Journeys Through Bookland, Vol. 10: The Guide

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

The Germans (Hessians) in the campaign.

The burial of General Frazer.

The condition of the British troops when they surrendered.

The terms of surrender.

Gates’s message to Congress.

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

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

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

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

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

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

CHAPTER XVII

Journeys Through Bookland in Its Relation to the High School

Introduction

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

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

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

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

A

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

1. I. Studies in Character:
2. (1) Cinderella, Volume I, page 224.
3. (2) The Hardy Tin Soldier, X, 158.
4. (3) Rab and His Friends, X, 177.
5. II. Studies in plot:
6. (1) The Snow Queen, Volume II, page 124.
7. (2) The Gold Bug, IX, 232.
8. (3) Cinderella, X, 150.
9. III. Studies in description:
10. (1) The King of the Golden River, Volume II, page 405.
11. (2) The Reaper’s Dream, VII, 345.
12. (3) The Recovery of the Hispaniola, VII, 352.
13. IV. Method of analysis:
14. (1) The Gettysburg Address, Volume IX, page 321.
15. (2) Braddock’s Defeat, X, 227.
16. V. General studies involving several or all of the main points:
17. (1) Incident of the French Camp, Volume IV, page 174.
18. (2) The Tempest, VIII, 468. (Extensive studies following the drama.)
19. (3) The Passing of Arthur, X, 214.
20. VI. Studies in rhyme, meter and melody:
21. (1) The Country Squire, Volume VI, page 474.
22. (2) To My Infant Son, VI, 478.
23. (3) The Daffodils, VII, 1.
24. (4) The Old Oaken Bucket, VII, 11.
25. (5) Bannockburn, VII, 15.
26. (6) Boat Song, VII, 17.
27. (7) The Bugle Song, X, 287.
28. VII. Studies in interpretation, giving various methods and considering different phases of the subject:
29. (1) Christmas in Old Time, Volume VI, page 356.
30. (2) The Recessional, VII, 164.
31. (3) The Cubes of Truth, VII, 406.
32. (4) America, VIII, 60.
33. (5) A Descent Into the Maelstrom, VIII, 95.
34. (6) Dream Children, VIII, 335.
35. (7) The Vision of Mirza, IX, 285.
36. (8) Pippa Passes, IX, 293.
37. (9) Rab and His Friends, X, 225.
38. (10) The Reaper and the Flowers, X, 272.
39. (11) Adventures in Lilliput, V, 8.
40. (12) David Crockett in the Creek War, VIII, 37.
41. (13) The Impeachment of Warren Hastings, IX, 32.
42. (14) A Christmas Carol, VI, 244.
43. VIII. Biographical sketches of authors, suitable for class use:
44. (1) Robert Louis Stevenson, Volume I, page 128.
45. (2) Eugene Field, I, 242.
46. (3) Aesop, II, 1.
47. (4) Hans Christian Andersen, II, 81.
48. (5) Henry W. Longfellow, IV, 62.
49. (6) Alice and Phoebe Gary, IV, 116.
50. (7) Nathaniel Hawthorne, IV, 180.
51. (8) Jonathan Swift, V, 1.
52. (9) Sir Walter Scott, VI, 26.
53. (10) John Howard Payne, VI, 221.
54. (11) John Greenleaf Whittier, VII, 381.
55. (12) William Cullen Bryant, VII, 391.
56. (13) Oliver Wendell Holmes, VII, 398.
57. (14) James Russell Lowell, VII, 411.
58. (15) Elizabeth Barrett Browning, VII, 419.
59. (16) Washington Irving, VIII, 216.
60. (17) Charles and Mary Lamb, VIII, 328.
61. (18) William Shakespeare, VIII, 468.

B

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CHAPTER XVIII

Recitations and Special Days in School

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

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

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

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

II. Memorial Day. A few of the selections suitable for this occasion are the following:

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

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

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

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

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

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

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

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

CHAPTER XIX

Handy List of Studies in Journeys Through Bookland

Volume One

Volume Two

Volume Three

Volume Four

Volume Five

Volume Six

Volume Seven

Volume Eight

Volume Nine

CHAPTER XX

Supplementary Book Lists

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

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

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

In the books of this series the love story has little place, and into it sex problems do not enter. Its readers have not reached an age when such things are of serious moment, 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 another. However, there is an abundance of sentiment, and the home feelings are recognized again and again; the love of parents for each other and for their offspring, the love of brother and sister, friendship, the pure affection of young people, love of home, of God, of country, all are subjects of the finest selections the language contains. Such are to be found in abundance.

In the lists more latitude has been allowed, and while nothing has been included that may excite anything but the purest emotions, yet room has been made for many of the great novels that are real studies of the lives and characters of adults. These books, really written for older people, will have their message for the young, a message that will be amplified and perhaps changed entirely, when, after many years, the book is read again with no lessened interest. 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 long, prosy meanderings with which Hugo has delayed the march of his plot. Some years later the same boy, grown to a college student, read Les Miserables again with even greater interest. He remembered the story quite well, but the prosy meanderings had to his broadened intelligence become wonderful pictures of life, and even the book-long description of the Battle of Waterloo was fascinating, though its only function in the story was to say that one man saved another man’s life. The boy, now a man in middle life, read Hugo’s masterpiece a third time. Story and description were now secondary in interest, but the author’s deep insight into human nature, his brilliant style and shrewd, kindly philosophy held the old reader more closely than had anything before. So will it be with many of the books in the list. If we are to make friends, let us meet them as early as we can, see them as often as we can, and cling to them as long as we can.

In recommending books to children, 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 profitable. The books in these lists are all interesting in themselves, and there need be no fear that they will not be read. The child who has been trained after the manner indicated in these talks will need little further assistance in mastering these books.