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).
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 theAleutian 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.
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.
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 necessityof 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.
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 stairsand 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?
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, andof 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.
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.
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 washerwomanat 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?
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 questionof 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?
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 shoppingout 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?
There may be at least three excellent papers on this subject; the first one may be onwaste of food: Why is America thought by other peoples to be so wasteful? Compare the economiesin 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.
Thewaste of timemay 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.
Thewaste of woman's strengthin 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.
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.
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 ahome 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 comfortversuselegance 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 educationto 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. Bruère and Robert W. Bruère (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).
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 themewhich 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.
Thelied, 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 hasthe 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."
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.
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 anyother 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."
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, someof 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. Thereis 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.
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 knownsong, "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" isremarkable 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).
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).
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 Archæology," 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.
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 1600b. 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 hundredand seventy acres was in its perfection. Read the description by Amelia B. Edwards in "Turrets, Towers and Temples."
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 doneby 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.
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 80a. 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."
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 façade, with Greek demi-gods and nymphs, Hebrew heroes, and Roman Cæsars. 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 itplayed 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.
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. Thisone 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."
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 hassuffered 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 chaptersfrom 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.
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 Théophile 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.
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 atRheims, 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 Châteaux," by F. M. Costling (The Page Company), "Old Paris," by H. C. Shelley (The Page Company).
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 WhiteTower, 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 résumé 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.
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 thetwo plain tombs, covered with what is like a pall of carved, lacy marble. The whole forms one of the art treasures of the Orient.
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."
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 Karénina" is of the greatest literary importance, for its author was the founder of the modern realistic school. Haveseveral 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?
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."
Among the live questions of the day marriage and divorce are conspicuous. Our ideas, as well as our laws, are undergoing radical changes. Women should certainly be intelligent upon this great subject, and this outline will give them material for at least six meetings upon it.
Begin with an account of marriage in ancient times; follow with the customs of different countriesdown to the present day. Notice that marriage is distinctly a social institution.
One meeting should raise the question, Upon what should marriage be based? Among other things these three points should be emphasized: it must be based on love; on physical and mental fitness; and upon mutual interests, especially those which center in the children. Negatively, it should not be based upon mere emotion nor upon a desire for wealth or social advantages.
Discuss the relation between grown children and parents in making a marriage-choice; the age for marriage; the so-called international marriages; frivolous marriages, and other points which will readily suggest themselves. Have club members speak of what they consider the conditions for a happy marriage, and the necessity to-day of training all young men and young women for marriage. Notice that as marriage is a social institution, society is bound to safeguard it in every possible way.
Turning to divorce, begin this with a study of its history down to the present time. Follow with a résumé of the laws of divorce in the different countries. Note that America leads the world in the number of its divorces, which aretwo hundred a day. Give the laws in some of the states; point out that South Carolina gives no divorces, that New York gives them for one cause only; that Indiana gives most of all. Mention some of the evils which arise from the difference of state laws.
One meeting should take the subject of the changing sentiment toward divorce. Ellen Key significantly says that one reason for it is our weak moral fiber, which avoids all unpleasantness. Another cause is undoubtedly the tendency toward individualism. Illustrate with readings from Ibsen's "A Doll's House" at this point. A third cause is the increasing desire for ease and luxury and pleasure of all kinds, which makes a man or woman leave one environment for another which promises more. Have papers or talks on these themes:
Shall divorce be free where love has gone? Read from Ellen Key.
Should divorce be given on other than statutory cause? If so, on what?
Does separation take the place of divorce in most cases?
Would the addition of a civil ceremony to the religious make divorces less frequent?
Would the attitude of society toward hasty marriages, should they be discountenanced, be helpful?
What should be the proper attitude of the State toward divorce? Are the Courts of Domestic Relations of value in preventing them?
Would Divorce Courts, dealing with this whole matter intelligently, be helpful?
What should be the attitude of the church toward divorce?
What is the effect of divorce on children in the home? Has the child a right to one father and one mother even though their attitude toward each other is strained? What is the moral effect on a child in the latter case?
Especially make a point of the question: How much should the individual sacrifice for the good of society? Here read "The Iron Woman" (latter part), by Margaret Deland.
Among the many books on these two subjects read these especially: "Love and Marriage," by Ellen Key (Putnam); "Marriage and Divorce," by Rev. J. H. Holmes (B. W. Huebsch); "Woman and the Law," by G. J. Bayles (Century Co.); "Marriage as a Trade," Hamilton(Moffat, Yard & Co.); "Women and To-morrow," George (Appleton).
Have reviews also of "Together," by Herrick (Grosset), and "Marriage," by Wells (Duffield).
The subject of Child Labor is one of the vital questions of to-day, and every woman should study and know the conditions, particularly in her own State. Begin with an introductory paper on child labor in the mills of England in the nineteenth century. Read from Mrs. Browning's "Cry of the Children."
Study the present conditions in America; the mining, canning, glass-blowing, and factory work occupations, particularly in the South; the tenement-house trades, such as nut-shelling and the making of artificial flowers. Discuss the many evils to which the children are exposed, the lack of rest and exercise, the unsanitary surroundings. Study the street trades; boot-blacking, newspaper selling, peddling, and the work of the messenger boy; also that of the child on the stage, the conditions under which he mustwork; the legislation governing these, and the enforcement of the laws.
Take up the causes of child labor, the poverty, and the need to increase the family income; the employer's attitude toward child labor; the indifference to school. Discuss, How can the school obtain and hold the child? and the vital importance of education. Find out whether the compulsory education law is enforced in your own locality. Speak of the teaching of trades in schools; industrial education by the State; the economic value of education. Read and discuss the state laws on child labor. Are they enforced? Should public opinion against child labor be aroused? Read the reports of exhibitions: Could the club have some sort of an exhibit?
The effects of child labor are of far-reaching importance. Read the statistics of accident and disease, the stunting of growth, the effect on the child's mentality and morals from articles in Survey. What percentage of child criminals come from the laboring classes? The effect of child labor on the home should be discussed,its tendency to disintegrate; note the physical deterioration, and the unfitness for parenthood in the child who has labored, the loss of vital force in the children mentally and physically in the following generations, and the lowering of standards of American citizenship which must follow.
On each point have readings from pamphlets published by the National Child Labor Committee, 105 East Twenty-second Street, New York City, which will be sent to any one who writes and asks for them. The following will be especially helpful: Child Employing Industries, Child Labor, Child Problems, Child Workers of the Nation, Compulsory Education in the South.
TheSurveyhas quantities of articles on all the topics. In addition, read from these books:
"Child Labor in City Streets," E. N. Clopper. (Macmillan.) "The Cry of the Children," Mrs. B. Van Vorst. (Moffat, Yard.) "Solution of the Child Labor Problem," S. Nearing. (Moffat, Yard.) "The Children in the Shadow," E. K. Coulter. (McBride, Nast & Co.) "Through the Mill," F. K. Brown. (Pilgrim Press, Boston.) "Juvenile Offenders," W. D. Morrison. (Appleton.)
Toward spring clubs which have taken a heavy subject all winter will enjoy a program of ten meetings on our own writers about nature. The life of each should first be fully studied, and there may be many readings from books.
The story of John James Audubon is as interesting as the most romantic novel. Study this in full and describe his great book, "Birds of America"; read from his granddaughter's (Maria B. Audubon) "Life of Audubon" (Scribner).
Henry David Thoreau is a unique figure in our literary history. Read some of his poems; also Stevenson's sketch in "Familiar Studies;" and from "Thoreau," by F. B. Sanborn (Houghton Mifflin Co.).
John Burroughs is the most popular of our nature writers. Read "Wake Robin," "Birds and Poets," and "Indoor Studies" (Houghton Mifflin Co.).
John Muir though not an American by birth, was our chief scientific writer about nature.Read from "The Mountains of California" (Century Co.); "Our National Parks" (Houghton Mifflin Co.).
Stewart Edward White writes of the mountains and forests. Read: "The Forest" (Doubleday, Page), and "The Pass" (Outing Co.).
Select chapters from Ernest Thompson Seton's "The Biography of a Grizzly" (Century Co.), "Lives of the Hunted" (Scribner).
Read from Theodore Roosevelt's "The Hunting Trips of a Ranchman," "Hunting the Grizzly" (Putnam), and "Good Hunting" (Harper).
Read briefly of Henry C. McCook's life, and then from "Nature's Craftsmen" (Harper), and "Tenants of an Old Farm" (Jacobs).
Read selections from the books of Mabel Osgood Wright and Olive Thorne Miller.
Have readings from "The Nature Lovers' Treasury," by Carrie T. Lowell (The Page Company).
There is a certain romantic interest about the history of Central and South America and a uniting of ancient and modern history there which makes its study peculiarly attractive. Sufficient material is given for an entire year's work, and the many books written recently upon them give ample references.
Starting with Central America, the first meeting may be upon its physical features, illustrated with a map. It is believed that originally there may have been a great archipelago uniting the two continents, earthquakes possibly throwing them together. The Cordillera, or mountain chain, which lies the length of the peninsula, is of unusual wildness and beauty, with volcanoes here and there. The long slopes from the sea to the mountain tops give great variety ofclimate and productions, remarkable in so small a country. Describe at length the flora and fauna.
This will introduce the great subject of the ancient remains of a highly civilized race. There are huge pyramids, vying with those of Egypt, walls built without plaster yet of amazing durability, temples with carvings and colored picture-writing of wonderful beauty, all the subject of great interest to archæologists. Show photographs of these, and discuss whether they were connected with the remains in Egypt or were a spontaneous development of an aboriginal race.
After this take up the coming of the European and the result. In 1513 Balboa saw the great Pacific Ocean spread out before him. Wading into its water he took all the land upon its shore in the name of Spain—which was the entire territory from Alaska to Cape Horn. Read:—Keats's sonnet "On first looking into Chopman's Homer," with its reference to the "peak in Darien."
Spain proceeded to take possession of the country to the immediate north and south, and kept it until 1821; it stamped its peoples indeliblywith its mark and made it more Spanish than Western in customs, religion and morals. Notice the curious fact that a canal across Panama was suggested by Spain in 1551. Follow the history of these centuries until Spain lost its ownership; then speak of the federal republic, and later of the founding of the different republics as they are to-day. This will take several meetings.
From this point study each little republic by itself, beginning with Guatemala, the farthest north, adjoining Mexico, and resembling it in many ways.
Here the feature of prime importance is the natural forests of rare woods; the soil is also unusually fertile and can be made to produce remarkable crops under cultivation. The cities are modern; Guatemala City has tree-planted avenues, a beautiful plaza, electric lights, schools and churches. Manufactures and trades are interesting, especially the wood-carving and embroidery work. Give an idea of the people, native and foreign, the government, education, and relation with other countries.
Nicaragua, territorially the largest of the little republics, is interesting because of its connection with the early plans for the great canal. It was chosen in 1876 in Washington, President Grant determining upon it after many years of investigation. Read in "Panama," by Bunau-Varilla, of this period. Mention also the three interesting towns connected by railway, and the great plantations near them.
Honduras is a remarkable place in many ways; describe its capital, with its law courts, its university and schools of industry; also the wonderful mines, so few of them developed.
British Honduras is by no means so interesting; but its form of government should be noticed. One curious little fact is that it is recorded that one year all the pine trees on crown lands were sold to an American for a cent apiece.
Salvador is a wild, mountainous, picturesque place, situated in a district which volcanoes constantly threaten. Its main city, San Salvador, has many buildings of note.
Costa Rica has a history of absorbing interest. Its great wealth of minerals, trees, pearl fisheries and other resources early made itfamous in Spain. Its climate is delightful, its population mostly foreign, education is free, and there is complete religious liberty. Discuss what causes the difference between this republic and some of the others.
Panama, the little republic of only ten years, is sufficiently important commercially to be noticed, yet its fame will always rest upon its great canal. Clubs should give a number of meetings upon this subject, for it is of world-wide interest, and the future of South America, and largely our own, is closely connected with it.
The early dream of such a canal should first be followed out from its inception till the time of the formation of the early company by De Lesseps in 1881, through the failure of this with its disastrous financial effect in France. New plans were made which were to enlist the help of Russia, but these failed also. Study the idea of the Nicaraguan canal, its abandonment; the negotiations with Colombia; the treaties made; the difficulties with the different South American countries; the recognition of Panama by thefour great powers; the ratification by the Senate of the Hay-Bunau-Varilla treaty, the making of plans for the canal on different lines, and, last, its actual beginning.
Here there should be a paper on the physical conditions at Panama, the deadly climate, the yellow fever, the malarial mosquitoes, the lack of sanitation, and all that was carried out under Goethals and Gorgas to make it possible for the work to be done. Read descriptions of the town of Panama after the new conditions were established. Show a map of the Canal and describe its principal features and also show pictures from magazines and books. Close these meetings with a discussion on two questions: the tolls, and the possible fortifying of the Canal. Give some idea also of the result of the building of the Canal upon the different nations.
The study of South America should be taken in a leisurely way, for each part is valuable. Begin with a map talk, pointing out the divisions, the mountains, rivers and cities, and the great fertile plains.
The ancient history of the land will come first. Read from Prescott the description of the Incas in Peru and their remarkable civilization, and show pictures of the remains of temples and walls. Contrast these with the ruins in Central America and point out the striking differences.
Then give several meetings to the coming of the Spaniards and the results, not only to the Incas but to the entire country. Read of the Buccaneers and other adventurers, and have read some chapters from Charles Kingsley's "Westward Ho!"
After this, take each of the countries in turn and thoroughly study its history down to to-day. There are certain divisions which it will be well to follow: first, the Republics of the River Plate, Argentina, Uruguay and Paraguay; the Republics of the Andes, Peru, Ecuador, Bolivia and Chili; the Republics of Colombia and Venezuela; the United States of Brazil; and last, the Guianas.
The River Plate is of remarkable interest; it makes the great prairies or pampas fertile and so is the basis of the wealth of the country.
Argentina, and, in a lesser degree, Uruguay and Paraguay, are dependent upon it.
Argentina is one of the wonders of the new world, so rapid has been its rise from obscurity to immense material importance. It is considered the first of the South American states. Study the singular mingling of the races which has produced an entirely new type of nationality and patriotism.
The subject of ranches and the life there may be the topic of one paper; another may take up the life in the capital, Buenos Ayres, with its contrasts between great poverty and greater wealth, for the ports are filled with steamers from all parts of the world, and the docks crowded with the very poorest Italian immigrants. The wide boulevards, theaters, opera house, clubs, newspaper offices, and public buildings are on a scale of unusual magnificence. Notice that in many respects the city is like Paris.
Speak of the pleasure-loving character of the people, of horse-races and lotteries, of extravagance in all kinds of sport. Notice the excellent sanitation and the unusually high cost of living. Follow with a description of the othertwo river republics, and compare with Argentina. Have a paper here on Patagonia.
The republics of the Andes are less important commercially than those of the lower lands, but in many respects they are of greater interest. The mountains give to them their distinctive character and importance; they are the great storehouse of the people, giving them mineral wealth, forests, and, on the slopes, fertile tracts of land, except on the coastward side, where the peculiarity of the lack of rain makes the country sterile. In Peru the whites and Indians and half-breeds form three distinct classes, and this is true of all the republics of the Andes.