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2. _a_, _b_, _c_ and _d_. Read pages 180-182, Volume IX.
3. _a_ and _b_. Pages 182-183, Volume IX.
4. _a_ and _b_. Pages 181-182, Volume IX. The quotation from Burke, Volume IX, pages 183 and 184, and the following paragraph are interesting accounts of the feeling in England and America over the apparent successes of Burgoyne.
_c._ The causes of the increased efficiency of the Americans and the bitterness with which the British were regarded by the colonists is explained on pages 184 and 185 of Volume IX.
Something of the nature of the Indian allies may be gained from the story, _An Exciting Canoe Race_ (Volume VII, page 79).
A stirring poem, to be read in this connection, is _The Old Continentals_ (Volume VII, page 175).
5. _a_, _b_, _c_ and _d_. The final days of the campaign and the surrender are described on pages 193-200, Volume IX. In using this, bring out the following points not made in the original outline:
The near approach of Clinton and the message from him. What must Burgoyne have felt when he received the message! Put human interest into the tale.
The character of Burgoyne, Gates and Arnold, as shown by their acts.
The Germans (Hessians) in the campaign.
The burial of General Frazer.
The condition of the British troops when they surrendered.
The terms of surrender.
Gates's message to Congress.
6. _a_, _b_, _c_, _d_ and _e_. See, in this connection, pages 198 and 199 of Volume IX.
_The Soldier's Dream_ (Volume VII, page 170) is a good poem to read for the purpose of exciting sympathy for the soldiers.
_The Picket Guard_ (Volume VII, page 177) is useful in a similar way, though written in connection with another war.
_The American Flag_ (Volume V, page 396) may be used here. Did the American soldiers carry the flag of the United States at the time of the battle of Saratoga? If not, what flag was borne? Did the "United Colonies" have a flag?
By consulting the tabulated list of selections useful in history cla.s.ses 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 ent.i.tled _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 cla.s.ses 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 cla.s.sics 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 quant.i.ty 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-cla.s.s literature for adults as well as young children and the studies are worthy a place in any high school.
The older a person grows the more he loves the things that were a delight to his childhood and the more keenly he realizes his loss if he never had the opportunity to become well acquainted with the great masterpieces that have been the comfort and inspiration of such countless thousands of people. Men and women of judgment never criticize the selections in _Journeys_ on the ground that they are too simple or are childish. Good literature never dies, never loses its interest. It lives in a day-by-day intimacy with every one of its acquaintances, and the love for it increases year by year for everyone who will listen to its teachings.
Doubtless some high school students will be glad to have pointed out to them more in detail the things which are especially applicable to their work in school and which will help them in the mastery of the subject so that their school work will be made easier and they may raise their rank in the eyes of their teachers and companions.
A
Nearly all of the studies in the other volumes and all of them in this volume are of value to high school students. If they are not difficult enough to cause work they at least suggest ways of reading that will be valuable. In the ten volumes the studies are scattered so that young children may not see too much of the machinery of instruction as they read. On the other hand the high school student wants the material systematically arranged and easy of access.
Accordingly the following arrangement of the studies in this and the other volumes of _Journeys_ will be of a.s.sistance:
I. Studies in Character: (1) _Cinderella_, Volume I, page 224.
(2) _The Hardy Tin Soldier_, X, 158.
(3) _Rab and His Friends_, X, 177.
II. Studies in plot: (1) _The Snow Queen_, Volume II, page 124.
(2) _The Gold Bug_, IX, 232.
(3) _Cinderella_, X, 150.
III. Studies in description: (1) _The King of the Golden River_, Volume II, page 405.
(2) _The Reaper's Dream_, VII, 345.
(3) _The Recovery of the Hispaniola_, VII, 352.
IV. Method of a.n.a.lysis: (1) _The Gettysburg Address_, Volume IX, page 321.
(2) _Braddock's Defeat_, X, 227.
V. General studies involving several or all of the main points: (1) _Incident of the French Camp_, Volume IV, page 174.
(2) _The Tempest_, VIII, 468. (Extensive studies following the drama.) (3) _The Pa.s.sing of Arthur_, X, 214.
VI. Studies in rhyme, meter and melody: (1) _The Country Squire_, Volume VI, page 474.
(2) _To My Infant Son_, VI, 478.
(3) _The Daffodils_, VII, 1.
(4) _The Old Oaken Bucket_, VII, 11.
(5) _Bannockburn_, VII, 15.
(6) _Boat Song_, VII, 17.
(7) _The Bugle Song_, X, 287.
VII. Studies in interpretation, giving various methods and considering different phases of the subject: (1) _Christmas in Old Time_, Volume VI, page 356.
(2) _The Recessional_, VII, 164.
(3) _The Cubes of Truth_, VII, 406.
(4) _America_, VIII, 60.
(5) _A Descent Into the Maelstrom_, VIII, 95.
(6) _Dream Children_, VIII, 335.
(7) _The Vision of Mirza_, IX, 285.
