■v^ '^^y •^oV* ^■^ V 5 °<. \''-°\>* ."<-■ ^°-n.. vP„C^ ^ ^ *A ^O .^' :^-- • • « * NT * 'V ^ ~'yiW^ ^v -^ ."^^p^ ^0^ ^' -^ ..H. ^o/':^"^'- c^rn^/ ^^^^ ^S:^'^ ^* .-'^^^ X/* ;'^^:' .^._ ^o. e. % .^' o ; <0 o '^^o^ 4 o ^"> ^> .' J' ^ .0 r. * « 4 o^ "oK A^^ ^oV 3^ ^c , ^>t.<-^ o*^^^^:^P^. ^. « ':mm^r:^ -^r.'^ -(^$^&^- ^^MrS TMt TEACHER'S HBEPBR, subscription. Vol. V. MAY, 1899. $2.00 per year. No. 10. I J* \^ i^ \^ \^ I* 1* i it ^^ A Term's Work ON Will lER *?^ ^1 II ^s{f i'& ijf i^ i{f rjf jjf ^i^i at fa * * rtf i5f »1f jif tH i^ *Jf nH 4& j^- rlf ^Jj^;:* rJf ;tJ * * *S^;Jf TJf iJJ iJ^JJ Ai^i ^'^i ^^ ^^ ^ k The Teacher's Helper is published monthly in Chicago by A. FLANAGAN. By ArSM/\ U. SITTUBR CHICAGO A. Flanagan, Publisher a TEACHER'S HELPER Is the result of a wish on the part of the publishers to issue in cheap form Guides or Helps to Teachers on given subjects, and also excellent Supplementary Reading, at a low price. Each issue is com- ' plete in itself. No pains will be spared to obtain the best material ! that can be had from active, prominent and successful persons now teaching. THE NUMBERS AS ISSUED ARE: 1894. Cook's Nature Myths and Stories. '■ " Ensign's U. S. History Outlines. ; " Burtoifs Outlines of English Grammar. " Nelson's Outlines of Elementary Science. " 1893. Nameless Stories, Supplementary Reading. i Study of Hiawatha, Teacher's Edition. I " Norse Gods and Heroes. | Castle's Entertainments No. 1. i Introductory Guide to Nature Study. Walks and Talks, by William Hawley Smith. " Helper in School Entertainments. 1S95. Fables and Fact Stories. '. Cat Tails and Other Tales. Three Little Lovers of Nature. " Castle's Entertainments No. 2. • " Legends of the Red JMan's Forest. 1898. Victor in Buzzland, Natural History. ' Taylor's Literary Work in the Schoolroom. Stories from American History, Ellis. ^ Pritchard's Choice Dialogues. .; " Nature and History Stories. ] Ways, Methods and Devices of 1.000 Prominent Teachers. | " Epochs in American History, Ellis. 1896. Scientific Temperance Manual. Leading American Industries. — Minerals. ' " Le.vis' History Outlines. " Our Go'd Mine.— Sequel to Black Beauty. j " Strike at Shanes. I 1807. History of My Friends, or Home Life with Animals. I Lives of the Presidents.— Ellis. ] " Select Stories.— Bass. { " Our Friends, the Birds. \ The Pied Piper and Other Stories enlarged. i " Tall 1898. Leading American Industries.— Products of the Soil. Early History Stories. ; Blocks With Which We Build. Supplementary Reading. i Pritchard's Choice Dialogues. •' Aunt Martha's Corner Cupboani : " Black Beauty. A Term's Work on Longfellow. ■ VOLUME 5. \ 1898. Outlines and Topics of English History. '■ Cortez, Montezuma and Mexico, liy Bess Mitchell. I Outlines for Advanced Grades in U. S. History. ^ " The Story of Lafayette. i The Evangeline Book. 1899. Natural Method of Number Teaching. '• IVIanual of Nature Study. Dramatized Themes. ' i The Stor5' of Longfellow. j A Term's" Work on W'hittier. ] Subscription Price, $2.00 per Volume. Any number 25c. j A. rbAMAGAIN, Publisher, ] 267 Wabash Ave., Chicago. t rNo. L Aug., • IL Sept., . " III. Oct. "" " IV. Nov., •' VI. Jan., " VII. Feb., ^ ■' VIIL March, o " IX. April, > " X. May, •' XL . " XII. June, July, ^No. I. Aug., '• II. Sept., '• III. Oct., ri " IV. Nov., Ul " V. Dec, i< " VI. Jan., " VIL Feb., -i '• VIIL March, w • IX. April, > X. May. •' XL June, . •• XIL July, f 'No. I. " II. Aug., 1 Sept., • III. Oct., ■' X. May, [ ■• XL June, . •• XII. July, CNo. I. " IL Aug., Sept. •• in. Oct., ■** " IV. Nov., u " V. Dec, s< " VI. Jan., 3 1 " VIL Feb., J " VIIL March, O > " IX. April, '• X. May, " XL June, ^ " XII. July, No. I. Aug., " IL Sept., " IIL Oct., " IV. Nov. " V. Dec, '^ VL .Tan., " VH. Feb., " VIIL March, " IX. April, " X. May, WHITTIER A TERM^S WORK ON WHITTIER BY ANNA L. SUTLER ^ CHICAGO A. FLANAGAN, Publisher f CCONO COPY. T i c^. 31282 Copyrighted 1899 BY A. FLANAGAN. TWO COPIES* R£CC:iV£0, -^e. f APRiylS! •\ ^~n^!^%ty A Term's Work on Whittier FOR LOWER GRADES. "It is a gift to mankind when a poet is raised up among us, who devotes his great powers to the sublime purpose of spreading among men principles of mercy and justice and freedom. This our friend Whittier has done in a degree unsurpassed by any other poet who has spoken to the world in our tongue."— >/z« Bright, of England, SUGGESTIONS TO TEACHERS. A late magazine writer has spoken of the ''new and good fashion of teaching the poems of our best writers to children in school." This outline was arranged to save this "new and good fashion" from becoming either haphazard or machine work. Most children are delighted to learn something of a noted author, for children are naturally addicted to hero-worship. Teach them to find the thought and motive which makes the hero. Every child should be supplied with a good blank book and if possible the small pictures of Whittier and his home which may be obtained from the publisher of this book for a trifle. Take up Whittier's early life, etc., in conver- sation lessons, afterward using them for composi- tion work. Permit nothing to be put in the blank books until it is written neatly and correctly. Have all the work in the books done with pen and ink and have the pictures pasted in their appropriate places. The poems to be studied should be copied, either from the blackboard or hectographed copies. The ability to copy neatly and correctly is not (7) 8 A TERM S WORK ON WHITTIKR. usual in children, and is worth cultivating. If the children succeed in preparing a nice book they will enjoy the work. The plan of work as given here may require modifications to suit the needs of different classes. A. L. S. All the poems found in the outline are used with the permission of Houghton & MifiSiin, author- ized publishers of Whittier's poems. A TERM S WORK ON WHITTIER. 9 JOHN GREENLEAF WHITTIER. Bom in Haverhill, Mass., Dec. 17, 1807. Died in Hampton Falls, N. H. Sept. 7, 1892. Buried in Friend's Cemetery in Amesbury, Mass. whittier's early life= Whittier was born in an old fashioned farm- house about three miles from Haverhill, Mass. The building is supposed to be over a hundred years old. It stands in a valley shut in by wooded hills. No other house is in sight. The house and its surroundings, as they were in Whittier's boyhood, are faithfully described in ''Snow-bound." All the surroundings of his childhood were very plain. "Barefoot Boy" is probably a descrip- tion of himself as a boy. His opportunities of education were limited. Most of his teaching was obtained in the school- house described in the poem "In School Days." By making shoes all one winter he earned suf- ficient money to attend the Haverhill Academy the winter he was nineteen. When his board and tuition were paid he had a quarter of a dollar left. When the term closed he still had the quarter. By teaching a district school he succeeded in paying for another term at the academy. Soon after leaving school he was offered the position of editor of the "American Manufacturer," 10 A TKRM'S work on WHIT'TIHR. published in Boston. After the failure of this paper he acted as editor of two or three other papers. He finally settled in Amesbury, Mass. His life was mostly spent in one state, and even one county of that state. He was never south of the Potomac nor west of the Alleghenies. He was distinctly a new England man. Many of his poems describe New England scenery or tell of New England traditions and history. Some of his poems treating of these subjects are, '^Skip- per Ireson's Ride," ''Witch of Wenham," 'Truce of Piscataqua," "The Witch's Daughter," "Mogg Negone," and "The Dead Ship of Hurpswell." THE BAREFOOT BOY. Blessings on thee, little man, Barefoot boy, with checks of tan! With thy turned up pantaloons, And thy merry whistled tunes: With thy red lips, redder still Kissed by strawberries on the hill; With the sunshine on thy face. Through thy torn brim's jaunty grace: From my heart I give thee joy, — I was once a barefoot boy! Prince thou art — the grown up man Only is republican. Let the million-doUared ride! Barefoot, trudging at his side, Thou hast more than he can buy In the reach of ear and eye, — A TERM S WORK ON WHITTIER. 11 Outward sunshine, inward joy: Blessings on thee, barefoot boy. Oh, for boyhood's painless play, Sleep that wakes in laughing day, "^m-m > m^ THE "BAREFOOT BOY." Health that mocks the doctor's rules, Knowledge never learned of schools, Of the wild bees's morning chase. Of the wild-flower's time and place, 12 A term's work on whittier. I Flight of fowl and habitude, i Of the tenants of the wood, ] How the tortoise bears his shell, I How the wood-chuck digs his cell, ■ And the ground-mole sinks his well. ] How the oriole's nest is hung, j How the robin feeds her young, | Where the whitest lilies blow, * ] Where the freshest berries grow, '< Where the ground-nut trails its vine. Where the wood-grape's clusters shine. Of the black wasp's cunning way, ■ Mason of his walls of clay, And the architectural plans Of gray hornet artisans! — For, eschewing books and tasks, Nature answers all he asks; Hand in hand with her he walks, Face to face with her he talks. Part and parcel of her joy, — Blessing on the barefoot boy! O! for boyhood's time of June, Crowding years in one brief moon, When all things I heard or saw Me, their master, waited for. I was rich in flowers and trees, Humming-birds and honey-bees; For my sport the squirrel played. Plied the snouted mole his spade; For my taste the blackberry cone Purpled over hedge and stone; Laughed the brook for my delight Through the day and through the night, Whispering at the garden wall A tkrm's work on whittikr. 13 Talked with me from fall to fall! Mine the sand-rimmed pickerel pond, Mine the walnut slope beyond, Mine, on bending orchard trees. Apples of Hesperides! Still, as my horizon grew, I/arger grew my riches too; All the world I saw or knew Seemed a complex Chinese toy Fashioned for a barefoot boy. O, for festal dainties spread Like my bowl of milk and bread, — Pewter spoon and bowl of wood. On the doorstone, gray and rude! O'er me, like a regal tent. Cloudy-ribbed, the sunset bent. Purple-curtained, fringed with gold. Looped in many a wind-swung fold; While for music came the play Of the pied frogs' orchestra; And, to light the noisy choir, Lit the fly his lamp of fire. I was monarch: pomp and joy Waited on the barefoot boy! Cheerily, then, my little man. Live and laugh , as bo3^hood can ! Though the flinty slopes be hard. Stubble-speared the new-mown sward, Every morn shall lead thee through Fresh baptisms of the dew; Every evening from thy feet Shall the cool wind kiss the heat; All too soon these feet must hide 14 A term's work on whittier. In the prison cells of pride, lyose the freedom of the sod, Like a colt's for work be shod, Made to tread the mills of toil. Up and down in ceaseless moil. Happy if their track be found Never on forbidden ground; Happy if they sink not in Quick and treacherous sands of sin. Ah! that thou couldst know thy joy, Ere it passes, barefoot boy! LANGUAGE WORK. Explain apostrophes in '^brim's," "boyhood's," 'doctor's," "bee's;"\vildflower's,""wasp's'"^frogs," 'colt's," ''oriole's " "o'er." ite sentences nsing: mocks horizon pomp tenant complex orchestra artisan regal sward SUGGESTIONS FOR CONVERSATION AND COMPOSITION WORK. Describe the "barefoot boy," — clothing, face, etc. What did Whittier know about barefoot boys? What belonged to the boy which the "million dol- lared" could not buy? Tell five things the boy knew. How had he learned them? How is the oriole's nest hung ? Where do the freshest berries A TERM S WORK ON WHITTIER. 15 grow? (Perhaps sorae of the class may bring an oriole's nest or hornet's nest. Such things, or any information in regard to the phases of Nature study mentioned, will tend to make the poem more real to the child.) What is a brief moon ? Who owned ''all things he heard or saw ?" Name some of the things which he felt he owned. What were the ^'apples of Hes- perides?" (Golden fruit.) What was the supper of the barefoot boy? Where eaten? What were his dishes? What was his tent? What his music? What the light? What is the meaning of ''pied?" What advice does Whittier give the boy? What will happen to him "all too soon?" What are the "prison cells of pride?" What is Whittier's wish for the boy? What does the use of "thee," "thy," indicate ? Select the four lines (or more) you like the best in the poem. THE QUAKER POET. The Quakers are a religious body. This body had its origin in England over two hundred years ago with a man named Fox. They always call themselves "Friends" because part of their religi- ous belief is to consider themselves as friends of everyone. They believe war or armed resistance for any cause to be wrong. They refuse to take oaths, in court or elsewhere. They never use the common names of the days of the week, or of the 16 A term's work on whittikr. month, because these names are of heathen origin. Instead they speak always of the days and months by number, — Sunday is the First Day, etc. They use thee^ thou^ thy^ instead of the more common forms oi you. They dress always in quiet colors. This seemed more peculiar two hundred years ago than it does to day. Then men as well as women wore brilliant colors and lace and ruffles. The men of Quaker persuasion wear broad brimmed hats, which they refuse to take off as a mark of re- spect to any one. Many of their beliefs were very different from those held by the people of those times, and they were bitterly persecuted. Fox, when brought be- fore the judge on one occasion, told his persecutors '*to quake before the word of the Lord." From this circumstance they were called in contempt ''''Quakers^ Though they are as a people highly respected now, yet the name of Quaker still clings to them. The colony of Pennsylvania was founded as a refuge for the persecuted Quakers of England. From this colony they spread over the other colonies, preaching their peculiar doctrines. In many places, especially in New England, they met with severe persecutions, — having their tongues cut out, being branded with a hot iron, be- ing flogged at the cart's tail, and other cruel punish- ments. A term's work on WHITTIER. 17 Whittier's earliest American ancestor was a Huguenot, but his son married a Quakeress. The family since have been mostly Quakers. It is recorded of one of Whittier's ancestors that he refused the protection of the blockhouse during the Indian depredations. But he "entreat- ed" the Indians in so kindly a manner that he was never molested by them, though they came and went with fresh scalps at their belts. Whittier did not retain the Quaker style of dress, though the forms of speech and general be- lief he always retained. He is called "The Qua- ker Poet." Many of his poems describe the Quaker beliefs and customes; as, "First Day Thoughts," "The Meeting," and "The Quaker of the Olden Times." Other of his poems tell of their persecu- tions, both in Old England and New England; as, "Barclay of Ury," "Cassandra Southwick," and "The Exiles." A good description of Quaker life will be found in some chapters of "Uncle Tom's Cabin." Let these be read in class if possible. FIRST DAY THOUGHTS. In calm and cool and silence, once again I find my old accustomed place among My brethren, when, perchance, no human tongue Shall utter words; where never hymn is sung, Nor deep-toned organ blown, nor censer swung, Nor dim light faUing through the pictured pane! 18 A term's work on WHITTIER. Then, syllabled by silence, let me hear The still small voice which reached the prophet's ear; Read in my heart a still diviner law Than Israel's leader on his tables saw! Then let me strive with each besetting sin, Recall my wandering fancies, and restrain The sore disquiet of a restless brain; And as the path of duty is made plain, May grace be given that I may walk therein, Not like the hireling, for his selfish gain. With backward glances and reluctant tread. Making a merit of his coward dread, — But cheerful, in the light around me thrown, Walking as one to pleasant service led; Doing God's will as if it were my own, Yet trusting not in mine, but in his strength alone! LANGUAGE WORK. Define ^'syllabled" as used in the poem and write a sentence containing the word. Make a list of the adjectives in the poem. What mark is used at the end of the sixth line? Why is it used? Does it occur anywhere else in the poem? Suggestions for Conversation and Composition work. Why is Whittier called the Quaker Poet? Have the Quakers any "Creed?" What is meant by ''Creed?" Who founded the ''Society of Friends" or "Quakers?" What has been their history in this country? A tkrm's work on whittikr. 19 Write out the lines of the poem which indicate the peculiar belief of the Quakers. What is their opinion of war? Why do they use ''thee" and ''thou?" Read in Uncle Tom's Cabin the description of Quaker life. whittier's home— amesbury, mass. WHITTIER'S FAMILY. Whittier describes his father's family in his ac- count of the family group in Snowbound,— his father, mother, uncle, aunt, brother and two sis- ters. 20 / A term's work on whittikr. His father died when Whittier was about thirty years old. After that for some time he managed the home farm. When he finally settled in Ames- bury he took with him his mother, younger sister, Elizabeth, and his aunt, Mercy. These three lived with him until they died one after another. His sister, Elizabeth, seems to have been peculiarly dear to him. "The sweetest woman ev^er Fate, Perverse, denied a household mate." Amesbury has many traditions of their attach- ment for each other. She did some literary work of considerable merit. Some of her work is given in Whittier's published poems. After her death his home was never the same to him. He says in Snow-bound — "But still I wait with ear and eye For something gone which should be nigh, A loss in all familiar things, In flower that blooms and bird that sings. " His older sister, Mary, encouraged him through- out his early struggles. His first appearance in print was due her. She sent one of his poems to the local paper. This brought him the friendship of Garrison, who had much to do with moulding Whittier's career. He never married. After his sister Elizabeth's death a cousin kept house for him. A TKRM'S work on WHITTIER. 21 SNOW-BOUND. This poem is considered Whittier's best. It is a description of a New England snow-storm and of a family shut in by it. All the surroundings are those of Whittier's boyhood — the family is his own. whittier's BIRTH-PI.ACE. The descriptions are very beautiful and real, though he tells of homely every-day objects and incidents — the barnyard after a snowstorm, the family group about the old-fashioned fireplace, and 22 A term's work on whittier. the opening of a road through the snow-filled high- way. The poem was written in 1866, when Whittier was nearly sixty years old. It was written origi- nally for ''Our Young Folks" a forerunner of ^'St. Nicholas." The editor asked him to write a poem descriptive of his boyhood. In answer to an inquiry he said later: ''The matter has grown beyond bounds. Thee wanted twelve stanzas, and three times that are now writ- ten and the story's hardly begun, and moreover I fear thee will not like it." However the publishers were very glad to take the poem when finished. They sent an artist to get sketches of the old Whittier homestead to illus- trate it. Whittier was very unwilling to have the artist visit his old home. He said, "Thee will find it guarded by a dragon, and a very untidy dragon." This the artist found true, as the tenant of the place was a foreigner who understood little Eng.- lish. A large cook stove stood before the fireplace and everything was in an unkempt condition. The artist finally persuaded them to move the cook stove and place the crane and andirons in posi- tion. Then going to the attic he found some of the old furniture — chairs, tables, etc. These he A term's work on whittier. 23 brought down and placed around the room. Then he made a sketch of the whole. When he went back to Whittier the author met him with a smile, feeling sure he had gained nothing. The artist opened his note book and showed his sketch. The old poet gazed at it with tears in his eyes. ''How did thee do it? How did thee do it? 'Tis just as we knew it nearly half a century ago." Whittier was well paid for this poem, receiving twice the amount originally agreed upon. This placed him for the first time in his life beyond want. AFTER THE SNOW-STORM. And, when the second morning shone, We looked upon a world unknown, On nothing we could call our own. Around the glistening wonder bent The blue walls of the firmament, No cloud above, no earth below — A universe of sky and snow! The old familiar sights of ours Took marvelous shapes, strange domes and towers Rose up where sty and corn-crib stood, Or garden wall, or belt of wood; A smooth white mound the brush-pile showed, A fenceless drift what once was road; The bridle-post an old man sat With loose-flung coat and high cocked hat; The well curb had a Chinese roof; And even the long sweep high aloof, In its slant splendor, seemed to tell Of Pisa's leaning miracle. — Selection from Snowbo2ind. 24 A term's work on whittier. Suggestions for Conversation Lessons and Composition Work. If this selection be read just after a heavy snow- storm the effect will be heightened. Ask the chil- dren if they ever saw a scene such as is pictured here. Bring out the meaning of * 'glistening won- der'^ and "firmament.'' Why was this a "world unknown?" Why was there "no earth below?" Why did "old familiar sights" take "marvelous shapes?" How could the sty and corn-crib be changed to "strange domes and towers?" What is a bridle post? A well-curb? Chinese roof? Long sweep? (Show picture of an old fashioned well with the long sweep.) What is "Pisa's leaning miracle?" (A tower at Pisa, Italy, which leans thirteen feet out of the perpendicular. The "miracle" consists in its being able to remain standing. The cause is said to be the lightness of the structure. Had the wind blown while this snow was falling. How can you tell? WHITTIER'S OPPOSITION TO SLAVERY. When Whittier was a boy and until he was nearly sixty years old, all through the Southern half of the United States negroes were held as slaves. That is, their labor and they themselves belonged to the white man who chanced to be their owner, and he might buy or sell or treat them in A tkrm's work on whittikr. 25 any way he chose. Many slave owners, especially in the border states, were very kind to their slaves. But farther south in the cotton states they were often cruelly treated. The hard thing about slav- ery was that any slave owner had the right, ac- cording to law, to be kind or cruel, as he chose. (Chapters selected from ''Uncle Tom's Cabin" would make this clear.) The Quakers always believed slavery to be wrong and did all they could against it. Whittier felt intensely the wrong of slavery and took an ac- tive part in all anti-slavery movements. Opposi- tion to slavery was quite unpopular in the North before the war; anti-slavery leaders were often mobbed even in Boston. On one occasion a mob took Whittier for an- other man and rotten egged him. They also threw stones at him but the aim was poor and they hit the fence. Whittier says he felt like the Apostle, Paul. A friend opened his house and took the poet in. The riot raged outside the house for some time and finally his friends took him in a carriage and drove rapidly out of town. On another occasion when he was editing an anti-slavery paper his ofiice was burned. Whittier then traveled through the Northern States lectur- ing against slavery. His poems and prose articles against slavery doubtless had a large influence in bringing an end 26 A term's work on whittikr. to human bondage in the United States. But they brought him little of money or honor because of the unpopularity of the cause. After the War he was better appreciated, and in his later years was much honored and beloved. Some of his poems in regard to slavery are, ''The Christian Slave," ''Stanzas for the Times," "The Slave Ships" "The Curse of the Charter Breakers," '^Massachusetts to Virginia." But life shall on and upward go; Th' eternal step of Progress beats To that great anthem, calm and slow. Which God repeats. — The Reformer. Yet here at least an earnest sense Of human right and weal is shown, A hate of tyranny intense, And hearty in its vehemence; As if my brother's pain and sorrow were my own. — Proem. THE CORN SONG. Heap high the farmer's wintry hoard' Heap high the golden corn! No richer gift has Autumn poured From out her lavish horn! Let other lands exulting glean The apple from the pine, The orange from its glossy green The cluster from the vine: A term's work on whittier. We better love the hardy gift Our rugged vales bestow, To cheer us when the storm shall drift Our harvest-fields with snow. Through vales of grass and meads of flowers Our ploughs their furrows made, While on the hills, the sun and showers Of changeful April played. We dropped the seed o'er hill and plain Beneath the sun of May, And frightened from our sprouting grain The robber crows away. All through the long bright days of June It leaves grew green and fair. And waved in hot mid-summer noon Its soft and yellow hair. And now, with autumn's moonlit eves Its harvest time has come. We pluck away the frosted leaves And bear the treasure home. There, richer than the fabled gift Apollo showered of old. Fair hands the broken grain shall sift And knead its meal of gold. Let vapid idlers loll in silk Around their costly board: Give us the bowl of samp and milk By home -spun beauty poured. Where'er the wide old kitchen hearth Sends up its smoky curls Who will not thank the kindly earth And bless our farmer girls! 28 A Term's work on whittier. Then shame on all the proud and vain, Whose folly laughs to scorn The blessing of our hardy grain Our wealth of golden corn! Let earth withhold her goodly root Let mildew blight the rye, Give to the worm the orchard's fruit The wheat-field to the fly: But let the good old crop adorn The hills our fathers trod; Still let us for his golden corn Send up our thanks to God ! LANGUAGE WORK. Find all the apostrophes in the poem and ac- count for the use of each. Make a list of verbs, adverbs and adjectives found in the first four stanzas. Explain capitals in Autumn, Let, April, May, June, and Apollo. Suggestions for Conversation Lessons and Composition Work. Meaning of ^'hoard?" Why ^'wintry?" What lands are referred to in the second stanza? What fruits does he mention? What do they love better? When did they plow for corn? How does he de- scribe the month? When did they plant their com? Who tried to steal it? What is ''its soft A term's work on whittier. 29 and yellow hair?" When did the ''harvest time come?" What was the treasure they bore home? What name do we give to the broken grain of corn? What is the meaning of "vapid?" "Loll?" "Samp?" To what other uses may corn be put? What are some of the "goodly roots?" What are the orchard fruits of New England? What fly attacks the wheat? (Hessian fly.) What does he consider better than any of these products? Is there any corn which is not golden? (A few les- sons on the history and growth of corn would prob- ably be profitable before taking up the poem. It is interesting to note that the corn of New England neither grows as large nor yields as does the corn of the Mississippi Valley.) Alas ! for him who never sees The stars shine through the cypress trees, Who, hopeless, lays his dead away, Nor looks to see the breaking day Across the mournful marbles play; Who hath not learned in hours of faith The truth to flesh and sense unknown That Life is ever lord of Death And lyove can never lose its own. — Snowbound. 30 A TERM S WORK ON WHITTIKR. WHITTIER'S OLD AGE. Whittier was never a strong man, being sub- ject to severe nervous headaches which mental ap- plication quickly brought on. In his old age these became much more frequent. He also became quite deaf. Having no imme- diate family he was somewhat isolated and when unable to work was often very ^K. ■ lonely. However, he ■H|B * was always cheerful ^^^^.^^ Mmt^. and never complain- ed. Someone asked him how he passed the time when un- able to work, '^O," he said, "I play with the dogs, go out to seethe horses, and talk with Phoebe a little; there's always someone to talk with.'' Whittier was known to the children of Amesbury as the '^man with the parrot." This bird was the original of ^'Charlie." He would sometimes stop passing teams by calling 'Vhoa." When the school bell rang, he would call out, ^'Run in, boys, run in." On one occasion an intrusive woman called on the poet. After making herself quite disagreeable A I'KRM^S WORK ON WHITTIKR. 31 in various ways, she asked for a lock of his hair. He drew himself up indignantly as he solemnly said, ''1 should think thee could see I have none to spare." Some one offered him the use of a Florida cot- tage during the winter. But he declined it, say- ing, ''I must live and die, if die I must, in Yankee- dom." He died at the home of his cousins at the age of eighty-five. BLACKBOARD MOTTOES. It is easy for children to learn poetry and they enjoy it, while it stores the mind with gems that will be a help and comfort in their future years. If the following short extracts from Whittier's writings are placed upon the blackboard, one at a time, and kept there until every pupil has learned them, by the close of the term's work they will have stored in their memory many choice thoughts. It would be pleasant and profitable to open the recitation by repeating them in concert. Better to stem with heart and hand The roaring tide of Hfe, than He Unmindful on its flowery strand, Of God's occasions drifting by! Better with naked nerves to bear The needles of this goading air, Than in the lap of sensual ease forego The god-like power to do, the god-like aim to know. 32 A term's work on WHITTIER. i The riches of the commonwealth Are free strong minds, and hearts of health, And more to her than gold or grain i The cunning hand and cultured brain. I — Our State. Yet, in the maddening maze of things, | And tossed by storm and flood, J To one fixed trust my spirit clings; ' I know that God is good! ; — The Eternal Goodness. ' I have no answer for myself or thee \ Save that I learned beside my mother's knee, — ; All is of God, and God is good. Let this suffice thee still, ' Resting in child like confidence upon His will Who moves to His great ends unthwarted by the ill. — Trust. \ The hills are dearest which our childish feet j Have climbed the earliest; and the streams most sweet i Are those at which our young lips drank, i Stooped to their waters o'er the grassy bank. : — The Bridal of Pennacools. \ He prayeth best who leaves unguessed The mystery of another's breast; Why cheeks grow pale, why eyes o'erflow, Or heads are white, thou needst not know, Enough to note by many a sign J That every heart hath needs like thine. ^ Pray for us. : — Prayer Seeker. \ A term's work on WHITTIKR. 33 For still in mutual sufferance lies The secret of true living; I^ove scarce is love that never knows The sweetness of forgiving. — Amo7ig the Hills. When faith is lost, when honor dies The man is dead. —richabod. I dimly guess from blessings known Of greater out of sight; And with the chastened Psalmist own His judgments too are right. — The Eter?ial Goodness. Hope not the cure of sin to see till Self is dead; Forget it in love's service, and the debt Thou canst not pay the angels shall forget, Heaven's gate is shut to him who comes alone; Save thou a soul and it shall save thine own. — The Two Rabbis. But He, who knows our frame, is just, Merciful and compassionate, And full of sweet assurances; And hope for all the language is That He remembereth we are dust. — Snowbound. I cannot feel that thou art far. Since near at need the angels are; And when the sunset gates unbar, Shall I not see thee waiting stand, And, white against the evening star The welcome of thy beckoning hand? — Snowbound. 34 A term's work on whittier. God grant we leave upon the shore Some waif of good it lacked before; Some seed, or flower, or plant of worth, Some added beauty to the earth; Some larger hope, some thought to make The sad world happier for its sake. — Haverhill. And prayer is made, and praise is given, By all things near and far; The ocean looketh up to heaven And mirrors every star. — The Worship of Nature. Gives fools their gold, and knaves their power. Let fortune's bubbles rise or fall; Who sows a field, or trains a flower Or plants a tree, is more than all. For he who blesses most is blest; And God and man shall own his w^orth Who toils to leave as his bequest An added beauty to the earth. — Lines at the openijig of an Agricultural Fair. A term's work on whittier. 35 SUGGESTIONS FOR A WHITTIER PROGRAM. It would be very pleasant to close the work of the term with a Whittier Program. Considerable material for such a program will be found in this volume. If, from the written work done by the children during the term, the best be selected to be read, the children will be pleased. Such work will also give visitors a better idea of the usual school work than ordinary rhetorical exercises. The poems given herein may be used as recita- tions. Additional poems suitable for recitation are, "Barbara Frietchie," 'The Brother of Mercy," "The Two Rabbis," "Little Red Riding Hood," "Skipper Ireson's Ride," and "In School Days." Additional composition work might be obtained by writing abstracts of his longer poems, as"Mogg Megone," "Nahaught The Deacon," or "Mary Garvin." The "Blackboard Mottoes" could be used either by having them recited in concert, if the pupils had been trained to do it properly by daily work, or each pupil might recite separately, the teacher giving out beforehand the verses to the pupils, so that there should be no repetitions. If the pupils are not too large, the Whittier Acrostic could be used in closing, a pupil represent- ing a letter and reciting the verse for the letter. The whole class could recite the last verse in concert or the "letters" could recite it together. 36 A term's work on WHITTIKR. WHITTIKR ACROSTIC. W stands for the Wayside Well that our poet wrote about; 'Twas a captain delved till be found the spring, in spite of his neighbor's doubt. H is next for the Huskers gay, who came from far and near, To strip from its husks the "farmer's gold," the full corn in the ear. I for In School Days next appears, 'twas a little girl you know, Who hated so much to go above, because she loved him so. T stands for the Trailing Arbutus, sweet which our poet dear once found. Where it "lifted its eyes in glad surprise' ' from the chilled and wintry ground. T stands once more for Telling the Bees, 'twas the serving maid who said, "Stay at home, pretty bees, and fiy not hence, for Mistress Mary is dead. ' ' I again is for Ireson, "Skipper Floyd, whom the women of Marblehead "Tarred and feathered and carried in a cart" for "his hard heart," they said. E is next for Exiles twain who harbored within their doors A "Friend," and for this they were driven hence to Nan- tucket's lonely shores. R is last for Red Riding Hood who fed from her little store The big black crow and the bright jay, with the squirrels round her door. IN CONCERT. Now here are W-H-I-T-T-I-E-R, you see. To tell the name of the "Friend" who wrote these poems for you and me. — Intelligence, A term's work on WHlTTll^R. 3? THE HUSKERS. It was late in mild October, and the long autumnal rain Had left the summer harvest-fields all green with grass again; The first sharp frosts had fallen, leaving all the woodlands gay With the hues of summer's rainbow, or the meadow-flowers of Ma}' . Through a thin, dry mist, that morning, the run rose broad and red, At first a ray less disc of fire, he brightened as he sped; Yet, even his noontide glory fell chastened and subdued, On the corn-fields and the orchards, and softly pictured wood. And all that quiet afternoon, slow sloping to the night, He wove with golden shuttle the haze with yellow light; Slanting through the painted beeches, he glorified the hill, And, beneath it, pond and meadow lay brighter, greener still. And shouting boys in woodland haunts caught glimpses of that sky, Flecked by the many tinted leaves, and laughed, they knew not why; And school-girls, gay with aster-flowers, beside the meadow brooks. Mingled the glow of autumn with the sunshine of sweet looks. From spire and barn, looked westerly the patient weather- cocks; But even the birches on the hill stood motionless as rocks; No sound was in the woodlands, save the squirrel's dropping shell, 38 And the 3'ellow leaves among the boughs, low rustling as they fell. The summer grains were harvested; the stubble-fields lay dry, Where June winds rolled, in light and shade, the pale-green waves of rye; But still, on gentle hill-slopes, in valleys fringed with wood, Ungathered, bleaching in the sun, the heavy corn crop stood. Bent low, by autumn's wind and rain, through husks that, dry and sere, Unfolded from their ripened charge, shone out the yellow ear; Beneath, the turnip lay concealed, in many a verdant fold, And glistened in the slanting light the pumpkin's sphere of gold. There wrought the busy harvesters; and man}' a creaking wain Bore slowly to the long barn- floor its load of husk and grain; Till broad and red, as when he rose, the sun sank down, at last. And like a merr}' guest's farewell, the day in brightness passed. And lo! as through the western pines, on meadow, stream and pond, Flamed the red radiance of a sky, set all afire beyond, Slowly o'er the Eastern sea-bluffs a milder glory shone. And the sunset and the moonrise were mingled into one! As thus into the quiet night the twilight lapsed away, And deeper in the brightening moon the tranquil shadows lay; From many a brown old farm-house, and hamlet without name, A term's work on whittier. 39 Their milking and their home-tasks done, the merr}' husk- ers came. Swung o'er the heaped-up harvest, from pitchforks in the mow, Shone dimly down the lanterns on the pleasant scene below; The growing pile of husks behind, the golden ears before, And laughing eyes and busy hands, and brown cheeks glim- mering o'er. Half hidden in a quiet nook, serene of look and heart, Talking their old times over, the old men sat apart; While, up and down the unhusked pile, or nestling in its shade. At hide-and-seek, with laugh and shout, the happy child- ren played. Urged by the good host's daughter, a maiden young and fair, Lifting to light her sweet blue e3'es and pride of soft brown hair, The master of the village school, sleek of hair and smooth of tongue, To the quaint tune of some old psalm, a husking ballad sung. 3477-1^3 Lot 74 The training of the powers of obser vatton in the young is all im- portant. ^J^z^ Nelson^s First Science Reader Is a great favorite where truth is wauted iu sci- ence work. Man}- books sacrifice exactness for the sake of the stor}-. In Nelson's books facts are presented in an entertaining manner. Each lesson has a picture, the sentences are short and intended to arouse thought. Pupils like to talk of what they can see, feel, and hear. First Reader, 96 pp.; Boards 20 cts.; Cloth 25 cts. Nelson^s Second Science Reader Is a charming work. The author believes that if the child is rightly taught the truth it will be more beneficial to him than poetic fancy. Each of above books have an abundance of matter of great interest in Nature Study, correctly told. Second Reader, 160 pp.; Boards 25 cts.; Cloth 30 cts. In addition to our own publications we carry th : best of all publisher^ and w^ill be pleased to give full informaticn on request. A. FLANAGAN, = 267 Wabash Avenue, Chicago. SONGS IN SEASON FOR PRIMARY AND INTERMEDIATE GRADES Words by L»ydia Avery Goonley and others Music by Mary S. Gonrade Jessie L». Gaynor Frank Atkinson, Jr. and others HE general plan and arrangement of the Songs and the Special Day instructions, etc., by Marian M. George, Editor of the Plan Books. They correlate nicely with work outlined in these books, but independently make the best Primary and Intermediate Song Book now^ on the market. It contains songs for every Holiday, Birthday and Special Day observed in the schoolroom. In addition to this are Songs related to Nature and Science Work, over one hundred in all. Among the Special Songs are Longfellow, Whittier, Lincoln, Washing= ton and Froebel Birthday Songs Doll Day, Flower Day and Labor Day for September Brownie Day and Columbus Day for October Indian and Thanksgiving Day Songs for November Christmas Songs for December Mother Day and Eskimo Songs for January Patriotic and Valentine Songs for February Picture Day and Easter Songs for March Arbor Day and Japanese Day for April May and Bird Day for May Flower Day for June By seasons, there are twenty Songs of Spring-time, eight Flower Songs, thirteen Bird Songs, 26 Songs of Autunm, thirty Winter Songs and twenty Miscellaneous Songs. V\e have just received the following letter: ''You are to be congratulated on the work. Mrs. Gaynor's songs are extremely good. I am going to mention some particularly, but where all are so good, it is really difficult to discriminate. 'Growing,' 'May Queen,' 'Japanese Flower Day,' 'Columbus," 'Indian,' 'Eskimo,' 'Danc- ing Song' and 'My Bicycle' are all perfectly delightful. Mr. Atkinson's songs, especially the patriotic ones, are thrilling " The book contains loO pages. Pri e in paper binding, 50 cents. Cloth, 75 cents. A. FLANAGAN, Chicago. *°-^* t^rs'i > > A ^^r<< ^^ .^' -n^n^ ^.^ / .^<^^ .f.^ •o > ^'?^ ■«5°^ > A^ . ^ ' • ♦ ^^ O^ . O " « * "^ A*^ -' .0 V^ . V .;