(First Reader, page 49)
It is the aim of this lesson to help the pupils to appreciate imaginative descriptions of some natural phenomena. This lesson will be best appreciated if taken some day in autumn when the leaves are falling. If the pupils have recently noticed the wind rushing through the trees, scattering the many-coloured leaves and driving them before it along the ground, they will be in the best mood to enter into the spirit of the poem.
What is the time of the year that the poem speaks about? The autumn.Select all the things that tell you this. The leaves have "dresses of red and gold"; "summer is gone"; "the days grow cold"; the leaves come "fluttering" down; the "fields" are "brown".What did the wind mean by "Come o'er the meadows with me, and play"? It meant that they should come down from the trees and be blown away by the wind across the fields.What does it mean by "Put on your dresses of red and gold"? Before they fall, the leaves have many beautiful colours.What was the colour of their dresses in summer? When do they begin to change colour very quickly?What leaves show the most beautiful colours? What different colours have you noticed that leaves have?When does the wind call? When it blows loudly or whistles.Do you know what the wind says when it calls? Why not? We do not understand the language that it speaks.How did the leaves show that they understood? They obeyed at once and came down from the trees.What is meant by "fluttering" down? They came down slowly, moving from side to side, and turning over and over as they fell. (This could be shown in the class-room quite easily.)Which line in the first stanza corresponds in meaning with the third line of the second? The second line.What makes the fields "brown"? It is the end of the summer, and the grass and the plants have dried up.What colours have the fields at other seasons of the year? Green in the spring, golden in the summer, white in the winter.What are "the soft little songs" of the leaves? The rustling sounds they make as they are blown about by the wind.Why do we not understand their songs? For the same reason that we do not understand the call of the wind—their language is not ours."Winter had called them." What is the voice of winter? The cold winds that roar and whistle.What is meant by "content"? The leaves were quite glad to answer the call.Why were they content? The work that they had been doing all summer long was done; they were tired and sleepy and glad to go to bed.When may it be said that the leaves are "fast asleep"? When they lie quietly on the ground, no longer blown about by the wind.How were they kept warm during their long sleep? The snow came and covered them up warmly, like a "blanket".What does the whole lesson describe? The falling of the leaves.What does the first stanza speak of? The call of the wind.The second? The answer of the leaves.The third? The leaves asleep.Tell the story of the poem in your own words.
What is the time of the year that the poem speaks about? The autumn.
Select all the things that tell you this. The leaves have "dresses of red and gold"; "summer is gone"; "the days grow cold"; the leaves come "fluttering" down; the "fields" are "brown".
What did the wind mean by "Come o'er the meadows with me, and play"? It meant that they should come down from the trees and be blown away by the wind across the fields.
What does it mean by "Put on your dresses of red and gold"? Before they fall, the leaves have many beautiful colours.
What was the colour of their dresses in summer? When do they begin to change colour very quickly?
What leaves show the most beautiful colours? What different colours have you noticed that leaves have?
When does the wind call? When it blows loudly or whistles.
Do you know what the wind says when it calls? Why not? We do not understand the language that it speaks.
How did the leaves show that they understood? They obeyed at once and came down from the trees.
What is meant by "fluttering" down? They came down slowly, moving from side to side, and turning over and over as they fell. (This could be shown in the class-room quite easily.)
Which line in the first stanza corresponds in meaning with the third line of the second? The second line.
What makes the fields "brown"? It is the end of the summer, and the grass and the plants have dried up.
What colours have the fields at other seasons of the year? Green in the spring, golden in the summer, white in the winter.
What are "the soft little songs" of the leaves? The rustling sounds they make as they are blown about by the wind.
Why do we not understand their songs? For the same reason that we do not understand the call of the wind—their language is not ours.
"Winter had called them." What is the voice of winter? The cold winds that roar and whistle.
What is meant by "content"? The leaves were quite glad to answer the call.
Why were they content? The work that they had been doing all summer long was done; they were tired and sleepy and glad to go to bed.
When may it be said that the leaves are "fast asleep"? When they lie quietly on the ground, no longer blown about by the wind.
How were they kept warm during their long sleep? The snow came and covered them up warmly, like a "blanket".
What does the whole lesson describe? The falling of the leaves.
What does the first stanza speak of? The call of the wind.
The second? The answer of the leaves.
The third? The leaves asleep.
Tell the story of the poem in your own words.
(First Reader, page 52)
To enable the pupils to appreciate the pretty pictures and the music, and to learn how their pretty songs were written.
In far-away countries there are many sheep, and they require shepherds. These shepherds, as they can rest while their sheep feed, sometimes amuse themselves by cutting oat straws and making them into little flutes. They cut holes in the straws, just as you see holes in flutes or in tin whistles. They learn to play very pretty tunes. David, king of Israel, was, in his youth, a shepherd boy, and he learned to play beautiful music while he watched his sheep. The Psalms that you find in the Bible were composed by him.
In far-away countries there are many sheep, and they require shepherds. These shepherds, as they can rest while their sheep feed, sometimes amuse themselves by cutting oat straws and making them into little flutes. They cut holes in the straws, just as you see holes in flutes or in tin whistles. They learn to play very pretty tunes. David, king of Israel, was, in his youth, a shepherd boy, and he learned to play beautiful music while he watched his sheep. The Psalms that you find in the Bible were composed by him.
Now let us read about a shepherd who was playing music. (The teacher reads the poem.) While he was playing, what did he see? He saw a little child sitting on a cloud.What was the child doing? He was laughing.Why? He liked the music.What kind of music was it? It was pleasant, full of joy.Where was the shepherd? In a valley.Tell what the valley was like. It was wild. It had big rocks and hills on each side, and a cloud was over the valley.What did the child ask him to do? To play "a song about a Lamb".Why did he do that? Because the sheep were pretty and he thought he should like to hear pretty music about them.How did the child like it? He asked the shepherd to play the tune again, and it was such beautiful music that the keen enjoyment of it made the tears come to his eyes.What did the child next ask? He wished to have the music put into words, so he asked the shepherd to "sing" it.How did the child enjoy it? It was so lovely that he "wept with joy".What did he ask the shepherd to do? To "write" it down.Why? The child thought it was so lovely that he wanted other children to hear it, too.Yes, that is the way that we come to have all these pretty poems in our books. If they were only played or sung, not so many children could have the opportunity of enjoying them.What do you need when you write? We need pens, and paper, and ink.The shepherd had not steel pens, and white paper, and black ink. He may have used the bark of trees to write on.How did he get a pen? He "plucked a hollow reed", and he "made a rural pen".What does that mean? He took a hollow stalk, such as an oat straw or a weed, and cut it in the form of a pen.What is a "rural pen"? "Rural" means belonging to the country. The pen was not made as ours are. The shepherd wrote about sheep and other things belonging to country life.How did he get any ink? He took "water" from the stream and "stained" it so that it would leave a mark something like our ink.Yes, the paper, the pen, and the ink would not be so good as at present, but they would serve as a beginning.
Now let us read about a shepherd who was playing music. (The teacher reads the poem.) While he was playing, what did he see? He saw a little child sitting on a cloud.
What was the child doing? He was laughing.
Why? He liked the music.
What kind of music was it? It was pleasant, full of joy.
Where was the shepherd? In a valley.
Tell what the valley was like. It was wild. It had big rocks and hills on each side, and a cloud was over the valley.
What did the child ask him to do? To play "a song about a Lamb".
Why did he do that? Because the sheep were pretty and he thought he should like to hear pretty music about them.
How did the child like it? He asked the shepherd to play the tune again, and it was such beautiful music that the keen enjoyment of it made the tears come to his eyes.
What did the child next ask? He wished to have the music put into words, so he asked the shepherd to "sing" it.
How did the child enjoy it? It was so lovely that he "wept with joy".
What did he ask the shepherd to do? To "write" it down.
Why? The child thought it was so lovely that he wanted other children to hear it, too.
Yes, that is the way that we come to have all these pretty poems in our books. If they were only played or sung, not so many children could have the opportunity of enjoying them.
What do you need when you write? We need pens, and paper, and ink.
The shepherd had not steel pens, and white paper, and black ink. He may have used the bark of trees to write on.
How did he get a pen? He "plucked a hollow reed", and he "made a rural pen".
What does that mean? He took a hollow stalk, such as an oat straw or a weed, and cut it in the form of a pen.
What is a "rural pen"? "Rural" means belonging to the country. The pen was not made as ours are. The shepherd wrote about sheep and other things belonging to country life.
How did he get any ink? He took "water" from the stream and "stained" it so that it would leave a mark something like our ink.
Yes, the paper, the pen, and the ink would not be so good as at present, but they would serve as a beginning.
1. Where was the musician?2. What kind of instrument was he playing?3. Where was the child?4. What was the child's second request?5. What was his third request?6. How was the shepherd able to write?7. Why did the child wish him to write?(The pupils may not understand "rural", "valley", "pipes", so the teacher should give such further explanation as the different cases demand.)
1. Where was the musician?
2. What kind of instrument was he playing?
3. Where was the child?
4. What was the child's second request?
5. What was his third request?
6. How was the shepherd able to write?
7. Why did the child wish him to write?
(The pupils may not understand "rural", "valley", "pipes", so the teacher should give such further explanation as the different cases demand.)
(First Reader, page 103)
The aim of this lesson is to teach, by means of a story, the moral of trusting in God and trying to do one's best.
The teacher should introduce the lesson by inquiring of the pupils if they have ever watched a young bird learning to fly. Its timidity and the anxiety of the mother-bird should be especially emphasized. A brief reference to the swallow might also be in place, though this is not essential, as the poet has selected it merely as a type of birds in general, and almost any other bird would answer his purpose as well. The rapidity and grace of the swallow's flight, and its habit of constructing its nest of mud under the eaves and in other sheltered places about buildings, are the main points to be noted.
What is the lesson about? About a baby swallow learning to fly.What do the first four stanzas tell us? His fears.And the last three? The success of his effort.What do you see in the picture? A tower with a bell in it.What name is given here for tower? Turret ("Turret" means a little tower.)From its sound, what do you think "belfry" means? The place where the bell is.What, then, is a "belfry turret"? A tower where a bell is hung.On what part of the tower had the bird its nest? The front.What word does the poet use to express that? "Breast".What has been beating against the tower for years? The wind, sun, rain, snow.What one word would stand for all these? Weather.Explain "weather-beaten".In perching on its nest, what does the baby swallow seem ready to do? To fly.What other words might the Mother-Bird use instead of "courage"? "Don't be afraid."How many wings are meant by "either wing"?In this stanza, what is the "Mother-Bird" doing? Giving the little bird instructions in the way to begin flying.Describe how he is to begin.How does the baby feel about it? He feels afraid.What word tells you this? "Pauses."What does he think is deep? The distance between the tower and the ground.Why is the bird afraid to attempt to fly? It is so far to the ground and his "wings" seem very "small".Why is the "Mother" not afraid to let her baby try? She knows that God will carry him safely.How does she know this? Because "He" had "carried" her.When? When she was as small as the baby swallow is now.Why does the "Mother" tell him this? To encourage him to make the attempt.How does the baby swallow make his start? He "spreads out his wings" as far as he can and "springs" out.Which stanza has almost the same form as this? The second.What is he surprised to find? That he is able to fly.How does he feel after that about flying? He is no longer afraid.
What is the lesson about? About a baby swallow learning to fly.
What do the first four stanzas tell us? His fears.
And the last three? The success of his effort.
What do you see in the picture? A tower with a bell in it.
What name is given here for tower? Turret ("Turret" means a little tower.)
From its sound, what do you think "belfry" means? The place where the bell is.
What, then, is a "belfry turret"? A tower where a bell is hung.
On what part of the tower had the bird its nest? The front.
What word does the poet use to express that? "Breast".
What has been beating against the tower for years? The wind, sun, rain, snow.
What one word would stand for all these? Weather.
Explain "weather-beaten".
In perching on its nest, what does the baby swallow seem ready to do? To fly.
What other words might the Mother-Bird use instead of "courage"? "Don't be afraid."
How many wings are meant by "either wing"?
In this stanza, what is the "Mother-Bird" doing? Giving the little bird instructions in the way to begin flying.
Describe how he is to begin.
How does the baby feel about it? He feels afraid.
What word tells you this? "Pauses."
What does he think is deep? The distance between the tower and the ground.
Why is the bird afraid to attempt to fly? It is so far to the ground and his "wings" seem very "small".
Why is the "Mother" not afraid to let her baby try? She knows that God will carry him safely.
How does she know this? Because "He" had "carried" her.
When? When she was as small as the baby swallow is now.
Why does the "Mother" tell him this? To encourage him to make the attempt.
How does the baby swallow make his start? He "spreads out his wings" as far as he can and "springs" out.
Which stanza has almost the same form as this? The second.
What is he surprised to find? That he is able to fly.
How does he feel after that about flying? He is no longer afraid.
What is he able to do well? To steer.What does this mean? To fly in any direction he wishes.How does the "Mother" feel over her baby's success? She feels glad.To whom does she give thanks? To God.How does she do so? By singing a song of thankfulness.What can we learn from this story? That, if we really try to do a difficult thing, we can usually succeed; that sometimes a thing that looks hard is really very easy when we try to do it.Tell this story in your own words. Tell any similar story you know.
What is he able to do well? To steer.
What does this mean? To fly in any direction he wishes.
How does the "Mother" feel over her baby's success? She feels glad.
To whom does she give thanks? To God.
How does she do so? By singing a song of thankfulness.
What can we learn from this story? That, if we really try to do a difficult thing, we can usually succeed; that sometimes a thing that looks hard is really very easy when we try to do it.
Tell this story in your own words. Tell any similar story you know.
(First Reader, page 110)
You stood on the bridge and looked at the stream. What did you see? I saw some little fishes. I saw my image. I saw some bright stones.It is no wonder you looked at the stream when it shows you so many things. What were the fishes doing? They were swimming. They would dart after some crumbs that we dropped into the water.Why were the fishes there? That is their home.Yes, they like to live in the clear water. Mary says she saw her image. What have you at home that shows you your image? The mirror.Yes, the brook is somewhat like the mirror. Did you see images of any other things? Yes, I saw images of the trees, and some stones, and I saw the images of the ducks that were swimming.Willie says that he saw some pretty pebbles. Does the brook make any noise? Yes, it seems to sing when it runs over the pebbles, but in the deep places it does not make a noise.
You stood on the bridge and looked at the stream. What did you see? I saw some little fishes. I saw my image. I saw some bright stones.
It is no wonder you looked at the stream when it shows you so many things. What were the fishes doing? They were swimming. They would dart after some crumbs that we dropped into the water.
Why were the fishes there? That is their home.
Yes, they like to live in the clear water. Mary says she saw her image. What have you at home that shows you your image? The mirror.
Yes, the brook is somewhat like the mirror. Did you see images of any other things? Yes, I saw images of the trees, and some stones, and I saw the images of the ducks that were swimming.
Willie says that he saw some pretty pebbles. Does the brook make any noise? Yes, it seems to sing when it runs over the pebbles, but in the deep places it does not make a noise.
Now I shall read you a little poem about a brook. (Read with emphasis, even with slight exaggeration.) Now, where did this brook begin? In "a fountain".What is that? A spring of water.Where was the fountain? "In a mountain".What is that? A high hill.Was it very large where it started? No, the lesson says it was only "Drops of water" and it trickled "through the grasses".What does it mean by "Trickling through the grasses"? It means that there was so little of it that the blades of grass seemed almost to check its source.Did it run very fast at first? No, the lesson says that it "started" "Slow".Did it run any faster after that? Yes, "Soon it darted", and it was "Hurrying".What caused it to dart and hurry? The ground was steeper, and it had to run more quickly.Where was it running? Down "to the sea", where it would be lost in the other water.Did it grow any larger before it came to the sea? Yes, it grew "Swift and strong", and it widened "very fast".What caused it to widen? Other little brooks ran into it and made it wider.Now, the brook is said to be like a person. Can you point out any words that make you think it was like a person? Yes, it hurries just as children hurry.In the next stanza, the lesson says it was "Glad". Why was it glad? It was glad that the "Children" came to play on its banks.Yes, it felt just as you feel when your friends come over to your house to play. Do you see any other words that make you think it is like a person? Yes, it is "Swift and strong and happy". It rushes and it sings.What is it like now? It is like a big, strong, happy boy.Why did the children come to play on its banks? They came to pick the flowers.What line shows you that? "Blossoms floating." The children picked the flowers and threw some on the stream to watch the current carry them away.What else were the children doing? They were sailing toy boats in the water.What words show you that? "Mimic boating."What else did the children enjoy? They liked to see the "Fishes darting past" them. The fishes were timid.The brook makes some very pleasant sounds. What words show you that? "Rippling", "Bubbling", "singing", "ringing".When does the water make these sounds? When it is running "over pebbles" or down the steep places.You must fancy you hear the brook make its gentle music when it is running over the pebbles. What does the water look like when it ripples? It is not smooth; it has tiny waves upon it.You have heard the water bubble and gurgle, and then, when the stream grows large and runs faster, you can hear it "singing" and "ringing" in the distance. The poet tells us some pretty things about the brook. Tell me some of them. It was "Cool and clear and free".Why was it "Cool"? It had flowed among the grasses and had come from a spring in a mountain.Why was it "clear"? It was such pure water that you could see the stones at the bottom of the brook.Why does the poet say it was "free"? There were no logs nor big stones to stop its course. It ran freely on its way.Do you see any other words that describe its appearance? It is "Flecked with shade and sun".Now "Flecked" is a hard word. It meansspottedorstriped. Can you tell me what that means? Sometimes the brook is bright and shining and, in some places, it is shaded by the trees or by the clouds. You can see bright patches on the water.Now you have told me many wonderful things about this brook; where it began and where it ended, how it grew, how it sang, how glad it was to see the children, and how the children played with it, and how it looked. What does it tell us at first? It tells us where it began.In the next stanza? It runs a little faster.In the next? It was glad to see the children.In the next? The children were playing with it.In the next? It ran bubbling and singing into the sea.
Now I shall read you a little poem about a brook. (Read with emphasis, even with slight exaggeration.) Now, where did this brook begin? In "a fountain".
What is that? A spring of water.
Where was the fountain? "In a mountain".
What is that? A high hill.
Was it very large where it started? No, the lesson says it was only "Drops of water" and it trickled "through the grasses".
What does it mean by "Trickling through the grasses"? It means that there was so little of it that the blades of grass seemed almost to check its source.
Did it run very fast at first? No, the lesson says that it "started" "Slow".
Did it run any faster after that? Yes, "Soon it darted", and it was "Hurrying".
What caused it to dart and hurry? The ground was steeper, and it had to run more quickly.
Where was it running? Down "to the sea", where it would be lost in the other water.
Did it grow any larger before it came to the sea? Yes, it grew "Swift and strong", and it widened "very fast".
What caused it to widen? Other little brooks ran into it and made it wider.
Now, the brook is said to be like a person. Can you point out any words that make you think it was like a person? Yes, it hurries just as children hurry.
In the next stanza, the lesson says it was "Glad". Why was it glad? It was glad that the "Children" came to play on its banks.
Yes, it felt just as you feel when your friends come over to your house to play. Do you see any other words that make you think it is like a person? Yes, it is "Swift and strong and happy". It rushes and it sings.
What is it like now? It is like a big, strong, happy boy.
Why did the children come to play on its banks? They came to pick the flowers.
What line shows you that? "Blossoms floating." The children picked the flowers and threw some on the stream to watch the current carry them away.
What else were the children doing? They were sailing toy boats in the water.
What words show you that? "Mimic boating."
What else did the children enjoy? They liked to see the "Fishes darting past" them. The fishes were timid.
The brook makes some very pleasant sounds. What words show you that? "Rippling", "Bubbling", "singing", "ringing".
When does the water make these sounds? When it is running "over pebbles" or down the steep places.
You must fancy you hear the brook make its gentle music when it is running over the pebbles. What does the water look like when it ripples? It is not smooth; it has tiny waves upon it.
You have heard the water bubble and gurgle, and then, when the stream grows large and runs faster, you can hear it "singing" and "ringing" in the distance. The poet tells us some pretty things about the brook. Tell me some of them. It was "Cool and clear and free".
Why was it "Cool"? It had flowed among the grasses and had come from a spring in a mountain.
Why was it "clear"? It was such pure water that you could see the stones at the bottom of the brook.
Why does the poet say it was "free"? There were no logs nor big stones to stop its course. It ran freely on its way.
Do you see any other words that describe its appearance? It is "Flecked with shade and sun".
Now "Flecked" is a hard word. It meansspottedorstriped. Can you tell me what that means? Sometimes the brook is bright and shining and, in some places, it is shaded by the trees or by the clouds. You can see bright patches on the water.
Now you have told me many wonderful things about this brook; where it began and where it ended, how it grew, how it sang, how glad it was to see the children, and how the children played with it, and how it looked. What does it tell us at first? It tells us where it began.
In the next stanza? It runs a little faster.
In the next? It was glad to see the children.
In the next? The children were playing with it.
In the next? It ran bubbling and singing into the sea.
Now we shall learn the words of this pretty lesson, taking the first stanza to-day. Let us take the first three lines. Now all the lines. Let each one be ready to repeat it. See whether you can say the first stanza to-morrow, and then we shall learn some more.
Now we shall learn the words of this pretty lesson, taking the first stanza to-day. Let us take the first three lines. Now all the lines. Let each one be ready to repeat it. See whether you can say the first stanza to-morrow, and then we shall learn some more.
(Second Reader, page 3)
The aim of the lesson is to make the poem so lifelike that it will seem to each pupil as though the shadow and the words were his own.
After the poem has been read to give a general idea of the story, the teacher should proceed with it in detail, much in the same spirit as he would carry on a bright conversation with the pupils about something in which they were all equally interested.
Stanza I
How do I know my shadow is very fond of me? He "goes in and out with me".What does that mean? It means he goes wherever I go.What is "the use of him"? That "is more than I can see".What is he like? He is just "like me from the heels up to the head".What does he do when I go to bed? He jumps into bed "before me".
How do I know my shadow is very fond of me? He "goes in and out with me".
What does that mean? It means he goes wherever I go.
What is "the use of him"? That "is more than I can see".
What is he like? He is just "like me from the heels up to the head".
What does he do when I go to bed? He jumps into bed "before me".
Now, children, four of you may each recite one line. What have you, Susie? "I have a little shadow that goes in and out with me."What is the use of your shadow, John? "And what can be the use of him is more than I can see."What is he like, Mary? "He is very, very like me from the heels up to the head."When do you see him jump ahead of you? "And I see him jump before me, when I jump into my bed."
Now, children, four of you may each recite one line. What have you, Susie? "I have a little shadow that goes in and out with me."
What is the use of your shadow, John? "And what can be the use of him is more than I can see."
What is he like, Mary? "He is very, very like me from the heels up to the head."
When do you see him jump ahead of you? "And I see him jump before me, when I jump into my bed."
Note.—Each pupil's expression should reveal an active imagination and hearty response to the spirit of the selection. The whole should be very lifelike and real. Some pupil should be asked to recite or read the whole stanza.
Stanza II
What is there funny about the shadow? "The funniest thing about him is the way he likes to grow."How is that? "He sometimes shoots up" very tall all at once, and then he dwindles down to nothing.How would you expect him "to grow"? I would expect him "to grow" as I do.How is that? Oh, that is "very slow".The author says "like proper children". What does that mean? That means like real children.What shows that he sometimes grows up very, very quickly? The poet says he "shoots up".What other words tell the same thing? "Like an india-rubber ball."How is that? The ball goes up quickly with a bounce, and the shadow seems to spring up in the same way.
What is there funny about the shadow? "The funniest thing about him is the way he likes to grow."
How is that? "He sometimes shoots up" very tall all at once, and then he dwindles down to nothing.
How would you expect him "to grow"? I would expect him "to grow" as I do.
How is that? Oh, that is "very slow".
The author says "like proper children". What does that mean? That means like real children.
What shows that he sometimes grows up very, very quickly? The poet says he "shoots up".
What other words tell the same thing? "Like an india-rubber ball."
How is that? The ball goes up quickly with a bounce, and the shadow seems to spring up in the same way.
Let two or three children read the stanza. In the first line, the voice should show how funny it all is; in the second, the demureness of the "proper" child and the slowness of the growth should be revealed in the reading; in the third and fourth lines, there should be an imitative response to the sudden up-growth of theshadow and to the childish surprise at his dwindling into nothing.
Memorization should be conducted as shown in Stanza I, above. There should be no evidence of task or effort in the recitation; it is very necessary that it be spontaneous and full of enjoyment for the pupils.
Stanza III
The shadow knows very little about one thing. What is that? He has no "notion of how children ought to play".How does he "make a fool of me"? "In every sort of way."Well, give one way. He mimics me.Where does he stay? He stays right "close beside me".Why does he do that? He does that because "he's a coward".How would you feel about doing the same thing? I would feel ashamed of myself.
The shadow knows very little about one thing. What is that? He has no "notion of how children ought to play".
How does he "make a fool of me"? "In every sort of way."
Well, give one way. He mimics me.
Where does he stay? He stays right "close beside me".
Why does he do that? He does that because "he's a coward".
How would you feel about doing the same thing? I would feel ashamed of myself.
Reading and recitation of this stanza should now be conducted as indicated in Stanzas I and II, above.
Stanza IV
Did you ever manage to get away from your shadow? Yes, I did.Tell us about how you did it. Well, "One morning, very early", I got up "before the sun" did, and went out in the flower garden. I looked around for my shadow, and I found he "had stayed at home behind me" in bed.What is he called for doing that? He is called "an arrant sleepy-head".Give another word in place of "arrant" that will mean the same thing. He was a thorough and shameless "sleepy-head".What was the real cause of his staying behind? There was "none of him at all", because the sun was not up.What will happen when the sun does come up? Then my shadow will suddenly show himself again.Now, if you would like to have another stanza, telling about what happened when the sun came up, just try your best to write one.
Did you ever manage to get away from your shadow? Yes, I did.
Tell us about how you did it. Well, "One morning, very early", I got up "before the sun" did, and went out in the flower garden. I looked around for my shadow, and I found he "had stayed at home behind me" in bed.
What is he called for doing that? He is called "an arrant sleepy-head".
Give another word in place of "arrant" that will mean the same thing. He was a thorough and shameless "sleepy-head".
What was the real cause of his staying behind? There was "none of him at all", because the sun was not up.
What will happen when the sun does come up? Then my shadow will suddenly show himself again.
Now, if you would like to have another stanza, telling about what happened when the sun came up, just try your best to write one.
Here is another that was written once at the end of the lesson:
But when the dear old sun came up above the trees,My frisky little shadow came out into the breeze;I didn't see him coming, but, when I turned around,His head was at the window, and he lay along the ground.
(Second Reader, page 21)
To enable the pupils to understand the beauty and pathos of the selection.
To arouse in them a sympathy for those who are weak.
How many of you like to play games? Everybody.Name some of the games you play. Ball, tag, hide-and-seek, etc.With whom do you like to play? With boys and girls of our own age.
How many of you like to play games? Everybody.
Name some of the games you play. Ball, tag, hide-and-seek, etc.
With whom do you like to play? With boys and girls of our own age.
Here is a story that tells about two people playing a game. (The selection is read aloud by the teacher.)What is the story about? An "old lady" and a little boy playing "Hide-and-Go-Seek".What relation were they? The old lady was the boy's "Grandma".Let us look at the story again, and see if they enjoyed their game as much as you do yours. Is there anything inthe first stanza that tells us they were having a good time? "The way that they played together was beautiful to see."What was beautiful about it? They were so kind to each other. It was pleasant to see an old lady and a little boy having such a happy time playing together, and understanding each other so well.How do you feel, as you read the second stanza? I feel sorry for the boy because he is lame.Any other reason for feeling sorry for him? He is "thin", as though he had been sick a long time.In what way are he and his Grandma alike? Neither of them can run or jump.Do you feel more sorry for the Grandma or for the little boy? I feel more sorry for the boy, because he may never be able to run around, and his Grandma could when she was young.Describe the picture you see in the third stanza. I see an old lady and a little boy sitting "under the maple tree". The little boy has a pair of crutches beside him. The "sunlight" is shining through the leaves, and it is a warm summer's day, or they would not be sitting out. There is a house near them.What game were they playing? "Hide-and-Go-Seek."Would you know it from looking at them? No, because they are sitting still, and when we play the game, we run around and hide.How did they play it? They thought in turn of some place to hide and imagined they were hiding in it; they had three guesses to find out the place.Whose turn was it to hide? The old lady's, because the boy is guessing where she is.Where did he find her at last? In "Papa's big bed-room", in "the clothes-press".Is there anything else spoken about that was in the bed-room? There was a "little cupboard".Why does he mention the cupboard? He often thinks of it. He likes it.Why? His mother's "things used to be" in it.Why does he say "used to be"? That tells us that they are not there any longer.Why? I think his mother is dead.Who takes care of him now? His grandmother lives with him and looks after him.Why does the boy say "It can't be the little cupboard"? They both think too much of it to want to use it in connection with their play.How did the boy enjoy the game? Very much, because it says he laughed "with glee".How did the Grandma enjoy it? She was glad to see the boy happy.Do old ladies usually like to play games? No, they generally prefer to read or sew.Why was she playing with the boy? She loved him and was sorry he was lame.Could he do anything for his Grandma? He could talk to her, and keep her from being lonely. When he grows older, he can read to her.Describe the picture you see in the ninth stanza. I see the old lady, with her hands covering her face, while she guesses where the boy is hidden.In the last stanza, why does the author use so many "olds", in speaking of the Grandmother? He wants to make us feel she is quite old.Why does he say "dear" so often? He wants to show how very kind she was to the lame boy.Why does he say the boy was "half-past three", instead of three and a half years old? It sounds better the way he says it. It suggests the clock's time.Give me some other titles for this poem. "The Chums", "A Queer Game", "The Two Playmates".
Here is a story that tells about two people playing a game. (The selection is read aloud by the teacher.)
What is the story about? An "old lady" and a little boy playing "Hide-and-Go-Seek".
What relation were they? The old lady was the boy's "Grandma".
Let us look at the story again, and see if they enjoyed their game as much as you do yours. Is there anything inthe first stanza that tells us they were having a good time? "The way that they played together was beautiful to see."
What was beautiful about it? They were so kind to each other. It was pleasant to see an old lady and a little boy having such a happy time playing together, and understanding each other so well.
How do you feel, as you read the second stanza? I feel sorry for the boy because he is lame.
Any other reason for feeling sorry for him? He is "thin", as though he had been sick a long time.
In what way are he and his Grandma alike? Neither of them can run or jump.
Do you feel more sorry for the Grandma or for the little boy? I feel more sorry for the boy, because he may never be able to run around, and his Grandma could when she was young.
Describe the picture you see in the third stanza. I see an old lady and a little boy sitting "under the maple tree". The little boy has a pair of crutches beside him. The "sunlight" is shining through the leaves, and it is a warm summer's day, or they would not be sitting out. There is a house near them.
What game were they playing? "Hide-and-Go-Seek."
Would you know it from looking at them? No, because they are sitting still, and when we play the game, we run around and hide.
How did they play it? They thought in turn of some place to hide and imagined they were hiding in it; they had three guesses to find out the place.
Whose turn was it to hide? The old lady's, because the boy is guessing where she is.
Where did he find her at last? In "Papa's big bed-room", in "the clothes-press".
Is there anything else spoken about that was in the bed-room? There was a "little cupboard".
Why does he mention the cupboard? He often thinks of it. He likes it.
Why? His mother's "things used to be" in it.
Why does he say "used to be"? That tells us that they are not there any longer.
Why? I think his mother is dead.
Who takes care of him now? His grandmother lives with him and looks after him.
Why does the boy say "It can't be the little cupboard"? They both think too much of it to want to use it in connection with their play.
How did the boy enjoy the game? Very much, because it says he laughed "with glee".
How did the Grandma enjoy it? She was glad to see the boy happy.
Do old ladies usually like to play games? No, they generally prefer to read or sew.
Why was she playing with the boy? She loved him and was sorry he was lame.
Could he do anything for his Grandma? He could talk to her, and keep her from being lonely. When he grows older, he can read to her.
Describe the picture you see in the ninth stanza. I see the old lady, with her hands covering her face, while she guesses where the boy is hidden.
In the last stanza, why does the author use so many "olds", in speaking of the Grandmother? He wants to make us feel she is quite old.
Why does he say "dear" so often? He wants to show how very kind she was to the lame boy.
Why does he say the boy was "half-past three", instead of three and a half years old? It sounds better the way he says it. It suggests the clock's time.
Give me some other titles for this poem. "The Chums", "A Queer Game", "The Two Playmates".
(Second Reader, page 30)
To lead the pupils to perceive and appreciate how the poet uses personification and comparison.
This poem should be studied in the spring, when the dandelions are in bloom. A nature study lesson should precede the literature lesson. The pupils should be required to observe when the dandelions begin to make their appearance; at what time of the day they are most conspicuous; after what kind of night they are to be found in greatest profusion; what change occurs in the structure of the flowers as they grow older; how long a time usually elapses between the first appearance of the flowers and this change; what the white, downy part of the flower constitutes; what eventually becomes of this part.
Introduce the lesson by a brief conversation about military operations. Describe how one army tries to seize a strategic position, sometimes a hill, where the men can fix their guns and command the surrounding country. If this lesson could be presented without the pupils knowing the title (by writing the poem on the black-board, for instance), there would be the added interest of solving a riddle, namely, what the poet is describing.
What is a real "trooper band"? A band of soldiers on horseback.And what are real "veterans"? Old soldiers who have seen much service in war.What is actually meant by the "trooper band"? The dandelions when they first come out.What is the phrase that suggests that they are dandelions? "Yellow coats."What does the author actually mean by the "veterans"? The dandelions, when they have gone to seed.What phrase suggests this? "Their trembling heads and gray."Where did the "trooper band" make their appearance? On the hillside.When? On a "showery night and still".Why is such a night selected? Because it makes the dandelions bloom in great numbers.To what is the coming of the dandelions compared? To an army taking possession of a hill.What words tell how they came? "Without a sound of warning", "surprised", "We were not waked by bugle notes", "No cheer our dreams invaded".Explain "surprised the hill". Marched upon it when they were least expected, and seized it.Give the meaning of "held it in the morning". Had undisputed possession of it.Tell, in your own words, how the dandelions came. Suddenly and unexpectedly.How did this attack differ from a real military attack? There were no notes of the bugle or shouts of the soldiers to announce the capture of the hill.Change "No cheer our dreams invaded" into prose order, and explain the meaning. No cheer invaded our dreams. Our sleep was not disturbed by the victorious shouts of soldiers.How did the coats of the soldiers you have seen differ in colour from those of the dandelions?What is the meaning of "at dawn"? The first appearance of light in the morning."Green slopes"? Grassy hillsides."Paraded"? Marched up and down.About what time has elapsed between the incident of the first stanza and that of the second? Probably a week or thereabouts.What deed is referred to in the first stanza? The seizure of the hill.What is meant by "idly walking"? Without any definite purpose in view."Marked"? Noticed.About what were the veterans probably "talking"? About their military exploits in years gone by.What words are suitably used in describing these veterans? "Trembling" and "gray" suggest old age.Arrange "their trembling heads and gray" in ordinary prose order. Their gray and trembling heads.Why should the veterans be filled with "pride"? Because of the brave deeds they had done.Why did they laugh? Perhaps, because of some amusing occurrences they had seen.What characteristics of the dandelions suggest these fancies regarding the veterans? The heads of the dandelions are white. As they sway in the breeze on their slender stalks, they incline their heads toward one another in much the same way as people do in conversation.Why is the "laughter" said to be "noiseless"? Because human beings could not be expected to hear the laughter of the dandelions.What expression would you be likely to use, instead of "welladay"? Alas!What is meant by "they blew away"? The seeds of the flowers were scattered far and wide.What do you like about this poem? (1) Its charming poetic fancies. (2) The fitness of the comparisons.
What is a real "trooper band"? A band of soldiers on horseback.
And what are real "veterans"? Old soldiers who have seen much service in war.
What is actually meant by the "trooper band"? The dandelions when they first come out.
What is the phrase that suggests that they are dandelions? "Yellow coats."
What does the author actually mean by the "veterans"? The dandelions, when they have gone to seed.
What phrase suggests this? "Their trembling heads and gray."
Where did the "trooper band" make their appearance? On the hillside.
When? On a "showery night and still".
Why is such a night selected? Because it makes the dandelions bloom in great numbers.
To what is the coming of the dandelions compared? To an army taking possession of a hill.
What words tell how they came? "Without a sound of warning", "surprised", "We were not waked by bugle notes", "No cheer our dreams invaded".
Explain "surprised the hill". Marched upon it when they were least expected, and seized it.
Give the meaning of "held it in the morning". Had undisputed possession of it.
Tell, in your own words, how the dandelions came. Suddenly and unexpectedly.
How did this attack differ from a real military attack? There were no notes of the bugle or shouts of the soldiers to announce the capture of the hill.
Change "No cheer our dreams invaded" into prose order, and explain the meaning. No cheer invaded our dreams. Our sleep was not disturbed by the victorious shouts of soldiers.
How did the coats of the soldiers you have seen differ in colour from those of the dandelions?
What is the meaning of "at dawn"? The first appearance of light in the morning.
"Green slopes"? Grassy hillsides.
"Paraded"? Marched up and down.
About what time has elapsed between the incident of the first stanza and that of the second? Probably a week or thereabouts.
What deed is referred to in the first stanza? The seizure of the hill.
What is meant by "idly walking"? Without any definite purpose in view.
"Marked"? Noticed.
About what were the veterans probably "talking"? About their military exploits in years gone by.
What words are suitably used in describing these veterans? "Trembling" and "gray" suggest old age.
Arrange "their trembling heads and gray" in ordinary prose order. Their gray and trembling heads.
Why should the veterans be filled with "pride"? Because of the brave deeds they had done.
Why did they laugh? Perhaps, because of some amusing occurrences they had seen.
What characteristics of the dandelions suggest these fancies regarding the veterans? The heads of the dandelions are white. As they sway in the breeze on their slender stalks, they incline their heads toward one another in much the same way as people do in conversation.
Why is the "laughter" said to be "noiseless"? Because human beings could not be expected to hear the laughter of the dandelions.
What expression would you be likely to use, instead of "welladay"? Alas!
What is meant by "they blew away"? The seeds of the flowers were scattered far and wide.
What do you like about this poem? (1) Its charming poetic fancies. (2) The fitness of the comparisons.
Point out clearly how the appearance of the dandelions resembled a military attack, and how, in the later stage of their life history, they resembled veteran soldiers.
(Second Reader, page 56)
The aim of the lesson should be, not only to lead the pupils to enjoy the humour of the poem, but also to appreciate the lesson it teaches. It affords a fine opportunity for the development of conversational powers in the pupils.
The pupils should be encouraged to talk freely, and the questions should often call for quite lengthy answers.
Who has seen an elephant? You have, Henry? Well, tell us something about him. He was very large. One of our barn doors is twelve feet high and six feet wide, and father said the elephant would just be able to go through that door. If he was in the school-room, his back would reach almost to the ceiling. His ears were bigger than the top of my desk. His trunk was twice as long as father's cane, and was nearly as big around at the upper end as a bag of wheat, and the lower end was as small as my leg is below the knee. His tusks were hard and white, one on each side of his trunk, and were longer than father's arm. His tail was small. It did not seem to be as long as one of his tusks. His legs were larger around than the trunk of the biggest apple tree in our orchard. His skin was something like a hog's skin, only thicker, and he had no hair. His whole body was a dirty, dark colour.That is a fairly good description, Henry. You have helped us to picture a very large elephant.
Who has seen an elephant? You have, Henry? Well, tell us something about him. He was very large. One of our barn doors is twelve feet high and six feet wide, and father said the elephant would just be able to go through that door. If he was in the school-room, his back would reach almost to the ceiling. His ears were bigger than the top of my desk. His trunk was twice as long as father's cane, and was nearly as big around at the upper end as a bag of wheat, and the lower end was as small as my leg is below the knee. His tusks were hard and white, one on each side of his trunk, and were longer than father's arm. His tail was small. It did not seem to be as long as one of his tusks. His legs were larger around than the trunk of the biggest apple tree in our orchard. His skin was something like a hog's skin, only thicker, and he had no hair. His whole body was a dirty, dark colour.
That is a fairly good description, Henry. You have helped us to picture a very large elephant.
As you have read this poem to yourselves, tell me what it is about. It is about six blind men "Who went to see the elephant".As they were blind, how could they see him? They couldn't see him as we do, but they could feel him, and that was to them what seeing is to us.In what way was feeling the same to them as seeing is to us? It was their way of knowing the animal, and that is just what seeing is to us.Where did this happen? It happened in Indostan.I told you to look for Indostan in Asia. Point it out on the map. (A pupil points to it.)What are we told about these men? They gave much of their time to study.What do you suppose was their favourite way of finding out things? This lesson makes me think that they liked to find out things by their own efforts.Why do you think that? Because it says that they wanted to "satisfy" their minds by their own "observations".In what other ways do boys and girls satisfy their minds about new things? By asking questions about them until the answers satisfy them.What other way do you use sometimes? We read books to learn about many new things.What did the first man learn? He thought he had learned that the elephant was "like a wall".Why do you say thought? He hadn't really learned it. He stopped making observations just as soon as he had one idea.Why do you think he did that? I think he was in a hurry to be the first to state what he knew.What words in the poem suggest that idea to you? The words "At once began to bawl".How did this man come to think the elephant was "like a wall"? He fell against the animal's huge side, and it made him think of a wall.What was the second man's opinion about the elephant? He thought the animal was "like a spear".Account for that idea. He felt one of the elephant's tusks, and formed his opinion without going any further.And what about the third man? The third man put his hands on the elephant's trunk and felt it all over, but as he did not go any further, he declared that the elephant was "like a snake", because it was the only thing, as far as he knew, that squirmed about as the trunk did.What did the fourth man do? The fourth man felt the big front legs and declared the elephant was "like a tree".Tell us about the fifth man. The fifth man happened to touch the ear. He felt all over it but nowhere else, so he said the elephant was "like a fan".And what had the sixth man to say? The sixth man had caught hold of the elephant's tail, and when he had felt all over it, he declared the elephant was "like a rope".What conclusion did they come to in the end? They didn't come to any conclusion. They argued and argued for a long time, and each man was stubborn and stuck to "his own opinion".
As you have read this poem to yourselves, tell me what it is about. It is about six blind men "Who went to see the elephant".
As they were blind, how could they see him? They couldn't see him as we do, but they could feel him, and that was to them what seeing is to us.
In what way was feeling the same to them as seeing is to us? It was their way of knowing the animal, and that is just what seeing is to us.
Where did this happen? It happened in Indostan.
I told you to look for Indostan in Asia. Point it out on the map. (A pupil points to it.)
What are we told about these men? They gave much of their time to study.
What do you suppose was their favourite way of finding out things? This lesson makes me think that they liked to find out things by their own efforts.
Why do you think that? Because it says that they wanted to "satisfy" their minds by their own "observations".
In what other ways do boys and girls satisfy their minds about new things? By asking questions about them until the answers satisfy them.
What other way do you use sometimes? We read books to learn about many new things.
What did the first man learn? He thought he had learned that the elephant was "like a wall".
Why do you say thought? He hadn't really learned it. He stopped making observations just as soon as he had one idea.
Why do you think he did that? I think he was in a hurry to be the first to state what he knew.
What words in the poem suggest that idea to you? The words "At once began to bawl".
How did this man come to think the elephant was "like a wall"? He fell against the animal's huge side, and it made him think of a wall.
What was the second man's opinion about the elephant? He thought the animal was "like a spear".
Account for that idea. He felt one of the elephant's tusks, and formed his opinion without going any further.
And what about the third man? The third man put his hands on the elephant's trunk and felt it all over, but as he did not go any further, he declared that the elephant was "like a snake", because it was the only thing, as far as he knew, that squirmed about as the trunk did.
What did the fourth man do? The fourth man felt the big front legs and declared the elephant was "like a tree".
Tell us about the fifth man. The fifth man happened to touch the ear. He felt all over it but nowhere else, so he said the elephant was "like a fan".
And what had the sixth man to say? The sixth man had caught hold of the elephant's tail, and when he had felt all over it, he declared the elephant was "like a rope".
What conclusion did they come to in the end? They didn't come to any conclusion. They argued and argued for a long time, and each man was stubborn and stuck to "his own opinion".
In what respects were they all alike?1. Each one felt just one part of the animal and took the part for the whole.2. Each was in a hurry to give his opinion and did not take time to form a good one.3. Each man was stubborn and probably refused to feel where the others had felt.If they could be in your place, how would they see themselves? They would see how foolish they had been, and each would see that the others were as nearly right as he himself was.What lesson for ourselves can we learn from this? It teaches us not to be in a hurry in giving our opinions.What do we learn from the dispute mentioned in the last verse? We learn from it that, when our own opinions about anything are firmly fixed, it does no good to argue about the matter.In what way could they have arrived at the same conclusions? If each had done all that each of the others did, they would have agreed about the elephant.In what way were these men really blind? They could not, or would not, see the viewpoint of others. There may be a mental blindness, as well as a physical blindness.Here are two lines that you may memorize, as they fit the lesson very well:Convince a man against his will,He's of the same opinion still.
In what respects were they all alike?
1. Each one felt just one part of the animal and took the part for the whole.
2. Each was in a hurry to give his opinion and did not take time to form a good one.
3. Each man was stubborn and probably refused to feel where the others had felt.
If they could be in your place, how would they see themselves? They would see how foolish they had been, and each would see that the others were as nearly right as he himself was.
What lesson for ourselves can we learn from this? It teaches us not to be in a hurry in giving our opinions.
What do we learn from the dispute mentioned in the last verse? We learn from it that, when our own opinions about anything are firmly fixed, it does no good to argue about the matter.
In what way could they have arrived at the same conclusions? If each had done all that each of the others did, they would have agreed about the elephant.
In what way were these men really blind? They could not, or would not, see the viewpoint of others. There may be a mental blindness, as well as a physical blindness.
Here are two lines that you may memorize, as they fit the lesson very well:
Convince a man against his will,He's of the same opinion still.
(Second Reader, page 203)
To lead the pupils to appreciate the beauty and power of the language of this Biblical lesson, and to feel a confidence in God's protection and support.
The teacher should talk with the pupils about the great flocks of sheep in Eastern lands. They require a shepherd to lead them to pastures where the grass is long and sweet, and to protect them from the wild animals.
This Psalm is called the "Shepherd Psalm" because it was written by David, after he became a king. He remembered the time when he was a shepherd boy and used to spend his days and nights in the fields with the sheep, and how he once killed a lion and a bear that came to attack his flock; and he thought to himself that God had cared for him all his life just as he himself used to care for his little lambs, so at last he put his thoughts into the words of this Twenty-third Psalm.
There are two metaphors in this Psalm. In the first is developed, through the figure of a shepherd and his flock, God's care of His people.
What are the feelings of the sheep toward the shepherd? They feel confident that he will supply them with food; he will lead them to the "green pastures" and to the "still waters" by the wells and fountains, where they will neither hunger nor thirst.What does the expression "lie down" infer? A sense of rest and security. The sheep can lie down in the "greenpastures" and feel confident that the shepherd is able and willing to protect them from danger.In what way do we resemble the sheep? We are dependent upon the Lord for our supply of spiritual and material needs, and for guidance and protection along the path of everyday life.What does the Psalmist mean when he says: "He restoreth my soul"? "Soul" means, in Hebrew, the "life," or "one's self". The Lord restores and brings back His people, when wandering into forbidden places.Explain the next line. As the shepherd goes before and leads his sheep by the right paths, avoiding all dangers, so the Lord leads His people into "the paths of righteousness".What does "for His name's sake" mean? He has undertaken to guide His people safely and will do it for the honour of His name.In the next section, whom is the Psalmist addressing? He is speaking to the Lord.What words show that he is still using the figure of the shepherd and the sheep? "Through the valley"; "Thy rod and thy staff".What does the first line mean? Some paths that are right paths for us to walk in still lead through perilous places; and this is the way the Psalmist refers to this fact in shepherd life.How should we feel? The Lord accompanies us, and we should "fear no evil". The sheep follow the shepherd with absolute confidence, and our attitude toward "the Good Shepherd" should be the same.What words show that danger is sometimes close? Death sometimes comes so close that it almost seems to cast a shadow.What does the "rod" represent? The rod is the sign of authority, and represents the defence and protection afforded by the shepherd to the sheep, when in danger from robbers or wild beasts.What does the "staff" represent? The staff denotes support and guidance, and is used for aiding the sheep in places of need, even along peaceful ways. The expression "Thy rod and thy staff" covers the whole round of protecting care.
What are the feelings of the sheep toward the shepherd? They feel confident that he will supply them with food; he will lead them to the "green pastures" and to the "still waters" by the wells and fountains, where they will neither hunger nor thirst.
What does the expression "lie down" infer? A sense of rest and security. The sheep can lie down in the "greenpastures" and feel confident that the shepherd is able and willing to protect them from danger.
In what way do we resemble the sheep? We are dependent upon the Lord for our supply of spiritual and material needs, and for guidance and protection along the path of everyday life.
What does the Psalmist mean when he says: "He restoreth my soul"? "Soul" means, in Hebrew, the "life," or "one's self". The Lord restores and brings back His people, when wandering into forbidden places.
Explain the next line. As the shepherd goes before and leads his sheep by the right paths, avoiding all dangers, so the Lord leads His people into "the paths of righteousness".
What does "for His name's sake" mean? He has undertaken to guide His people safely and will do it for the honour of His name.
In the next section, whom is the Psalmist addressing? He is speaking to the Lord.
What words show that he is still using the figure of the shepherd and the sheep? "Through the valley"; "Thy rod and thy staff".
What does the first line mean? Some paths that are right paths for us to walk in still lead through perilous places; and this is the way the Psalmist refers to this fact in shepherd life.
How should we feel? The Lord accompanies us, and we should "fear no evil". The sheep follow the shepherd with absolute confidence, and our attitude toward "the Good Shepherd" should be the same.
What words show that danger is sometimes close? Death sometimes comes so close that it almost seems to cast a shadow.
What does the "rod" represent? The rod is the sign of authority, and represents the defence and protection afforded by the shepherd to the sheep, when in danger from robbers or wild beasts.
What does the "staff" represent? The staff denotes support and guidance, and is used for aiding the sheep in places of need, even along peaceful ways. The expression "Thy rod and thy staff" covers the whole round of protecting care.
Here the figure is changed. In the second metaphor God is represented as a host with the Psalmist as a guest at a banquet.
"Thou preparest a table before me." The Lord makes provision for man's needs. He does so openly, publicly ("in the presence of mine enemies").In what other way does the Lord show His care for His people? The Psalmist says: "Thou hast anointed my head with oil."To what does this refer? In the East, it was the custom to pour an ointment of great fragrance on the heads of the guests of honour at a feast.How does the Psalmist further picture the goodness of God? He fills our "cup" till it is overflowing.What is the thought in the last two lines? The confidence of the Psalmist in the Lord, that as He has led and guided him in the past, so His "goodness and mercy" "shall follow" him "all the days of his life," and he will live forever in intimate communion with Him.What do you like about the selection? The spirit of gratitude and confidence in those who enjoy God's benefits. The nature of some of these benefits is made plain to us by the pictures of the "green pastures", the "still waters", "the rod and staff", and the prepared "table".
"Thou preparest a table before me." The Lord makes provision for man's needs. He does so openly, publicly ("in the presence of mine enemies").
In what other way does the Lord show His care for His people? The Psalmist says: "Thou hast anointed my head with oil."
To what does this refer? In the East, it was the custom to pour an ointment of great fragrance on the heads of the guests of honour at a feast.
How does the Psalmist further picture the goodness of God? He fills our "cup" till it is overflowing.
What is the thought in the last two lines? The confidence of the Psalmist in the Lord, that as He has led and guided him in the past, so His "goodness and mercy" "shall follow" him "all the days of his life," and he will live forever in intimate communion with Him.
What do you like about the selection? The spirit of gratitude and confidence in those who enjoy God's benefits. The nature of some of these benefits is made plain to us by the pictures of the "green pastures", the "still waters", "the rod and staff", and the prepared "table".
(Third Reader, page 50)
To lead the pupils to appreciate the exquisite music of the language and the pathos of the story.
What does the poem describe? It describes a father's love for his son.There are two distinct parts. What does each part describe? The first two stanzas describe a game of "Hide and Seek" between the father and the boy, and the last two, the father's intense longing for the boy whom he has lost.What kind of day is described in the first stanza? A bright and calm June day.What things suggest this? Sleeping trees, still winds, wandering clouds, "noonday silence".What does the writer represent the trees and the winds to be? Persons—the trees having the ability to sleep, and the winds to move or keep still. This is called personification.What are "fleecy clouds"? Clouds that are white and downy.The poet speaks of them as "flocks". What is the comparison intended? The comparison of the clouds to flocks of white sheep that, instead of wandering across a meadow, are wandering across the sky.What does the word "wandered" suggest? That the clouds are moving along slowly and leisurely without any purpose in view. They are doing this because the "winds are still".What is meant by saying that they "Have wandered past the hill"? They have gone below the horizon at the hilltop and cannot be seen. The sky is thus clear of clouds.What causes "the noonday silence"? The heat of the mid-day has silenced even the songs of the birds. Compare Keats:When all the birds are faint with the hot sunAnd hide in cooling trees.How is the silence broken? By the voice of the little boy hunting for his father.What do the words of the tune he is singing constitute? The rules of the game. The one hiding must respond "Coo-ee" each time the one searching calls.Where is his father? In a "leafy nook" in the woods.What does the question "Shall I let him pass?" seem to indicate? That his father hesitates for a moment to reveal himself.What does he do, however? He gives the boy the signal—a "low, soft whistle". He cannot "let him pass".What is shown in the last long line of the stanza? That the man enters into the spirit of the game with the same zest as the boy.What feeling exists between the two? A feeling of perfect good-fellowship and affection.Explain, "you're it". Your turn to hunt, mine to hide.What further rules of the game are given here? (Every boy and girl will know these.)What change in feeling is there between the first two stanzas and the last two? A sudden transition from gaiety and light-heartedness to sorrow.What has happened? The boy is dead.Why is "Long ago" repeated? It emphasizes the idea and adds to the pathos of the line. The time has seemed long because of the intensity of the father's grief. Happiness makes time pass quickly, not so grief.How does the poet suggest the idea that the game is still being continued though it is now an inexpressibly sad one? He speaks of the boy as having left his father as if to hide,of his father as seeking him "high and low", of his being safely "hidden" "in some pleasant place", of the father as being unable to hear his "Coo-ee".What is really meant by seeking him "high and low"? The thought of his boy is ever with him. He unconsciously looks for his face wherever he goes.What is the "pleasant place"? Paradise.How could you describe the short lines, "Far away", etc., down to the end of the stanza? As the call of a broken heart to the boy.Where is the idea contained in "Far away" expressed before? In "Hidden safe and happy in some pleasant place".And where is the thought, "Many a day", repeated? "Long ago he left me, long and long ago."How is the father continually reminded of his boy? By the "Birds" and "Flowers"—everything that he loved is charged with memories of him.What light is thrown upon the little fellow's interests? He loved the out-of-doors, the things of nature.What ray of sunshine breaks through the clouds of the father's grief? The conviction that his boy "is waiting" for him till he comes.What is the meaning of the line, "Love may hide itself", etc.? The little boy's love may for the moment be hidden, but it is everlasting. The father's love is likewise everlasting. This is sufficient ground for believing that they will some day be united.
What does the poem describe? It describes a father's love for his son.
There are two distinct parts. What does each part describe? The first two stanzas describe a game of "Hide and Seek" between the father and the boy, and the last two, the father's intense longing for the boy whom he has lost.
What kind of day is described in the first stanza? A bright and calm June day.
What things suggest this? Sleeping trees, still winds, wandering clouds, "noonday silence".
What does the writer represent the trees and the winds to be? Persons—the trees having the ability to sleep, and the winds to move or keep still. This is called personification.
What are "fleecy clouds"? Clouds that are white and downy.
The poet speaks of them as "flocks". What is the comparison intended? The comparison of the clouds to flocks of white sheep that, instead of wandering across a meadow, are wandering across the sky.
What does the word "wandered" suggest? That the clouds are moving along slowly and leisurely without any purpose in view. They are doing this because the "winds are still".
What is meant by saying that they "Have wandered past the hill"? They have gone below the horizon at the hilltop and cannot be seen. The sky is thus clear of clouds.
What causes "the noonday silence"? The heat of the mid-day has silenced even the songs of the birds. Compare Keats:
When all the birds are faint with the hot sunAnd hide in cooling trees.
How is the silence broken? By the voice of the little boy hunting for his father.
What do the words of the tune he is singing constitute? The rules of the game. The one hiding must respond "Coo-ee" each time the one searching calls.
Where is his father? In a "leafy nook" in the woods.
What does the question "Shall I let him pass?" seem to indicate? That his father hesitates for a moment to reveal himself.
What does he do, however? He gives the boy the signal—a "low, soft whistle". He cannot "let him pass".
What is shown in the last long line of the stanza? That the man enters into the spirit of the game with the same zest as the boy.
What feeling exists between the two? A feeling of perfect good-fellowship and affection.
Explain, "you're it". Your turn to hunt, mine to hide.
What further rules of the game are given here? (Every boy and girl will know these.)
What change in feeling is there between the first two stanzas and the last two? A sudden transition from gaiety and light-heartedness to sorrow.
What has happened? The boy is dead.
Why is "Long ago" repeated? It emphasizes the idea and adds to the pathos of the line. The time has seemed long because of the intensity of the father's grief. Happiness makes time pass quickly, not so grief.
How does the poet suggest the idea that the game is still being continued though it is now an inexpressibly sad one? He speaks of the boy as having left his father as if to hide,of his father as seeking him "high and low", of his being safely "hidden" "in some pleasant place", of the father as being unable to hear his "Coo-ee".
What is really meant by seeking him "high and low"? The thought of his boy is ever with him. He unconsciously looks for his face wherever he goes.
What is the "pleasant place"? Paradise.
How could you describe the short lines, "Far away", etc., down to the end of the stanza? As the call of a broken heart to the boy.
Where is the idea contained in "Far away" expressed before? In "Hidden safe and happy in some pleasant place".
And where is the thought, "Many a day", repeated? "Long ago he left me, long and long ago."
How is the father continually reminded of his boy? By the "Birds" and "Flowers"—everything that he loved is charged with memories of him.
What light is thrown upon the little fellow's interests? He loved the out-of-doors, the things of nature.
What ray of sunshine breaks through the clouds of the father's grief? The conviction that his boy "is waiting" for him till he comes.
What is the meaning of the line, "Love may hide itself", etc.? The little boy's love may for the moment be hidden, but it is everlasting. The father's love is likewise everlasting. This is sufficient ground for believing that they will some day be united.
The reading of this poem by the pupils will show whether they feel its joy, its sadness, and its hope.