to be found the best examples of prose style4 ,while the essay frequently appeals to our humorous sense and sometimes arouses our sympathy by its pathetic touches1 yet no such opportunity is offered for emotional effect as that given by the novel or the drama4 ,the essay is written to be read1 the oration to be heard2 the essay is to please1 to entertain1 perhaps to instruct1 sometimes to convince2 the oration is to arouse the feelings1 to carry conviction1 to stir the public to action4 ,it is a formal production1 addressed directly to its hearers2 it is in form or meaning in the second person4 ,even when descriptive or eulogistic1 it is a direct address4 ,the orator says1 ,these are my opinions and my reasons for so thinking4 ,will you not accept my view and act accordingly8 ,the oration naturally divides itself into three sections4 ,there is an introduction1 in which the speaker clears the way1 opens the question and lays down the principles he proposes to advocate1 or indicates the course of his argument4 ,the body follows4 ,here the principles are elucidated1 the arguments advanced and properly established or the descriptions elaborated and finished4 ,the last section is the conclusion1 which may consist of a brief review or summary of the inferences drawn1 or of a plea for belief and for action in accordance with the principles of the speaker4 ,before the art of printing was invented1 public opinion was molded almost entirely by public speaking1 and for a great many years afterward the orator was the greatest of leaders4 ,by the magic of his eloquence he changed the views of men and inspired them to deeds of valor4 ,the fiery orations of a ,demosthenes1 of a ,cicero2 the thrilling words of a ,peter the ,hermit or a ,savonarola2 the unanswerable arguments of a ,burke or a ,webster1 have more than once turned the course of history4 ,but when the newspaper first found its way into the hands of thinking men the power of the orator felt the influence of its silent opponent and began to wane4 ,today1 it is not often that multitudes are swayed by a single voice4 ,the debates and stump-speeches of a political campaign change but few votes4 ,the preacher no longer depends wholly upon the convincing power of his rhetoric to make his converts4 ,the representatives of a people in a parliament or a congress speak that their words may be heard through the newspapers by their constituents more than with the expectation that their speech will carry a measure through the ,house they are addressing4 ,yet we will listen with pleasure to a fervid speaker whose earnestness of manner carries the conviction of his sincerity1 and even against our will we are moved by elegant sentences and pleasing tones4 ,the orator will continue to be a power1 though in a different way4 ,conditions have changed1 and the ponderous periods and elaborate figures that characterized the orators of classic epochs are giving place to the plain1 lucid diction and the simple1 true-hearted tones of the modern speaker4 ,the drama is objective1 the author keeping himself out of sight as much as possible4 ,his characters appear1 speak their parts and vanish with no explanatory words from him except the occasional stage direction limited to the fewest possible words4 ,there is no description1 except when the actors give an account of something that does not occur upon the stage4 ,there is little of narration1 except to explain what does not appear upon the scene or to give clearness to the action4 ,argument is not infrequent1 though it is usually in the form of a moving appeal to the emotions rather than to the reason4 ,the play often leads to exposition1 and many dramas are written with the evident intent of teaching a deep and forceful lesson4 ,the drama shows man in action and develops his character before the reader1 but it is by acts and speech and not by direct description from the author4 ,it deals with all human interests and frequently supernatural manifestations are introduced and become important factors in the plot1 particularly when they are believed in by the people who appear in the drama4 ,but in general it is a study of life and character4 ,primarily the drama is to be heard1 not read1 and consequently its style is usually clear and its meaning easily apprehended1 but the complexity of its incidents and the intricacies of its plot make it difficult to follow4 ,the rapidity of its action1 the necessity of gathering the meaning from a single hearing1 and the intensity of feeling aroused would all unite to confuse the hearer were it not for the skill of the actor and the appropriateness of the stage settings4 ,by the aid of these1 understanding is in most cases not difficult4 ,the changing scenery1 the dress of the actors1 their movements1 the tones of their voices1 and the expression of their faces all aid the hearer4 ,but the interpretation then becomes that of the actor1 so that the listener is once removed from the author4 ,moreover1 to the actor everything is subservient to dramatic effect1 and the study of an ,othello descends into an effort to excite an audience rather than to portray correctly the shifting passions of the jealous ,moor4 ,the poet's creation is adapted to the actor's use by the omission of scenes1 changes of scenes1 and additions of scenes1 by such verbal alterations and phrasal transpositions that one does not see ,shakespeare's ,shylock demanding his pound of flesh but watches ,irving's ,shylock whetting his savage knife2 ,hamlet is lost in ,booth1 and ,juliet weeps in the tears of ,mary ,anderson4 ,but the pleasure a person derives from listening to their thrilling utterances is as distinct from that which comes to the appreciative reader as the pleasures of the palate differ from those of the eye4 ,to the reader everything is his own4 ,he carries his own theater with him4 ,the scenery he must himself construct and he may alter it at will2 the costumes and personal appearance of the characters are the creations of his own mind2 his thunder has no metallic sound and his lightning always flashes4 ,he may bring his favorites back with many an encore and may show his disapproval with hisses that would drown the gallery4 ,he may linger over the passages he loves and find new encouragement in his defeats and ever fresh joys for his hours of gloom4 ,he is never hurried3 the lights never go out1 the curtain is never rung down4 ,poetry ,the reality of poetry is its beauty1 its power of inspiration1 its truth4 ,its beauty lies in its choice of words1 in its figures of speech1 in its music and in its sentiment4 ,any definition that is not purely formal is hard to give4 ,professor ,shairp defined the soul of poetry when he wrote3 ,whenever the soul comes vividly in contact with any fact1 truth1 or existence1 which it realizes and takes home to itself with more than common intensity1 out of that meeting of the soul and its object there arises a thrill of joy1 a glow of emotion2 and the expression of that glow1 that thrill1 is poetry4 ,the ,structure of ,poetry ,the form and structure of poetry should be studied1 but not to so great an extent as to blind the eye or deaden the appreciation of its beauty and sentiment4 ,brown1 who wrote the beautiful story ,rab and ,his ,friends1 has said1 ,it is with poetry as with flowers and fruits4 ,we would all rather have them and taste them than talk about them4 ,it is a good thing to know about a lily1 its scientific ins and outs1 its botany1 its archology1 even its anatomy and organic radicals2 but it is a better thing to look at the flowers themselves and to consider how they grow4 ,if one reads poetry aloud he soon becomes sensible of a certain rhythm or regular recurrence of accented syllables that gives a measured movement to the lines4 ,it is a recognition of this rhythm that makes a child read in a sing-song tone1 as natural a thing as it is to sing4 ,if we hear constantly repeated at frequent and regular intervals any noise1 there is a tendency to group these separate sounds and measure them off regularly4 ,the clock ticks with always the same force and with the same space of time between the ticks1 yet we hear tick-tack1 tick-tack2 we can prove the difference to be in our ear1 for it requires but little effort to hear tick-tack or tack-tick1 tack-tick4 ,the ticking has not varied in the least4 ,the poet takes advantage of this rhythmical tendency of nature and by using accented syllables at regular intervals compels us to recognize the swing of his lines4 ,when he reduces this to a system he has established the meter of his production4 ,the poetical accents sometimes fall on unaccented syllables and sometimes on monosyllabic words that are not emphatic1 but usually the metrical accent of any given word corresponds to its logical accent4 ,the accentuation of a syllable tends to lengthen the time used in the pronunciation of that syllable1 and so we call it long1 although the sound of its vowel may be short4 ,short syllables are those which are unaccented1 even though the vowel has the long sound4 ,verse appeals to the ear by its melodious combinations of sounds and also by the regular recurrence of similar sounds in rhymes4 ,these usually occur at the ends of verses4 ,in order that a rhyme may be perfect the two rhyming syllables must both be accented1 the vowel sound and the consonants following must be identical1 and the sounds preceding the vowel must be different4 ,for example1 fate and late rhyme2 fat and late do not2 fate and lame do not2 debate rhymes with relate1 but not with prelate4 ,double rhymes occur frequently1 as in the words bowlders1 shoulders4 ,take this stanza from ,hood's ,song of the ,shirt3 ,with fingers weary and worn1 ,with eyelids heavy and red1 ,a woman sat in unwomanly rags ,plying her needle and thread-- ,stitch6 ,stitch6 ,stitch6 ,in poverty1 hunger and dirt2 ,and still with a voice of dolorous pitch ,she sang the song of the shirt4 ,here the first and third lines are unrhymed1 the second and fourth1 the fifth and seventh1 and the sixth and eighth lines rhyme alternately in couplets4 ,if the beginnings of the verses are noticed it will be seen that the indentations of the lines correspond with the rhymes4 ,rhymes are not always used in poetry4 ,most of ,shakespeare's plays are written in blank verse1 which is unrhymed iambic pentameter1 called heroic verse4 ,hiawatha and ,evangeline are not rhymed1 the former being trochaic tetrameter and the latter largely dactylic hexameter4 ,frequently appeal is made to the ear by a similarity of sound at the beginning of words4 ,this is known as alliteration4 ,in early ,english poems this was of prime importance and subject to rigid rules1 but more recently it has been used without rule1 subject merely to the author's will4 ,this is seen to a marked degree in many writers4 ,here are several lines taken from ,poe's ,the ,bells3 ,what a world of merriment their melody foretells1 ,what a tale of terror now their turbulency tells4 ,in a mad expostulation with the deaf and frantic fire4 ,in many cases alliteration is very skilfully handled1 as where ,whittier uses the liquid consonants to make more smooth and harmonious to the ear the line that tells the friendliness of the brooklet whose murmurings could not be heard in winter1 but-- ,the music of whose liquid lip ,had been to us companionship during the long summer days4 ,the number of verses in a stanza varies from two to an indefinite number4 ,when there are two verses the stanza is called a couplet2 a three line stanza is called a tercet2 a four line stanza1 a quatrain4 ,the five line stanza is not common1 but six is a frequent number4 ,kinds of ,poetry ,poems may be classified as epic1 lyric and dramatic4 ,the word epic is by some writers restricted in its application1 but it is preferred here to use it in a broad sense to include various forms of narrative poetry1 and to use the term greater1 or heroic1 epic to designate the smaller class of narratives which the older writers knew as epics4 ,thomas ,arnold's definition of the greater epic is3 ,the subject of the ,epic ,poem must be some one1 great1 complex action4 ,the principal personages must belong to the high places of the world1 and must be grand and elevated in their ideas and in their bearing4 ,the measure must be of sonorous dignity1 befitting the subject4 ,the action is carried on by a mixture of narrative1 dialogue1 and soliloquy4 ,briefly to express its main characteristics1 the epic treats of one great complex action1 in grand style1 and with fullness of detail4 ,under such a definition there can be but few really great epics in any language4 ,comparatively few poets have cared to undertake so great a task and many of those who have been willing to make the attempt have failed conspicuously in the execution4 ,but most of the great languages of the world have each one surpassing epic which has held the interest of its readers and established an immortality for itself4 ,homer gave the ,greeks the grandeur of his ,iliad2 ,virgil charms the ,latin race and every cultivated people since with the elegance of his ,aeneid2 ,dante with ,virgil for his model and ,beatrice as an inspiration wrote in ,italian the ,divina ,commedia1 in which he described with all-powerful pen the condition of the dead in the ,inferno1 ,purgatory1 and ,paradise2 and our ,milton after years of preparation1 from the dark realm of his own blindness1 produced the sublime measures of ,paradise ,lost4 ,these are the ,greater ,epics1 greater by far than anything else written by man4 ,with them this course does not concern itself to any great extent4 ,the term lesser epic includes the numerous forms of narrative poems from the old-time ballad to the modern story-telling poem4 ,the epic is essentially different from the lyric4 ,while in the latter the personality of the author is always apparent1 and properly so1 in the epic the intrusion of the poet's self is usually a defect4 ,the lyric is subjective1 the epic objective4 ,to tell a story effectively and well is the prime motive1 to tell it beautifully and in a way to excite the imagination and move the feelings of the reader is the contributory poetic impulse4 ,of the lesser epics groups might be set apart4 ,the ballad is the oldest form4 ,it was originally the production of wandering minstrels or glee-men and was not reduced to writing and kept in permanent form4 ,being passed from mouth to mouth there naturally came to be great variations in its form1 and even the incidents were modified to suit the taste of the singer4 ,after poetry came to be a study of the cultured and refined1 the minstrel's power declined1 though he was a welcome guest at the feasts of the wealthy1 where his song added to the gayety of the occasion or gave dignity to the host as his deeds were sung by the hireling bard4 ,in the sixteenth century these singers disappeared from view in the blaze of the ,elizabethan ,age4 ,the highest type of literary expression is poetry1 and the most perfect creation of poetic imagination is the lyric4 ,technically a lyric is a song1 a short poem that can be set to music4 ,but this must be interpreted in a wide sense1 for though all the songs that are sung are lyrics1 the greater number of lyrics were never intended to be fitted to the closer requirements of vocal harmony4 ,they deal with all subjects and have few requirements of form1 though form is an essential element and a matter of great importance1 for to the perfection of form much of the intense effect of the lyric is due4 ,like the essay the lyric is a subjective composition2 it is confessedly the expression of the poet's personal emotion and his own experiences4 ,his mind1 his soul1 speak to us2 he does not interpret the thoughts and feelings of another4 ,the lyric is usually contemplative and full of the choicest results of the poet's meditations4 ,it influences action indirectly through direct appeals to the emotions4 ,songs form a class of lyrics as varied in content as the possible subjects in life4 ,one might consider them as sacred and secular and under the former recognize the psalms1 which our poets have many times rendered into metrical form1 not infrequently detracting from the sublimity of the originals4 ,the ,lord is my ,shepherd needs no change1 no remodeling from the biblical version to make it a true lyric1 but that it may be sung to the tunes of our churches it has more than once been paraphrased4 ,hymns are religious songs expressing devout reverence for the deity1 displaying confidence and faith in the goodness of ,god1 breathing a prayer for help in hours of difficulty and distress1 or for consolation in the hour of affliction4 ,our literature is full of these noble poems1 and their lofty sentiments1 clothed in beautiful words sung to the thrilling music of other inspired composers1 have been potent factors in culture and refinement4 ,secular songs are written upon nearly every conceivable topic of human interest and are more numerous than any other form of literature1 but so many of them are inferior in composition and so dependent upon the jingle of the tunes to which they are sung that their life is little longer than the time consumed in their production4 ,but a large number are conceived in the true spirit of art and are as worthy of immortality as anything we read4 ,there are comic songs that sparkle with wit and whose music laughs with the hearer2 sentimental and love songs whose sensuous cadences intensify the passion of their words2 convivial songs where toasts are drunk to the accompaniment of the clinking glasses2 and patriotic songs that roll with the ringing cheers of thousands and the tramp of armed men4 ,there are still three large classes of lyrics each distinct in itself1 though1 as we see if we try to draw the lines closely1 shading off into one another4 ,usually these are in the nature of a direct address to some person1 place1 or thing1 and are distinguished one from another by the nature of the subject or the rules of form4 ,all are in a greater or less degree complimentary to the thing addressed and show interest1 respect1 admiration or love4 ,the ode and elegy have most in common1 although the latter is a tribute to the dead4 ,the sonnet partakes deeply of the nature of the others1 but is set off by very arbitrary limitations of form4 ,there are no rules governing the form of the ode2 the poet is at liberty to select whatever form seems best adapted to his purpose4 ,the length of the stanza1 the meter1 the rhyme1 may be as varied as his fancy dictates1 but the ode is an address direct and personal1 an address with praise for its object4 ,the subject may be a flower1 a piece of pottery1 a person1 a bird or a nation1 but some definite inciting object is necessary4 ,the ode is subjective in that the poet expresses his own feeling of admiration or reverence4 ,often there is an acknowledgment of a benefit conferred1 a lesson learned1 or affection returned4 ,from these conditions1 namely1 the liberty of form1 the direct and powerful inspiration1 the sincere desire to return a favor1 a poet might naturally be expected to produce his choicest work1 and so he has done4 ,a mournful song1 in stately measure1 praising the dead for his virtues1 full of the grief that remains with the living1 believing in the happiness of the departed and hoping for a blessed reunion in the hereafter3 this is the typical elegy4 ,on the one side it shades off into the ode1 some poems being susceptible of classification in both groups2 on the other it may take the form of sonnets1 many of which answer every requirement of the dirge4 ,many poems are therefore elegiacal that are not strictly elegies4 ,a rigid classification is never necessary1 but an association of these beautiful pieces1 all thoroughly impregnated with the personal grief of the author1 gives to each a greater power1 a more thrilling significance4 ,they arise from the deepest emotion and so are the offspring of divinest inspiration2 love is in the heart of the writer and so the flight of song is best sustained2 they are intended to show to the world respect and admiration for the one whose virtues they celebrate and so they are refined and polished to the last degree4 ,where grief1 love and a hope to give earthly immortality to the object of his affection move the poet1 we expect the finest efforts of his genius4 ,these elegies include some of the grandest1 the most perfect productions of poetic skill4 ,when man sees his loved one laid away forever1 he naturally longs to preserve the memory of the departed to succeeding generations1 to erect some permanent memorial4 ,funereal monuments are characteristic of every race and have proved the most enduring records of the past4 ,the inscriptions upon these tombs are early records of the elegiac spirit4 ,the epitaph is elegy in miniature4 ,to define an epitaph is useless2 everyone knows it is an inscription on a tomb4 ,an epitaph is indeed commonly panegyrical1 because we are seldom distinguished by a stone but by our friends1 says ,dr4 ,johnson4 ,this epitaph was written by ,robert ,wilde in the seventeenth century3 ,here lies a piece of ,christ2 a star in dust2 ,a vein of gold2 a china dish that must ,be used in heaven1 when ,god shall feast the just4 ,the sonnet may be addressed to any person or thing and is the direct personal expression of the author's feeling4 ,it is like the ode1 and also partakes of the general nature of the elegy1 but it differs from both in the rigidity of the rules of form that govern it4 ,sonnets originated in ,italy1 and the genuine ,italian sonnet is very exacting in form4 ,it must consist of exactly fourteen lines of iambic pentameter4 ,these lines are divided into two groups1 one of which consists of eight lines or two quatrains1 the whole known as the octave4 ,the remaining six lines constitute the sestet4 ,the first and last line of each quatrain rhyme together1 while the middle lines of each form the second rhyme4 ,in the sestet usually the first line rhymes with the fourth1 the second with the fifth and the third with the sixth4 ,as a whole the sonnet contains one idea1 which in the octave is general1 in the sestet specific1 for the sestet expresses the conclusion of the octave4 ,the difficulties of composition under such arbitrary limitations are evident1 and it is not to be wondered at that even famous poets have utterly failed when they have essayed to write in this form4 ,the sonnet has met with severest criticism1 some writers failing to see any beauty in it4 ,coleridge says3 ,and when at last the poor thing is toiled and hammered into fit shape1 it is in general racked and tortured prose rather than anything resembling poetry4 ,though ,lord ,byron wrote a few himself he defined the sonnet as ,the most puling1 petrifying1 stupidly ,platonic composition4 ,but this is hardly fair to the many exquisitely beautiful lyrics that in this form grace the ,english language4 ,those little pictures painted well1 those monuments of a moment are among our most graceful poems1 and the reader who has not learned to delight in a beautiful sonnet has missed the most refined pleasure ,english literature has to give4 ,the following exquisite sonnet1 ,victor and ,vanquished1 by ,longfellow1 is formed on the ,italian model3 ,as one who long hath fled with panting breath ,before his foe1 bleeding and near to fall1 ,i turn and set my back against the wall1 ,and look thee in the face1 triumphant ,death4 ,i call for aid1 and no one answereth2 ,i am alone with thee1 who conquerest all2 ,yet me thy threatening form doth not appall1 ,for thou art but a phantom and a wraith2 ,wounded and weak1 sword broken at the hilt1 ,with armor shattered1 and without a shield1 ,i stand unmoved2 do with me what thou wilt2 ,i can resist no more1 but will not yield4 ,this is no tournament where cowards tilt2 ,the vanquished here is victor of the field4 ,how many verses in this sonnet8 ,what is the meter8 ,what is the rhyme scheme8 ,through how many lines is the rhyme scheme the same as that followed in the ,italian sonnet8 ,is there a unity of thought in this sonnet8 ,does the poet consistently allude to some one thing8 ,was ,longfellow old or young when he wrote this8 ,what does ,longfellow represent himself to be8 ,why does he set his back against the wall8 ,in these days of ,mauser rifles would it do any good to set one's back against the wall for protection against an approaching enemy8 ,was it ever an advantage8 ,who is the foe that follows him8 ,how can ,death be but a phantom and a wraith and at the same time follow the poet triumphantly8 ,what do his weapons and his armor indicate as to what he represents himself8 ,what is the broken sword8 ,who fight in tournaments8 ,what is there appropriate in the word tilt8 ,how can the one who is vanquished be victor still8 ,is the figure of medieval knighthood well sustained8 ,the earliest ,european dramas of which we have any record were the plays performed in ancient ,greece five hundred years before ,christ4 ,there were very few characters introduced1 sometimes only one or two1 and a chorus was the most important part of the representation4 ,this chorus served to fill the gaps in the action1 to state what had preceded and at times even to comment upon the actors1 to exhort or to praise or condemn their behavior4 ,the ,greek dramatists carefully followed the so-called rule of three unities3 unity of time1 whereby the action must be compressed into one day2 unity of place1 by which only one place must be represented2 and unity of action1 whereby the movement of the piece must be continuous1 all the incidents be connected so as to form one main line of thought4 ,the rule of three unities was followed very closely by the ,french dramatists up to comparatively recent times2 but in ,england1 beginning with the ,elizabethan era1 no restraint was placed upon dramatic technique except unity of action1 which still remains essential4 ,during the ,middle ,ages the drama was represented by miracle and mystery plays dealing with sacred history4 ,they differed in subject only4 ,the miracle plays represented the lives of saints and their miraculous deeds2 the mysteries1 the mysterious doctrines of ,christianity and various biblical events4 ,during an age when preaching was unusual1 the clergy reached the souls of their people by means of these rude plays which were at first given in churches2 but later1 when the town guilds and trade organizations began to present them1 the stage was a traveling cart1 roughly fitted up with rude scenery4 ,still later1 before theaters were built1 the wandering players acted in inn yards or courtyards4 ,female parts were always taken by boys1 and it was not until after ,shakespeare's time that women appeared on the stage4 ,in the reign of ,henry ,,vi the mysteries were in part superseded by the morality plays1 although the former did not wholly go out of style until the time of ,elizabeth4 ,the passion play given every ten years at ,oberammergau1 ,bavaria1 is a survival of the old mystery play4 ,the moralities personified the virtues and vices common to man1 and attempted to teach moral lessons by allegorical representations4 ,when popular interest in these dramas began to lag1 current topics were introduced into the dialogue1 and characters from real life appeared on the stage for the first time4 ,early in the sixteenth century ,john ,heywood invented a farcical composition called ,the ,interlude to relieve the tiresome monotony of existing plays4 ,but it was in #aedj that the first comedy appeared1 and it is not too much to say that this play marks the beginning of modern ,english drama4 ,nicholas ,udall1 head master of ,eton ,college1 being accustomed to write ,latin plays for his boys1 concluded to try his hand at an ,english drama4 ,the result was ,ralph ,royster ,doyster1 the first comedy4 ,in #aefb ,queen ,elizabeth was entertained by the presentation of the first ,english tragedy1 a play entitled ,gorboduc1 by ,thomas ,sackville4 ,during the sixteenth and seventeenth centuries amateur dramatic productions called masques were presented4 ,sometimes even nobles and members of the royal family took part4 ,these plays were accompanied by music1 dancing1 and spectacular effects4 ,the literary character of the masque developed into the compositions of ,ben ,jonson1 and culminated in ,milton's ,comus4 ,during the reign of ,elizabeth the productions of ,kyd1 ,peele1 ,greene1 ,marlowe1 and ,beaumont and ,fletcher raised the drama to such a lofty plane that only the genius of a ,shakespeare could surmount it4 ,there are two distinct classes of modern dramas--tragedies and comedies4 ,in the former1 events crowd irresistibly on to some terrible conclusion1 usually resulting in the death of the principal characters4 ,an atmosphere of gloom surrounds it1 and the flashes of light serve but to intensify the general darkness4 ,even when the soul of the reader recognizes the justice of the end it rebels against the horrors of the situation4 ,the deeper and darker passions predominate2 love is swallowed up in hate and happiness drowned in grief4 ,the comedy is in a lighter and happier vein2 its situations may be trying but they end happily2 the sun shines and the air is clear2 if storms appear they are the showers of a summer day1 not awful tempests4 ,the comedy descends through various forms to the travesty and farce whose purpose is solely to excite laughter by ludicrous scenes and absurd incidents4 ,the melodrama abounds in thrilling situations and extravagant efforts to excite emotions1 but its final outcome is a happy one1 and the villain is punished and virtue is comfortably rewarded4 ,dramas may be written in prose or in poetic form4 ,the tendency is toward prose in comedy and poetry in tragedy1 though in the same play both prose and poetry are sometimes used4 ,the most common form for the poetic composition is the unrhymed iambic pentameter or blank verse 7heroic measure74 ,rhymes are in use but usually their purpose is definite and specific and they may occur occasionally in plays which are otherwise in blank verse4 ,lyrics are often introduced1 and in them both rhyme and meter are varied at the pleasure of the author4 ,journeys ,through ,bookland contains numerous illustrations of the facts of this chapter and plentiful examples of every form of literature except the sonnet1 of which a type has just been given4 ,the outline which follows will summarize this chapter and show a few of the examples that may be formed4 ,illustration3 ,,robert ,,louis ,,stevenson ,,paul ,,du ,,chaillu ,,rudyard ,,kipling ,,thomas ,,hughes ,,hans ,,christian ,,andersen ,,jakob ,,grimm ,,wilhelm ,,grimm ,,literature ,i4 ,,prose4 #a4 ,forms of ,prose ,composition4 ,a4 ,narration4 ,the ,pine ,tree ,shillings3 ,,iv1 #aib4 ,a ,christmas ,carol3 ,,vi1 #bdd4 ,b4 ,description4 ,brute ,neighbors3 ,,vii1 #bfj4 ,the ,alhambra3 ,,viii1 #aec4 ,children's ,books of the ,past3 ,v1 #aja4 ,c4 ,exposition4 ,imitation of ,christ3 ,,vi1 #acd4 ,the ,cubes of ,truth3 ,,vii1 #djf4 ,reading ,history3 ,v1 #cid4 ,d4 ,argument4 ,poor ,richard's ,almanac3 ,,vi1 #djg4 #b4 ,kinds of ,prose4 ,a4 ,fiction4 ,aladdin3 ,,iii1 #bhh4 ,tom ,brown at ,rugby3 ,v1 #dfi4 ,the ,adventure of the ,windmills3 ,,vii1 #dch4 ,b4 ,essays4 ,childhood3 ,,vi1 #abd4 ,dream ,children3 ,,viii1 #cce4 ,the ,vision of ,mirza3 ,,ix1 #bhe4 ,c4 ,orations4 ,the ,gettysburg ,address3 ,,ix1 #cba4 ,abraham ,lincoln3 ,,ix1 #cbd4 ,,ii4 ,,poetry4 #a4 ,structure of ,poetry4 ,a4 ,rhyme4 ,the ,country ,squire3 ,,vi1 #dgd4 ,to ,my ,infant ,son3 ,,vi1 #dgh4 ,b4 ,meter4 ,the ,daffodils3 ,,vii1 #a4 ,the ,old ,oaken ,bucket3 ,,vii1 #aa4 ,bannockburn3 ,,vii1 #ae4 ,boat ,song3 ,,vii1 #ag4 #b4 ,kinds of ,poetry4 ,a4 ,epics4 a4 ,heroic ,epics4 ,death of ,hector3 ,,iv1 #cfd4 ,wooden ,horse3 ,,iv1 #chc4 b4 ,lesser ,epics4 ,saint ,nicholas3 ,,ii1 #bjb4 ,pied ,piper of ,hamelin3 ,,iii1 #chd4 ,incident of the ,french ,camp3 ,,iv1 #agd4 ,sohrab and ,rustum3 ,,vi1 #agc4 ,b4 ,lyrics4 a4 ,songs4 7#a7 ,sacred4 ,nearer ,home3 ,,iv1 #abf4 ,lead1 ,kindly ,light3 ,v1 #aaj4 7#b7 ,secular4 ,annie ,laurie3 ,,vi1 #aai4 ,auld ,lang ,syne3 ,,vi1 #bbh4 ,those ,evening ,bells3 ,,vii1 #cdj4 7#c7 ,patriotic4 ,battle ,hymn of the ,republic3 ,v1 #cii4 ,america3 ,,viii1 #fj4 b4 ,odes4 ,to the ,fringed ,gentian3 ,,vii1 #d4 ,ode to a ,skylark3 ,,vii1 #bge4 ,to ,h4 ,w4 ,l43 ,,iv1 #hd4 c4 ,elegies4 ,elegy ,written in a ,country ,churchyard3 ,,vi1 #cfj4 d4 ,sonnet4 e4 ,drama4 ,the ,tempest3 ,,viii1 #cfd4 ,,chapter ,,xiv ,,journeys ,,through ,,bookland ,,in ,,its ,,relation ,,to ,,the ,,school ,reading and ,language ,these books were prepared expressly for home readings1 but as has been said elsewhere1 they were prepared with a definite purpose to make them a living adjunct to school work and a strong helper in bringing the home and the school together4 ,to accomplish this result it was necessary that all the studies offered in ,journeys should be after the most approved methods and that there should be no selections that could not with propriety be used in any school in the land4 ,this principle of selection made it necessary to exclude some selections that might have been pleasing but at the same time were not universal in their acceptance4 ,again1 it was necessary to include literature that was in a sense technical1 that would apply to every class that young readers have in school4 ,this does not mean that there are a great many things that are purely geographical or purely historical or that deal directly with the study of language and literature4 ,it means that the reader of ,journeys will find selections that he can use in nearly every class in school and that those selections are in the highest degree literary4 ,in no way does a child learn more thoroughly that geography and history are worth study in themselves than by meeting them clothed in the beauty of fine writing4 ,in no way will he be led more quickly into a love for nature in all her manifestations and into a keen desire to study nature than by the hand of literature4 ,language takes on a new interest when it becomes evident that it is a real and necessary help to writing as the great writers do4 ,accordingly when the selections were chosen for ,journeys1 a tabulation of school subjects was made and under each head were placed the things that would be most helpful in school work4 ,it was not decided finally to keep that arrangement in the books1 for a different and a better system of grading and classification was selected4 ,nevertheless the selections are there1 and the object of this and the few following chapters is to show what those selections are1 how they may be used in school and how their use at home helps in the school work of every reader4 ,in the grades below the high school the following subjects are considered most important1 viz43 reading1 language1 arithmetic1 geography1 history and nature study4 ,at the first thought one would say that a set of books such as ,journeys can be of no use in the arithmetic class1 and of course their usefulness in that direction would not justify their existence4 ,however1 there are selections in ,journeys that have a decided arithmetical flavor1 such as1 for instance1 ,three ,sundays in a ,week 7,volume ,,vi1 page #dec7 and ,the ,gold ,bug 7,volume ,,ix1 page #bcb74 ,even among the nursery rhymes is one that is purely arithmetical 7,volume ,i1 page #da74 ,we may1 however1 disregard the arithmetic in ,journeys1 but we must not lose sight of the fact that the method of reading discussed under the title ,close ,reading is exactly the method of study that every person must pursue if he is to make any success in mathematics4 ,in no other branch is there a call for such close reading1 and only he who can get all the meaning out of the statement of a problem can be certain of his solution4 ,one of the reasons that so many children have trouble with the problems in their arithmetic classes is that they do not read intelligently4 ,many a good teacher of mathematics will tell you that a large part of her success is due to the fact that she has spent much of the time in the class in teaching her pupils to read understandingly4 ,many another could make a vast improvement in her methods of teaching if she would spend a part of the time of each recitation in teaching her pupils to read problems till they thoroughly understand them before beginning to work out the formulas4 ,it follows then that every child who masters the art of close reading will be helped in a great measure in all his work in mathematics4 ,the value of ,journeys in this connection is that it makes that method of study clear and leads a child to its mastery almost without the recognition of what he is doing4 ,it will teach him to think before he acts and to acquire the habit of looking for the full meaning of everything he reads4 ,in this and the two following chapters will be given studies of the most important subjects studied in the grades1 showing the correlation of the ,journeys material4 ,these subjects will be treated in the following order3 ,reading1 ,language1 ,nature ,study1 ,geography and ,history4 ,a4 ,reading ,as for the other studies with which ,journeys is correlated1 we shall take them up one by one and at greater length4 ,first in importance is reading4 ,this is always first in importance in school1 for every other study depends upon it4 ,in fact the prime motive of ,journeys is to teach reading1 and it will teach reading in the school and in the home4 ,the child who has read what these books have to offer in the way that these books teach will have a power that cannot be taken from him1 and his position in class and elsewhere will be raised immediately4 ,besides the fund of information he will have acquired he will have made for himself a habit that will always benefit him4 ,every study in the books from the first page to the last is a help in reading1 and all the lessons of this volume are directed to reading4 ,but there are three or more long chapters in this volume which take up the different methods of reading and apply them to selections on all conceivable subjects dealt with in ,journeys4 ,to these chapters on reading the teacher and the parent who wants to be informed are directed4 ,the treatment is simple and not above the effort of anyone1 and the method will appeal to all high school students of literature1 for it is the method of the best teachers of that subject4 ,b4 ,,language ,there are two distinct phases of the teaching of language3 pupils must be taught to speak and to write with ease1 fluency and correctness4 ,there are very few children who do not like to talk4 ,it is as natural to them as to breathe4 ,but as soon as they begin to speak we begin to correct their speech4 ,much of our criticism is given publicly1 at least before other children1 some of whom are known to speak more fluently and correctly than those whose errors are being criticized4 ,in consequence1 the children begin to doubt themselves1 to hesitate1 and gradually to lose their desire to talk4 ,in fact1 so timid and reluctant do they become that by the time they have been in school a few years many teachers find their greatest difficulty in getting pupils to recite well or to talk naturally4 ,perhaps before and after school and at recess they will converse freely and delightfully1 but as soon as their classes are called they become reticent and ill at ease4 ,not all of this lack of spirit is due to the teacher1 but some of it is4 ,in any event it is an unfortunate condition1 and the teacher is anxious to remove it4 ,at home a similar condition prevails4 ,if the parents are themselves accurate in speech and alive to the importance of making their children good talkers and users of correct ,english they will be ready with criticism1 and unless they are careful will do their share to repress the natural frankness of child nature4 ,parents who have been teachers are quite as liable to err as others are to remain in ignorance in attempting to understand the psychology of the child mind4 ,freedom of conversation on topics of interest where correct models of speech are always before the child will accomplish more in making cultivated speech than will twice as much direct instruction4 ,if only parents will read the things that the children are reading and affect an interest in those things they can be certain of giving the best training1 while they themselves will grow in happiness and nearness to their offspring4 ,in the fields of literature they can stray together with the consciousness that with all the beauty there is nothing to corrupt4 ,in a lesser degree1 perhaps1 the same facts are true in written language1 in composition4 ,but in lessons of this type the instructor will not find conditions so favorable3 ,talking is natural1 writing is artificial2 to speak is instinctive1 to write is an art of difficult attainment4 ,in the first place1 a child must be taught to form strange characters with his hand4 ,after he acquires facility in that1 he must think1 put this thoughts into words in his mind1 and then laboriously transfer his words1 letter by letter1 to the paper before him4 ,many a child who talks well cannot write a respectable letter4 ,his thoughts outrun his hand1 and by the time the first labored sentence is written his ideas have fled and he must begin again4 ,is it any wonder that his sentences are disconnected1 his thought meager8 ,just think what it means to a child to write you a letter1 or even a brief paragraph6 ,suppose he wants to tell you about a dog he has at home4 ,he begins by thinking3 ,my dog1 ,ben1 is a pretty little woolly fellow with bright eyes and long silky ears1 and then his thoughts run off vaguely into the general idea that he is going to tell you about some very cute tricks ,ben can perform4 ,the child is all enthusiasm and he begins writing and thinking something like this3 ,my 7that word must begin with a capital letter7 dog 7',ben' must begin with a capital1 too7 ,ben is a 7is that 'pritty' or 'pretty'8 ,it's pronounced 'pritty' anyhow7 pritty 7that don't look right4 ,scratch it out67 pretty 7well1 that don't1 ,i mean doesn't look right either1 but ,i'll leave it7 7,for goodness sake1 how do you spell it8 ',wooly'8 'wolly'8 'woolly'8 ,i guess ,i had it right at first7 wooly fellow 7where shall ,i put the commas8 ,i'll leave 'em out4 ,teacher can put them in if she wants them47 with bright eyes and long slicky 7no1 no1 that isn't right6 ,how funny6 ,scratch it out47 silky ears4 7,i nearly forgot the period4 ,now what was ,i going to say next874 ,when he is through1 his first sentence is like this3 ,my dog ,ben is a pretty little wooly fellow with bright eyes and long silky ears4 ,he looks at his work with doubt and disgust as he scratches his head for the next idea4 ,he has wholly forgotten what he intended to tell about6 ,later1 his work1 wholly unsatisfactory to himself comes to you for criticism and you take your blue pencil or your pen with red ink and put in the marks if any are needed1 indicate the misspelled words and sigh as you say1 ,will ,charlie ever learn to write a decent composition8 ,certainly he will1 when his writing becomes mechanical1 when his hand makes the letters1 puts in the marks1 and his lower brain spells the words for him1 without disturbing the higher cells which are occupied with his ideas4 ,these are the diverse problems that confront anyone who tries to teach language to a child4 ,we cannot solve them all1 but most certainly we can lend some assistance4 #a4 ,oral ,lessons ,success in oral language lessons rests primarily upon interest4 ,if you can secure interest1 the children will talk freely2 if you retain interest1 you can criticize freely and with good effect4 ,criticisms should not be too severe and should always be impersonal4 ,it is not ,john and ,mary who are being corrected1 but the mistakes that ,john and ,mary make4 ,you have heard both parents and teachers say1 ,john1 why will you persist in saying1 ',i done it'8 ,don't you know that is wrong8 ,you must correct yourself4 ,such criticism is wholly bad4 ,if ,john says ,i done it1 it is because he has heard the expression and become habituated to its use4 ,he cannot be taught differently by berating him4 ,when he says1 ,i done it1 repeat after him in a kindly inquiring voice1 ,i done it8 or say in a kindly way1 ,i did it4 ,in either case ,john will give you the correct form willingly1 and when he has done so times enough he will forget the wrong form and cease to use it4 ,everyone must remember that children have heard slang and incorrect speech almost from infancy2 that the playground1 the street and the home have been steadily teaching1 and that the minds of even primary children may be filled with not only loose forms of speech1 but even with profane and indecent expressions4 ,one of the natural correctives for such things is the reading and telling of attractive stories1 full of dramatic power1 calculated to stimulate right feeling1 couched in clear and forcible ,english4 ,elsewhere in this volume under the title ,telling ,stories are suggestions and good models4 ,from the standpoint of the language lesson1 children must reproduce the story1 must tell it back to make it valuable to them4 ,the instructor's part in this reproduction may be summed up as follows3 #a4 ,be an interested audience for the child4 #b4 ,secure clearness4 ,do it by a gentle question or a remark now and then3 ,i am not sure that ,i understand you4 ,do you think ,i would know what you mean if ,i had never read the story8 ,if you were telling the story to your playmate would she understand that8 #c4 ,encourage the child to use his own words1 when he follows too closely the phraseology that was given him1 yet remember that one of the objects of the exercise is to give the children the use of a wider vocabulary and to make them appreciate and use beautiful and forcible expressions4 #d4 ,be reasonably content with freedom of expression at first1 and do not expect too rapid improvement4 ,you are moving against fixed habits4 #e4 ,vary the character of the exercise4 ,sometimes permit one child to tell the whole story2 at other times1 call upon other children1 or continue the story yourself4 #f4 ,if the story is a difficult one1 do not ask for its reproduction until it is thoroughly understood4 ,make its meaning clear by skilful questioning1 which with the answers makes an extremely valuable conversation lesson4 #g4 ,encourage the use of beautiful expressions1 of fine figures of speech4 ,do it by using such expressions yourself and by pointing them out in the story or poem you are using4 #h4 ,beware of spoiling a beautiful poem or an elegant prose selection by poor reproduction4 ,after the story has been related and the meaning made clear have the original read several times exactly as it is written and encourage the children to commit it to memory4 ,there are in ,journeys ,through ,bookland many selections suitable for these oral lessons4 ,for the little folks there are some of the ,nursery ,rhymes1 of ,volume ,i1 like the following3 ,little ,boy ,blue1 ,page #cc4 ,mary1 ,mary1 ,quite ,contrary1 ,page #cj4 ,ladybird1 ,ladybird1 ,page #ab4 ,little ,bo-,peep1 ,page #i4 ,jack and ,jill1 ,page #bg4 ,poor ,robin1 ,page #af4 ,there ,was a ,jolly ,miller1 ,page #dg4 ,twinkle1 ,twinkle1 ,little ,star1 ,page #dd4 ,in the same class may be included those beautiful poems by ,stevenson and ,field1 poems that every child loves and will be delighted to talk about4 ,for instance1 the following from the same volume3 ,the ,swing1 ,page #fg4 ,singing1 ,page #hc4 ,the ,rock-a-by ,lady1 ,page #id4 ,my ,bed is a ,boat1 ,page #abf4 ,foreign ,lands1 ,page #acj4 ,little ,blue ,pigeon1 ,page #acc4 ,the ,land of ,counterpane1 ,page #add4 ,norse ,lullaby1 ,page #bdf4 ,where ,go the ,boats8 ,page #bef4 ,wynken1 ,blynken and ,nod1 ,page #bfb4 ,keepsake ,mill1 ,page #cdi4 ,the ,duel1 ,page #chd4 ,the last list1 however1 includes many of those poems which must not be spoiled by childish re-telling4 ,use them for conversation subjects and then for reading or recitation4 ,the fables will be found to provide excellent material1 and there need be no fear of ruining their effect as literature3 ,the ,lion and the ,mouse1 ,volume ,i1 page #ge4 ,the ,wolf and the ,crane1 ,i1 #if4 ,the ,lark and ,her ,young ,ones1 ,i1 #aca4 ,the ,cat and the ,chestnuts1 ,i1 #adb4 ,the ,sparrow and the ,eagle1 ,volume ,,ii1 #h4 ,certain of the fairy stories are excellent2 so are anecdotes concerning men of whom the children should know2 historical tales1 and stories about plants1 birds and other animals4 ,among the great number of selections that might be included under this head1 some of the best are the following3 #a4 ,fairy ,tales and ,folk ,stories3 ,silverlocks and the ,three ,bears1 ,volume ,i1 #aja4 ,the ,hardy ,tin ,soldier1 ,i1 #adh4 ,cinderella1 ,i1 #bbd4 ,the ,ugly ,duckling1 ,i1 #dad4 ,why the ,sea is ,salt1 ,,ii1 #dhd4 ,the ,pied ,piper of ,hamelin1 ,,iii1 #chd4 #b4 ,biographical ,stories3 ,robert ,louis ,stevenson1 ,volume ,i1 #abh4 ,eugene ,field1 ,i1 #bdb4 ,george ,rogers ,clark1 ,,vi1 #dbb4 ,pre ,marquette1 ,,viii1 #aba4 #c4 ,myths3 ,the ,wonderful ,gifts1 ,volume ,i1 #cfh4 ,the ,chimera1 ,,ii1 #agc4 ,the ,story of ,phaethon1 ,,ii1 #bjf4 #d4 ,historical ,tales3 ,robert ,bruce and the ,spider1 ,volume ,v1 #cad4 ,the ,fall of the ,alamo1 ,,viii1 #ada4 ,herv ,riel1 ,,viii1 #afh4 #e4 ,about ,flowers and ,plants3 ,the ,daffodils1 ,volume ,,vii1 #a4 ,trees and ,ants ,that ,help ,each ,other1 ,,vii1 #cjf4 ,a ,bed of ,nettles1 ,,viii1 #bji4 #f4 ,about ,birds3 ,who ,stole the ,bird's ,nest8 ,volume ,,ii1 #cii4 ,owls1 ,,ix1 #bbi4 #g4 ,about ,other ,animals3 ,elephant ,hunting1 ,volume ,,vi1 #che4 ,the ,buffalo1 ,,vii1 #if4 ,the ,pond in ,winter1 ,,vii1 #bhj4 ,the longer stories you will abbreviate in telling1 and the children will still further shorten them4 ,try1 however1 to retain the spirit of each4 ,do not try to tell all that is contained in the longer articles mentioned above4 ,select interesting portions1 a single anecdote1 a few facts that will hold attention4 ,at times vary the exercise by giving a very simple theme and ask the children to make up a story to fit it4 ,if they have difficulty1 help them to think and talk4 ,when they see what you want some will surprise you with their vivid imaginations and picturesque modes of expression4 ,suppose you have in mind the fable ,the ,wind and the ,sun 7,volume ,i1 ,page #ie74 ,you might present the idea to them in this form3 ,the ,wind and the ,sun each tried to make a man take off his coat4 ,the ,wind tried and failed1 then the ,sun tried and succeeded4 ,can you tell me a story about that8 ,if you meet with no satisfactory response1 begin questioning somewhat in this style1 and perhaps the child will answer nearly as indicated3 ,question4 ,you don't know what ,i mean8 ,then let us tell it together4 ,how do you think the ,wind would try to make a man take off his coat8 ,answer4 ,he would try to blow it off4 ,q4 ,how would he blow8 ,a4 ,he would blow hard4 ,q4 ,can you think of another word besides hard to show how he would blow8 ,a4 ,fierce4 ,q4 ,fiercely4 ,yes1 fiercely is a good word4 ,how fiercely would he blow8 ,a4 ,very fierce4 ,q4 ,yes1 very fiercely4 ,did you notice ,i said fiercely1 ,john8 ,now can't you think of a comparison with something else that is fierce1 so that our story will sound well and people will like it8 ,a4 ,a lion is fierce4 ,we could say1 ,he blew as fiercely as a lion4 ,q4 ,but a lion does not blow4 ,what does he do8 ,a4 ,he tears his prey when he captures it4 ,q4 ,that's good4 ,now tell me how the ,wind tried to make the man take off his coat4 ,a4 ,the ,wind blew fiercely as a lion tears his prey4 ,q4 ,good4 ,did the man take off his coat8 ,a4 ,i don't think he did4 ,i think he would try to keep it on4 ,q4 ,how hard do you think he would try8 ,a4 ,as hard as he could4 ,q4 ,did he lose it8 ,a4 ,no4 ,no matter what the ,wind did ,i think the man would keep on his coat4 ,q4 ,will you please tell the story as far as we have gone8 ,a4 ,the ,wind and the ,sun tried to make a man take off his coat4 ,first the ,wind blew as fiercely as a lion tears his prey1 but the man clung more closely to his coat and would not let it go4 ,q4 ,that is good1 but it does not satisfy me yet4 ,i want a longer1 prettier story4 ,let us make believe the ,wind and the ,sun are two men4 ,make them talk so they will seem real to us4 ,can't you start us8 ,a4 ,one day ,mr4 ,wind and ,mr4 ,sun got to talking4 ,each one thought he was stronger than the other4 ,they saw a man walking along the road4 ,he had a big overcoat on and ,mr4 ,wind said that he-- ,q4 ,tell us exactly what ,mr4 ,wind said4 ,a4 ,mr4 ,wind said1 ,i am stronger than you are4 ,i can make that man take off his coat4 ,you can't6 ,q4 ,that is a fine start4 ,tell us what the ,sun said4 ,a4 ,the ,sun said that he-- ,q4 ,that he8 ,a4 ,the ,sun said1 ,i can make him take off his coat1 and ,i can do it quicker than you can4 ,q4 ,good4 ,go on4 ,a4 ,so they tried4 ,mr4 ,wind began4 ,he blew as hard as he could and whistled around the man4 ,he blew as fiercely as a lion tears his prey1 but the man wouldn't take off his coat4 ,q4 ,what would the man do to his coat8 ,a4 ,i think he'd hold on to it1 button it up1 draw it close around him4 ,q4 ,good4 ,very good4 ,now tell the story as well as you can4 ,a4 ,begin at the beginning8 ,q4 ,yes4 ,a4 ,one day ,mr4 ,wind and ,mr4 ,sun got into a quarrel about who was the strongest4 ,while they were at it1 a man in a heavy overcoat came walking along the road4 ,when ,mr4 ,wind saw the man he said1 ,now see that man down there4 ,i can make him take off his coat1 but you can't4 ,mr4 ,sun replied1 ,i don't believe you can do it1 but ,i can1 though1 then ,mr4 ,wind said1 ,well1 ,i'll show you1 you conceited thing6 ,so the ,wind blew and blew1 fierce and loud like a lion attacking his prey1 but the man wouldn't take off his coat4 ,he drew it around him and buttoned it up and hung on to it4 ,q4 ,i like your story4 ,but how many people were talking8 ,a4 ,two4 ,q4 ,did you mean to say strongest8 ,a4 ,stronger4 ,it is not necessary to continue this farther1 for enough has been written to show how a story may be developed and improved with each retelling4 ,the same style of work1 perhaps to even better advantage1 may be done from the pictures so numerous in ,journeys ,through ,bookland4 ,in this volume1 under the title ,pictures and ,their ,use1 will be found plentiful suggestions that will be helpful in conversation lessons4 #b4 ,written ,lessons ,a4 ,introduction4 ,the demands of written composition are so much more severe than those of oral composition that we must be careful not to ask more than the child can execute with comparative ease4 ,before he begins to write1 he should have clear ideas of what he intends to write and should have those ideas so arranged that they will not be confused in the process of writing4 ,moreover1 a child must become quite familiar with writing as an art before he can be expected to originate ideas or forms of expression for the purpose of writing them4 ,it follows1 then1 that some of the early written work in language may profitably consist of copying selections of various kinds4 ,the titles given under the preceding section 7,oral ,lessons7 will lead to many excellent exercises for this purpose4 ,insist on perfect accuracy of copy4 ,spelling1 capitalization and punctuation must be correct4 ,if the original is prose1 insist upon proper paragraphing2 if poetry1 upon exactness in the arrangement of the lines1 especially in the matter of indentation4 ,children will quickly see the relation that indentation bears to rhymes4 ,by following with exactness1 the child learns unconsciously to observe the general rules4 ,by occasionally calling attention to the reasons for forms1 children are taught to act intelligently and to decide for themselves when they come to original composition4 ,rhythm is as natural as breathing1 and rhyming is easy for children with quick ears and quick thought4 ,you will be surprised the first time you try the exercise to see how quickly they will imitate a rhythm with which they are familiar1 and the skill they show in making rhymes4 ,try it first as an oral exercise1 and later ask for written lines4 ,much of such work may not be profitable1 but it serves well to give variety4 ,making simple parodies is amusing and stimulating to thought4 ,sometimes you will help by suggesting rhymes or by giving hints as to the subject to be parodied4 ,take the nursery rhyme ,there ,was an ,old ,woman 7,volume ,i1 page #cf7 for a model4 ,suggest bird and nest as ideas for new rhymes and keep helping until you get something like this3 ,there was a sweet birdie ,who built a fine nest1 ,a beautiful birdie ,with a very red breast4 ,use the same meter many times over till all become familiar with it4 ,similar exercises prove highly interesting to children of all ages4 ,although this is not a treatise on written language lessons1 a few general suggestions may not be out of place3 #a4 ,be sure that the children have something interesting about which to write4 #b4 ,be sure that they have a good stock of ideas on the subject1 or that they know how and where to get information and can get it without great difficulty4 #c4 ,be sure that they write an outline of their composition or have one thoroughly in mind before they begin on the essay itself4 #d4 ,give plenty of time for the writing4 #e4 ,show a decided interest in their preparation and in their compositions4 #f4 ,do not be severe in your criticisms4 ,give encouragement4 ,concentrate your efforts on one or two errors at a time4 ,let other mistakes pass till a more convenient time4 #g4 a4 ,watch for errors3 7#a7 ,in the use of capital letters4 7#b7 ,in the use of punctuation marks2 first of terminal marks1 then of the marks within a sentence4 b4 ,see that every sentence is complete1 with subject and predicate4 c4 ,see that verbs agree with subjects1 and pronouns with antecedents4 d4 ,insist that the work be paragraphed4 e4 ,watch for errors in case among the pronouns4 ,the objective case is troublesome4 f4 ,look for adjective forms where adverbial forms are correct4 #h4 ,require care in all work4 ,neatness and legibility are essential4 #i4 ,mark errors1 do not correct them4 ,let the children do that4 ,a simple system of marks will enable you to indicate the nature of the error4 #aj4 ,when the mistakes have been corrected1 have a neat copy made and preserved4 #aa4 ,try sincerely to work with your children and to secure a genuine spirit of co-operation4 ,b4 ,literature in ,written ,lessons4 ,indirectly1 all that is said on the teaching of reading in this and other volumes bears upon language1 and you are earnestly urged to consider it all carefully in that light4 ,more directly1 what has been written herein on the subject of conversation lessons and oral language is a necessary preliminary to any discussion of written work and should be used freely in the assignment and preparation of subjects for written exercises4 ,the outlines for study in reading and the outlines of the oral lessons are easily modified to become very satisfactory outlines for compositions4 ,the selections recommended for oral lessons are all adapted to written work4 ,,narration4 ,as in other instances1 however1 it here seems wise to give a few suggestions specifically for the written exercises1 and as a basis for such suggestions we will take selections from ,journeys ,through ,bookland4 ,robin ,hood has been an interesting character for many generations of schoolboys1 and among the ballads concerning him 7,volume ,,iii1 page #dcf7 are several good selections for reading aloud4 ,most children know something about ,robin ,hood and many of them have read full accounts1 yet probably the old ballads are not familiar4 ,the note on page #dcf gives information about the ballads and tells what it is necessary to know about ,robin ,hood himself4 ,suppose we take as a subject the ballad on page #ddd1 ,robin ,hood and the ,stranger4 ,the notes explain peculiar expressions and give the meanings of obsolete words4 ,there is a manly1 rough-and-tumble spirit in the ballad that boys like1 and it is clean and wholesome1 as well4 ,read the ballad to the children1 explaining the more obscure words and phrases as you go along4 ,encourage the children to ask questions whenever they do not fully understand4 ,talk freely until you have made everything clear and have secured interest4 ,then read the whole ballad without interruption4 ,read with expression and enthusiasm4 ,show the spirit and virility of the men4 ,then by questions bring out the facts of the narrative in logical order as they appear1 and have each child copy them for himself4 ,they constitute the outline each is to write4 ,adapt the outline to the age and acquirements of the child2 make it as full or as brief as you please1 but make it logical and complete4 ,let it be similar to the following3 #a4 ,robin ,hood goes hunting4 #b4 ,he meets a well-dressed stranger4 #c4 ,the stranger kills a deer by a remarkable shot with his bow4 #d4 ,robin ,hood invites the stranger to join his company4 #e4 ,the stranger threatens ,robin ,hood4 #f4 ,they prepare to fight with bows4 #g4 ,robin ,hood thinks it a pity that either should be slain1 and proposes to fight with broadswords4 #h4 ,robin ,hood strikes a heavy blow which the stranger returns with interest4 #i4 ,robin ,hood feels great respect for the stranger's power1 and asks who he is4 #aj4 ,the stranger proves to be ,robin ,hood's only nephew4 #aa4 ,they meet ,little ,john1 who wants to fight young ,gamwell4 #ab4 ,robin ,hood compels peace1 makes ,gamwell second to ,little ,john and names him ,scarlet4 ,talk to the children freely after you have made the outline2 advise them to make the story interesting1 dramatic1 and not too long4 ,show them that it is better to use direct discourse2 that is1 to make the characters seem alive4 ,the result will be a good narration1 the simplest and most common form of written discourse4 ,,description4 ,to so describe a scene to another person that he may see it clearly and vividly is high art4 ,it is necessary in narration and often lends strength to description and exposition4 ,accordingly1 it is one of the most important forms of composition4 ,in no direction1 perhaps1 can ,journeys ,through ,bookland be of greater assistance4 ,i4 ,in the first place1 the pictures are a mine of subjects for description4 ,the pictures themselves may be described1 and many of them will suggest other subjects for similar tasks4 ,for instance1 in ,volume ,v1 on page #bai1 is a picture of ,sir ,galahad when the ,holy ,grail appears to him4 ,some of the topics for description are the following3 #a4 ,the picture1 ,sir ,galahad4 7,for suggestions as to the description of pictures1 etc41 see the topic ,pictures and ,their ,use1 in this volume47 #b4 ,the trees in the forest4 #c4 ,the armor of ,sir ,galahad and the trappings of his horse4 ,again1 in ,volume ,v1 on page #ag1 is the picture of ,gulliver's ,journey to the ,metropolis1 which gives us these topics3 #a4 ,the picture4 #b4 ,the cart on which the ,lilliputians transport ,gulliver4 7,read the account in the story for further facts47 ,facing page #aaf in the same volume is the halftone of ,king ,arthur in armor4 ,to write a minute description of the armor would be an excellent exercise1 requiring close observation and not a little reading1 if the children wish to name the pieces of armor the king wears4 ,,ii4 ,many of the stories contain beautiful descriptive passages1 which may be studied with profit1 and some of the selections are almost wholly descriptive4 ,an excellent example of the latter type and an exceedingly interesting article for children is ,some ,children's ,books of the ,past 7,volume ,v1 ,page #aja74 ,the ,king of the ,golden ,river 7,volume ,,ii1 page #dje7 and ,a ,christmas ,carol 7,volume ,,vi1 page #bdd7 are especially rich in material of this kind4 ,on page #djh of the former selection the ,king is described at his first appearance4 ,an analysis of the paragraph is to be found on page #dde of the same volume1 under the title ,first ,appearance4 ,by comparing the analysis and the descriptive paragraph it will be seen that the former gives the facts only1 while in the latter there are comparisons and descriptive words that make the whole vivid and artistic4 ,the outline is a good description of an imaginary person4 ,after the children have studied paragraph and outline1 give them another outline like this3 #a4 ,general statement1 or introduction4 #b4 ,nose4 #c4 ,cheeks4 #d4 ,eyes4 #e4 ,beard4 #f4 ,hair4 #g4 ,height4 #h4 ,clothing4 a4 ,hat4 b4 ,coat4 c4 ,vest4 d4 ,trousers4 e4 ,shoes4 ,require each child to follow the outline and to write a smooth1 readable description of a man whom he knows4 ,vary the exercise by asking the children to describe some man whose picture you show2 some man whom all have seen1 or1 if it can be done in the proper spirit1 one of the other children who is willing to pose4 ,then ask them to describe some fanciful character about whom you make a general statement1 as1 for example1 ,he was the most amusing man ,i ever saw in my life1 or1 ,he was certainly the most dignified man in appearance and the best-dressed man ,i ever saw4 ,a comparison of the descriptions given by the different members of the class will be amusing and instructive4 ,try to secure descriptions which in style are in harmony with the subject4 ,,iii4 ,in many of the selections the authors have not tried to describe things very fully4 ,in such cases you have fine opportunities to train the imagination by asking the children to supplement the descriptions4 ,for instance1 ,on the ,receipt of ,my ,mother's ,picture 7,volume ,,vii1 page #cca7 raises among other subjects for descriptive writing the following3 #a4 ,describe ,cowper's mother4 #b4 ,describe the picture he received4 #c4 ,describe the home of his infancy4 #d4 ,describe the well-havened isle4 ,children should be taught to look through the entire poem for facts that bear on the topics4 ,when writing1 they must not misrepresent these facts nor give others that contradict those in the poem4 ,where nothing is said1 the child may see what he likes4 ,such exercises tend to make children appreciate good literature1 and1 when they are reading1 to visualize the things to which allusion is made4 ,,exposition4 ,in ,volume ,,iv1 beginning on page #ad1 is the story of ,martin ,pelaez1 the ,asturian1 which will offer good material for a composition of another kind4 ,the introduction to ,cid ,campeador1 page #i1 will give you information you are likely to need to answer questions4 ,as in the exercise just given1 begin to read and make such explanatory comments as are needed to show clearly the character of ,martin4 ,you will1 of course1 need to make the story lucid to the children4 ,show that-- a4 ,pelaez was a ,spanish grandee of great strength and noble form4 b4 ,he was a coward at heart4 c4 ,twice he ran from the enemy and avoided battle4 d4 ,both times he was asked by the ,cid to sit with him at the table1 and not with the noblest knights4 e4 ,the first time ,martin thought it an honor to himself2 the second time1 he saw it to be a grave reproof4 f4 ,thereafter he fought nobly1 was seated with the great knights1 and became one of the ,cid's most favored friends4 ,when these points have been fixed in mind1 proceed to develop an outline for the composition4 ,it may be something like this3 a4 ,the character of ,martin as we first meet him in the story1 with instances to prove the nature of it4 b4 ,his character after he was changed by the ,cid1 with evidences to show it4 ,exemplified3 #a4 ,he was a coward4 ,we know it from-- 7a7 ,his flight during the first battle4 7b7 ,his retreat during the second battle4 7c7 ,the fact that he was large1 strong and well versed in arms yet would not fight4 7d7 ,the fact that he hoped to escape the notice of the ,cid4 #b4 ,he was teachable4 ,we know it because he needed but two lessons4 #c4 ,he was brave4 ,we know it from his conduct in battle4 #d4 ,he had many noble characteristics4 ,we know it because be became the trusted friend of the ,cid4 ,put into the form of a composition1 we might expect something like this3 ,martin ,pelaez1 when we first knew him1 was an arrant coward1 for though strong1 well-formed and versed in the use of arms1 he more than once fled before the enemy4 ,he had other traits of a coward1 as we may know from his actions in hiding in his tent and hoping to escape the eye of his master and unfairly gain the reputation of a brave knight4 ,later1 however1 under the wise treatment of the ,cid he was made ashamed of his cowardice1 conquered it and became a courageous warrior4 ,in fact1 he was one of the bravest and most powerful knights in the army of the ,cid4 ,more than that1 ,martin ,pelaez developed all the traits of a gentleman4 ,he became a good keeper of secrets1 was wise in counsel and brave in action4 ,the foregoing is a good example of exposition1 the third of the four forms of prose composition4 ,,argument4 ,the ,boston ,massacre by ,nathaniel ,hawthorne 7,volume ,,iv1 page #bag7 offers several good questions for debate4 ,we may select the decision of the judges 7page #bbc7 as the one furnishing the best opportunity4 ,hawthorne says1 ,the judges told the jury that the insults and violence which had been offered to the soldiers justified them in firing at the mob4 ,to bring the question into a form for debate we might write it1 ,were the judges right in their decision8 ,this leaves the question evenly balanced1 with no prejudice against either side4 ,it might be put more formally3 ,resolved4 ,that the judges were right in their decision4 ,the effect of stating the question in the latter form is to throw the burden of proof on the negative4 ,in other words1 if the question is in the latter form and the arguments are equally balanced1 the decision would have to be that the judges were right4 ,having determined the form of the question1 the children may be separated into two groups1 as nearly as possible equal in ability1 and one group may be appointed to take the side of the judges and one the side of the soldiers4 ,having arranged the preliminaries1 converse with the children freely1 bringing out points equally in favor of both sides4 ,avoid any appearance of favoritism4 ,if one side is manifestly stronger than the other1 however1 you may put them on a level by showing a few arguments to the weaker side4 ,do this openly1 so that all may understand your action4 ,encourage the children to study both sides of the question and to be fair-minded4 ,in fact1 the ordinary debate where children are appointed to argue upon a certain side of the question does not bring into play the same good methods of thought and judgment as the free debate1 in which each child studies both sides of the question1 determines which side he thinks the right one1 and then argues for that side4 ,in this question urge the children to study the subject in their histories or in any reference books that may be handy4 ,help them to get at the truth of the matter4 ,hawthorne may show prejudice4 ,does he8 ,we may feel a bias in favor of one side or the other4 ,do we8 ,then to the extent of that bias we are liable to be unfair and to fail in making a sound argument4 ,after the children have read what they can find on the subject1 ask them to arrange their arguments in parallel columns1 for and against the judges4 ,something like the following may appear3 ,,for ,,against #a4 ,the ,americans #a4 ,the ,english had were the subjects of the oppressed the colonists ,english1 and subjects by unjust taxes and in should be loyal4 other ways 7mention them7 until the time for loyalty had ceased4 #b4 ,the colonists #b4 ,if these colonists were not an organized were a mob they were body1 acting legally4 justified in their acts4 ,they were a wild mob1 ,it was an insult and and mobs must be worse to quarter troops quelled or lives and upon them and they property cannot be protected4 naturally resented it4 ,they had had no time to organize and make laws4 ,they had to act at once4 #c4 ,the mob was #c4 ,it is always the composed of wild young men who lead4 young men1 and most ,in most great movements of the colonists did not it has been the approve of their acts4 young men who were right4 #d4 ,the mob called #d4 ,the soldiers forgot the soldiers lobster-backs1 their discipline and red-coats1 and called the colonists rebel other insulting names rascals and threatened before the soldiers to use bayonets4 spoke4 #e4 ,the mob crowded #e4 ,the soldiers the soldiers off the should have kept to their sidewalk1 threw snow barracks1 but they paraded and lumps of ice at the streets and them4 ,the young men pricked the townspeople dared the soldiers to with their bayonets4 fire1 threatened to drive them to their barracks and to beat them down4 #f4 ,captain ,preston #f4 ,captain ,preston was acting under orders1 was unwise1 irritating1 and he warned the colonists overbearing1 and by his that he would preserve attitude provoked the order at any risk4 colonists beyond human endurance4 #g4 ,the firing was a #g4 ,captain ,preston mistake4 ,it was not by ordered his men to fire ,captain ,preston's orders4 on the colonists4 #h4 ,the first shot was #h4 ,a ,british sympathizer fired by a masked man in a mask fired who appeared on the into the crowd of unarmed balcony of a house and colonists4 fired at the soldiers4 #i4 ,the ,british soldiers #i4 ,by withdrawing were soon withdrawn the troops the ,british and everything confessed that they were done to make the colonists in the wrong4 feel right about the affair4 ,this showed that the ,british were still very friendly to the colonists1 and desired their good will4 #aj4 ,judges who were #aj4 ,the judges were supposed to be honorable ,british appointees1 not men heard all the in sympathy with the evidence and would not colonists and too much be liable to make any prejudiced to be able to mistake4 decide fairly4 #aa4 ,the judges #aa4 ,the judges knew were so thoroughly they were wrong and convinced that the soldiers were afraid to leave the were not guilty question to the jury4 that they told the jury what verdict to give4 ,the points given above show some of the really minor debatable topics that arise under the larger question4 ,they show1 too1 how differently the same incidents may appear to different eyes4 ,perhaps some of the points are stated unfairly1 to give strength to the argument4 ,bare assertions are not proofs and some of the points are nothing but assertions4 ,opinions are not arguments4 ,some of the statements would need to bolstered up by facts and authorities before they could be accepted as real arguments4 ,most debates are oral1 but1 for our purpose1 they are to be considered as written language lessons4 ,hence1 when the arguments are marshalled as above1 the child should select the side he feels to be right and compose his argument in proper form4 ,teach him to see the three parts to his argument1 namely1 the introduction1 the body of his argument1 and the conclusion4 ,tell him to make his style personal1 clear1 concise1 logical1 strong1 persuasive and convincing4 ,show him what each characteristic in the above list means4 ,for example1 the argument for the judges made from the assertions given above might be stated as follows3 ,introduction4 ,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 argument4 ,body of the ,argument4 ,the citizens of ,boston were ,english subjects who had been fostered by the mother country4 ,since the settlement at ,plymouth in #afbj no other nation had claimed or exercised any control over them1 and ,i maintain that loyalty to his country is one of the highest duties of every citizen4 7,it is not advisable to write here the body of the argument4 ,it would naturally be continued step by step till the eleven points given above had been exhausted4 ,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 study4 ,liberty of omission1 arrangement and addition should always be allowed4 ,originality is always at a premium47 ,conclusion4 ,i have now presented to you the reasons for my belief4 ,i have shown you conclusively that the colonists were ,british subjects and owed unquestioning loyalty to their country2 that----,here recapitulate briefly but forcibly the arguments1 so as to present them convincingly and at one time4 ,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 murder4 ,of course1 the form of the introduction and conclusion may vary from that given here4 ,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 clearly1 and a conclusion that shows how much the contentions have been proved4 ,,conclusion4 ,while narration1 description1 exposition and argument are the four forms of prose composition1 we do not find frequently that selections are exclusively one or another4 ,nearly every story contains description1 and exposition is not infrequent2 expositions often contain description and narration1 and arguments are often based upon narration and exposition4 ,excellent language lessons may be given by examining masterpieces to see what forms of composition they represent or which form predominates4 ,thus1 in ,an ,exciting ,canoe ,race 7,volume ,,vii1 page #gi71 an extract from ,cooper's ,the ,last of the ,mohicans1 may be found several forms of composition3 #a4 ,the story as a whole is narration4 #b4 ,on page #ha is this passage in exposition3 ,that's a trail that nothing but a nose can follow2 grass is a treacherous carpet for a flying party to tread on1 but wood and stone take no print from a moccasin4 ,had you worn your armed boots1 there might indeed have been something to fear2 but with the deerskin suitably prepared1 a man may trust himself1 generally1 on rocks with safety4 ,shove in the canoe higher to the land1 ,uncas2 this sand will take a stamp as easily as the butter of the ,jarmans on the ,mohawk4 ,softly1 lad1 softly2 it must not touch the beach1 or the knaves will know by what road we have left the place4 #c4 ,on page #hf is this descriptive passage3 ,the well-known crack of a rifle1 whose ball came skipping along the placid surface of the strait1 and a shrill yell from the island interrupted his speech and announced that their passage was discovered4 ,in another instant several savages were seen rushing into the canoes1 which were soon dancing over the water in pursuit4 ,these fearful precursors of a coming struggle produced no change in the countenances and movements of his three guides1 so far as ,duncan could discover1 except that the strokes of their paddles were longer and more in unison1 and caused the little bark to spring forward like a creature possessing life and volition4 ,it will be observed that the paragraph just quoted is not purely descriptive1 but that it contains something of narration as well4 ,a single sentence of pure description is the following1 to be found on page #hh3 ,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 velocity4 ,the following1 from page #ij1 is a brief argument in conversational form1 the elementary form of debate3 ,get you then into the bottom of the canoe1 you and the colonel2 it will be so much taken from the size of the mark4 ,it would be but an ill example for the highest in rank to dodge1 while the warriors were under fire6 ,lord6 ,lord6 that is now a white man's courage6 ,and1 like too many of his notions1 not to be maintained by reason4 ,do you think the ,sagamore or ,uncas1 or even ,i1 who am a man without a cross1 would deliberate about finding a cover in a scrimmage when an open body would do no good8 ,for what have the ,frenchers reared up their ,quebec1 if fighting is always to be done in the clearings8 ,all that you say is very true1 my friend2 still1 our custom must prevent us from doing as you wish4 ,good selections to use for the purposes described and good subjects for compositions are the following from ,journeys ,through ,bookland3 ,for ,narration3 #a4 ,stories from ,the ,swiss ,family ,robinson1 ,volume ,,iii1 page #ii4 #b4 ,the ,story of ,siegfried1 ,,iii1 #daj4 #c4 ,the ,death of ,hector1 ,,iv1 #cfd4 #d4 ,tom ,brown at ,rugby1 ,v1 #dfi4 #e4 ,the ,recovery of the ,hispaniola1 ,,vii1 #ceb4 #f4 ,the ,adventure of the ,windmills1 ,,vii1 #dch4 #g4 ,the ,adventure of the ,wooden ,horse1 ,,vii1 #dfg4 #h4 ,the ,battle of ,ivry1 ,,viii1 #gf4 ,for ,description3 #a4 ,how the ,old ,woman ,looked4 ,see ,the ,old ,woman ,who ,lived in a ,shoe1 ,volume ,i1 page #ce4 #b4 ,the ,house in the ,tree4 ,see ,swiss ,family ,robinson1 ,,iii1 #ada4 #c4 ,a ,forest ,scene4 ,see ,pictures of ,memory1 ,,iv1 #abh4 #d4 ,sheridan's ,horse4 ,see ,sheridan's ,ride1 ,,iv1 #bbc4 #e4 ,christmas4 ,see ,the ,fir ,tree1 ,,ii1 #fh1 and ,christmas in ,old ,time1 ,,vi1 #cef4 #f4 ,a ,scene of ,my ,childhood4 ,see ,the ,old ,oaken ,bucket1 ,,vii1 #aa4 #g4 ,my ,old ,kentucky ,home4 ,see poem of the same name1 ,,vii1 #agi4 ,for ,exposition3 #a4 ,the ,character of the ,boy1 ,tom4 ,see ,tom1 the ,water ,baby1 ,volume ,,ii1 page #bae4 #b4 ,what ,kind of a ,man was ,viking8 ,see ,the ,skeleton in ,armor1 ,v1 #cbg4 #c4 ,exaggeration and ,falsehood4 ,see ,baron ,munchausen1 ,v1 #djc4 #d4 ,on the construction1 meaning1 and sentiment in ,home1 ,sweet ,home4 ,see ,,vi1 #bba4 #e4 ,the ,strength of the ,gorilla ,compared with that of the ,elephant4 ,see ,a ,gorilla ,hunt1 ,,vii1 #bdg1 and ,elephant ,hunting1 ,,vi1 #che4 #f4 ,the ,wit of the ,visitor4 ,see ,limestone ,broth1 ,,vi1 #dfg4 #g4 ,a ,character ,sketch of ,alice and ,john4 ,see ,dream ,children4 ,,viii1 #cce4 ,for ,argument3 #a4 ,was the ,second ,traveler in the ,right8 ,see ,the ,two ,travelers1 ,volume ,i1 page #aji4 #b4 ,were the ,three ,men ,perfectly ,healthy8 ,see ,we ,plan a ,river ,trip1 ,v1 #ddc4 #c4 ,was the ,punishment of the ,ancient ,mariner ,just8 ,see ,the ,rime of the ,ancient ,mariner1 ,,vii1 #bi4 #d4 ,was it ,sensible for ,casabianca to ,remain on the ,burning ,ship8 ,see ,casabianca1 ,,viii1 #cac4 #e4 ,should ,warren ,hastings ,have ,been ,convicted8 ,see ,the ,impeachment of ,warren ,hastings1 ,,ix1 #cb4 ,,chapter ,,xv ,,journeys ,,through ,,bookland ,,in ,,its ,,relation ,,to ,,the ,,school--7,continued7 ,nature ,study ,nature study to be most valuable must be in reality the study of nature4 ,its beginnings are in observation and experiment1 but there comes a time when the child must go to books for information and enlightenment4 ,the purposes of nature study are to awaken a spirit of inquiry concerning things in the immediate vicinity and thence in wider fields2 to develop observation1 comparison and reason2 to give interests that will charm the possessor through life2 to introduce the elements of the natural sciences4 ,enthusiasts have made the study of nature the basis of all school work1 the correlating force in all studies4 ,such an idea has merit in it1 for it is certain that lessons begun in the observation of living things and the phenomena of nature speedily ramify into language1 reading1 geography1 history1 and even mathematics4 ,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 direction4 ,yet books are valuable at the proper time and in the proper place4 ,when facts have been learned1 they may be made vital by good literary selections2 when facts not accessible by observation are needed1 they may be obtained through books4 ,on the other hand1 literature is full of allusions to natural facts and phenomena and may only be understood by him who knows nature4 ,both phases of the subject are of vital interest4 ,instead of attempting any systematic outline for nature study we will here try to give help on two problems only3 ,first4 ,how may nature study be broadened by the use of literature8 ,second4 ,how may the study of nature help in the appreciation of literature8 ,i4 ,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 used4 ,a4 ,seven ,long ,selections4 ,in the first place1 there are long selections in which there are many anecdotes and incidents which are usable in nature study4 ,we will give partial lists of what is to be found therein1 but it is well to read the whole selection and choose what is best for the occasion4 #a4 ,tom1 the ,water ,baby 7,volume ,,ii1 page #bae74 ,this is one of the most charming stories in the book1 especially for young children1 though older ones and even people of mature years will enjoy it thoroughly4 ,tom1 a little chimney sweep1 after perilous adventures1 dies1 or rather turns into a newt or eft1 a water baby4 ,his exciting life thereafter is in the waters1 where he meets many of its strange denizens4 ,the whole story is highly imaginative1 humorous1 and full of fine lessons1 beautifully given4 ,the more important of his adventures1 from our point of view1 are concerned with the following3 ,the ,caddis ,fly1 pages #bfa-bfd4 ,the ,dragon ,fly1 pages #bfd-bfe4 ,the ,sand ,fly1 pages #bfg-bfi4 ,otters1 pages #bgj-bga1 #bgc-bgd4 ,salmon1 pages #bgb1 #bgi-bhc4 ,tides1 page #bhg4 ,the ,turbot1 page #bhi4 ,lobsters1 pages #bib-bid1 #cjj-cjc4 ,sea ,cucumbers1 page #big4 ,great ,auk1 page #cci4 ,mother ,carey's ,chickens 7,stormy ,petrels71 page #cdd4 #b4 ,robinson ,crusoe 7,volume ,,iii1 page #de74 ,two chapters only are given from this great story1 but the first1 dealing with the capture and education of ,crusoe's man ,friday1 may be worth while to read in connection with studies of savage races4 ,it is not altogether scientific4 #c4 ,the ,swiss ,family ,robinson 7,volume ,,iii1 page #ii74 ,this famous old story will be charming to children for many generations to come4 ,it is a tale of the wonderful struggle of a family against nature4 ,it may be a fact that it is unreasonable and impossible2 that not all the seeming facts are true2 that nature never plays so perfectly into the hand of man2 that not all the living things mentioned are to be found in one locality4 ,but it is clean1 wholesome adventure1 and the errors in it will do no harm4 ,many a good language lesson and many an addition to nature lessons may be drawn from it4 ,the efforts of the family to utilize what they find1 though too successful1 are worthy of imitation4 ,some of the more interesting things met by the family are the following3 ,lobsters1 page #aac4 ,oysters1 pages #aad1 #aag4 ,agouti1 page #aaf1 with a picture on page #aaf4 ,cocoanuts1 pages #abe-abh4 ,calabash ,trees1 page #abc4 ,monkeys and ,cocoanuts1 pages #abe-abh4 ,shark1 page #ach4 ,turtle1 pages #ade-adi4 ,penguins 7picture71 page #aeb1 pages #aea-aec4 ,cassava ,bread1 pages #aed-aeg4 ,caoutchouc1 page #agj4 ,onager 7,wild ,ass71 pages #aga-agd 7picture1 page #agb74 ,new ,zealand ,flax1 pages #age-agf4 ,flamingo1 page #agg4 ,salt ,cavern1 pages #ahj-ahe4 ,herrings1 pages #ahg-ahh4 ,gypsum1 page #ahh4 ,boa ,constrictor1 pages #aib-aie4 ,ostrich1 pages #bjf-bae4 ,walrus1 page #bbb4 ,hyenas1 pages #bbg-bbh4 ,lions1 pages #beb-bef4 #d4 ,brute ,neighbors 7,volume ,,vii1 page #bfj7 is an interesting essay by ,henry ,david ,thoreau1 the most delightful of ,american naturalist writers4 ,in this essay he chats familiarly about the animals that surround his cottage in the woods1 and shows the closeness of his observation as well as the breadth of his general knowledge4 ,it is a nature study in itself as a whole4 ,besides mention of other animals1 he tells interesting anecdotes of the following3 ,a ,wild ,mouse1 page #bfa4 ,the ,partridge1 as the ruffed grouse is called in ,new ,england1 pages #bfb-bfc4 ,the ,woodcock1 page #bfd4 ,the ,fighting ,ants1 pages #bfd-bfh4 ,the ,loon1 pages #bgj-bgd4 #e4 ,the ,pond in ,winter 7,volume ,,vii1 page #bhj74 ,this is another of ,thoreau's charming essays in natural history4 ,it contains a pretty description of the snow and ice covered pond 7page #bhj71 an account of fishing through the ice 7pages #bhb-bhc71 and a vivid description of the pickerel 7pages #bhc-bhd74 #f4 ,winter ,animals 7,volume ,,vii1 page #bic7 is a third one of ,thoreau's essays4 ,an analysis shows that he tells something of all the following interesting things3 ,i4 ,winter routes over lakes1 pages #bic-bid4 ,,ii4 ,sounds by day and night4 a4 ,the melodious note of a hooting owl1 page #bid4 b4 ,the honking of a goose1 page #bid4 c4 ,the harsh and tremulous call of a cat-owl1 page #bid4 d4 ,the whooping of the ice1 page #bie4 e4 ,the barking of foxes1 page #bie4 f4 ,the feet of the red squirrel down the sides of the house1 page #bie4 g4 ,the discordant screams of the jays1 page #bih4 h4 ,the wiry note of the chickadee1 page #bih4 i4 ,the whirring wings of the partridges1 page #bii4 j4 ,the yelping of hounds1 and the hunting horn 7including fox hunting71 pages #cjj-cjd4 ,,iii4 ,the destructiveness of squirrels and wild mice1 pages #bif-big4 ,,iv4 ,the hares1 pages #cjd-cje4 #g4 ,trees and ,ants ,that ,help ,each ,other 7,volume ,,vii1 page #cjf7 is a selection from the writings of ,thomas ,belt4 ,it is an extremely interesting account of some of the curious adaptations of plants and animals to each other1 as is indicated sufficiently by the title4 ,an outline of the essay follows3 ,i4 ,a species of acacia1 pages #cjf-cji4 #a4 ,houses and feeds ants4 a4 ,houses in thorns4 b4 ,feeds 7#a7 by glands and 7#b7 by a pear-shaped appendage4 #b4 ,ants protect trees4 #c4 ,each seems beneficial to the other4 ,,ii4 ,a cecropia1 or trumpet tree1 pages #cji-caa4 #a4 ,houses and feeds ants4 a4 ,houses in hollow stems4 b4 ,feeds ants through herds of plant-lice that suck juices of plant and secrete honey4 #b4 ,ants protect trees4 #c4 ,apparently beneficial to all4 ,,iii4 ,an evergreen shrub4 #a4 ,houses and 7probably7 feeds ants4 a4 ,houses in pouches at base of leaves4 b4 ,probably feeds ants through the services of scale insects and plant-lice4 #b4 ,ants protect shrubs4 #c4 ,probably beneficial to all4 ,,iv4 ,plants feeding ants1 pages #caa-cab4 #a4 ,orchids4 #b4 ,passion flowers4 #c4 ,dog rose4 ,b4 ,classified ,selections ,the following selections1 ranging from nursery rhymes to some of the finest things ever written1 may be considered available for the purpose of creating interest in nature study or of adding to a stock of knowledge already acquired4 ,for convenience1 they are classified in a general way1 according to the subject-matter of which they treat3 ,i4 ,flowers and plant life3 a4 ,nursery rhymes3 7#a7 ,daffy-,down-,dilly ,has ,come ,up to ,town1 ,volume ,i1 page #dg4 7#b7 ,mary1 ,mary ,quite ,contrary1 ,i1 #cj4 b4 ,fables3 7#a7 ,the ,boy and the ,nettle1 ,volume ,i1 page #fe4 7#b7 ,the ,fox and the ,grapes1 ,i1 #ace4 c4 ,fairy ,tales3 7#a7 ,the ,tree1 ,volume ,i1 page #cja4 7#b7 ,the ,flax1 ,i1 #cgh4 7#c7 ,the ,fir ,tree1 ,,ii1 #fh4 d4 ,poems3 7#a7 ,the ,reaper and the ,flowers1 ,volume ,i1 page #daj4 7#b7 ,john's ,pumpkin1 ,,iii1 #a4 7#c7 ,the ,potato1 ,,ii1 #dfg4 7#d7 ,the ,moss ,rose1 ,,vi1 #ih4 7#e7 ,the ,daffodils1 ,,vii1 #a4 7#f7 ,to the ,fringed ,gentian1 ,,vii1 #d4 7#g7 ,to a ,mountain ,daisy1 ,,vii1 #h4 7#h7 ,the ,petrified ,fern1 ,,vii1 #gg4 e4 ,an interesting essay3 7#a7 ,a ,bed of ,nettles1 ,volume ,,viii1 page #bji4 f4 ,see references to ,the ,swiss ,family ,robinson and ,trees and ,ants ,that ,help ,each ,other1 in the earlier part of this section4 ,,ii4 ,birds3 a4 ,nursery rhymes3 7#a7 ,lady ,bird1 ,lady ,bird1 ,volume ,i1 page #ab4 7#b7 ,higgledy1 ,piggledy1 ,i1 #bj4 7#c7 ,poor ,robin1 ,i1 #af4 b4 ,poems3 7#a7 ,little ,birdie1 ,volume ,i1 page #adb4 7#b7 ,the ,brown ,thrush1 ,i1 page #adg4 7#c7 ,the ,english ,robin1 ,,ii1 #bad4 7#d7 ,who ,stole the ,bird's ,nest8 ,,ii1 #cii4 7#e7 ,four ,ducks on a ,pond1 ,,vi1 #ih4 7#f7 ,the ,rime of the ,ancient ,mariner1 ,,vii1 #bi4 7#g7 ,ode to a ,skylark1 ,,vii1 #bge 7#h7 ,to a ,waterfowl1 ,,vii1 #cie4 7#i7 ,the ,romance of the ,swan's ,nest1 ,,viii1 #cae4 c4 ,fables3 7#a7 ,the ,fox and the ,crow1 ,volume ,i1 page #fd4 7#b7 ,the ,fox and the ,stork1 ,i1 #gc4 7#c7 ,the ,wolf and the ,crane1 ,i1 #if4 7#d7 ,the ,lark and ,her ,young ,ones1 ,i1 #aca4 7#e7 ,the ,owl and the ,pussy ,cat1 ,i1 #cci4 7#f7 ,minerva and the ,owl1 ,,ii1 #g4 d4 ,fairy ,story3 7#a7 ,the ,ugly ,duckling1 ,volume ,i1 page #dad4 e4 ,an ,essay3 7#a7 ,owls1 ,,ix1 page #bbi4 f4 ,see also references to ,tom1 the ,water ,baby1 ,the ,swiss ,family ,robinson1 ,brute ,neighbors1 and ,winter ,animals1 in earlier parts of this section4 ,,iii4 ,four-footed animals3 a4 ,nursery rhymes3 7#a7 ,ding ,dong ,bell1 ,volume ,i1 page #ae4 7#b7 ,little ,bo ,peep1 ,i1 #i4 7#c7 ,old ,mother ,hubbard1 ,i1 #bd4 7#d7 ,three ,little ,kittens1 ,i1 #ac4 7#e7 ,baa1 ,baa1 ,black ,sheep ,i1 #h4 b4 ,fables3 7#a7 ,the ,fox and the ,crow1 ,volume ,i1 page #fd4 7#b7 ,the ,ass in the ,lion's ,skin1 ,i1 #fe4 7#c7 ,the ,fox and the ,stork1 ,i1 #gc4 7#d7 ,the ,gnat and the ,bull1 ,i1 #gj4 7#e7 ,the ,lion and the ,mouse1 ,i1 #ge4 7#f7 ,the ,wolf and the ,crane1 ,i1 #if4 7#g7 ,the ,fox and the ,grapes1 ,i1 #ace4 7#h7 ,the ,bat and the ,two ,weasels1 ,i1 #aed4 7#i7 ,the ,owl and the ,pussy ,cat1 ,i1 #cci4 7#aj7 ,the ,horse and the ,stag1 ,i1 #cch4 7#aa7 ,the ,fox1 the ,wolf1 and the ,horse1 ,i1 #cgg4 7#ab7 ,the ,wolf and the ,lamb1 ,i1 #dee4 c4 ,poetry3 7#a7 ,the ,cow1 ,volume ,i1 page #ajf4 7#b7 ,mercy to ,animals1 ,i1 #dac4 7#c7 ,how ,they ,brought the ,good ,news from ,ghent to ,aix1 ,v1 #cce4 7#d7 ,to a ,mouse1 ,,vii1 #e4 d4 ,stories3 7#a7 ,a ,dog of ,flanders1 ,volume ,,iv1 page #ic4 7#b7 ,the ,lion and the ,missionary1 ,,vi1 #ic4 7#c7 ,rab and ,his ,friends1 ,,vi1 #ii4 7#d7 ,elephant ,hunting1 ,,vi1 #che4 7#e7 ,the ,gorilla ,hunt1 ,,vii1 #bdg4 e4 ,essays3 7#a7 ,some ,clever ,monkeys1 ,volume ,,vi1 page #djb4 7#b7 ,the ,buffalo1 ,,vii1 #if4 f4 ,see1 also1 references to ,tom1 the ,water ,baby1 ,the ,swiss ,family ,robinson1 ,brute ,neighbors1 and ,the ,pond in ,winter1 in the earlier part of this section4 ,,iv4 ,reptiles3 a4 ,fable3 7#a7 ,the ,boys and the ,frogs1 ,volume ,i1 page #fc4 b4 ,see1 also1 references to ,tom1 the ,water ,baby1 and ,the ,swiss ,family ,robinson1 in the earlier part of this section4 ,v4 ,insects3 a4 ,nursery rhyme3 7#a7 ,little ,miss ,muffett1 ,volume ,i1 page #bi4 b4 ,fable3 7#a7 ,the ,gnat and the ,bull1 ,i1 #gj4 c4 ,poem3 7#a7 ,the ,spider and the ,fly1 ,,iii1 #ai4 d4 ,essay3 7#a7 ,trees and ,ants ,that ,help ,each ,other1 ,,vii1 #cjf4 e4 ,see1 also1 references to ,tom1 the ,water ,baby1 in the earlier part of this section4 ,,vi4 ,denizens of the water3 a4 ,fish3 7#a7 ,salmon ,fishing1 ,volume ,,vii1 page #bhe4 7#b7 ,pickerel1 in ,the ,pond in ,winter1 ,,vii1 #bhj4 7#c7 ,see1 also1 ,salmon1 in ,tom1 the ,water ,baby1 ,,ii1 #bgb1 #bgi-bhc4 b4 ,see numerous references to ,tom1 the ,water ,baby1 in the earlier part of this section4 ,,vii4 ,natural ,phenomena3 a4 ,nursery rhymes3 7#a7 ,rainbow in the ,morning1 ,volume ,i1 page #dh4 7#b7 ,if ,all the ,world ,were ,water1 ,i1 #dh4 b4 ,poems3 7#a7 ,twinkle1 ,twinkle1 ,little ,star1 ,volume ,i1 page #dd4 7#b7 ,the ,sun's ,travels1 ,i1 #fh4 7#c7 ,rain1 ,i1 #aaj4 7#d7 ,autumn ,fires1 ,i1 #cid4 7#e7 ,the ,wind1 ,i1 #ddj4 7#f7 ,the ,first ,snowfall1 ,,ii #djc4 7#g7 ,in ,time's ,swing1 ,,ii1 #dha4 7#h7 ,echo1 ,,iii1 #bhf4 7#i7 ,the ,rainbow1 ,,vi1 #ia4 7#aj7 ,sweet and ,low1 ,,vi1 #abb4 7#aa7 ,the ,cloud1 ,,vii1 #beg4 c4 ,fable3 7#a7 ,the ,wind and the ,sun1 ,volume ,i1 page #ie4 ,,viii4 ,geographical in ,nature3 7#a7 ,at the ,seaside1 ,volume ,i1 page #abi4 7#b7 ,from a ,railway ,carriage1 ,i1 #aih4 7#c7 ,stop1 ,stop1 ,pretty ,water1 ,i1 #cag4 7#d7 ,song of the ,brook1 ,,iv1 #fj4 7#e7 ,a ,descent into the ,maelstrom1 ,,viii1 #ie4 7#f7 ,ascent of the ,jungfrau1 ,,ix1 #a4 ,,ii ,aid in answering the second problem may be found in the following paragraph3 ,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 works4 ,such lessons are the opposite of those we have been considering4 ,now1 the literary selection is taken first1 read carefully and the allusions noted and classified4 ,it will be noticed that it is not necessary that selections used for this purpose should be new to the pupils4 ,in fact1 genuine literature has the merit of being always new1 always interesting4 ,no better service can be rendered to a child than to create in him a love for the fine things in literature4 ,continued1 monotonous study of a masterpiece may breed dislike of it1 especially if the exercises are dull and formal4 ,but to approach an old favorite from a new direction1 to look at it from a new point of view1 is to lend it added charms4 ,a4 ,to illustrate our method1 we will use ,the ,king of the ,golden ,river 7,volume ,,ii1 page #dje74 #a4 ,assignment4 ,the leader assigns the work as follows3 ,i wish you to read the first section of ,the ,king of the ,golden ,river and write in the order of their occurrence1 every mention of a living thing or natural object and every allusion to them4 ,use the words of the story when possible1 but be brief4 ,after each put a number1 to show the page of the story4 ,let us see who can find the greatest number and who can make the best paper4 #b4 ,preparation4 ,if the children work well their lists will be something like this3 a4 ,the valley in the mountains4 ,page #dje4 7#a7 ,snow-covered peaks2 cataracts2 a crag2 river2 circular hollows4 7#b7 ,heavy crops2 high hay2 red apples2 blue grapes2 rich wine2 sweet honey4 7#c7 ,blackbirds2 hedgehogs2 crickets2 cicadas4 7#d7 ,corn4 b4 ,the wet summer4 ,page #djg4 7#a7 ,hay2 vines2 corn4 c4 ,a nice piece of mutton4 ,page #djh4 d4 ,must be the wind4 ,page #djh4 e4 ,a black feather some three feet long4 ,page #dji4 f4 ,like a beaten puppy's tail4 ,page #daj4 g4 ,like a mill stream4 ,page #daj4 h4 ,licking its chops4 ,page #daj4 i4 ,a gust of wind that made the old chimneys totter4 ,page #daa4 j4 ,quicksilver-like streams4 ,page #daa4 k4 ,like a straw in the high wind4 ,page #dac4 l4 ,a wreath of ragged cloud1 that whirled and rolled away down the valley4 ,page #dae4 m4 ,a gush of rain4 ,page #dae4 n4 ,howling wind and rushing rain without intermission4 ,page #dae4 o4 ,the room was full of water4 ,page #daf4 p4 ,a misty moonbeam4 ,page #daf4 r4 ,like a cork4 ,page #daf4 s4 ,the inundation4 ,pages #daf-dag4 7#a7 ,trees2 crops2 cattle swept away4 7#b7 ,red sand and gray mud left in their stead4 7#c7 ,corn swept away4 7#d7 ,breezy letters4 7#e7 ,southwest ,wind1 ,esquire4 #c4 ,recitation4 ,the leader's part in the recitation is to help the children to classify the things mentioned1 to bring out the meaning of the figures of speech1 and to see that the allusions are understood4 ,in writing this fine chapter1 ,ruskin has mentioned or alluded to the following3 a4 ,land and water forms3 ,mountains2 valley2 snow2 peaks2 cataracts2 river2 circular hollow2 mill stream2 cloud2 rain2 globe of foam4 b4 ,animals3 ,sheep 7mutton72 bird 7feathers72 puppy2 dog 7licking its chops72 wolf 7howling wind72 cattle4 c4 ,plant life3 ,crops2 hay2 apples2 grapes2 corn2 vines2 straw2 cork2 trees4 d4 ,natural phenomena3 ,a wet summer wind blowing2 gushing rain2 whirling clouds2 misty moonbeam2 floating foam2 sweeping inundation2 breezes 7breezy letters74 e4 ,rock material3 ,quicksilver2 red sand2 gray mud4 f4 ,natural products3 ,crops2 apples2 hay2 grapes2 wine2 honey2 corn2 mutton2 cork2 cattle4 g4 ,figures of speech3 7,in studying figures of speech1 make three points in each1 viz43 ,first1 the basis of the figure2 second1 the translation of the figure into literal ,english2 third1 the force and beauty of the figure and its effect on the meaning of the sentence4 ,with older children the names of the figures may be given4 ,illustrations of these directions will follow47 7#a7 ,like a beaten puppy's tail4 7,a beaten puppy drops his tail and drags it weakly behind him4 ,the feather drooped down behind him and dragged limply along4 ,the figure gives a vivid picture of the wet feather1 limp and unhandsome4 ,the figure is a comparison in the form of a simile47 7#b7 ,like a mill stream4 7,rushing1 roaring1 fast and furious47 7#c7 ,licking its chops4 7,first1 a dog runs out his tongue and licks his lips and the outside of his face cheeks--chops when he sees food brought to him4 ,a red flame twists and waves around like the tongue of a dog4 ,we speak of tongues of flame and hungry flames devouring4 ,second1 long streams of flame waved around and curled about the wood as they burned it4 ,third1 how much more vivid is the picture we see of the beautiful fire4 ,the words rustling and roaring help to strengthen the figure4 ,this is a fine comparison1 but as it is not directly expressed by the use of the words like or as we call it a metaphor47 7#d7 ,quicksilver-like streams4 7,bright1 shining1 smoothly running1 with metallic luster47 7#e7 ,like a straw in the high wind4 7,rapid1 uncertain1 irregular motion47 7#f7 ,a wreath of ragged cloud4 7,notice the metaphor in wreath--also in ragged47 7#g7 ,howling wind4 7,a wolf howls4 ,the figure which raises an inanimate object to the level of animate beings1 or raises an animate being a dog1 for instance to the level of a human being1 is called personification47 7#h7 ,like a cork4 7#i7 ,swept away4 7#aj7 ,breezy letters4 7,the words swept and breezy are somewhat metaphorical1 though their frequent use in this manner makes the meaning almost literal47 7#aa7 ,southwest ,wind1 ,esquire4 7,personification47 ,b4 ,a second lesson may confine itself more closely to the figures of speech4 ,naturally this study of figures belongs with language and literature1 but the point we wish to make is one of correlation4 ,there is a literary side to nature study1 and a natural history side to literature4 ,many of the greatest authors have been ardent lovers of nature1 and have drawn liberally on their knowledge of nature in beautifying what they have written4 ,many a reader1 from lack of knowledge or from careless habits1 passes over the most delightful things1 as blind and deaf as he who sees no beauty in the wild flowers and hears no melody in the songs of birds4 ,for the second lesson of this character we will take the second and third chapters of ,the ,king of the ,golden ,river1 hoping to find an abundance of figures based on nature in some of its forms4 ,we may not find many4 ,some writers use few4 ,we suspect that ,ruskin used them freely2 as a matter of fact he was one of the greatest lovers of nature1 a man who labored hard to bring art and nature together and to find a place for them in the lives of all4 ,we find in the second chapter the following nature figures3 a4 ,southwest ,wind1 ,esquire1 page #dah4 b4 ,his relations1 the ,west ,winds1 page #dah4 c4 ,it looks more like silk1 page #dai4 d4 ,the hot breath of the furnace1 page #dbj4 e4 ,bright tongues of fiery cloud burning and quivering about them1 page #dbj4 f4 ,a clear metallic voice1 page #dbj4 g4 ,like that of a kettle on the boil1 page #dba4 h4 ,as smooth and polished as a river1 page #dba4 i4 ,the prismatic colors gleamed over it1 as if on a surface of mother-of-pearl1 page #dbb4 j4 ,in order to allow time for the consternation 444 to evaporate1 page #dbd4 ,in the third chapter are the following3 a4 ,knotty question1 page #dbf4 b4 ,like a line of forked lightning1 page #dbg4 7,this whole paragraph is a wonderfully beautiful description47 c4 ,rose like slow smoke1 page #dbg4 d4 ,in feeble wreaths1 page #dbh4 e4 ,shrieks resembling those of human voices in distress or pain1 page #dbh4 f4 ,none like the ordinary forms of splintered ice1 page #dbh4 g4 ,deceitful shadows1 page #dbh4 h4 ,lurid lights played1 page #dbh4 i4 ,ice yawned into fresh chasms1 page #dbh4 j4 ,fell thundering across his path1 page #dbi4 k4 ,rays beat intensely1 page #dbi4 l4 ,its lips parched and burning1 page #dcj4 m4 ,long snake-like shadows1 page #dcj4 n4 ,the leaden weight of the dead air pressed upon his brow and heart1 page #dcj4 o4 ,shaped like a sword1 page #dca4 p4 ,like a red-hot ball1 page #dca4 q4 ,they shook their crests like tongues of fire1 page #dcb4 r4 ,flashes of bloody light gleamed along their foam1 page #dcb4 s4 ,an icy chill shot through his limbs1 page #dcb4 t4 ,the moaning of the river1 page #dcb4 u4 ,the ,black ,stone1 page #dcb4 ,,chapter ,,xvi ,,journeys ,,through ,,bookland ,,in ,,its ,,relation ,,to ,,the ,,school--7,continued7 ,geography and ,history ,the connection between geography and history on the one hand and literature on the other is most intimate4 ,in the first place nearly all our knowledge of history must come through reading1 and while we learn our geography most accurately through travel and observation1 but a small part of our information comes through those channels4 ,we read incessantly of our own country and others1 we fill our minds with visions of plants1 animals and the peoples of foreign lands from the facts we gather from the papers1 magazines and books4 ,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 read1 the literature that clothed those facts and made them real and living4 ,ask yourselves what gave you your first real interest in the history of ,scotland and see if your answer is not1 ,the novels of ,scott4 ,again1 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 literature8 ,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 ,brigade8 ,who can tell most of the ,battle of ,waterloo1 he who has read the facts of history or he who has read ,byron's thrilling poem and the description by ,victor ,hugo8 ,who knows the ,english home as it was8 ,he who reads ,goldsmith's ,deserted ,village4 ,illustration3 ,,oliver ,,goldsmith ,,matthew ,,arnold ,,john ,,ruskin ,,thomas ,,babington ,,macaulay ,,john ,,bunyan ,,thomas ,,de ,,quincey ,,charles ,,lamb ,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 work4 ,some of its selections will give facts and many of them1 but the facts form the smaller part of the contribution4 ,history is valuable only as it enables us to understand the present1 thrills us with the accomplishments of the past and teaches us how to live and act in the future4 ,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 achievement4 ,some histories are literature in themselves and have the inspiring quality we crave1 but most of them are too dry and scientific to afford much interest to the child4 ,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 soul4 ,geographical teaching is likewise indirect in ,journeys but it is none the less helpful and inspiring4 ,to prove the truth of these statements we have only to present what the books contain and show how the selections may be used4 ,it does not seem wise to separate the two subjects too widely1 for they are closely related and intimately interwoven in almost all reading4 ,there are1 it is true1 some masterpieces that may be considered purely geographical and others that are as entirely historical1 but these will be easily identified4 ,yet for ease and readiness in locating them we append a list of nearly one hundred selections and classify them in a simple manner3 #a4 ,largely geographical4 a4 ,juvenile poems with geographical allusions1 or based on geographical facts3 7#a7 ,the ,suns ,travels1 ,volume ,i1 page #fh4 7#b7 ,singing1 ,i1 #hc4 7#c7 ,foreign ,lands1 ,i1 #acj4 7#d7 ,at the ,seaside1 ,i1 #abi4 7#e7 ,old ,gaelic ,lullaby1 ,i1 #bjc4 7#f7 ,where ,go the ,boats8 ,i1 #bef4 7#g7 ,foreign ,children1 ,i1 #cea4 7#h7 ,keepsake ,mill1 ,i1 #cdi4 7#i7 ,windy ,nights1 ,,ii1 #abc4 7#aj7 ,picture ,books in ,winter1 ,,ii1 #hg4 7#aa7 ,the ,child's ,world1 ,,ii1 #ff4 b4 ,stories and poems that describe places or people in ,europe and some of their customs and modes of life3 7#a7 ,the ,tree1 ,volume ,i1 page #cja4 7#b7 ,the ,snow ,maiden1 ,i1 #beg4 7#c7 ,the ,snow ,queen1 ,,ii1 #abd4 7#d7 ,the ,skeleton in ,armor1 ,v1 #cbg4 7#e7 ,rab and ,his ,friends1 ,,vi1 #ii4 7#f7 ,the ,governor and the ,notary1 ,,vii1 #bj4 7#g7 ,don ,quixote1 ,,vii1 #dca4 7#h7 ,the ,alhambra1 ,,viii1 #aec4 7#i7 ,ascent of the ,jungfrau1 ,,ix1 #a4 7#aj7 ,the ,cotters ,saturday ,night1 ,,viii1 #cai4 c4 ,fanciful legends with geographical interests3 7#a7 ,why the ,sea ,is ,salt1 ,volume ,,ii1 page #dhd4 7#b7 ,origin of the ,opal1 ,,ii1 #dhj4 d4 ,a ,story from ,japan4 7#a7 ,the ,mirror of ,matsuyana1 ,volume ,,ii1 page #cf4 e4 ,a story of longitude3 7#a7 ,three ,sundays in a ,week1 ,volume ,,vi1 page #dec4 f4 ,plants or plant life3 7#a7 ,the ,potato1 ,volume ,,ii1 page #dfg4 7#b7 ,trees and ,ants ,that ,help ,each ,other1 ,,vii1 #cjf4 7#c7 ,a ,bed of ,nettles1 ,,viii1 #bji4 g4 ,animal life3 7#a7 ,salmon ,fishing1 ,,vii1 #bhe4 7#b7 ,winter ,animals1 ,,vii1 #bic4 7#c7 ,trees and ,ants ,that ,help ,each ,other1 ,,vii1 #cjf4 7#d7 ,owls1 ,,ix1 #bbi4 7#e7 ,elephant ,hunting1 ,,vi1 #che4 7#f7 ,some ,clever ,monkeys1 ,,vi1 #djb1 7#g7 ,the ,buffalo1 ,,vii1 #if4 7#h7 ,a ,gorilla ,hunt1 ,,vii1 #bdg4 7#i7 ,brute ,neighbors1 ,,vii1 #bfj4 7#aj7 ,the ,pond in ,winter1 ,,vii1 #bhj4 h4 ,natural phenomena3 7#a7 ,the ,cloud1 ,volume ,,vii1 page #beg4 #b4 ,indians and their habits4 ,the selections are either historical or geographical or both4 a4 ,the ,arickara ,indians4 7,a description of the habits and customs of one of the western tribes47 ,volume ,,iv1 page #dgb4 b4 ,reminiscences of a ,pioneer4 7,this contains a few interesting anecdotes of ,indians and many incidents of pioneer life47 ,volume ,v1 page #cdj4 c4 ,black ,hawk ,tragedy4 7,a very interesting biographical and historical sketch47 ,volume ,,vii1 page #eh4 d4 ,an ,exciting ,canoe ,race4 7,a story of the ,new ,york ,indians at an early day47 ,volume ,,vii1 page #gi4 e4 ,david ,crockett in the ,creek ,war4 7,an interesting account of southern ,indians and their wars47 ,volume ,,viii1 page #cg4 #c4 ,biography4 ,the selections in this group consist of anecdotal sketches1 brief biographies1 extracts from longer works1 and a few poems4 a4 ,authors of the ,united ,states and of foreign countries3 7#a7 ,robert ,louis ,stevenson1 ,volume ,i1 page #abh4 7#b7 ,eugene ,field1 ,i1 #bdb4 7#c7 ,hans ,christian ,andersen1 ,,ii1 #ha4 7#d7 ,henry ,wadsworth ,longfellow1 ,,iv1 #fb4 7#e7 ,alice and ,phoebe ,cary1 ,,iv1 #aaf4 7#f7 ,nathaniel ,hawthorne1 ,,iv1 #ahj4 7#g7 ,sir ,walter ,scott1 ,,vi1 #bf4 7#h7 ,john ,greenleaf ,whittier1 ,,vii1 #cha4 7#i7 ,william ,cullen ,bryant1 ,,vii1 #cia4 7#aj7 ,oliver ,wendell ,holmes1 ,,vii1 #cih4 7#aa7 ,james ,russell ,lowell1 ,,vii1 #daa4 7#ab7 ,washington ,irving1 ,,viii1 #baf4 7#ac7 ,charles and ,mary ,lamb1 ,,viii1 #cbh4 b4 ,biblical ,characters3 7#a7 ,the ,story of ,joseph1 ,volume ,i1 page #def4 7#b7 ,the ,story of ,esther1 ,,ii1 #ddh4 7#c7 ,david1 ,,iv1 #bgd4 7#d7 ,ruth1 ,,vi1 #adc4 c4 ,the author of many fables3 7#a7 ,aesop1 ,volume ,,ii1 page #a4 d4 ,english history3 7#a7 ,alfred the ,great1 ,volume ,,iv1 #bfj4 7#b7 ,queen ,victoria1 ,,vii1 #aeb4 7#c7 ,florence ,nightingale1 ,,ix1 #ac4 e4 ,american history3 7#a7 ,george ,rogers ,clark1 ,volume ,,vi1 page #dbb4 7#b7 ,david ,crockett in the ,creek ,war1 ,,viii1 #cg4 7#c7 ,pre ,marquette1 ,,viii1 #aba4 7#d7 ,abraham ,lincoln1 ,,ix1 #cbd4 f4 ,roman history3 7#a7 ,julius ,csar1 ,volume ,,ix1 page #abf4 #d4 ,myths from several sources3 a4 ,grecian and ,roman3 7#a7 ,atalanta's ,race1 ,volume ,i1 page #chf4 7#b7 ,baucis and ,philemon1 ,i1 #dca4 7#c7 ,the ,golden ,touch1 ,,ii1 #dc4 7#d7 ,the ,chimera1 ,,ii1 #agc4 7#e7 ,the ,story of ,phaethon1 ,,ii1 #bjf4 7#f7 ,the ,queen of the ,underworld1 ,,ii1 #dfh4 7#g7 ,cupid and ,psyche1 ,,iii1 #cfe4 b4 ,northern ,europe3 7#a7 ,how the ,wolf was ,bound1 ,,ii1 #ia4 7#b7 ,the ,death of ,balder1 ,,ii1 #ii4 7#c7 ,the ,punishment of ,loki1 ,,ii1 #aaa4 7#d7 ,beowulf and ,grendel1 ,,iii1 #cej4 c4 ,miscellaneous3 7#a7 ,stories of the ,creation1 ,volume ,,iv1 page #aei4 #e4 ,legendary heroes4 ,the following selections give vivid ideas of the great national heroes whose reputed deeds have been an inspiration to hosts of children in many lands3 a4 ,scandinavian3 7#a7 ,frithiof the ,bold1 ,volume ,,iii1 page #cid4 b4 ,german3 7#a7 ,the ,story of ,siegfried1 ,volume ,,iii1 page #daj4 c4 ,english3 7#a7 ,robin ,hood1 ,volume ,,iii1 page #dcf4 7#b7 ,king ,arthur1 ,v1 #aac4 7#c7 ,balin and ,balan1 ,v1 #acj4 7#d7 ,geraint and ,enid1 ,v1 #adh4 7#e7 ,the ,holy ,grail1 ,v1 #bjg4 7#f7 ,dissensions at ,king ,arthur's ,court1 ,v1 #bcb4 7#g7 ,the ,passing of ,arthur1 ,v1 #bcg4 d4 ,french3 7#a7 ,roland at ,roncesvalles1 ,volume ,,iii1 page #dfj4 e4 ,spanish3 7#a7 ,the ,cid1 ,volume ,,iv1 page #i4 f4 ,greek3 7#a7 ,the ,death of ,hector1 ,volume ,,iv1 page #cfd4 7#b7 ,ulysses1 ,,iv1 #cih4 g4 ,roman3 7#a7 ,horatius1 ,volume ,,vi1 page #a4 #f4 ,historical tales1 poems1 and selections of different kinds and varying degrees of difficulty3 a4 ,northern ,europe3 7#a7 ,holger ,danske1 ,volume ,,ii1 page #cgg4 7#b7 ,make ,way for ,liberty1 ,,vii1 #agb4 7#c7 ,marco ,bozzaris1 ,,viii1 #ij4 b4 ,france and ,napoleon3 7#a7 ,incident of the ,french ,camp1 ,volume ,,iv1 page #agd4 7#b7 ,battle of ,ivry1 ,,viii1 #gf4 7#c7 ,herv ,riel1 ,,viii1 #afh4 7#d7 ,the ,battle of ,waterloo1 ,,viii1 #agf4 7#e7 ,the ,battle of ,cressy1 ,,ix1 #afa4 c4 ,classic lands3 7#a7 ,the ,wooden ,horse1 ,volume ,,iv1 page #chc4 7#b7 ,the ,battle of ,thermopylae1 ,,viii1 #ha4 7#c7 ,the ,death of ,caesar1 ,,ix1 #abf4 7#d7 ,the ,death of ,caesar1 ,,ix1 #adc4 7#e7 ,julius ,caesar1 ,,ix1 #aee4 d4 ,british ,isles3 7#a7 ,chevy ,chase1 ,volume ,,iv1 page #cab4 7#b7 ,the ,ballad of ,agincourt1 ,v1 #ie4 7#c7 ,some ,children's ,books of the ,past1 ,v1 #aja4 7#d7 ,the ,rise of ,robert ,bruce1 ,v1 #bgh4 7#e7 ,bruce and the ,spider1 ,v1 #cad4 7#f7 ,the ,heart of ,bruce1 ,v1 #caf4 7#g7 ,the ,tournament1 ,,vi1 #ch4 7#h7 ,bannockburn1 ,,vii1 #ae4 7#i7 ,the ,charge of the ,light ,brigade1 ,,vii1 #adg4 7#aj7 ,the ,recessional1 ,,vii1 #afd4 7#aa7 ,the ,battle of ,trafalgar1 ,,viii1 #bhd4 7#ab7 ,casabianca1 ,,viii1 #cac4 7#ac7 ,the ,impeachment of ,warren ,hastings1 ,,ix1 #cb4 7#ad7 ,the ,battle of ,cressy1 ,,ix1 #afa4 7#ae7 ,the ,battle of ,hastings1 ,,ix1 #ccj4 e4 ,united ,states3 7#a7 ,the ,pine ,tree ,shillings1 ,volume ,,iv1 page #aib4 7#b7 ,the ,sunken ,treasure1 ,,iv1 #aii4 7#c7 ,the ,hutchinson ,mob1 ,,iv1 #bjh4 7#d7 ,the ,boston ,massacre1 ,,iv1 #bag4 7#e7 ,the ,landing of the ,pilgrim ,fathers in ,new ,england1 ,,iv1 #aig4 7#f7 ,sheridan's ,ride1 ,,iv1 #bbc4 7#g7 ,henry ,hudson's ,fourth ,voyage1 ,v1 #bed4 7#h7 ,reminiscences of a ,pioneer1 ,v1 #cdj4 7#i7 ,braddock's ,defeat1 ,v1 #cgi4 7#aj7 ,the ,american ,flag1 ,v1 #cif4 7#aa7 ,stonewall ,jackson's ,way1 ,v1 #djj4 7#ab7 ,the ,capture of ,vincennes1 ,,vi1 #dbh4 7#ac7 ,the ,old ,continentals1 ,,vii1 #age4 7#ad7 ,america1 ,,viii1 #fj4 7#ae7 ,the ,fall of the ,alamo1 ,,viii1 #ada4 7#af7 ,the ,knickerbocker ,history of ,new ,york1 ,,viii1 #bbd4 7#ag7 ,the ,battle of ,saratoga1 ,,ix1 #agf4 7#ah7 ,the ,gettysburg ,address1 ,,ix1 #cba4 f4 ,america1 outside of the ,united ,states3 7#a7 ,the ,buccaneers1 ,volume ,v1 page #cei4 7#b7 ,captain ,morgan at ,maracaibo1 ,v1 #cfe4 7#c7 ,ringrose and ,his ,buccaneers1 ,,viii1 #a4 7#d7 ,the ,retreat of ,cortez1 ,,viii1 #fc4 ,the object of teaching geography and history is not solely that children may acquire a collection of facts4 ,too often the lessons in these branches consist merely in memorizing text books1 in learning long descriptions1 in the study of meaningless maps and in the listing of political and military events in chronological order4 ,the value of such work is comparatively small1 and the studies cannot be considered profitable4 ,if1 however1 children are taught to know and understand people1 their habits and modes of life2 if they learn geographical facts in their relation to humanity1 to study events in the relation of cause to effect1 to seek for truth and the meaning of things1 then nothing is more productive of good than the teaching of geography and history4 ,if we accept as true the foregoing statements1 then methods of teaching the subjects become clear as we think of them4 ,it is evident that early lessons should be designed to create interest3 7#a7 ,in the world of things immediately around us2 in the land and what grows and lives upon it2 in the water1 its relation to the land1 its motions1 and the life that it contains2 in the air1 its phenomena and its denizens2 in human beings1 their feelings and all their activities4 7#b7 ,in the great earth as a whole and its parts2 in foreign animals and plants2 in humanity in other lands4 ,it appears that so broad an outline as the one just given can never be filled in1 that the study of geography and history1 the study of the world and its peoples1 can never be completed4 ,if such is the case1 it follows that the teacher who creates the most vital interest in the subject1 who leaves with her pupils the most ardent desire to study and know1 has been of greatest service to them4 ,now1 the great interests of life have their inception in early years when the mind is active1 curiosity strong1 and instruction accepted without question4 ,then should be created that abiding interest which will make good students of geography and history1 good citizens1 good men and women4 ,if too many formal lessons are given them1 and pupils are set to work at dreary tasks and are asked to memorize dry facts1 it is probable that they will never become good students4 ,how1 then1 shall an abiding interest be created8 ,the entrance to the field of geography is through nature study1 which is discussed elsewhere under that title4 ,for the first two years of a child's school life he will hear nothing of geography1 and even in the third year there will be little formal reference to it1 but all the time he is quietly mastering facts and developing interests that are geographical in their character4 ,when systematic lessons begin1 there should be presented only real facts and genuine things1 that bear some close and direct relation to ourselves and that should be matters of personal observation1 as far as possible4 ,day and night in summer and winter1 the seasons1 the weather1 wind1 rain1 snow1 sleet1 foods1 clothing1 the occupations of the neighborhood1 the brooks and bodies of water about the school1 hills1 valleys1 plains1 plants and animals of the locality1 each in turn serves its purpose4 ,we cannot here show how these various subjects should be treated1 but to illustrate the use of literature in elementary geography lessons we will present an outline on a single subject4 ,new possibilities will be seen in every direction if frequent use of the list given above is made in finding suitable selections4 ,if we choose the wind as the subject of our model lesson1 we may be sure to cover several recitations that will lead us into reading1 nature study and language 7oral and written74 ,it is a subject that encourages wide correlation4 ,the outline might be the following3 #a4 ,purpose of the ,lesson4 ,to teach the following facts3 a4 ,that air occupies space4 b4 ,that wind is air in motion and has force4 c4 ,the directions and names of winds4 d4 ,the uses of winds4 #b4 ,experiments and ,observation4 a4 ,take an empty bottle and thrust it squarely1 mouth down1 into water4 ,does the water rise in the bottle8 7,only a little way47 ,why8 7,it can't get in4 ,there is air in the bottle47 b4 ,raise the bottle slowly and tip it slightly so that a part of the mouth is above the water1 then push it horizontally into the water4 ,does the water go into the bottle now8 7,yes47 ,why8 7,because there is no air there to keep it out47 ,how do you know8 7,i saw the air coming out in bubbles47 ,why didn't the air come out when we pushed the bottle down the first time8 7,the water was too heavy2 it held the air in47 c4 ,hold your hand close in front of your mouth and blow4 ,can you feel anything8 7,yes2 the air strikes my hand47 ,when you are out in the wind can you feel it8 7,yes2 it pushes against me47 ,can it push hard8 7,yes2 sometimes it pushes over trees and houses47 ,what is the wind8 7,it is air moving47 d4 ,is the wind blowing today8 ,did it blow yesterday8 ,from what direction is it 7was it7 blowing8 ,how do you know8 7,i saw trees bending away from it4 ,i felt it pushing from that side4 ,it came in at that window4 ,the vane on the church steeple pointed that way47 e4 ,when a wind comes from the ,south1 what do we call it8 7,south wind47 ,when a wind blows from the ,north what do we call it8 7,north wind47 ,what wind brings cold weather8 7,north47 ,what wind brings warm weather8 7,south47 ,what wind brings long spells of rainy weather8 7,east47 ,what wind brings showers and thunderstorms8 7,south and ,west47 ,what winds prevail in summer8 7,south and ,west47 ,what winds prevail in winter8 7,north47 f4 ,what work have you seen the wind do8 7,turn windmills2 sail boats47 ,have you seen it do any work for us here8 7,yes2 it drives the clouds that bring us rain4 ,it drives away stormy clouds47 ,can't you think of something else8 7,it scatters seeds of plants4 ,it shakes nuts from trees4 ,it helps melt snow and ice4 ,it keeps the air clean and pure47 #c4 ,literature4 a4 ,as an introduction to the lesson or in preparation1 give the first two stanzas of that beautiful poem by ,w4 ,b4 ,rands1 ,the ,child's ,world 7,volume ,,ii1 page #ff74 b4 ,in considering the strength of the wind1 there is a fine opportunity to introduce the fable ,the ,wind and the ,sun 7,volume ,i1 page #ie74 c4 ,robert ,louis ,stevenson's verses1 ,windy ,nights 7,volume ,,ii1 page #abc71 are entertaining and give an opportunity for nice explanation4 d4 ,in the same light as the preceding selection may be regarded the imaginative verses by the same author1 ,the ,wind 7,volume ,i1 page #ddj74 e4 ,in ,the ,king of the ,golden ,river 7,volume ,,ii7 is a humorous personification of the southwest wind4 ,it is strikingly true of the nature of that wind4 ,the description begins on page #djh1 and a second appearance of the wind is chronicled on page #dae4 f4 ,finest of all the selections for this topic is ,tennyson's exquisite lullaby1 ,sweet and ,low 7,volume ,,vi1 page #abb74 ,this is well worth memorizing4 ,if we wish a model for a history lesson1 the following will answer3 ,one of the interesting characters in history is ,king ,alfred of ,england1 and in the sketch of him 7,volume ,,iv1 page #bfj7 are facts enough for several elementary lessons in history4 ,the outline for teaching might be as follows3 #a4 ,preparation4 a4 ,read the article above referred to1 and such other material concerning ,alfred as can be found4 b4 ,select two incidents for story telling and prepare them for recital4 7,see articles on ,story ,telling in this ,volume47 #b4 ,presentation4 a4 ,tell the first story 7page #bfj74 ,it might be given in this form3 ,more than a thousand years ago1 ,alfred1 the youngest of the four sons of the king1 was born4 ,he was a fine lad and the favorite of his parents1 but when he was twelve years of age he had not yet learned to read4 ,this is not so strange1 when we stop to think that it was long before people knew anything about printing1 and every letter in every book had to be slowly made with a pen4 ,this made books very expensive and rare1 so that only a few people could own even one4 ,still1 you have no idea how beautiful some of those books were4 ,they were written on thin1 fine-grained leather called parchment1 and were beautifully decorated in colors4 ,the capital letters which began paragraphs1 and sometimes all the capital letters1 were made large1 in fanciful shapes1 and all around them were painted flowers1 birds1 human beings1 or pretty designs1 so that each letter was a beautiful picture in itself4 ,then in the margins1 above the titles1 at every place where there was no writing were still other delicate designs4 ,some of those wonderful old books are still in existence1 and people go long distances to see them4 ,they are more valuable now than ever1 and most of them are safely guarded in museums4 ,one day ,alfred's mother was reading to her children1 from one of those beautiful books1 some fine poems which the ,saxons had written4 ,the boys all became very much interested in the rich little paintings that decorated it4 ,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 it4 ',did you ever see its equal8' she asked4 ',no1' replied the oldest boy1 ',i have not seen anything like it4 ,i wish ,i had one like it4' ',boys1' said the mother1 'this is one of the greatest treasures ,i have1 and ,i would not like to part with it4 ,yet ,i love my boys better than the book1 and ,i want them to learn to read4 ,so this is what ,i will gladly do3 ,i will give this book to the first of you who comes to me and shows that he can read it understandingly4' ',it is my book1 for ,i can read some already1' said the oldest4 ',but ,i can work harder than you1 and ,i will learn faster1' said the second4 ',i learn more easily than any of you1' the third boy added4 ',i feel sure ,i shall win the book4' ,alfred said nothing1 but as soon as his mother had ceased to read he hurried away1 found a wise man to teach him and began immediately to work with great diligence4 ,it was not long before he began to read for himself1 and before his brothers had made much progress ,alfred went to his mother4 ',i think ,i can read the book1' he said4 ',i do not think you have had time to learn4 ,you are hurrying too much4 ,you should study more1' his mother replied4 ',but1 mother1 please let me try1' pleaded ,alfred4 ,the mother yielded and ,alfred brought the big book to her and laid it on her knee4 ,then he opened it at the beginning and with very few mistakes read poem after poem4 ,his mother was more than satisfied1 and when ,alfred left the room he was hugging the elegant book and carrying it to his part of the castle4 ,this was only the beginning1 for ,alfred became the greatest scholar and the wisest king the ,saxons ever had4 ,he made just laws1 he ruled kindly1 he founded schools1 and he tried in every way to make his subjects better1 wiser and happier4 ,do you not think it all began in his love for the beautiful look8 #c4 ,recitation4 ,ask questions and make the children see in the story3 a4 7,the ,introduction47 ,the first general facts about ,alfred4 b4 7,the ,body of the ,narrative47 ,the story of how ,alfred learned to read4 c4 7,the ,conclusion47 ,alfred wins the prize and becomes a great ruler4 ,then ask them to tell the story in their own words4 ,finally ask them to write the story for a composition4 #d4 ,additional ,information4 ,find out what other things about ,alfred are already known to the class4 ,then tell the story of ,alfred and the cakes 7page #bfa72 of his battles with the ,danes under ,guthrum 7page #bfb72 of his war with the ,danes under ,hastings 7page #bfc72 of his work for his people 7page #bfd72 and of his plans and inventions 7page #bfe74 #e4 ,supplementary ,readings4 ,if the lessons on ,alfred have been well conducted1 interest will have been created in a variety of subjects relating to early ,english history4 ,the ,saxons1 their mode of life1 armor1 weapons1 manner of warfare1 laws and customs2 the ,danes and their characteristics2 the rulers who followed ,alfred2 the formation of the ,english nation1 are topics that readily suggest themselves4 99 99 99 99 99 ,more or less closely connected with these lines of thought are the following selections in ,journeys ,through ,bookland4 ,interest may be deflected in any direction4 ,if the selections are too hard for the class to read1 tell the stories in simplified form3 #a4 ,the ,legends of ,king ,arthur 7,volume ,v1 beginning on page #aac74 #b4 ,the ,attack on the ,castle 7,volume ,,iv1 page #cbb74 #c4 ,the ,battle of ,hastings 7,volume ,,ix1 page #ccj74 #d4 ,beowulf and ,grendel 7,volume ,,iii1 page #cej74 #e4 ,chevy ,chase 7,volume ,,iv1 page #cab74 #f4 ,frithiof the ,bold 7,volume ,,iii1 page #cid74 #g4 ,the myths of the ,northland1 viz43 ,how the ,wolf ,was ,bound 7,volume ,,ii1 page #ia72 ,the ,death of ,balder 7,volume ,,ii1 page #ii72 ,the ,punishment of ,loki 7,volume ,,ii1 page #aaa72 and part of ,stories of the ,creation 7,volume ,,iv1 page #aei74 #h4 ,a ,norse ,lullaby 7,volume ,i1 page #bdf74 #i4 ,the ,tournament 7,volume ,,vi1 page #ch74 #aj4 ,the ,skeleton in ,armor 7,volume ,v1 page #cbg74 ,it will be noticed that while this outline is given for use with young children1 it easily may be adapted to the use of older ones and may lead into a wide course in historical reading4 ,the textbook in history is necessarily brief and really little more than an outline of events4 ,in many instances the book gives too much space to battles1 sieges and military movements and too little to the conditions of life1 to manners1 customs and causes and effects of events4 ,yet the textbook is a valuable guide and enables anyone to present the subject logically and to systematize what is learned1 if nothing more4 ,what a wide range of subjects is covered in the study of history6 ,what abundance of material for study is required6 ,dates must be learned and events arranged chronologically2 maps must be studied1 fixed in mind and made of real value by a comprehension of the things they are supposed to represent2 military events must be understood in relation to the causes that lead to them and the results that follow4 ,some few battles or campaigns must be made vivid enough to give an idea of the expense1 the labor1 the suffering and the horrors involved in war2 government1 educational and religious institutions1 religious and social customs and financial methods must be studied2 industries and amusements1 the lives of the people1 food and food supplies1 the production of clothing and building material must be examined2 in fact1 each one of the multiform interests of humanity may be a fair topic for study at some time in the history class4 ,methods of instruction must be as varied as the subject-matter4 ,sometimes drill is necessary to fix facts2 again it is necessary to encourage the observation and study of persons1 things and events about us2 a third time1 wide research and extensive reading are demanded2 again1 the feelings must be aroused1 sentiment and enthusiasm encouraged1 patriotism taught4 ,there is material for many of these exercises in ,journeys ,through ,bookland4 ,as a type of study for the military campaign1 we might take ,burgoyne's campaign in the ,revolution4 ,from the textbook we may learn certain facts and encourage the pupils to group them as follows3 ,burgoyne's ,campaign4 #a4 ,conditions prior thereto3 a4 ,the ,british occupied only ,new ,york and ,newport4 b4 ,they understood the natural highway that existed along ,lake ,champlain and the ,hudson ,river from the ,saint ,lawrence ,river to ,new ,york4 c4 ,they resolved to establish a line of military posts along this highway4 #b4 ,plan of ,campaign3 a4 ,general ,burgoyne was sent to ,canada with #d1jjj ,british regulars and #c1jjj ,hessians4 b4 ,canadians and ,indians to the number of #a1jjj joined the troops under ,burgoyne4 c4 ,st4 ,leger was sent to ,oswego to descend the ,mohawk1 capture ,fort ,stanwix and join ,burgoyne4 d4 ,burgoyne was to go through ,richelieu ,river and ,lake ,champlain by boats2 thence march to ,new ,york by land4 #c4 ,american ,troops in ,opposition3 a4 ,general ,st4 ,clair with #c1jjj men at ,ticonderoga4 b4 ,general ,schuyler with about #c1jjj men on the ,hudson4 #d4 ,burgoyne's ,advance3 a4 ,the trip to ,ticonderoga made and the ,americans dislodged from the fort4 b4 ,the skirmish at ,hubbardton was successful1 but the ,americans were not captured1 and the delay to ,burgoyne enabled ,st4 ,clair to join ,schuyler4 c4 ,the march to the ,hudson was full of difficulties and discouragements3 7#a7 ,obstructed roads2 destroyed bridges4 7#b7 ,inadequate supplies4 7#c7 ,deserting ,indians4 7#d7 ,leaving a third of his troops at ,ticonderoga4 d4 ,the ,expedition against ,bennington3 7#a7 ,colonel ,baum sent to take supplies from the ,americans there4 7#b7 ,met ,general ,stark with a force outnumbering him two or three to one4 7#c7 ,rain delayed battle1 and ,british entrenched4 7#d7 ,baum surrounded2 his force captured or killed1 including a relief party under ,riedesel4 e4 ,st4 ,leger's ,campaign4 7#a7 ,unsuccessful battle at ,oriskany4 7#b7 ,st4 ,leger retreated and disappeared from the region after a flight induced by a ruse invented by ,benedict ,arnold4 #e4 ,burgoyne's ,surrender4 a4 ,he attempted to cut his way through the lines of the ,american troops which surrounded him4 b4 ,crossed the ,hudson and met the ,americans at ,bemis ,heights2 defeated4 c4 ,defeated at ,freeman's ,farm4 d4 ,surrendered ,october #ag1 #aggg4 #f4 ,effects of the ,surrender4 a4 ,gave the ,americans many arms and munitions of war4 b4 ,gave the ,americans greater confidence in themselves and their cause4 c4 ,caused great discouragement to the ,british1 both at home and in the colonies4 d4 ,established the prestige of the ,american cause in ,europe4 e4 ,secured the assistance of ,france4 f4 ,probably was the most influential single campaign in the war and largely instrumental in enabling the colonists to win4 ,the preceding outline is the framework for the study of one military campaign4 ,in a school it would be the basis for topical recitations1 but in itself it has neither interest nor vitality4 ,the main points should be memorized so that facts learned subsequently may be logically arranged4 ,when the general outline is mastered1 teachers and pupils begin to fill in details from all available sources and create in the minds of the pupils vivid pictures of the scenes1 a thorough understanding of the course of events1 and a lively realization of the effect of this remarkable episode of a great war4 ,at home it may be used in a similar manner4 ,to further assist in this instance and to furnish a type or model for succeeding studies1 we will traverse the outline again1 showing what may be done with it and how literature may lend its aid to the study of history4 ,in ,journeys ,through ,bookland we have a long extract from ,the ,battle of ,saratoga by ,creasy 7,volume ,,ix1 page #agf74 ,this will be the source of much of our information1 and there are explanatory footnotes of considerable value4 ,we reproduce here only the indices of the original outline3 #a4 a1 b and c4 ,a good outline map of the colonies is necessary4 ,it must show the location of bodies of water1 natural thoroughfares1 cities and forts4 ,the map should be made for the purpose and contain no details beyond those necessary for an understanding of this campaign4 ,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 proceeds4 ,it may be well for each child to draw this region in outline and fill in the details as his study proceeds4 ,read page #agg1 ,volume ,,ix4 #b4 a1 b1 c and d4 ,read pages #ahj-ahb1 ,volume ,,ix4 #c4 a and b4 ,pages #ahb-ahc1 ,volume ,,ix4 #d4 a and b4 ,pages #aha-ahb1 ,volume ,,ix4 ,the quotation from ,burke1 ,volume ,,ix1 pages #ahc and #ahd1 and the following paragraph are interesting accounts of the feeling in ,england and ,america over the apparent successes of ,burgoyne4 c4 ,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 #ahd and #ahe of ,volume ,,ix4 ,something of the nature of the ,indian allies may be gained from the story1 ,an ,exciting ,canoe ,race 7,volume ,,vii1 page #gi74 ,a stirring poem1 to be read in this connection1 is ,the ,old ,continentals 7,volume ,,vii1 page #age74 #e4 a1 b1 c and d4 ,the final days of the campaign and the surrender are described on pages #aic-bjj1 ,volume ,,ix4 ,in using this1 bring out the following points not made in the original outline3 ,the near approach of ,clinton and the message from him4 ,what must ,burgoyne have felt when he received the message6 ,put human interest into the tale4 ,the character of ,burgoyne1 ,gates and ,arnold1 as shown by their acts4 ,the ,germans 7,hessians7 in the campaign4 ,the burial of ,general ,frazer4 ,the condition of the ,british troops when they surrendered4 ,the terms of surrender4 ,gates's message to ,congress4 #f4 a1 b1 c1 d and e4 ,see1 in this connection1 pages #aih and #aii of ,volume ,,ix4 ,the ,soldier's ,dream 7,volume ,,vii1 page #agj7 is a good poem to read for the purpose of exciting sympathy for the soldiers4 ,the ,picket ,guard 7,volume ,,vii1 page #agg7 is useful in a similar way1 though written in connection with another war4 ,the ,american ,flag 7,volume ,v1 page #cif7 may be used here4 ,did the ,american soldiers carry the flag of the ,united ,states at the time of the battle of ,saratoga8 ,if not1 what flag was borne8 ,did the ,united ,colonies have a flag8 ,by consulting the tabulated list of selections useful in history classes you may find other things of interest4 ,care should be taken1 however1 not to cloud the main purpose of the lessons by the introduction of too much literary matter4 99 99 99 99 99 ,before leaving the subject of history and geography we urge upon those who wish to work with children1 a careful perusal of the sections entitled ,close ,reading in this volume4 ,,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 literature4 ,it is part of every well planned course of study and the basis of much of the work in every year4 ,yet very few high schools are able to furnish the material for every student to read1 and often the methods of instruction are inadequate to the large classes or fail in character and execution4 ,there is contained in ,journeys practically all the real literature that is necessary for the foundation of a broad culture1 and though much of it is simple and elementary1 it is no less interesting and valuable4 ,as a matter of fact1 few high school students have ever read the simpler classics in a manner that brought to them the full message of the selections4 ,accordingly the most elementary things are often the newest and the most valuable4 ,the simplest of the nursery rhymes1 as may be seen by the comments and explanations given in another part of this volume1 are full of interest to high school boys and girls1 and in not a few schools form the basis of many serious lessons4 ,the fables1 the myths and the literature of the legendary heroes are not only interesting1 but are of sufficient breadth in meaning to justify hard work on the part of anyone who has not already mastered them4 ,it is a mistake to think that the simple things do not interest young men and young women4 ,the people who scorn the elementary literature of nursery rhymes1 fairy tales and fables are the immature boys of thirteen or fourteen years to whom everything juvenile seems beneath their dignity and newly acquired independence4 ,the reader of ,journeys will notice1 however1 that the quantity of matter that may be called really juvenile is small in comparison with the grand total4 ,as a matter of fact1 the selections of the last six volumes are worthy the reading by anyone1 old or young1 at any time1 and to be fully appreciated they must be read with care and discrimination by everyone4 ,the sixth1 seventh1 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 school4 ,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 people4 ,men and women of judgment never criticize the selections in ,journeys on the ground that they are too simple or are childish4 ,good literature never dies1 never loses its interest4 ,it lives in a day-by-day intimacy with every one of its acquaintances1 and the love for it increases year by year for everyone who will listen to its teachings4 ,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 companions4 ,a ,nearly all of the studies in the other volumes and all of them in this volume are of value to high school students4 ,if they are not difficult enough to cause work they at least suggest ways of reading that will be valuable4 ,in the ten volumes the studies are scattered so that young children may not see too much of the machinery of instruction as they read4 ,on the other hand the high school student wants the material systematically arranged and easy of access4 ,accordingly the following arrangement of the studies in this and the other volumes of ,journeys will be of assistance3 ,i4 ,studies in ,character3 7#a7 ,cinderella1 ,volume ,i1 page #bbd4 7#b7 ,the ,hardy ,tin ,soldier1 ,x1 #aeh4 7#c7 ,rab and ,his ,friends1 ,x1 #agg4 ,,ii4 ,studies in plot3 7#a7 ,the ,snow ,queen1 ,volume ,,ii1 page #abd4 7#b7 ,the ,gold ,bug1 ,,ix1 #bcb4 7#c7 ,cinderella1 ,x1 #aej4 ,,iii4 ,studies in description3 7#a7 ,the ,king of the ,golden ,river1 ,volume ,,ii1 page #dje4 7#b7 ,the ,reaper's ,dream1 ,,vii1 #cde4 7#c7 ,the ,recovery of the ,hispaniola1 ,,vii1 #ceb4 ,,iv4 ,method of analysis3 7#a7 ,the ,gettysburg ,address1 ,volume ,,ix1 page #cba4 7#b7 ,braddock's ,defeat1 ,x1 #bbg4 ,v4 ,general studies involving several or all of the main points3 7#a7 ,incident of the ,french ,camp1 ,volume ,,iv1 page #agd4 7#b7 ,the ,tempest1 ,,viii1 #dfh4 7,extensive studies following the drama47 7#c7 ,the ,passing of ,arthur1 ,x1 #bad4 ,,vi4 ,studies in rhyme1 meter and melody3 7#a7 ,the ,country ,squire1 ,volume ,,vi1 page #dgd4 7#b7 ,to ,my ,infant ,son1 ,,vi1 #dgh4 7#c7 ,the ,daffodils1 ,,vii1 #a4 7#d7 ,the ,old ,oaken ,bucket1 ,,vii1 #aa4 7#e7 ,bannockburn1 ,,vii1 #ae4 7#f7 ,boat ,song1 ,,vii1 #ag4 7#g7 ,the ,bugle ,song1 ,x1 #bhg4 ,,vii4 ,studies in interpretation1 giving various methods and considering different phases of the subject3 7#a7 ,christmas in ,old ,time1 ,volume ,,vi1 page #cef4 7#b7 ,the ,recessional1 ,,vii1 #afd4 7#c7 ,the ,cubes of ,truth1 ,,vii1 #djf4 7#d7 ,america1 ,,viii1 #fj4 7#e7 ,a ,descent ,into the ,maelstrom1 ,,viii1 #ie4 7#f7 ,dream ,children1 ,,viii1 #cce4 7#g7 ,the ,vision of ,mirza1 ,,ix1 #bhe4 7#h7 ,pippa ,passes1 ,,ix1 #bic4 7#i7 ,rab and ,his ,friends1 ,x1 #bbe4 7#aj7 ,the ,reaper and the ,flowers1 ,x1 #bgb4 7#aa7 ,adventures in ,lilliput1 ,v1 #h4 7#ab7 ,david ,crockett in the ,creek ,war1 ,,viii1 #cg4 7#ac7 ,the ,impeachment of ,warren ,hastings1 ,,ix1 #cb4 7#ad7 ,a ,christmas ,carol1 ,,vi1 #bdd4 ,,viii4 ,biographical sketches of authors1 suitable for class use3 7#a7 ,robert ,louis ,stevenson1 ,volume ,i1 page #abh4 7#b7 ,eugene ,field1 ,i1 #bdb4 7#c7 ,aesop1 ,,ii1 #a4 7#d7 ,hans ,christian ,andersen1 ,,ii1 #ha4 7#e7 ,henry ,w4 ,longfellow1 ,,iv1 #fb4 7#f7 ,alice and ,phoebe ,gary1 ,,iv1 #aaf4 7#g7 ,nathaniel ,hawthorne1 ,,iv1 #ahj4 7#h7 ,jonathan ,swift1 ,v1 #a4 7#i7 ,sir ,walter ,scott1 ,,vi1 #bf4 7#aj7 ,john ,howard ,payne1 ,,vi1 #bba4 7#aa7 ,john ,greenleaf ,whittier1 ,,vii1 #cha4 7#ab7 ,william ,cullen ,bryant1 ,,vii1 #cia4 7#ac7 ,oliver ,wendell ,holmes1 ,,vii1 #cih4 7#ad7 ,james ,russell ,lowell1 ,,vii1 #daa4 7#ae7 ,elizabeth ,barrett ,browning1 ,,vii1 #dai4 7#af7 ,washington ,irving1 ,,viii1 #baf4 7#ag7 ,charles and ,mary ,lamb1 ,,viii1 #cbh4 7#ah7 ,william ,shakespeare1 ,,viii1 #dfh4 ,b ,the assistance that literature may give in reading1 language1 nature study1 history and geography is set forth at length in other chapters of this volume1 and the high school student is earnestly requested to examine those chapters carefully and utilize whatever appeals to him in his studies4 ,especially are the chapters on reading and language valuable4 ,usually the greater part of the criticisms passed upon high school work is aimed against weaknesses in ,english4 ,no small portion of this criticism is just1 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 write4 ,the result is a carelessness that brings errors in construction and an entire lack of clearness and elegance in expression4 ,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 subjects4 ,the close analysis of a masterpiece gives fine models of expression and furnishes the best of material for discussion4 ,the use of capital letters and punctuation marks1 spelling and the choice of words are all subjects for study and are all learned best from good models1 such as are found in the masterpieces of literature4 ,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 things1 especially in the use of commas and capital letters4 ,some studies of special interest that may be based upon the masterpieces in ,journeys will be given below4 ,many of the stories1 poems and essays are accompanied by notes1 queries and comments that will assist in making the studies profitable4 ,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 library4 ,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 ,index3 ,i4 ,ballads4 ,eight of the old ,english ballads and five more modern imitations are given4 ,they are virile poems2 simple1 direct narratives4 ,the old ones show the peculiarities of the old style ,english diction before poetry had been refined1 while the later ones1 breathing still the fire and originality of the earlier1 are more polished and show the greater skill and accomplishments of the poets4 ,the old ballads sprang spontaneously from the race1 and doubtless many minds contributed to their phraseology1 for they were sung and recited and passed on from mouth to mouth for generations before they were fixed in their present form4 ,,ii4 ,essays4 ,in the list of essays 7fourteen7 are some of the most exquisite ever written and others that are full of information and inspiration4 ,dream ,children is a perfect prose lyric2 ,some ,children's ,books of the ,past is an extremely interesting essay of the informational class4 ,besides the essays listed in the ,index there are other selections in essay form that may be studied with profit4 ,here are some of them3 #a4 ,abraham ,lincoln1 ,volume ,,ix1 page #cbd4 #b4 ,the ,arickara ,indians1 ,,iv1 #dgb4 #c4 ,the ,buffalo1 ,,vii1 #if4 #d4 ,alfred the ,great1 ,,iv1 #bfj4 #e4 ,the ,battle of ,cressy1 ,,ix1 #afa4 #f4 ,the ,battle of ,hastings1 ,,ix1 #ccj4 #g4 ,a ,bed of ,nettles1 ,,viii1 #bji4 #h4 ,brute ,neighbors1 ,,vii1 #bfj4 #i4 ,the ,buccaneers1 ,v1 #cei4 #aj4 ,stories of the ,creation1 ,,iv1 #aei4 #aa4 ,trees and ,ants ,that ,help ,each ,other1 ,,vii1 #cjf4 ,,iii4 ,fables4 ,the names of more than thirty fables are given in the list4 ,comparative study of these fables1 considering the animals most frequently mentioned1 the correctness and naturalness of the traits ascribed to the different animals1 the moral precepts inculcated by the fables1 etc41 will be found interesting and profitable4 ,,iv4 ,fairy ,lore and ,folk ,lore4 ,though fairy stories may have lost their intrinsic interest for high school students1 the teacher will find in the collection given here the material for many a study4 ,what merits keep the old stories alive and make them perennially fascinating to children of all nations8 ,which stories are the better for children1 those of ,hans ,christian ,andersen or those of the ,brothers ,grimm8 ,what are the particular merits or demerits of each class8 ,how do the stories by the latter writers compare in originality and beauty with the older stories8 ,what comparisons can be made between ,the ,ugly ,duckling and ,the ,king of the ,golden ,river8 ,what merits has ,cinderella over ,bluebeard8 ,what is the effect of ,jack the ,giant ,killer and stories of that kind on the minds of young people8 ,v4 ,fiction4 ,look under the subtitles for the long list of stories suitable for study when the class is dealing with fiction4 ,,vi4 ,legendary ,heroes4 ,what can be more interesting than a study of these characters from the borderland of history8 ,these great figures come forth from the shadows of the past and move before us like living men3 ,beowulf1 the ,saxon2 ,frithiof1 the ,norse hero2 ,siegfried1 the ,german2 ,roland1 the ,french knight2 ,the ,cid1 ,spain's greatest warrior and gentleman2 ,hector and ,ulysses1 the ,greeks2 ,king ,arthur and his knights from ,england2 ,horatius1 the ,roman1 and ,sohrab1 the ,persian4 ,the literature of the ,arthurian legends as given in ,journeys1 where they cover about #aej pages1 is a cycle of great importance to every high school student4 ,the selections concerning ,arthur form a series of narratives which1 though from different sources1 give a vivid picture of the great knight and his times4 ,the cycle is in volume ,v and the titles are3 a4 ,arthur ,made ,king1 page #aag4 b4 ,arthur ,weds ,guenevere2 ,the ,round ,table1 page #aai4 c4 ,arthur and ,pellinore1 page #abb4 d4 ,arthur ,gets ,excalibur1 page #abg4 e4 ,balin and ,balan1 page #acj4 7,the stories given so far were written expressly for ,journeys1 but all have followed rather closely the relation of ,malory47 f4 ,geraint and ,enid1 page #adh4 7,this is one of the most popular of ,tennyson's ,idyls of the ,king4 ,the poem is given complete47 g4 ,the ,holy ,grail1 page #bjg4 7#a7 ,the ,knighting of ,sir ,galahad1 page #bjh4 7#b7 ,the ,marvelous ,sword1 page #bji4 7#c7 ,galahad and the ,siege ,perilous1 page #bab4 7#d7 ,galahad draws the ,sword of ,balin ,le ,savage1 page #bac4 7#e7 ,the ,holy ,grail ,appears1 page #bad4 7#f7 ,galahad ,gets ,his ,shield1 page #bag4 7#g7 ,the ,grail ,achieved1 page #bbb4 7,the story of the search for the ,holy ,grail1 which is taken from the narrative of ,sir ,thomas ,malory1 retains his quaint and charming style4 ,the only material changes are in paragraphing and the use of quotation marks47 h4 ,dissensions at ,king ,arthur's ,court1 page #bcb4 7,this was written for ,journeys1 to cover the interval between the achievement of the ,grail by ,sir ,galahad and the death of ,arthur47 i4 ,the ,passing of ,arthur1 page #bcg4 7,this is ,tennyson's beautiful poem given in full4 ,it describes the last days of ,arthur's reign and the strange story of his death47 ,,vii4 ,lyrics4 ,this topic gives the titles of about fifty beautiful lyrics4 ,,viii4 ,myths4 ,twelve titles showing stories from the mythology of different nations4 ,many of the articles have explanatory comments and1 though stories and notes are intended primarily for young children1 the whole offers a good introduction to a more extended study of mythology4 ,,ix4 ,don ,quixote4 ,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 chivalry4 ,x4 ,odes4 ,these seven of our finest odes will please the class in literature4 ,,xi4 ,poetry4 ,look up the sub-titles for names of poems4 ,,xii4 ,wit and ,humor4 ,it is not always easy to find what is wanted for class study under this head4 ,the selections given are amusing1 but at the same time most of them have real literary value1 as well1 and are worth study4 ,,chapter ,,xviii ,,recitations ,,and ,,special ,,days ,,in ,,school ,whoever has had charge of young children who are in attendance at school has been many1 many times worried in trying to answer for them the oft-repeated request ,where shall ,i find a piece to speak8 ,every volume of ,journeys ,through ,bookland has a large number of selections suitable for this purpose4 ,all of them may be found readily by consulting the ,index at the end of the tenth volume1 when the name is known or the nature of the selection is understood1 or by examining the table of contents at the beginning of each volume when no intimation of title or subject has been given4 ,it has become customary in most schools to observe with appropriate exercises certain notable days4 ,thanksgiving1 ,christmas1 ,memorial ,day1 ,flag ,day1 ,arbor ,day1 and ,bird ,day have their own peculiar functions and for each there is a different style of observance4 ,recitations1 songs1 readings1 stories1 help to make up the programs1 and upon the parent often falls most of the burden in selecting material4 ,in many states the ,department of ,education issues beautiful circulars on some of these special days1 and from them the teacher draws some of her material and forms her program for the occasion4 ,yet when the one or two days for which material has been provided have passed there come a number of others which make their demands4 ,besides those mentioned1 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 made4 ,for the busy parent1 teacher or pupil1 ,journeys ,through ,bookland provides an almost inexhaustible supply of excellent things1 most of which may be found readily through the ,index4 ,moreover1 the selections are from the best literature for children1 from that which they should know1 so that the tired and harrassed mother need not worry for fear that the children are filling their minds with useless things4 ,it does not seem worth while to give long lists of selections appropriate to special days1 as things are well classified in the ,index in the tenth volume4 ,yet to show more fully how ,journeys ,through ,bookland may be used1 the following suggestions are offered3 ,i4 ,,bird ,,day4 ,besides many other selections that are usable in different grades1 the following seem peculiarly appropriate3 #a4 ,the ,fox and the ,crow1 ,volume ,i1 page #fd4 7,this and the other fables mentioned below may be repeated as given or1 better1 may be told by a pupil in his own words47 #b4 ,the ,fox and the ,stork1 ,i1 #gc4 #c4 ,the ,wolf and the ,crane1 ,i1 #if4 #d4 ,the ,lark and ,her ,young ,ones1 ,i1 #aca4 #e4 ,the ,brown ,thrush1 ,i1 #adg4 #f4 ,the ,owl and the ,pussy-cat1 ,i1 #cci4 #g4 ,minerva and the ,owl1 ,,ii1 #g4 #h4 ,the ,sparrow and the ,eagle1 ,,ii1 #h4 #i4 ,who ,stole the ,bird's ,nest8 ,,ii1 #cii4 #aj4 ,the ,barefoot ,boy1 ,,iv1 #c4 #aa4 ,ode to a ,skylark1 ,,vii1 #bge4 #ab4 7,see also the lists of articles relating to birds1 given under the section devoted to ,nature ,study in this volume47 ,,ii4 ,,memorial ,,day4 ,a few of the selections suitable for this occasion are the following3 #a4 ,sheridan's ,ride1 ,volume ,,iv1 page #bbc4 #b4 ,the ,american ,flag1 ,v1 #cif4 #c4 ,stonewall ,jackson's ,way1 ,v1 #djj4 #d4 ,breathes ,there the ,man1 ,,vii1 #aea4 #e4 ,for ,a' ,that and ,a' ,that1 ,,vii1 #adi4 #f4 ,how ,sleep the ,brave1 ,,vii1 #aea4 #g4 ,the ,picket ,guard1 ,,vii1 #agg4 #h4 ,the ,gettysburg ,address1 ,,ix1 #cba4 #i4 ,abraham ,lincoln1 ,,ix1 #cbd4 #aj4 7,see also in the ,index the titles under the words ,patriotism and ,history47 ,,iii4 ,,christmas4 ,there are at least three selections dealing specifically with ,christmas1 while many others are appropriate to the time3 #a4 ,a ,visit from ,st4 ,nicholas1 ,volume ,,ii1 page #bjb4 #b4 ,a ,christmas ,carol1 ,,vi1 #bdd4 7,this may be made the basis of a very interesting afternoon4 ,parts of the story may be told briefly1 parts may be read in full1 parts recited and parts given as a dialogue4 ,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 remembered47 #c4 ,christmas in the ,old ,time1 ,,vi1 page #cef4 ,,iv4 ,,birthdays4 ,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 made4 ,each of these may be made the subject of a general exercise at an appropriate time4 ,v4 ,,dramatization4 ,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 time4 ,the descriptive parts may be read by a pupil not in the dialogue or may be omitted4 ,in the latter case1 acting may fill the void or the narrative may be made into conversation between the characters4 ,some rearrangement may be necessary and a little change in phraseology may be needed4 ,such adaptations the pupils may make themselves4 ,the following scenes may be used by pupils of different ages3 #a4 ,the description of the attack as given by ,rebecca to ,ivanhoe4 7,see ,the ,attack on the ,castle1 ,volume ,,iv1 pages #cbd to #cch47 ,by costumes and good acting this may be made a very effective scene4 #b4 ,a few boys will enjoy rendering the conversational parts of ,the ,heart of ,bruce 7,volume ,v1 page #caf7 while a girl reads the descriptive lines of the ballad4 #c4 ,by making some changes in the text and putting into direct discourse some of that which ,dickens has written in indirect discourse1 a capital ,christmas sketch may be made from the ,christmas doings at the ,cratchit home4 7,see ,a ,christmas ,carol1 ,volume ,,vi1 pages #cjc to #cab47 #d4 ,limestone ,broth 7,volume ,,vi1 page #dfg7 can be made into a neat little humorous dialogue with very little change4 #e4 ,several scenes from ,the ,tempest 7,volume ,,viii1 page #cfd7 are suitable for school use4 #f4 ,the ,death of ,caesar 7,volume ,,ix1 page #adc7 is a fine dialogue and affords a good opportunity for many speakers4 #g4 ,the conversation between ,luigi and his mother 7,pippa ,passes1 ,volume ,,ix1 pages #cag-cbc7 is a fine scene for school use1 especially if ,pippa really passes singing at the right moment4 ,,vi4 ,,an ,,old-,,fashioned ,,afternoon4 ,not so many years ago it was an almost universal custom to give over ,friday afternoon to the speaking of pieces4 ,occasionally even now a teacher wants one of the old-fashioned mixed programs1 and though she will prefer to make her own for each occasion1 the following example will show one of the many that might be made from ,journeys ,through ,bookland3 #a4 ,roll ,call4 7,pupils respond with a memory gem from the hundred given elsewhere in this volume47 #b4 ,song3 ,america1 ,volume ,,viii1 page #fj4 #c4 ,wynken1 ,blynken and ,nod1 ,i1 #bfb4 #d4 ,the ,discontented ,stonecutter1 ,,ii1 #ab4 #e4 ,song3 ,sweet and ,low1 ,,vi1 #abb4 #f4 ,beowulf and ,grendel 7retold in brief71 ,,iii1 #cej4 #g4 ,incident of the ,french ,camp1 ,,iv1 #agd4 #h4 ,song3 ,my ,old ,kentucky ,home1 ,,vii1 #agi4 #i4 ,echo1 ,,iii1 #bhf4 7,let the answers of ,echo be given by someone who is concealed from view of the audience47 #aj4 ,the ,first ,snowfall1 ,,ii1 #djc4 #aa4 ,song3 ,home1 ,sweet ,home1 ,,vi1 #bba4 ,,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 based4 ,here1 they are arranged in the order in which the selections appear in the several volumes4 ,when a study accompanies a selection1 the reference given is that upon which the selection begins4 ,however1 as in a number of instances where studies are in one place while the selections are in another1 the cross references are given more in detail1 and a statement is made as to just what points in the selection are covered by the studies--whether these latter are character studies1 scene studies1 word studies1 studies of figures or historical studies4 ,probably not a few of the readers of ,journeys will be glad to use the studies continuously1 or will frequently want to know if some given selection in the volume has been treated4 ,this question is easily answered by referring to this chapter1 finding the volume in which the selection occurs1 and then running down the numbers at the right of the page4 ,this method will be more expeditious than running over the titles of the selections1 though of course the latter may be followed4 ,reference should also be had to the ,general ,index1 under ,studies4 ,,volume ,,one ,,page ,down ,tumbled ,wheelbarrow #df 7,see ,study of ,picture--,volume ,x1 page #eh7 ,the ,dog and ,his ,shadow #fc 7,see ,study on ,scene--,volume ,x1 page #afd7 ,the ,fox and the ,crow #fd 7,see ,complete ,study--,volume ,x1 page #ahg7 ,the ,hare and the ,tortoise #ga 7,see ,complete ,study--,volume ,x1 page #ahe7 ,the ,fox and the ,stork #gc 7,see ,study on ,scene--,volume ,x1 page #aff7 ,the ,rock-a-,by ,lady #id ,the ,wind and the ,sun #ie 7,see ,lesson in ,language--,volume ,x1 page #ceg7 ,my ,bed is a ,boat #abf 7,see ,study of ,picture--,volume ,x1 page #eb7 ,little ,blue ,pigeon #acc ,the ,land of ,counterpane #add ,the ,brown ,thrush #adg 7,see ,study--,volume ,x1 page #bgf7 ,the ,hardy ,tin ,soldier #adh 7,see ,character ,study--,volume ,x1 page #aeh7 ,jack and the ,beanstalk #aef 7,see ,study of ,picture--,vol4 ,x1 page #eb7 ,the ,town ,mouse and the ,country ,mouse #aii ,old ,gaelic ,lullaby #bjc ,cinderella #bbd 7,see ,character ,study--,volume ,i1 page #bch7 7,see ,complete ,study--,volume ,x1 page #aej7 ,wynken1 ,blynken and ,nod #bfb 7,see ,study of ,picture--,volume ,x1 page #ec7 ,the ,twin ,brothers #bfd ,industry and ,sloth #cjj 7,see ,study in ,close ,reading--,volume ,x1 page #bbi7 ,the ,drummer #cjc 7,see ,complete ,study--,volume ,x1 page #aic7 ,keepsake ,mill #cdi ,something #cie ,the ,fairies #dje ,the ,reaper and the ,flowers #daj 7,see ,study--,volume ,x1 page #bgb7 ,the ,ugly ,duckling #dad ,,volume ,,two ,the ,golden ,touch #dc ,the ,child's ,world #ff 7,see ,study--,volume ,x1 page #bgg7 ,the ,fir ,tree #fh 7,see ,study of ,picture1 ,the ,swallow and the ,stork ,came--,volume ,x1 page #ee7 7,see ,study in ,the ,lesson and the ,author's ,purpose--,volume ,x1 page #agc7 ,picture ,books in ,winter #hg ,seven ,times ,one #aai 7,see ,study--,volume ,x1 page #bgh7 ,shuffle-,shoon and ,amber ,locks #aba 7,see ,study of ,picture--,volume ,x1 page #ed7 ,the ,snow ,queen #abd 7,see ,study on ,the ,plot--,volume ,,ii1 page #afi7 ,a ,visit from ,saint ,nicholas #bjb 7,see ,study in ,figures--,volume ,x1 page #bgj7 ,tom1 the ,water ,baby #bae 7,see ,study of ,picture1 ,tom and the ,dragon ,fly--,volume ,x1 page #ee7 7,see ,nature ,study ,lesson--,volume ,x1 page #cha7 ,the ,milkmaid #cgd ,holger ,danske #cgg ,the ,fairies of ,caldon-,low #cie 7,see ,story ,told--,volume ,x1 page #fh7 ,who ,stole the ,bird's ,nest8 #cii 7,see ,character ,study--,volume ,x1 page #ie7 ,the ,first ,snowfall #djc 7,see ,study in ,figures--,volume ,x1 page #bgj7 7,see ,complete ,study--,volume ,x1 page #bha7 ,king of the ,golden ,river #dje 7,see ,study--,volume ,,ii1 page #dda7 7,see ,study in ,description--,volume ,x1 page #cff7 7,see ,complete ,study--,volume ,x1 page #cic7 ,the ,potato #dfg 7,see ,study--,volume ,x1 page #bhe7 ,the ,queen of the ,underworld #dfh ,origin of the ,opal #dhj 7,see ,study--,volume ,x1 page #bhe7 ,in ,time's ,swing #dha ,why the ,sea ,is ,salt #dhd 7,see ,study in ,close ,reading--,volume ,x1 page #bca7 ,,volume ,,three ,robinson ,crusoe #de 7,see ,nature ,study--,volume ,x1 page #chb7 ,faithless ,sally ,brown #ib 7,see ,study in ,close ,reading--,volume ,x1 page #bcb7 ,swiss ,family ,robinson #ii 7,see ,nature ,study--,volume ,x1 page #chb7 ,cupid and ,psyche #cfe ,frithiof ,the ,bold #cid ,lochinvar #dcb ,robin ,hood and the ,stranger #ddd 7,see ,study in ,narration--,volume ,x1 page #cfc7 ,,volume ,,four ,the ,barefoot ,boy #c 7,see ,study--,volume ,x1 page #bhf7 ,cid ,campeador #i 7,see ,study in ,exposition--,volume ,x1 page #cfh7 ,to ,h4 ,w4 ,l4 #hd ,the ,village ,blacksmith #hf ,the ,definition of a ,gentleman #agj 7,see ,study in ,close ,reading--,volume ,x1 page #bcd7 ,incident of the ,french ,camp #agd ,the ,boston ,massacre #bag 7,see ,study in ,argument--,volume ,x1 page #cgj7 ,alfred the ,great #bfj 7,see ,study in ,history--,volume ,x1 page #dad7 ,little ,giffin of ,tennessee #dfa 7,see ,story ,told--,volume ,x1 page #ga7 ,,volume ,,five ,gulliver's ,travels #f 7,see ,study in ,close ,reading on ,adventures in ,lilliput--,volume ,x1 page #bce7 ,ballad of ,agincourt #ie 7,see ,story ,told--,volume ,x1 page #gd7 ,lead1 ,kindly ,light #aaj 7,see ,study--,volume ,x1 page #ih7 ,geraint and ,enid #adh 7,see ,study of ,picture1 ,geraint hears ,enid ,singing--,volume ,x1 page #fj7 ,the ,passing of ,arthur #bcg 7,see ,complete ,study--,volume ,x1 page #bad7 ,the ,heart of ,bruce #caf 7,see ,study in ,close ,reading--,volume ,x1 page #bch7 ,how ,they ,brought the ,good ,news from ,ghent to ,aix #cce ,reminiscences of a ,pioneer #cdj 7,see ,study--,volume ,x1 page #aai7 ,braddock's ,defeat #cgi 7,see ,study in ,close ,reading--,volume ,x1 page #bbg7 ,the ,american ,flag #cif ,,volume ,,six ,rab and ,his ,friends #ii 7,see ,study in ,emotional ,power--,volume ,x1 page #agg7 7,see ,study in ,close ,reading--,volume ,x1 page #bbe7 ,annie ,laurie #aai 7,see ,study in ,close ,reading--,volume ,x1 page #bdc7 ,sweet and ,low #abb ,the ,bugle ,song #acc 7,see ,study--,volume ,x1 page #bhg7 ,a ,christmas ,carol #bdd 7,see ,study in ,scene--,volume ,x1 page #afh7 7,see ,study of ,picture1 ,bob and ,tiny ,tim--,volume ,x1 page #da7 ,christmas in ,old ,time #cef ,poor ,richard's ,almanac #djg 7,see ,study in ,character ,building--,volume ,x1 page #aja7 ,the ,country ,squire #dgd ,to ,my ,infant ,son #dgh ,,volume ,,seven ,the ,daffodils #a ,the ,old ,oaken ,bucket #aa ,bannockburn #ae ,boat ,song #ag ,the ,petrified ,fern #gg 7,see ,study--,volume ,x1 page #bia7 ,an ,exciting ,canoe ,race #gi 7,see ,study in ,forms of ,expression--,volume ,x1 page #cgf7 ,the ,recessional #afd ,the ,forsaken ,merman #ahj 7,see ,study--,volume ,x1 page #bie7 ,tom and ,maggie ,tulliver #ahf ,the ,cloud #beg 7,see ,study--,volume ,x1 page #cja7 ,brute ,neighbors #bfj 7,see ,study--,volume ,x1 page #chc7 ,ode to a ,skylark #bge 7,see ,study in ,figures--,volume ,x1 page #bfh7 ,the ,pond in ,winter #bhj 7,see ,nature ,study--,volume ,x1 page #chc7 ,winter ,animals #bic 7,see ,study--,volume ,x1 page #chc7 ,trees and ,ants that ,help ,each ,other #cjf 7,see ,study--,volume ,x1 page #che7 ,my ,mother's ,picture #cce 7,see ,study in ,description--,volume ,x1 page #cfg7 ,the ,reaper's ,dream #cde ,the ,recovery of the ,hispaniola #ceb ,the ,cubes of ,truth #djf ,the ,lost ,child #dji 7,see ,study in ,close ,reading--,volume ,x1 page #bdc7 ,,volume ,,eight ,david ,crockett in the ,creek ,war #cg 7,see ,study--,volume ,x1 page #bdd7 ,america #fj ,a ,descent into the ,maelstrom #ie ,herv ,riel #afh 7,see ,story ,told--,volume ,x1 page #gh7 ,dream ,children #cce ,reading ,shakespeare #cdf ,the ,tempest #cfd ,,volume ,,nine ,the ,impeachment of ,warren ,hastings #cb 7,see ,study--,volume ,x1 page #bdh7 ,from ,the ,death of ,caesar #adc 7,see ,study--,volume ,x1 page #bec7 ,battle of ,saratoga #agf 7,see ,study in ,history--,volume ,x1 page #dai7 ,the ,gold ,bug #bcb 7,see ,study--,volume ,,ix1 page #bhc7 ,the ,vision of ,mirza #bhe 7,see ,study in ,notes7 ,pippa ,passes #bic 7,see ,study--,volume ,,ix1 page #caf7 ,the ,gettysburg ,address #cba ,of ,expense #cig ,robert of ,lincoln #ddd ,the ,chambered ,nautilus #ded ,ode to a ,grecian ,urn #dfb ,the ,fate of the ,indians #dff ,a ,call to ,arms #dge ,,chapter ,,xx ,,supplementary ,,book ,,lists ,if ,journeys ,through ,bookland is read as we intend1 it will occupy no inconsiderable part of the time boys and girls give to reading4 ,yet there will be a call for more books4 ,some selections from great authors will create a taste for more from the same writers1 and certain pieces will suggest lines of reading that may profitably extend far beyond the limits of the present volumes4 ,in fact1 this series is meant to be the stimulus to a lifetime of reading4 ,some children are naturally readers1 and will require more to satisfy their avid tastes than may be sufficient for their brothers and sisters1 while other children may need to be helped even beyond the limits covered by our plans4 ,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 text4 ,for such the following lists have been prepared4 ,at the present day1 good libraries are to be found in almost every town1 and either from the school or the town library may be drawn most of the books mentioned4 ,books are always good presents1 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 pleasure4 ,the training these plans for reading have given will excite interest in the great classics which the quantities of light1 frivolous stories carelessly written for children have in a measure relegated to the background4 ,these classics are the foundation of literature1 and without a knowledge of them1 best obtained in youth1 genuine culture seems almost impossible4 ,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 school4 ,the power to read intelligently and with appreciation is not wholly dependent upon age1 nor does rank in school show the capability of the young person4 ,some boys of twelve will read and enjoy things that others of sixteen will find almost impossible4 ,not infrequently a little sixth-grader reads better literature than many a high school student4 ,other lists for older boys and girls are classified according to subject-matter4 ,the method in every case is obvious4 ,this series is for boys and girls of all ages2 for girls as much as for boys4 ,good literature appeals to universal taste1 and there is little question of sex in it4 ,there was a time when girls were thought so different from boys that girls' books were written in abundance4 ,now that girls are given the same education that boys have1 they usually like the same things4 ,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 adapted4 ,whatever difference there is in the sexes will manifest itself in what each selects for his or her own from the masterpiece that both read4 ,that we get from our reading what we put into it1 is as true of us when we are young as it is when we have grown older4 ,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 absorbs4 ,in the books of this series the love story has little place1 and into it sex problems do not enter4 ,its readers have not reached an age when such things are of serious moment1 and there is enough good literature for them without dragging in or even admitting stories of passion and those that make their strongest appeal to the attraction of one sex for another4 ,however1 there is an abundance of sentiment1 and the home feelings are recognized again and again2 the love of parents for each other and for their offspring1 the love of brother and sister1 friendship1 the pure affection of young people1 love of home1 of ,god1 of country1 all are subjects of the finest selections the language contains4 ,such are to be found in abundance4 ,in the lists more latitude has been allowed1 and while nothing has been included that may excite anything but the purest emotions1 yet room has been made for many of the great novels that are real studies of the lives and characters of adults4 ,these books1 really written for older people1 will have their message for the young1 a message that will be amplified and perhaps changed entirely1 when1 after many years1 the book is read again with no lessened interest4 ,les ,miserables was read once by a young boy whose attention was caught and held so strongly by the exciting story that he held himself through all the long1 prosy meanderings with which ,hugo has delayed the march of his plot4 ,some years later the same boy1 grown to a college student1 read ,les ,miserables again with even greater interest4 ,he remembered the story quite well1 but the prosy meanderings had to his broadened intelligence become wonderful pictures of life1 and even the book-long description of the ,battle of ,waterloo was fascinating1 though its only function in the story was to say that one man saved another man's life4 ,the boy1 now a man in middle life1 read ,hugo's masterpiece a third time4 ,story and description were now secondary in interest1 but the author's deep insight into human nature1 his brilliant style and shrewd1 kindly philosophy held the old reader more closely than had anything before4 ,so will it be with many of the books in the list4 ,if we are to make friends1 let us meet them as early as we can1 see them as often as we can1 and cling to them as long as we can4 ,in recommending books to children1 parents will do well to remember that books in which young people are not interested will not be read in such a way as to be profitable4 ,the books in these lists are all interesting in themselves1 and there need be no fear that they will not be read4 ,the child who has been trained after the manner indicated in these talks will need little further assistance in mastering these books4 ,illustration3 ,,charles ,,kingsley ,,thomas ,,moore ,,john ,,tyndall ,,alexander ,,pope ,,thomas ,,campbell ,,david ,,livingstone ,,george ,,macdonald ,volume ,i ,,sop',s ,,fables4 ,there are many good editions published by the various schoolbook houses4 ,that edited by ,j4 ,h4 ,stickney and published by ,ginn ,co4 is as good as any1 and contains also a supplement with fables from ,la ,fontaine and ,krilof4 ,a ,,child',s ,,garden ,,of ,,verses1 by ,robert ,louis ,stevenson4 ,the edition illustrated by ,e4 ,mars and ,h4 ,m4 ,squire and published by ,rand1 ,mc,nally ,co4 is excellent4 ,jessie ,wilcox ,smith illustrates an edition for ,charles ,scribner's ,sons4 ,,lullaby ,,land1 by ,eugene ,field4 ,this is published in beautiful form by ,charles ,scribner's ,sons4 ,,fairy ,,tales1 by ,hans ,christian ,andersen4 ,the schoolbook houses publish selections in an attractive form2 ,blackie and ,son1 ,london1 a cheap edition4 ,,fairy ,,tales1 by ,wilhelm and ,jakob ,grimm4 ,selections1 such as those edited by ,sarah ,e4 ,wiltse for ,ginn ,co41 are better than the complete editions1 for many of the ,grimm tales are coarse and valueless4 ,,blue ,,fairy ,,book and ,,green ,,fairy ,,book1 by ,andrew ,lang4 ,besides some of the ,grimm tales these books contain folklore stories from many nations4 ,lang has edited other books in this series1 but two are probably enough4 ,,the ,,adventures ,,of ,a ,,brownie1 by ,dinah ,maria 7,mulock7 ,craik4 ,this is a charming little tale1 much loved by children4 ,,pinocchio1 by ,c4 ,collodi4 ,walter ,cramp's translation of this little ,italian classic will be highly appreciated4 ,ginn and ,company4 ,,old ,,greek ,,stories1 by ,james ,baldwin4 ,american ,book ,company4 ,this contains the stories of ,arachne1 the ,gorgon's ,head1 ,prometheus and ,theseus4 ,,letters ,,from ,a ,,cat1 by ,helen ,hunt ,jackson4 ,amusing letters which a cat writes to its mistress4 ,helpful in teaching kindness to animals4 ,,the ,,book ,,of ,,joyous ,,children1 by ,james ,whitcomb ,riley4 ,charles ,scribner's ,sons2 ,child ,rhymes1 ,bobbs-,merrill ,co42 ,child ,world1 ,bobbs-,merrill ,co4 ,three books with delightful poems for children and about them4 ,volume ,,ii ,while the books mentioned in these lists seem most closely connected to the volume to which they are ascribed1 yet no hard and fast lines can be drawn4 ,children will read in the second volume of this set before they have finished the first1 and the books in the lists are suitable whenever interest is ripe in the kind of literature which the books contain4 ,several of the titles given in the list for the first volume should be considered with the second volume4 ,,wonder ,,book ,,for ,,boys ,,and ,,girls1 by ,nathaniel ,hawthorne4 ,this contains many other stories than those given in these volumes4 ,,tanglewood ,,tales1 by ,nathaniel ,hawthorne4 ,a second wonder book of classic myths4 ,houghton1 ,mifflin ,co4 are the authorized publishers of the wonder books4 ,,the ,,heroes1 ,,or ,,greek ,,fairy ,,tales1 by ,charles ,kingsley4 ,published by ,e4 ,p4 ,dutton ,co41 with pictures by ,rose ,le ,quesne4 ,,three ,,fairy ,,tales1 by ,jean ,ingelow4 ,illustrated by ,a4 ,j4 ,ripley4 ,d4 ,c4 ,heath ,co4 ,,the ,,story ,,of ,,neas1 by ,michael ,clarke4 ,american ,book ,company4 ,fine illustrations4 ,this contains the story of the ,aeneid for young ,american readers4 ,,the ,,little ,,lame ,,prince1 by ,dinah ,maria 7,mulock7 ,craik4 ,d4 ,c4 ,heath ,co4 ,an allegorical fairy tale of great beauty1 teaching the lesson of patience and true manhood4 ,,little ,,mr4 ,,thimblefinger ,,and ,,his ,,queer ,,country1 by ,joel ,chandler ,harris4 ,illustrations by ,oliver ,herford4 ,houghton1 ,mifflin ,co4 ,,mr4 ,,rabbit ,,at ,,home1 by ,joel ,chandler ,harris4 ,a sequel to ,little ,mr4 ,thimblefinger4 ,,nonsense ,,songs ,,and ,,stories1 by ,edward ,lear4 ,f4 ,warne ,co4 ,,complete ,,poetical ,,works of ,henry ,wadsworth ,longfellow4 ,this is one of the books that every family ought to own1 there is so much in it for every age4 ,besides the lyrics children love so well1 there are ,hiawatha1 ,evangeline1 ,miles ,standish and other poems1 which belong to children as well as to the adults4 ,the ,cambridge edition published by ,houghton1 ,mifflin ,co4 is a cheap1 serviceable book1 though the print is necessarily rather small4 ,,the ,,wonderful ,,chair ,,and ,,the ,,tales ,,it ,,told1 by ,frances ,r4 ,browne4 ,d4 ,c4 ,heath ,co4 ,,the ,,blue ,,bird ,,for ,,children1 by ,maurice ,maeterlinck4 ,the story of the play1 beautifully told4 ,silver1 ,burdett ,co4 ,,the ,,jungle ,,book1 by ,rudyard ,kipling4 ,the hero is a child brought up among the wolves4 ,a delightful story to create interest in wild animals4 ,the ,century ,company4 ,,the ,,second ,,jungle ,,book1 by ,rudyard ,kipling4 ,the ,century ,company4 ,,just ,,so ,,stories1 by ,rudyard ,kipling4 ,,wild ,,animals ,i ,,have ,,known1 by ,ernest ,thompson ,seton4 ,a delightful series of stories full of human interest4 ,volume ,,iii ,this volume contains selections from several books which it is felt will be read in their entirety by most children4 ,they are3 ,,alice',s ,,adventures ,,in ,,wonderland and ,,through ,,the ,,looking-,,glass4 ,two modern fairy tales by ,lewis ,carroll 7,charles ,lutwidge ,dodgson74 ,the amusing pictures are by ,sir ,john ,tenniel4 ,the ,macmillan ,company4 ,these fantastic stories delight everyone who reads them4 ,,robinson ,,crusoe1 by ,daniel ,defoe4 ,there are many editions of this old and popular story for boys1 from an abbreviated form in words of one syllable to the original work in full4 ,w4 ,h4 ,lambert has edited a school edition in excellent manner for ,ginn ,co4 ,,the ,,swiss ,,family ,,robinson1 by ,johann ,rudolph ,wyss4 ,though not of such literary merit as ,robinson ,crusoe1 it is similar in plot and usually more popular4 ,ginn ,co4 publish a good1 cheap edition1 edited by ,j4 ,h4 ,stickney4 ,,arabian ,,nights' ,,entertainment4 ,the complete editions are not suitable for children to read1 but the edition edited by ,andrew ,lang is excellent4 ,several schoolbook houses publish good selections1 including the most popular tales4 ,besides the books mentioned in the lists for ,volumes ,i and ,,ii1 the following might be suggested here3 ,,the ,,complete ,,poetical ,,works of ,john ,greenleaf ,whittier4 ,houghton1 ,mifflin ,company's ,cambridge edition is perhaps the best4 ,whittier did not write as much for children as ,longfellow did1 but his ,snow-,bound is a classic that every child will love if he is helped a little in reading it4 ,other poems will appeal to the older members of the family4 ,,the ,,book ,,of ,,legends ,,told ,,over ,,again1 by ,horace ,e4 ,scudder4 ,houghton1 ,mifflin ,co4 ,the ,flying ,dutchman1 ,st4 ,christopher1 ,william ,tell1 and ,the ,wandering ,jew are some of the names4 ,,the ,,adventures ,,of ,,ulysses1 by ,charles ,lamb4 ,d4 ,c4 ,heath ,co4 ,,norse ,,stories ,,re-,,told ,,from ,,the ,,sagas1 by ,hamilton ,wright ,mabie4 ,rand1 ,mc,nally ,co4 ,,the ,,biography ,,of ,a ,,grizzly1 by ,ernest ,thompson ,seton4 ,the ,century ,company4 ,,some ,,merry ,,adventures ,,of ,,robin ,,hood4 ,written and illustrated by ,howard ,pyle4 ,charles ,scribner's ,sons4 ,,the ,,story ,,of ,,roland1 by ,james ,baldwin4 ,illustrated by ,r4 ,b4 ,birch4 ,charles ,scribner's ,sons4 ,,the ,,story ,,of ,,siegfried1 by ,james ,baldwin4 ,illustrated by ,howard ,pyle4 ,charles ,scribner's ,sons4 ,volume ,,iv ,,story ,,of ,,the ,,cid4 ,retold by ,calvin ,dill ,wilson4 ,lathrop1 ,lee and ,shepard4 ,,old ,,indian ,,legends4 ,retold graphically by ,zitkala ,s1 one of the tribe of the ,dakotahs1 and illustrated by ,angel de ,cora 7,hin-ook-,mahiroi-,kilinaka71 the ,indian artist4 ,ginn ,co4 ,,indian ,,boyhood1 by ,charles ,eastman1 a ,sioux ,indian4 ,full of the manners and customs of the ,indians1 and containing as well some good stories of adventure4 ,little1 ,brown ,co4 ,,grandfather',s ,,chair1 by ,nathaniel ,hawthorne4 ,houghton1 ,mifflin ,co4 ,this book contains1 besides the stories printed in this set1 many other interesting historical tales4 ,,the ,,boys ,,of '#gf1 by ,charles ,carleton ,coffin4 ,harper and ,bros4 ,a fine book that will interest any child in the story of the ,revolution4 ,there are other books in a similar vein by the same author4 ,,the ,,story ,,of ,,the ,,greeks1 ,,the ,,story ,,of ,,the ,,romans1 and ,,the ,,story ,,of ,,the ,,english are three good books by ,h4 ,a4 ,guerber1 which will help to create an interest in the history of those peoples and at the same time give information valuable in reading literature4 ,all are published for school use by the ,american ,book ,company4 ,,child',s ,,history ,,of ,,england1 by ,charles ,dickens4 ,this book is always interesting to children1 and is such good reading that we need not feel afraid of ,dickens' inexactness and apparent prejudices4 ,read it as literature1 not so much as history4 ,,birds ,,and ,,bees1 ,,sharp ,,eyes ,,and ,,other ,,papers1 by ,john ,burroughs4 ,houghton1 ,mifflin ,co4 ,though this may seem rather hard reading to some1 it is delightful literature1 and full of good lessons in observation for children4 ,other books by the same author are equally entertaining4 ,an excellent book to read to children4 ,,indian ,,days ,,of ,,the ,,long ,,ago1 by ,e4 ,s4 ,curtis4 ,world ,book ,co4 ,,the ,,magic ,,forest1 by ,stewart ,edward ,white4 ,macmillan ,co4 ,,the ,,world ,,of ,,the ,,great ,,forest1 by ,paul ,du ,chaillu4 ,harper and ,bros4 ,an interesting account of animal life1 not without some literary merit4 ,other books by the same author will delight the adventurous4 ,,sharp ,,eyes1 and ,,my ,,studio ,,neighbors are two beautiful books1 illustrated by the author1 ,william ,hamilton ,gibson4 ,harper and ,bros4 ,they are as interesting and as charmingly written as any of the multitudinous nature books4 ,volume ,v ,,the ,,boys' ,,king ,,arthur1 edited by ,sidney ,lanier4 ,illustrated by ,alfred ,kappes4 ,charles ,scribner's ,sons4 ,,the ,,vision ,,of ,,sir ,,launfal1 by ,james ,russell ,lowell4 ,one of the finest poems in the language4 ,best read in connection with the stories of ,king ,arthur4 ,houghton1 ,mifflin ,co4 ,,the ,,boys' ,,froissart4 ,the chronicles retold in simple ,english by ,sidney ,lanier4 ,scribners4 ,,travels ,,of ,,marco ,,polo1 abridged by ,thomas ,w4 ,knox4 ,the touch of fiction does not injure these old tales4 ,,little ,,smoke1 by ,william ,osborn4 ,an exciting story of ,sioux life4 ,,ten ,,big ,,indians1 by ,mary ,hazelton ,wade4 ,w4 ,a4 ,wilde ,co4 ,an interesting introduction to ,indian history4 ,,hans ,,brinker2 ,,or ,,the ,,silver ,,skates1 by ,mary ,mapes ,dodge4 ,a delightful story of child life in ,holland4 ,a valuable picture of manners and customs4 ,,the ,,hoosier ,,school ,,boy1 by ,edward ,eggleston4 ,charles ,scribner's ,sons4 ,an interesting story of pioneer times4 ,,the ,,peterkin ,,papers1 by ,lucretia ,peabody ,hale4 ,houghton1 ,mifflin ,co4 ,one of the few good humorous stories for children4 ,,toby ,,tyler1 ,,or ,,ten ,,weeks ,,with ,a ,,circus1 and ,,mr4 ,,stubbs',s ,,brother are two wholesome stories full of humor and pathos4 ,harper and ,bros4 ,,the ,,story ,,of ,a ,n,,rnberg ,,stove1 by ,louise ,de la ,rame 7,ouida74 ,educational ,publishing ,company4 ,,betty ,,leicester1 by ,sarah ,orne ,jewett4 ,a fine story for girls4 ,houghton1 ,mifflin ,co4 ,,the ,,birds' ,,christmas ,,carol1 by ,kate ,douglas ,wiggin 7,riggs74 ,houghton1 ,mifflin ,co4 ,a charming story which will delight everybody4 ,by the same author1 ,the ,story of ,patsy1 ,timothy's ,quest and ,rebecca of ,sunnybrook ,farm are all wholesome and entertaining4 ,,rebecca ,,of ,,sunnybrook ,,farm1 by ,kate ,douglas ,wiggin4 ,houghton1 ,mifflin ,co4 ,,the ,,prince ,,and ,,the ,,pauper1 ,a ,,tale ,,for ,,young ,,people ,,of ,,all ,,ages1 by ,mark ,twain 7,samuel ,langhorne ,clemens74 ,harper and ,bros4 ,the story relates to ,england in the sixteenth century4 ,,the ,,man ,,without ,a ,,country1 by ,edward ,everett ,hale4 ,little1 ,brown ,co4 ,the style and language are mature1 but the story is one of the best lessons in patriotism ever written4 ,volume ,,vi ,,tales ,,of ,a ,,grandfather1 by ,sir ,walter ,scott4 ,an abridged edition1 published by ,ginn ,co41 contains the best tales1 but many children will like them all4 ,,the ,,autobiography ,,of ,,benjamin ,,franklin4 ,an excellent book for young people on account of its interest and its clear literary style4 ,an edition by ,houghton1 ,mifflin ,co41 contains a sketch of ,franklin's life subsequent to the time when his autobiography ends4 ,,lays ,,of ,,ancient ,,rome1 by ,thomas ,babington ,macaulay4 ,inspiring tales in verse such as children love to hear4 ,horatius is among them4 ,,ivanhoe1 by ,sir ,walter ,scott4 ,houghton1 ,mifflin ,co4 publish a cheap school edition4 ,,the ,,talisman1 by ,sir ,walter ,scott4 ,,scottish ,,chiefs1 by ,jane ,porter4 ,this is one of the stories that young people enjoyed years ago4 ,it helps to the reading of ,scottish history1 and is a good type of the romantic novel4 ,,enoch ,,arden1 by ,alfred ,tennyson4 ,,idyls ,,of ,,the ,,king1 by ,alfred ,tennyson4 ,,the ,,complete ,,poetical ,,works of ,oliver ,wendell ,holmes4 ,cambridge edition of ,houghton1 ,mifflin ,co4 ,the ,grandmother's ,story of ,bunker ,hill1 ,a ,ballad of the ,boston ,tea ,party1 ,ode for ,washington's ,birthday1 ,old ,ironsides1 ,lexington and others have historical value4 ,the humorous poems like ,the ,one-,hoss ,shay1 ,how the ,old ,horse ,won the ,bet1 and such beautiful poems as ,the ,chambered ,nautilus and ,the ,last ,leaf always appeal to young folks4 ,,the ,,spy1 by ,james ,fenimore ,cooper4 ,this is a thrilling story of the ,revolution4 ,,the ,,pilot1 by ,james ,fenimore ,cooper4 ,this also is a story of the ,revolution1 and it has ,paul ,jones as its hero4 ,,men ,,of ,,iron1 by ,howard ,pyle4 ,harper and ,bros4 ,the men of iron are ,henry ,,iv of ,england and the men of his court4 ,,the ,,story ,,of ,a ,,bad ,,boy1 by ,thomas ,bailey ,aldrich4 ,houghton1 ,mifflin ,co4 ,an amusing and frank story of ,new ,england boy life4 ,volume ,,vii ,,the ,,cricket ,,on ,,the ,,hearth1 by ,charles ,dickens4 ,this is one of the ,christmas stories1 and is written in the best vein of the fascinating author4 ,,david ,,copperfield1 by ,charles ,dickens4 ,this is usually considered the masterpiece of the author4 ,a ,,tale ,,of ,,two ,,cities1 by ,charles ,dickens4 ,a thrilling story of the ,french ,revolution1 rather full of terrible happenings1 and rather mature4 ,,the ,,lady ,,of ,,the ,,lake1 and ,,marmion1 by ,sir ,walter ,scott1 the two best of his longer poems1 rarely fail to interest young people4 ,,tales ,,from ,,shakespeare1 by ,charles and ,mary ,lamb4 ,,the ,,tempest1 ,a ,,midsummer ,,night',s ,,dream1 and ,,the ,,merchant ,,of ,,venice1 are the three ,shakespearean plays that first interest children4 ,care should be taken in the selection of the edition1 as none of the plays in their original form are suitable for children4 ,school editions with notes are excellent4 ,the ,tempest is printed in ,volume ,,viii of this set1 and is deferred to that point on account of the very full notes and comments that accompany it4 ,the play itself may be read quite early1 and children should be encouraged to try their skill on ,shakespeare as soon as they show signs of interest4 ,,undine1 by ,baron de la ,motte ,fouqu1 is a beautiful fairy tale from the ,german1 with interest for older children than those who read ,andersen and ,grimm4 ,,plutarch',s ,,lives4 ,white's ,boys' and ,girls' ,plutarch is recommended4 ,the lives of ,brutus1 ,julius ,csar1 ,themistocles1 ,pericles and ,alexander are among the more interesting4 ,,the ,,burning ,,of ,,rome1 by ,a4 ,j4 ,church1 is a thrilling story of that event4 ,,cuore1 by ,edmondo ,de ,amicis4 ,the journal of an ,italian schoolboy4 ,useful and moral1 but not always interesting to ,american boys4 ,,in ,,his ,,name1 by ,edward ,everett ,hale4 ,a tale of religious persecution4 ,,the ,,peasant ,,and ,,the ,,prince1 by ,harriet ,martineau4 ,an intensely interesting picture of ,france just before the ,revolution4 ,,picciola1 by ,x4 ,b4 ,santine4 ,a touching story whose scene is laid in ,france in the time of ,napoleon4 ,,life ,,of ,,daniel ,,boone1 by ,j4 and ,j4 ,c4 ,abbott4 ,,the ,,iliad1 ,bryant's translation4 ,classified ,lists ,when boys and girls can read the first seven volumes of this set intelligently and with pleasure they are thinking for themselves4 ,their tastes are forming rapidly1 and they have learned how to read nearly everything that comes to them4 ,they know how to use reference books1 and can make out the meaning of difficult passages4 ,they are reading for information and culture4 ,what they lack is experience in life1 and so they are unable to interpret what they read as fully as can those who have lived longer1 seen more of the world1 enjoyed more1 suffered more4 ,where they are liable to fail and go astray is in the lack of judgment4 ,they know right and wrong1 but they cannot always see the difference4 ,they are apt to be misled by their feelings and to be ruled by their emotions4 ,the studies and selections of the last three volumes are varied and highly suggestive4 ,they will open new lines of thought and prompt to wider reading in many directions4 ,the contents vary in difficulty as in character1 but are not graded in a strict sense of the term4 ,they are meant for independent readers1 readers who are governed by mood or purpose and no longer rely upon outside guidance4 ,accordingly1 lists of books suitable for readers of these volumes will cover every department of literature and lead into the reading favored by adults4 ,the majority of these lists deal with literature4 ,they contain the names of those books which are distinctly helpful1 and from which young readers may derive nothing to corrupt taste or give false impressions of life4 ,they are the standard books of the language4 ,the lists might have been longer2 they do contain1 however1 the names of those best books that every cultured person should know4 ,for convenience in reference the arrangement is the alphabetical order of authors' names4 ,fiction ,,ainsworth1 ,,william ,,harrison3 ,the ,tower of ,london1 the story of ,lady ,jane ,grey1 and the plots and intrigues that centered about her4 ,,alcott1 ,,louisa ,m43 ,little ,men and ,little ,women1 two interesting and thoroughly wholesome books for boys and girls4 ,,austen1 ,,jane3 ,pride and ,prejudice1 an old-fashioned story1 interesting1 but liable to be called dull by those who read only the lively stories of the day4 ,,blackmore1 ,r4 ,d43 ,lorna ,doone1 a delightful romance1 the scene of which is laid in ,exmoor1 ,england1 in the beginning of the eighteenth century4 ,,bulwer-,,lytton1 ,,sir ,,edward3 ,the ,last ,days of ,pompeii1 the author's greatest novel2 ,the ,last of the ,barons1 the story of the ,earl of ,warwick2 ,harold1 ,the ,last of the ,saxons1 a tale of the ,norman ,conquest of ,england4 ,,doyle1 ,a4 ,,conan3 ,the ,white ,company1 an exciting fourteenth century story4 ,,eliot1 ,,george3 ,silas ,marner1 an intensely human story1 a heart history2 ,romola1 a thrilling story of ,florence in the days of ,savonarola1 a study in the degeneration of character that comes from doing only the agreeable things in life4 ,,goldsmith1 ,,oliver3 ,the ,vicar of ,wakefield1 an amusing and at times pathetic picture of ,english country life in the eighteenth century4 ,,hawthorne1 ,,nathaniel3 ,the ,scarlet ,letter1 a tale of sin and its punishment in ,puritan ,new ,england2 ,the ,marble ,faun1 an ,italian story full of the art and culture of ,rome4 ,,hugo1 ,,victor3 ,les ,miserables1 one of the greatest novels of the world1 but its digressions and its philosophy make it difficult reading for the young4 ,interesting abridgements of it may be had from the schoolbook houses4 ,,saint ,,pierre1 ,,bernardin ,,de3 ,paul and ,virginia1 a pretty love story from the ,french4 ,,scott1 ,,sir ,,walter3 ,kenilworth1 a tale of the days of ,queen ,elizabeth2 ,old ,mortality1 a story of the ,covenanters2 ,guy ,mannering1 an eighteenth century tale1 with ,meg ,merrilies1 ,dominic ,sampson and others of ,scott's most famous characters2 ,the ,heart of ,midlothian1 a tale of sin and its punishment1 with a wonderful picture of a sister's love and devotion4 ,,stowe1 ,,harriet ,,beecher3 ,uncle ,tom's ,cabin1 an interesting story1 but like most books written for partisan purposes1 its influence is not now wholesome4 ,,thackeray1 ,,william ,,makepeace3 ,henry ,esmond1 ,pendennis and ,the ,newcomes may be read in the order named4 ,vanity ,fair is better appreciated by adults4 ,,twain1 ,,mark3 ,tom ,sawyer and ,huckleberry ,finn1 two stories whose fun every boy will appreciate4 ,,wallace1 ,,lew3 ,ben ,hur1 a ,tale of the ,christ4 ,an admirable historical novel4 ,poetry and ,drama ,,browning1 ,,robert3 ,besides the poems given in these books1 ,the ,lost ,leader and ,rabbi ,ben ,ezra are enjoyed by boys and girls4 ,,bryant1 ,,william ,,cullen3 ,the ,poetical ,works 7,household ,edition71 ,d4 ,appleton ,co4 ,the ,song of ,marion's ,men1 ,the ,green ,mountain ,boys1 ,thanatopsis1 ,sella1 ,the ,death of the ,flowers1 ,the ,planting of the ,apple ,tree and ,robert of ,lincoln are among his best poems4 ,,shakespeare1 ,,william3 ,julius ,csar and ,coriolanus1 two plays based on ,roman history and excellent for reading purposes2 ,richard ,,ii 7#acih-acii71 ,henry ,,iv 7#adjb-adac71 ,henry ,v 7#adad-adbj71 ,henry ,,vi 7#adbb-adga71 ,richard ,,iii 7#adga-adhe71 all based on ,english history2 ,as ,you ,like ,it1 a great comedy2 ,hamlet and ,king ,lear1 perhaps the two greatest tragedies4 ,all these are excellent reading1 especially in such an edition as the ,temple ,classics4 ,other plays may well be read1 but everyone should know the foregoing list4 ,essays ,,emerson1 ,,ralph ,,waldo3 ,the ,american ,scholar1 ,self-,reliance1 ,culture and ,behavior may be read with profit by the young1 even if they do not fully understand the philosophy4 ,,hale1 ,,edward ,,everett3 ,american ,essays and ,english ,essays1 two books edited by ,hale4 ,they contain selections from the writings of ,george ,william ,curtis1 ,ralph ,waldo ,emerson1 ,washington ,irving1 ,james ,russell ,lowell1 ,addison1 ,goldsmith1 ,lamb and ,thackeray4 ,,holmes1 ,,oliver ,,wendell3 ,the ,autocrat of the ,breakfast ,table1 a charming series of talks which embody the best of ,holmes's wit1 wisdom and philosophy4 ,one of those things everybody must read4 ,,irving1 ,,washington3 ,the ,sketch ,book contains such perfect stories as ,rip ,van ,winkle and ,the ,legend of ,sleepy ,hollow1 as well as a number of fine essays for later reading4 ,,roosevelt1 ,,theodore3 ,american ,ideals and ,other ,essays4 ,putnam4 ,,ruskin1 ,,john3 ,sesame and ,lilies4 ,in spite of its seeming difficulty1 this book contains some of the most inspiring words ever spoken on books and reading4 ,,warner1 ,,charles ,,dudley3 ,a-,hunting of the ,deer and ,other ,essays1 a delightful little collection that young people will enjoy and that has fine literary qualities4 ,houghton1 ,mifflin ,co4 ,nature ,,thoreau1 ,,henry ,,david3 ,walden1 a vivid book of outdoor life4 ,such also are ,a ,week on the ,concord and ,merrimac ,rivers and ,excursions in ,field and ,forest4 ,biography ,,fabre1 ,,jean-,,henri3 ,our ,humble ,helpers1 familiar talks on the domestic animals4 ,the ,century ,co4 ,,boswell1 ,,james3 ,life of ,samuel ,johnson4 ,the first great biography1 and still the most remarkable in its intimacy4 ,not of general interest to young people4 ,,brooks1 ,,eldridge ,,streeter3 ,historic ,girls4 ,g4 ,p4 ,putnam's ,sons4 ,,brooks1 ,,noah3 ,life of ,abraham ,lincoln4 ,g4 ,p4 ,putnam's ,sons4 ,,burroughs1 ,,john3 ,john ,james ,audubon4 ,small1 ,maynard ,co4 ,,golding1 ,,vautier3 ,the ,story of ,henry ,m4 ,stanley4 ,e4 ,p4 ,dutton ,co4 ,,harrison1 ,,frederick3 ,oliver ,cromwell4 ,macmillan4 ,,irving1 ,,washington3 ,washington1 and ,mahomet4 ,,lodge1 ,,henry ,,cabot3 ,alexander ,hamilton4 ,houghton1 ,mifflin ,co4 ,,nicolay1 ,,john ,g43 ,boys' ,life of ,abraham ,lincoln4 ,,ober1 ,,frederick ,o43 ,pizarro4 ,harper4 ,,riis1 ,,jacob ,a43 ,the ,making of an ,american4 ,macmillan4 ,,schurz1 ,,carl3 ,life of ,henry ,clay4 ,houghton1 ,mifflin ,co4 ,,scudder1 ,,horace ,,elisha3 ,george ,washington4 ,houghton1 ,mifflin ,co4 ,,trent1 ,w4 ,p43 ,robert ,e4 ,lee4 ,,wister1 ,,owen3 ,u4 ,s4 ,grant4 ,beacon ,biography4 ,history ,,bancroft1 ,,george3 ,history of the ,united ,states 7to the inauguration of ,washington74 ,a voluminous history with interesting passages1 but tedious to young readers4 ,,draper1 ,,andrew ,,sloan3 ,the ,rescue of ,cuba4 ,silver1 ,burdett ,co4 ,,fiske1 ,,john3 ,the ,war of ,independence4 ,houghton1 ,mifflin ,co4 ,,lodge1 ,,henry ,,cabot1 and ,,roosevelt1 ,,theodore3 ,hero ,tales from ,american ,history4 ,the ,century ,company4 ,,motley1 ,,john ,,lothrop3 ,the ,rise of the ,dutch ,republic4 ,this1 with other histories by the same writer1 is a long and brilliant account1 full of interest to the older youths who have a taste for history4 ,,parkman1 ,,francis3 ,la ,salle and the ,northwest1 ,the ,conspiracy of ,pontiac1 and ,montcalm and ,wolfe are three histories of a brilliant series on the ,french explorations and colonizations in the ,northwest4 ,parkman is one of our finest historical writers1 and his graphic style has given many a young man a deep interest in history4 ,,prescott1 ,,william ,,hickling3 ,the ,conquest of ,mexico and ,the ,conquest of ,peru are two interesting histories of the longer type1 written in an interesting style that many youths will enjoy4 ,prescott's work lies with the ,spanish1 as ,motley's with the ,dutch and ,parkman's with the ,french4 ,,roosevelt1 ,,theodore 7see ,,lodge1 ,,henry ,,cabot74 ,travel and ,geography ,,butterworth1 ,,hezekiah3 ,zig-,zag ,journeys in ,classic ,lands4 ,there are other interesting ,zig-,zag ,journeys by the same author4 ,,dana1 ,,richard ,,henry3 ,two ,years ,before the ,mast4 ,,darwin1 ,,charles3 ,voyage of a ,naturalist4 ,,du ,,chaillu1 ,,paul3 ,the ,land of the ,long ,night4 ,a winter journey through ,northern ,europe4 ,,ingersoll1 ,,ernest3 ,the ,book of the ,ocean4 ,,jenks1 ,,tudor3 ,the ,boy's ,book of ,exploration4 ,deals principally with ,africa4 ,,knox1 ,,thos43 ,the ,boy ,travelers in ,south ,america4 ,there are other interesting books in the same series4 ,,roosevelt1 ,,theodore3 ,stories of the ,great ,west4 ,century ,co4 ,,stanley1 ,,henry ,m43 ,in ,darkest ,africa4 ,,stockton1 ,,frank ,,richard3 ,personally ,conducted4 ,interesting descriptions of places in ,europe4 ,,taylor1 ,,bayard3 ,views ,afoot4 ,,twain1 ,,mark 7,samuel ,langhorne ,clemens73 ,innocents ,abroad4 ,an amusing account of ,european travel with good descriptions4 ,,warner1 ,,charles ,,dudley3 ,my ,winter on the ,nile4 ,miscellaneous ,the books in the following list have not been selected because of their literary qualities1 but because they contain things that are of interest and value to young people4 ,it is thought that parents may wish some information concerning such books as are mentioned1 and those given in the list can be relied upon as being interesting1 instructive and not expensive4 ,the arrangement is by title4 ,,american ,,boys' ,,handy ,,book ,,of ,,camp ,,lore ,,and ,,woodcraft1 by ,daniel ,cortes ,beard4 ,tells how to fish1 hunt1 camp1 and how to make a great variety of things4 ,,american ,,girls' ,,handy ,,book1 by ,adelia ,b4 ,beard4 ,directions for making and doing4 ,a companion to ,american ,boys' ,handy ,book4 ,,american ,,girls' ,,home ,,book ,,of ,,work ,,and ,,play1 by ,helen ,campbell4 ,outdoor and indoor games and amusements1 ,christmas gifts1 cooking1 etc4 ,,among ,,the ,,law ,,makers1 by ,edmund ,alton ,bailey4 ,deals with the national ,congress1 largely the recollections of a former page4 ,,beginner',s ,,garden ,,book1 ,,the1 by ,allen ,french4 ,,boys' ,,book ,,of ,,inventions1 ,,the1 by ,ray ,stannard ,baker4 ,descriptions of our latest inventions4 ,,boys' ,,second ,,book ,,of ,,inventions1 ,,the1 by ,ray ,stannard ,baker4 ,,boy ,,scouts' ,,book ,,of ,,stories1 ,edited by ,franklin ,k4 ,mathiews4 ,,careers ,,of ,,danger ,,and ,,daring1 by ,cleveland ,moffett4 ,deals with the dangerous occupations of man1 steeple-climbing1 fire service1 ballooning1 etc4 ,,century ,,book ,,for ,,young ,,americans1 ,,the1 by ,eldridge ,streeter ,brooks4 ,deals with ,washington and the government of the ,united ,states4 ,,complete ,,housekeeper1 by ,emily ,holt4 ,,electric ,,toy-,,making ,,for ,,amateurs1 by ,t4 ,o',connor ,sloane4 ,a practical book1 interesting to boys4 ,,experimental ,,science1 by ,g4 ,m4 ,hopkins4 ,a large and rather expensive book on experimental physics4 ,,flame1 ,,electricity ,,and ,,the ,,camera4 ,an account of man's progress from the first kindling of fire to the present time4 ,,garden ,,making1 by ,liberty ,hyde ,bailey4 ,a practical book for school and house4 ,,handycraft ,,for ,,handy ,,girls1 by ,a4 ,neely ,hall and ,dorothy ,perkins4 ,practical plans for work and play4 ,,harper',s ,,indoor ,,book ,,for ,,boys1 and ,,harper',s ,,outdoor ,,book ,,for ,,boys1 by ,j4 ,h4 ,adams4 ,practical directions for work and play4 ,,mary ,,frances ,,sewing-,,book1 by ,jane ,eyre ,foyer4 ,,outlines ,,of ,,the ,,earth',s ,,history1 by ,n4 ,s4 ,shaler4 ,a popular book on physiography4 ,,practical ,,track ,,and ,,field ,,athletics1 by ,john ,graham and ,ellery ,h4 ,clark4 ,,rules ,,of ,,order 7,pocket ,manual71 by ,general ,henry ,m4 ,roberts4 ,deals with rules of practice in deliberating assemblies4 ,,young ,,people',s ,,story ,,of ,,art1 by ,ida ,prentice ,whitcomb4 ,,young ,,american1 by ,harry ,pratt ,judson4 ,an outline of our system of government4 ,,with ,,men ,,who ,,do ,,things1 by ,a4 ,russell ,bond4 ,scientific ,american ,series4 ,,handy ,,table ,,of ,,english ,,writers ,a4 ,,period ,,of ,,preparation4 ,from ,caedmon's ,paraphrase1 7#fgj71 to the death of ,chaucer 7#adjj74 ,i4 ,prior to ,chaucer's birth 7#acdj874 ,beowulf4 ,caedmon1 8-#fhj4 ,bede1 #fgc-gce4 ,,ii4 ,during ,chaucer's life4 ,sir ,john ,mandeville1 #acjj-acgb4 ,john ,wyclif1 #acbd-achd4 ,william ,langland1 ,piers ,plowman1 #accb-84 ,,chaucer1 #acdj8-adjj4 ,b4 ,,period ,,of ,,accomplishment4 ,from the death of ,chaucer to present time4 ,i4 ,the ,period of ,italian ,influence4 ,from the death of ,chaucer to the ,restoration of ,charles ,,ii 7#affj74 #a4 ,the ,age of ,reaction4 ,from the death of ,chaucer to the ,accession of ,queen ,elizabeth 7#aeeh74 ,malory1 ,morte d',arthur4 ,william ,tyndale1 #addi-aecf4 #b4 ,the ,age of ,elizabeth4 ,from #aeeh to #afjc1 the ,accession of ,james ,i4 ,john ,lyly1 #aeed8-afjf4 ,,francis ,,bacon1 #aefa-afbf4 ,sir ,philip ,sidney1 #aeed-aehf4 ,sir ,walter ,raleigh1 #aeeb-afah4 ,,edmund ,,spenser1 #aeeb-aeii4 ,christopher ,marlowe1 #aefd-aeic4 ,,william ,,shakespeare1 #aefd-afaf4 ,ben ,jonson1 #aegc-afcg4 ,francis ,beaumont1 #aehd-afaf4 ,john ,fletcher1 #aegi-afbe4 #c4 ,the ,puritan ,age4 ,from the ,accession of ,james ,i to the ,restoration of ,charles ,,ii 7#affj74 ,izaak ,walton1 #aeic-afhc4 ,jeremy ,taylor1 #afac-affg4 ,sir ,thomas ,browne1 #afje-afhb4 ,john ,bunyan1 #afbh-afhh4 ,,john ,,milton1 #afjh-afgd4 ,robert ,herrick1 #aeia-afgd4 ,,ii4 ,the ,period of ,french ,influence4 ,from the ,restoration of ,charles ,,ii to the death of ,pope 7#agdd74 #a4 ,age of the ,restoration4 ,from the ,restoration of ,charles ,,ii to the ,accession of ,queen ,anne 7#agjb74 ,samuel ,butler1 #afab-afhj4 ,,john ,,dryden1 #afca-agjj4 ,john ,locke1 #afcb-agjd4 ,samuel ,pepys1 #afcc-agjc4 ,sir ,isaac ,newton1 #afdb-agbg4 #b4 ,the ,age of ,queen ,anne4 ,from the ,accession of ,queen ,anne to the death of ,pope4 ,jonathan ,swift1 #affg-agde4 ,daniel ,de ,foe1 #affa8-agca4 ,richard ,steele1 #afgb-agbi4 ,,joseph ,,addison1 #affb-agde4 ,,alexander ,,pope1 #afhh-agdd4 ,,iii4 ,the ,modern ,english ,period4 ,from the death of ,pope to the present time4 #a4 ,the ,beginnings4 ,from the death of ,pope to #aghj4 ,samuel ,richardson1 #afhi-agfa4 ,henry ,fielding1 #agjg-aged4 ,dr4 ,samuel ,johnson1 #agji-aghd4 ,david ,hume1 #agaa-aggf4 ,laurence ,sterne1 #agac-agfh4 ,thomas ,gray1 #agaf-agga4 ,tobias ,george ,smollett1 #agba-agga4 ,,oliver ,,goldsmith1 #agbh-aggd4 ,edmund ,burke1 #agbi-agig4 ,edward ,gibbon1 #agcg-agid4 #b4 ,the ,romantic ,school4 ,from #aghj to #ahcg1 the ,accession of ,queen ,victoria4 ,william ,cowper1 #agca-ahjj4 ,robert ,burns1 #agei-agif4 ,,william ,,wordsworth1 #aggj-ahej4 ,,sir ,,walter ,,scott1 #agga-ahcb4 ,samuel ,taylor ,coleridge1 #aggb-ahcd4 ,robert ,southey1 #aggd-ahdc4 ,charles ,lamb1 #agge-ahcd4 ,lord ,byron1 #aghh-ahbd4 ,percy ,bysshe ,shelley1 #agib-ahbb4 ,john ,keats1 #agie-ahba4 #c4 ,the ,victorian ,age4 ,from the ,accession of ,victoria to the present time4 ,thomas ,carlyle1 #agie-ahha4 ,thomas ,macaulay1 #ahjj-ahei4 ,elizabeth ,barrett ,browning1 #ahjf-ahfa4 ,,alfred ,,tennyson1 #ahji-ahib4 ,william ,makepeace ,thackeray1 #ahaa-ahfc4 ,charles ,dickens1 #ahab-ahgj4 ,robert ,browning1 #ahab-ahhi4 ,john ,ruskin1 #ahai-aijj4 ,,george ,,eliot1 #ahai-ahhj4 ,matthew ,arnold1 #ahbb-ahhh4 ,robert ,louis ,stevenson1 #ahej-ahid4 ,,handy ,,table ,,of ,,american ,,writers ,a4 ,the ,colonial ,period4 ,the seventeenth and eighteenth century writers4 ,anne ,bradstreet1 #afab-afgb4 ,cotton ,mather1 #affc-agbh4 ,,benjamin ,,franklin1 #agjf-agij4 ,b4 ,the ,national ,period4 ,the nineteenth century writers4 ,i4 ,the ,earlier ,group4 ,william ,ellery ,channing1 #aghj-ahdb4 ,,washington ,,irving1 #aghc-ahei4 ,james ,fenimore ,cooper1 #aghi-ahea4 ,william ,cullen ,bryant1 #agid-ahgh4 ,william ,hickling ,prescott1 #agif-ahei4 ,edgar ,allan ,poe1 #ahji-ahdi4 ,,ii4 ,the ,civil ,war ,group4 ,george ,bancroft1 #ahjj-ahia4 ,,ralph ,,waldo ,,emerson1 #ahjc-ahhb4 ,,nathaniel ,,hawthorne1 #ahjd-ahfd4 ,,henry ,,wadsworth ,,longfellow1 #ahjg-ahhb4 ,,john ,,greenleaf ,,whittier1 #ahjg-ahib4 ,,oliver ,,wendell ,,holmes1 #ahji-ahid4 ,john ,lothrop ,motley1 #ahad-ahgg4 ,henry ,david ,thoreau1 #ahag-ahfb4 ,,james ,,russell ,,lowell1 #ahai-ahia4 ,francis ,parkman1 #ahbc-ahic4 ,,iii4 ,later ,writers4 ,walt ,whitman1 #ahai-ahib4 ,richard ,henry ,stoddard1 #ahbe-aijc4 ,bayard ,taylor1 #ahbe-ahgh4 ,edmund ,clarence ,stedman1 #ahcc-aijh4 ,mark ,twain1 #ahce-aiaj4 ,eugene ,field1 #ahej-ahie4 ,,general ,,index ,a ,abou ,ben ,adhem3 ,,ix1 #aa4 ,abraham ,lincoln3 ,,ix1 #cbd4 ,,addison1 ,,joseph4 ,selections3 ,the ,vision of ,mirza3 ,,ix1 #bhe4 ,sir ,roger de ,coverley3 ,,ix1 #cga4 ,,adventure4 ,robinson ,crusoe3 ,,iii1 #de4 ,the ,swiss ,family ,robinson3 ,,iii1 #ii4 ,the ,escape from ,prison3 ,,iv1 #acj4 ,the ,sunken ,treasure3 ,,iv1 #aii4 ,the ,arickara ,indians3 ,,iv1 #dgb4 ,gulliver's ,travels3 ,v1 #f4 ,reminiscences of a ,pioneer3 ,v1 #cdj4 ,the ,buccaneers3 ,v1 #cei4 ,captain ,morgan at ,maracaibo3 ,v1 #cfe4 ,the ,lion and the ,missionary3 ,,vi1 #ic4 ,the ,shipwreck3 ,,vi1 #cga4 ,elephant ,hunting3 ,,vi1 #che4 ,an ,exciting ,canoe ,race3 ,,vii1 #gi4 ,the ,buffalo3 ,,vii1 #if4 ,a ,gorilla ,hunt3 ,,vii1 #bdg4 ,the ,recovery of the ,hispaniola3 ,,vii1 #ceb4 ,ringrose and ,his ,buccaneers3 ,,viii1 #a4 ,david ,crockett in the ,creek ,war3 ,,viii1 #cg4 ,a ,descent into the ,maelstrom3 ,,viii1 #ie4 ,how ,they ,took the ,gold-,train3 ,,viii1 #ahj4 ,ascent of the ,jungfrau3 ,,ix1 #a4 ,the ,gold-,bug3 ,,ix1 #bcb4 ,modestine3 ,,ix1 #djc4 ,,sop4 ,biography3 ,,ii1 #a4 ,afterwhile3 ,,ii1 #abc4 ,aladdin1 ,the ,story of4 ,see ,story of ,aladdin4 ,,alexander1 ,,cecil ,,frances4 ,selection3 ,the ,burial of ,moses3 ,,iv1 #bff4 ,alfred the ,great3 ,,iv1 #bfj4 ,alhambra1 ,the3 ,,viii1 #aec4 ,,allen1 ,,grant4 ,selection3 ,a ,bed of ,nettles3 ,,viii1 #bji4 ,,allingham1 ,,william4 ,selections3 ,fairies1 ,the3 ,i1 #dje4 ,four ,ducks on a ,pond3 ,,vi1 #ih4 ,leprecaun1 ,the3 ,,iii1 #cc4 ,,allston1 ,,washington4 ,selection3 ,boyhood3 ,,vi1 #abb4 ,america3 ,,viii1 #fj4 ,american ,flag1 ,the3 ,v1 #cif4 ,american ,writers1 ,handy ,table of3 ,x1 #dgc4 ,ancient ,mariner1 ,the ,rime of the4 ,see ,rime of the ,ancient ,mariner1 ,the4 ,,andersen1 ,,hans ,,christian4 ,biography3 ,,ii1 #ha4 ,selections3 ,darning-,needle1 ,the3 ,,ii1 #dfc4 ,fir ,tree1 ,the3 ,,ii1 #fh4 ,flax1 ,the3 ,i1 #cgh4 ,hardy ,tin ,soldier1 ,the3 ,i1 #adh4 ,holger ,danske3 ,,ii1 #cgg4 ,pea ,blossom1 ,the3 ,i1 #bje4 ,snow ,queen1 ,the3 ,,ii1 #abd4 ,something3 ,i1 #cie4 ,ugly ,duckling1 ,the3 ,i1 #dad4 ,what the ,old ,man ,does ,is ,always ,right3 ,,ii1 #chg4 ,annabel ,lee3 ,,vii1 #cda4 ,annie ,laurie3 ,,vi1 #aai4 ,apostrophe3 ,x1 #bff4 ,arabian ,nights4 ,selections3 ,falcon and the ,partridge1 ,the3 ,,ii1 #f4 ,second ,voyage of ,sinbad the ,sailor1 ,the3 ,,iii1 #cdj4 ,sparrow and the ,eagle1 ,the3 ,,ii1 #h4 ,story of ,aladdin1 ,the3 ,,iii1 #bhh4 ,,archibald1 ,,mrs4 ,selection3 ,john's ,pumpkin3 ,,iii1 #a4 ,arickara ,indians1 ,the3 ,,iv1 #dgb4 ,,arnold1 ,,matthew4 ,selections3 ,forsaken ,merman1 ,the3 ,,vii1 #ahj4 ,sohrab and ,rustum3 ,,vi1 #agc4 ,arthur1 ,king3 ,v1 #aac4 ,,arton1 ,,bernard4 ,selection3 ,bruce and the ,spider3 ,v1 #cad4 ,ascent of the ,jungfrau3 ,,ix1 #a4 ,ass in the ,lion's ,skin1 ,the3 ,i1 #fe4 ,atalanta's ,race3 ,i1 #chf4 ,attack on the ,castle1 ,the3 ,,iv1 #cbb4 ,at the ,seaside3 ,i1 #abi4 ,auld ,lang ,syne3 ,,vi1 #bbh4 ,autumn ,fires3 ,i1 #cid4 ,away3 ,,iv1 #dfj4 ,,aytoun1 ,,william ,e4 ,selection3 ,the ,heart of ,bruce3 ,v1 #caf4 ,b ,baby1 ,the3 ,,ii1 #aa4 ,,bacon1 ,,sir ,,francis4 ,biography3 ,,ix1 #cie4 ,selections3 ,of ,expence3 ,,ix1 #cig4 ,of ,studies3 ,,ix1 #djj4 ,,baker1 ,,sir ,,samuel ,w4 ,selection3 ,the ,escape from ,prison3 ,,iv1 #acj4 ,bald ,knight1 ,the3 ,i1 #che4 ,balin and ,balan3 ,v1 #acj4 ,ballad of ,agincourt1 ,the3 ,v4 #ie4 ,,ballads4 ,lochinvar3 ,,iii1 #dcb4 ,robin ,hood3 ,,iii1 #dcf4 ,robin ,hood and ,little ,john3 ,,iii1 #dcg4 ,robin ,hood and the ,stranger3 ,,iii1 #ddd4 ,robin ,hood and the ,widow's ,three ,sons3 ,,iii1 #ddi4 ,robin ,hood and ,allin a ,dale3 ,,iii1 #ded4 ,the ,wreck of the ,hesperus3 ,,iv1 #hi4 ,chevy-,chase3 ,,iv1 #cab4 ,the ,ballad of ,agincourt3 ,v1 #ie4 ,the ,heart of ,bruce3 ,v1 #caf4 ,the ,inchcape ,rock3 ,v1 #dfe4 ,lord ,ullin's ,daughter3 ,,vi1 #bc4 ,herv ,riel3 ,,viii1 #afh4 ,bannockburn3 ,,vii1 #ae4 ,barbara ,frietchie3 ,,iii1 #cdg4 ,barefoot ,boy1 ,the3 ,,iv1 #c4 ,baron ,munchausen4 ,see ,munchausen1 ,baron4 ,bat and the ,two ,weasels1 ,the3 ,i1 #aed4 ,battle ,hymn of the ,republic3 ,v1 #cii4 ,battle of ,cressy1 ,the3 ,,ix1 #afa4 ,battle of ,hastings1 ,the3 ,,ix1 #ccj4 ,battle of ,ivry3 ,,viii1 #gf4 ,battle of ,saratoga1 ,the3 ,,ix1 #agf4 ,battle of ,thermopyl1 ,the3 ,,viii1 #ha4 ,battle of ,trafalgar1 ,the3 ,,viii1 #bhd4 ,battle of ,waterloo1 ,the3 ,,viii1 #agf4 ,baucis and ,philemon3 ,i1 #dca4 ,beauty and the ,beast3 ,i1 #cah4 ,bed in ,summer3 ,i1 #agc4 ,bed of ,nettles1 ,a3 ,,viii1 #bji4 ,,beers1 ,,mrs4 ,,ethel ,,lynn4 ,selection3 ,the ,picket ,guard3 ,,vii1 #agg4 ,,belt1 ,,thomas4 ,selections3 ,some ,clever ,monkeys3 ,,vi1 #djb4 ,trees and ,ants ,that ,help ,each ,other3 ,,vii1 #cjf4 ,beowulf and ,grendel3 ,,iii1 #cej4 ,bernardo del ,carpio3 ,,iv1 #bgj4 ,beth ,gelert3 ,,iii1 #db4 ,better ,than ,gold3 ,,iv1 #a4 ,,biography4 ,robert ,louis ,stevenson3 ,i1 #abh4 ,eugene ,field3 ,i1 #bdb4 sop3 ,,ii1 #a4 ,hans ,christian ,andersen3 ,,ii1 #ha4 ,henry ,wadsworth ,longfellow3 ,,iv1 #fb4 ,alice ,cary3 ,,iv1 #aaf4 ,phoebe ,cary3 ,,iv1 #aaf4 ,nathaniel ,hawthorne3 ,,iv1 #ahj4 ,alfred the ,great3 ,,iv1 #bfj4 ,john ,bunyan3 ,,iv1 #dag4 ,jonathan ,swift3 ,v1 #a4 ,sir ,walter ,scott3 ,,vi1 #bf4 ,matthew ,arnold3 ,,vi1 #bjd4 ,john ,howard ,payne3 ,,vi1 #bba4 ,charles ,dickens3 ,,vi1 #bcb4 ,thomas ,gray3 ,,vi1 #cfi4 ,george ,rogers ,clark3 ,,vi1 #dbb4 ,queen ,victoria3 ,,vii1 #aeb4 ,william ,cowper3 ,,vii1 #cca4 ,john ,greenleaf ,whittier3 ,,vii1 #cha4 ,william ,cullen ,bryant3 ,,vii1 #cia4 ,oliver ,wendell ,holmes3 ,,vii1 #cih4 ,james ,russell ,lowell3 ,,vii1 #daa4 ,elizabeth ,barrett ,browning3 ,,vii1 #dai4 ,david ,crockett3 ,,viii1 #bi4 ,pre ,marquette3 ,,viii1 #aba4 ,washington ,irving3 ,,viii1 #baf4 ,charles ,lamb3 ,,viii1 #cbh4 ,mary ,lamb3 ,,viii1 #cbh4 ,william ,shakespeare3 ,,viii1 #dfh4 ,florence ,nightingale3 ,,ix1 #ac4 ,julius ,caesar3 ,,ix1 #aee4 ,geoffrey ,chaucer3 ,,ix1 #bja4 ,samuel ,johnson3 ,,ix1 #baf4 ,sir ,francis ,bacon3 ,,ix1 #cie4 ,john ,keats3 ,,ix1 #deg4 ,see ,,legendary ,,heroes2 ,,history4 ,,bj,,rnson1 ,,bj,,rnstjerne4 ,selection3 ,the ,tree3 ,i1 #cja4 ,black ,hawk ,tragedy1 ,the3 ,,vii1 #eh4 ,,blake1 ,,william4 ,selection3 ,infant ,joy3 ,,ii1 #aj4 ,blind ,lassie1 ,the3 ,,vi1 #abj4 ,block ,city3 ,i1 #aif4 ,bluebeard3 ,,ii1 #bb4 ,boat ,song3 ,,vii1 #ag4 ,book ,lists1 ,supplementary3 ,x1 #dea4 ,boston ,massacre1 ,the3 ,,iv1 #bag4 ,,boswell1 ,,james4 ,selection3 ,from ,the ,life of ,johnson3 ,,ix1 #baf4 ,boy and the ,nettle1 ,the3 ,i1 #fe4 ,boyhood3 ,,vi1 #abb4 ,boys and the ,frogs1 ,the3 ,i1 #fc4 ,braddock's ,defeat3 ,v1 #cgi4 ,,branch1 ,,mary ,,bolles4 ,selection3 ,the ,petrified ,fern1 ,,vii1 #gg4 ,breathes ,there the ,man3 ,,vii1 #aea4 ,brook1 ,the4 ,see ,song of the ,brook4 ,brother and ,sister1 ,the3 ,i1 #daj4 ,,brown1 ,,john1 ,m4 ,d4 ,selection3 ,rab and ,his ,friends3 ,,vi1 #ii4 ,,browning1 ,,elizabeth ,,barrett4 ,biography3 ,,vii1 #dai4 ,selections3 ,child's ,thought of ,god1 ,a3 ,,vii1 #dah4 ,romance of the ,swan's ,nest1 ,the3 ,,viii1 #cae4 ,,browning1 ,,robert4 ,selections3 ,herv ,riel3 ,,viii1 #afh4 ,how ,they ,brought the ,good ,news from ,ghent to ,aix3 ,v1 #cce4 ,incident of the ,french ,camp3 ,,iv1 #agd4 ,pied ,piper of ,hamelin1 ,the3 ,,iii1 #chd4 ,pippa ,passes3 ,,ix1 #bic4 ,brown ,thrush1 ,the3 ,i1 #adg4 ,bruce1 ,robert1 ,the ,rise of4 ,see ,rise of ,robert ,bruce1 ,the4 ,bruce and the ,spider3 ,v1 #cad4 ,brute ,neighbors3 ,,vii1 #bfj4 ,,bryant1 ,,william ,,cullen4 ,biography3 ,,vii1 #cia4 ,selections3 ,robert of ,lincoln3 ,,ix1 #ddd4 ,to a ,waterfowl3 ,,vii1 #cie4 ,to the ,fringed ,gentian3 ,,vii1 #d4 ,buccaneers1 ,the3 ,v1 #cei4 ,buffalo1 ,the3 ,,vii1 #if4 ,bugle ,song1 ,the3 ,,vi1 #acc4 ,,bunyan1 ,,john4 ,biography3 ,,iv1 #dag4 ,selection3 ,the ,pilgrim's ,progress3 ,,iv1 #dbc4 ,burial of ,moses3 ,,iv1 #bff4 ,,burns1 ,,robert4 ,selections3 ,auld ,lang ,syne3 ,,vi1 #bbh4 ,bannockburn3 ,,vii1 #ae4 ,cotter's ,saturday ,night1 ,the3 ,,viii1 #cai4 ,for ,a' ,that and ,a' ,that3 ,,vii1 #adi4 ,to a ,mountain ,daisy3 ,,vii1 #h4 ,to a ,mouse3 ,,vii1 #e4 ,,byron1 ,,george ,,gordon1 ,,lord4 ,selections3 ,battle of ,waterloo1 ,the3 ,,viii1 #agf4 ,destruction of ,sennacherib1 ,the3 ,,vi1 #ada4 ,vision of ,belshazzar1 ,the3 ,,vi1 #aec4 ,call to ,arms1 ,a3 ,,ix1 #dge4 ,c ,,campbell1 ,,thomas4 ,selections3 ,lord ,ullin's ,daughter3 ,,vi1 #bc4 ,rainbow1 ,the3 ,,vi1 #ia4 ,soldier's ,dream1 ,the3 ,,vii1 #agj4 ,captain ,morgan at ,maracaibo3 ,v1 #cfe4 ,capture of ,vincennes1 ,the3 ,,vi1 #dbh4 ,,carroll1 ,,lewis4 ,selections3 ,mock ,turtle's ,story1 ,the3 ,,iii1 #c4 ,queen ,alice3 ,,iii1 #bc4 ,walrus and the ,carpenter1 ,the3 ,,iii1 #cf4 ,,cary1 ,,alice4 ,biography3 ,,iv1 #aaf4 ,selection3 ,pictures of ,memory3 ,,iv1 #abg4 ,,cary1 ,,phoebe4 ,biography3 ,,iv1 #aaf4 ,selection3 ,nearer ,home3 ,,iv1 #abf4 ,casabianca3 ,,viii1 #cac4 ,cat and the ,chestnuts1 ,the3 ,i1 #adb4 ,,cervantes4 7,miguel de ,cervantes ,saavedra47 ,selection3 ,don ,quixote3 ,,vii1 #dca4 ,charge of the ,light ,brigade1 ,the3 ,,vii1 #adg4 ,chambered ,nautilus1 ,the3 ,,ix1 #ded4 ,character1 ,influence of ,reading in ,formation of3 ,x1 #hh4 ,,character1 ,selections in ,journeys ,teaching ,valuable ,lessons in 7see also ,chapter ,v1 page #he1 ,volume ,x73 ,wisdom1 ,ignorance3-- ,the ,ass in the ,lion's ,skin3 ,i1 #fe4 ,the ,fox and the ,stork3 ,i1 #gc4 ,the ,fox and the ,grapes3 ,i1 #ace4 ,the ,bat and the ,two ,weasels3 ,i1 #aed4 ,the ,horse and the ,stag3 ,i1 #chh4 ,the ,fox1 the ,wolf and the ,horse3 ,i1 #cgg4 ,the ,bold ,knight3 ,i1 #che4 ,the ,wolf and the ,lamb3 ,i1 #dee4 ,minerva and the ,owl3 ,,ii1 #g4 ,the ,country ,squire3 ,,vi1 #dgd4 ,attention to ,little ,things3-- ,the ,lion and the ,mouse3 ,i1 #ge4 ,the ,reaper and the ,flowers3 ,i1 #daj4 ,the ,daffodils3 ,,vii1 #a4 ,the ,petrified ,fern3 ,,vii1 #gg4 ,promptness1 ,industry1 ,perseverance3-- ,time to ,rise3 ,i1 #cdj4 ,the ,hare and the ,tortoise3 ,i1 #ga4 ,the ,lark and ,her ,young ,ones3 ,i1 #aca4 ,industry and ,sloth3 ,i1 #cjj4 ,whittington and ,his ,cat3 ,i1 #ddb4 ,tom1 the ,water ,baby3 ,,ii1 #bae4 ,the ,village ,blacksmith3 ,,iv1 #hf4 ,bruce and the ,spider3 ,v1 #cad4 ,independence1 ,equality of ,man3-- ,the ,village ,blacksmith3 ,,iv1 #hf4 ,for ,a' ,that and ,a' ,that3 ,,vii1 #adi4 ,courage and ,bravery3-- ,the ,boy and the ,nettle3 ,i1 #fe4 ,the ,mice and the ,cat3 ,i1 #aig4 ,roland at ,roncesvalles3 ,,iii1 #dfj4 ,cid ,campeador3 ,,iv1 #i4 ,ulysses3 ,,iv1 #cih4 ,horatius3 ,,vi1 #a4 ,evil of ,conceit3-- ,the ,gnat and the ,bull3 ,i1 #gj4 ,the ,cock and the ,horses3 ,i1 #adf4 ,the ,pea ,blossom3 ,i1 #bje4 ,the ,sparrow and the ,eagle3 ,,ii1 #h4 ,the ,milkmaid3 ,,ii1 #cgd4 ,flattery as a ,vice3-- ,the ,fox and the ,crow3 ,i1 #fd4 ,the ,spider and the ,fly3 ,,iii1 #ai4 ,love of ,home and ,family3-- ,the ,rock-a-,by ,lady3 ,i1 #id4 ,little ,birdie3 ,i1 #adb4 ,sleep1 ,baby1 ,sleep3 ,i1 #bjd4 ,old ,gaelic ,lullaby3 ,i1 #bjc4 ,lady ,button-,eyes3 ,i1 #cff4 ,the ,first ,snowfall3 ,,ii1 #djc4 ,rain on the ,roof3 ,,iv1 #g4 ,pictures of ,memory3 ,,iv1 #abg4 ,bernardo del ,carpio3 ,,iv1 #bgj4 ,rab and ,his ,friends3 ,,vi1 #ii4 ,childhood3 ,,vi1 #abd4 ,home1 ,sweet ,home3 ,,vi1 #bba4 ,home ,they ,brought ,her ,warrior ,dead3 ,,vi1 #bca4 ,a ,christmas ,carol3 ,,vi1 #bdd4 ,to ,my ,infant ,son3 ,,vi1 #dgh4 ,the ,old ,oaken ,bucket3 ,,vii1 #aa4 ,my ,old ,kentucky ,home3 ,,vii1 #agi4 ,the ,forsaken ,merman3 ,,vii1 #ahj4 ,tom and ,maggie ,tulliver3 ,,vii1 #ahf4 ,the ,family of ,michael ,arout3 ,,vii1 #cad4 ,my ,mother's ,picture3 ,,vii1 #cce4 ,snowbound 7,extract from73 ,,vii1 #chh4 ,the ,cotter's ,saturday ,night3 ,,viii1 #cai4 ,dream ,children3 ,,viii1 #cce4 ,honesty and ,truthfulness3-- ,the ,shepherd ,boy and the ,wolves3 ,i1 #ib4 ,the ,falcon and the ,partridge3 ,,ii1 #f4 ,the ,pied ,piper of ,hamelin3 ,,iii1 #chd4 ,the ,cubes of ,truth3 ,,vii1 #djf4 ,friendliness1 ,kindness1 ,consideration of ,others3-- ,the ,two ,travelers3 ,i1 #aji4 ,cinderella3 ,i1 #bbd4 ,baucis and ,philemon3 ,i1 #dca4 ,the ,snow ,queen3 ,,ii1 #abd4 ,the ,king of the ,golden ,river3 ,,ii1 #dje4 ,auld ,lang ,syne3 ,,vi1 #bbh4 ,a ,christmas ,carol3 ,,vi1 #bdd4 ,florence ,nightingale3 ,,ix1 #ac4 ,generosity3-- ,the ,two ,travelers3 ,i1 #aji4 ,the ,two ,travelers and the ,oyster3 ,i1 #aaa4 ,the ,cat and the ,chestnuts3 ,i1 #adb4 ,baucis and ,philemon3 ,i1 #dca4 ,kindness to ,animals3-- ,the ,boys and the ,frogs3 ,i1 #fc4 ,the ,brown ,thrush3 ,i1 #adg4 ,mercy to ,animals3 ,i1 #dac4 ,the ,ugly ,duckling3 ,i1 #dad4 ,tom1 the ,water ,baby3 ,,ii1 #bae4 ,who ,stole the ,bird's ,nest83 ,,ii1 #cii4 ,a ,dog of ,flanders3 ,,iv1 #ic4 ,rab and ,his ,friends3 ,,vi1 #ii4 ,the ,rime of the ,ancient ,mariner3 ,,vii1 #bi4 ,patience and ,gentleness3-- ,the ,wind and the ,sun3 ,i1 #ie4 ,cinderella3 ,i1 #bbd4 ,rab and ,his ,friends3 ,,vi1 #ii4 ,faithfulness3-- ,something3 ,i1 #cie4 ,whittington and ,his ,cat3 ,i1 #ddb4 ,the ,mirror of ,matsuyana3 ,,ii1 #cf4 ,the ,snow ,queen3 ,,ii1 #abd4 ,casabianca3 ,,viii1 #cac4 ,envy and ,covetousness as ,evils3-- ,the ,dog and ,his ,shadow3 ,i1 #fc4 ,the ,frog ,who ,wished to ,be as ,big as an ,ox3 ,i1 #ff4 ,the ,golden ,touch3 ,,ii1 #dc4 ,contentment1 ,hopefulness3-- ,the ,town ,mouse and the ,country ,mouse3 ,i1 #aii4 ,the ,pea ,blossom3 ,i1 #bje4 ,the ,flax3 ,i1 #cgh4 ,the ,discontented ,stonecutter3 ,,ii1 #ab4 ,the ,fir ,tree3 ,,ii1 #fh4 ,the ,blind ,lassie3 ,,vi1 #abj4 ,pippa ,passes3 ,,ix1 #bic4 ,patriotism--,love of ,country3-- ,holger ,danske3 ,,ii1 #cgg4 ,incident of the ,french ,camp3 ,,iv1 #agd4 ,the ,american ,flag3 ,v1 #cif4 ,battle ,hymn of the ,republic3 ,v1 #cii4 ,stonewall ,jackson's ,way3 ,v1 #djj4 ,horatius3 ,,vi1 #a4 ,bannockburn3 ,,vii1 #ae4 ,breathes ,there the ,man3 ,,vii1 #aea4 ,how ,sleep the ,brave3 ,,vii1 #aea4 ,make ,way for ,liberty3 ,,vii1 #agb4 ,the ,old ,continentals3 ,,vii1 #age4 ,america3 ,,viii1 #fj4 ,the ,battle of ,thermopylae3 ,,viii1 #ha4 ,the ,fall of the ,alamo3 ,,viii1 #ada4 ,herv ,riel3 ,,viii1 #afh4 ,the ,battle of ,trafalgar3 ,,viii1 #bhd4 ,the ,gettysburg ,address3 ,,ix1 #cba4 ,religious ,feeling--,devotion to ,god3-- ,a ,thought3 ,i1 #ff4 ,the ,first ,snowfall3 ,,ii1 #djc4 ,nearer ,home3 ,,iv1 #abf4 ,stonewall ,jackson's ,way3 ,v1 #djj4 ,the ,rainbow3 ,,vi1 #ia4 ,a ,child's ,thought of ,god3 ,,vii1 #dah4 ,character1 ,the ,building of3 ,x1 #he4 ,chaucer1 ,geoffrey3 ,,ix1 #bja4 ,chevy-,chase3 ,,iv1 #cab4 ,,child1 ,l4 ,,maria4 ,selection3 ,who ,stole the ,bird's ,nest83 ,,ii1 #cii4 ,childhood3 ,,vi1 #abd4 ,children's ,books of the ,past1 ,some4 ,see ,some ,children's ,books of the ,past4 ,child's ,thought of ,god1 ,a3 ,,vii1 #dah4 ,child's ,world1 ,the3 ,,ii1 #ff4 ,chimera1 ,the3 ,,ii1 #agc4 ,christmas ,carol1 ,a3 ,,vi1 #bdd4 ,christmas in ,old ,time3 ,,vi1 #cef4 ,cid ,campeador3 ,,iv1 #i4 ,cinderella3 ,i1 #bbd4 ,,clark1 ,,george ,,rogers4 ,biography3 ,,vi1 #dbb4 ,selection3 ,the ,capture of ,vincennes3 ,,vi1 #dbh4 ,classification of ,masterpieces1 ,graphic3 ,x1 #ab4 ,,cleveland1 ,,henry ,r4 ,selection3 ,henry ,hudson's ,fourth ,voyage3 ,v1 #bed4 ,close ,reading or ,study3 ,x1 #bbd4 ,cloud1 ,the3 ,,vii1 #beg4 ,cock and the ,horses1 ,the3 ,i1 #adf4 ,,coe1 ,,edwin ,d4 ,selections3 ,black ,hawk ,tragedy1 ,the3 ,,vii1 #eh4 ,reminiscences of a ,pioneer3 ,v1 #cdj4 ,,coleridge1 ,,samuel ,,taylor4 ,selection3 ,the ,rime of the ,ancient ,mariner3 ,,vii1 #bi4 ,,collins1 ,,william4 ,selection3 ,how ,sleep the ,brave3 ,,vii1 #aea4 ,comic ,songs1 ,on4 ,see ,on ,comic ,songs4 ,contrast1 ,a3 ,,ii1 #db4 ,,cooper1 ,,james ,,fenimore4 ,selection3 ,an ,exciting ,canoe ,race3 ,,vii1 #gi4 ,correlation of ,journeys with the ,school3 ,x1 #cde4 ,reading3 ,x1 #cae1 #cdh4 ,language3 ,x1 #cde1 #cdi4 ,nature ,study3 ,x1 #chj4 ,geography and ,history3 ,x1 #djj4 ,high ,school3 ,x1 #dbe4 ,corts1 ,the ,retreat of4 ,see ,retreat of ,corts1 ,the4 ,cotters ,saturday ,night1 ,the3 ,,viii1 #cai4 ,country ,squire1 ,the3 ,,vi1 #dgd4 ,cow1 ,the3 ,i1 #ajf4 ,,cowper1 ,,william4 ,biography3 ,,vii1 #cca4 ,selections3 ,mercy to ,animals3 ,i1 #dac4 ,my ,mother's ,picture3 ,,vii1 #cce4 ,,creasy1 ,e4 ,s4 ,selections3 ,battle of ,hastings1 ,the3 ,,ix1 #ccj4 ,battle of ,saratoga1 ,the3 ,,ix1 #agf4 ,creation1 ,stories of the4 ,see ,stories of the ,creation4 ,,crockett1 ,,david4 ,biography3 ,,viii1 #bi4 ,selections3 ,david ,crockett in the ,creek ,war3 ,,viii1 #cg4 ,fiddling ,parson1 ,the3 ,v1 #ddj4 ,knock-,out1 ,the3 ,,vi1 #dga4 ,cubes of ,truth1 ,the3 ,,vii1 #djf4 ,,cumming1 ,,roualeyn ,,gordon4 ,selection3 ,elephant ,hunting3 ,,vi1 #che4 ,cupid and ,psyche3 ,,iii1 #cfe4 ,d ,daffodils1 ,the3 ,,vii1 #a4 ,darning-,needle1 ,the3 ,,ii1 #dfc4 ,david3 ,,iv1 #bgd4 ,david ,crockett in the ,creek ,war3 ,,viii1 #cg4 ,death of ,balder1 ,the3 ,,ii1 #ii4 ,death of ,csar1 ,the3 ,,ix1 #abf4 ,death of ,csar1 ,the3 ,,ix1 #adc4 ,death of ,hector1 ,the3 ,,iv1 #cfd4 ,definition of a ,gentleman3 ,,iv1 #agj4 ,,defoe1 ,,daniel4 ,selection3 ,robinson ,crusoe3 ,,iii1 #de4 ,,dekker1 ,,thomas4 ,selection3 ,lullaby3 ,i1 #if4 ,,de ,,quincey1 ,,thomas4 ,selection3 ,joan of ,arc3 ,,iv1 #bbe4 ,descent into the ,maelstrom1 ,a3 ,,viii1 #ie4 ,destruction of ,sennacherib1 ,the3 ,,vi1 #ada4 ,,dickens1 ,,charles4 ,biography3 ,,vi1 #bcb4 ,selections3 ,alfred the ,great3 ,,iv1 #bfj4 ,christmas ,carol1 ,a3 ,,vi1 #bdd4 ,pickwick and ,sam ,weller3 ,,ix1 #gf4 ,,dimond1 ,,william4 ,selection3 ,the ,mariner's ,dream3 ,,iii1 #ie4 ,discontented ,stonecutter1 ,the3 ,,ii1 #ab4 ,discreet ,hans3 ,,ii1 #ae4 ,dissensions at ,king ,arthur's ,court3 ,v1 #bcb4 ,dissertation upon ,roast ,pig1 ,a3 ,,ix1 #ef4 ,,dobell1 ,,sydney4 ,selection3 ,how's ,my ,boy83 ,,vii1 #afi4 ,dog and his ,shadow1 ,the3 ,i1 #fc4 ,dog in the ,manger1 ,the3 ,i1 #acd4 ,dog of ,flanders1 ,a3 ,,iv1 #ic4 ,don ,quixote3 ,,vii1 #dca4 ,,douglas1 ,,william4 ,selection3 ,annie ,laurie3 ,,vi1 #aai4 ,,drake1 ,,joseph ,,rodman4 ,selection3 ,the ,american ,flag3 ,v1 #cif4 ,,drama4 ,the ,tempest3 ,,viii1 #cfd4 ,the ,death of ,csar3 ,,ix1 #adc4 ,drama1 ,definition and ,study of3 ,x1 #cbe4 ,dramatic ,poetry1 ,definition of3 ,x1 #cci4 ,,drayton1 ,,michael4 ,selection3 ,the ,ballad of ,agincourt3 ,v1 #ie4 ,dream ,children3 ,a ,revery3 ,,viii1 #cce4 ,drummer1 ,the3 ,i1 #cjc4 ,,du ,,chaillu1 ,,paul4 ,selection3 ,a ,gorilla ,hunt3 ,,vii1 #bdg4 ,duel1 ,the3 ,i1 #chd4 ,,dufferin1 ,,lady4 ,selection3 ,katey's ,letter3 ,,iv1 #dgj4 ,e ,echo3 ,,iii1 #bhf4 ,education1 ,forces in3 ,x1 #c4 ,elegy on the ,death of a ,mad ,dog3 ,,iv1 #eg4 ,elegy ,written in a ,country ,churchyard3 ,,vi1 #cfj4 ,elephant ,hunting3 ,,vi1 #che4 ,,eliot1 ,,george4 ,selection3 ,tom and ,maggie ,tulliver3 ,,vii1 #ahf4 ,emotional ,power in ,fiction3 ,x1 #agf4 ,enchanted ,stag1 ,the3 ,i1 #cda4 ,english ,robin1 ,the3 ,,ii1 #bad4 ,english ,writers1 ,handy ,table of3 ,x1 #dfi4 ,epic ,poetry1 ,definition of3 ,x1 #cca4 ,escape from ,prison1 ,the3 ,,iv1 #acj4 ,essay1 ,definition and ,study of the3 ,x1 #cbb1 #dca4 ,,essays4 ,some ,children's ,books of the ,past3 ,v1 #aja4 ,childhood3 ,,vi1 #abd4 ,poor ,richard's ,almanac3 ,,vi1 #djg4 ,cubes of ,truth3 ,,vii1 #djf4 ,the ,alhambra3 ,,viii1 #aec4 ,dream ,children3 ,,viii1 #cce4 ,the ,impeachment of ,warren ,hastings3 ,,ix1 #cb4 ,a ,dissertation upon ,roast ,pig3 ,,ix1 #ef4 ,the ,praise of ,chimney ,sweepers3 ,,ix1 #ff4 ,the ,vision of ,mirza3 ,,ix1 #bhe4 ,sir ,roger de ,coverley3 ,,ix1 #cga4 ,of ,expense3 ,,ix1 #cig4 ,of ,studies3 ,,ix1 #djj4 ,modestine3 ,,ix1 #djc4 ,esther1 ,the ,story of3 ,,ii1 #ddh4 ,exciting ,canoe ,race1 ,an3 ,,vii1 #gi4 ,expense1 ,of3 ,,ix1 #cig4 ,f ,,fables4 ,the ,boys and the ,frogs3 ,i1 #fc4 ,the ,dog and ,his ,shadow3 ,i1 #fc4 ,the ,fox and the ,crow3 ,i1 #fd4 ,the ,ass in the ,lion's ,skin3 ,i1 #fe4 ,the ,boy and the ,nettle3 ,i1 #fe4 ,the ,frog ,who ,wished to ,be as ,big as an ,ox3 ,i1 #ff4 ,the ,gnat and the ,bull3 ,i1 #gj4 ,the ,hare and the ,tortoise3 ,i1 #ga4 ,the ,fox and the ,stork3 ,i1 #gc4 ,the ,lion and the ,mouse3 ,i1 #ge4 ,the ,old ,man and ,his ,sons3 ,i1 #gh4 ,the ,shepherd ,boy and the ,wolves3 ,i1 #ib4 ,the ,wind and the ,sun3 ,i1 #ie4 ,the ,wolf and the ,crane3 ,i1 #if4 ,the ,two ,travelers3 ,i1 #aji4 ,the ,two ,travelers and the ,oyster3 ,i1 #aaa4 ,the ,lark and ,her ,young ,ones3 ,i1 #aca4 ,the ,goose ,that ,laid the ,golden ,eggs3 ,i1 #agc4 ,the ,dog in the ,manger3 ,i1 #acd4 ,the ,fox and the ,grapes3 ,i1 #ace4 ,the ,cat and the ,chestnuts3 ,i1 #adb4 ,the ,cock and the ,horses3 ,i1 #adf4 ,the ,bat and the ,two ,weasels3 ,i1 #aed4 ,the ,mice and the ,cat3 ,i1 #aig4 ,the ,town ,mouse and the ,country ,mouse3 ,i1 #aii4 ,the ,lion1 the ,fox and the ,ass3 ,i1 #bbc4 ,industry and ,sloth3 ,i1 #cjj4 ,the ,horse and the ,stag3 ,i1 #cch4 ,the ,fox1 the ,wolf and the ,horse3 ,i1 #cgg4 ,the ,bald ,knight3 ,i1 #che4 ,the ,brother and ,sister3 ,i1 #daj4 ,the ,wolf and the ,lamb3 ,i1 #dee4 sop3 ,,ii1 #a4 ,minerva and the ,owl3 ,,ii1 #g4 ,the ,falcon and the ,partridge3 ,,ii1 #f4 ,the ,sparrow and the ,eagle3 ,,ii1 #h4 ,the ,old ,man and ,death3 ,,ii1 #i4 ,fairies1 ,the3 ,i1 #dje4 ,fairies of the ,caldon-,low1 ,the3 ,,ii1 #cie4 ,fairy ,bread3 ,i1 #aih4 ,,fairy ,,lore ,,and ,,folk ,,lore4 ,little ,red ,riding ,hood3 ,i1 #gi4 ,tom ,thumb3 ,i1 #hd4 ,the ,little ,old ,woman and ,her ,pig3 ,i1 #ig4 ,silver-,locks and the ,three ,bears3 ,i1 #aja4 ,the ,ladybird and the ,fly3 ,i1 #ajg4 ,hop-,o'-,my-,thumb3 ,i1 #aab4 ,the ,three ,little ,pigs3 ,i1 #acf4 ,the ,hardy ,tin ,soldier3 ,i1 #adh4 ,jack and the ,beanstalk3 ,i1 #aef4 ,jack the ,giant-,killer3 ,i1 #agd4 ,the ,pea ,blossom3 ,i1 #bje4 ,hansel and ,grethel3 ,i1 #baj4 ,cinderella3 ,i1 #bbd4 ,the ,three ,tasks3 ,i1 #bdg4 ,the ,snow ,maiden3 ,i1 #beg4 ,the ,twin ,brothers3 ,i1 #bfd4 ,the ,drummer3 ,i1 #cjc4 ,beauty and the ,beast3 ,i1 #cah4 ,the ,enchanted ,stag3 ,i1 #cda4 ,the ,golden ,bird3 ,i1 #ceb4 ,the ,flax3 ,i1 #cgh4 ,something3 ,i1 #cie4 ,the ,fairies3 ,i1 #dje4 ,the ,ugly ,duckling3 ,i1 #dad4 ,whittington and ,his ,cat3 ,i1 #ddb4 ,the ,discontented ,stonecutter3 ,,ii1 #ab4 ,discreet ,hans3 ,,ii1 #ae4 ,bluebeard3 ,,ii1 #bb4 ,rumpelstiltzkin3 ,,ii1 #cc4 ,mirror of ,matsuyana1 ,,ii1 #cf4 ,the ,fir ,tree3 ,,ii1 #fh4 ,the ,snow ,queen3 ,,ii1 #abd4 ,tom1 ,the ,water ,baby3 ,,ii1 #bae4 ,the ,fairies of the ,caldon-,low3 ,,ii1 #cie4 ,the ,darning-,needle3 ,,ii1 #dfc4 ,why the ,sea ,is ,salt3 ,,ii1 #dhd4 ,origin of the ,opal3 ,,ii1 #dhj4 ,what the ,old ,man ,does ,is ,always ,right3 ,,ii1 #chg4 ,holger ,danske3 ,,ii1 #cgg4 ,the ,king and the ,golden ,river3 ,,ii1 #dje4 ,the ,mock ,turtle's ,story3 ,,iii1 #c4 ,queen ,alice3 ,,iii1 #bc4 ,the ,leprecaun3 ,,iii1 #cc4 ,the ,walrus and the ,carpenter3 ,,iii1 #cf4 ,the ,pied ,piper of ,hamelin3 ,,iii1 #chd4 ,the ,forsaken ,merman3 ,,vii1 #ahj4 ,see ,,myths and ,,legendary ,,heroes4 ,faithless ,sally ,brown3 ,,iii1 #ib4 ,falcon and the ,partridge1 ,the3 ,,ii1 #f4 ,fall of the ,alamo1 ,the3 ,,viii1 #ada4 ,family of ,michael ,arout1 ,the3 ,,vii1 #cad4 ,farewell1 ,a3 ,,iii1 #bb4 ,fate of the ,indians1 ,the3 ,,ix1 #dff4 ,father and ,son3 ,x1 #ajg4 ,,fiction4 ,see ,,adventure2 ,,fables2 ,,fairy ,,lore ,,and ,,folk ,,lore2 ,,narrative ,,poems2 ,,novels2 ,,stories4 ,fiction1 ,how to ,read3 ,x1 #adc4 ,fiddling ,parson1 ,the3 ,v1 #ddj4 ,,field1 ,,eugene4 ,biography3 ,i1 #bdb4 ,selections3 ,duel1 ,the3 ,i1 #chd4 ,lady ,button-,eyes3 ,i1 #cff4 ,little ,blue ,pigeon3 ,i1 #acc4 ,norse ,lullaby3 ,i1 #bdf4 ,rock-a-,by-,lady1 ,the3 ,i1 #id4 ,seein' ,things3 ,i1 #bdj4 ,shuffle-,shoon and ,amber-,locks3 ,,ii1 #aba4 ,wynken1 ,blynken1 and ,nod3 ,i1 #bfb4 ,figures of ,speech3 ,x1 #bef4 ,first ,snowfall1 ,the3 ,,ii1 #djc4 ,fir ,tree1 ,the3 ,,ii1 #fh4 ,flax1 ,the3 ,i1 #cgh4 ,florence ,nightingale3 ,,ix1 #ac4 ,,folk ,,lore4 ,see ,,fairy ,,lore ,,and ,,folk ,,lore4 ,,follen1 ,,mrs4 ,,eliza ,,lee4 ,selection3 ,stop1 ,stop1 ,pretty ,water3 ,i1 #cag4 ,footsteps of ,angels3 ,,iv1 #hb4 ,for ,a' ,that and ,a' ,that3 ,,vii1 #adi4 ,forces in ,education3 ,x1 #c4 ,foreign ,children3 ,i1 #cea4 ,foreign ,lands3 ,i1 #acj4 ,forsaken ,merman1 ,the3 ,,vii1 #ahj4 ,,foster1 ,,stephen ,,collins4 ,selection3 ,my ,old ,kentucky ,home3 ,,vii1 #agi4 ,four ,ducks on a ,pond3 ,,vi1 #ih4 ,fox and the ,crow1 ,the3 ,i1 #fd4 ,fox and the ,grapes1 ,the3 ,i1 #ace4 ,fox and the ,stork1 ,the3 ,i1 #gc4 ,fox1 the ,wolf1 and the ,horse1 ,the3 ,i1 #cgg4 ,,franklin1 ,,benjamin4 ,selections3 ,braddock's ,defeat3 ,v1 #cgi4 ,poor ,richard's ,almanac3 ,,vi1 #djg4 ,frithiof the ,bold3 ,,iii1 #cid4 ,frog ,who ,wished to be as ,big as an ,ox1 ,the3 ,i1 #ff4 ,,froissart1 ,,jean4 ,selection3 ,the ,battle of ,cressy3 ,,ix1 #afa4 ,from a ,railway ,carriage3 ,i1 #aih4 ,,froude1 ,,james ,,anthony4 ,selection3 ,julius ,csar3 ,,ix1 #aee4 ,g ,geography1 ,analysis and ,classification of ,selections ,correlated with3 ,x1 #djb4 ,geography1 ,the ,teaching of3 ,x1 #djj4 ,geraint and ,enid3 ,v1 #adh4 ,gettysburg ,address1 ,the3 ,,ix1 #cba4 ,,gilbert1 ,w4 ,s4 ,selection3 ,the ,yarn of the ,nancy ,bell3 ,,iv1 #dff4 ,gnat and the ,bull1 ,the3 ,i1 #gj4 ,gold-,bug1 ,the3 ,,ix1 #bcb4 ,golden ,bird1 ,the3 ,i1 #ceb4 ,golden ,touch1 ,the3 ,,ii1 #dc4 ,,goldsmith1 ,,oliver4 ,selection3 ,elegy on the ,death of a ,mad ,dog3 ,,iv1 #eg4 ,goose ,that ,laid the ,golden ,eggs1 ,the3 ,i1 #agc4 ,gorilla ,hunt1 ,a3 ,,vii1 #bdg4 ,governor and the ,notary1 ,the3 ,,vii1 #bj4 ,graphic ,classification of ,masterpieces3 ,x1 #ab4 ,,gray1 ,,thomas4 ,selection3 ,elegy ,written in a ,country ,churchyard3 ,,vi1 #cfj4 ,,griffin1 ,,gerald4 ,selection3 ,limestone ,broth3 ,,vi1 #dfg4 ,,grimm1 ,,jakob ,,and ,,wilhelm4 ,selections3 ,discreet ,hans3 ,,ii1 #ae4 ,drummer1 ,the3 ,i1 #cjc4 ,enchanted ,stag1 ,the3 ,i1 #cda4 ,golden ,bird1 ,the3 ,i1 #ceb4 ,hansel and ,grethel3 ,i1 #baj ,ladybird and the ,fly1 ,the3 ,i1 #ajg4 ,three ,tasks1 ,the3 ,i1 #bdg4 ,twin ,brothers1 ,the3 ,i1 #bfd4 ,rumpelstiltzken3 ,,ii1 #cc4 ,gulliver's ,travels3 ,v1 #f4 ,h ,,halleck1 ,,fitz-,,greene4 ,selection3 ,marco ,bozzaris3 ,,viii1 #ij4 ,handy ,tables of ,american ,writers3 ,x1 #dgc4 ,handy ,tables of ,english ,writers3 ,x1 #dfi4 ,hansel and ,grethel3 ,i1 #baj4 ,hardy ,tin ,soldier1 ,the3 ,i1 #adh4 ,hare and the ,tortoise1 ,the3 ,i1 #ga4 ,,hawthorne1 ,,nathaniel4 ,biography3 ,,iv1 #ahj4 ,selections3 ,boston ,massacre1 ,the3 ,,iv1 #bag4 ,chimera1 ,the3 ,,ii1 #agc4 ,golden ,touch1 ,the3 ,,ii1 #dc4 ,hutchinson ,mob1 ,the3 ,,iv1 #bjh4 ,pine-,tree ,shillings1 ,the3 ,,iv1 #aib4 ,sunken ,treasure1 ,the3 ,,iv1 #aii4 ,,hay1 ,,john4 ,selection3 ,little ,breeches3 ,,iv1 #dfb4 ,heart of ,bruce1 ,the3 ,v1 #caf4 ,,hemans1 ,,felicia ,,browne4 ,selections3 ,bernardo del ,carpio3 ,,iv1 #bgj4 ,casabianca3 ,,viii1 #cac4 ,landing of the ,pilgrim ,fathers in ,new ,england3 ,,iv1 #aig4 ,,henry1 ,,patrick4 ,selection3 ,a ,call to ,arms3 ,,ix1 #dge4 ,,heroes4 ,see ,,legendary ,,heroes4 ,herv ,riel3 ,,viii1 #afh4 ,high ,school1 ,correlation of ,journeys with3 ,x1 #dbe4 ,,history4 ,the ,story of ,joseph3 ,i1 #def4 ,the ,hutchinson ,mob3 ,,iv1 #bjh4 ,the ,boston ,massacre3 ,,iv1 #bag4 ,joan of ,arc3 ,,iv1 #bbf4 ,alfred the ,great3 ,,iv1 #bfj4 ,henry ,hudson's ,fourth ,voyage3 ,v1 #bed4 ,the ,arickara ,indians3 ,,iv1 #dgb4 ,the ,rise of ,robert ,bruce3 ,v1 #bgh4 ,the ,buccaneers3 ,v1 #cei4 ,captain ,morgan at ,maracaibo3 ,v1 #cfe4 ,braddock's ,defeat3 ,v1 #cgi4 ,the ,capture of ,vincennes3 ,,vi1 #dbh4 ,the ,black ,hawk ,tragedy3 ,,vii1 #eh4 ,ringrose and ,his ,buccaneers3 ,,viii1 #a4 ,david ,crockett in the ,creek ,war3 ,,viii1 #cg4 ,the ,retreat of ,corts3 ,,viii1 #fc4 ,the ,battle of ,thermopyl3 ,,viii1 #ha4 ,pre ,marquette3 ,,viii1 #aba4 ,the ,fall of the ,alamo3 ,,viii1 #ada4 ,the ,battle of ,trafalgar3 ,,viii1 #bhd4 ,the ,impeachment of ,warren ,hastings3 ,,ix1 #cb4 ,the ,death of ,csar3 ,,ix1 #abf4 ,the ,death of ,csar3 ,,ix1 #adc4 ,the ,battle of ,cressy3 ,,ix1 #afa4 ,the ,battle of ,saratoga3 ,,ix1 #agf4 ,the ,battle of ,hastings3 ,,ix1 #ccj4 ,history1 ,analysis and ,classification of ,selections ,correlated with3 ,x1 #djc-daj4 ,history1 ,the ,teaching of3 ,x1 #djj4 ,holger ,danske3 ,,ii1 #cgg4 ,,holmes1 ,,oliver ,,wendell4 ,biography3 ,,vii1 #cih4 ,selections3 ,the ,cubes of ,truth3 ,,vii1 #djf4 ,the ,chambered ,nautilus3 ,,ix1 #ded4 ,holy ,grail1 ,the3 ,v1 #bjg4 ,home1 ,sweet ,home3 ,,vi1 #bba4 ,home ,they ,brought ,her ,warrior ,dead3 ,,vi1 #bca4 ,,homer4 ,selection3 ,the ,death of ,hector3 ,,iv1 #cfd4 ,,hood1 ,,thomas4 ,selections3 ,faithless ,sally ,brown3 ,,iii1 #ib4 ,to ,my ,infant ,son3 ,,vi1 #dgh4 ,hop-,o'-,my-,thumb3 ,i1 #aab4 ,horatius3 ,,vi1 #a4 ,horse and the ,stag1 ,the3 ,i1 #cch4 ,,howe1 ,,julia ,,ward4 ,selection3 ,battle ,hymn of the ,republic3 ,v1 #cii4 ,,howitt1 ,,mary4 ,selections3 ,fairies of the ,caldon-,low1 ,the3 ,,ii1 #cie4 ,spider and the ,fly1 ,the3 ,,iii1 #ai4 ,why the ,sea ,is ,salt3 ,,ii1 #dhd4 ,how ,sleep the ,brave3 ,,vii1 #aea4 ,how's ,my ,boy83 ,,vii1 #afi4 ,how the ,wolf ,was ,bound3 ,,ii1 #ia4 ,how ,they ,brought the ,good ,news from ,ghent to ,aix3 ,v1 #cce4 ,how ,they ,took the ,gold-,train3 ,,viii1 #ahj4 ,how to ,read ,aloud3 ,x1 #caa4 ,how to ,read ,fiction3 ,x1 #adc4 ,how to ,read ,poetry3 ,x1 #bgb4 ,how to ,read ,stories3 ,x1 #ade4 ,hudson's ,fourth ,voyage3 ,v1 #bed4 ,,hughes1 ,,thomas4 ,selection3 ,tom ,brown at ,rugby3 ,v1 #dfi4 ,,humor4 ,see ,,wit ,,and ,,humor4 ,,hunt1 ,,leigh4 ,selection3 ,abou ,ben ,adhem3 ,,ix1 #aa4 ,hutchinson ,mob1 ,the3 ,,iv1 #bjh4 ,i ,imitation of ,christ3 ,,vi1 #acd4 ,impeachment of ,warren ,hastings1 ,the3 ,,ix1 #cb4 ,inchcape ,rock1 ,the3 ,v1 #dfe4 ,incident of the ,french ,camp3 ,,iv1 #agd4 ,industry and ,sloth3 ,i1 #cjj4 ,infant ,joy3 ,,ii1 #aj4 ,,ingelow1 ,,jean4 ,selection3 ,seven ,times ,one3 ,,ii1 #aai4 ,interpretations4 ,see ,,studies4 ,in ,time's ,swing3 ,,ii1 #dha4 ,,irving1 ,,washington4 ,biography3 ,,viii1 #baf4 ,selections3 ,alhambra1 ,the3 ,,viii1 #aec4 ,arickara ,indians1 ,the3 ,,iv1 #dgb4 ,governor and the ,notary1 ,the3 ,,vii1 #bj4 ,knickerbocker ,history of ,new ,york1 ,the3 ,,viii1 #bbd4 ,j ,jack and the ,beanstalk3 ,i1 #aef4 ,jack the ,giant-,killer3 ,i1 #agd4 ,,jerome1 ,,jerome ,k4 ,selections3 ,on ,comic ,songs3 ,v1 #dee4 ,we ,plan a ,river ,trip3 ,v1 #ddc4 ,joan of ,arc3 ,,iv1 #bbf4 ,johnson1 ,samuel1 ,the ,life of3 ,,ix1 #baf4 ,john's ,pumpkin3 ,,iii1 #a4 ,joseph1 ,the ,story of3 ,i1 #def4 ,julius ,csar3 ,,ix1 #aee4 ,k ,katey's ,letter3 ,,iv1 #dgj4 ,,keats1 ,,john4 ,biography3 ,,ix1 #deg4 ,selection3 ,ode on a ,grecian ,urn3 ,,ix1 #dfb4 ,keepsake ,mill3 ,i1 #cdi4 ,,kempis1 ,,thomas 4 ,selection3 ,from ,imitation of ,christ3 ,,vi1 #acd4 ,,key1 ,,francis ,,scott4 ,selection3 ,star-,spangled ,banner1 ,the3 ,,vii1 #afg4 ,king ,arthur4 ,see ,arthur1 ,king4 ,king of the ,golden ,river1 ,the3 ,,ii1 #dje4 ,,kingsley1 ,,charles4 ,selections3 ,a ,farewell3 ,,iii1 #bb4 ,how ,they ,took the ,gold-,train3 ,,viii1 #ahj4 ,sands of ,dee1 ,the3 ,i1 #dab4 ,three ,fishers1 ,the3 ,,vii1 #cdc4 ,tom1 the ,water ,baby3 ,,ii1 #bae4 ,,kinney1 ,,coates4 ,selection3 ,rain on the ,roof3 ,,iv1 #g4 ,,kipling1 ,,rudyard4 ,selections3 ,recessional1 ,the3 ,,vii1 #afd4 ,salmon ,fishing3 ,,vii1 #bhe4 ,knickerbocker ,history of ,new ,york1 ,the3 ,,viii1 #bbd4 ,knock-,out1 ,the3 ,,vi1 #dga4 ,,kraut1 ,,mary ,,hannah4 ,selection3 ,little ,brown ,hands3 ,i1 #dda4 ,,krummacher4 ,selection3 ,the ,moss ,rose3 ,,vi1 #ih4 ,l ,ladybird and the ,fly1 ,the3 ,i1 #ajg4 ,lady ,button-,eyes3 ,i1 #cff4 ,,lamb1 ,,charles4 ,biography3 ,,viii1 #cbh4 ,selections3 ,dissertation upon ,roast ,pig1 ,a3 ,,ix1 #ef4 ,dream ,children3 ,a ,revery3 ,,viii1 #cce4 ,praise of ,chimney ,sweepers1 ,the3 ,,ix1 #ff4 ,tempest1 ,the3 ,,viii1 #cdh4 ,,lamb1 ,,mary4 ,biography3 ,,viii1 #cbh4 ,selection3 ,the ,tempest3 ,,viii1 #cdh4 ,landing of the ,pilgrim ,fathers in ,new ,england3 ,,iv1 #aig4 ,land of ,counterpane1 ,the3 ,i1 #add4 ,language1 ,analysis and ,classification of ,selections for the ,study of3 ,x1 #ced1 #cgh4 ,language1 ,correlation of ,journeys with ,study of3 ,x1 #cde1 #cdi4 ,language1 ,the ,teaching of3 ,x1 #cdi4 ,,larcom1 ,,lucy4 ,selections3 ,brown ,thrush1 ,the3 ,i1 #adg4 ,in ,time's ,swing3 ,,ii1 #dha4 ,lark and ,her ,young ,ones1 ,the3 ,i1 #aca4 ,,latto1 ,t4 ,c4 ,selection3 ,the ,blind ,lassie3 ,,vi1 #abj4 ,lead1 ,kindly ,light3 ,v1 #aaj4 ,,lear1 ,,edward4 ,selection3 ,the ,owl and the ,pussy-,cat3 ,i1 #cci4 ,,legendary ,,heroes4 ,beowulf and ,grendel3 ,,iii1 #cej4 ,frithiof the ,bold3 ,,iii1 #cid4 ,the ,story of ,siegfried3 ,,iii1 #daj4 ,roland at ,roncesvalles3 ,,iii1 #dfj4 ,cid ,campeador3 ,,iv1 #i4 ,the ,death of ,hector3 ,,iv1 #cfd4 ,the ,wooden ,horse3 ,,iv1 #chc4 ,ulysses3 ,,iv1 #cih4 ,king ,arthur3 ,v1 #aac4 ,balin and ,balan3 ,v1 #acj4 ,geraint and ,enid3 ,v1 #adh4 ,the ,holy ,grail3 ,v1 #bjg4 ,dissensions at ,king ,arthur's ,court3 ,v1 #bcb4 ,the ,passing of ,arthur3 ,v1 #bcg4 ,horatius3 ,,vi1 #a4 ,sohrab and ,rustem3 ,,vi1 #aeg4 ,sohrab and ,rustum3 ,,vi1 #agc4 ,leprecaun1 ,the3 ,,iii4 #cc4 ,lesson and the ,author's ,purpose1 in ,fiction1 ,the3 ,x1 #agj4 ,let ,something ,good ,be ,said3 ,v1 #aaa4 ,life of ,samuel ,johnson1 ,the3 ,,ix1 #baf4 ,limestone ,broth3 ,,vi1 #dfg4 ,,lincoln1 ,,abraham4 ,selection3 ,the ,gettysburg ,address3 ,,ix1 #cba4 ,lincoln1 ,abraham4 ,see ,abraham ,lincoln4 ,lion and ,the ,missionary1 ,the3 ,,vi1 #ic4 ,lion and the ,mouse1 ,the3 ,i1 #ge4 ,lion1 the ,fox and the ,ass1 ,the3 ,i1 #bbc4 ,literature and ,its ,forms3 ,x1 #cag4 ,literature1 ,different ,kinds of3 ,x1 #adc4 ,little ,birdie3 ,i1 #adb4 ,little ,blue ,pigeon3 ,i1 #acc4 ,little ,breeches3 ,,iv1 #dfb4 ,little ,brown ,hands3 ,i1 #dda4 ,little ,giffin of ,tennessee3 ,,iv1 #dfa4 ,little ,old ,woman and ,her ,pig1 ,the3 ,i1 #ig4 ,little ,red ,riding-,hood3 ,i1 #gi4 ,,livingstone1 ,,david4 ,selection3 ,the ,lion and the ,missionary3 ,,vi1 #ic4 ,lochinvar3 ,,iii1 #dcb4 ,,longfellow1 ,,henry ,,wadsworth4 ,biography3 ,,iv1 #fb4 ,selections3 ,footsteps of ,angels3 ,,iv1 #hb4 ,reaper and the ,flowers1 ,the3 ,i1 #daj4 ,skeleton in ,armor1 ,the3 ,v1 #cbg4 ,village ,blacksmith1 ,the3 ,,iv1 #hf4 ,wreck of the ,hesperus1 ,the3 ,,iv1 #hi4 ,looking ,forward3 ,i1 #ajf4 ,lord ,ullin's ,daughter3 ,,vi1 #bc4 ,lost ,child1 ,the3 ,,vii1 #dji4 ,,lover1 ,,samuel4 ,selection3 ,widow ,machree3 ,,vi1 #dfd4 ,,lowell1 ,,james ,,russell4 ,biography3 ,,vii1 #daa4 ,selections3 ,first ,snowfall1 ,the3 ,,ii1 #djc4 ,lost ,child1 ,the3 ,,vii1 #dji4 ,to ,h4 ,w4 ,l43 ,,iv1 #hd4 ,,lullabies4 ,the ,rock-a-,by ,lady3 ,i1 #id4 ,little ,blue ,pigeon3 ,i1 #acc4 ,sleep1 ,baby1 ,sleep3 ,i1 #bjd4 ,old ,gaelic ,lullaby3 ,i1 #bjc4 ,norse ,lullaby3 ,i1 #bdf4 ,wynken1 ,blynken1 and ,nod3 ,i1 #bfb4 ,lady ,button-,eyes3 ,i1 #cff4 ,lullaby3 ,i1 #if1 ,,ii1 #cb4 ,lyric ,poetry1 ,definition of3 ,x1 #ccc4 ,,lyrics4 ,a ,thought3 ,i1 #ff4 ,the ,swing3 ,i1 #fg4 ,the ,sun's ,travels3 ,i1 #fh4 ,singing3 ,i1 #hh4 ,looking ,forward3 ,i1 #ajf4 ,the ,cow3 ,i1 #ajf4 ,rain3 ,i1 #aaj4 ,system3 ,i1 #aaa4 ,my ,bed ,is a ,boat3 ,i1 #abf4 ,foreign ,lands3 ,i1 #acj4 ,at the ,seaside3 ,i1 #abi4 ,the ,land of ,counterpane3 ,i1 #add4 ,bed in ,summer3 ,i1 #agc4 ,block ,city3 ,i1 #aif4 ,from a ,railway ,carriage3 ,i1 #aih ,fairy ,bread3 ,i1 #aih4 ,seein' ,things3 ,i1 #bdj4 ,whole ,duty of ,children3 ,i1 #cja4 ,the ,tree3 ,i1 #cja4 ,young ,night ,thought3 ,i1 #cjb4 ,where ,go the ,boats83 ,i1 #bef4 ,stop1 ,stop1 ,pretty ,water3 ,i1 #cag4 ,time to ,rise3 ,i1 #cdj4 ,keepsake ,mill3 ,i1 #cdi4 ,foreign ,children3 ,i1 #cea4 ,the ,duel3 ,i1 #chd4 ,autumn ,fires3 ,i1 #cid4 ,the ,reaper and the ,flowers3 ,i1 #daj4 ,the ,wind3 ,i1 #ddj4 ,little ,brown ,hands3 ,i1 #dda4 ,infant ,joy3 ,,ii1 #aj4 ,the ,baby3 ,,ii1 #aa4 ,poppyland ,express3 ,,ii1 #ba4 ,a ,contrast3 ,,ii1 #db4 ,the ,child's ,world3 ,,ii1 #ff4 ,afterwhile3 ,,ii1 #abc4 ,windy ,nights3 ,,ii1 #abc4 ,shuffle-,shoon and ,amber-,locks3 ,,ii1 #aba4 ,picture-,books in ,winter3 ,,ii1 #hg4 ,seven ,times ,one3 ,,ii1 #aai4 ,the ,first ,snowfall3 ,,ii1 #djc4 ,in ,time's ,swing3 ,,ii1 #dha4 ,a ,farewell3 ,,iii1 #bb4 ,night3 ,,iii1 #dca4 ,better ,than ,gold3 ,,iv1 #a4 ,the ,barefoot ,boy3 ,,iv1 #c4 ,rain on the ,roof3 ,,iv1 #g4 ,mother's ,way3 ,,iv1 #eh4 ,footsteps of ,angels3 ,,iv1 #hb4 ,the ,village ,blacksmith3 ,,iv1 #hf4 ,pictures of ,memory3 ,,iv1 #abg4 ,landing of the ,pilgrim ,fathers in ,new ,england3 ,,iv1 #aig4 ,away3 ,,iv1 #dfj4 ,lead1 ,kindly ,light3 ,v1 #aaj4 ,let ,something ,good be ,said3 ,v1 #aaa4 ,boyhood3 ,,vi1 #abb4 ,the ,rainbow3 ,,vi1 #ia4 ,four ,ducks on a ,pond3 ,,vi1 #ih4 ,the ,blind ,lassie3 ,,vi1 #abj4 ,home ,they ,brought ,her ,warrior ,dead3 ,,vi1 #bca4 ,elegy ,written in a ,country ,churchyard3 ,,vi1 #cfj4 ,the ,daffodils3 ,,vii1 #a4 ,the ,recessional3 ,,vii1 #afd4 ,the ,cloud3 ,,vii1 #beg4 ,my ,mother's ,picture3 ,,vii1 #cce4 ,annabel ,lee3 ,,vii1 #cda4 ,the ,lost ,child3 ,,vii1 #dji4 ,a ,child's ,thought of ,god3 ,,vii1 #dah4 ,robert of ,lincoln3 ,,ix1 #ddd4 ,the ,chambered ,nautilus3 ,,ix1 #ded4 ,m ,,macaulay1 ,,thomas ,,babington4 ,selections3 ,battle of ,ivry3 ,,viii1 #gf4 ,horatius3 ,,vi1 #a4 ,impeachment of ,warren ,hastings1 ,the3 ,,ix1 #cb4 ,,mccaleb1 ,,anna4 ,adaptations3 ,atalanta's ,race3 ,i1 #chf4 ,baucis and ,philemon3 ,i1 #dca4 ,cupid and ,psyche3 ,,iii1 #cfe4 ,death of ,balder1 ,the3 ,,ii1 #ii4 ,how the ,wolf ,was ,bound3 ,,ii1 #ia4 ,punishment of ,loki1 ,the3 ,,ii1 #aaa4 ,queen of the ,underworld1 ,the3 ,,ii1 #dfh4 ,story of ,phaethon1 ,the3 ,,ii1 #bde4 ,wonderful ,gifts1 ,the3 ,i1 #cfh4 ,selections3 ,battle of ,thermopyl1 ,the3 ,,viii1 #ha4 ,browning1 ,elizabeth ,barrett3 ,,vii1 #dai4 ,cary1 ,alice and ,phoebe3 ,,iv1 #aaf4 ,dickens1 ,charles3 ,,vi1 #bcb4 ,nightingale1 ,florence3 ,,ix1 #ac4 ,queen ,victoria3 ,,vii1 #aeb4 ,,macdonald1 ,,george4 ,selection3 ,the ,baby3 ,,ii1 #aa4 ,,mcmaster1 ,,guy ,,humphrey4 ,selection3 ,the ,old ,continentals3 ,,vii1 #age4 ,make ,way for ,liberty3 ,,vii1 #agb4 ,,malory1 ,,sir ,,thomas4 ,selection3 7,abridgment of7 ,the ,holy ,grail3 ,v1 #bjg4 ,mandeville1 ,the ,travels of ,sir ,john3 ,,ix1 #bjg4 ,marching ,song3 ,i1 #aee4 ,marco ,bozzaris3 ,,viii1 #ij4 ,mariner's ,dream1 ,the3 ,,iii1 #ie4 ,marquette1 ,pre4 ,see ,pre ,marquette4 ,,marvel1 ,,ik4 ,see ,,mitchell1 ,,donald ,g4 ,masterpieces1 ,graphic ,classification of3 ,x1 #ab4 ,memorizing3 ,x1 #abh4 ,mercy to ,animals3 ,i1 #dac4 ,metaphor1 ,the3 ,x1 #bfd4 ,method and ,style of the ,authors1 in ,fiction3 ,x1 #agd4 ,metonymy3 ,x1 #bfe4 ,mice and the ,cat1 ,the3 ,i1 #aig4 ,milkmaid1 ,the3 ,,ii1 #cgd4 ,minerva and the ,owl3 ,,ii1 #g4 ,mirror of ,matsuyana1 ,the3 ,,ii1 #cf4 ,,mitchell1 ,,donald ,g4 ,selection3 ,childhood3 ,,vi1 #abd4 ,mock ,turtle's ,story1 ,the3 ,,iii1 #c4 ,modern ,belle1 ,the3 ,,vi1 #dfc4 ,modestine3 ,,ix1 #djc4 ,,montgomery1 ,,james4 ,selection3 ,make ,way for ,liberty3 ,,vii1 #agb4 ,,moore1 ,,clement ,c4 ,selection3 ,a ,visit from ,saint ,nicholas3 ,,ii1 #bjb4 ,,moore1 ,,thomas4 ,selections3 ,potato1 ,the3 ,,ii1 #dfg4 ,those ,evening ,bells3 ,,vii1 #cdj4 ,moral ,instruction3 ,x1 #abf4 ,moss ,rose1 ,the3 ,,vi1 #ih4 ,mother's ,way3 ,,iv1 #eh4 ,munchausen1 ,baron3 ,v1 #djc4 ,my ,bed ,is a ,boat3 ,i1 #abf4 ,my ,heart ,leaps ,up3 ,,iv1 #b4 ,my ,mother's ,picture3 ,,vii1 #cce4 ,my ,old ,kentucky ,home3 ,,vii1 #agi4 ,,myths4 ,the ,wonderful ,gifts3 ,i1 #cfh4 ,atalanta's ,race3 ,i1 #chf4 ,baucis and ,philemon3 ,i1 #dca4 ,the ,golden ,touch3 ,,ii1 #dc4 ,how the ,wolf ,was ,bound3 ,,ii1 #ia4 ,the ,death of ,balder3 ,,ii1 #ii4 ,the ,punishment of ,loki3 ,,ii1 #aaa4 ,the ,chimera3 ,,ii1 #agc4 ,the ,story of ,phaethon3 ,,ii1 #bjf4 ,the ,queen of the ,underworld3 ,,ii1 #dfh4 ,cupid and ,psyche3 ,,iii1 #cfe4 ,stories of the ,creation3 ,,iv1 #aei4 ,n ,,narrative ,,poems4 ,the ,sands of ,dee3 ,i1 #dab4 ,a ,visit from ,saint ,nicholas3 ,,ii1 #bjb4 ,the ,spider and the ,fly3 ,,iii1 #ai4 ,beth ,gelert3 ,,iii1 #db4 ,the ,mariner's ,dream3 ,,iii1 #ie4 ,the ,pied ,piper of ,hamelin3 ,,iii1 #chd4 ,incident of the ,french ,camp3 ,,iv1 #agd4 ,sheridan's ,ride3 ,,iv1 #bbc4 ,burial of ,moses3 ,,iv1 #bff4 ,bernardo del ,carpio3 ,,iv1 #bgj4 ,the ,death of ,hector3 ,,iv1 #cfd4 ,the ,wooden ,horse3 ,,iv1 #chc4 ,little ,giffin of ,tennessee3 ,,iv1 #dfa4 ,little ,breeches3 ,,iv1 #dfb4 ,geraint and ,enid3 ,v1 #adh4 ,the ,passing of ,arthur3 ,v1 #bcg4 ,bruce and the ,spider3 ,v1 #cad4 ,the ,skeleton in ,armor3 ,v1 #cbg4 ,how ,they ,brought the ,good ,news from ,ghent to ,aix3 ,v1 #cce4 ,horatius3 ,,vi1 #a4 ,the ,destruction of ,sennacherib3 ,,vi1 #ada4 ,the ,vision of ,belshazzar3 ,,vi1 #aec4 ,sohrab and ,rustum3 ,,vi1 #agc4 ,the ,rime of the ,ancient ,mariner3 ,,vii1 #bi4 ,how's ,my ,boy83 ,,vii1 #afi4 ,the ,soldier's ,dream3 ,,vii1 #agj4 ,the ,forsaken ,merman3 ,,vii1 #ahj4 ,the ,reaper's ,dream3 ,,vii1 #cde4 ,battle of ,ivry3 ,,viii1 #gf4 ,the ,battle of ,waterloo3 ,,viii1 #agf4 ,casabianca3 ,,viii1 #cac4 ,the ,romance of the ,swan's ,nest3 ,,viii1 #cae4 ,the ,cotter's ,saturday ,night3 ,,viii1 #cai4 ,abou ,ben ,adhem3 ,,ix1 #aa4 ,pippa ,passes3 ,,ix1 #bic4 ,see ,,ballads4 ,,nature4 ,the ,brown ,thrush3 ,i1 #adg4 ,mercy to ,animals3 ,i1 #dac4 ,the ,english ,robin3 ,,ii1 #bad4 ,who ,stole the ,bird's ,nest83 ,,ii1 #cii4 ,the ,lion and the ,missionary3 ,,vi1 #ic4 ,the ,moss ,rose3 ,,vi1 #ih4 ,elephant ,hunting3 ,,vi1 #che4 ,some ,clever ,monkeys3 ,,vi1 #djb4 ,the ,petrified ,fern3 ,,vii1 #gg4 ,the ,buffalo3 ,,vii1 #if4 ,a ,gorilla ,hunt3 ,,vii1 #bdg4 ,brute ,neighbors3 ,,vii1 #bfj4 ,the ,pond in ,winter3 ,,vii1 #bhj4 ,salmon ,fishing3 ,,vii1 #bhe4 ,winter ,animals3 ,,vii1 #bic4 ,trees and ,ants ,that ,help ,each ,other3 ,,vii1 #cjf4 ,a ,bed of ,nettles3 ,,viii1 #bji4 ,owls3 ,,ix1 #bbi4 ,robert of ,lincoln3 ,,ix1 #ddd4 ,nature ,study3 ,x1 #chj4 ,nature ,study1 ,analysis and ,classification of ,selections related to3 ,x1 #cha-cic4 ,nearer ,home3 ,,iv1 #abf4 ,,newman1 ,,john ,,henry 7,cardinal74 ,selections3 ,definition of a ,gentleman3 ,,iv1 #agj4 ,lead1 ,kindly ,light3 ,v1 #aaj4 ,night3 ,,iii1 #dca4 ,,nightingale1 ,,florence4 ,biography3 ,,ix1 #ac4 ,norse ,lullaby3 ,i1 #bdf4 ,,novels 7,selections from74 ,robinson ,crusoe3 ,,iii1 #de4 ,the ,swiss ,family ,robinson3 ,,iii1 #ii4 ,cast ,up by the ,sea3-- ,the ,escape from ,prison3 ,,iv1 #acj4 ,fabiola3-- ,pancratius3 ,,iv1 #bde4 ,ivanhoe3-- ,the ,attack on the ,castle3 ,,iv1 #cbb4 ,the ,tournament3 ,,vi1 #ch4 ,tom ,brown's ,school ,days3-- ,tom ,brown at ,rugby3 ,v1 #dfi4 ,an ,attic ,philosopher in ,paris3-- ,the ,poet and the ,peasant3 ,,vi1 #bjf4 ,the ,family of ,michael ,arout3 ,,vii1 #cad4 ,kidnapped3-- ,the ,shipwreck3 ,,vi1 #cga4 ,the ,last of the ,mohicans3-- ,an ,exciting ,canoe ,race3 ,,vii1 #gi4 ,the ,mill on the ,floss3-- ,tom and ,maggie ,tulliver3 ,,vii1 #ahf4 ,treasure ,island3-- ,the ,recovery of the ,hispaniola3 ,,vii1 #ceb4 ,don ,quixote3-- ,don ,quixote ,prepares to ,set ,out on ,his ,adventures3 ,,vii1 #dcc4 ,the ,adventure of the ,windmills3 ,,vii1 #dch4 ,mambrino's ,helmet3 ,,vii1 #dda4 ,don ,quixote's ,encounter with the ,lions3 ,,vii1 #ddh4 ,the ,adventure of the ,enchanted ,bark3 ,,vii1 #dei4 ,the ,adventure of the ,wooden ,horse3 ,,vii1 #dfg4 ,the ,story of the ,lashes3 ,,vii1 #dhj4 ,westward ,ho63-- ,how ,they ,took the ,gold-,train3 ,,viii1 #ahj4 ,pickwick ,papers3-- ,mr4 ,pickwick and ,sam ,weller3 ,,ix1 #gf4 ,,nursery ,,rhymes3 ,i1 #c4 ,nursery ,rhymes1 ,analysis of3 ,x1 #ah4 ,o ,,odes4 ,to ,h4 ,w4 ,l43 ,,iv1 #hd4 ,to the ,fringed ,gentian3 ,,vii1 #d4 ,to a ,mouse3 ,,vii1 #e4 ,to a ,mountain ,daisy3 ,,vii1 #h4 ,ode to a ,skylark3 ,,vii1 #bge4 ,to a ,waterfowl3 ,,vii1 #cie4 ,ode on a ,grecian ,urn3 ,,ix1 #dfb4 ,ode on a ,grecian ,urn3 ,,ix1 #dfb4 ,ode to a ,skylark3 ,,vii1 #bge4 ,old ,continentals1 ,the3 ,,vii1 #age4 ,old ,gaelic ,lullaby3 ,i1 #bjc4 ,old ,man and ,death1 ,the3 ,,ii1 #i4 ,old ,man and ,his ,sons1 ,the3 ,i1 #gh4 ,old ,oaken ,bucket1 ,the3 ,,vii1 #aa4 ,on ,comic ,songs3 ,v1 #dee4 ,on the ,receipt of ,my ,mother's ,picture3 ,,vii1 #cca4 ,oration1 ,definition and ,study of3 ,x1 #cbd4 ,oration1 ,illustrative ,study of ,a ,call to ,arms1 as a type of3 ,,ix1 #dha4 ,,orations4 ,the ,gettysburg ,address3 ,,ix1 #cba4 ,abraham ,lincoln3 ,,ix1 #cbd4 ,the ,fate of the ,indians3 ,,ix1 #dff4 ,a ,call to ,arms3 ,,ix1 #dge4 ,origin of the ,opal3 ,,ii1 #dhj4 ,owl and the ,pussy-,cat1 ,the3 ,i1 #cci4 ,owls3 ,,ix1 #bbi4 ,p ,,palmer1 ,j4 ,w4 ,selection3 ,stonewall ,jackson's ,way3 ,v1 #djj4 ,pancratius3 ,,iv1 #bde4 ,,parkman1 ,,francis4 ,selection3 ,the ,buffalo3 ,,vii1 #if4 ,passing of ,arthur1 ,the3 ,v1 #bcg4 ,,patriotic ,,poems4 ,the ,american ,flag3 ,v1 #cif4 ,stonewall ,jackson's ,way3 ,v1 #djj4 ,bannockburn3 ,,vii1 #ae4 ,the ,charge of the ,light ,brigade3 ,,vii1 #adg4 ,breathes ,there the ,man3 ,,vii1 #aea4 ,for ,a' ,that and ,a' ,that3 ,,vii1 #adi4 ,make ,way for ,liberty3 ,,vii1 #agb4 ,the ,old ,continentals3 ,,vii1 #age4 ,the ,picket ,guard3 ,,vii1 #agg4 ,marco ,bozzaris3 ,,viii1 #ij4 ,,payne1 ,,john ,,howard4 ,biography3 ,,vi1 #bba4 ,selection3 ,home1 ,sweet ,home3 ,,vi1 #bbd4 ,pea ,blossom1 ,the3 ,i1 #bje4 ,pre ,marquette3 ,,viii1 #aba4 ,,perrault1 ,,charles4 ,adaptations from ,cinderella3 ,i1 #bbd4 ,hop-,o'-,my-,thumb3 ,i1 #aab4 ,little ,red ,riding-,hood3 ,i1 #gi4 ,personification3 ,x1 #bff4 ,persons1 in ,fiction1 ,study of3 ,x1 #aef4 ,petrified ,fern1 ,the3 ,,vii1 #gg4 ,phaethon1 ,the ,story of3 ,,ii1 #bjf4 ,picket-,guard1 ,the3 ,,vii1 #agg4 ,pickwick and ,sam ,weller3 ,,ix1 #gf4 ,picture ,books in ,winter3 ,,ii1 #hg4 ,pictures and ,their ,use3 ,x1 #cf4 ,pictures and ,their ,value in ,literature3 ,x1 #dd4 ,pictures in ,journeys1 ,on the ,use of3 ,x1 #dh4 ,pictures of ,memory3 ,,iv1 #abg4 ,pied ,piper of ,hamelin1 ,the3 ,,iii1 #chd4 ,pilgrim's ,progress1 ,the3 ,,iv1 #dbc4 ,pine-,tree ,shillings1 ,the3 ,,iv1 #aib4 ,pippa ,passes3 ,,ix1 #bic4 ,plan and ,contents of ,journeys3 ,x1 #g4 ,plan and ,contents of ,each ,volume3 ,x1 #bd4 ,plot1 in ,fiction1 ,study of3 ,x1 #adi4 ,,plutarch4 ,selection3 ,the ,death of ,csar3 ,,ix1 #abf4 ,,poe1 ,,edgar ,,allan4 ,selections3 ,annabel ,lee3 ,,vii1 #cda4 ,descent into the ,maelstrom1 ,a3 ,,viii1 #ie4 ,gold-,bug1 ,the3 ,,ix1 #bcb4 ,three ,sundays in a ,week3 ,,vi1 #dec4 ,poet and the ,peasant1 ,the3 ,,vi1 #bjf4 ,,poetry4 ,see ,,ballads2 ,,drama2 ,,lullabies2 ,,lyrics2 ,,narrative ,,poems2 ,,odes2 ,,patriotic ,,poems2 ,,songs2 ,,wit ,,and ,,humor4 ,poetry1 ,kinds of3 ,x1 #cca4 ,poetry1 ,reading3 ,x1 #bgb4 ,polonius' ,advice3 ,v1 #aab4 ,pond in ,winter1 ,the3 ,,vii1 #bhj4 ,poor ,richard's ,almanac3 ,,vi1 #djg4 ,,pope1 ,,alexander4 ,selection3 ,the ,universal ,prayer3 ,,iv1 #agb4 ,poppyland ,express1 ,the3 ,,ii1 #ba4 ,potato1 ,the3 ,,ii1 #dfg4 ,praise of ,chimney ,sweepers1 ,the3 ,,ix1 #ff4 ,,prescott1 ,,william ,,hickling4 ,selection3 ,the ,retreat of ,corts3 ,,viii1 #fc4 ,,pronunciation ,,of ,,proper ,,names3 ,volume ,i1 #dhg4 ,volume ,,ii1 #dia4 ,volume ,,iii1 #dhg4 ,volume ,,iv1 #dia4 ,volume ,v1 #dig4 ,volume ,,vi1 #dha4 ,volume ,,vii1 #dhe4 ,volume ,,viii1 #dhi4 ,volume ,,ix1 #dhi4 ,prose1 ,kinds of3 ,x1 #cah4 ,punishment of ,loki1 ,the3 ,,ii1 #aaa4 ,q ,queen ,alice3 ,,iii1 #bc4 ,queen of the ,underworld1 ,the3 ,,ii1 #dfh4 ,,queen ,,victoria4 ,see ,,victoria1 ,,queen4 ,quotations1 ,one ,hundred ,choice3 ,x1 #aca4 ,r ,,ramee1 ,,louise ,,de ,,la4 ,selection3 ,a ,dog of ,flanders3 ,,iv1 #ic4 ,rab and ,his ,friends3 ,,vi1 #ii4 ,rain3 ,i1 #aaj4 ,rainbow1 ,the3 ,,vi1 #ia4 ,rain on the ,roof3 ,,iv1 #g4 ,,rands1 ,w4 ,b4 ,selection3 ,the ,child's ,world3 ,,ii1 #ff4 ,,read1 ,,thomas ,,buchanan4 ,selections3 ,reaper's ,dream1 ,the3 ,,vii1 #cde4 ,sheridan's ,ride3 ,,iv1 #bbc4 ,reading1 ,correlation of ,journeys with ,study of3 ,x1 #cde4 ,reading ,aloud3 ,x1 #abc1 #caa4 ,reading and the ,building of ,character3 ,x1 #he4 ,reading ,history3 ,v1 #cid4 ,reading ,poetry3 ,x1 #bgb4 ,reading ,shakespeare3 ,,viii1 #cdf4 ,reading ,stories3 ,x1 #ade4 ,reaper and the ,flowers1 ,the3 ,i1 #daj4 ,reaper's ,dream1 ,the3 ,,vii1 #cde4 ,recessional1 ,the3 ,,vii1 #afd4 ,recitations and ,special ,days in ,school3 ,x1 #dcf4 ,recovery of the ,hispaniola1 ,the3 ,,vii1 #ceb4 ,reminiscences of a ,pioneer3 ,v1 #cdj4 ,retreat of ,corts1 ,the3 ,,viii1 #fc4 ,riddles3 ,i1 #gb1 #bjb1 #bde4 ,,riley1 ,,james ,,whitcomb4 ,selections3 ,afterwhile3 ,,ii1 #abc4 ,away3 ,,iv1 #dfj4 ,let ,something ,good be ,said3 ,v1 #aaa4 ,rime of the ,ancient ,mariner1 ,the3 ,,vii1 #bi4 ,ringrose and ,his ,buccaneers3 ,,viii1 #a4 ,,ringrose1 ,,basil4 ,selection3 ,ringrose and ,his ,buccaneers3 ,,viii1 #a4 ,rise of ,robert ,bruce1 ,the3 ,v1 #bgh4 ,robert of ,lincoln3 ,,ix1 #ddd4 ,robin ,hood3 ,,iii1 #dcf4 ,robin ,hood and ,little ,john3 ,,iii1 #dcg4 ,robin ,hood and the ,stranger3 ,,iii1 #ddd4 ,robin ,hood and the ,widow's ,three ,sons3 ,,iii1 #ddi4 ,robin ,hood and ,allin a ,dale3 ,,iii1 #ded4 ,robinson ,crusoe3 ,,iii1 #de4 ,rock-a-by ,lady1 ,the3 ,i1 #id4 ,roland at ,roncesvalles3 ,,iii1 #dfj4 ,romance of the ,swan's ,nest1 ,the3 ,,viii1 #cae4 ,,roosevelt1 ,,theodore4 ,selection3 ,abraham ,lincoln3 ,,ix1 #cbd4 ,rumpelstiltzkin3 ,,ii1 #cc4 ,,ruskin1 ,,john4 ,selection3 ,the ,king of the ,golden ,river3 ,,ii1 #dje4 ,ruth3 ,,vi1 #adc4 ,,ryan1 ,,father4 ,selections3 ,better ,than ,gold3 ,,iv1 #a4 ,mother's ,way3 ,,iv1 #eh4 ,s ,salmon ,fishing3 ,,vii1 #bhe4 ,sands of ,dee1 ,the3 ,i1 #dab4 ,,saxe1 ,,john ,,godfrey4 ,selection3 ,echo3 ,,iii1 #bhf4 ,scenes1 in ,fiction1 ,study of3 ,x1 #afb4 ,,scott1 ,,sir ,,walter4 ,biography3 ,,vi1 #bf4 ,selections3 ,attack on the ,castle1 ,the3 ,,iv1 #cbb4 ,boat ,song3 ,,vii1 #ag4 ,breathes ,there the ,man3 ,,vii1 #aea4 ,christmas in ,old ,time3 ,,vi1 #cef4 ,lochinvar3 ,,iii1 #dcb4 ,rise of ,robert ,bruce1 ,the3 ,v1 #bgh4 ,tournament1 ,the3 ,,vi1 #ch4 ,second ,voyage of ,sinbad the ,sailor1 ,the3 ,,iii1 #cdj4 ,seein' ,things3 ,i1 #bdj4 ,,sellon1 ,,grace ,e4 ,adaptations3 ,frithiof the ,bold3 ,,iii1 #cid4 ,pippa ,passes3 ,,ix1 #bic4 ,snow ,maiden1 ,the3 ,i1 #beg4 ,story of ,siegfried1 ,the3 ,,iii1 #daj4 ,selections3 ,bryant1 ,william ,cullen3 ,,vii1 #cia4 ,hawthorne1 ,nathaniel3 ,,iv1 #ahj4 ,holmes1 ,oliver ,wendell3 ,,vii1 #cih4 ,irving1 ,washington3 ,,viii1 #baf4 ,longfellow1 ,henry ,wadsworth3 ,,iv1 #fb4 ,lowell1 ,james ,russell3 ,,vii1 #daa4 ,scott1 ,sir ,walter3 ,,vi1 #bf4 ,some ,children's ,books of the ,past3 ,v1 #aja4 ,whittier1 ,john ,greenleaf3 ,,vii1 #cha4 ,seven ,times ,one3 ,,ii1 #aai4 ,,shakespeare1 ,,william4 ,biography3 ,,viii1 #dfh4 ,selections3 ,death of ,csar1 ,the3 ,,ix1 #adc4 ,polonius' ,advice3 ,v1 #aab4 ,tempest1 ,the3 ,,viii1 #cfd4 ,,sheale1 ,,richard4 ,selection3 ,chevy-,chase3 ,,iv1 #cab4 ,,shelley1 ,,percy ,,bysshe4 ,selections3 ,cloud1 ,the3 ,,vii1 #beg4 ,ode to a ,skylark3 ,,vii1 #bge4 ,shepherd ,boy and the ,wolves1 ,the3 ,i1 #ib4 ,sheridan's ,ride3 ,,iv1 #bbc4 ,shipwreck1 ,the3 ,,vi1 #cga4 ,shuffle-,shoon and ,amber-,locks3 ,,ii1 #aba4 ,siegfried1 ,the ,story of3 ,,iii1 #daj4 ,silver-,locks and the ,three ,bears3 ,i1 #aja4 ,simile1 ,the3 ,x1 #bfc4 ,sinbad the ,sailor1 ,the ,second ,voyage of4 ,see ,second ,voyage of ,sinbad the ,sailor1 ,the4 ,singing3 ,i1 #hc4 ,sir ,roger de ,coverley3 ,,ix1 #cga4 ,skeleton in ,armor1 ,the3 ,v1 #cbg4 ,sleep1 ,baby1 ,sleep3 ,i1 #bjd4 ,,smith1 ,,samuel ,,francis4 ,selection3 ,america3 ,,viii1 #fj4 ,snow ,maiden1 ,the3 ,i1 #beg4 ,snow ,queen1 ,the3 ,,ii1 #abd4 ,sohrab and ,rustem3 ,,vi1 #aeg4 ,sohrab and ,rustum3 ,,vi1 #agc4 ,soldier's ,dream1 ,the3 ,,vii1 #agj4 ,some ,children's ,books of the ,past3 ,v1 #aja4 ,some ,clever ,monkeys3 ,,vi1 #djb4 ,something3 ,i1 #cie4 ,song of the ,brook3 ,,iv1 #fj4 ,sonnet1 ,definition of3 ,x1 #ccg4 ,,songs4 ,singing3 ,i1 #hc4 ,little ,birdie3 ,i1 #adb4 ,marching ,song3 ,i1 #aee4 ,the ,owl and ,the ,pussy ,cat3 ,i1 #cci4 ,song of the ,brook3 ,,iv1 #fj4 ,nearer ,home3 ,,iv1 #abf4 ,lead1 ,kindly ,light3 ,v1 #aaj4 ,battle ,hymn of the ,republic3 ,v1 #cii4 ,annie ,laurie3 ,,vi1 #aai4 ,sweet and ,low3 ,,vi1 #abb4 ,the ,bugle ,song3 ,,vi1 #acc4 ,home1 ,sweet ,home3 ,,vi1 #bba4 ,auld ,lang ,syne3 ,,vi1 #bbh4 ,the ,old ,oaken ,bucket3 ,,vii1 #aa4 ,boat ,song3 ,,vii1 #ag4 ,the ,star-,spangled ,banner3 ,,vii1 #afg4 ,how ,sleep the ,brave3 ,,vii1 #aea4 ,my ,old ,kentucky ,home3 ,,vii1 #agi4 ,those ,evening ,bells3 ,,vii1 #cdj4 ,the ,three ,fishers3 ,,vii1 #cdc4 ,america3 ,,viii1 #fj4 ,,southey1 ,,robert4 ,selections3 ,battle of ,trafalgar1 ,the3 ,,viii1 #bhd4 ,inchcape ,rock1 ,the3 ,v1 #dfe4 ,night3 ,,iii1 #dca4 ,,souvestre1 ,,emile4 ,selections3 ,family of ,michael ,arout1 ,the3 ,,vii1 #cad4 ,poet and the ,peasant1 ,the3 ,,vi1 #bjf4 ,,sparks1 ,,jared4 ,selection3 ,pre ,marquette3 ,,viii1 #aba4 ,sparrow and the ,eagle1 ,the3 ,,ii1 #h4 ,,spencer1 ,,william ,r4 ,selection3 ,beth ,gelert3 ,,iii1 #db4 ,spider and the ,fly1 ,the3 ,,iii1 #ai4 ,,sprague1 ,,charles4 ,selection3 ,the ,fate of the ,indians3 ,,ix1 #dff4 ,star-,spangled ,banner1 ,the3 ,,vii1 #afg4 ,,stark4 ,selection3 ,the ,modern ,belle3 ,,vi1 #dfc4 ,,stevenson1 ,,robert ,,louis4 ,biography3 ,i1 #abh4 ,selections3 ,at the ,seaside3 ,i1 #abi4 ,autumn ,fires3 ,i1 #cid4 ,bed in ,summer3 ,i1 #agc4 ,block ,city3 ,i1 #aif4 ,cow1 ,the3 ,i1 #ajf4 ,fairy ,bread3 ,i1 #aih4 ,foreign ,children3 ,i1 #cea4 ,foreign ,lands3 ,i1 #acj4 ,from a ,railway ,carriage3 ,i1 #aih4 ,keepsake ,mill3 ,i1 #cdi4 ,land of ,counterpane1 ,the3 ,i1 #add4 ,looking ,forward3 ,i1 #ajf4 ,marching ,song3 ,i1 #aee4 ,modestine3 ,,ix1 #djc4 ,my ,bed ,is a ,boat3 ,i1 #abf4 ,picture-,books in ,winter3 ,,ii1 #hg4 ,rain3 ,i1 #aaj4 ,recovery of the ,hispaniola1 ,the3 ,,vii1 #ceb4 ,shipwreck1 ,the3 ,,vi1 #cga4 ,singing3 ,i1 #hc4 ,sun's ,travels1 ,the3 ,i1 #fh4 ,swing1 ,the3 ,i1 #fg4 ,system3 ,i1 #aaa4 ,thought1 ,a3 ,i1 #ff4 ,time to ,rise3 ,i1 #cdj4 ,where ,go the ,boats83 ,i1 #bef4 ,whole ,duty of ,children3 ,i1 #cja4 ,wind1 ,the3 ,i1 #ddj4 ,windy ,nights3 ,,ii1 #abc4 ,young ,night ,thought3 ,i1 #cjb4 ,stonewall ,jackson's ,way3 ,v1 #djj4 ,stop1 ,stop1 ,pretty ,water3 ,i1 #cag4 ,,stories4 ,a ,dog of ,flanders3 ,,iv1 #ic4 ,the ,pine-,tree ,shillings3 ,,iv1 #aib4 ,gulliver's ,travels3 ,v1 #f4 ,rab and ,his ,friends3 ,,vi1 #ii4 ,a ,christmas ,carol3 ,,vi1 #bdd4 ,three ,sundays in a ,week3 ,,vi1 #dec4 ,the ,governor and the ,notary3 ,,vii1 #bj4 ,a ,descent into the ,maelstrom3 ,,viii1 #ie4 ,the ,tempest3 ,,viii1 #cfd4 ,the ,gold-,bug3 ,,ix1 #bcb4 ,see ,,adventure2 ,,fairy ,,lore ,,and ,,folk ,,lore2 ,,novels4 ,,stories ,,of ,,adventure4 ,see ,,adventure4 ,stories1 ,reading3 ,x1 #ade4 ,stories1 ,telling3 ,x1 #fc4 ,stories of the ,creation3 ,,iv1 #aei4 ,story of ,aladdin1 or the ,wonderful ,lamp1 ,the3 ,,iii1 #bhh4 ,story of ,esther1 ,the4 ,see ,esther1 ,the ,story of4 ,story of ,joseph1 ,the4 ,see ,joseph1 ,the ,story of4 ,story of ,phaethon1 ,the4 ,see ,phaethon1 ,the ,story of4 ,story of ,ruth1 ,the4 ,see ,ruth1 ,the ,story of4 ,story of ,siegfried1 ,the4 ,see ,siegfried1 ,the ,story of4 ,studies1 ,of3 ,,ix1 #djj4 ,,studies4 7,the following are selections upon which the studies are based4 ,in chapter ,,xix of ,volume ,x the more important studies are arranged in the order in which the selections appear in the several volumes47 ,alfred the ,great3 ,,iv1 #bfj4 7,study in ,history--,x1 #dad47 ,america3 ,,viii1 #fj4 ,american ,flag1 ,the3 ,v1 #cif4 ,annie ,laurie3 ,,vi1 #aai4 7,study in ,close ,reading--,x1 #bdc47 ,ballad of ,agincourt3 ,v1 #ie4 7,story ,told--,x1 #gd47 ,bannockburn3 ,,vii1 #ae4 ,barefoot ,boy1 ,the3 ,,iv1 #c4 7,study--,x1 #bhf47 ,battle of ,saratoga3 ,,ix1 #agf4 7,study in ,history--,x1 #dai47 ,boat ,song3 ,,vii1 #ag4 ,boston ,massacre1 ,the3 ,,iv1 #bag4 7,study in ,argument--,x1 #cgj47 ,braddock's ,defeat3 ,v1 #cgi4 7,study in ,close ,reading--,x1 #bbg47 ,brown ,thrush1 ,the3 ,i1 #adg4 7,study--,x1 #bgf47 ,brute ,neighbors3 ,,vii1 #bfj4 7,nature ,study--,x1 #chc47 ,bugle ,song1 ,the3 ,,vi1 #acc4 7,study--,x1 #bhg47 ,call to ,arms1 ,a3 ,,ix1 #dge4 ,chambered ,nautilus1 ,the3 ,,ix1 #ded4 ,child's ,world1 ,the3 ,,ii1 #ff4 7,study--,x1 #bgg47 ,christmas ,carol1 ,a3 ,,vi1 #bdd4 7,study in ,scene--,x1 #afh47 7,study of ,picture1 ,bob and ,tiny ,tim--,x1 #da47 ,christmas in ,old ,time3 ,,vi1 #cef4 ,cid ,campeador3 ,,iv1 #i4 7,study in ,exposition--,x1 #cfh47 ,cinderella3 ,i1 #bbd4 7,character ,study--,i1 #bch47 7,complete ,study--,x1 #aej47 ,cloud1 ,the3 ,,vii1 #beg4 7,study--,x1 #cja47 ,country ,squire1 ,the3 ,,vi1 #dgd4 ,cubes of ,truth1 ,the3 ,,vii1 #djf4 ,cupid and ,psyche3 ,,iii1 #cfe4 ,daffodils1 ,the3 ,,vii1 #a4 ,david ,crockett in the ,creek ,war3 ,,viii1 #cg4 7,study--,x1 #bdd47 ,death of ,csar1 ,the3 ,,ix1 #adc4 7,study--,x1 #bec47 ,definition of a ,gentleman3 ,,iv1 #agj4 7,study in ,close ,reading--,x1 #bcd7 ,descent into the ,maelstrom1 ,a3 ,,viii1 #ie4 ,dog and ,his ,shadow1 ,the3 ,i1 #fc4 7,study on ,scene--,x1 #afd47 ,down ,tumbled ,wheelbarrow3 ,i1 #df4 7,study of ,picture--,x1 #eh47 ,dream ,children3 ,a ,revery3 ,,viii1 #cce4 ,drummer1 ,the3 ,i1 #cjc4 7,complete ,study--,x1 #aic47 ,exciting ,canoe ,race1 ,an3 ,,vii1 #gi4 7,study in ,forms of ,expression--,x1 #cgf47 ,expense1 ,of3 ,,ix1 #cig4 ,fairies1 ,the3 ,i1 #dje4 ,fairies of ,caldon-,low1 ,the3 ,,ii1 #cie4 7,story ,told--,x1 #fh47 ,faithless ,sally ,brown3 ,,iii1 #ib4 7,study in ,close ,reading--,x1 #bcb47 ,fate of the ,indians1 ,the3 ,,ix1 #dff4 ,fir ,tree1 ,the3 ,,ii1 #fh4 7,study of ,picture1 ,the ,swallow and the ,stork ,came--,x1 #ee47 7,study in ,the ,lesson and the ,author's ,purpose--,x1 #agc47 ,first ,snowfall1 ,the3 ,,ii1 #djc4 7,study in ,figures--,x1 #bgj47 7,complete ,study--,x1 #bha47 ,forsaken ,merman1 ,the3 ,,vii1 #ahj4 7,study--,x1 #bie47 ,fox and the ,crow1 ,the3 ,i1 #fd4 7,complete ,study--,x1 #ahg47 ,fox and the ,stork1 ,the3 ,i1 #gc4 7,study on ,scene--,x1 #aff47 ,frithiof the ,bold3 ,,iii1 #cid4 ,geraint and ,enid3 ,v1 #adh4 7,study of ,picture1 ,geraint ,hears ,enid ,singing--,x1 #fj47 ,gettysburg ,address1 ,the3 ,,ix1 #cba4 ,gold-,bug1 ,the3 ,,ix1 #bcb4 7,study--,,ix1 #bhc47 ,golden ,touch1 ,the3 ,,ii1 #dc4 ,gulliver's ,travels3 ,v1 #f4 7,study in ,close ,reading on ,adventures in ,lilliput--,x1 #bce47 ,hardy ,tin ,soldier1 ,the3 ,i1 #adh4 7,character ,study--,x1 #aeh47 ,hare and the ,tortoise1 ,the3 ,i1 #ga4 7,complete ,study--,x1 #ahe47 ,heart of ,bruce1 ,the3 ,v1 #caf4 7,study in ,close ,reading--,x1 #bch47 ,herv ,riel3 ,,viii1 #afh4 7,story ,told--,x1 #gh47 ,holger ,danske3 ,,ii1 #cgg4 ,how ,they ,brought the ,good ,news from ,ghent to ,aix3 ,v1 #cce4 ,impeachment of ,warren ,hastings1 ,the3 ,,ix1 #cb4 7,study--,x1 #bdh47 ,in ,time's ,swing3 ,,ii1 #dha4 ,incident of the ,french ,camp3 ,,iv1 #agd4 ,industry and ,sloth3 ,i1 #cjj4 7,study in ,close ,reading--,x1 #bbi47 ,jack and ,the ,beanstalk3 ,i1 #aef4 7,study of ,picture--,x1 #eb47 ,keepsake ,mill3 ,i1 #cdi4 ,king of ,the ,golden ,river1 ,the3 ,,ii1 #dje4 7,study--,,ii1 #dda47 7,study in ,description--,x1 #cff47 7,complete ,study--,x1 #cic47 ,land of ,counterpane3 ,i1 #add4 ,lead1 ,kindly ,light3 ,v1 #aaj4 7,study--,x1 #ih47 ,little ,blue ,pigeon3 ,i1 #acc4 ,little ,giffin of ,tennessee3 ,,iv1 #dfa4 7,story ,told--,x1 #ga47 ,lochinvar3 ,,iii1 #dcb4 ,lost ,child1 ,the3 ,,vii1 #dji4 7,study in ,close ,reading--,x1 #bdc47 ,milkmaid1 ,the3 ,,ii1 #cgd4 ,my ,bed is ,my ,boat3 ,i1 #abf4 7,study of ,picture--,x1 #eb47 ,my ,mother's ,picture3 ,,vii1 #cca4 7,study in ,description--,x1 #cfg47 ,ode on a ,grecian ,urn3 ,,ix1 #dfb4 ,ode to a ,skylark3 ,,vii1 #bge4 7,study in ,figures--,x1 #bfh47 7,study in ,reading ,poetry--,x1 #cjf47 ,old ,gaelic ,lullaby3 ,i1 #bjc4 ,old ,oaken ,bucket3 ,,vii1 #aa4 ,origin of the ,opal3 ,,ii1 #dhj4 7,study--,x1 #bhe47 ,passing of ,arthur1 ,the3 ,v1 #bcg4 7,complete ,study--,x1 #bad47 ,petrified ,fern1 ,the3 ,,vii1 #gg4 7,study--,x1 #bia47 ,phaethon1 the ,story of3 ,,ii1 #bjf4 ,picture ,books in ,winter3 ,,ii1 #hg4 ,pippa ,passes3 ,,ix1 #bic4 7,study--,,ix1 #caf47 ,pond in ,winter1 ,the3 ,,vii1 #bhj4 7,nature ,study--,x1 #chd47 ,poor ,richard's ,almanac3 ,,vi1 #djg4 7,study in ,character ,building--,x1 #aja47 ,potato1 ,the3 ,,ii1 #dfg4 7,study--,x1 #bhe47 ,queen of ,the ,underworld1 ,the3 ,,ii1 #dfh4 ,rab and ,his ,friends3 ,,vi1 #ii4 7,study in ,emotional ,power--,x1 #agg47 7,study in ,close ,reading--,x1 #bbe47 ,reading ,history3 ,v1 #cid4 ,reading ,shakespeare3 ,,viii1 #cdf4 ,reaper and the ,flowers1 ,the3 ,i1 #daj4 7,study--,x1 #bgb47 ,reapers ,dream1 ,the3 ,,vii1 #cde4 ,recessional1 ,the3 ,,vii1 #afd4 ,recovery of the ,hispaniola1 ,the3 ,,vii1 #ceb4 ,reminiscences of a ,pioneer3 ,v1 #cdj4 7,study--,x1 #aai47 ,robert of ,lincoln3 ,,ix1 #ddd4 ,robin ,hood and the ,stranger3 ,,iii1 #ddd4 7,study in ,narration--,x1 #cfc47 ,robinson ,crusoe3 ,,iii1 #de4 7,nature ,study--,x1 #chb47 ,rock-a-,by ,lady1 ,the3 ,i1 #id4 ,seven ,times ,one3 ,,ii1 #aai4 7,study--,x1 #bgh47 ,shuffle-,shoon and ,amber-,locks3 ,,ii1 #aba4 7,study of ,picture--,x1 #ed47 ,snow ,queen1 ,the3 ,,ii1 #abd4 7,study on ,plot--,,ii1 #afi47 ,some ,children's ,books of the ,past3 ,v1 #aja4 ,something3 ,i1 #cie4 ,sweet and ,low3 ,,vi1 #abb4 ,swiss ,family ,robinson3 ,,iii1 #ii4 7,nature ,study--,x1 #chb47 ,tempest1 ,the3 ,,viii1 #cfd4 7,studies for ,the ,tempest--,,viii1 #dfh47 ,to ,h4 ,w4 ,l43 ,,iv1 #hd4 ,to ,my ,infant ,son3 ,,vi1 #dgh4 ,tom1 the ,water ,baby3 ,,ii1 #bae4 7,study of ,picture1 ,tom and the ,dragon ,fly--,x1 #ee47 7,study of ,story--,x1 #aih47 7,nature ,study ,lesson--,x1 #cha47 ,tom and ,maggie ,tulliver3 ,,vii1 #ahf4 ,town ,mouse and the ,country ,mouse1 ,the3 ,i1 #aii4 ,trees and ,ants that ,help ,each ,other3 ,,vii1 #cjf4 7,study--,x1 #che47 ,twin ,brothers1 ,the3 ,i1 #bfd4 ,ugly ,duckling1 ,the3 ,i1 #dad4 ,village ,blacksmith1 ,the3 ,,iv1 #hf4 ,vision of ,mirza1 ,the3 ,,ix1 #bhe4 7,study in ,notes47 ,visit from ,st4 ,nicholas1 ,a3 ,,ii1 #bjb4 7,study in ,figures--,x1 #bgj47 ,who ,stole the ,bird's ,nest83 ,,ii1 #cii4 7,character ,study--,x1 #ie47 ,why the ,sea ,is ,salt3 ,,ii1 #dhd4 7,study in ,close 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99 99 99 99 99 ,transcriber's ,note ,the following corrections have been made3 #fj made clear8 changed to made clear87 #fa ,after the childen changed to ,after the children #ge long been forgotton changed to long been forgotten #id ,something1 ,volume1 ,i changed to ,something1 ,volume ,i #aje ,pride breakfasted changed to ,pride breakfasted #aba ,pere ,marquette changed to ,pre ,marquette #abf you select changed to you to select #ade #b4 ,reading ,stories changed to #b4 ,reading ,stories #bci hundred years ago4 changed to hundred years ago47 #bci ,what causes it8 changed to ,what causes it87 #bdb forty-sixth stanza4 changed to forty-sixth stanza8 #bid poet when he changed to poet when she #cjc are the genii changed to are the genii #cjc mean3 ,wherever changed to mean3 ,wherever #cac person can forciby changed to person can forcibly #cef ,pere ,marquette changed to ,pre ,marquette #cfc are easily modifed changed to are easily modified #cfc rough and-tumble changed to rough-and-tumble #chf a4 ,nursery rhymes3 changed to a4 ,nursery rhymes3 #cij ,fox1 ,the ,wolf changed to ,fox1 the ,wolf #dje ,pere ,marquette changed to ,pre ,marquette #dcd of his death4 changed to of his death47 #deb to subject-matter1 changed to to subject-matter4 #dgc ,fennimore changed to ,fenimore #dgi ,the ,forsken changed to ,the ,forsaken #dha ,psyche4 changed to ,psyche3 #dhc ,,myths ,,and ,,legendary changed to ,,myths and ,,legendary #dhe ,pre ,marquette changed to ,pre ,marquette #dhi ,,selections 7under ,macaulay7 changed to ,selections #dia a ,grecian ,urn1 changed to a ,grecian ,urn3 7twice7 #dia ,illustrative ,study of ,a ,call to ,arms1 as a type of changed to ,illustrative ,study of ,a ,call to ,arms1 as a type of #dib ,,drama3 changed to ,,drama2 #dic ,queen ,victoria4 changed to ,,queen ,,victoria4 #did of the ,past4 changed to of the ,past3 ,the following words were inconsistently spelled or hyphenated3 sop _/ ,aesop archway _/ arch-way ,csar _/ ,caesar clearcut _/ clear-cut ,corts _/ ,cortez ,de la ,rame _/ de la ,ramee highborn _/ high-born lifelike _/ life-like medival _/ medieval ,nowadays _/ ,now-a-days retelling _/ re-telling rewritten _/ re-written ,rock-a-by ,lady _/ ,rock-a-,by ,lady _/ ,rock-a-,by-,lady ,rumpelstiltzkin _/ ,rumpelstiltzken subtitles _/ sub-titles ,thermopyl _/ ,thermopylae today _/ to-day