e. (1) Trees and Ants That Help Each Other, VIII, 140. See, also, references to Tom, the Water Baby, in the earlier part of this section. VI. Denizens of the water: C. 443. (7) In Time's Swing, III, 47. (8) Echo, III, 408. (9) The Rainbow, VI, 337. (10) Sweet and Low, VI, 372. (11) The Cloud, VIII, 85. Fable: (1) The Wind and the Sun, Volume I, page 90. VIII. Geographical in Nature: (1) At the Seaside, Volume I, page 134. (2) From a Railway Carriage, I, (3) Stop, Stop, Pretty Water, I, 329. (4) Song of the Brook, IV, 193. (5) A Descent into the Maelstrom, (6) Ascent of the Jungfrau, IX, 66. II ID in answering the second problem may be found in the following paragraph: may A series of interesting studies be founded on the use which authors make of nature by way of direct and indirect allusion in their works. Such lessons are the opposite of those we have been considering. Now, the literary selection is taken first, read carefully and the allusions noted and classified. It will be noticed that it is not necessary that selections used for this purpose should be new to the pupils. In fact, genuine literature has the merit of being always new, always interesting. No better service can be rendered to a child than to create in him a love for the fine things in literature. Continued, monotonous study of a masterpiece may breed dislike of it, especially if the exercises are dull and formal. But to approach an old favorite from a new direction, to look at it from a new point of view, is to lend it added charms. A. To illustrate our method, we will use The King of the Golden River (Volume III, page 1. Assignment. The leader assigns the work as follows: "I wish you to read the first section of The King of the Golden River and write in the order of their occurrence, every mention of a living thing or natural object and every allusion to them. Use the words of the story when possible, but be brief. After each put a number, to show the page of the story. Let us see who can find the greatest number and who can make the best paper." 2. Preparation. If the children work well their lists will be something like this: a. The valley in the mountains. Pages 136 138. (1) Snow-covered peaks; cataracts; a crag; river; circular hollows. (2) Heavy crops; high hay; red apples; blue grapes; rich wine; sweet honey. (3) Blackbirds; hedgehogs; crickets; ci b. The wet summer. Page 138. (1) Hay; vines; corn. C. A nice piece of mutton. Page 139. d. Must be the wind. Page 139. e. A black feather some three feet long. Page 140. f. Like a beaten puppy's tail. Page 141. g. Like a mill stream. Page 141. h. Licking its chops. Page 141. i. A gust of wind that made the old chimneys totter. Page 141. j. Quicksilver-like streams. Page 142, Vol. XI.-29. 1. k. Like a straw in the high wind. Page 144. A wreath of ragged cloud, that whirled and rolled away down the valley. Page 146. m. A gush of rain. Page 146. n. Howling wind and rushing rain without intermission. Page 146. 0. The room was full of water. Page 148. p. A misty moonbeam. Page 148. r. S. Like a cork. Page 148. The inundation. Pages 148-149 (1) Trees; crops; cattle swept away. (2) Red sand and gray mud left in their stead. (3) Corn swept away. (4) Breezy letters. (5) Southwest Wind, Esquire. 3. Recitation. The leader's part in the recitation is to help the children to classify the things mentioned, to bring out the meaning of the figures of speech, and to see that the allusions are understood. In writing this fine chapter, Ruskin has mentioned or alluded to the following: a. Land and water forms: Mountains; valley; snow; peaks; cataracts; river; circular hollow; mill stream; cloud; rain; globe of foam. b. Animals: Sheep (mutton); bird (feathers); puppy; dog (licking its chops); wolf (howling wind); cattle. C. Plant life: Crops; hay; apples; grapes; corn; vines; straw; cork; trees. d. Natural phenomena: A wet summer wind |