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 six of our finest odes will please the class in literature. XI. Poetry. Look up of poems. the sub-titles for names 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 THOEVER has had charge of young children who are in attendance at school has been many, many times worried in trying to answer for them the oft-repeated request "Where shall I find a piece to speak?" Every volume of Journeys Through Bookland has a large number of selections suitable for this purpose. All of them may be found readily by consulting the Index at the end of the tenth volume, when the name is known or the nature of the selection is understood, or by examining the table of contents at the beginning of each volume when no intimation of title or subject has been given. 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 60. (This and the other fables mentioned below may be repeated as given or, better, may be told by a pupil in his own words.) The Fox and the Stork, I, 62. 2. 3. The Wolf and the Crane, I, 91. 4. 5. The Lark and Her Young Ones, I, 128. 6. 7. The Owl and the Pussy-cat, I, 352. 8. The Sparrow and the Eagle, II, 8. 9. 10. 11. Ode to a Skylark, VIII, 105. 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: Sheridan's Ride, Volume IV, page 378. The American Flag, VI, 128. 1. 2. 3. "Stonewall" Jackson's Way, VI, 132. 6. 8. How Sleep the Brave, VII, 456. 7. The Picket Guard, VII, 483. 9. 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: 1. A Visit from St. Nicholas, Volume II, page 117. 2. A Christmas Carol, VII, 27. (This may be made the basis of a very interesting afternoon. Parts of the story may be told briefly, parts may be read in full, parts recited and parts given as a dialogue. Thus the spirit of Christmas cheer and good will that animates this beautiful story Vol. XI.-32. may be communicated to the pupils in the pleasantest of ways and one that will be remembered.) 3. Christmas in the Old Time, Volume VII, page 150. 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: 1. The description of the attack as given by Rebecca to Ivanhoe. (See The Attack on the Castle, Volume V, pages 3 to 18.) By costumes and good acting this may be made a very effective scene. 2. A few boys will enjoy rendering the conversational parts of The Heart of Bruce (Volume VI, page 43) while a girl reads the descriptive lines of the ballad. |