Produced by Annie McGuire. This book was produced from
scanned images of public domain material from the Google
Print archive.
The Complete Club Book For Women
INTERESTING BOOKS
_By_
_Caroline French Benton_
* * * * *
_Woman's Club Work and Programs_, _net_, $1.25
_Carriage paid_, 1.40
_The Complete Club Book for Women_, _net_, 1.25
_Carriage paid_, 1.40
_Fairs and Fetes_, _net_, 1.35
_Carriage paid_, 1.50
_Living on a Little_, _net_, 1.25
_Carriage paid_, 1.40
_Easy Meals_, _net_, 1.25
_Carriage paid_, 1.40
_Easy Entertaining_, _net_, 1.25
_Carriage paid_, 1.40
_Saturday Mornings_, 0.75
_A Little Cook Book for a Little Girl_, 0.75
* * * * *
_THE PAGE COMPANY_
_53 Beacon Street, Boston, Mass._
The Complete Club Book For Women
Including Subjects, Material and References for Study Programs; together
with a Constitution and By-Laws; Rules of Order; Instructions how to
make a Year Book; Suggestions for Practical Community Work; a Resume of
what Some Clubs are Doing, etc., etc.
A companion volume to
Woman's Club Work and Programs
* * * * *
BY
Caroline French Benton
Author of "Woman's Club Work and Programs," "Fairs and Fetes," "Living
on a Little," "Easy Meals," "Easy Entertaining," "Saturday Mornings," "A
Little Cook Book for a Little Girl," etc.
* * * * *
[Illustration]
* * * * *
BOSTON
The Page Company
MDCCCCXV
_Copyright, 1915, by_
THE PAGE COMPANY
To The
Club Women of City and Country
PREFACE
In a previous volume, called "Work and Programs for Women's Clubs," more
than twenty leading subjects were given for club study, including
Shakespeare, the opera, the drama and child study, each with ten
programs made out under it, comprising papers, talks, readings and
discussions, with the names of books for reference. Probably many of the
clubs which have used that book may still prefer the subjects and method
employed there, and some who have not used it will find in it their work
made easy.
Others, however, who believe in "self help," or who wish to harmonize
their study programs with some practical work the club is doing, or who
find it necessary to adjust their work to the varying tastes of the
members, will prefer the method followed in this second volume.
Subjects are here presented with suggestions for divisions into separate
meetings; then the papers or talks are outlined under each, with many
references to books by contemporary writers. From the mass of material
given each club is to select what best suits its individual needs and
arrange from it a year book.
If a club wishes to have sixteen meetings a year on one subject and four
on another, the chairman may select one of the large subjects, shape the
material offered into sixteen large divisions, add the necessary
subdivisions beneath with the references, and then selecting a shorter
program, divide this in the same way and combine the two.
Or, supposing a club wished to master a subject with unusual
thoroughness, a large subject may be divided into a two-year study
course. Several of the subjects indeed might easily be taken up for
still a longer time. Any one of them has in it material enough for
serious work, yet some are capable also of being taken up in six
meetings if that is desirable.
A model Constitution is offered which any club may easily adapt to its
own needs. Some condensed Rules of Order are also given. It is earnestly
hoped that in this little book every club woman may find everything she
requires.
CONTENTS
CHAPTER PAGE
PREFACE vii
I SUGGESTIONS FOR CLUB WORK 1
II COMMUNITY IMPROVEMENT 6
III A STUDY OF THE AMERICAN COLONIES 14
IV SOME POETS OF TO-DAY 27
V THE WORLD'S ISLANDS 39
VI THE BUSINESS OF BEING A HOUSEKEEPER 54
VII A STUDY OF SONGS 66
VIII SOME OF THE WORLD'S FAMOUS BUILDINGS 76
IX FOUR SHORT PROGRAMS 91
X CENTRAL AND SOUTH AMERICA AND THE CANAL 104
XI THE WORK OF THE RURAL CLUB 118
XII THE HISTORY OF ENGLAND 131
XIII WOMAN'S PROBLEMS OF WORK 139
XIV WOMAN'S PROBLEMS OF WORK (Con.) 145
XV SOME GREAT MEN OF OUR TIME 158
XVI THE LITERATURE OF THE BIBLE 172
XVII THE AGE OF QUEEN ANNE 187
XVIII OUR EDUCATIONAL SYSTEM 195
XIX SPECIAL PROGRAMS ON GREAT MEN AND WOMEN 210
XX PROGRAMS FROM CLUBS 224
XXI WHAT CLUBS ARE STUDYING 236
XXII BRIEF ONE DAY PROGRAMS 247
XXIII HOW TO MAKE A YEAR BOOK 263
XXIV A MODEL CONSTITUTION 280
XXV RULES OF ORDER FOR CLUBS 285
CHAPTER I
SUGGESTIONS FOR CLUB WORK
There is no difficulty in starting a club; any group of women who are
interested in the same things may form themselves into a simple
organization. But the great question will surely arise: What shall we
study? And here club members are certain to divide into three distinct
classes.
The first group consists of women who have for years been absorbed in
home-making and child-rearing. The world of books has been practically
closed to them. The club to which they wish to belong must offer them an
opportunity for self-development, one in which they will obtain the
culture which comes from the study of art and music and literature; one
where their hungry minds will be fed.
But the group of young women,--perhaps college graduates,--have no
sympathy with this desire; they have had enough of books! They demand
that all the energies of the club shall be devoted to the good of the
community, to the "larger housekeeping," to preparation for citizenship.
Who can stop to write dull papers on Italian Art in this day of
efficiency?
Between these two groups of women there is a third, made up of women who
have kept up their reading in spite of family cares, and who also
believe in the practical work outside the home which seems to them
almost within their grasp. But they lack self-confidence; speaking in
public is absolutely impossible; even to lift a voice in a club
discussion is a serious matter.
Now the perfect club takes cognizance of these three classes of women
and provides for them all. It offers to the first group an opportunity
for study; and surely no woman ever grows beyond the place where she
still has something to learn. There are always fresh fields of poetry
and travel, of music and art which unfold with the years and tempt one
on.
And then it offers training to the timid woman who fears to hear her own
voice. At first she may merely read a club paper, but little by little
she learns to give a quotation, to put a motion or offer a suggestion;
and finally she finds she can speak without notes, or take her part in a
debate and hold her own with self-possession and dignity. And that means
that she has acquired a liberal education.
As to the energetic class between these two, the ideal club has plenty
for them, also. There has never been an opportunity for community work
like that offered to-day, offered especially to those women who have
been made capable by their training in their own little study clubs to
cope with questions of hygiene, of tenement house wrongs and immigrants'
problems; they have the widest scope for their energies. If they are
wise, they will accept the opportunity of using the woman's club and
make it a center of social service.
The following programs are planned to cover all these requirements. The
first one is intended to lay out many lines of community work from which
each club is asked to choose what best suits the needs of her own
locality. Every second club meeting may be given to the study of the
various problems presented by the town, and remedies may first be
suggested and then resolved upon. Cooeperation with other clubs is also
urged, and also the need of working with, rather than against, the city
fathers.
Alternating with meetings on these practical and helpful lines clubs are
invited to study some one of the subjects which follow this first
comprehensive program. Whatever appeals most to club members, music or
history, literature or travel, may be selected. References to books are
offered to assist in preparation of club papers.
It will be found that, on the whole, it is seldom best for a club to
choose a miscellaneous program for an entire year's work. Too often such
a choice means a grotesque range from Life in Early Egypt to the
Waverley Novels, and from the Panama Canal to Spring Flowers. When one
wishes to have a year of work with a different subject for each meeting
it is at least possible to choose those which have some relation, and
vary the program by having musical meetings also.
A word may be added as to the personal side of club life. A president,
above all her other duties, should see to it that the atmosphere of the
club is warm and friendly. If in other ways it is successful, if the
study gives intellectual stimulus, and practical work is carried on
effectively, still it is a failure if the members are either snobbish or
unsympathetic. All the members of a club must be in harmony and work
together in a spirit of comradeship if it is ever to reach its highest
possibilities.
Last of all, should not a club extend its membership to as many as
possible, rather than have a waiting list? Whatever prestige may accrue
to it through that, will it not be of the greater good in the long run
if its doors are always open to take in any woman who has something
fresh to give to its life, or has a need that the club can gratify?
CHAPTER II
COMMUNITY IMPROVEMENT
One of the up-to-date subjects for clubs is what is sometimes called
"The Larger Housekeeping." It is the study of the economic conditions of
one's own neighborhood with the determination to find ways to make the
place more hygienic, more sanitary, moral and beautiful. It is the
development of the idea of social betterment.
A woman's club is an ideal social center from which this work may grow.
It is an excellent plan to enlist all the clubs in town, if that is
possible. They may carry on other work besides, but each club may also
have some particular line of study on the common theme, and at monthly
meetings all the women may meet and discuss the one topic of community
improvement. The men of the place may be invited later to join these
public meetings; their cooeperation, and that of the city officials
especially, should be secured from the beginning. The one essential of
success is "team work."
The first thing is to understand the actual conditions which exist in
the town. The club should first learn who the town officials are, and
what are their duties.
Next, find out what the town assets are: if there is a good courthouse
and railroad station, good schools, a park, attractive streets, and so
on. In contrast to these there should be a complete list of what the
town lacks; better paving and lighting, better sewerage and water, a new
milk supply, or sanitary groceries, and so on. Study and discussion make
this list a long one.
Then, when once the club knows its own town (and here the first pamphlet
mentioned at the close of this article should be read), each item on the
list may be taken up and really mastered in its every detail; committees
should be appointed for each.
I--SUBJECTS TO INVESTIGATE
The question of roads and pavements may come first. What is their
condition?
The yards of the place may come next. Are they in good order? Are the
alleys clean? Is the garbage well taken care of? Does the town need a
"clean-up" day? Is the sewerage system in good order? Is the town water
pure? Discuss the milk supply. A committee should inspect the dairies.
Parks and playgrounds are subjects which will bring up many questions.
Are they well cared for and attractive? Are there any playgrounds for
children? Have they swings, parallel bars and the like? Is there a
supervisor?
Next the town schools; members should be appointed to visit each school
and carefully go over it. Are there vines, flowers and grass around the
building?
Are there cheap theaters in town? Are the shows clean? Do children
patronize them? Is the theater building sanitary? Have a committee
unannounced attend some performance.
Is there a hotel in town? Is it a clean, well-kept place? Are there
saloons, and, if so, do they in any way evade the law? Are they loafing
places?
Is the railroad station attractive? Is there any one in charge of the
waiting-room? Is the town jail sanitary? How is the poorhouse managed?
Are there tenements? Are they sanitary? How many churches are there and
in what financial condition? Is there a town library? Is it up-to-date?
Is there any town nuisance, such as soft coal smoke or malodorous
factories? Are advertisements painted on rocks or put up in fields?
These are only suggestions as to lines of investigation. When finally
the needs and shortcomings of the town are known to all, practical work
to improve conditions may be undertaken.
The best plan is to get a few of the many books on town betterment and
read them before any reform is undertaken. In addition to readings from
these, and papers showing what has been done in other towns on similar
lines specialists should be asked to speak to the club, and the public
invited to hear them. For instance, a professor from the nearest
agricultural college may lecture on pure milk; on water supply the town
engineer may speak; on the question of bettering the public schools the
state superintendent may be invited. It is better to spend a whole club
year in study and accomplish only one practical work for the town
betterment, than enthusiastically to begin on a dozen lines and yet
really gain nothing substantial in the end.
II--THE BEGINNING OF SOCIAL SERVICE
When at last, the town is clean and sanitary, and the improvements made
which have been outlined, then, and not till then, some of the
interesting new lines of social service may be studied and put in
practice.
And first, a charity organization should be founded, no matter how small
the town may be. All the churches and every individual should work in
cooeperation with it.
After this, if there are mills in the place these may be visited, and
with the consent of the owners night schools and recreation centers of
all kinds for the employees may be established.
Another committee may get new books for the town library.
Medical and dental inspection of school children will also be of value,
and the town doctors will aid in it.
Pure food should certainly be studied, with investigations and
recommendations of clean markets and groceries.
Child welfare is a most important subject. Fresh air funds, children's
summer camps, the prevention of infant mortality, children's clinics and
the like will grow out of its study.
Child labor comes in this connection. If there are mills or canneries
near by, it must be seen that the state laws are enforced there. The
state care of the defective child should be studied.
What can be done to rid the town of flies and mosquitoes in summer? As
to the schools, cannot manual and vocational training be secured? Are
open-air schools needed? Cannot music and art be better taught? Is there
any place in town which affects good morals?
Is it possible to establish a rest room for farmers' wives who come to
town? Are coffee rooms needed to supplant the saloon?
Remember that children are always delighted to help in community
improvement, and will investigate conditions as to alleys, playgrounds,
or help clean up the town.
Much legislation on many of the topics will come up. A lawyer may be
asked to come into the club and talk about the state laws, child labor,
or any of the other subjects under discussion. Indeed college
professors, school superintendents and teachers, settlement workers,
physicians, clergymen, librarians, mill owners, theatrical managers and
editors may all be asked to help on this great work of community
improvement, and they will be found to respond gladly. The whole
population will gradually be drawn into touch and made to assist in the
great project of transforming the home town into an ideal spot in which
to live and bring up a family.
III--BOOKS FOR REFERENCE
Among the many books to be had are these:
"Knowing One's Own Community," Carol Aronovici. Social Service Series,
Bulletin 20 (National Municipal-League Series, Appleton); "The Country
Town," W. L. Anderson (Doubleday, Page & Co.); "Village Improvement,"
Parris T. Farwell (Sturges and Walton); "Re-planning Small Cities," John
Nolen (B. W. Huebsch); "American Municipal Progress," Chas. Zeublin
(Macmillan Co.); "The Improvement of Towns and Cities," C. M. Robinson
(Putnam); "American City Government," Chas. A. Beard (Century Co.);
"American Playgrounds," E. B. Mero (American Gymnasia Co., Boston); in
the Woman's Citizens' Library, edited by Shailer Matthews, there are
excellent articles on most of the above topics. (Civics Society,
Chicago.) Bulletins of Department of Social and Public Service are
excellent. (American Unitarian Association, 25 Beacon St., Boston.)
"Social Forces," Miss L. E. Stearns. (Capitol Bldg., Madison, Wis.)
Remarkable list of books on all subjects needed.
American Civics Association; pamphlets on all subjects needed. (Union
Trust Bldg., Washington, D. C.)
There are many magazines dealing with out-of-door life which have
articles on good roads, tree planting, gardens and playgrounds. Survey
has others on child welfare in all its aspects, settlement work, etc.
The Chicago and New York Schools of Philanthropy also have pamphlets,
and will send any information.
Chapter III
A STUDY OF THE AMERICAN COLONIES
To study the American colonies thoroughly clubs should spend twenty or
more meetings upon them. There is abundant material suggested here to
enlarge the ten meetings outlined to that many at the very least.
The best way to arrange the club work is to give at least four meetings
to Virginia, four to New England, two or three to New Netherlands and
two to each of the other important colonies.
In preparing papers, see "The Thirteen Colonies," by Helen A. Smith
(Putnam), "Romance of American Colonization," by William E. Griffis
(Wilde), and the series on the colonies, one volume on each, by John
Fiske (Houghton Mifflin Co.). See also the first part of "America," by
H. Butterworth (The Page Company).
Before beginning the study of the first colony, Virginia, there should
be one meeting on the England of that time. Sir Humphrey Gilbert, Sir
Walter Raleigh, and Drake should have special attention.
I--VIRGINIA
Describe the first expedition to Virginia; have an account of the
settlement at Roanoke, then of the second expedition which brought over
a hundred and fifty men and seventeen women, and its fate, and then the
death of Raleigh and the pause in the spirit of colonization. The
meeting following this will then begin the next period, when under King
James colonization was again taken up. A paper may be on the settlement
of Jamestown, a second on John Smith and his work, and a third on the
"starving time," the trouble with the Indians, the coming of supplies
from England. Close with a presentation of the conditions of the new
colony, its mismanagement and loss of life.
The "era of progress" comes next in order, from 1610 to 1624. Have
sketches of Lord Delaware, Sir Thomas Gates, and Sir Thomas Dale;
mention the group of new settlements and note their military character.
Bring in the story of Powhatan, and of Pocahontas and her important
marriage. The growing value of tobacco in England, the importation of
negro slaves, the rise of burgesses, the coming of indentured servants,
of poor immigrants, and of wives for the colonists are all important
topics; close with an account of the great massacre.
Discuss the coming of the cavaliers to America. Was their influence
good? Speak of the consequent loss of a thousand Puritan colonists from
Virginia, and its effect.
The curious political development of Virginia should be studied. Note
the importance of courts, and describe "court day." The next great point
to be taken up is the first colonial tragedy--Bacon's rebellion.
Describe the causes which led up to it; have papers on Berkeley, the
tobacco riots, the Indian outbreak, the romantic figure of the "Queen of
Pamunkey," the arraignment of the Governor, the burning of Jamestown,
the death of Bacon, and the far-reaching results of the rebellion. Read
from "White Aprons," by Maud Wilder Goodwin (Little, Brown & Co.), and
"The Heart's Highway," by Mary Wilkins Freeman (Doubleday, Page & Co.).
Follow with a study of a century of development in Virginia. Read of
Lord Culpepper, of the founding of William and Mary College; mention
the absentee governor and his famous lieutenant governor, Sir Francis
Nicholson, who first suggested the possible union of the American
colonies. Read also: "King Noanett," by F. J. Stimson (Scribner), and
"Old Virginia and Her Neighbors," by John Fiske (Houghton Mifflin Co.).
II--MARYLAND
The history of the colony of Maryland is closely connected with that of
Virginia. Take the story of the Calvert family, beginning with the first
Lord Baltimore. Follow the topic with the coming of Dutch and Swedish
colonists, the sending of Herman by Stuyvesant to Maryland and his
interesting career.
The important point to notice in all this is the establishment of the
manor system. Compare it with the vestries of Virginia, and later
compare both these with the patroon system of the Dutch, and the town
meeting rule of New England.
Have a paper on the fifth Lord Baltimore and the changes which followed
his accession. Read from "Mistress Brent," by Lucy M. Thruston (Little,
Brown & Co.), and "Sir Christopher," by Maud Wilder Goodwin (Little,
Brown & Co.).
One entire meeting should follow next on the manners and customs in the
Southern colonies. See "Some Colonial Homesteads," by Marion Harland
(Putnam), and the chapter in Fiske on customs in "Old Virginia and Her
Neighbors."
III--NORTH AND SOUTH CAROLINA
North Carolina, the next colony on the south to Virginia, was settled
largely by refugees, who, discontented at home, came here from other
colonies. Read from the visit of George Fox the Quaker, of the
difficulties of travel and of the poverty and need of the people.
Colonel James Moore, who came to the help of the people, should have one
paper, and Governor Eden another. Read also the extraordinary story of
the pirate Blackbeard, the terror of the coast, and his relations with
the governor.
After many vicissitudes colonists of the better sort began to arrive,
and slowly the colony prospered.
South Carolina, unlike North, was from its beginning settled by rich
planters, slave holders, of distinctly aristocratic habits. Read of
Carteret, West, and Sir John Yeamans, and of the constitution known as
the "Grand Model," drawn up by John Locke.
Charleston was made the capital in 1681, laid out at the beginning by
Culpepper with sites for churches, a town house, an artillery ground and
wharves, and at once it became an important place.
The trouble with the Spaniards on the south, and the siege of Charleston
by Blackbeard make two excellent topics for papers; a third is the wise
government of Nicholson for twenty-five years.
IV--GEORGIA
Georgia, the most southerly of the colonies, is famous because of one
man, James Edward Oglethorpe, the soldier, statesman, and
philanthropist. He planned to make it a refuge for all persecuted
Protestants of Europe, one where debtors of good family could come and
make an honest living, and where criminals might begin life anew; it was
to be the poor man's paradise.
One hundred and fourteen persons came over with him, and in six weeks
Savannah was laid out, and clearing and building begun. The story reads
like a romance. All went well till lazy and shiftless immigrants arrived
to enjoy the paradise also. Oglethorpe returned to England for a time,
taking several Indian chiefs with him. Read of their visit to court. He
returned with John and Charles Wesley.
But trouble with Spain was at hand; war followed, and Oglethorpe again
went to England and never came back. Slave holding, before prohibited,
was now permitted; plantations grew up, commerce developed, and an era
of prosperity was established. Read "Doris Kingsley," by Emma Rayner
(Small, Maynard & Co.).
V--THE NEW ENGLAND COLONIES
Before turning to the north, to the study of the New England colonies,
clubs should take rather thoroughly the history of England in the
seventeenth century and familiarize themselves with conditions there,
and also in Holland.
After this will come the well-known story of the voyage of the
_Mayflower_, the landing of the Pilgrims, and the establishment of the
first little settlement. Read of the leaders, John Carver, William
Bradford, Standish, Winslow, and Alden, and of the first winter.
The great advantage Massachusetts had over all other colonies lay in the
fact of the great Puritan emigration from England. Earnest, intelligent,
devoted people of high ideals made up the great bulk of the settlers.
Note the fact of the growing religious intolerance of the Puritans; one
meeting may be spent on this topic. Speak of Ann Hutchinson and Roger
Williams, the harsh treatment of the Quakers, and of witchcraft. Have
readings showing how the belief in the last grew, and its terrible
results. Read from Hawthorne's "Scarlet Letter."
Next take these New England colonies in the order of their settlement,
New Hampshire, Connecticut, and Rhode Island, and show the differences
in them.
Notice how, in Massachusetts, the vote was given to church members only,
while in Connecticut it was given to all citizens. Read of education in
New England, of schools, of the founding of Harvard and Yale colleges.
Have a paper on Cotton Mather, Thomas Hooker, and Davenport. Describe
the Town Meeting. Have a paper also on the Indians, and discuss the
Pequot War, the Deerfield Massacre, and similar events.
Close this study with an appreciation of the character of the men and
women of New England. Read from "Men, Women and Manners in Colonial
Times," by Sidney G. Fisher (Lippincott), "Customs and Fashions in Old
New England," by Alice Morse Earle (Scribner), "Home life in Colonial
Days," and "Child Life in Colonial Days," by the same author
(Macmillan), and "Soldier Rigdale," by Beulah M. Dix (Macmillan).
Several meetings may take up furniture, pewter, china, silver, old
coverlets, embroidered linen, and the like. Read "The Quest of the
Colonial," by Robert and Elizabeth Shackleton (Century Co.), and
"Colonial Furniture in America," by L. V. Lockwood (Scribner).
VI--NEW AMSTERDAM
Between New England and Virginia lay several colonies, the most
important, New Amsterdam. Preface its study with one paper on Holland at
the time. Then describe the coming of the little _Half Moon_, the voyage
up the Hudson, and the friendliness of the Indians shown here, as in
each of the different colonies at the beginning of their history. Three
settlements were soon made, one at Fort Orange, now New York, one at
Fort Nassau, now Albany, and a third in New Jersey across from Fort
Orange. Tell how in a few years there were farms with stone houses,
churches, schools, and a regular system of fur trade with the Indians
which brought in huge yearly revenues. Three papers may be on the
governors Minuit, Van Twiller, and Kieft, noting their unlikeness, and
what each accomplished. A fourth paper may describe the patroon system
and compare it with that of other colonies.
The interesting figure of Stuyvesant, and his times, in New Amsterdam,
should have a meeting. Others may take up the coming of negro slaves,
the establishment of settlements on the Hudson, the trouble with Long
Island and its English settlers, the appearance of the English fleet,
the surrender of New Amsterdam, and the taking of the oath of
allegiance.
Have a description of life in Dutch New York and Albany and on Long
Island. The famous siege of Lady Moody's house at Gravesend and its
defense by forty Englishmen is also of interest.
Discuss the topic: What did the Dutch settlers give to the American
people? Compare them with the Southern and New England colonists,
showing that they gave substantial virtues but lacked the love of beauty
shown by the Virginians and the idealism of the Puritans. Read "The
Dutchman's Fireside," by J. K. Paulding (Scribner), "Free to Serve," by
Emma Rayner (The Page Company), "The Begum's Daughter," by E. L. Bynner
(Houghton Mifflin Co.), and "The Bow of Orange Ribbon," by Amelia E.
Barr (Dodd, Mead & Co.).
VII--NEW JERSEY AND DELAWARE
The early history of New Jersey is closely connected with that of New
Amsterdam. It was settled by the Dutch; after the coming of the English,
however, the land was given by the Crown to the Carterets, and as they
were from the Island of Jersey French settlers came over with them. The
Dutch, a handful of Puritans, and some Swedes who had settled inland,
soon began to quarrel among themselves.
Major Edmund Andros, the governor of New York, jealous of the growing
power of his neighbors, kidnapped the governor of New Jersey and made
him a prisoner. Read the story of his trial and return. Turn next to
that part of Jersey on the edge of Delaware and notice how it was bought
and settled by Quakers. Have a sketch of Fenwick, the pioneer, and of
the coming of new colonists, the influence of Penn on the government,
and how the two parts of Jersey were taken under the Crown and governors
sent from England, who ruled with uncertain success. Note the founding
of Princeton College later, and the growth of the colony in prosperity.
Delaware was coveted by three nations: the Dutch claimed it, the Swedes
acquired it, and the English were given it. One paper may tell of Minuit
and his rule, and another take up the invasion of Peter Stuyvesant, the
fall of the fort, and the surrender of the Swedes. Then came ten years
of Dutch rule, which is an interesting chapter of history, for the
colony came into collision with Maryland. From this point on there is
constant bickering and struggle until the coming of the English. Read of
Lovelace and his famous house, and the story of Jacobson and how, later,
the English almost effaced the Dutch in Delaware, changing even the
names of the towns to English. Read "In Castle and Colony," by Emma
Rayner (Stone, Chicago).
VIII--PENNSYLVANIA
The story of the settlement of Pennsylvania by William Penn and his
Quaker friends is familiar to every one. Aided by money given by the
King and welcomed by the Dutch, who had many settlements, he established
himself on fifty thousand acres of land, and sent word to those in
England to come to him. The Assembly soon met, and the remarkable
document known as the Great Law of Pennsylvania was drawn up; clubs
should read the substance of this.
The Mennonites, a religious sect from Germany, soon settled in the
colony and greatly influenced its future, as did the Germans who came
later from the Palatinate, an industrious, frugal people, who printed
the first Bible in America and first protested against slavery. Read
from "The Germans in Colonial Times," by Lucy F. Bittinger
(Lippincott).
CHAPTER IV
SOME POETS OF TO-DAY
Our day is a time when more good verse is being written than ever
before, much of it in our own country. The yearly output in English
alone is enormous, and much of it is so strong, so original, that club
women should certainly familiarize themselves with it.
To study the subject intelligently there may be a preliminary course on
modern poetry and its criticism, using these books, in part or whole:
"Studies in Poetry and Criticism," by Arthur Symons (Bell), "An
Introduction to Poetry," by R. M. Alden (Henry Holt & Co.), "The
Enjoyment of Poetry," by Max Eastman (Scribner), and "Lectures on
Poetry," by A. C. Bradley (Macmillan).
As the modern poets are studied, have plenty of illustrative readings
from the works of each one. Selections will be found in "Poets of the
Younger Generation," by William Archer (John Lane Co.), and two volumes
edited by Jessie Belle Rittenhouse, "The Younger American Poets"
(Little, Brown & Co.) and "The Little Book of Modern Verse" (Houghton
Mifflin). Also "The Lyric Year," edited by Ferdinand Earle (Mitchell
Kennerley), will be found helpful. There are three magazines which
constantly present the best new work of our poets, _Poet Lore_,
_Poetry_, and _The Poetry Journal_.
It is of course extremely difficult to classify the writings of poets,
because few devote themselves to one style of verse alone. The writer of
dramatic poetry will sometimes write lyrics, and the author of
philosophical verse will write poems about nature. But for this study
the principal work of each poet has been selected, with references to
what else has been done by him.
I--INTRODUCTORY
Before beginning with the regular program for the year clubs should
devote one or two meetings, as has been suggested, to the study of
poetry as a whole. Then there should follow two more on the history of
poetry, showing that all early national expression takes this form;
illustrate with readings from the Vedic Hymns (translated in Warner's
"Library of the World's Best Literature"), and the "Song of Miriam" from
the Hebrew, in the Bible. Have papers on the great epics, also, with
readings from the "Iliad," the "Odyssey," the "AEneid," the
"Nibelungenlied," the "Divine Comedy," the Arthurian cycle and "Paradise
Lost."
Turning then to the poetry of to-day, notice that its spirit is
something quite new. It is individual. It aims at truth and realism. In
much of it there is a great moral purpose--the passion for justice.
The form of modern poetry is also largely new. Rhymed monologues, long
narratives, and especially dramatic poems are frequent. Read to
illustrate this, "The New Poetry," by James Oppenheim, in Volume 22 of
_Poet Lore_.
Following this, take up in several meetings the topic of dramatic
poetry.
II--DRAMATIC POETRY
An early meeting should study the comparison of poetry and prose in
plays, and the question, Is poetry acceptable on the stage? What are its
limitations? There should also be a paper on the versified plays of
to-day as contrasted with those of two centuries ago. Following these
may be a study of several dramatic poets of to-day.
Percy Mackaye has some strong work: "Fenris the Wolf," "Jeanne d'Arc,"
"The Canterbury Pilgrims," and "The Scarecrow" are all worth reading.
Present selections from each. Stephen Phillips, an Englishman, has some
splendid, vital dramas. His best is "Paolo and Francesca," but both
"Herod" and "Ulysses" are to be studied. Read from all three. His
experience as an actor has made his plays especially suited to the
stage.
Richard Hovey has chosen the Arthurian cycle as his inspiration, and
presents the mediaeval spirit with unusual faithfulness; he keeps nearer
to Mallory than Tennyson did. Read "The Quest of Merlin," and "The
Marriage of Guenever."
Among women poets Sara King Wiley has two dramatic poems of note,
"Alcestis," and "The Coming of Philibert." Josephine Preston Peabody
(Mrs. Marks) took the Shakespearean prize for "The Piper," which was
performed at Stratford. Lately she has written another drama, "The
Singing Man," full of beauty. Read from this, and also from her short
poems.
III--POEMS WITH CLASSICAL AND ROMANTIC THEMES
Among the poets of the last generation Keats, Shelley, Browning and
Swinburne chose classical themes, and Byron and Tennyson took romantic.
Have a paper pointing out this fact. Read from their poems and compare
them with those of the poets of the younger set who took the same
themes.
Laurence Binyon, an Englishman like Phillips, has written "Persephone"
and "Porphyrin" with the classic theme, and "Tintagel" with the
romantic. Rhys Carpenter, one of the youngest American writers, has "The
Tragedy of Etarre," founded on the Arthurian legend. Helen Coale Crewe
has written "AEgean Echoes," and Martha J. Kidder "AEonian Echoes," both
full of beauty and promise. Read from these.
A concluding paper might inquire, What is it in these two themes which
has always attracted the poets?
IV--POEMS OF PROTEST
Under this title may be found the work of many of the young poets of
to-day. They show sympathy with the workingman, revolt against tyranny
and tenderness for suffering. They champion labor and demand the
betterment of conditions. This is the "new note," as it is called, and
is of immense importance. Clubs should put special study upon it,
following it out in the different poems.
John Masefield, of England, one of the most conspicuous writers of our
time, voices the protest strongly. His style is often that of the
monologue or narrative, and while sometimes it is merely rhymed prose,
at other times it is vigorous, picturesque and vivid. Read "The Widow of
Bye Street," and "The Everlasting Mercy." Note also his "Daffodil
Fields," which is quite different from these and full of peculiar
beauty.
Wilfred Wilson Gibson is another poet with a passion for justice. His
dramatic monologues are terse, simple, direct. Read from "Daily Bread,"
and "Fires."
A third poet, Robert Haven Schauffler, takes also the poor for his
subject. His "Scum o' the Earth" is a touching picture. Charles Edward
Russell in his "Songs of Democracy" strikes the same note; read his
"Essex Street." Edwin Markham, though not among the younger poets, had
much the same theme in his earlier "Man with the Hoe," which may be
recalled.
William Watson, after writing for years finished, contemplative verse,
suddenly, in direct contrast to his other work, wrote "The Year of
Shame," amazing England with his demand for justice to Armenia and
Greece. Read "How Weary Are Our Hearts." Close this part of the study
with brief readings from John Galsworthy's "Moods, Songs and Doggerels,"
which present, again, sympathy for the oppressed.
V--PHILOSOPHICAL AND MYSTICAL POEMS
Among the many who write this serious and uplifting form of verse may be
named George Santayana, who, in his sonnets, and "The Hermit of Carmel,"
studies the philosophy of life. He has no eye for nature, as most poets
have, but always takes up the abstract theme.
Alice Meynell, an Englishwoman, has several volumes of finished verse
with the mark of literary distinction. The devout spirit is noticeable
in her work. Read "In Early Spring," and "Regrets."
Anna Hempstead Branch, author of many beautiful short poems and several
brief dramas, is strongest in "Nimrod," a long philosophical poem. In
this, as in her other writing, the sense of the mystical is marked.
"Soldiers of the Light," by Helen Gray Cone, is remarkable for its
artistic, subtle yet uplifting feeling. Louise Imogen Guiney, who has
been writing for many years, has some recent verse that is of even more
than its usual spirituality; read "The White Sail," and "Tryste Noel."
Read also from the poems of Rosamund Marriott Watson, Edwin Arlington
Robinson, and Agnes Lee, as well as the lovely verse of Alice Brown.
VI--LYRICS AND POEMS OF NATURE
This is one of the divisions which covers an immense field. Among the
many writers who might be chosen for study is Alfred Noyes, the young
Englishman who is so often compared with Tennyson. He writes
spontaneous, optimistic verse. He loves sunshine and green fields and
children; he is sometimes dramatic, sometimes playful, but always
graceful. "The Barrel Organ" and "Forty Singing Seamen" are among his
finest lyrics, but "The Flower of Old Japan" is also noteworthy. Study
the other work of Noyes, especially his drama, "Drake."
John Vance Cheney has many lovely lyrics, as have William Vaughan Moody,
Bliss Carman, Clinton Scollard, Lizette Reese, Edith Thomas, and a long
list of others. Read several of each from the books of Miss Rittenhouse.
Madison Cawein writes of nature always with the same touch of freshness.
He idealizes everyday things, fields, grass, and flowers; he has what
has been called "the romantic love of out-of-doors." Sometimes he
strikes a more vigorous tone, as in his "Prayer for Old Age." Read this,
and "The Wild Iris."
Arthur Upson has a style peculiar for its dreamy beauty and exquisite
finish. His "Octaves in an Oxford Garden" shows him at his best.
"Westwind Songs" is also full of delicacy and grace. His last work, a
drama called "The City," has these same qualities.
Charles G. D. Roberts has, among many other things, a collection of
verse called "The Book of the Native," with descriptive poems of
Canadian forests. His "Afoot" and "The Recessional" are especially
charming.
Richard Burton's "Dumb in June" and his later "Quest of Summer" are both
full of poetic insight and beautiful expression. These, with his "Lyrics
of Brotherhood," are all well worth study. See "Poems," by C. G. D.
Roberts (The Page Company), and "Pipes of Pan," by Bliss Carman (The
Page Company).
VII--DIALECT AND HUMOROUS POETRY
Kipling made a place for himself when he wrote "Barrack-Room Ballads";
the reproduction of the cockney dialect has never been so well done and
their humor is inimitable. Read several. In America to-day we have a
poet who also does pioneer work--Thomas A. Daly. In his "Madrigali" and
"Canzoni" he has used the Italian-American dialect of the streets with a
result that is amusing as well as charming.
Gertrude Litchfield, too, has found something new in the dialect spoken
by the French Canadians in the northern New England towns. She has
written quaintly humorous verses about children. Read "Les Enfants," "De
Circus," and "The Spirit of Christmas."
Robert H. Carr has a little volume called "Cow Boy Lyrics," which
perpetuate the fast-passing men of the plains. After reading from these,
contrast the verses of James Whitcomb Riley with them. Note also among
writers of humorous verse Carolyn Wells, Oliver Herford and Gelett
Burgess.
VIII--CELTIC POETRY
Ireland has always been the home of romance, and recently it has had a
strikingly interesting revival of poetry. William Butler Yeats,
originally an artist, has a mystical element in his verse which gives it
a sort of unearthly quality. His leading narrative poem is "The
Wanderings of Oisin." "Baile and Ailinn" is a lover's tale. "The Fiddler
of Dooney" is a simple country story. His work has been called "dream
drenched." Make a special study of his play, "Land of the Heart's
Desire."
George W. Russell writes verse with much of the same wistful nature as
that of Yeats. "Homeward Songs by the Way," and "The Divine Vision" are
two of his volumes.
Study also the work of Lady Gregory. Though best known as a playwright
she has written interesting verse.
One paper may compare the Celtic verse of to-day with that of the
writers of mystical verse in England and America, especially that of
Louise Imogen Guiney, and discuss their difference.
IX--POETICAL PLAYS
There are many little plays written to-day in the form of verse, all
lovely, poetic in feeling and style, and many of them of great charm.
Among others are "The Rose of the Wind," and "The Shoes That Danced," by
Anna Hempstead Branch; "The Butterfly," and "Two in Arcadia" by Lucine
Finch; four plays called "The Shadow Garden," by Madison Cawein; and "El
Dorado," by Ridgely Torrance.
In addition to the study of all these modern poets, clubs should look up
the work of Rabindranath Tagore, the Hindu poet who recently took the
Nobel prize for literature; his latest poems (translated) are, "The
Crescent Moon" and "The Gardener."
Robert Bridges, the present poet-laureate, also deserves especial
mention.
CHAPTER V
THE WORLD'S ISLANDS
There is no subject for clubs more interesting than that of Islands, and
none broader in scope; each island or group suggests the study of
geology, botany, language, customs, religions, and, above all, history
and literature. The encyclopedias, books of travel and current
magazines, especially the _National Geographic Magazine_, will furnish
abundant material for papers.
I--GRECIAN ISLANDS
The islands which cluster about the coast of Greece are the most
important in history. Some are famous for their art treasures, others
have been the birthplace of great poets, others still are associated
with legendary heroes and gods. The literature, art, and history of the
two groups of the AEgean and Ionian Islands offer study for many months.
Among the many which might be suggested, these should be given special
attention: AEgina, famous for its sculptures; Delos, the Holy Isle,
birthplace of Apollo and Artemis, with the Temple of Apollo; Lesbos, the
birthplace of Sappho; Corfu, for its varied history; Ceos, the home of
two great poets; Samos with its Temple of Hera, and Ithaca, the home of
Ulysses. Add to this list Melos, Patmos, Rhodes, Lemnos, and Naxos, each
remarkable for something.
In preparing programs have brief readings on each island, either from
history or English poetry, or translations from the Greek. Longfellow's
"Poems of Places" has poems on many of the islands; the "Odyssey" gives
many stories, notably that of Nausicaa, which is laid at Corfu; Samuel
J. Barrows has a charming book, "Isles and Shrines of Greece" (Little).
Translations of some of Sappho's poems are easily found.
The islands of Crete and Cyprus should have a special meeting to
themselves, with emphasis laid on archaeological discoveries. Their
history is closely connected with that of Greece, though to-day they are
both under other than Greek rule.
II--MEDITERRANEAN ISLANDS
Three great islands lie close to Italy and are connected with its
history. The first is Corsica. It has a stirring story, especially of
the time when it belonged to Genoa, when the great Genoese Towers, still
standing, were built to protect it against the Saracens. The fact that
Napoleon was a Corsican should be mentioned. Some account of the
vendetta should not be omitted and illustrations from Prosper Merimee's
"Colomba" may be read aloud.
Sardinia, lying close to Corsica, is sometimes significantly called the
"Backward Island." One point for its study is the feudal system, which
continued there until the middle of the nineteenth century, and another
the brigandage for which it has been known for ages. See "The Forgotten
Isles," by Vuillier, translated by Frederic Breton (Appleton).
The history of Sicily is worth some months of study, for it opens the
story of the wars of Rome with Carthage. Consider the varied experience
of the city of Syracuse, the prosperity and political importance of
Sicily in the Middle Ages, the coming of Victor Emmanuel and Garibaldi,
in later years. Last, note the impoverished condition of the country
to-day. Read from Sicily, in the Story of the Nations series (Putnam),
and some translations from Thucydides and Theocritus.
Malta, a possession of Great Britain, is of interest especially in
connection with the Knights of Saint John. Minorca may be looked up also
for a special paper. See "Sicily, the Garden of the Mediterranean," by
W. S. Monroe (The Page Company).
III--THE ISLANDS NEAR SCOTLAND AND ENGLAND
The wild, mountainous islands of Scotland are peopled with fishing folk
whose language is still mostly Gaelic and whose customs are singularly
primitive. Read "A Daughter of Fife," by Amelia E. Barr, to show their
strong character. The Hebrides, lower down on the west coast, are
wonderfully picturesque. Read William Black's "A Princess of Thule."
Mull is remarkable for its beauty and for its Gaelic population and
traditions. Iona, a tiny island with a most important early Christian
history, has a ruined cathedral and graveyard containing many striking
and very ancient Celtic crosses. Staffa, near by, has a famous basaltic
formation and cave.
Most of England's islands are not grouped but stand singly. The Isle of
Man, off the west coast, is a somewhat wild place. Read Hall Caine's
"The Deemster," to learn of its people. The Isle of Wight, on the south,
is a garden spot. Note the famous places and people connected with them
and show pictures of Osborne House and Tennyson's home. The Scilly
Islands have a romantic past, partly legendary; see Besant's "Armorel of
Lyonesse." The Channel Islands, a group, are foreign, quaint, wild, and
beautiful. Their history is fascinating and they have been the home of
political refugees almost to the present day. Read "The Channel
Islands," by J. E. Morris (Macmillan Co.), and "Toilers of the Sea," by
Victor Hugo.
IV--ISLANDS NEAR AFRICA
Off the west coast of Africa are a few well-known islands. Toward the
north lies Madeira, long famous for its wine; to-day it is being
developed into a highly successful market garden, supplying England with
fruits and vegetables. Its picturesque population and the old city of
Funchal are charming. See "The Story of Madeira," by D. Dimmit (The
Methodist Book Concern).
Just below this lie the volcanic islands known as the Canaries, which
are thought to be the Fortunate Isles of antiquity. Strangely enough,
they seem to have dropped out of history for a time, and were
rediscovered in the fourteenth century. To-day they belong to Spain.
Show a picture of the Peak of Teneriffe.
The Cape Verde Islands deserve a passing glance, largely because Darwin,
in his "Volcanic Islands," makes them interesting. Just below these lies
St. Helena, the prison of Napoleon, which should have a separate paper.
Read from the "Life of Napoleon," by Sir Walter Scott.
On the opposite coast lies Madagascar, mentioned long ago by Ptolemy. It
remained a wild, uncivilized place until a century ago, when it came
into touch with trade; since that time it has had a dramatic story. See
"Madagascar and Its People," by James Sibree, and "Thirty Years in
Madagascar," by T. T. Matthews (Doran).
Near by lies Mauritius, the Ile de France, settled long ago by good
French families and well known in modern history. The story of "Paul and
Virginia," by Saint Pierre, is laid here, and also that of "My Little
Girl," by Besant and Rice. Read both of these.
V--OCEANICA
The islands of the Pacific are so numerous, so important, and so
immensely interesting that clubs can well afford to spend months in
studying them. The best plan is to take the map and divide the islands
into groups.
Take first the lovely Sandwich or Hawaiian Islands, twelve in all. One
paper should treat of their natural features, especially the famous
volcanoes. Another may take up the early history, speaking of the fact
that the people voluntarily abandoned idolatry as absurd and were
without religion for years, when they asked that help along this line
should be sent to them. The story of the coming of the first
missionaries and their work is remarkable. A third paper may be on the
visit of the native king and queen to England, a fourth may deal with
the leper colony at Molokai, and a fifth may describe the establishment
of the republic, and, later, its annexation to the United States.
Following westward on the map, the Caroline Islands and the Ladrones
should be studied; Guam, of the latter group, is now a possession of the
United States.
Several meetings should be given to the Philippine Islands, which come
next. Papers may be written on some of these topics, among many that
might be suggested: description of the islands; the early history; the
condition under Spain; the uprising of 1896; the physician, poet and
reformer Rizal; the people to-day, their habits and customs; the
establishment of a United States Commission and the work of the various
bureaus, especially that of education. A discussion may follow: Should
the Philippines be made self-governing? Read "The Philippine Islands,"
by F. W. Atkinson (Ginn).
VI--BORNEO, SUMATRA, JAVA AND OTHERS
Contrasted with these islands lie another group of three--Borneo,
Sumatra, and Java. The first two have wonderful fauna and flora,
hundreds of varieties of native woods and great natural resources, yet
are in a singularly backward condition. Read "Seventeen Years Among the
Sea Dyaks of Borneo," by E. H. Gomes (Lippincott). See also many recent
magazine articles. Java, lying close to this, is wholly different. It
belongs to Holland and is the important colony of the Dutch. Its early
history is interesting and the remains of its primitive civilization are
being unearthed. Read from "Java, Sumatra, and Other Islands," by A.
Cabaton (Scribner). Have one entire meeting given to the beautiful
island of Ceylon, before turning south.
New Guinea is near Australia and closely resembles it in striking
physical peculiarities. It is but slightly settled, and the Dutch and
English divide its ownership; the latter have found it rich in resources
and are making it commercially profitable.
Several small groups of islands to the east may be studied next. The
Fiji Islands were long known as the home of cannibals, and their turning
toward civilization makes an interesting study.
The Friendly Islands, or Tonga group, lie farther south and east; they
were inhabited by a wild and cruel people, now changed into a fairly
civilized and educated little nation, with churches and schools; many of
the people speak English.
The Society Islands are still farther west. The scenery here is
magnificent, with coral formations and atolls, tropical foliage, and
great waterfalls; this is called the Garden of the Pacific. The New
Hebrides have a special interest from the work of John G. Paton. Read
his life by his son (Doran). Close to these last groups lies Samoa,
beloved of Stevenson. Clubs should read of it from his books. See "In
the South Seas," and his Letters.
VII--TASMANIA AND NEW ZEALAND
Of the three islands near the southern end of Australia, Tasmania, close
to the larger country, is as large as Scotland. It was for years one of
England's penal colonies, but to-day it stands for everything that is
advanced and enlightened; its school system is remarkable and its
commerce highly developed. It is practically the home of a part of the
English people. Just beyond it lie the two islands that form New
Zealand, which, from the point of view of sociology, is one of the
world's places of mark. Read "New Zealand at Home," by B. A. Loughnan
(Newnes, London), and "New Zealand in Evolution," by G. H. Scholefield
(Scribner); also magazine articles.
VIII--JAPANESE ISLANDS
Japan, one of the foremost powers of the world to-day, is confined
geographically to four principal islands, with hundreds of smaller ones
grouped around these. At least four meetings should be given to its
study. The first may have a program on the physical features of Japan,
its resources, its people; a description of the peasants, their homes
and work; the cities, their houses, temples, and shops, with pictures of
interest.
The second may present the early history of Japan; its feudal system,
its religions, its varied government, down to the opening of the country
in 1853. The third and fourth may study the development of the country
under foreign ideas; the growth of the army and navy, the establishment
of schools, the court life, the extension of commerce, the press, the
new standards of government.
These should be followed by papers or talks on the late wars with China
and Russia and their effects. Other meetings should be on Japanese
architecture and art and on the different phases of the subject: The
Japanese in America. Read from "Japan," by Lafcadio Hearn (Macmillan
Co.), "Japanese Life in Town and Country," by George William Knox
(Putnam), and "The Lady of the Decoration," and "The Lady and Sada San,"
by Frances Little (Century Company).
IX--WEST INDIAN ARCHIPELAGO
In studying the West Indies it is necessary to use a map at each meeting
to keep clearly in mind the location of islands: the Bahamas, the
Greater and Lesser Antilles, and the Caribbean or Leeward and Windward
Islands. A brief study of Columbus should introduce the whole series.
Follow with the story of the Spanish possession, and then take the
coming of the English and the Dutch, their colonies, growth of power,
and the wars which ensued.
This will bring in the romantic stories of the buccaneers; read of the
extraordinary careers of Captain Henry Morgan, the notorious
Blackbeard, and Captain Kidd, and have chapters from novels treating of
that time, such as Charles Kingsley's "Westward Ho!" and "To Have and To
Hold," by Mary Johnston.
Give the story of each important island: Jamaica, Santa Cruz, the two
little republics of Haiti and Santo Domingo, Barbados, and Martinique,
the last the birthplace of the Empress Josephine. The topic of slavery
should have one paper. Read from the life of William Wilberforce.
Take next Cuba and Porto Rico. Study the war between Spain and the
United States, and follow with the conditions to-day. Read from "The
West Indies," in the Story of the Nations series (Putnam); "The English
in the West Indies," by J. A. Froude (Longmans); and "On the Spanish
Main," by John Masefield (Macmillan).
X--BERMUDA AND THE AZORES
North of the West Indies lies a group of islands famous for their
beauty--the Bermudas. Here Shakespeare placed the scene of "The
Tempest." The English own the islands and maintain a military station
there. Read from "The Tempest." Follow with a paper on the Azores, in
mid-Atlantic.
Circling the North American Continent, clubs will find several separate
islands full of interest. Little Staten Island, in New York Harbor, and
Long Island are closely connected with our history. Cape Breton Island,
on the northern coast of Nova Scotia, holds the old stronghold of
Louisburg, and the beauty of the Bras d'Or Lakes is worthy of note. Read
"Baddeck and that Sort of Thing," by Charles Dudley Warner (Houghton
Mifflin Co.). Newfoundland, rugged and lonely, lies beyond. In spite of
its great fisheries on the Banks, its people are poor. Read of the work
of Grenfell among them. The Arctic islands farther north present little
to study, if we except Iceland, well to the northeast. This is truly a
wonderful little place, and clubs should give it one meeting. Its
relation to literature is important. Read the little classic, "An
Iceland Fisherman," by Pierre Loti (McClurg), and "Bound About the North
Pole," by W. J. Gordon (Dutton).
Crossing to the west coast of British Columbia one meeting might be
given to the Alaskan Island of Saint Lawrence and others of the
Aleutian group; then, coming down the coast, Queen Charlotte's Island
and Vancouver should be noted briefly. On the west coast of South
America is the little island of Juan Fernandez, on which the sailor
Alexander Selkirk spent five years alone, whose story suggested to Defoe
his "Robinson Crusoe."
Just around Cape Horn lies the strange, wild land of Tierra del Fuego,
of which little is known. Darwin, however, wrote of it in his "Voyage of
a Naturalist," and scientists find in it much of interest.
CHAPTER VI
THE BUSINESS OF BEING A HOUSEKEEPER
The following topics have been arranged in ten groups, but as many more
may be added by dividing each main group into two, or even three or
four. There may be readings at each meeting from the books given for
reference, and discussion by club members.
I--INTRODUCTORY
The subject for the first meeting may be the Old Housekeeping and the
New. One paper may take the comparison of housekeeping twenty years ago
and more and that of to-day. Is there a real difference, or only a
seeming one! Are rents, food, and clothing actually higher for the same
things, or does life to-day demand that we add to what we then had?
Assuming that prices have really gone up, and are to stay there, what
can women do to adjust themselves to the fact?
The second paper should speak of the necessity of a woman's knowing
exactly what she can have to spend; of knowledge of her husband's
business; of an allowance; of the need of training in keeping within a
fixed sum.
The third paper is to be on the budget. That is, on preparing a list of
expenses, setting them down in a book, apportioning the income among the
items, and then putting down each day and month the actual outgo, and
so, year by year, altering and arranging the expenses to meet the
income. The discussion should take the form of personal experiences in
keeping household accounts.
II--SYSTEMATIC HOUSEKEEPING
The introductory paper on this subject may speak of the complex way in
which our houses are furnished, and the superfluity of things in them.
Also the fact that the day's work of caring for them is not always
clearly defined and carried out.
The second paper may treat of the relief of a weekly schedule of work to
be done.
The third paper may take the topic of the conservation of a woman's
energy, and the carelessness with which she runs up and down stairs and
does unnecessary and foolish things. Mention here the help to be found
in vacuum cleaners, modern dusters, carpet sweepers, and other
housekeeping helps.
Discuss the question: How shall we make our brains save our bodies?
III--ECONOMY IN FOOD
By way of opening the meeting a brief paper may be read on What Is True
Economy? This will point out the fallacy of buying poor foods because
they are cheap, wilted vegetables, stale cereals, inferior canned goods,
and the like. This may be followed by one on the question of buying.
Where shall a housekeeper buy--at a large market or a small one? How can
one learn how to buy good and still cheap meats? How can one do with
less meat? And is buying in large quantities a good plan?
The third paper may take up markets, their cleanliness; the housewives'
leagues of certain cities and their work; what can country women do
whose market is limited?
The last paper should speak of the necessity of personal supervision by
the housekeeper; of the imprudence of ordering by telephone, and of the
system of giving orders at the door to the grocer.
The discussion may turn on the question of paying cash for everything or
charging.
IV--COOKING
A good beginning is a review of the cooking of our grandmothers, cooking
in various parts of the country, and cooking in foreign lands.
Scientific cooking is, first, a knowledge of food values, but it also
includes the art of cooking, and both may be presented. Show how an
expert cook will use whatever materials she has at hand and will avoid
the use of costly ingredients. A good topic here is, How shall we have
variety without increasing the expense?
The kitchen as a workshop is the subject of the next paper. Make it
plain that one needs a clean, sanitary room, with everything to work
with; suggest new utensils, fireless cookers, and so on, and describe
the ideal kitchen.
Close with a discussion on the point: How can a woman learn to be a good
cook? Mention cooking schools, demonstrations and lectures, the study of
magazine articles and the pamphlets sent out by the Department of
Agriculture. Clubs might form cooking classes as an outcome of this
meeting.
V--THE LAUNDRY
This topic may be arranged in two parts: the work done at home and the
work sent out. Under the first speak of the former methods and how
washing and ironing days were dreaded, and the old difficult ways of
working. The second paper will take the new ideas, and mention running
water, stationary tubs, washing machines, mangles, gas stoves, modern
flat-irons, and other appliances for the laundry. Speak of the economy
of buying soap, starch, and bluing at wholesale.
At this meeting members may bring in illustrations from catalogues of
anything they have seen which promises to help in doing laundry work at
home.
The other part of the program would naturally take up the larger aspects
of the question. Have a paper on public laundries: Are they sanitary? Is
it economical to have shirts done up there rather than at home? Describe
the methods of some large laundry.
The last paper would deal with the washerwoman at one's own home, and
at hers. Is it extravagant to hire a day's work when one could really do
it one's self? Is it safe to send washing out to a home which may not be
clean?
The discussion may be on the point: How shall we reduce the size of the
family wash? Are there short cuts in laundry work?
VI--SERVICE
Service in the Home is the general theme for the sixth club meeting.
As in other meetings, it is well to begin with a paper on other days,
perhaps from Colonial times down, and to speak of the difference in
servants in their social position then and now, and the contrast in
wages.
The second paper may mention the scarcity of servants to-day, and the
reasons why there are so few; of the dissatisfaction with domestic
service; the rise in wages for untrained service; of immigrants; the
foreign servants in the West and the negro in the South.
The third paper may be on employment bureaus, references, and the
relation of one employer to another; the relation of mistress and
servant is most interesting. Speak of the question of the
responsibility of a mistress for her maid's morals, for one, and the old
and sick servant, for another.
The last paper may be on the servantless home and how to manage it. This
will take up the division of work between parents and children, the
possibility of entertaining, the advantages and disadvantages of doing
one's own work, and a statement of the saving of money by the plan.
Contrast the loss of other things, of time certainly, and possibly of
social life and physical strength. Discuss: Is it an extravagance or an
economy to hire the hard work of the family?
VII--CLOTHING
The first paper on this subject is to discuss the real and apparent
difference in the cost of dressing a family a generation ago and now.
Are materials more, or less, expensive? Is the cost in the making? Do we
have too many clothes? Does not the trouble lie in the fact that we need
so many different clothes, thus increasing the size of the wardrobe,
rather than in the cost of each individual garment?
The following paper may be on shopping. It should be very practical and
suggest that shopping out of season is economical; that too much
shopping is extravagant in time and car fares; that a bargain counter is
seldom a good place to buy anything; that good materials wear longer
than poor ones.
The last paper may be on ready-made clothing. How is it made so cheaply?
What of the conditions under which garments are made? What of ordering
by mail? Is the material of any ready-made garment really as good as it
looks at first? How does it wear as compared to that made elsewhere?
There should be an excellent discussion on this subject, covering such
things as: Home dressmaking; does it pay? Is it an economy to take
lessons in dressmaking and millinery? Is making-over always cheap? Does
it pay to dye one's gowns? How can we systematize the making of our
wardrobes so that sewing shall occupy us only a small part of our time?
VIII--WASTE
There may be at least three excellent papers on this subject; the first
one may be on _waste of food_: Why is America thought by other peoples
to be so wasteful? Compare the economies in the kitchen with those in
France. The waste of not knowing how to cook is also a good topic, and
the waste of unconscious extravagance. The patronage of the bakery and
the delicatessen shop should also be mentioned, and the waste of money
involved.
The _waste of time_ may be the title of the next paper, illustrated
especially in the kitchen in making fancy dishes or those which require
hours of preparation; the waste of time in doing unnecessary fancy-work
and elaborate sewing. Note how all this waste of time means to many
women the loss of hours to read.
The _waste of woman's strength_ in doing work too heavy for
her--lifting, drawing water, and performing other tasks should be
especially spoken of in the next paper, and the value of labor-saving
devices, of rest and recreation, and of having some help in housework
should be made clear.
The discussion should take up other wastes: waste of fuel in furnace and
in range; waste of water, of gas, of kerosene; of the wastefulness of
destroying a good gown by doing cooking in it; of little losses here and
there in all departments of housekeeping.
IX--FALSE ECONOMIES
This meeting should present the subject of unintelligent doing-without.
It should show how foolish it is to economize recklessly everywhere. One
paper may be on the table, showing that unpalatable food is unwholesome;
one may be on entertaining, expressing the need of having one's friends
and one's children's friends in to meals; one may be on doing without
comforts of all kinds, and making life merely hard and uninteresting.
All these should be very brief and balanced by others expressing the
thought that education is a necessity, and that so are some things to
make life easy--a little service, a little time, and flowers and books
or magazines.
Discuss the whole subject of economy in the home and get suggestions
from each member as to what she considers the best place to cut one's
expenses.
X--WHAT IS HOME FOR?
This is a fascinating subject and the first paper opens up a wide field;
it is on Home as a Business Enterprise. This will show that a home may
be merely a school of economics, with all the thought centered on that
side of its life; or it may be merely a savings bank, with the idea of
laying aside money back of everything. Or it may be an industrial
institution with every one working all the time and no recreation or
amusement permitted. Show the absurdity of these different positions.
The second paper may take up the trained housekeeper as manager of the
home. This may make it plain that if a woman understands her business
she should run her house easily, economically, cheerfully, socially. In
other words, she will use her brains to make housekeeping intensely
interesting and satisfactory.
The third paper should speak of comfort _versus_ elegance in home life;
of the rarity of finding the two combined; of furnishing a house simply
yet artistically; of entertaining within one's means; of the
appreciation of music and books as a necessary part of life; of the
ideal family life.
The discussion may take such lines as these: What sacrifices to economy
are worth while? What luxuries are necessities? Is benevolence
compatible with a small income? Is education to be regarded as an
investment? Are our children growing up thinking that money is the
principal thing in the minds of their parents?
If the year's work on domestic economy is to be a success, it should
have some practical outcome; perhaps a study class may be organized to
develop the ideas of home efficiency, or there may be a reading club to
present new ideas in books and magazines and discuss them, or, as has
been suggested, there may be a cooking class formed.
Among the books to be consulted are: "Increasing Home Efficiency," by
Martha B. Bruere and Robert W. Bruere (Macmillan); "The Modern
Household," by Marion Talbot and S. P. Breckinridge (Whitcomb and
Barrows); "How to Live on a Small Income," by Emma C. Hewitt (Jacobs);
"Home Problems from a New Standpoint," by C. L. Hunt (Whitcomb and
Barrows); "Living on a Little," by C. F. Benton (The Page Company); "The
Making of a Housewife," by I. G. Curtis (Stokes); "A Handbook of
Hospitality for Town and Country," by Florence Howe Hall (The Page
Company).
CHAPTER VII
A STUDY OF SONGS
A charming study, not only for a musical club but also for any other, is
that of songs. The field is practically limitless, but by careful
selection of a program which covers only a part much may be learned and
enjoyed. It is essential that the life and times of each composer should
be studied, and some of his songs sung. Later on, various periods, or
certain themes, may be illustrated by the songs of different composers.
Perhaps for some of these records on a good phonograph may be used.
To introduce the subject have a paper on folk songs, which in every
nation precede what are known as art songs. Many of these folk songs
have come down from very early times, either just as they were or woven
into art songs. Follow this with a second paper on the minnesingers and
troubadours and their songs. A third paper may speak of an interesting
theme which may be called the local color of songs. The Laplander has
his reindeer songs; the Alpine peasant, his songs of the mountains, with
the yodel; the Russian has songs of the steppes; the negro, his
plantation melodies; the sailor, his chanty; the soldier, his songs of
battle and prison. Hunting songs, love songs, funeral dirges, songs of
nature, of childhood, of home, of country, all have a literature of
their own.
One meeting may take up the subject of the first art songs--which
originated about the time of the first operas and were part of them.
I--THE GREAT GERMANS
The _lied_, or lyric song, was practically invented in Germany, and by
Schubert, the great master of lyric song, though Handel, Haydn, Gluck,
Mozart, and Beethoven all wrote arias, or songs, of great beauty and
importance. Illustrate by giving one or more songs from each.
The life of Schubert and his genius should have at least one meeting
devoted to them. Read the chapter in Finck upon him. Notice what he
accomplished in his thirty-one years. Beethoven said of him: "Truly
Schubert has the divine spark." His hundreds of songs are sweet and
tender, yet strong and noble. Sing "The Erl-King," written when he was
only eighteen, "Hark, Hark, the Lark"; "Death and the Maiden"; "Who is
Sylvia?" and "Margaret at the Spinning Wheel."
Mendelssohn's songs, long admired, are now considered rather mediocre
with the exception of a few. "On the Wings of the Wind"; "The
Volkslied"; "The Venetian Gondolier," and others, are distinctly bright
and sunny, fresh and graceful.
Schumann, unlike Schubert and Mendelssohn, wrote songs often sad and
even gloomy, but many of them, especially in his song cycles, are gems.
Sing, "Du bist wie eine Blume"; and "Der Nussbaum."
II--FRANZ AND GRIEG
Robert Franz, though totally deaf from early in life, wrote songs which
other musicians term immortal. His work is strikingly original, the
accompaniment woven with the melody of the voice. The simple old folk
songs often suggested them and his style, like that of Wagner, is often
declamatory. Read his life, and sing "Leise zieht durch mein Gemueth";
"Bitte"; "Es ragt der alte Eborus," and, "Im Mai." Following the work of
Franz take up Brahms, Jensen, Wagner, and Strauss, and the many other
German song writers.
Grieg is called "the king of Scandinavian song writers." His work is
often half wild, half melancholy, but always original. He followed the
spirit of the folk songs of his country. He is sometimes spoken of as
the Norwegian Chopin and is also compared with our own MacDowell. Sing,
"The First Primrose"; "The Minstrel's Song," and others.
III--SLAVIC COMPOSERS
Hungary gave Liszt to the world, and his sixty songs are of exceeding
value. His music closely represents the words of his songs, suggesting
falling rain, or sighing winds, or even the hum of bees. Sing "Kennst du
das Land?" "The Lorelei"; "King of Thule"; "Wanderer's Night Song."
Chopin, born in Poland, wrote fresh, charming little folk songs,
dramatic lyrics and romantic melodies. The seventeen which we possess
have an emotional range wider than that of any other composer's songs.
"Poland's Dirge," one of his most famous works, is called the most
funereal song in existence.
Paderewski, also a Pole, has only recently begun to write songs, but
those he has done are charming--quaint, romantic and full of national
color.
Rubinstein belongs both to Poland and Russia, but is chiefly identified
with the latter country. He wrote many songs, not all of them works of
genius, but many most beautiful and strong. See his cycle of "Persian
Poems;" "The Earth at Rest;" "Good Night."
Tschaikowsky and Dvorak have also written Slavic music, rather sad,
suggestive of folk songs and full of power. See the former's "None but a
Lonely Heart," and, "The Czar's Drinking-House;" and the latter's "Gipsy
Songs."
IV--FRANCE, ITALY AND ENGLAND
France, unlike Germany, has never had genuine art songs. Of chansons,
romances and other light songs there is an abundance, but its serious
work has been rather in the line of opera. Gounod, however, has many
lovely things, some of them popular: "Oh, That We Two Were Maying;"
"Maid of Athens," and others, are well known. Delibes shows a distinct
German influence in his song-writing. "Nightingale," and "Regrets," have
high merit. Godard has more than a hundred songs to his credit, many
delightful: the "Arabian Song;" "Farewell;" "The Traveler," are among
the best. A French woman song writer, Mdlle. Chaminade, is distinctly
popular to-day, but her work is not considered by critics to be
strikingly original.
Italy has never been interested in art song; indeed, except for the folk
songs of the street, there are few, if any, except such as are found
imbedded in operas and are distinctly a part of them. Tosti, to be sure,
has written many songs and so have other Italian composers of our day,
but nothing which stands among the great lyric songs of the world.
In England the ballad is the musical form of the song, and here this
nation excels. The ballads are strong, sincere and beautiful. Clubs
should have a number of meetings on the ballads of England, Scotland,
and Ireland. Sullivan has written some lovely songs, and so have Goring
Thomas, Stanford, and Cowen. There is a new English school of merit,
with fresh and original ideas. Sing Thomas's "Spring Is Not Dead" and "A
Summer Night." "La Belle Dame Sans Merci," by Stanford, is an excellent
piece of work. Mackenzie has followed Brahms more or less; sing "Hope,"
his best song.
V--AMERICAN SONGS
Until recently we in America, like the English, have written but few
lyric songs. But to-day we have a large number of such composers, and
there are those in other nations who think that the best work of our
time is being done in this country.
Prof. John K. Paine has written only a few songs. Among them are:
"Moonlight," and "The Matin Song," both charming.
Arthur Foote has written forty songs--among them, "On the Way to Kew,"
and, "In Picardie"--and is sometimes compared with Franz. Clayton Johns
has a hundred songs, his "Winter Journey" being suggestive of Russian
music; "Were I a Prince Egyptian," is good. Reginald de Koven is called
the most popular of America's song writers; his settings of verses by
Eugene Field are familiar, and his best known song, "Oh, Promise Me,"
has had great popularity.
G. W. Chadwick, the director of the New England Conservatory, has
written seventy-five songs, some of them most original. "Allah" is the
best known and probably his strongest; but, "Before the Dawn;" "Bedouin
Love Song;" and "Green Grows the Willow," are also fine.
Ethelbert Nevin is a well-known and admired writer of lyrical songs.
Walter Damrosch, Horatio Parker, the late Gerrit Smith, Victor Herbert,
and many others have been steadily turning out good work.
Edward MacDowell, however, is America's most distinguished song writer,
and his early death was lamented as a national calamity among music
lovers. Like Grieg in having a Scotch strain in his blood, his work also
shows a certain resemblance to that of the Norwegian. His music is
highly polished, always interesting and never imitative. Two lovely
settings of old words are noticeable: "Ye Banks and Braes o' Bonnie
Doon," and "Kennst Du das Land?" "The Pansy" and "The Mignonette," are
the best of a group of six flower pieces; "Menie" is remarkable for its
tender sadness and delicacy; but his most popular song is "Thy Beaming
Eyes." Critics consider his most scholarly work to be his eight settings
of verses by Howells, and "The Sea." See "National Music of America and
Its Sources," by L. C. Elson (The Page Company), and "American
Composers," by Rupert Hughes (The Page Company).
VI--INTERESTING SONGS
In addition to studying this great subject by countries, and by special
treatment of the masters of song writing individually, clubs may be
interested to look up and sing many of the old English songs suggested
under such heads as these in H. K. Johnson's "Old Familiar Songs" (Henry
Holt):
Memory: "Ben Bolt;" "I Remember, I Remember."
Home: "My Old Kentucky Home;" "The Suwanee River."
Exile: "Lochaber No More;" "My Heart's in the Highlands."
Sea: "A Life on the Ocean Wave;" "Rocked in the Cradle of the Deep."
Nature: "The Ivy;" "The Brook."
Sentiment: "The Last Rose of Summer;" "Stars of the Summer Night."
Unhappy Love: "Kathleen Mavourneen;" "Bonnie Doon."
Happy Love: "Annie Laurie;" "Meet Me by Moonlight Alone."
Humor: "Comin' Through the Rye;" "Within a Mile of Edinboro' Town."
Convivial: "Drink to Me Only with Thine Eyes;" "Landlord, Fill the
Flowing Bowl."
Martial: "Scots Wha Hae;" "March of the Men of Harlech."
National: "Rule Britannia;" "Hail Columbia."
Books to consult: "Songs and Song Writers," Henry T. Finck (Chas.
Scribner's Sons); "Makers of Song," Anna A. Chapin (Dodd, Mead & Co.);
"Stories of Famous Songs," S. J. A. Fitzgerald (Lippincott).
Collections of all the songs mentioned here, and many more, may be found
by writing to music publishers. Public libraries have also cyclopedias
of music which will help in writing the biographies of musicians. See
"Great Composers and Their Work," by L. C. Elson (The Page Company).
CHAPTER VII
SOME OF THE WORLD'S FAMOUS BUILDINGS
Like so many subjects suggested for club work, the one presented here
may be expanded indefinitely. Each of the great buildings given should
serve to introduce the subject of architecture and history.
Material will be found in good histories; in the encyclopedia,
especially the Encyclopedia Britannica, and in the many books on
architecture. Among the most useful in the way of description are:
"Historic Buildings Described by Great Writers," and "Turrets, Towers
and Temples," both by Esther Singleton (Dodd, Mead & Co.), and "Wonders
of Art and Archaeology," by M. Lefevre (Scribner). Ferguson's "History of
Architecture" (Dodd, Mead & Co.) is also valuable. At each meeting there
should be illustrations shown of the buildings studied.
I--EGYPT'S GREATEST BUILDING
The earliest of the world's great buildings, and in some respects the
most remarkable of them all, is the Great Temple of Karnak, at Thebes,
in lower Egypt, built about 1600 B. C.
Introductory papers should describe the country and its rulers, its
development and religion. Speak especially of the power of the monarchs
and the nation of slaves. Show pictures of pyramids, obelisks, gates and
temples. Speak of Thebes, described by Homer as "hundred-gated." Compare
with Memphis.
Then follow with one paper on the great ruins on the left bank of the
Nile at Thebes, and read Shelley's sonnet on the fallen Colossus there.
Crossing to the right bank, describe the ruins at Luxor, and so come to
the vast and overwhelming Temple of Karnak itself.
Note the avenue of sphinxes, the forest of columns which led to the
river bank, the huge fallen capitals, on each of which a hundred men can
stand. Give some idea of the immensity of the Hall and what it must have
been like when the roof was on, and the whole area of two hundred and
seventy acres was in its perfection. Read the description by Amelia B.
Edwards in "Turrets, Towers and Temples."
II--THE PARTHENON AND THE ACROPOLIS
To realize the beauty and value of the Parthenon at Athens, clubs must
first study the history of Greece from the time of Themistocles and the
Persian wars, through the rule of Aristides and Cimon when, it is
believed, the building of the Parthenon was begun. The Age of Pericles,
when art was at its height, needs two or more meetings; it was then that
the temple was finished.
A good picture of the Acropolis at Athens should be shown to keep the
buildings distinct; the one in Lefevre's book is excellent. Read the
description of a procession to the temple by John Addington Symonds, in
"Sketches in Italy."
One paper should discuss the architecture of the Parthenon; another
should mention the sculptures and paintings; a third may give its later
history, noting that while it was intact until 1687 its history from
that time has been one of destruction. Mention the injuries done by
collectors, especially Morosini and Lord Elgin. What of the ethics of
the removal of the sculptures? Close with a descriptive reading on the
Parthenon as it is to-day.
Studies of other Grecian temples will be found in the "Isles and Shrines
of Greece," by S. J. Barrows (Little, Brown & Co.).
There is a remarkable little collection of poems called "The Englishman
in Greece" (Clarendon Press) which will give delightful material for
illustrating this program with verse from famous writers.
III--THE BUILDINGS OF ROME
The picture of the Coliseum at Rome brings with it the wonderful story
of the imperial city at the height of its splendor, and also in its
decay. Have meetings on Rome under Vespasian and Titus, who together
built the Coliseum. It was completed in 80 A. D., ten years after the
destruction of Jerusalem.
One paper may describe its architecture, its arches, its massive stone
walls, its successive tiers of seats, its divisions for the people and
the court, its interesting exits. It covered five acres of land and
seated eighty-six thousand people; compare with the great stadium at
Harvard to-day.
Follow with papers on the Roman games; at the dedication of the Coliseum
these lasted a hundred days. Have one also on the gladiatorial fights
and one on the Christian massacres, many of which took place here. Read
from "Ben Hur" (Harper), the Chariot Race. Show, if possible, Gabriel
Max's picture, "The Last Token." Then take the gradual destruction of
the building by Goths and Vandals, and by the people of Rome themselves.
Read from Gibbon's "Decline and Fall of the Roman Empire" his
description of the building and the events which took place there; and
also from the Coliseum, by Dickens, in "Historic Buildings."
Other buildings which may also be studied are the Pantheon, the Arch of
Titus, Pompey's Theater, and the Temple of Jupiter Capitolinus, all in
the early history of Italy. Clubs may follow the meetings on these
buildings with two others on the more modern but no less remarkable St.
Peter's, at Rome, that colossal edifice in the transept of which it is
said that a cathedral could stand. Read from the description in "Wonders
of Architecture."
IV--CASTLES AND CATHEDRALS IN GERMANY
Among the many great architectural remains in Germany perhaps the most
interesting is the Castle of Heidelberg, standing on a hill three
hundred feet above the town. It was begun toward the close of the
thirteenth century, and is divided into two palaces and a hall, all of
different periods. The extraordinary thing about it is the fact that
nearly every style of architecture has been employed in its construction
and adornment, yet it remains a thing of beauty. In the Palace of
Frederick IV there are chiseled sculptures of five emperors, two kings
and nine palatines; in the Palace of Otho Heinrichs there is a lovely
Italian facade, with Greek demi-gods and nymphs, Hebrew heroes, and
Roman Caesars. There are four granite columns given by the Pope to
Charlemagne, which were transferred from palace to palace before they
were finally brought here. One writer has said that there is renown for
ten artists in this castle, all of them unknown.
Study the history of Germany in connection with this building, the
different palatine emperors who lived here, the wars in which it played
a part, and the great events of which it was the scene. Read the
description by Victor Hugo in "Turrets, Towers and Temples."
Clubs should also take up the Cathedral of Cologne, the Castle of the
Wartburg, the Dragonfels, and the church at Aix-la-Chapelle.
V--THE MOSQUE OF ST. SOPHIA
The Mosque of St. Sophia at Constantinople is the great example of
Byzantine art. Its history begins in the latter days of Roman history.
Constantine, Theodosius, and Justinian all were connected with it. Read
of the part each emperor took. Study next the rise and development of
its style of architecture; note how uninteresting is its exterior, how
curious the material of which it is built, and how wonderful its
interior is. Note especially its marvelous dome, its pillars, built of
marble and mosaics, its galleries and seats, so unusual in a great
church. Take up the history of its greater columns, some from the Temple
of the Sun at Baalbek, built by Aurelian, others from the Temple of
Diana at Ephesus, and still others from Thebes, Athens, Rome, and
Alexandria. This one topic of the columns could fill a meeting.
The use of color in the church should be emphasized; greens, blues,
reds, black and white, rose and gold all mingle here in the decoration.
Lamps, globes of crystal, even ostrich eggs, are suspended from the
ceiling. Carpets and rugs, inlaid lecterns, painted sentences from the
Koran are all of interest, but perhaps most remarkable are the scenes of
Moslem life and worship at all hours.
As to the history of the great church,--that covers all of the Middle
Ages, and extends even to our own day. Christians and Mohammedans have
fought for it; it has withstood sieges and bombardments, and known
massacres and pillage. Read from many sources; one good description by
De Amicis is found in "Turrets, Towers and Temples."
VI--MOORISH ARCHITECTURE IN SPAIN
On a hill-top in Spain in the fortified suburb of Granada is the famous
palace of the Moorish kings, the Alhambra. A large part of it was torn
down by Charles V to make way for a palace which he began but never
finished; it has suffered from neglect, from spoliation, from
bombardment, from earthquakes and from fire; yet it still remains to-day
an exquisite and unique piece of architecture. The whole place is easily
divided into its parts, and papers may describe them separately. The
entrance with its great vestibule and the inner portal, one with a
gigantic hand and the other with a key, around which emblems cluster
fascinating legends, may be the first subject; then will follow others
on the Hall of the Ambassadors, the Court of the Fish Pond, the Court of
the Lions, the Hall of the Two Sisters, and the Hall of the
Abencerrages. The Court of the Lions is the most beautiful, with its
alabaster fountain resting on the crouching lions; the Hall of the
Abencerrages witnessed a famous massacre; show pictures of these two
rooms. Notice how everywhere there are the vaulted ceilings of carved
cedar wood, the bubblelike domes, the mosaics, the tilings, the
arabesques, the delicate tracery of color, and the marvelous lace work
of wood and marble. The deep well of icy water is also to be mentioned,
and the repeated fountains; the glorious views from the various windows
and arches are also famous. Read several chapters from Washington
Irving's "Alhambra," and also from "Spain and the Spaniards," by De
Amicis (Coates).
The Giralda and the Alcazar, both of Seville, should also be studied as
other Moorish remains; and if there is time there may be one meeting on
the Escurial.
VII--NOTEWORTHY RUSSIAN BUILDINGS
The Kremlin is the citadel of Moscow and is built on very much the same
lines as the Alhambra, for a wall surrounds it and it contains many
important buildings. Here are churches, palaces, and towers. Clubs
should spend several meetings on this place, for it is of immense
importance in Russian history. Have one paper on the Bell Tower; pass
from this to the Cathedral of the Assumption, and describe its massive
interior and the painted walls, with the figures whose aureoles,
breastplates, necklaces, and bracelets are of precious stones; mention
also the burial place of the Metropolitans. Follow with another paper on
the cathedral of the Archangel, and a fourth on the new palace, which
holds the art treasures of Russia, its famous manuscripts, paintings and
jewels. The library, museum and university should also be described,
the whole place forming a wonderful group of buildings.
Read the description by Theophile Gautier, in "Turrets, Towers and
Temples." See also "The Russian Empire of To-day and Yesterday," by
N. O. Winter (The Page Company). Give the description of a coronation.
VIII--NOTRE DAME
The history of the great church of Notre Dame in Paris goes back into
pagan times. A heathen temple once stood on its site, and later a
Christian basilica. The present church was begun in the twelfth century.
Clubs should first take up its architecture, which is not pure Gothic
but transitional, and understand how it differs from many of the
beautiful pure Gothic French cathedrals. Some of its many striking
features are its three deep porches in front, the massive square towers,
the delicate gallery, with its openwork arches, which supports a heavy
mass of stone, and the huge rose window.
The history of the church is of the deepest interest. One paper may be
on the curious fact that, though the French kings were crowned at
Rheims, an English king, Henry VI, was crowned in Notre Dame, and give a
description of the times and the event. Note also the great Te Deum sung
here in 1431 when Paris was retaken.
During the French Revolution this was the Temple of Reason, and a
travesty on the usual religious services was performed. Napoleon,
wishing to impress Europe, summoned the Pope to Paris, and was here
crowned Emperor of the French, but by his own hands. All these and other
historical points are to have papers.
Read parts of Victor Hugo's novel, "Notre Dame." Study also other French
churches, especially the cathedrals of Amiens, Rouen, Chartres and
Rheims. Read "Rambles in the French Chateaux," by F. M. Costling (The
Page Company), "Old Paris," by H. C. Shelley (The Page Company).
IX--IN THE BRITISH ISLES
The Tower of London has a more intimate connection with the history of
England than any other building. Tradition says, probably erroneously,
that it was begun by the Romans; certainly, however, the oldest part,
the White Tower, dates back to 1078. Have a picture or plan shown which
makes clear how it is built,--with walls, a moat and various towers and
the Keep. Then take in chronological order all the great events which
occurred here, giving several meetings to their study. Kings were
crowned, held court here, and were imprisoned. Queens died or were
beheaded. Famous prisoners spent years in its dungeons. Describe the
square place in the court where the executioner's block stood; show the
Bloody Tower, and give the events which occurred there. Notice the gate
connected with this, and also the Traitors' Gate. Tell of the Tower
to-day, and its collection of armor and jewels.
In "Abbeys, Castles and Famous Halls of England and Wales," by Timbs and
Gunn (Warne of London), there is an excellent resume of the history of
the Tower. Or, a good English history, such as Green's, will give it.
Take also the history and description of Westminster Hall and Abbey, St.
Paul's, the different cathedrals of England and other famous buildings.
If possible add the famous buildings of Scotland, Edinburgh Castle,
Holyrood, Stirling, and others. Wales has many famous ruins, notably
Carnarvon, Conway and Harlech. Ireland has, among others, Ross Castle.
X--THE TAJ MAHAL
India has many notable temples and ruins, but for sheer beauty nothing
can compare with the Taj Mahal, at Agra. Built in the seventeenth
century by the Emperor Shah-Jehan as a mausoleum for his favorite wife
and himself, it required the work of twenty thousand men for more than
twenty years to complete it. It has been called a masterpiece of art, "a
poem in stone."
A portico of red sandstone admits one to a long terrace built of white
marble blocks, with wonderful gardens on each side and a canal
reflecting the dark cypress trees. The tomb stands among these,
reflected in the water. It is an octagonal building rising to a great
dome, with smaller ones with minarets. All is built of marble and
covered with exquisite carvings and inlays of flowers of turquoise and
onyx, with sentences from the Koran in black marble. It is all simple,
harmonious, and exquisitely beautiful. Within, in the bare central space
are the two plain tombs, covered with what is like a pall of carved,
lacy marble. The whole forms one of the art treasures of the Orient.
CHAPTER IX
FOUR SHORT PROGRAMS
PART I
I--A GROUP OF FAMOUS BOOKS
Each of the six masterpieces of fiction suggested for this program must
be read by the members of the club in preparation for their presentation
at the different meetings. The plots and characters must be familiar, to
have intelligent discussion.
When studying each book begin with a sketch of the life and work of the
author; follow with an outline of the plot of the book and a description
of each of the principal characters. Readings from all the books and
criticisms upon them may be found in "Warner's Library of the World's
Best literature."
FRENCH, GERMAN, RUSSIAN, AND SPANISH
A French book, "Les Miserables," is one of the best known books of
history as well as literature, for it has to do with many vital social
questions and reforms. Notice Victor Hugo's descriptive powers and
discuss whether the book shows a knowledge of actual life or is largely
theoretical. As it is the moral purpose of the book which has given it
vitality, study the attitude of society toward the outcast and the
criminal as the author gives it. Does the artist in him at times
overpower his moral sense? Compare the treatment of the criminal then
and at the present time. In spite of the faults of construction, how
does the book rank as literature?
Goethe's "Wilhelm Meister" stands in the front rank among German novels.
Give an outline of the book. Is there a plot? Is the book an
autobiography? If not, how far does Goethe give his own experiences? Is
the book a study in realism or does it deal with the unnatural? In what
does the power of the book lie? What has the author to say of education,
religion and esthetics? Is there a moral purpose, and are any problems
settled?
Tolstoy's "Anna Karenina" is of the greatest literary importance, for
its author was the founder of the modern realistic school. Have several
papers on the leading characters. What is the mainspring of Anna's
character? Is the comedy character, Oblensky, satisfactory? Is Tolstoy
really capable of humor? Is Levin a mouthpiece for Tolstoy's own views
of life? Study the social side of Russian life. Are the problems of Anna
the same as those which confront women in other lands to-day? Notice
what famous men have said of this book: Matthew Arnold declared it "less
a work of art than a piece of life." In a final meeting discuss the
subject of realism in fiction compared to idealism, with examples of
each class of work. Study and compare the writings of James, Howells,
and Arnold Bennett with Tolstoy's.
"Don Quixote" is not only the masterpiece of Spain, but a book with
unique qualities. Discuss, Does it give an unbiased picture of the
people? Is Don Quixote a madman, or does the author intend to show under
his extravagances some philosophy of life? What does the author
satirize? Does he successfully combine the real and the grotesque, or
lean too far toward the latter? Is the book a parable? If so, what does
it teach?
ENGLISH AND AMERICAN
Among the greatest works in English fiction, "Adam Bede" stands out
conspicuous by setting forth the eternal question of moral values. In
the study of the characters note that Dinah was drawn from life. Notice
the development of character in Adam and Hetty.
How does the standard of morals differ in our day from that in the time
in which the book is placed? Study the writer's humor and show how it
serves to relieve the somberness of the book. Was George Eliot really a
humorist? Above all, notice the great moral purpose which inspired the
writer. Does her picture differ from that of Dickens in "David
Copperfield"?
"The Marble Faun" is worthy of serious study. It is the American
masterpiece of fiction. Observe in this book that Hawthorne gave the
story such a faithful setting that it may be used as a guidebook to
Rome. The style of the book is remarkable; its exquisite simplicity
deserves more than a passing notice. Discuss the mingling of the real
and the mystical. Note especially the effect of the murder on the
different characters.
The remarkable character analysis in this work is one of the author's
famous points. The main theme of the book--Is sin really an element in
human education?--should be discussed. Does Hawthorne answer the
question?
If these books lead to the study of others, the following are among the
best to select: Daudet's "The Nabob;" Goethe's "The Sorrows of Werther;"
in connection with Don Quixote, Le Sage's "Gil Blas;" Tourguenieff's
"Smoke;" Thackeray's "Henry Esmond;" and in our own literature of the
present time, Edith Wharton's "House of Mirth," and Margaret Deland's
"Iron Woman."