Debts

(page 496, lines 26-34)

Blessing of Heaven

3. Effect upon the people.

4. Effect upon Franklin

Step 5. The pupils may outline this story an outline of Franklin's biography, page 497.

Biography Outline

Born in Boston 1706

Important events:

.1. Youngest of large family

(page 497, lines 1-4 ) (page 497, lines 5-8 ) (page 497, lines 11-20) in chart form or make

Benjamin Franklin

Died in Philadelphia 1790

2. Began to work for father at 10 years

3. Apprenticed to printer at 12 years

4. Went to Philadelphia at 17 years

5. Became successful printer and proprietor of newspaper

6. Founded Saturday Evening Post, 1728

7. Published Poor Richard's Almanac, 1732

8. Held positions of trust

Envoy to England and France

Signer of Declaration of Independence
Signer of Treaty of Paris, 1783

This paragraph is selected from Benjamin Franklin's "Way to Wealth," about which he has the following to say in his Autobiography: "In 1732, I first published my Almanac, under the name of Richard Saunders; it was continued by me about twenty-five years, and commonly called Poor Richard's Almanac. I filled all the little spaces that occurred between the remarkable days in the calendar with proverbial sentences, chiefly such as inculcated industry and frugality as the means of procuring wealth, and thereby securing virtue. These proverbs, which contained the wisdom of many ages and nations, I assembled and formed into a connected discourse, prefixed to the Almanac of 1757 as the harangue of a wise old man to the people attending an auction. The bringing all these scattered counsels thus into a focus enabled them to make greater impression."

Additional volunteer reading: Sayings of Poor Richard, ed. Ford; The Many Sided Franklin, Ford; The True Benjamin Franklin, Fisher; Thrift, C. C. Borosfield; Thrift, A. F. Collins; Thrift, Myron Thomas Pritchard and Grace A. Turkington.

Problem XII.

WORK: A SONG OF TRIUMPH (page 475)

THE THINKER (page 492)

To get the vision, see the purpose, and feel the authors' ideas of the joys and worthwhileness of work.

Step 1. Have the poems read as well as possible following the reading of "Pete of the Steel-Mills."

Step 2. Divide the class into two groups, one group to study "The Thinker," the other group to study "Work" using all the helps on pages 477 and 493.

Step 3. Have the leading ideas of each stanza listed on the blackboard, making it competitive to see which group has the most comprehensive list.

Step 4. Encourage class conversation upon the subject "The dreamers, who have made their dreams come true" (great artists, sculptors, inventors, explorers, reformers, statesmen, etc.); and upon "Some piece of work I have done that sprang 'from the heart's desire.'" This may be a more or less commonplace thing like winning a race, building a hut, a birdhouse, or a raft, etc. Query for class: Has anything been done as a part of your school work that sprang "from your heart's desire"? Step 5. Have the poems reread by members chosen by the group for their ability to make the audience experience the authors' feelings. Volunteer reading: Radio Telephony for Amateurs, Ballantine; Masters of Science and Invention, Darrow; Origins of Invention, Mason; How It Is Made, Williams.

A MESSAGE TO GARCIA (page 498)

Problem XIII. To give help in studying a reading lesson.

Step 1. Ask the pupils to read the lesson silently, listing the diffi cult words. These lists will be individual and are for the pupil's use. Step 2. Have the pupils use the glossary and the dictionary to find meanings and pronunciation of words in lists.

Step 3. The pupils may write a synonym for each word listed. (This may be a spelling or an English lesson.)

Step 4.

Have the pupils reread or rewrite the sentence containing the difficult word, using the synonym in its place.

Step 5.

Have the pupils give each paragraph or division of the story a title. (The titles following are a suggestion which may help an inexperienced teacher.)

Reading aloud the conversational parts of the story effectively.

Step 6.

Step 7.

Finding the climax of the story.

The need: It was necessary to communicate with the leader of the Insurgents

The messenger: Rowan was given a letter. He took the message. The average man: His inability or unwillingness to concentrate on a thing and do it.

One man: Cannot give orders. Cannot take orders. He is threadbare, looking for work, morally deformed.

The employer: Keeps the best. Constantly weeding out. Taking on others.

Civilization needs: The dependable man. The man who can "carry

a message to Garcia."

THE BUILDING OF THE SHIP (page 504)

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

CLASS ACTIVITY

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 volunteer reader. (By actual experiment this problem-grouping, selecting titles, discussing, and reading-was worked out in forty minutes.)

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

20. The Ship of State..

)

(page 514, line 27 (page 515, line 16 ) . (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.

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!"

His father peeled

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."