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THE BUILDING OF THE SHIP (page 504)

Problem XIV. To divide the poem into units and supply an appropriate

title for each.

CLASS ACTIVITY

.

1-9 )

The class may be told to read the poem silently until they feel they have come to the end of a unit and to suggest a title for the unit. Many titles will be suggested for each unit and the most popular one may be chosen for the notebooks. Each unit may then be read orally by a vol. unteer reader. (By actual experiment this problem-grouping, selecting titles, discussing, and reading-was worked out in forty minutes.) 1. The request ...

(page 504, lines 1-4 ) 2. The Master's delight.

(page 504, lines 5-12) 3. His answer

(page 504, lines 13-16) 4. Perfect model....

(page 504, lines 17-25) (Discussion of ship models in the National Museum, the Smithsonian Institution.

Models of ships built by Peter the Great) 5. Ships of yore.

(page 505, lines (Discussion of Spanish Armada, Santa

Maria, etc.) 6. Our ship ...

- (page 505, lines 10-23) 7. The shipyard...

- (page 505, line 24 )

(page 506, line 2 ) 8. The wondrous thing.

(page 506, lines 9. Sunrise o'er the sea..

(page 506, lines 10-17) 10. The youth.....

(page 506, lines 18-33) 11. Planning the building of the ship. (page 507, lines 1-13) 12. The youth's pride..

. (page 507, lines 14-34) 13. The noble task.

(page 508, lines 1-16) 14. The father's stories.

(page 508, line 17

)

(page 509, line 14 ) 15. Growth of the ship....

· (page 509, line 15 )

(page 510, line 27 ) 16. The ship finished...

· (page 510, line 28 )

(page 511, line 30 ) 17. The bridal day.....

. (page 511, line 31 )

(page 514, line 12 > 18. The launching

. (page 314, lines 13-26)

3-9 )

19. The charge to the ship.....

(page 514, line 27 )

(page 515, line 16 ) 20. The Ship of State.....

.. (page 515, line 17 )

(page 516, line 5 ) One of Lincoln's friends on a certain occasion read this poem to him, and when the lines of its closing apostrophe to the Ship of State were reached, with tears in his eyes the president said, “It is a great gift to be able to stir men like that."

A REVIEW (page 518)

Problem XV.

To make a summary of the study of American literature.

Step 1. For their notebook records ask the pupils to make a list of the American authors in Part IV, writing the date of the author's birth and death opposite the name, and writing the titles of the selections studied under each author's name.

Step 2. A class period may be spent in an informal review of the selections studied according to the questions and suggestions on pages 518-519.

Step 3. The pupils may locate the following quotations giving the title and the author of each:

1. "Ought to have stayed on the farm, oughtn't we? Hey, buddy?”
2. "Downward the voices of Duty call."
3. “We sped the time with stories old;

Wrought puzzles out, and riddles told.”
4. "Silently one by one, in the infinite meadows of heaven,

Blossomed the lovely stars, the forget-me-nots of the angels." 5. "How strange it seems, with so much gone

Of life and love, to still live on!” 6. “The great error in his composition was an insuperable aversion

to all kinds of profitable labor." 7. "Moving the dreamer to do and dare." 8. “He started up a howl like a calliope.

His father peeled him away gradually like a porous plaster.” 9. "Thank God for the splendor of work!” 10. "Back of the job—the Dreamer

Who's making the dream come true!" 11. "My heart goes out to the man who does his work when the boss'

is away, as well as when he is at home.”

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12. "Our hearts, our hopes, are all with thee,

Our hearts, our hopes, our prayers, our tears,
Our faith triumphant o'er our fears,

Are all with thee-are all with thee!"
13. “Never leave that till tomorrow which you can do today.
14. "He is the type of New England's hereditary spirit, and his

shadowy march, on the eve of danger, must ever be the pledge

that New England's sons will vindicate their ancestry.”
15. “You leave your umbrella in the house and sally out with your

sprinkling pot, and two to one you are drowned.”
16. "I read it in the story book, that, for to kiss his dear,

Leander swam the Hellespont—and I will swim this here."
17. “Little of all we value here

Wakes on the morn of its hundredth year

Without both feeling and looking queer."
18. “Build me straight, O worthy Master,

Stanch and strong, a goodly vessel,
That shall laugh at all disaster,

And with wave and whirlwind wrestle!”
19. “Swinging from its great arms, the trumpet-flower and the grapevine

Hung their ladder of ropes aloft like the ladder of Jacob,
On whose pendulous stairs, the angels ascending, descending,
Were the swift humming birds, that fitted from blossom to

blossom."
20. “In fact, there's nothing that keeps its youth,

So far as I know, but a tree and truth."

THE LAST DAY WITH THE READER

A pleasant period may be spent in taking stock of the benefits gained by the reading of this book. (page 519)

1. Skills gained: silent-reading progress (speed, comprehension, ability

to locate passages readily, etc.); vocabulary additions; ability to outline, classify, and organize; use of Readers' Guide to Periodical

Literature; etc. 2. Acquaintance with many authors-British, American, present-day. 3. Acquaintance with important literary forms: the lyric (page 56);

the short story (page 104); the ballad (page 114).

As the book is finished and the class turns once more the familiar pages with a lingering look at the selections particularly enjoyed, the

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teacher will probably have a little silent session with herself trying to evaluate the effectiveness of her teaching by asking herself some such questions as:

1. Do the boys and girls as a result of my teaching show positive gains in silent reading, in oral reading with better voice control, in acquiring a richer reading and speaking vocabulary, in a steadily, though perhaps slowly, growing appreciation of good literature?

2. Have the pupils gained a generous cultural background of acquaintance with famous stories and great authors that will make all their lives richer for having read this book with me!

3. Have I helped to make reading such a joyous adventure that boys and girls throughout their lives will turn to reading as a source of enjoy. ment for leisure time?

4. Has my method of teaching fostered growth in initiative, judg. ment, industry, perseverance, coöperation, helpfulness, and cheerfulness ?

5. Has the reading of this book under my guidance instilled into the boys and girls high ideals-working ideals of service, of generosity, of thrift, of love of home and country?

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