Including subjects, materials, and references for study programs; along with a constitution and bylaws; rules of order; instructions on how to create a yearbook; suggestions for practical community work; a summary of what some clubs are doing, etc., etc.

A related volume to

Author of "Woman's Club Work and Programs," "Fairs and Fetes," "Living on a Little," "Easy Meals," "Easy Entertaining," "Saturday Mornings," "A Little Cook Book for a Little Girl," etc.

Copyright, 1915, by

The Page Company

To The

Club Women of City and Country

[Pg vii]

In a previous volume titled "Work and Programs for Women's Clubs," over twenty key topics were outlined for club study, covering subjects like Shakespeare, opera, drama, and child development, with each topic featuring ten organized programs that included papers, talks, readings, and discussions, along with a list of recommended books. Many clubs that have utilized that book may still prefer the topics and approach used in it, while those who haven't used it might find it helpful for their work.

Others, however, who believe in "self-help," or who want to align their study programs with some practical work the club is doing, or who find it necessary to adapt their work to the changing preferences of the members, will prefer the approach taken in this second volume.

Subjects are presented here with ideas for splitting into separate meetings; then the papers or discussions are summarized under each, along with numerous references to books by modern authors. From the wealth of material provided, each club[Pg viii] should choose what best fits its specific needs and compile a yearbook from it.

If a club wants to hold sixteen meetings a year on one topic and four on another, the chairperson can choose one of the bigger topics, organize the information into sixteen main sections, add the needed sub-sections underneath with the references, and then take a shorter program, break it down similarly, and combine the two.

Or, if a club wanted to deeply understand a topic, a large subject could be split into a two-year study program. In fact, some topics might be suitable for an even longer exploration. Each of them has enough content for serious work, but some can also be covered in just six meetings if that's preferred.

A model Constitution is provided that any club can easily customize to fit its own needs. Some simplified Rules of Order are also included. It is sincerely hoped that in this small book, every club woman can find what she needs.

[Pg 1]

There’s no difficulty in starting a club; any group of women who share similar interests can easily form an organization. But a big question will definitely come up: What should we study? And here, club members are sure to split into three distinct groups.

The first group includes women who have spent years focused on managing their homes and raising children. They have had little access to the world of books. The club they want to join must provide them with a chance for personal growth, allowing them to gain knowledge from studying art, music, and literature; a place where their eager minds can thrive.[Pg 2]

But the group of young women—maybe college grads—aren't interested in that desire; they've had enough of books! They insist that all the club's efforts should focus on helping the community, on the "bigger picture," and on preparing for citizenship. Who has time to write boring papers on Italian Art in today's world of efficiency?

Between these two groups of women, there is a third group made up of women who have continued to read despite family responsibilities and who also believe in the practical work outside the home that feels almost attainable to them. However, they lack self-confidence; speaking in public seems completely out of reach; even raising their voices in a club discussion feels like a significant challenge.

Now the ideal club acknowledges these three types of women and caters to all of them. It provides the first group with opportunities for learning; after all, no woman ever outgrows the need to learn. There are always new areas of poetry, travel, music, and art that open up over the years and entice one forward.

And then it provides training for the shy woman who is afraid to hear her own voice. At first she[Pg 3] might just read a paper at a club, but gradually she learns to share a quote, propose a motion, or make a suggestion; and eventually she discovers she can speak without notes, participate in a debate, and hold her own with confidence and grace. And that means she has gained a well-rounded education.

As for the dynamic group between these two, the ideal club has a lot to offer them as well. There has never been a chance for community work like what we have today, especially for those women who are prepared by their experience in their own small study clubs to tackle issues like hygiene, problems in tenement houses, and the challenges faced by immigrants; they have ample opportunity to channel their energy. If they are smart, they will take advantage of the chance to use the women's club and turn it into a hub for social service.

The following programs are set up to meet all these needs. The first one aims to outline various community projects that each club can pick from, based on what works best for their local area. Every other club meeting can focus on the different issues faced by the town, and[Pg 4] potential solutions can be proposed and then decided on. Collaboration with other clubs is also encouraged, along with the importance of working with, rather than against, the city officials.

Alternating with meetings focused on these practical and helpful topics, clubs are encouraged to explore one of the subjects listed in this first comprehensive program. Club members can choose whatever interests them most, whether it's music, history, literature, or travel. Suggestions for books are provided to help with the preparation of club papers.

It turns out that, generally, it’s rarely a good idea for a club to pick a random program for an entire year. Too often, this leads to a bizarre mix of topics like Life in Early Egypt, the Waverley Novels, the Panama Canal, and Spring Flowers. When planning a year of meetings with a different topic each time, it's at least possible to select subjects that have some connection, and to mix things up by including musical meetings as well.

A note can be made about the personal aspect of club life. A president, in addition to her other responsibilities, should ensure that the atmosphere of[Pg 5] the club is warm and welcoming. Even if the club is successful in other ways, providing intellectual stimulation and effectively carrying out practical work, it’s still a failure if the members are snobbish or unsupportive. All members of a club need to be in sync and collaborate in a spirit of friendship if it is ever going to achieve its full potential.

Last but not least, shouldn't a club welcome as many members as it can instead of having a waiting list? While some prestige might come from that, wouldn’t it be better in the long run if it always lets in any woman who has something new to contribute to the club or who has a need that the club can fulfill?[Pg 6]

One of the current topics for clubs is what’s sometimes referred to as "The Larger Housekeeping." It involves studying the economic conditions of your own neighborhood with the goal of making the area more hygienic, sanitary, moral, and beautiful. It’s about developing ideas for social improvement.

A women's club is a great social hub from which this work can develop. It's a smart idea to involve all the clubs in town, if possible. They can pursue other activities as well, but each club could also focus on a specific aspect of the shared theme, and during monthly meetings, all the women can come together to discuss the single topic of community improvement. Eventually, the local men can be invited to join these public meetings; getting their support, especially from city officials, should be a priority from the start. The key to success is "teamwork."

The first step is to understand the current conditions in the town. The club should start by finding out who the town officials are and what their responsibilities entail.

Next, find out what the town has: if there is a good courthouse and train station, quality schools, a park, nice streets, and so on. Alongside these, there should be a complete list of what the town needs; improved paving and lighting, better sewage and water systems, a new milk supply, or clean grocery stores, and so on. Study and discussion will make this list lengthy.

Then, once the club understands its own town (and here, the first pamphlet mentioned at the end of this article should be read), each item on the list can be addressed and fully understood in every detail; committees should be formed for each one.

The question about the roads and sidewalks might come first. How are they doing?

The yards around the area can be next on the list. Are they well-kept? Are the alleys clean? Is[Pg 8] the garbage properly handled? Does the town need a "clean-up" day? Is the sewage system functioning properly? Is the town's water safe to drink? Talk about the milk supply. A committee should check out the dairies.

Parks and playgrounds raise a lot of questions. Are they well maintained and appealing? Are there playgrounds for kids? Do they have swings, parallel bars, and similar equipment? Is there a supervisor?

Next, the town schools; members should be assigned to visit each school and thoroughly review it. Are there vines, flowers, and grass around the building?

Are there any budget theaters in town? Are the shows appropriate? Do kids go to them? Is the theater building clean? Have a committee attend a show without prior notice.

Is there a hotel in town? Is it clean and well-maintained? Are there bars, and if so, do they break any laws? Are they just hangout spots?

Is the train station appealing? Is there someone overseeing the waiting area? Is the local jail clean? How is the poorhouse run?[Pg 9]

Are there apartments? Are they clean? How many churches are there and what’s their financial situation? Is there a public library? Is it modern? Are there any nuisances in town, like coal smoke or smelly factories? Are ads painted on rocks or displayed in fields?

These are just suggestions for possible areas to explore. Once everyone understands the town's needs and issues, practical efforts to improve conditions can begin.

The best approach is to pick a few of the many books on improving the town and read them before starting any reforms. Besides these readings, and articles detailing what other towns have done similarly, specialists should be invited to speak to the club, with the public encouraged to attend. For example, a professor from the nearest agricultural college could give a lecture on pure milk; the town engineer could address the water supply; and the state superintendent might be invited to discuss ways to improve public schools. It’s more effective to spend an entire club year studying and accomplishing just one practical project for the town’s improvement than to enthusiastically dive into a dozen initiatives and ultimately achieve nothing significant in the end.[Pg 10]

When the town is finally clean and sanitary, and the improvements outlined have been made, then, and only then, some of the interesting new social service initiatives can be explored and implemented.

And first, a charity organization should be established, regardless of how small the town is. All the churches and every individual should collaborate with it.

After this, if there are mills in the area, they can be visited, and with the owners' consent, night schools and various recreation centers for the employees can be set up.

Another committee might acquire new books for the town library.

Medical and dental check-ups for school children will also be beneficial, and the local doctors will assist with this.

Pure food should definitely be examined, along with studies and suggestions for clean markets and grocery stores.

Child welfare is an incredibly important topic.[Pg 11] Initiatives like fresh air funds, summer camps for kids, efforts to prevent infant mortality, children's clinics, and similar programs will emerge from its study.

Child labor is relevant here. If there are factories or canneries nearby, we need to ensure that state laws are being enforced there. The state's responsibility for caring for children with disabilities should be looked into.

What can be done to get rid of flies and mosquitoes in the summer? Regarding the schools, can we ensure manual and vocational training? Do we need open-air schools? Can we improve the way music and art are taught? Is there anywhere in town that promotes good morals?

Is it possible to set up a lounge for farmers' wives who come to town? Do we need coffee shops to replace the bar?

Remember that kids are always excited to help improve the community and will look into conditions regarding alleys, playgrounds, or help clean up the town.

A lot of legislation on various topics will come up. A lawyer might be invited to come to the club and discuss state laws, child labor, or any of the other subjects being talked about. In fact, college professors, school superintendents[Pg 12] and teachers, community workers, doctors, clergy, librarians, factory owners, theater managers, and editors may all be asked to contribute to this important community improvement effort, and they will be eager to help. The entire community will gradually become involved and contribute to the big project of turning the hometown into an ideal place to live and raise a family.

Among the many books available are these:

"Knowing One's Own Community," Carol Aronovici. Social Service Series, Bulletin 20 (National Municipal-League Series, Appleton); "The Country Town," W. L. Anderson (Doubleday, Page & Co.); "Village Improvement," Parris T. Farwell (Sturges and Walton); "Re-planning Small Cities," John Nolen (B. W. Huebsch); "American Municipal Progress," Chas. Zeublin (Macmillan Co.); "The Improvement of Towns and Cities," C. M. Robinson (Putnam); "American City Government," Chas. A. Beard (Century Co.); "American Playgrounds," E. B. Mero (American Gymnasia[Pg 13] Co., Boston); in the Woman's Citizens' Library, edited by Shailer Matthews, there are excellent articles on most of the above topics. (Civics Society, Chicago.) Bulletins of Department of Social and Public Service are excellent. (American Unitarian Association, 25 Beacon St., Boston.)

"Social Forces," Miss L. E. Stearns. (Capitol Bldg., Madison, Wis.) An impressive collection of books on all necessary topics.

American Civics Association; brochures on all necessary topics. (Union Trust Building, Washington, D.C.)

There are many magazines focused on outdoor life that include articles about good roads, tree planting, gardens, and playgrounds. Survey has articles on child welfare in all its aspects, settlement work, and more. The Chicago and New York Schools of Philanthropy also offer pamphlets and can provide any information you need.[Pg 14]

To thoroughly study the American colonies, clubs should dedicate twenty or more meetings to them. There is plenty of material suggested here to expand the ten meetings outlined to at least that number.

The best way to organize the club activities is to allocate at least four meetings to Virginia, four to New England, two or three to New Netherlands, and two to each of the other key colonies.

In preparing papers, check out "The Thirteen Colonies" by Helen A. Smith (Putnam), "Romance of American Colonization" by William E. Griffis (Wilde), and the series on the colonies, with one volume for each, by John Fiske (Houghton Mifflin Co.). Also, take a look at the first part of "America" by H. Butterworth (The Page Company).

Before starting the study of the first colony, Virginia, we should first discuss England during that time. Sir Humphrey Gilbert, [Pg 15] Sir Walter Raleigh, and Drake deserve special attention.

Describe the first expedition to Virginia, detailing the settlement at Roanoke, followed by the second expedition that brought over one hundred and fifty men and seventeen women, along with its outcome, and then discuss the death of Raleigh and the slowdown in colonization efforts. The next meeting will then mark the beginning of a new period when, under King James, colonization was revived. One paper may focus on the settlement of Jamestown, another on John Smith and his contributions, and a third on the “starving time,” the issues with the Native Americans, and the arrival of supplies from England. Conclude with an overview of the new colony's circumstances, including its mismanagement and the loss of life.

The "era of progress" follows, spanning from 1610 to 1624. Include details about Lord Delaware, Sir Thomas Gates, and Sir Thomas Dale; mention the new settlements and highlight their military aspects. Include the story of Powhatan, Pocahontas, and her significant marriage. Discuss the increasing value of tobacco in[Pg 16] England, the importation of enslaved people, the rise of burgesses, the arrival of indentured servants, poor immigrants, and wives for the colonists. Conclude with an account of the major massacre.

Discuss the arrival of the cavaliers in America. Was their impact positive? Talk about the resulting loss of a thousand Puritan colonists in Virginia and how it affected the region.

The interesting political situation in Virginia deserves attention. Pay attention to the role of the courts, and explain what "court day" is. The next major topic to discuss is the first colonial tragedy—Bacon's Rebellion. Outline the causes that led to it, including papers on Berkeley, the tobacco riots, the Indian conflict, the intriguing figure of the "Queen of Pamunkey," the accusations against the Governor, the burning of Jamestown, Bacon's death, and the widespread consequences of the rebellion. Read from "White Aprons," by Maud Wilder Goodwin (Little, Brown & Co.), and "The Heart's Highway," by Mary Wilkins Freeman (Doubleday, Page & Co.).

Follow up with a study of a hundred years of development in Virginia. Learn about Lord Culpepper, about[Pg 17] the founding of William and Mary College; mention the absentee governor and his famous lieutenant governor, Sir Francis Nicholson, who first proposed the potential union of the American colonies. Also read: "King Noanett" by F. J. Stimson (Scribner) and "Old Virginia and Her Neighbors" by John Fiske (Houghton Mifflin Co.).

The history of the colony of Maryland is closely tied to Virginia. It starts with the Calvert family, beginning with the first Lord Baltimore. Then, look at the arrival of Dutch and Swedish colonists, the sending of Herman by Stuyvesant to Maryland, and his fascinating career.

The key thing to notice here is the creation of the manor system. Compare it to the vestries of Virginia, and then later compare both of these to the patroon system of the Dutch and the town meeting system of New England.

Have a paper on the fifth Lord Baltimore and the changes that followed his accession. Read from "Mistress Brent," by Lucy M. Thruston[Pg 18] (Little, Brown & Co.), and "Sir Christopher," by Maud Wilder Goodwin (Little, Brown & Co.).

One complete meeting should come next on the traditions and customs in the Southern colonies. Check out "Some Colonial Homesteads," by Marion Harland (Putnam), and the chapter in Fiske about customs in "Old Virginia and Her Neighbors."

North Carolina, the next colony south of Virginia, was mainly settled by refugees who, unhappy at home, came here from other colonies. Check out the account of George Fox the Quaker, detailing the challenges of travel and the struggles and hardships faced by the people.

Colonel James Moore, who came to help the people, should have one document, and Governor Eden another. Check out the incredible story of the pirate Blackbeard, the fearsome figure of the coast, and his connections with the governor.

After many ups and downs, the more respected colonists started to arrive, and gradually the colony began to thrive.

South Carolina, in contrast to the North, was established from the start by wealthy planters and slave owners, who had distinctly aristocratic lifestyles. Look into Carteret, West, and Sir John Yeamans, along with the constitution called the "Grand Model," created by John Locke.[Pg 19]

Charleston became the capital in 1681, initially planned by Culpepper with designated areas for churches, a town hall, a artillery ground, and docks, and it quickly became a significant location.

The issues with the Spaniards to the south and Blackbeard's siege of Charleston are two great topics for papers; a third is Nicholson's effective governance for twenty-five years.

Georgia, the southernmost of the colonies, is well-known because of one person, James Edward Oglethorpe, the soldier, politician, and philanthropist. He intended it to be a safe haven for all persecuted Protestants in Europe, a place where respectable debtors could come and start fresh, and where criminals could have a chance to restart their lives; it was meant to be the paradise for the less fortunate.

One hundred and fourteen people came over with him, and in six weeks, Savannah was established[Pg 20], and clearing and building began. The story sounds like a romance. Everything went smoothly until lazy and unmotivated immigrants showed up to enjoy the paradise as well. Oglethorpe went back to England for a while, taking several Indian chiefs with him. Read about their visit to court. He returned with John and Charles Wesley.

But trouble with Spain was brewing; war ensued, and Oglethorpe went back to England and never returned. Slavery, which had been banned, was now allowed; plantations started to flourish, trade expanded, and a time of prosperity began. Read "Doris Kingsley," by Emma Rayner (Small, Maynard & Co.).

Before focusing on the northern regions and the study of the New England colonies, groups should thoroughly review the history of England in the seventeenth century and get familiar with the conditions there, as well as in Holland.

After this, you'll find the famous story of the voyage of the Mayflower, the Pilgrims' landing, and the creation of the first small settlement. Learn about the leaders John[Pg 21] Carver, William Bradford, Standish, Winslow, and Alden, as well as the challenges of the first winter.

The major advantage Massachusetts had over all the other colonies was the significant Puritan migration from England. Dedicated, intelligent, and committed people with high ideals made up the majority of the settlers.

Note the growing religious intolerance of the Puritans; one meeting can focus on this topic. Discuss Ann Hutchinson and Roger Williams, the mistreatment of the Quakers, and witchcraft. Include readings that illustrate how the belief in witchcraft increased and its horrific consequences. Read from Hawthorne's "Scarlet Letter."

Next, take a look at these New England colonies in the order they were settled: New Hampshire, Connecticut, and Rhode Island, and highlight the differences among them.

Notice how, in Massachusetts, only church members were allowed to vote, while in Connecticut, all citizens could vote. Read about education in New England, the schools, and the founding of Harvard and Yale colleges. Write a paper on Cotton Mather, Thomas Hooker, and Davenport. Describe the Town Meeting. Also, have a[Pg 22] paper on the Indigenous people, and discuss the Pequot War, the Deerfield Massacre, and similar events.

Close this study with an appreciation of the character of the people of New England. Read "Men, Women and Manners in Colonial Times" by Sidney G. Fisher (Lippincott), "Customs and Fashions in Old New England" by Alice Morse Earle (Scribner), "Home Life in Colonial Days," and "Child Life in Colonial Days" by the same author (Macmillan), and "Soldier Rigdale" by Beulah M. Dix (Macmillan). Several meetings may focus on furniture, pewter, china, silver, old coverlets, embroidered linen, and the like. Read "The Quest of the Colonial" by Robert and Elizabeth Shackleton (Century Co.), and "Colonial Furniture in America" by L. V. Lockwood (Scribner).

Between New England and Virginia were several colonies, the most significant being New Amsterdam. Start with a paper about Holland at that time. Then describe the arrival of the little Half Moon, the journey up the Hudson,[Pg 23] and the welcoming nature of the Native Americans seen here, as well as in each of the various colonies at the start of their history. Three settlements quickly emerged: one at Fort Orange, now New York, one at Fort Nassau, now Albany, and a third in New Jersey across from Fort Orange. Describe how within a few years there were farms with stone houses, churches, schools, and a structured fur trade system with the Native Americans that generated substantial annual profits. Three papers could focus on governors Minuit, Van Twiller, and Kieft, highlighting their differences and what each achieved. A fourth paper could outline the patroon system and compare it to those of other colonies.

The intriguing figure of Stuyvesant and his era in New Amsterdam deserve a closer look. Others can discuss the arrival of African slaves, the establishment of settlements along the Hudson, conflicts with Long Island and its English settlers, the arrival of the English fleet, the surrender of New Amsterdam, and the swearing of allegiance.

Have a description of life in Dutch New York, Albany, and Long Island. The well-known siege of Lady Moody's house in Gravesend and[Pg 24] its defense by forty Englishmen is also noteworthy.

Discuss the topic: What contributions did the Dutch settlers make to American society? Compare them with the Southern and New England colonists, highlighting that while they offered significant virtues, they lacked the appreciation for beauty seen in the Virginians and the idealism of the Puritans. Read "The Dutchman's Fireside" by J. K. Paulding (Scribner), "Free to Serve" by Emma Rayner (The Page Company), "The Begum's Daughter" by E. L. Bynner (Houghton Mifflin Co.), and "The Bow of Orange Ribbon" by Amelia E. Barr (Dodd, Mead & Co.).

The early history of New Jersey is closely linked to that of New Amsterdam. It was settled by the Dutch; however, after the arrival of the English, the land was granted by the Crown to the Carterets, who were from the Island of Jersey, and French settlers came over with them. The Dutch, a small group of Puritans, and some Swedes who had settled inland quickly started to argue among themselves.

Major Edmund Andros, the governor of New York, who was envious of his neighbors' rising power, kidnapped the governor of New Jersey and imprisoned him. Read about his trial and then return. Next, look at that part of Jersey along the Delaware River and see how it was bought and settled by Quakers. Include a brief overview of Fenwick, the pioneer, and the arrival of new settlers, as well as Penn's influence on the government, and how the two sections of Jersey came under the Crown with governors sent from England, who ruled with mixed success. Also note the later founding of Princeton College and the colony's growth in prosperity.

Delaware was desired by three nations: the Dutch claimed it, the Swedes took it, and the English were granted it. One article may discuss Minuit and his leadership, while another covers Peter Stuyvesant's invasion, the fall of the fort, and the Swedes' surrender. After that, there were ten years of Dutch rule, which is a fascinating part of history, as the colony clashed with Maryland. From this point on, there was ongoing conflict and struggle until the arrival of the English. Learn about Lovelace and his famous estate, and the tale of Jacobson, as well as how, later on, the English nearly erased the[Pg 26] Dutch presence in Delaware, even changing the names of the towns to English. Read "In Castle and Colony," by Emma Rayner (Stone, Chicago).

The story of how William Penn and his Quaker friends settled Pennsylvania is well-known to everyone. With financial support from the King and welcomed by the Dutch, who had several settlements, he established himself on fifty thousand acres of land and invited those in England to join him. The Assembly soon convened, and they drafted the well-known document called the Great Law of Pennsylvania; clubs should go over the main points of this.

The Mennonites, a religious group from Germany, quickly settled in the colony and had a significant impact on its future, just like the Germans who arrived later from the Palatinate—a hardworking, thrifty people who printed the first Bible in America and were the first to protest against slavery. Read from "The Germans in Colonial Times," by Lucy F. Bittinger (Lippincott).[Pg 27]

Our time sees more great poetry being written than ever before, especially right here in our own country. The annual production in English is huge, and a lot of it is so powerful and original that club women should definitely get to know it.

To study the subject thoughtfully, it might be helpful to take a introductory course on modern poetry and its critique, using these books partially or completely: "Studies in Poetry and Criticism" by Arthur Symons (Bell), "An Introduction to Poetry" by R. M. Alden (Henry Holt & Co.), "The Enjoyment of Poetry" by Max Eastman (Scribner), and "Lectures on Poetry" by A. C. Bradley (Macmillan).

As we study modern poets, there are plenty of examples from each of their works. Selections can be found in "Poets of the Younger Generation" by William Archer (John Lane Co.), and in two volumes edited by Jessie[Pg 28] Belle Rittenhouse: "The Younger American Poets" (Little, Brown & Co.) and "The Little Book of Modern Verse" (Houghton Mifflin). Additionally, "The Lyric Year," edited by Ferdinand Earle (Mitchell Kennerley), will be useful. There are three magazines that regularly showcase the best new work from our poets: Poet Lore, Poetry, and The Poetry Journal.

It’s really hard to categorize poets’ writings since most don’t stick to just one style. A poet who writes dramas may also write lyrics, and someone who focuses on philosophical poetry might also create nature poems. However, for this study, we’ve chosen the main works of each poet and included references to their other writings.

Before starting the regular program for the year, clubs should spend one or two meetings, as suggested, exploring poetry as a whole. After that, there should be two additional meetings focused on the history of poetry, demonstrating that all early national expressions take this form. This can be illustrated with readings from the Vedic Hymns[Pg 29] (translated in Warner's "Library of the World's Best Literature") and the "Song of Miriam" from the Hebrew Bible. There should also be presentations on the great epics, along with readings from the "Iliad," the "Odyssey," the "Æneid," the "Nibelungenlied," the "Divine Comedy," the Arthurian cycle, and "Paradise Lost."

Turning now to today's poetry, you'll see that its spirit is something entirely new. It's all about individuality. It strives for truth and realism. A lot of it carries a strong moral purpose—the passion for justice.

The style of modern poetry is also mostly fresh. Rhymed monologues, lengthy narratives, and especially dramatic poems are common. To see this, check out "The New Poetry," by James Oppenheim, in Volume 22 of Poet Lore.

Following this, bring up the topic of dramatic poetry in several meetings.

An early meeting should explore the comparison between poetry and prose in plays, and address the question, Is poetry suitable for the stage? What are its limitations? There should also be a paper on[Pg 30] today's versified plays in contrast to those from two centuries ago. Following this, there may be a study of several contemporary dramatic poets.

Percy Mackaye has some impressive works: "Fenris the Wolf," "Jeanne d'Arc," "The Canterbury Pilgrims," and "The Scarecrow" are all worth checking out. Read selections from each. Stephen Phillips, an Englishman, has some exceptional, energetic dramas. His best is "Paolo and Francesca," but both "Herod" and "Ulysses" are also worth studying. Check out all three. His background as an actor has made his plays particularly well-suited for performance.

Richard Hovey has taken the Arthurian cycle as his inspiration and presents the medieval spirit with remarkable fidelity; he stays closer to Malory than Tennyson did. Check out "The Quest of Merlin" and "The Marriage of Guenever."

Among women poets, Sara King Wiley has two notable dramatic poems, "Alcestis" and "The Coming of Philibert." Josephine Preston Peabody (Mrs. Marks) won the Shakespearean prize for "The Piper," which was performed at Stratford. Recently, she wrote another[Pg 31] drama, "The Singing Man," which is full of beauty. Read from this, as well as from her short poems.

Among the poets of the last generation, Keats, Shelley, Browning, and Swinburne focused on classical themes, while Byron and Tennyson leaned towards romantic ones. Prepare a paper highlighting this distinction. Read from their poems and compare them with those of the younger poets who chose similar themes.

Laurence Binyon, like Phillips, is English and has written "Persephone" and "Porphyrin" with classic themes, and "Tintagel" with a romantic theme. Rhys Carpenter, one of the youngest American writers, has "The Tragedy of Etarre," based on the Arthurian legend. Helen Coale Crewe has written "Ægean Echoes," and Martha J. Kidder has written "Æonian Echoes," both filled with beauty and potential. Check these out.

A concluding paper might ask, What is it about these two themes that has always drawn in poets?[Pg 32]

Under this title, you'll find the work of many of today's young poets. They express empathy for the working class, challenge oppression, and show compassion for those who are suffering. They support labor and call for improved conditions. This is the "new note," as it’s referred to, and it holds significant importance. Clubs should focus on it specifically, exploring it through different poems.

John Masefield from England is one of the standout writers of our time, and he expresses his protest strongly. His style often resembles that of a monologue or a narrative, and while it can sometimes be just rhymed prose, at other times it’s powerful, vivid, and colorful. Check out "The Widow of Bye Street" and "The Everlasting Mercy." Also, take a look at "Daffodil Fields," which is quite different from these and full of unique beauty.

Wilfred Wilson Gibson is another poet who cares deeply about justice. His dramatic monologues are brief, straightforward, and to the point. Check out "Daily Bread" and "Fires."

A third poet, Robert Haven Schauffler, also focuses on the poor in his work. His "Scum o' the Earth" offers a moving depiction. Charles Edward Russell resonates with this theme in his "Songs of Democracy"; check out his "Essex Street." Edwin Markham, while not one of the younger poets, explored a similar theme in his earlier piece "Man with the Hoe," which you might remember.

William Watson, after years of writing thoughtful verse, suddenly wrote "The Year of Shame," sharply contrasting his previous work and surprising England with his call for justice for Armenia and Greece. Read "How Weary Are Our Hearts." Conclude this section of the study with short readings from John Galsworthy's "Moods, Songs and Doggerels," which again show sympathy for the oppressed.

Among the many who write this serious and uplifting form of poetry is George Santayana, who, in his sonnets and "The Hermit of Carmel," explores the philosophy of life. He doesn’t focus on nature like most poets do, but instead always engages with abstract themes.

Alice Meynell, an English woman, has several volumes of polished poetry with a mark of literary[Pg 34] distinction. The sense of devotion is evident in her work. Check out "In Early Spring" and "Regrets."

Anna Hempstead Branch, known for her many beautiful short poems and a few brief plays, shines brightest in "Nimrod," a lengthy philosophical poem. In this work, as in her other writings, there's a strong sense of the mystical.

"Soldiers of the Light," by Helen Gray Cone, stands out for its artistic, subtle yet uplifting vibe. Louise Imogen Guiney, who has been writing for quite a while, has some recent poetry that’s even more spiritually infused than usual; check out "The White Sail" and "Tryste Noel." Also explore the poems of Rosamund Marriott Watson, Edwin Arlington Robinson, and Agnes Lee, along with the beautiful verses of Alice Brown.

This is one of the sections that covers a vast area. Among the many writers you could study is Alfred Noyes, the young Englishman often compared to Tennyson. He writes spontaneous, optimistic poetry. He loves sunshine, green fields[Pg 35], and children; he can be dramatic at times, playful at others, but he's always graceful. "The Barrel Organ" and "Forty Singing Seamen" are some of his best lyrics, but "The Flower of Old Japan" is also significant. Explore Noyes's other works, particularly his play, "Drake."

John Vance Cheney has many beautiful poems, as do William Vaughan Moody, Bliss Carman, Clinton Scollard, Lizette Reese, Edith Thomas, and a long list of others. Check out several of each from Miss Rittenhouse's books.

Madison Cawein writes about nature with a constant sense of freshness. He idealizes everyday things like fields, grass, and flowers; he embodies what has been described as "a romantic love for the outdoors." Sometimes, he adopts a more powerful tone, as seen in his "Prayer for Old Age." Check this out, along with "The Wild Iris."

Arthur Upson has a style that's unique for its dreamy beauty and refined finish. His "Octaves in an Oxford Garden" showcases him at his best. "Westwind Songs" is also filled with delicacy and grace. His latest work, a play titled "The City," embodies these same qualities.

Charles G. D. Roberts has, among many other[Pg 36] things, a collection of poems titled "The Book of the Native," featuring descriptive verses about Canadian forests. His poems "Afoot" and "The Recessional" are particularly enchanting.

Richard Burton's "Dumb in June" and his later work "Quest of Summer" both contain deep poetic insights and beautiful expressions. Together with his "Lyrics of Brotherhood," they are all definitely worth studying. Check out "Poems" by C. G. D. Roberts (The Page Company) and "Pipes of Pan" by Bliss Carman (The Page Company).

Kipling carved out his niche with "Barrack-Room Ballads"; the way he captured the Cockney dialect has never been matched, and his humor is unique. Check them out. Today in America, we have a poet doing groundbreaking work—Thomas A. Daly. In his "Madrigali" and "Canzoni," he employs the Italian-American street dialect, resulting in something both funny and delightful.

Gertrude Litchfield has also discovered something fresh in the dialect used by French Canadians in the northern New England towns. She has written charmingly funny poems about kids.[Pg 37] Check out "Les Enfants," "De Circus," and "The Spirit of Christmas."

Robert H. Carr has a small book called "Cow Boy Lyrics," which captures the quickly fading lives of the plainsmen. After reading this, compare James Whitcomb Riley's verses to them. Also, take note of writers of humorous poetry like Carolyn Wells, Oliver Herford, and Gelett Burgess.

Ireland has always been a place of romance, and recently it has experienced a fascinating revival of poetry. William Butler Yeats, initially an artist, infuses his verses with a mystical quality that gives them an almost otherworldly feel. His most well-known narrative poem is "The Wanderings of Oisin." "Baile and Ailinn" tells a love story. "The Fiddler of Dooney" is a straightforward country tale. His work has been described as "dream drenched." Be sure to take a close look at his play, "Land of the Heart's Desire."

George W. Russell writes poetry that has a similar wistful quality as Yeats. "Homeward Songs by the Way" and "The Divine Vision" are two of his collections.[Pg 38]

Study the work of Lady Gregory as well. Although she's best known as a playwright, she has also written some intriguing poetry.

One paper might compare today's Celtic verse with that of mystical poets in England and America, particularly Louise Imogen Guiney's work, and talk about their differences.

There are many short plays written today in verse form, all beautiful, lyrical in feeling and style, and many of them are very charming. Among these are "The Rose of the Wind" and "The Shoes That Danced" by Anna Hempstead Branch; "The Butterfly" and "Two in Arcadia" by Lucine Finch; four plays titled "The Shadow Garden" by Madison Cawein; and "El Dorado" by Ridgely Torrance.

In addition to the study of all these modern poets, clubs should explore the work of Rabindranath Tagore, the Hindu poet who recently won the Nobel Prize for Literature; his latest poems (translated) are "The Crescent Moon" and "The Gardener."

Robert Bridges, the current poet laureate, also deserves special mention.[Pg 39]

There’s no topic for clubs more fascinating than Islands, and none that covers a wider range. Each island or group invites exploration of geology, botany, language, customs, religions, and, most importantly, history and literature. Encyclopedias, travel books, and current magazines, especially National Geographic Magazine, will provide plenty of material for papers.

The islands that surround the coast of Greece are the most significant in history. Some are known for their artistic treasures, others are the birthplace of great poets, and still others are tied to legendary heroes and gods. The literature, art, and history of the Ægean and Ionian Islands provide topics for study for many months.[Pg 40]

Among the many that could be suggested, these deserve special attention: Ægina, known for its sculptures; Delos, the Sacred Isle, where Apollo and Artemis were born, along with the Temple of Apollo; Lesbos, the birthplace of Sappho; Corfu, with its rich history; Ceos, home to two great poets; Samos, featuring the Temple of Hera, and Ithaca, the home of Ulysses. Also, include Melos, Patmos, Rhodes, Lemnos, and Naxos, each notable for something.

In putting together programs, include short readings about each island, whether from history, English poetry, or Greek translations. Longfellow's "Poems of Places" features poems about many of the islands; the "Odyssey" has various stories, especially the one about Nausicaa, which takes place in Corfu. Samuel J. Barrows wrote a lovely book called "Isles and Shrines of Greece" (Little). You can easily find translations of some of Sappho's poems.

The islands of Crete and Cyprus should hold a special meeting focused on archaeological discoveries. Their history is closely tied to that of Greece, even though today they are both under non-Greek rule.[Pg 41]

Three significant islands are located near Italy and are tied to its history. The first is Corsica. It has an exciting history, particularly during the time it was under Genoa's control, when the impressive Genoese Towers, which still stand today, were constructed to defend it against the Saracens. It's worth noting that Napoleon was born in Corsica. A discussion about the vendetta should also be included, and you can read excerpts from Prosper Mérimée's "Colomba" aloud.

Sardinia, located near Corsica, is often referred to as the "Backward Island." One key aspect of its history is the feudal system that persisted there until the mid-nineteenth century, along with the banditry it has been known for throughout the years. See "The Forgotten Isles," by Vuillier, translated by Frederic Breton (Appleton).

The history of Sicily deserves a few months of study because it tells the story of the wars between Rome and Carthage. Think about the diverse experiences of the city of Syracuse, the wealth and political significance of Sicily during the Middle Ages, and the arrival of Victor Emmanuel and Garibaldi in[Pg 42] later years. Finally, observe the poor state of the country today. Check out Sicily, part of the Story of the Nations series (Putnam), along with some translations from Thucydides and Theocritus.

Malta, a territory owned by Great Britain, is particularly interesting in relation to the Knights of Saint John. Minorca can also be referenced for a specific paper. See "Sicily, the Garden of the Mediterranean," by W. S. Monroe (The Page Company).

The wild, mountainous islands of Scotland are home to fishing communities whose language is still mostly Gaelic and whose customs are quite traditional. Check out "A Daughter of Fife" by Amelia E. Barr to see their strong character. The Hebrides, further down the west coast, are incredibly picturesque. Read "A Princess of Thule" by William Black. Mull is known for its beauty, Gaelic population, and traditions. Iona, a small island with significant early Christian history, has a ruined cathedral and graveyard containing[Pg 43] many striking and ancient Celtic crosses. Staffa, nearby, features a famous basalt formation and cave.

Most of England's islands are not clustered together but are isolated. The Isle of Man, located off the west coast, is quite a rugged place. Check out Hall Caine's "The Deemster" to learn about its people. The Isle of Wight, in the south, is a lush and picturesque area. Be sure to note the famous locations and figures associated with it, and include images of Osborne House and Tennyson's home. The Scilly Islands have a dreamy history, partly rooted in legend; read Besant's "Armorel of Lyonesse." The Channel Islands, which form a group, are foreign, charming, wild, and stunningly beautiful. Their history is captivating, and they have been a refuge for political exiles almost up to the present day. Check out "The Channel Islands" by J. E. Morris (Macmillan Co.) and "Toilers of the Sea" by Victor Hugo.

Off the west coast of Africa, there are some famous islands. To the north is Madeira, which has been known for its wine for a long time; today, it’s being developed into a very successful market garden, providing England with fruits and vegetables.[Pg 44] Its scenic population and the historic city of Funchal are delightful. Check out "The Story of Madeira" by D. Dimmit (The Methodist Book Concern).

Just below this are the volcanic islands called the Canaries, believed to be the Fortunate Isles of ancient times. Oddly enough, they seemed to have vanished from history for a while and were rediscovered in the fourteenth century. Today, they are part of Spain. Show a picture of the Peak of Teneriffe.

The Cape Verde Islands are worth a quick look, mainly because Darwin discusses them in his "Volcanic Islands," making them intriguing. Right below these islands is St. Helena, where Napoleon was imprisoned, which deserves its own article. Check out the "Life of Napoleon" by Sir Walter Scott.

On the opposite coast is Madagascar, which Ptolemy mentioned long ago. It stayed a wild, uncivilized place until about a hundred years ago when it started engaging in trade; since then, it has had a dramatic history. Check out "Madagascar and Its People" by James Sibree and "Thirty Years in Madagascar" by T. T. Matthews (Doran).[Pg 45]

Nearby is Mauritius, the Île de France, established long ago by well-off French families and recognized in modern history. The tale of "Paul and Virginia" by Saint Pierre takes place here, as does "My Little Girl" by Besant and Rice. Check both of them out.

The Pacific Islands are so many, so significant, and so incredibly fascinating that groups can easily spend months studying them. The best approach is to take a map and organize the islands into categories.

Take, first, the beautiful Sandwich or Hawaiian Islands, which number twelve in total. One paper should cover their natural features, particularly the famous volcanoes. Another can explore the early history, noting how the people willingly abandoned idolatry as foolish and were without religion for years until they requested help in this area. The story of the arrival of the first missionaries and their efforts is noteworthy. A third paper could discuss the visit of the native king and queen to England, a fourth might focus on the leper colony at Molokai, and a fifth could describe the establishment[Pg 46] of the republic and its later annexation to the United States.

Following west on the map, the Caroline Islands and the Marianes should be explored; Guam, part of the latter group, is now a territory of the United States.

Several meetings should focus on the Philippine Islands, which are up next. Papers could be written on various topics, such as: a description of the islands; early history; the situation under Spanish rule; the uprising of 1896; the physician, poet, and reformer Rizal; the people today, their habits, and customs; and the establishment of a United States Commission along with the work of its various bureaus, especially in education. A discussion could follow: Should the Philippines be given self-government? Read "The Philippine Islands," by F. W. Atkinson (Ginn).

In contrast to these islands, there’s another group of three—Borneo, Sumatra, and Java. The first two have amazing wildlife and plant life, with hundreds of varieties of native trees and abundant[Pg 47] natural resources, yet they remain surprisingly underdeveloped. Check out "Seventeen Years Among the Sea Dyaks of Borneo" by E. H. Gomes (Lippincott). Also, look for many recent magazine articles. Java, located nearby, is completely different. It belongs to Holland and is a significant colony for the Dutch. Its early history is fascinating, and the remnants of its ancient civilization are being discovered. Read "Java, Sumatra, and Other Islands" by A. Cabaton (Scribner). Dedicate an entire meeting to the beautiful island of Ceylon before heading south.

New Guinea is close to Australia and has similar striking physical features. It's not very populated, and the Dutch and English share control over it; the English have discovered that it is rich in resources and are making it commercially viable.

Several small groups of islands to the east can be examined next. The Fiji Islands were long recognized as the home of cannibals, and their shift toward civilization is an intriguing topic of study.

The Friendly Islands, or Tonga group, are located further south and east; they were once inhabited by[Pg 48] a fierce and brutal people, but have now transformed into a fairly civilized and educated small nation, complete with churches and schools; many of the people speak English.

The Society Islands are even further west. The scenery here is stunning, with coral reefs and atolls, lush tropical plants, and impressive waterfalls; it's known as the Garden of the Pacific. The New Hebrides are particularly noteworthy because of the work of John G. Paton. Check out his biography by his son (Doran). Nearby, you'll find Samoa, which Stevenson adored. Clubs should explore it through his writings. See "In the South Seas" and his Letters.

Of the three islands near the southern end of Australia, Tasmania, which is close to the larger country, is about the same size as Scotland. For many years, it was one of England's penal colonies, but today it represents everything that is progressive and enlightened; its educational system is impressive and its trade is well-developed. It is basically home to a part of the English population. Just beyond it are the two islands that make up New Zealand, which, from a sociological perspective,[Pg 49] is one of the world’s notable places. Check out "New Zealand at Home" by B. A. Loughnan (Newnes, London) and "New Zealand in Evolution" by G. H. Scholefield (Scribner); there are also magazine articles on the topic.

Japan, one of the leading powers in the world today, is geographically made up of four main islands, with hundreds of smaller ones surrounding them. At least four meetings should be dedicated to its study. The first could have a program on Japan's physical features, its resources, and its people; a description of the peasants, their homes and work; the cities, their buildings, temples, and shops, along with interesting pictures.

The second part may cover the early history of Japan, including its feudal system, religions, and diverse government, up until the country opened up in 1853. The third and fourth parts may explore the country's development influenced by foreign ideas, the growth of the military and navy, the establishment of schools, court life, the expansion of commerce, the press, and new governance standards.[Pg 50]

These should be followed by presentations or discussions about the recent wars with China and Russia and their impact. Other meetings should cover Japanese architecture and art, as well as different aspects of the topic: The Japanese in America. Read from "Japan" by Lafcadio Hearn (Macmillan Co.), "Japanese Life in Town and Country" by George William Knox (Putnam), and "The Lady of the Decoration" and "The Lady and Sada San" by Frances Little (Century Company).

In studying the West Indies, it's important to use a map at every meeting to clearly understand the locations of the islands: the Bahamas, the Greater and Lesser Antilles, and the Caribbean or Leeward and Windward Islands. A short overview of Columbus should kick things off. Next, discuss the Spanish occupation, followed by the arrival of the English and the Dutch, their colonies, their growing power, and the wars that followed.

This will introduce the romantic tales of the pirates; read about the incredible lives of Captain Henry Morgan, the infamous Blackbeard,[Pg 51] and Captain Kidd, and enjoy chapters from novels set in that era, like 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 small republics of Haiti and Santo Domingo, Barbados, and Martinique, the last one being the birthplace of Empress Josephine. The topic of slavery should have its own paper. Read from the life of William Wilberforce.

Take Cuba and Puerto Rico next. Look into the war between Spain and the United States, and then compare it with today's situation. Read "The West Indies" from 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 is a group of islands known for their beauty—the Bermudas. This is where Shakespeare set the scene for "The Tempest." The English own the islands and have a military base there. Read from[Pg 52] "The Tempest." Then follow up with a paper on the Azores, located in the middle of the Atlantic.

Circling the North American continent, clubs will discover several intriguing islands. Little Staten Island in New York Harbor and Long Island are deeply connected to our history. Cape Breton Island on the northern coast of Nova Scotia features the historic fortress of Louisburg, and the beauty of the Bras d'Or Lakes is noteworthy. Check out "Baddeck and That Sort of Thing" by Charles Dudley Warner (Houghton Mifflin Co.). Newfoundland, rugged and remote, lies further out. Despite its abundant fisheries on the Banks, its residents are economically challenged. Look into the work of Grenfell among them. The Arctic islands further north offer little to explore, except for Iceland, which is well to the northeast. This is truly a remarkable place, and clubs should dedicate a meeting to it. Its connection to literature is significant. Read the 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 focus on the Alaskan Island of Saint Lawrence and others in the[Pg 53] Aleutian group; then, as we move down the coast, we should briefly mention Queen Charlotte's Island and Vancouver. On the west coast of South America is the small island of Juan Fernandez, where the sailor Alexander Selkirk spent five years alone, and whose story inspired Defoe's "Robinson Crusoe."

Just past Cape Horn is the mysterious, rugged land of Tierra del Fuego, which is not well understood. However, Darwin wrote about it in his "Voyage of a Naturalist," and scientists discover a lot of intriguing things there.[Pg 54]

The following topics are organized into ten groups, but many more can be added by splitting each main group into two, three, or even four. There will be readings at each meeting from the reference books, along with discussions among club members.

The topic for the first meeting could be the Old Housekeeping vs. the New. One presentation might compare housekeeping from over twenty years ago to today. Is there a genuine difference, or just an illusion? Are rents, food, and clothing truly more expensive for the same items, or does modern life require us to add more to what we used to have? Assuming that prices have genuinely increased and are going to stay high, what can women do to adapt to this reality?

The second paper should discuss the importance[Pg 55] of a woman knowing exactly how much she can spend; understanding her husband's business; having an allowance; and the importance of learning to stick to a set budget.

The third paper is about the budget. This means creating a list of expenses, recording them in a book, dividing the income among the items, and then tracking the actual spending each day and month. Year by year, you adjust and organize the expenses to align with the income. The discussion should focus on personal experiences with managing household accounts.

The introductory paper on this subject may discuss the complicated ways our homes are decorated and the excess of items within them. It may also highlight that the daily tasks of taking care of them aren’t always clearly outlined and executed.

The second paper might discuss the easing of a weekly work schedule that needs to be completed.

The third paper could focus on conserving a woman's energy, examining how carelessly she goes up and down stairs[Pg 56] and engages in unnecessary and silly tasks. Also, touch on the assistance provided by vacuum cleaners, modern dusters, carpet sweepers, and other housekeeping aids.

Discuss the question: How can we use our brains to protect our bodies?

To kick off the meeting, a short paper might be read on What Is True Economy? This will highlight the mistake of choosing cheap, low-quality foods like wilted vegetables, stale cereals, and inferior canned goods. This could be followed by a discussion about shopping. Where should a housekeeper shop—at a large market or a smaller one? How can someone learn to buy good yet affordable meats? How can one make do with less meat? And is it a good idea to buy in bulk?

The third paper might discuss markets, how clean they are; the housewives' leagues in certain cities and their efforts; and what can country women do when their market is limited?

The final paper should discuss the importance of the housekeeper’s personal oversight, the risks of ordering by phone, and[Pg 57] the practice of giving orders to the grocer at the door.

The discussion might shift to whether to pay cash for everything or use a credit card.

A good start is a look back at the cooking of our grandmothers, the cuisine from different regions of the country, and dishes from other countries.

Scientific cooking is, first, understanding food values, but it also involves the skill of cooking, and both can be showcased. Demonstrate how a skilled cook can use whatever ingredients she has available and will avoid using expensive items. A good question to explore here is, How can we have variety without raising the cost?

The kitchen as a workspace is the topic of the next paper. It's important to emphasize the need for a clean, sanitary environment, equipped with all the necessary tools. Suggest new utensils, energy-efficient cookers, and so forth, and describe what the perfect kitchen looks like.

Close with a discussion on the point: How can a woman learn to be a good cook? Mention cooking schools, demonstrations and lectures, studying magazine articles, and the pamphlets sent out by the Department of Agriculture.[Pg 58] Clubs might set up cooking classes as a result of this meeting.

This topic can be divided into two parts: the work done at home and the work sent out. In the first part, discuss the previous methods and how washing and ironing days were dreaded, along with the old tough ways of working. The second part will cover the new ideas and mention running water, stationary tubs, washing machines, mangles, gas stoves, modern flat-irons, and other laundry appliances. Talk about the cost savings of buying soap, starch, and bluing in bulk.

At this meeting, members can bring in pictures from catalogs of anything they've seen that could help with laundry at home.

The other part of the program would naturally address the broader aspects of the question. Present a paper on public laundries: Are they hygienic? Is it more cost-effective to get shirts cleaned there instead of at home? Describe the techniques used by some large laundries.

The last paper would discuss the washerwoman[Pg 59] at your own home and hers. Is it excessive to pay for a day's work when you could honestly do it yourself? Is it wise to send laundry out to a place that might not be clean?

The discussion may be on the point: How can we cut down the size of the family laundry? Are there any shortcuts in doing laundry?

Service in the Home is the main topic for the sixth club meeting.

As in other meetings, it’s good to start with a discussion about earlier times, maybe from the Colonial period onward, and to talk about how the social status of servants has changed since then and the difference in their wages.

The second paper might talk about the shortage of servants today and the reasons for their scarcity; the dissatisfaction with home service; the increase in wages for untrained workers; immigrants; foreign workers in the West and the Black population in the South.

The third paper could cover employment agencies, references, and the connections between employers; the dynamics between employers and employees are really fascinating. Discuss the issue[Pg 60] of an employer's responsibility for their employee's morals, as well as the situation of elderly or sick workers.

The final paper could focus on the home that operates without servants and how to manage it. This will cover the division of responsibilities between parents and kids, the potential for hosting guests, the pros and cons of doing your own chores, and a look at how much money can be saved with this approach. Consider the trade-offs, like the loss of time, and possibly social life and physical energy. Explore the question: Is it a luxury or a cost-saving measure to hire out the family’s hard work?

The first paper on this subject will discuss the actual and perceived differences in the cost of clothing a family a generation ago compared to now. Are materials more expensive or less? Is the expense in the production? Do we have too many clothes? Isn't the issue that we need so many different outfits, which increases the size of our wardrobes, rather than the cost of each individual piece?

The following paper might be about shopping. It should be very practical and suggest that shopping[Pg 61] out of season saves money; that excessive shopping wastes time and transportation costs; that a bargain section is rarely a good place to buy anything; and that higher-quality materials last longer than cheaper ones.

The final paper could be about ready-made clothing. How is it produced so inexpensively? What about the conditions under which these clothes are made? What about ordering online? Is the quality of any ready-made garment actually as good as it appears at first glance? How does it hold up compared to items made elsewhere?

There should be a great discussion on this topic, covering things like: Home dressmaking; is it worth it? Is it cost-effective to take lessons in dressmaking and hat-making? Is altering clothes always cheaper? Is it worth it to dye our dresses? How can we organize making our wardrobes so that sewing takes up only a small portion of our time?

There might be at least three great papers on this topic; the first one could focus on waste of food: Why do other countries think America is so wasteful? Compare how food is handled in American kitchens with those in France. The waste that comes from not knowing how to cook is another good topic, along with the waste from unconscious spending. The support of bakeries and delicatessens should also be discussed, as well as the money wasted there.

The waste of time might be the title of the next paper, especially highlighted in the kitchen when making fancy dishes or those that take hours to prepare; the waste of time in doing unnecessary decorative work and complex sewing. Notice how all this wasted time translates for many women into lost hours for reading.

The waste of a woman's strength in doing work that’s too heavy for her—lifting, drawing water, and doing other tasks—should be highlighted in the next paper, along with the importance of labor-saving devices, rest and recreation, and having some assistance with housework.

The discussion should cover other types of waste: wasting fuel in the furnace and stove; wasting water, gas, and kerosene; the foolishness of ruining a nice dress by cooking in it; and the small losses that happen here and there in all areas of managing a household.[Pg 63]

This meeting should address the topic of mindless deprivation. It should highlight how silly it is to cut corners everywhere. One paper might discuss how bad food is unhealthy; another could focus on the importance of having friends and children's friends over for meals; and another might talk about the downsides of forgoing comforts, making life unnecessarily tough and dull. All of these should be concise and balanced by others emphasizing that education is essential, as well as a few things to make life enjoyable—like some help, a little time, and flowers and books or magazines.

Discuss the entire topic of household spending and gather ideas from everyone on what they think is the best way to reduce expenses.

This is a really interesting topic, and the first paper explores a broad area; it's about Home as a Business Enterprise. It will demonstrate that a[Pg 64] home can just be a school of economics, with all the focus on that aspect of life; or it can simply function as a savings account, aimed at putting aside money for everything. Or it can act as an industrial institution where everyone is constantly working and no fun or leisure is allowed. Highlight the ridiculousness of these various viewpoints.

The second paper may discuss the skilled housekeeper as the head of the home. This could clarify that if a woman knows her stuff, she should be able to manage her house easily, affordably, happily, and socially. In other words, she will use her intellect to make housekeeping engaging and fulfilling.

The third paper should discuss comfort versus elegance in home life; the rarity of finding both together; how to furnish a house simply yet artistically; entertaining within one's budget; appreciating music and books as essential to life; and the concept of an ideal family life.

The discussion might cover topics like these: What economic sacrifices are worthwhile? What luxuries are actually necessities? Can you be generous on a limited income? Should we consider education[Pg 65] an investment? Are our children being raised to believe that money is the main concern for their parents?

If the year’s work on home economics is going to be successful, it should lead to some practical results; maybe we could set up a study group to explore home efficiency ideas, or create a reading club to share and discuss new concepts from books and magazines, or, as has been suggested, start a cooking class.

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).[Pg 66]

A delightful study, not just for a music club but for any group, is that of songs. The options are almost endless, but by thoughtfully choosing a program that focuses on just a portion, a lot can be learned and enjoyed. It's important to explore the life and times of each composer, and to perform some of their songs. Later, different time periods or specific themes can be highlighted through the songs of various composers. For some of these sessions, a good phonograph might be used to play recordings.

To introduce the topic, start with a paper on folk songs, which in every nation come before what we call art songs. Many of these folk songs have been passed down from ancient times, either exactly as they were or incorporated into art songs. Follow this with a second paper on the minnesingers and troubadours and their songs. A third paper could discuss an interesting theme[Pg 67] that might be described as the local flavor of songs. The Laplander has his reindeer songs; the Alpine peasant has his mountain songs, featuring the yodel; the Russian has songs from the steppes; the Black community has plantation melodies; the sailor has his chanty; and the soldier has his battle and prison songs. Hunting songs, love songs, funeral dirges, songs about nature, childhood, home, and country all have their own literature.

One meeting may discuss the first art songs—which emerged around the same time as the first operas and were part of them.

The lied, or lyric song, was almost created in Germany, particularly by Schubert, who was the great master of this form. However, Handel, Haydn, Gluck, Mozart, and Beethoven also composed arias, or songs, that are highly beautiful and significant. You can illustrate this by providing one or more songs from each of them.

The life of Schubert and his genius deserve at least one meeting dedicated to them. Check out the chapter in Finck about him. Look at what he achieved in his thirty-one years. Beethoven remarked about him: "Truly Schubert has[Pg 68] the divine spark." His hundreds of songs are sweet and tender, yet powerful and noble. Sing "The Erl-King," which he wrote 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, once highly praised, are now seen as fairly average except for a few. "On the Wings of the Wind," "The Volkslied," "The Venetian Gondolier," and others are clearly bright and cheerful, fresh and elegant.

Schumann, unlike Schubert and Mendelssohn, wrote songs that are often sad and even gloomy, but many of them, especially in his song cycles, are treasures. Sing, "Du bist wie eine Blume"; and "Der Nussbaum."

Robert Franz, completely deaf from a young age, composed songs that other musicians call timeless. His work is uniquely original, with the accompaniment intricately intertwined with the vocal melody. His style, often reminiscent of Wagner, has a declamatory feel, influenced by simple old folk songs. Read about his life, and sing[Pg 69] "Leise zieht durch mein Gemueth"; "Bitte"; "Es ragt der alte Eborus," and "Im Mai." After exploring Franz's work, move on to Brahms, Jensen, Wagner, Strauss, and many other German songwriters.

Grieg is known as "the king of Scandinavian songwriters." His music is often a mix of wild energy and melancholy, but it's always original. He embraced the essence of the folk songs from his homeland. People sometimes refer to him as the Norwegian Chopin and compare him to our own MacDowell. Sing, "The First Primrose"; "The Minstrel's Song," and others.

Hungary gifted the world Liszt, and his sixty songs are extremely valuable. His music closely reflects the lyrics of his songs, evoking falling rain, sighing winds, or even the buzzing of bees. Sing "Kennst du das Land?", "The Lorelei", "King of Thule", "Wanderer's Night Song."

Chopin, born in Poland, wrote lively and delightful folk songs, dramatic lyrics, and romantic melodies. The seventeen songs we have showcase an emotional range wider than that of any[Pg 70] other composer's songs. "Poland's Dirge," one of his most well-known pieces, is referred to as the most mournful song ever written.

Paderewski, who is also from Poland, has only recently started writing songs, but the ones he has created are delightful—unique, romantic, and full of national character.

Rubinstein is connected to both Poland and Russia, but he is mainly associated with the latter. He wrote many songs; not all of them are masterpieces, but many are very beautiful and powerful. Check out his collection of "Persian Poems," "The Earth at Rest," and "Good Night."

Tschaikovsky and Dvořák also composed Slavic music that is quite melancholic, reminiscent of folk songs and rich in emotion. Check out the former's "None but a Lonely Heart" and "The Czar's Drinking-House," as well as the latter's "Gypsy Songs."

France, unlike Germany, has never really had true art songs. There are plenty of chansons, romances, and other light songs, but serious music has mostly been focused on opera. Gounod, however, has many beautiful pieces, some[Pg 71] of which are popular: "Oh, That We Two Were Maying," "Maid of Athens," and others that are well known. Delibes shows a clear German influence in his songwriting. "Nightingale" and "Regrets" are quite impressive. Godard has over a hundred songs to his name, many of which are delightful: "Arabian Song," "Farewell," and "The Traveler" are among the best. A French woman songwriter, Mdlle. Chaminade, is quite popular today, but critics don't see her work as particularly original.

Italy has never really shown much interest in art songs; in fact, besides the folk songs from the streets, there are hardly any, apart from those found embedded in operas where they are an integral part. Tosti has certainly written a lot of songs, and so have other contemporary Italian composers, but nothing that ranks among the great lyric songs in the world.

In England, the ballad is the musical form of the song, and this nation excels at it. The ballads are powerful, heartfelt, and beautiful. Clubs should hold several meetings focused on the ballads of England, Scotland, and Ireland. Sullivan has written some wonderful songs, as have Goring Thomas, Stanford, and Cowen. There[Pg 72] is a new English school of talent, 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 outstanding piece of work. Mackenzie has somewhat followed Brahms; sing "Hope," his best song.

Until recently, we in America, like the English, have written only a few lyric songs. But today, we have a lot of composers in this genre, and there are people in other countries who believe that the best work of our time is being done here.

Prof. John K. Paine has written only a few songs. Among them are: "Moonlight" and "The Matin Song," both delightful.

Arthur Foote has written forty songs, including "On the Way to Kew" and "In Picardie," and is sometimes compared to Franz. Clayton Johns has a hundred songs, with "Winter Journey" reminiscent of Russian music; "Were I a Prince Egyptian" is also good. Reginald de Koven is referred to as the most popular songwriter in America; his settings of verses by Eugene Field are well-known, and his most famous song, "Oh, Promise Me," has enjoyed great popularity.

G. W. Chadwick, the director of the New England Conservatory, has written seventy-five songs, some of which are very original. "Allah" is the most well-known and probably his strongest; however, "Before the Dawn," "Bedouin Love Song," and "Green Grows the Willow" are also great.

Ethelbert Nevin is a well-known and respected writer of beautiful songs. Walter Damrosch, Horatio Parker, the late Gerrit Smith, Victor Herbert, and many others have consistently produced great work.

Edward MacDowell, however, is America's most celebrated songwriter, and his early death was mourned as a national tragedy among music lovers. Like Grieg, he had Scottish heritage, and his work displays a certain similarity to the Norwegian's style. His music is highly refined, always engaging, and never derivative. Two beautiful arrangements of classic lyrics stand out: "Ye Banks and Braes o' Bonnie Doon" and "Kennst Du das Land?" "The Pansy" and "The Mignonette" are the highlights of a collection of six floral pieces; "Menie" is[Pg 74] notable for its gentle sadness and delicacy; but his most popular song is "Thy Beaming Eyes." Critics regard his most scholarly work as his eight arrangements of verses by Howells, along with "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 exploring this important topic by country and giving special attention to individual songwriters, clubs might want to find and sing many of the traditional English songs recommended under headings like 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."[Pg 75]

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: "Coming Through the Rye;" "Within a Mile of Edinburgh Town."

Convivial: "Drink to Me Only with Your 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 Songwriters," 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, along with many others, can be found by reaching out to music publishers. Public libraries also have encyclopedias of music that can be helpful in writing biographies of musicians. Check out "Great Composers and Their Work," by L. C. Elson (The Page Company).[Pg 76]

Like many topics proposed for club activities, the one presented here can be expanded endlessly. Each of the major buildings mentioned should help introduce the topic of architecture and history.

You can find material in reputable histories, in encyclopedias, particularly the Encyclopedia Britannica, and in various architecture books. Some of the most helpful for descriptions are: "Historic Buildings Described by Great Writers" and "Turrets, Towers and Temples," both by Esther Singleton (Dodd, Mead & Co.), as well as "Wonders of Art and Archaeology" by M. Lefevre (Scribner). Ferguson's "History of Architecture" (Dodd, Mead & Co.) is also quite useful. Each meeting should include illustrations of the buildings being studied.[Pg 77]

The earliest of the world’s great buildings, and in some ways the most impressive of them all, is the Great Temple of Karnak, located in Thebes, Lower Egypt, built around 1600 b. c.

Introductory papers should discuss the country and its leaders, its history and religion. Focus especially on the power of the monarchs and the society of enslaved people. Include images of pyramids, obelisks, gates, and temples. Talk about Thebes, which Homer referred to as "the city of a hundred gates." Compare it with Memphis.

Then follow up with a paper about the amazing ruins on the left bank of the Nile at Thebes, and read Shelley's sonnet about the fallen Colossus there. After that, cross to the right bank and describe the ruins at Luxor, and continue on to the massive and impressive Temple of Karnak itself.

Note the path of sphinxes, the grove of columns that led to the riverbank, the massive fallen capitals, where a hundred men can stand on each one. Get a sense of the vastness of the Hall and imagine what it must have been like when the roof was intact, and the entire area of two hundred[Pg 78] seventy acres was at its peak. Check out the description by Amelia B. Edwards in "Turrets, Towers and Temples."

To appreciate the beauty and significance of the Parthenon in Athens, clubs must first explore the history of Greece starting from the era of Themistocles and the Persian wars, through the leadership of Aristides and Cimon when the construction of the Parthenon is believed to have started. The Age of Pericles, when art flourished, requires two or more meetings; it was during this time that the temple was completed.

A good picture of the Acropolis in Athens should be displayed to highlight the buildings clearly; the one in Lefevre's book is excellent. Check out the description of a procession to the temple by John Addington Symonds in "Sketches in Italy."

One paper should cover the architecture of the Parthenon; another should discuss the sculptures and paintings; a third can focus on its later history, pointing out that it was intact until 1687, but since then it has faced a lot of destruction. Talk about the damage caused[Pg 79] by collectors, especially Morosini and Lord Elgin. What are the ethical issues surrounding the removal of the sculptures? Conclude with a detailed description of the Parthenon as it stands today.

Studies of other Greek temples can be found in "Isles and Shrines of Greece" by S. J. Barrows (Little, Brown & Co.).

There’s a wonderful little collection of poems called "The Englishman in Greece" (Clarendon Press) that will provide great material for illustrating this program with verses from well-known writers.

The image of the Coliseum in Rome tells the amazing story of the imperial city at the peak of its glory and also during its decline. It brings to mind the reigns of Vespasian and Titus, who collaborated to construct the Coliseum. It was finished in 80 CE, ten years after Jerusalem was destroyed.

One document might detail its design, its arches, its huge stone walls, its various levels of seating, its sections for the audience and the judiciary, and its notable exits. It spanned five acres and accommodated eighty-six thousand people; [Pg 80] compare that with the grand stadium at Harvard today.

Follow up with papers on the Roman games; during the dedication of the Coliseum, these lasted for a hundred days. Include one on gladiatorial fights and another on the Christian massacres, many of which occurred here. Read the Chariot Race from "Ben Hur" (Harper). If possible, display Gabriel Max's painting, "The Last Token." Then discuss the gradual destruction of the building by the Goths and Vandals, as well as 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 that happened there; also read from Dickens's "Historic Buildings" about the Coliseum.

Other buildings that can also be explored include the Pantheon, the Arch of Titus, Pompey's Theater, and the Temple of Jupiter Capitolinus, all significant in the early history of Italy. Clubs may follow up their discussions on these structures with two meetings focused on the more modern yet equally impressive St. Peter's Basilica in Rome, which is so massive that a cathedral could fit inside its transept. Read from the description in "Wonders of Architecture."[Pg 81]

Among the many impressive architectural remains in Germany, one of the most fascinating is Heidelberg Castle, which sits on a hill three hundred feet above the town. Construction began toward the end of the thirteenth century, and it consists of two palaces and a hall, each from different periods. What’s remarkable is that nearly every architectural style has been used in its construction and decoration, yet it still holds its beauty. In the Palace of Frederick IV, there are intricately carved sculptures of five emperors, two kings, and nine palatines; in the Palace of Otho Heinrichs, there’s a stunning Italian façade adorned with Greek demigods and nymphs, Hebrew heroes, and Roman Cæsars. There are four granite columns given by the Pope to Charlemagne, which were moved from palace to palace before they finally found their place here. One writer noted that there is fame for ten artists in this castle, all of whom remain unknown.

Study the history of Germany related to this building, the various palatine emperors who resided here, the wars in which it[Pg 82] was involved, and the significant events that took place here. Read Victor Hugo's description in "Turrets, Towers and Temples."

Clubs should also check out the Cologne Cathedral, Wartburg Castle, the Drachenfels, and the church in Aachen.

The Mosque of St. Sophia in Constantinople is a prime example of Byzantine art. Its history dates back to the later days of Roman history. Constantine, Theodosius, and Justinian were all associated with it. Learn about the role each emperor played. Next, explore the rise and evolution of its architectural style; observe how unremarkable its exterior is, the unique materials it’s made from, and the incredible beauty of its interior. Pay special attention to its stunning dome, its pillars made of marble and mosaics, and its galleries and seating, which are quite unusual for a large church. Review the history of its larger columns, some sourced from the Temple of the Sun at Baalbek, built by Aurelian, others from the Temple of Diana at Ephesus, and still more from Thebes, Athens, Rome, and Alexandria. This[Pg 83] single topic about the columns could occupy an entire meeting.

The use of color in the church should be highlighted; greens, blues, reds, black and white, rose, and gold all blend together in the decor. Lamps, crystal globes, and even ostrich eggs hang from the ceiling. Carpets and rugs, inlaid lecterns, and painted excerpts from the Koran are all intriguing, but perhaps the most striking are the scenes of Muslim life and worship at all times.

As for the history of the great church, it spans all of the Middle Ages and extends into our present day. Christians and Muslims have fought over it; it has endured sieges and bombings, and has experienced massacres and looting. Explore various sources; one excellent description by De Amicis can be found in "Turrets, Towers and Temples."

On a hilltop in Spain, in the fortified suburb of Granada, stands 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 he started but never finished; it has[Pg 84] suffered from neglect, looting, bombardment, earthquakes, and fire; yet it still remains today an exquisite and unique piece of architecture. The whole place can be easily divided into its parts, and papers can describe them separately. The entrance features a grand vestibule and the inner portal, one adorned with a gigantic hand and the other with a key, surrounded by fascinating legends and emblems, which can 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 crouching lions; the Hall of the Abencerrages witnessed a famous massacre; show pictures of these two rooms. Notice how everywhere there are vaulted ceilings of carved cedar wood, the bubble-like domes, the mosaics, the tiles, the arabesques, the delicate tracery of colors, and the marvelous lacework of wood and marble. The deep well of icy water should also be mentioned, along with the numerous fountains; the glorious views from the various windows and arches are also well-known. Read several chapters[Pg 85] from Washington Irving's "Alhambra," as well as from "Spain and the Spaniards," by De Amicis (Coates).

The Giralda and the Alcazar, both in Seville, should also be explored as other Moorish landmarks; and if there's time, there might be a meeting at the Escorial.

The Kremlin is the fortress of Moscow and is designed similarly to the Alhambra, as it's surrounded by a wall and contains many significant buildings. Here you'll find churches, palaces, and towers. Clubs should dedicate several meetings to this site, as it's extremely important in Russian history. Have one presentation on the Bell Tower; then move on to the Cathedral of the Assumption and describe its grand interior and painted walls, featuring figures with halos, armor, necklaces, and bracelets made of precious stones; also mention the burial site of the Metropolitans. Follow that with another presentation on the Cathedral of the Archangel, and a fourth on the new palace, which houses the art treasures of Russia, including its famous manuscripts, paintings, and jewels. The library,[Pg 86] museum, and university should also be described, as the entire complex forms a stunning group of buildings.

Read the description by Théophile Gautier in "Turrets, Towers and Temples." Check out "The Russian Empire of Today and Yesterday" by N. O. Winter (The Page Company). Provide the description of a coronation.

The history of the great church of Notre Dame in Paris goes back to pagan times. A pagan temple once stood on its site, followed by a Christian basilica. The current church was started in the twelfth century. Clubs should first explore its architecture, which is not purely Gothic but transitional, and learn how it differs from many of the beautiful, purely Gothic French cathedrals. Some of its many striking features include its three deep porches in front, the massive square towers, the delicate gallery with its openwork arches that support a heavy mass of stone, and the huge rose window.

The history of the church is incredibly fascinating. One article might focus on the interesting fact that, while French kings were crowned at Rheims, an English king, Henry VI, was crowned in Notre Dame, along with a description of the era and the event. Also, it’s worth mentioning the grand Te Deum that was sung here in 1431 when Paris was recaptured.

During the French Revolution, this place was the Temple of Reason, and a distorted version of traditional religious services took place. Napoleon, wanting to make an impression on Europe, invited the Pope to Paris and crowned himself as Emperor of the French. All of these and other historical events will be covered in detailed papers.

Read sections of Victor Hugo's novel, "Notre Dame." Explore other French churches, especially the cathedrals of Amiens, Rouen, Chartres, and Rheims. Check out "Rambles in the French Châteaux" by F. M. Costling (The Page Company) and "Old Paris" by H. C. Shelley (The Page Company).

The Tower of London has a closer connection to England’s history than any other building. It’s said, though likely inaccurately, that the Romans started it; however, the oldest part, the White[Pg 88] Tower, dates back to 1078. Show a picture or plan that clearly illustrates how it’s constructed—with walls, a moat, various towers, and the Keep. Then, go through all the major events that happened here in chronological order, spending some time studying each. Kings were crowned, held court, and imprisoned here. Queens died or were executed. Notable prisoners spent years in its dungeons. Describe the square area in the courtyard where the executioner’s block was; highlight the Bloody Tower and the events that took place there. Take note of the gate linked to this, as well as the Traitors' Gate. Talk about the Tower today 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's a great summary of the Tower's history. Or, a good English history, like Green's, will cover it.

Take a look at the history and description of Westminster Hall and Abbey, St. Paul's, the various cathedrals of England, and other famous buildings. If you can, include the iconic buildings of Scotland, like Edinburgh Castle, Holyrood,[Pg 89] Stirling, and more. Wales has many well-known ruins, particularly Carnarvon, Conway, and Harlech. Ireland features, among others, Ross Castle.

India has many impressive temples and ruins, but nothing matches the sheer beauty of the Taj Mahal in Agra. Built in the seventeenth century by Emperor Shah Jahan as a mausoleum for his beloved wife and himself, it took the labor of twenty thousand men over more than twenty years to complete. It has been described as a masterpiece of art, "a poem in stone."

A portico made of red sandstone leads to a long terrace made of white marble blocks, flanked by beautiful gardens on either side and a canal that reflects the dark cypress trees. The tomb is situated among these features, mirrored in the water. It is an octagonal building that rises to a large dome, with smaller domes topped by minarets. Everything is made of marble and adorned with stunning carvings and inlays of flowers in turquoise and onyx, with verses from the Koran in black marble. It is all simple, harmonious, and incredibly beautiful. Inside, in the open central space, are the [Pg 90] two simple tombs, covered with what looks like a lacy, carved marble pall. The entire site is one of the artistic treasures of the East.[Pg 91]

Each of the six great novels recommended for this program must be read by the club members in advance of their presentation at the various meetings. The plots and characters need to be well-known for a smart discussion.

When studying each book, start with a brief overview of the author's life and work; then provide a summary of the book's plot and a description of the main characters. Readings from all the books and critiques can be found in "Warner's Library of the World's Best Literature."

A French book, "Les Miserables," is one of the most well-known works in history and literature,[Pg 92] as it addresses many important social issues and reforms. Take note of Victor Hugo's descriptive skills and consider whether the book reflects real-life experiences or is mostly theoretical. Since the moral purpose of the book contributes to its enduring impact, examine society's attitude toward outcasts and criminals as portrayed by the author. Does the artist in him sometimes overshadow his moral perspective? Compare how criminals were treated then versus now. Despite its structural flaws, how does the book hold up as a piece of literature?

Goethe's "Wilhelm Meister" is one of the top German novels. Provide a summary of the book. Does it have a plot? Is it an autobiography? If it's not, how much do Goethe's personal experiences influence it? Is the book a realistic study or does it focus on the unnatural? What is the source of the book's power? What insights does the author offer on education, religion, and aesthetics? Is there a moral purpose, and are any issues resolved?

Tolstoy's "Anna Karenina" is incredibly important in literature because its author was the pioneer of the modern realistic school. Have[Pg 93] several papers on the main characters. What drives Anna’s character? Is the comedic character, Oblensky, effective? Is Tolstoy really capable of humor? Is Levin a reflection of Tolstoy's own views on life? Examine the social aspects of Russian life. Are Anna's problems the same as those women face in other countries today? Take note of what famous people have said about this book: Matthew Arnold claimed it is "less a work of art than a piece of life." In a final meeting, discuss realism in fiction versus idealism, with examples of each type of work. Study and compare the writings of James, Howells, and Arnold Bennett with Tolstoy's.

"Don Quixote" isn’t just Spain's masterpiece; it's a book with distinct qualities. Discuss: Does it present an impartial view of the people? Is Don Quixote insane, or is the author trying to convey some philosophy of life beneath his eccentricities? What does the author satirize? Does he effectively blend the real and the absurd, or does he overemphasize the latter? Is the book a parable? If so, what lessons does it impart?[Pg 94]

Among the greatest works in English fiction, "Adam Bede" stands out clearly by addressing the timeless question of moral values. In the examination of the characters, observe that Dinah was inspired by real life. Pay attention to the character development of Adam and Hetty.

How does the standard of morals today differ from that of the time when the book was written? Examine the author's humor and explain how it helps lighten the serious tone of the book. Was George Eliot actually a humorist? Most importantly, pay attention to the significant moral intent that motivated the author. Is her portrayal different from Dickens' in "David Copperfield"?

"The Marble Faun" is worth studying seriously. It's considered the American masterpiece of fiction. In this book, Hawthorne created such an authentic setting that it could serve as a guidebook to Rome. The writing style is outstanding; its beautiful simplicity deserves more than a quick glance. Explore the blend of the real and the mystical. Pay special attention to how the murder impacts the different characters.[Pg 95]

The impressive character analysis in this work is one of the author’s well-known strengths. The main theme of the book—Is sin really a part of human education?—needs to be explored. Does Hawthorne answer this question?

If these books encourage you to explore more, here are some of the best choices: Daudet's "The Nabob," Goethe's "The Sorrows of Werther," in relation to Don Quixote, Le Sage's "Gil Blas," Turgenev's "Smoke," Thackeray's "Henry Esmond," and in our contemporary literature, Edith Wharton's "House of Mirth," and Margaret Deland's "Iron Woman."

Among the pressing issues today, marriage and divorce stand out. Our views, along with our laws, are going through significant changes. Women should definitely be knowledgeable about this important topic, and this outline will provide them with enough material for at least six discussions on it.

Begin with a description of marriage in ancient times; then discuss the customs of various countries[Pg 96] up to the present day. Note that marriage is clearly a social institution.

One meeting should raise the question, What should marriage be based on? Among other things, these three points should be emphasized: it must be based on love; on physical and mental compatibility; and on shared interests, especially those that focus on the children. On the negative side, it should not be based on just emotion or a desire for wealth or social status.

Discuss the relationship between adult children and their parents in choosing a marriage partner; the appropriate age for marriage; what are often called international marriages; impulsive marriages, and other topics that will easily come to mind. Have club members talk about what they believe are the conditions for a happy marriage, and the importance of preparing all young men and women for marriage today. Keep in mind that since marriage is a social institution, society has a responsibility to protect it in every way possible.

When discussing divorce, start by looking at its history up to today. Then provide a summary of divorce laws in various countries. It's important to note that America has the highest number of divorces in the world, averaging[Pg 97] two hundred a day. Include the laws from several states; highlight that South Carolina doesn't grant divorces, that New York allows them for only one reason, and that Indiana has the highest number. Mention some of the issues that come from the differing state laws.

One meeting should focus on the changing attitude toward divorce. Ellen Key importantly notes that one reason for this is our weak moral character, which tries to sidestep all discomfort. Another reason is certainly our increasing tendency toward individualism. This can be illustrated with readings from Ibsen's "A Doll's House" at this point. A third reason is the growing desire for comfort, luxury, and various kinds of pleasure, which leads a person to leave one situation for another that offers more. Have papers or discussions on these topics:

Shall divorce be easy when love has faded? Check out Ellen Key.

Should divorce be granted for reasons other than those specified by law? If so, what would those reasons be?

Does separation replace divorce in most cases?

Would adding a civil ceremony alongside the religious one reduce the number of divorces?[Pg 98]

Would society’s attitude toward quick marriages, if they were discouraged, be beneficial?

What should be the right attitude of the State toward divorce? Do the Domestic Relations Courts help in preventing them?

Would divorce courts, handling this whole issue wisely, be helpful?

What should the church's attitude be toward divorce?

What is the impact of divorce on children at home? Do kids have the right to both a father and a mother, even if their relationship with each other is tense? What is the moral impact on a child in that situation?

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 topics, especially check out: "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[Pg 99] (Moffat, Yard & Co.); "Women and Tomorrow," George (Appleton).

Have reviews also of "Together," by Herrick (Grosset), and "Marriage," by Wells (Duffield).

The issue of child labor is one of the most important topics today, and every woman should understand the conditions, especially in her own state. Start with an introductory paper on child labor in the mills of England during the 1800s. Read from Mrs. Browning's "Cry of the Children."

Examine the current conditions in America, including jobs in mining, canning, glass-blowing, and factory work, especially in the South; consider the trades in tenement houses, like nut-shelling and the creation of artificial flowers. Address the numerous dangers that children face, the lack of rest and physical activity, and the unsanitary living conditions. Investigate the street jobs, such as shoe shining, selling newspapers, peddling, and the responsibilities of messenger boys; also look into the experiences of child actors, the circumstances they must[Pg 100] work under; analyze the laws that govern these situations, as well as how effectively those laws are enforced.

Address the issues of child labor, poverty, and the need to boost family income; the employer's stance on child labor; and the lack of interest in school. Discuss how the school can attract and retain students and the crucial importance of education. Check if the compulsory education law is being enforced in your area. Talk about teaching trades in schools; state-supported industrial education; and the economic benefits of education. Review and discuss the state laws regarding child labor. Are they being enforced? Should we mobilize public opinion against child labor? Review the reports from exhibitions: Could the club organize some kind of exhibit?

The consequences of child labor are extremely significant. Check out the statistics on accidents and diseases, the stunted growth, and the impact on a child's mental health and morals found in articles from Survey. What percentage of juvenile offenders come from working-class backgrounds? The impact of child labor on families should also be examined,[Pg 101] particularly its tendency to break them apart; consider the physical decline and the unpreparedness for parenthood in the child who has worked, the loss of essential vitality in their children both mentally and physically across generations, and the decline in the standards of American citizenship that must inevitably result.

On each point, there are readings from pamphlets published by the National Child Labor Committee, 105 East 22nd Street, New York City, which can be requested by anyone who writes to ask for them. The following pamphlets will be especially helpful: Child Employing Industries, Child Labor, Child Problems, Child Workers of the Nation, Compulsory Education in the South.

The Survey has a ton of articles on all sorts of topics. Also, check out 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.)[Pg 102]

Toward spring, clubs that have tackled a serious topic all winter will enjoy a program of ten meetings focused on our own writers who explore nature. Each writer's life should be thoroughly studied, and there can be plenty of readings from their books.

The story of John James Audubon is as captivating as the most romantic novel. Explore this in detail and talk about his amazing book, "Birds of America"; read from his granddaughter's (Maria B. Audubon) "Life of Audubon" (Scribner).

Henry David Thoreau is a standout figure in our literary history. Check out some of his poems, as well as Stevenson’s sketch in "Familiar Studies," and "Thoreau" by F. B. Sanborn (Houghton Mifflin Co.).

John Burroughs is the most well-known of our nature writers. Check out "Wake Robin," "Birds and Poets," and "Indoor Studies" (Houghton Mifflin Co.).

John Muir, although not born in America, was our main writer on nature. [Pg 103] Read from "The Mountains of California" (Century Co.); "Our National Parks" (Houghton Mifflin Co.).

Stewart Edward White writes about the mountains and forests. Check out: "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 about Henry C. McCook's life, and then from "Nature's Craftsmen" (Harper) and "Tenants of an Old Farm" (Jacobs).

Read selections from the works of Mabel Osgood Wright and Olive Thorne Miller.

Have readings from "The Nature Lovers' Treasury," by Carrie T. Lowell (The Page Company).[Pg 104]

There’s a certain romantic appeal to the history of Central and South America, along with a blend of ancient and modern history that makes studying it especially interesting. There's enough material for a whole year’s worth of study, and the numerous recent books about the region provide plenty of references.

Starting with Central America, the first meeting may focus on its physical features, illustrated with a map. It’s believed that there might have originally been a large archipelago connecting the two continents, possibly formed by earthquakes. The Cordillera, or mountain range, runs the length of the peninsula and is known for its stunning wildness and beauty, with volcanoes scattered throughout. The long slopes stretching from the sea to the mountain tops create a wide variety of[Pg 105] climates and products, which is remarkable for such a small country. Describe in detail the flora and fauna.

This will introduce the fascinating topic of the ancient remains of a highly advanced civilization. There are massive pyramids that rival those in Egypt, walls constructed without plaster yet remarkably durable, and temples featuring stunning carvings and vibrant picture writing that are truly beautiful—all of which greatly interest archaeologists. Present photographs of these structures and discuss whether they were linked to the remains in Egypt or if they were an independent development of a native civilization.

After this, look into the arrival of the Europeans and what happened next. In 1513, Balboa saw the vast Pacific Ocean laid out before him. Wading into its waters, he claimed all the land along its shores in the name of Spain—this included everything from Alaska to Cape Horn. Read:—Keats's sonnet "On first looking into Chapman's Homer," which mentions the "peak in Darien."

Spain took control of the lands immediately to the north and south and held onto them until 1821. It left a lasting impact on its people, making them more Spanish than Western in terms of customs, religion, and morals. It's interesting to note that a canal across Panama was proposed by Spain in 1551. Trace the history of these centuries until Spain lost its claim; then discuss the federal republic and later the establishment of the various republics as they exist today. This will require several meetings.

From this point on, examine each small republic individually, starting with Guatemala, which is the farthest north, next to Mexico, and shares many similarities with it.

Here, the main highlight is the natural forests filled with rare trees; the soil is also very fertile and can yield impressive harvests when farmed. The cities are contemporary; Guatemala City features tree-lined streets, a stunning plaza, electric lights, schools, and churches. The industries and trades are fascinating, particularly the wood carving and embroidery. Provide an overview of the people, both local and foreign, the government, education, and relationships with other countries.[Pg 107]

Nicaragua, the largest of the small republics, is fascinating because of its link to the early plans for the great canal. It was selected in 1876 in Washington, with President Grant choosing it after many years of research. Check out "Panama" by Bunau-Varilla for more about this time. Also, don't forget to mention the three intriguing towns connected by railway and the large plantations nearby.

Honduras is an incredible place in many aspects; describe its capital, with its courthouses, its university, and vocational schools; also the amazing mines, so few of which have been developed.

British Honduras isn’t nearly as interesting; however, the way it’s governed is worth mentioning. One interesting detail is that there’s a record of a year when all the pine trees on crown lands were sold to an American for a penny each.

Salvador is a wild, mountainous, beautiful place, located in a region that is constantly at risk from volcanoes. Its main city, San Salvador, has many noteworthy buildings.

Costa Rica has always been intriguing. Its rich resources like minerals, trees, pearl fisheries, and more quickly gained attention in Spain. The climate is wonderful, the population is mainly made up of foreigners, education is free, and there is full religious freedom. Discuss what leads to the differences between this republic and some of the others.

Panama, the young republic that's only ten years old, is commercially significant enough to be on the radar, but its reputation will always be tied to its impressive canal. Clubs should have several meetings on this topic because it’s of global interest, and the future of South America—and largely our own—is closely linked to it.

The initial vision of such a canal should be traced from its beginning until the early company founded by De Lesseps in 1881, through its failure and the resulting financial disaster in France. New plans were proposed to seek Russia's support, but those also fell through. Explore the concept of the Nicaraguan canal and its eventual abandonment; the discussions with Colombia; the treaties established; the challenges with various South American countries; the recognition of Panama by the[Pg 109] four major powers; the Senate's approval of the Hay-Bunau-Varilla treaty; the development of alternative plans for the canal; and finally, the actual commencement of its construction.

Here, there should be a paper on the physical conditions in Panama, the harsh climate, yellow fever, malarial mosquitoes, the lack of sanitation, and everything that was done by Goethals and Gorgas to make the work possible. Read descriptions of the town of Panama after the new conditions were established. Show a map of the Canal and describe its main features, and also display images from magazines and books. Wrap up these meetings with a discussion on two questions: the tolls, and the potential fortification of the Canal. Provide some insight into the impact of the Canal's construction on different nations.

The study of South America should be approached casually, as every part has its worth. Start with a discussion about the map, highlighting the divisions, mountains, rivers, cities, and the vast fertile plains.[Pg 110]

The ancient history of the land will be covered first. Read Prescott’s description of the Incas in Peru and their remarkable civilization, and show pictures of the remains of temples and walls. Compare these with the ruins in Central America and highlight the notable differences.

Then hold several meetings to discuss the arrival of the Spaniards and the impacts, not just on the Incas but on the whole country. Read about the Buccaneers and other adventurers, and read some chapters from Charles Kingsley’s "Westward Ho!"

After this, take each country in turn and thoroughly study its history up to today. It’s good to follow certain divisions: first, the River Plate Republics—Argentina, Uruguay, and Paraguay; the Andes Republics—Peru, Ecuador, Bolivia, and Chile; the Republics of Colombia and Venezuela; the United States of Brazil; and finally, the Guianas.

The River Plate is really important; it makes the vast prairies or pampas fertile and is the foundation of the country’s wealth.

Argentina, and to a lesser extent, Uruguay and Paraguay, rely on it.[Pg 111]

Argentina is one of the wonders of the modern world, given how quickly it has moved from obscurity to significant economic importance. It is regarded as the first of the South American countries. Look at the unique blend of races that has created a completely new type of nationality and sense of patriotism.

The topic of ranches and life on them could be the focus of one paper; another could discuss life in the capital, Buenos Aires, highlighting the stark contrasts between extreme poverty and immense wealth. The ports are busy with steamers from all over the world, and the docks are filled with the very poorest Italian immigrants. The broad boulevards, theaters, opera house, clubs, newspaper offices, and public buildings are exceptionally grand. In many ways, the city resembles Paris.

Talk about the fun-loving nature of the people, the horse races and lotteries, the extravagance in all kinds of sports. Point out the great sanitation and the surprisingly high cost of living. Then describe the other[Pg 112] two river republics and compare them to Argentina. Include a paper here on Patagonia.

The Andean republics aren't as commercially significant as those in the lowlands, but they're often more intriguing in many ways. The mountains give them their unique identity and value; they're like a vast resource for the people, providing mineral riches, forests, and fertile land on the slopes, except on the coast where the lack of rainfall makes the area barren. In Peru, there are three distinct classes: whites, Indigenous people, and mestizos, and this is also the case in all the Andean republics.

Give a description of Lima, the charming city that dates back to the time of Pizarro, show pictures of the old cathedral and the plaza with its notorious history of persecutions, existing from 1573 until 1813. Contrast this simple, and definitely not wealthy, city with those of the Plata region.

Close with a sketch of Cuzco, the capital of the old Inca empire, built almost twelve thousand[Pg 113] feet high on a mountaintop, and mention the railroad that goes there, along with the amazing mountain bridges.

Ecuador, the smallest of the mountain republics, is a land of contrasts: volcanoes, mountain gorges, tropical forests, snowfields, desolate plains, and fertile valleys. Its main city, Quito, is located right on the Equator; it’s a city built in the traditional Moorish style, complete with red-tiled roofs and narrow streets. The people have an intriguing character, as colorful Indigenous people in traditional dress fill the town on feast days, mixing with the very poor locals and the wealthier class dressed in Parisian fashion. The country isn't highly developed yet, but the Panama Canal is expected to bring it prosperity.

Bolivia is full of possibilities; its mineral resources, trade, and forests all indicate that it will eventually be developed. Right now, it's very similar to its neighbor, Ecuador. One of its main attractions is its history.[Pg 114] Learn about Simon Bolivar and his contributions to his country; he’s often referred to as the Washington of South America.

Chili is the most progressive of the mountain republics; the people refer to themselves as the "British" or the "Americans" of their continent. It is the most united of the South American republics, with a strong sense of patriotism. Education, customs, and even the navy are developed along European lines. Unfortunately, it faces significant challenges due to a large illiterate and very poor class, which makes up most of the population. Describe Valparaiso. Learn about its early history, including Drake and Hawkins. Also, briefly mention the suburb that features gardens, casinos, concert halls, and all the aspects of European life, as well as the nearby seaside resort, Vina del Mar.

Colombia and Venezuela are very significant, especially in commercial terms compared to the Andean republics. Consider their dominant location, and take note of Bogotá, with its university, mint, library, and botanical gardens,[Pg 115] and Caracas in Venezuela, which is even more modern in every aspect and more beautifully located. The history of Bolívar is closely tied to Caracas. However, the wealth of both of these northern states mainly stems from pastoral industries, and the great river that flows through the country will be very important once its potential is fully harnessed. Yet, economically and in terms of education, neither of them is currently living up to what one would expect given their position and opportunities.

Brazil is a country known for its romance; filled with vast rivers and towering forests, it has a history of wealth, slavery, hardship, and progress. It's larger than the United States (excluding Alaska), and its future is incredibly significant. Its history includes that of its empire, which could be the focus of one meeting, as it's very interesting. The early challenges of the republic, the end of slavery, and the creation of a government modeled after our own are all subjects worth studying.

The impact of the Portuguese in Brazil has been significant, especially in its literature, music, and art. Just look at the stunning landscape of Rio de Janeiro[Pg 116] and check out images of its streets and grand buildings, featuring their ornate details.

Study the Amazon River in one meeting; the coffee plantations, and the cotton and rubber industries in another.

Follow these meetings with one about the Guianas, another about the different islands along the coast, particularly the Falkland Islands and Tierra del Fuego.

Among the many topics that come to mind for discussion are these: What can be said about education in Latin America? What’s the percentage of people who can read and write, and why is it so low? What about higher education? What’s the relationship between church and state, and what has the church contributed to education? What can we say about the morals of Latin Americans? What is the status of women? How are they educated and trained? What is their efficiency at home? Compare South American cities to those in France, England, and America, and highlight the significant differences.[Pg 117]

What can we say about literature, art, music, and science? Where does South America show its strengths, and where are its weaknesses?

Among the many great reference books, here are some recommendations: "The Republics of Central and South America" by C. Reginald Enock (Scribner), "Panama: The Creation, Destruction, and Resurrection" by Philippe Bunau-Varilla (Constable and Sons, London), "Panama and the Canal Today" by Forbes Lindsay (The Page Company), "The Panama Canal" by J. Saxon Mills (Thomas Nelson, London and New York), "South America" by James Bryce (Macmillan), and "Conquest of Peru" by W. H. Prescott (Lippincott).[Pg 118]

Letters have arrived from the Far West, from Nova Scotia, from remote areas in the South, and from ranches in Canada asking a similar question: "Can we still run a women's club when we're far from any public library and have few, if any, books in our community?"

If any group of women needs a club, it’s the women on farms and ranches and in small villages, whose lives can feel repetitive and who have no lectures or concerts to attend and few magazines or new books to read. They, more than anyone else, need intellectual stimulation. And the answer to their need can be a definite yes: it is absolutely possible to have an effective club without a library nearby. There are many examples of what can be achieved, but one will represent them all: In a uniquely isolated area in New[Pg 119] England, a club was started ten years ago with a few farmers' wives and daughters living within a twelve-mile radius. They used the resources they had at hand; they built on those; they began by studying simple topics and later tackled more challenging ones; and then they engaged in practical work for their community. Today, that club consists of many well-read women of all ages who have gained what can truly be called a liberal education, and the entire neighborhood has been uplifted and enlightened by what they have accomplished in countless ways. They started with nothing more than any group of women in similar situations has. Any woman who feels the need for a club can start one, and once it’s started, it will grow on its own and prove its worth.

Let’s say a woman from the countryside decides to start a club. She’s not exactly sure what to do, but she invites some of her neighbors to meet with her and discuss it. They’ll probably agree to keep it simple at first, just getting together once a week or so to read aloud and gradually explore other activities. This[Pg 120] is a great way to start, because soon enough they’ll feel confident enough to come up with better plans. At some point, someone might suggest that for the next meeting, each woman should bring a list of the books she owns. Once they do this, they’ll likely discover there are plenty of good ones available. They’ll probably find a set of Dickens, volumes of Longfellow, Tennyson, and Whittier, a few biographies, including one about General Grant, a couple of travel books, and a variety of other genres, including novels, histories, and textbooks, and maybe even an encyclopedia.

This list has a lot of potential for club study, especially if there's an encyclopedia, which is crucial for reference. With a very small membership fee, maybe just five cents a month, one new book can be purchased every three months; this can be achieved with ten club members.

When the club is doing well, it might choose to study Dickens's novels as a popular starting point; a straightforward plan of action could be as follows:

Divide the club into committees of two and assign each group a novel to read and thoroughly master. Meanwhile, the president can study Dickens's life. If she doesn't have a book for that, she should contact the State Librarian to try and secure a traveling library with this and other necessary books, or at least obtain one or two volumes to be sent by mail. At the first regular meeting, she should provide an overview of Dickens's life and show any pictures of the author found in the book. She should also look for pictures of Canterbury, London, and other locations linked to his life, as well as Westminster Abbey, where he is buried, in an English history book.

By the next meeting, the first committee should be ready to present an afternoon program on one novel, like "David Copperfield." One member can summarize the story and mention the different characters; another can focus on those characters and describe them. There should be readings, not just from these two members but also from others who were assigned excerpts, highlighting the key points of the story. After the meeting, the book should be lent to someone who will read it and pass it on to others. This process will continue with each novel in turn. Each meeting should include a discussion where members share why they admire or dislike certain characters and what important moral lesson Dickens highlights in each book, and so on. Such a study could easily take a whole year and be really engaging.

Or let's say the club decided to explore Longfellow's poems. The first meeting would focus on the poet's life; the second would cover the first of the American poems, "Hiawatha," and have it read aloud. The following discussion might center on the types of Indians portrayed by Longfellow and ask: Are they realistic? The next meeting would be about "Miles Standish," with a presentation or talk on the Puritans in England and America, along with a description of that first winter in the colony.

The third meeting will focus on "Evangeline," with a presentation about the Acadians. Next, we should discuss other poems from our country, addressing issues like slavery and village life, along with readings from these and "The Wayside Inn." After that, we’ll read and discuss his translations and his short plays. The season will wrap up with an afternoon where each club member shares her favorite poem. If clubs can purchase one book, it would be delightful to read aloud "A Sister to Evangeline," by Chas. G. D. Roberts (The Page Company).[Pg 123]

Or, if we were to study General Grant's autobiography, a committee should review the table of contents and break it into several sections: his early life; his time at West Point; the years leading up to the Civil War; the major campaigns and battles he participated in, along with the prominent figures on both sides he interacted with, particularly Lincoln and Lee; his presidency; his trip around the world; his business endeavor and its conclusion; the writing of his book; his death and burial. All of these topics should be illustrated with pictures when possible, and each meeting should include a discussion on the relevant period. The single copy of the book would need to be passed around among the different committees, but each group would only focus on the assigned section, allowing plenty of time for preparation. This study would open up many different topics, especially those related to the war and Grant's journey, and would be definitely educational in nature.

Of course, every magazine the club can get[Pg 124] should be checked for useful articles. One member could take it upon herself to review them each month and create a list, writing the titles on a large sheet of paper to be displayed on a door at each club meeting; alternatively, a card catalog could be maintained. In no time, this would form a genuine, albeit small, reference library. History, essays, science articles, travel sketches, and poems would all come in handy sooner or later.

Other topics can be approached in the same way as those mentioned. History, particularly various periods of English history, offers a fascinating area of study, and books on nature, travel, and different aspects of women's lives and work are readily available and engaging. Nature study, gardening, beekeeping, raising poultry, and other practical subjects can be incorporated alongside the other work.

And then, besides focusing on their own growth, a club can also take on projects for the community, which are incredibly valuable. The new phrase you hear today in relation to farm life is: [Pg 125] Better farming, better business, better living. Finding ways to achieve these three important goals is one of the most beneficial topics a club can explore.

The first topic we’ll discuss is: What are the main challenges we face in our homes, and how can we tackle them?

At this point, a book should be read aloud in the club, one chapter at a meeting, followed by a discussion afterward. It is "The Report of the Commission on Country Life," which first presents the problems faced by farmers and then discusses how to address them. The chapters about the work of the farmer's wife and her challenges will be particularly interesting, but everything in it is important to read. Topics like home hygiene, gardening, the school and church, social life, and many other practical matters are covered, and these will suggest areas of study for the club.

The first topic to address is home hygiene: discussing how to improve ventilation in bedrooms, protect against flies, enhance cooking practices, and ensure better sanitation. This will likely take up several meetings. Next will be the topic of beautifying the home, which will lead to cleaning up the[Pg 126] farmyard as the first step. Later, when community work starts, this will lead to visiting homes and asking everyone in the neighborhood to make their properties more inviting in the same way.

After this, the public school will be examined. The building may need repairs and updates, especially the outbuildings, playground, and the area around the schoolhouse. A chapter in the Report will be incredibly valuable next, as it highlights the need for a new approach to education—one that provides children from farms with lessons in nature, agriculture, health, sanitation, domestic science, and other relevant subjects that prepare them for their lives. It recommends that the school teacher and district superintendent should be invited to discussions on this topic and asked to assist in implementing plans to improve the school.

The next step for the club is to turn the schoolhouse into a community center. Farmers' families really need more social activities. While the grange does provide some of this, the women's club can also contribute by hosting lectures[Pg 127], concerts, and talks at the schoolhouse, along with slide shows, dances, performances, and anything else that can make the community happier and stronger. They might also implement the Commission's suggestion to connect the school directly with the State Agricultural College, bringing in professors to give farm demonstrations and traveling lectures on orchards, dairies, farm pests, and other relevant topics.

When the county fair rolls around, the club might host a series of talks on various relevant topics, just like one Illinois club did, with experts speaking to anyone who shows up, both men and women. Topics included Farm Life in the Old World, The Farm Boy and the Farm Problem, Bringing Home and School Together, and Home-Making for Men and Women. They also had practical demonstrations on preserving food, making bread and butter, and other household topics. In addition, there was a fruit and vegetable show featuring prizes awarded by the kids.

Then there's the beautification of the small village.[Pg 128] The club can clean it up, plant shade trees and shrubs, give the railroad station a fresh coat of paint, and make its driveway appealing. They should take care of the neglected cemetery plots, create a common area in the town center if possible, and fill it with flowers and trees. Most importantly, they should foster a sense of community among the people that will help eliminate the loitering spots in town.

The club may also assist the village church or, rather, churches. These are an issue in every farming community since there are usually too many for the population, and none of them is well supported. Some clubs might succeed in creating a union church; but if that's not the case, at least they can work to reduce the jealousy between the churches and promote cooperation. The buildings can be freed from their mortgages, the interiors updated, the choirs improved, the minister's house refurbished, the Sunday school modernized, and the women's societies supported. There is always plenty to be done to help a struggling country church.

A town library can be started with one book donated by each family, and the club women can[Pg 129] take turns handing out the books one day a week and organizing events to raise money to buy more.

Clubs can also help the town celebrate special days: Arbor Day, the Fourth of July, Harvest Home, and the birthdays of local celebrities as well as Washington and Lincoln. The schoolhouse can be used for these meetings.

The motto of every rural club should be: Cooperation. As one project is started after another, it will quickly become clear how much women can achieve when they work together for the benefit of everyone. The small club could attract the men of the community, young people, and even children, and together they can create something wonderful, something of real value. Country life has its challenges, but even more, it offers great, exciting opportunities.

These are some useful books to buy or borrow from the State Library:

"The Report of the Commission on Country Life." (Sturges and Walton.) "Cooperation Among Farmers," John Lee Coulter. (Sturgis and Walton.) "The Rural Problem in the United States," Sir Horace Plunkett.[Pg 130] (Macmillan.) "How to Live in the Country." E. P. Powell (Outing Publishing Co.) "A Self-Supporting Home" and "The Earth's Bounty." Kate V. St Maur. (Macmillan.)[Pg 131]

In studying the subject at hand, for general reference, use "The Short History of England" by E. P. Cheney (Ginn & Co.), and Halleck's "English Literature" (American Book Company). You can also look up all topics in the Encyclopædia Britannica.

Begin with some understanding of the prehistoric conditions in Great Britain, and do a map study. Then include a discussion of the Druids, the Celts, their folklore, and the Arthurian legends.

The Roman conquest is up next. Check out Tennyson's "Boadicea." Let's talk about: What did Rome give England that has lasting value?

The early Saxons will usher in the arrival of St. Augustine to England and the history of early Christianity there. Read about Cædmon at Whitby and the Venerable Bede, as the start of English literature.[Pg 132]

Following this will be the stories of Alfred and his reforms, of Edward the Confessor, and Harold. Read from the "Death of Columba" (Bede's Ecclesiastical History, Bohn's Library), Bulwer's "Harold," and "Beowulf" (translation in Riverside Literary Series, Houghton Mifflin & Co.).

The economic and political changes of this period should be particularly highlighted. The Domesday Book, Magna Carta, the development of the feudal system, chivalry, the increasing power of the nobles, the struggles of the poor, the Normans on the Continent, and the Crusaders, along with their impact on commerce, should all be discussed. Include readings from Charles Kingsley's "Hereward the Wake," Scott's "Talisman," and Maurice Hewlett's "Richard Yea-and-Nay."

The list of the Plantagenet kings is extensive, and their reigns are quite fascinating, but the main focus here, just like with the Normans, is on the development of the nation. Consider the creation of universities, the evolution of Parliament, the rise in education among the public, and Chaucer, with the[Pg 133] "Canterbury Tales" showcasing the life of the times.

In studying Edward III, read about his connections with Scotland and France, and provide an overview of his notable battles. With Richard II's reign comes the Peasants' Revolt. Discuss: How did it reflect the mood of the time?

An interesting story can be told about Henry IV and Henry V. Provide some insight into the Wars of the Roses, and end this period with a discussion about the Princes in the Tower, Caxton and the invention of printing, and the English Bible. Read from Shakespeare's Henry IV, Henry V, Henry VI, and Richard III; also consider Stevenson's "The Black Arrow," Rossetti's "The King's Tragedy," and De Quincey's "Joan of Arc."

At this point, the story of Modern England begins. Under Henry VII, take note of the attempts by claimants to the throne. Learn about some of the notable figures of that era.

Henry VIII is one of the most famous figures in history. Talk about his tyrannical rule, his marriages, his conflict with the Pope and its consequences; the Field of the Cloth of[Pg 134] Gold; the English Reformation, Tyndale's New Testament, and More's "Utopia." Share the story of Edward VI's short reign.

Mary and the awful persecutions come next, along with the link between England and Spain. Pay attention to the fate of Cranmer, Ridley, and Latimer; read the heartbreaking tale of Lady Jane Grey.

The reign of Elizabeth is one of the remarkable periods in history. Write about her religious and political policies, her relationship with Mary, Queen of Scots, the war with Spain, connections to Holland, the Invincible Armada, and related topics. From a literary perspective, this era is incredibly significant, with Shakespeare leading a long list of renowned figures. Explore the Elizabethan stage. Provide brief profiles of Marlowe, Ben Jonson, Bacon, and Spenser, along with readings.

The study of the Stuarts starts with James I.

When studying Charles I, focus on the conflict between the King and Parliament, the "forced loans," the King's favorites, and the start of the Civil War.[Pg 135]

At this point, Cromwell emerges as the most notable figure in European history. Hold several discussions about the Commonwealth, along with an examination of Cromwell as a person and a leader. Take note that Home Rule in Ireland first gains attention. Potential topics for papers could include: Milton and his influence; Lovelace and his poems; The Women of the Civil War (see Traill's "Social England"). Also read from Carlyle's "Cromwell," "Evelyn's Diary," and Browning's "Strafford."

With Charles II, disaster struck England once more. Read from "Old St. Paul" by Wm. Harrison Ainsworth (Everyman's Library). Write a paper on James II and another on the arrival of William and Mary in England, the Battle of the Boyne, and the new regime. Read from Bunyan's "Pilgrim's Progress," Dryden's "Annus Mirabilis," Scott's "Peveril of the Peak," and Blackmore's "Lorna Doone."

The time between this period and the Victorian Age should involve multiple discussions. Look into the Bill of Rights and its impact, as well as Queen Anne's reign, the writers, and the politics of that time.[Pg 136]

Then turn to the Georges and give an overview of their strange royal life.

The reign of George III connects to our own history. Look at our Revolution and that of France. Observe the significant industrial changes in England, and read from Adam Smith's "Wealth of Nations." Napoleon, the war in Spain, Wellington and Waterloo, England and the Slave Trade, and Lord Nelson should all be highlighted.

Study the painters Gainsborough, Romney, and Reynolds; have one meeting about these artists and another about the furniture of the time and its famous makers, as well as Wedgwood china. See "The Secret History of the Court of England" by Lady Hamilton (The Page Company).

Several meetings should definitely be dedicated to the reign of Victoria, one of the most famous in history. The first discussion could focus on her life as a woman at home. Then, we can move on to the politics of the era. There should be discussions about the various[Pg 137] wars: the opium war in China, the conflict in Afghanistan, the Crimean War, the Sepoy rebellion, and General Gordon and his efforts.

Add to these, articles about the expansion of England's colonies and their development; social and moral progress; the Reform Bill; the growth of democracy; the rise of industry through innovation, and the major advancements in scientific fields like physics, biology, botany, medicine, and sociology.

The Victorian era is notable for its writers. Explore the growth of the novel through the works of Thackeray, Dickens, and George Eliot, along with selected readings. Next, look at the progression of poetry and the impact of Tennyson, Browning, and Swinburne, followed by the Pre-Raphaelite movement and its ideals of art and poetry, including a study of the Rossettis. It's also important to acknowledge the essayists, especially Macaulay, Carlyle, Ruskin, and Pater, as well as to examine painting and music with its various contributors.

Last of all, let's look at England in our own time. Start with articles about Edward VII[Pg 138] and George V, along with their ministers, particularly focusing on Lloyd-George and Asquith; discuss the Welsh Disestablishment Bill, the Education Bill, and the Ulster Question. Highlight the English laws regarding women and children; also mention suffrage. Conclude with the great war that began in 1914, its causes, key figures, and major events.

Have multiple meetings about today's novelists, poets, playwrights, and artists. You could also focus on a detailed study of the cathedrals in England. Check out "The Cathedrals of England" by Mary J. Tabor (The Page Company).[Pg 139]

The outline provided here can be expanded by discussing the living conditions of women in several representative countries, including both the wealthy and the poor, the working class and those who are more affluent, concluding the year with a perspective on the global issue of women's rights.

The first point to address is the life of the early woman. She was the primary worker. The man hunted, fished, and fought, while the woman planted, harvested, handled the everyday chores at home, made clothes, prepared meals, and took on the responsibilities. As society gradually evolved, she gave up many of her outdoor tasks and became better at tackling the growing challenges inside the home.

Notice where brutality still exists, women are still in the same situation as in primitive[Pg 140] times. Read about the African women and the Bushmen of Australia.

The next topic is the study of Hebrew women, who moved from a relatively unknown position to one of respect. We can compare them to Greek women. Take a look at the lives of Roman women. Then, we’ll study Anglo-Saxon women, who were hardworking yet intelligent and strong. Next, we’ll examine women from the Crusades period. Read about the romantic lives of some of them, and follow up with a paper on women in convents and what they did. After this, women's roles for the leisure class remained pretty consistent; however, as society became more complex, their work became more intricate and diverse.

The study of cottage industries is worth mentioning here. There are several papers that illustrate life during the time our colonies were established, as well as the work done by women. The key point to note is that all women worked; idleness was not an option. They spun and wove, knitted and dyed, made candles and table linens, and created cotton and wool clothing. A few still continued cottage[Pg 141] industries or taught women's schools, and some managed farms, shops, or taverns; but most were exclusively employed at home.

About the middle of the 1800s, the massive global industrial revolution began, changing women’s work forever and temporarily altering men’s work as well. Look into how machines were introduced to English areas that had relied on hand looms. Discuss the conditions everywhere during this transition period. This marked the start of women’s significant involvement in factory work. Especially in New England, factory jobs became a major part of daily life. Daughters of farmers, shopkeepers, mill owners, and many school teachers during their vacations worked from five in the morning until seven at night. There was no social stigma attached to this. Refer to the early history of Mount Holyoke.

Mill towns were seen as examples of peace and good morals thanks to the presence of hundreds of women. Their lives were filled with intellectual activities; lyceums hosted top lecturers like Emerson, Lowell, and other great[Pg 142] writers and speakers. The women edited and published their own little newspapers. Lucy Larcom was a mill girl; check out her poem "An Idyl of Work" and her article published in the Atlantic Monthly, volume 48, titled "Mill Girls' Magazines."

But the work hours were too long, the boarding houses too shabby, and the pay too low. Gradually, the American girl was replaced by the foreign worker, and this phase of work came to an end.

From this point, factory work, as we know it, will be laid out before the club. Examine it, especially regarding the cigar, cigarette, and candy-making industries, as well as in all types of clothing industries. Describe the conditions as revealed by factory inspections; pay attention to the unsafe buildings, the long hours, heavy fines, and low pay. Discuss what should be done to address these issues. Consider some of these questions: Should women join trade unions, or is organization unnecessary? Do strikes bring about positive results? Should women demand compensation for injuries and old-age pensions? Can a woman work all day and still have healthy children and raise them properly? Should there be mothers' pensions? What about night work for women? Describe the life of a night scrubwoman in a city. Read "The Long Day."

Turning to the work of women in shops, it was around 1859 when the first women started this type of employment. Compare the conditions then with the conditions today. Describe welfare work. Discuss the "living wage," and question whether it should depend on competence. What about the lack of recreation and social life? Does the low wage push girls towards immorality? What can be done locally to improve conditions in our shops?

This all leads to the huge topic of women's work today. It's said that there are three hundred different lines of work available to them, and clubs should choose what they want to focus on. Among the many reference books on these and similar subjects are: "Woman and Labor," Olive Schreiner (F. A. Stokes Co.); "Women and Economics," Charlotte Perkins Stetson (Small, Maynard); "Women in Industry," Edith Abbott (D. Appleton & Co.); "The American Business Woman," J. H. Cromwell (G. P. Putnam's Sons); "Women's Share in Social Culture," Anna G. Spencer (Mitchell Kennerley);[Pg 144] "The Long Day," D. Richardson (Century Co.); "Woman and Social Progress," Scott and Nellie Nearing (The Macmillan Co.); "The Girl Who Earns Her Own Living," Anna Steese Richardson (Dodge); "How Women May Earn a Living," Helen C. Candee (The Macmillan Co.); "The Business of Being a Woman," Ida M. Tarbell (The Macmillan Co.); "Mrs. Julia Ward Howe and the Suffrage Movement," by Florence Howe Hall (The Page Company).[Pg 145]

Clubs can start this study by looking at the issues faced by women living in tenement housing. The home itself poses a challenge. She is constrained by a small, cramped space to raise her family; there's not enough light and fresh air, it's too cold in winter and too hot in summer; there are limited facilities for washing or cooking; beds are often uncomfortable, the walls are cluttered with clothes, there’s no room for the kids to play, and she's lacking privacy.

The first paper might give a detailed description of the home and will be followed by a reading from "How the Other Half Lives," by Jacob Riis.

The next paper will address some of the challenges that women in tenement housing face. If she takes in work, like tailoring or flower making, there’s even less space than before. If she goes out to work, the responsibility for the house falls on the children, who become overworked and neglected. She often doesn’t know how to shop wisely, cook delicious meals, or make clothes for her family. If the husband loses his job, she has to deal with the stress of financial hardship. Life in the tenements pushes the children to the streets for fun and fresh air, while the husband seeks entertainment at the bar. The boys are likely to grow up without a sense of home, and the girls often end up making poor choices.

The third paper might offer some solutions to her different problems. There are laws that require space and air in apartment buildings, and landlords who ignore their properties can be compelled to improve them; the work of the Legal Aid Association in these and other areas is worth examining.

Then women in the tenements should be connected with Friendly Visitors and community centers, taught to clean, sew, shop, cook, and make their homes welcoming. If the mother goes out to work, the children need to be placed in day nurseries; teachers should provide advice on raising children; music programs could offer support; and certainly[Pg 147] the classes for boys and girls in community centers, libraries, and recreational evenings could assist them. The Little Mothers' Aid Association, fresh air initiatives, recreation piers, small parks, and many other resources could be utilized. All these and more should be highlighted.

Read from the report on "Housing Reform," published by the Charities Publication Committee at 105 East 22nd Street, New York; also from the pamphlet on "Remedial Loans," National Federation of Remedial Loan Associations, 31 Union Square, New York, and the report from the Little Mothers' Aid Association, 236 Second Avenue, New York, and from material from the National Federation of Settlements, 20 Union Park, Boston.

The second meeting might focus on the sick and impoverished, both in rural and urban areas. One discussion could center around personal experiences with the poor in country regions—what their living conditions are like, what they need, and how we can assist them without hurting their dignity. Explore ways to provide support without making them dependent. If possible, have[Pg 148] someone talk about the work being done in the countryside, like that of the neighborly settlement in Keene Valley, New York.

The situation for the poor in the city is even worse than in the countryside. Just think about how difficult it is if the man of the house is sick and can't work, with no one else bringing in money. Consider the challenges when there's a new baby; imagine a sick child left alone all day with hardly any toys, and the long-term sick living in the slums. Check out "The Lady of Shallott," by Elizabeth Phelps Ward in Little Classics.

The third paper or talk might focus on the positive aspects. It could highlight what people have done through generous donations to hospitals, clinics, and support for the disabled and infants, including providing pure milk and free ice, setting up dispensaries, offering food for patients recovering from illness, establishing floating hospitals, and organizing outings for mothers and babies at the beach. Read descriptions of these and other beneficial community efforts.

Notice also what’s being done to help people with tuberculosis live on the roof, to keep babies safely on the fire escape, through the efforts of visiting nurses, the care for low-income cancer patients,[Pg 149] and the widespread spirit of generosity emerging everywhere. You can get information on all these topics and more by reaching out to the charity organization in any large city or to a local settlement. Club women should focus on making these two issues—the tenement-house residents and the sick poor—practical by discussing what the club can do to assist.

The third issue for discussion is that of the woman who earns a living from home. This can be divided into two categories:

There’s initially the woman who does sewing, either by the piece or wholesale, making trousers, cloaks, artificial flowers, or managing any of the home businesses. Provide an overview of each of these, including the hours worked, the pay, the impact on health, and the neglect the children experience.

The second part of the topic is about domestic service. One paper should focus on employment agencies, their value, the ethics of many of them, and the laws that regulate them.

A second short paper could cover references[Pg 150] and their ethics. Topics like the supply and demand for domestic workers, the relationship between employers and employees, working hours, wages, the maid's living space, time off, friendships, and the care of sick and elderly workers could all be included. Discuss: What can be done to improve the quality of domestic workers? Do worker unions help or hinder progress? Are social clubs for domestic workers beneficial? Can employers work together to improve relationships between employers and employees?

Work in the factory is the next issue to address. Sweatshop conditions are extremely significant. Consider how many women are away from home all day; how there are times of overwork followed by slow periods without pay; the constant use of sewing machines, whether powered or not; the poor ventilation and hygiene in the shops; the dim lighting that can damage eyesight; the fines imposed; the impact of noise and chaos on the mental health of the women; all of these points are very important. Read reports from the National Consumers' League, which you can request by writing to Mrs. Florence Kelley at 106 East Nineteenth Street, New York, and let the club women[Pg 151] decide to demand that the garments they purchase feature the white label.

The work in factories and mills can be split into as many topics as there is time; this includes the work of women in canneries with their long hours, often involving night shifts; the tasks in mills, the risks from machines, and the declining health of workers. Read from "Woman and the Trades" by Elizabeth B. Butler, published by the Russell Sage Foundation, 105 East Twenty-second Street, New York. Discuss the situation of women workers in mills and factories, and the well-being of their children. Where mills are nearby, clubs can check if the machinery is safeguarded, if there is accident insurance or employer liability, and if there are pension plans available.

There might be a paper to wrap up this topic on women workers' strikes and what they have achieved. Check out "Fatigue and Efficiency" by Josephine Goldmark.

The issue of child labor is closely tied to the issues facing women, as the mother is[Pg 152] responsible for the child's health and growth. The first topic is about the child at home who has to take on the mother's role, handle housework, look after younger siblings, and take on these responsibilities. What about her health and education?

Then there’s the child who does paid work at home, shells nuts, makes artificial flowers, and stuff like that. What about their pay? Is it fair? What about the impact of long hours spent indoors?

Street jobs come next; these are mostly held by boys, and we should examine the roles of newspaper sellers, district messengers, bootblacks, and errand boys. Is their health affected? Are their morals at risk? Are the boys getting an education?

The work of children in mills and factories is often very upsetting. The conditions in glass factories, mines, canneries, silk mills, the shrimp industry, and Southern cotton mills should all be examined. Take note of the large number of children employed: in Pennsylvania in 1914, there were 33,000; in Massachusetts, 12,000; in North Carolina, 10,000, and many others in different states. Consider the future of these children. [Pg 153] Compare the work of bound-out children on farms with those in the country in general. Read Mrs. Browning's "Cry of the Children" and E. K. Coulter's "Children in the Shadow."

One meeting should address the state's laws on child labor. Check out "Some Ethical Gains Through Legislation" by Mrs. Florence Kelley, which provides valuable information on this topic, and a pamphlet by Josephine Goldmark titled "Child Labor Legislation," published by the American Academy of Political and Social Science in Philadelphia. The Child Labor Committee at 105 East Twenty-second Street, New York, will send pamphlets for free.

The next big issue for women's work today is the situation of retail workers. This can become really engaging if the program chair arranges for club members to interview several shop girls beforehand. They can learn about the conditions they work in, their pay, their home life, and other aspects, and then share personal reports.

One paper or talk could cover the typical work hours[Pg 154], the type of work being done, the hours spent overworking, the salary, and the chances for advancement. A second paper might focus on the break room, the lunch hour, the paid lunch provided, and especially what’s called "welfare work," which many large companies offer.

A third paper might explore the relationship between the girls and their employers, or the floor walker; addressing issues of care or oppression, fines, the cleanliness of cloakrooms, and the health impacts of long periods of standing.

This could be followed by a third article discussing the living expenses of a shop girl, including rent, food, clothing, transportation, and leisure activities. How do these expenses stack up against her salary? Let's talk about the minimum wage. Is it fair to pay skilled workers the same as those who aren’t? Is immorality a result of a low wage? Can a girl save for emergencies? Check out "An Unfinished Story" by O. Henry in "The Four Million." (Doubleday.)

Have different women suggest ways to help the shop girl. Describe what’s known as "preventive work," mostly done by college girls in the evenings, along with the efforts of the Y.W.C.A. and community centers. What can club women do through personal connections and[Pg 155] involvement? What about shorter shopping hours and early Christmas shopping?

Read from a publication called "The Club Worker," issued by the National League of Women Workers; address, Hotel Savoy, New York; and from "Saleswomen in Mercantile Stores," by Elizabeth B. Butler, published at 105 East Twenty-second Street, New York.

The issues faced by businesswomen will naturally follow this discussion. Some articles might talk about women managing farms and ranches, others who lead businesses or real estate offices; some might highlight chemists, designers, or decorators; those running tea rooms, buying for import houses, or involved in catering. The work of the large group of stenographers and personal assistants would also be part of this topic.

Present the various fields of work and provide examples whenever possible, then discuss these and similar questions: Do women have a natural tendency towards business? Is their upbringing responsible for the mistakes[Pg 156] that the average woman makes? Should fathers ensure that their daughters learn about banking, managing accounts, investments, and income management? How much should a girl know about business? Should every girl be capable of earning a living?

The challenges faced by a professional woman can be the focus of multiple meetings. Highlight the experiences of the doctor, the nurse, the lawyer, the professor, the teacher, the writer, the artist, and the musician, and discuss the obstacles each of them has to overcome.

Such questions might come up: Should professional women get married? Are their family lives fulfilling? Are they suited for a career in law? Do writers and artists usually adopt a bohemian lifestyle? What are the dynamics between men and women in the same profession?

The final topic for this year's study is the relationship between women and the State. One paper could discuss some of the laws that affect women, particularly regarding property; another could address divorce and highlight the differences in laws across various States; a third could explore the impact of women on legislation, including lobbying and testifying before committees. The importance of having women on certain state and local boards, such as those focused on health, sanitation, care for individuals with disabilities, vice commissions, reformatories, and schools, should be thoroughly examined.

The topic of equal voting rights will grow from this last subject of the year, and both sides can be discussed as thoroughly or briefly as the club wishes. Updates on the progress of voting rights in various states, what has been achieved where it is established, and related themes will come to mind. Read from Olive Schreiner's "Woman and Labor" (Stokes); Ellen Key's "The Woman Movement" (Putnam); and Ida Tarbell's "The Business of Being a Woman" (Macmillan).[Pg 158]

Ten club meetings are scheduled here, but many more can be organized by continuing the work of others in the same way as those referenced.

The great sculptor of our time is Auguste Rodin. He was born in Paris in 1840, studied at the Petit École, and later with Barye. From the latter, he developed the idea that sculpture should suggest movement and be truly lifelike. Some of his notable works include "St. John the Baptist," "The Hand of God," "The Thinker," and "Adam and Eve." "The Bronze Age," which is now in the Luxembourg, sparked a heated debate, with accusations that a plaster cast of the model had been used. Rodin is a clear realist, and his figures are filled with power. He has inspired this generation of sculptors with a new vision of their craft.[Pg 159]

Read from "The Life and Work of Rodin," by Frederick Lawton (Scribner). For other discussions on modern sculpture, explore the work of St. Gaudens, Lorado Taft, MacMonnies, Niehaus, Mrs. Vonnoh, Miss Yandell, Mrs. Gertrude Vanderbilt Whitney, and others.

Edmond Rostand, the playwright, symbolizes the literary dramatist. He was born in 1869 and educated in Paris. His first play, "Les Romanesques," premiered in 1894. The following year, "La Princesse Lointaine" was released, and two years later came "La Samaritaine." However, the peak of Rostand's illustrious career was marked by the debut of "Cyrano de Bergerac," a heroic comedy that captivated the artistic and literary world. This was followed by "L'Aiglon," and Rostand was later honored with an election to the French Academy.

"Chantecler" was released in 1910; it tried to mimic Aristophanes by featuring birds and animals on stage, but despite significant promotion, it didn’t succeed.

Read from the study of Rostand in E. E. Hale's "Dramatists of Today" (Holt). Have[Pg 160] a number of selections read from "Cyrano" and "L'Aiglon." A meeting on Maeterlinck should follow this, and another on Ibsen, including criticism, comparisons, and readings.

The man who has made philosophy popular today is William James. He was born in New York City and educated in London, Paris, Boulogne, and Geneva, as well as at the scientific and medical schools of Harvard; he became a professor of psychology and philosophy there. His main books include "Principles of Psychology," "The Will to Believe," "Human Immortality," "Varieties of Religious Experience," "Pragmatism," and "A Pluralistic Universe." He passed away in 1910.

Professor James, like his brother, Henry James the novelist, was a literary figure. He approached the basic issues of human life in a refreshingly new way and expressed them in a uniquely clear, lively, and humorous style. His philosophy is rooted in the idea that truth is what holds value as truth for us.

Many groups would benefit from a full year of studying[Pg 161] James's books. There should definitely be multiple meetings to read from "The Will to Believe," "Pragmatism," and the biography "William James" by Emile Boutroux (Longmans).

Study the work of the French philosopher Bergson and that of the German philosopher Eucken, who recently visited America.

Gen. William Booth was, religiously, one of the prominent figures of our time; but beyond that, he was one of the best organizers of his generation. Born in Nottingham, England, in 1829, he became a Wesleyan Methodist at an early age, but later became independent. He established the society that grew into the extensive Salvation Army, modeled after the English Army, but with an even stricter discipline.

At first, Booth faced strong opposition: churches where he had previously preached turned against him; he was labeled a fraud and accused of disrespecting religion. However, he steadily gained support for the significant good he accomplished. In 1890, he published his book, "In Darkest England and the Way Out," which proposed social[Pg 162] and religious methods to help the very poor. This book earned him respect from thoughtful people everywhere. He died in 1912. Sympathy telegrams were sent to his family by kings and emperors, presidents, governors, and prominent figures from all over the world. His funeral was an extraordinary event.

Read from the "Life of General William Booth," by G. S. Bailton, published by Doran, and have several papers written on different aspects of the Army's work. Read the poem: "General William Booth Enters Heaven," by Nicholas Vachel Lindsay (Mitchell Kennerley).

Another prominent religious leader of the time was Dwight L. Moody; hold a meeting about his evangelistic efforts and the Northfield schools.

Clubs will be keen to follow this study of a man who inspired a significant work like Booth and founded an important institution—Arnold Toynbee, the pioneer of the social settlement.

Toynbee was born in London in 1852. He spent ten years at Oxford as an undergraduate,[Pg 163] tutor, and lecturer, where he was influenced by Buskin's social teachings. He became deeply interested in trade unions and advocated for better working hours, healthier living conditions, public parks in cities, and free libraries.

In 1875, he rented a place in Whitechapel, one of London's most impoverished neighborhoods, to live among the poor and offer them support in a friendly way. Due to his fragile health, he couldn’t stay there long; however, his example inspired other Oxford men. When he passed away in 1883, they founded a social university settlement and named it Toynbee Hall. This was the first fully equipped institution of its kind, and it quickly gained attention everywhere, leading to the establishment of similar centers in England, America, and eventually around the world. Today, there are more than five hundred of these settlements in the United States alone.

Read "Arnold Toynbee" by F. C. Montague, published by the Johns Hopkins University Press, and check out the "Handbook of Settlements" by R. A. Woods, published by the Sage Foundation, New York. Clubs might also hold a meeting on Jane Addams and Hull House, and read[Pg 164] chapters from the book "Twenty Years at Hull House" by Miss Addams (Macmillan).

Thomas Edison is one of the greatest mechanical geniuses and inventors in history. His life story appears quite normal on the surface. He was born in Ohio in 1847, and at the age of twelve, he became a train boy. He took advantage of an empty express car and printed a small newspaper called The Grand Trunk Herald, while also conducting chemical and electrical experiments there. This all ended when he accidentally set the car on fire and got fired by the furious conductor.

He learned telegraphy and practiced it in several cities before finally arriving in New York. There, he invented a printing telegraph machine, known as "the ticker," to record stock prices. This earned him forty thousand dollars and allowed him to establish his famous laboratory at Menlo Park in New Jersey.

His first major invention was the quadruplex telegraph, which allows four messages to be sent over one wire simultaneously. Next came the carbon transmitter. Edison's[Pg 165] third significant achievement was discovering the carbon filament for the incandescent light, followed by the phonograph, which has evolved into many different forms of use. His work on the cinematograph has made moving pictures prominent not just for entertainment but also for education.

Read from "Edison—His Life and Inventions," by F. L. Dyer (Harper). Clubs interested in modern discoveries should explore the work of Marconi and the Wright brothers; there's enough material here for several meetings.

No study of the men of our time would be complete without considering one of the most famous financiers of today's wealthy era. Among a group of several, J. Pierpont Morgan stands out as the greatest organizer.

Born in Connecticut in 1837, he studied in Boston and later in Germany, and by the age of twenty, he became a banker. His first major business deal was acquiring a railroad, taking it from the control of a notorious group that managed it and reorganizing[Pg 166] it. After this, he started using the syndicate method to issue bonds.

He funded multiple main railway lines, the ocean shipping industry, the coal and railroad operations in Pennsylvania, the Guarantee Trust Company, which had a capital of $150 million, and the United States Steel Corporation, with a capital of $1.4 billion. It's reported that he managed $3 billion in railway assets.

The secret of Morgan's success was his ability to assess railway values, his incredible memory, and his exceptional attention to detail. He had immense determination and strength masked by a deep reserve. His ambitions were vast, and he viewed the country as a whole. His reputation is based on his skills as both a financier and a major collector, as he invested much of his enormous wealth in creating one of the world's great collections of books, manuscripts, art, and curiosities.

Read from "The Life Story of Pierpont Morgan" by Carl Hovey (Sturgis and Walton). Examine the lives of other financiers from our era, comparing and contrasting them, with a special focus on the two wealthy men, Rockefeller and Carnegie.

William Thomson, later known as Sir William and eventually Baron Kelvin, the greatest figure in physical science of our time, was born in Belfast in 1824, the son of a math teacher. At the age of twenty-two, he became a professor of natural philosophy at Glasgow, a position he held for over fifty years.

In 1851, he presented his first paper to the Royal Society; the topic was "The Dissipation of Energy," which outlined the law widely accepted today. He made many significant discoveries in the fields of elasticity, electricity, heat, vortex motion, and magnetism, earning recognition as the leading expert on these subjects. He was also a practical inventor, holding fifty-six patents. He created the instrument that made ocean telegraphy feasible, the device now commonly used to measure electricity, the current design of the marine compass, the tide gauge, and the deep sea sounding apparatus. He was knighted for his contributions in 1866 and became Lord Kelvin in[Pg 168] 1892, receiving numerous honors from universities, academies, and governments. He passed away in 1907.

Read from "Lord Kelvin," by Andrew Gray, in the English Men of Science series. Clubs can also explore the work of Sir William Ramsay and the Curies.

The discovery of the North and South Poles is one of the major events of our time. Robert E. Peary, who was born in 1856 in Pennsylvania, discovered the North Pole. He studied at Bowdoin College and became an engineer in the United States Navy, achieving the rank of lieutenant. In 1886, he explored Greenland, and five years later, he led an expedition to that country, proving that it is an island.

Four trips to the north followed this, with the last two organized by the newly established Peary Arctic Club. He was then promoted to commander and became president of the American Geographical Society. In 1905 and 1908, he traveled north on the ship Roosevelt, and on the latter trip, they reached the Pole on April 6, 1909.[Pg 169]

Clubs should check out Peary's own book, "The North Pole," published by Stokes, and his wife’s book, "The Snow Baby," which tells the story of their little daughter who was born in the Far North. Also, read about Doctor Cook's claims that he found the Pole.

The South Pole was discovered by Roald Amundsen, who was born in Norway in 1872. Like Peary, he became a naval lieutenant. In 1891, he studied the East Greenland currents, and two years later, he spent nineteen months observing the magnetic pole. In 1904, he completed the Northwest Passage.

In 1910, there was a race to discover the South Pole between the British, led by Scott, who died after reaching the destination, and the Danish, led by Amundsen. The latter sailed in the small ship Fram, landed on the Great Ice Barrier, marched quickly for over eight hundred miles, and on December 16, 1911, reached the South Pole.

Read the discoverer's own account: "The South Pole," published by Keedick. Clubs can engage in a serious study of polar expeditions, which have been numerous, along with their tales of[Pg 170] bravery and tragedy. Check out the books by Sven Hedin.

The construction of the Panama Canal is one of the most impressive engineering achievements today, and its success is largely due to George W. Goethals. He was born in Brooklyn, New York, in 1858, graduated from West Point, and started his career as a second lieutenant in the engineering corps. He taught at West Point for a while, served as chief of engineers during the Spanish-American War, and was also a member of the Board of Fortifications. After 1907, he became the chief engineer of the Panama Canal, and it’s his work there that made him famous. To ensure efficiency, he was given significant authority. He was the chairman of the Isthmian Canal Commission, president of the Panama Railway, and governor of the Canal Zone. He had forty thousand men working under him in various departments.

The finished canal cost $375,000,000 and is one of the greatest engineering feats in history.

Read "Panama, Past and Present," by Farnham[Pg 171] Bishop (The Century Company), "Panama and the Canal Today," by Forbes Lindsay (The Page Company), and "Old Panama," by C. L. G. Anderson (The Page Company). Clubs should also look into the canal's history over the years, particularly the story of De Lesseps.[Pg 172]

The study of the Bible, not from a religious or critical perspective but purely as literature, is a captivating topic for clubs. Many notable writers have approached it this way, and by incorporating their books with the suggested Bible readings, clubs will find that a year isn't nearly enough to give the topic the attention it deserves.

The first meeting will be about Creation, covering three main topics for papers: the Creation story, the idyllic Garden of Eden, and the introduction of sin, with readings from Genesis to illustrate each point. The focus should be on the simplicity, dignity, and innocence of these early chapters, as well as their significant literary value as a poetic attempt to explain the origin of the world. Compare this Hebrew account with the Babylonian myths found on[Pg 173] the clay tablets uncovered in the ruins of Nineveh, and also with the Chaldean account of their chief god Marduk's victory over chaos. These can be found in "The Religion of the Babylonians and Assyrians," by Morris Jastrow, Jr. (Ginn & Co.). Read these, along with Milton's account in "Paradise Lost."

The next meeting should focus on the prominent figures from early times, starting with Noah.

Notice the repeated story of the Flood in the ancient legends from many cultures. Check out the Deucalion story in Greek mythology, and explore the Hindu, Australian, and American Indian myths regarding this theme, along with the translation of the Chaldean account of the Deluge. The section concludes with the story of the Tower of Babel, which can be found in the Bible.

A study of the Patriarchs comes next. Abraham's life should be read, either entirely or in parts, and a picture should be painted of him as a wealthy Oriental pastoral leader, highlighting the significant role his character plays in the beliefs of Jews, Muslims, and Christians. Choose and read some of the traditions found in the Quran.

To kick off the topic of Isaac, first read the[Pg 174] delightful love story of Rebekah's courtship. Then, read about Esau selling his birthright and Jacob's dream. Compare the personalities of the brothers.

The most thorough story in the Bible from a literary perspective is Joseph's. After detailing his childhood, it outlines his early dreams and their outcomes, his experiences in Egypt and his dreams while in prison, his release, the visit from his family, and his later years. This will all connect to the topic of the next meeting.

The civilization of early Egypt is really fascinating, and you can find material for research in Breasted's "History of the Ancient Egyptians" (Scribner) and "Short History of Ancient Egypt" by Newberry and Garstang (Dana Estes). For example, check out quotes from "The Book of the Dead" in "Literature of All Nations" (Hawthorne's Library).

Show pictures of the Pyramids, the Sphinx, the Nile, and any others that can be found, and have a discussion about the relationships between masters and slaves during this period.[Pg 175]

The story of Moses the Deliverer can start with a reading from the Bible about how the princess found the baby and adopted him. Talk about his later life and his decision to lead his people, and read about the crossing of the Red Sea and Miriam's Song of Triumph. Then, describe interesting events during their time in the desert, like the golden calf, Korah's rebellion, and the story of Balaam.

One paper should focus on Moses as a Lawgiver, providing a brief overview of the notable Hebrew laws; note that this helped maintain the Jews as a distinct race. Include an assessment of Moses, comparing him to other significant national leaders. Display an image of Michelangelo's statue; have the farewell of Moses to his people recited, as found in Monitors "Modern Reader's Bible," in poetic form. The classic poem "The Burial of Moses" by Cecil F. Alexander, included in Warner's "Library of the World's Best Literature," can also be presented.

Next will come the study of Joshua the Conqueror. At this meeting, bring a map of Palestine and use it to illustrate the settlement of the Hebrews[Pg 176] in the land. Read the story of the spies' expedition and its outcome, the siege of Jericho, and finally, Joshua's farewell. Compare Moses and Joshua, highlighting the differences in their character and responsibilities.

The hero stories of the nation come in at this point. Deborah and Sisera is a topic frequently explored in poetry and painting, and the song of Deborah, one of the earliest pieces of poetry in history, should be included. The tale of Gideon, full of vivid details, and the heartbreaking story of Jephthah's daughter can also be explored, along with the numerous references to her in literature. The intriguing story of Samson will follow this, and parts of Milton's Samson Agonistes can be read. Conclude the study of this period with a reading of the entire book of Ruth, one of the most delightful Oriental idyls.

At the meeting after this last one, compare the heroes of the Bible with those from other nations of the same era, especially those described by Homer. You can use Bulfinch's "Age of Fable" as a foundation for the study.[Pg 177]

This is one of the historical sections of the Bible, mostly written in prose. A good approach to studying it is to have someone write a paper summarizing the period and outlining the key events clearly. Then, different important figures should be studied individually. One of the first is Saul, and the lovely little story of Samuel comes at the beginning, which can be read along with the short Song of Hannah.

The story of Saul's anointing can be shared, and it's worth mentioning that this age-old tradition is still practiced today during royal coronations. Include a reading from Browning's "Saul" and talk about the two different perspectives.

Next will be the story of David and Goliath, the anointing of David, the conflict between Saul and David, and the heartwarming tale of the friendship between David and Jonathan. Short readings from all of these should highlight the papers or discussions about them. Consider other famous friendships in history and compare them with that of the two Hebrews.

The topic of witchcraft can be briefly[Pg 178] mentioned in relation to the ancient tale of the Witch of Endor, and its unique endurance throughout the history of all nations up to today.

David's mournful song about Saul and Jonathan should be read and compared with other elegies, as well as the one about the death of Absalom; pay attention to the difference in tone between them.

The life of Solomon is filled with unique elements. Check out his dream, the story of the judgment regarding the baby, and then the grand dedication of the Temple, the last one being one of the impressive pieces of writing in the Bible. You can read about the visit of the Queen of Sheba after this, and note the references to it in literature.

The divided kingdoms offer many episodes of literary significance. The stories of Elijah and Elisha have a strong dramatic flair; the encounter between Naaman and Gehazi has a touch of romance; the fall of Samaria is a tragedy, as is the fall of Jerusalem, about one hundred and fifty years later. There’s also an interesting project that some groups might want to explore: comparing the literary style of Kings and Chronicles,[Pg 179] with one influenced by prophetic ideas and the other by priestly concepts.

The topic of the Exile can be discussed in one meeting, as it connects to a significant portion of Hebrew literature, especially in poetry. A short prose piece that can be read is the book of Esther, which has always been very important to the Jews and is quite engaging.

This doesn't have a regular rhyme scheme, nor is it broken into feet like the classical poems of Greece and Rome. Instead, it has a certain grand flow, a rhythm that captures the essence of poetry. In terms of structure, it can be likened to Walt Whitman's rhythmic prose.

As the stage was unfamiliar to the Hebrews, the drama was also foreign to them. The book of Job is the main poetic exception to this, although some experts also consider the Song of Solomon to be a poetic drama. Notice here the difference between the Hebrews and Greeks, and provide reasons for it.

Occasional pieces of ancient folk songs can be found in the historical sections of the Bible: read the "Song of the Well" (Numbers 21:18), the "Song of Lamech" (Genesis 4:23), and the "Song of the Bow" (2 Samuel 1:18-27). The riddles of Samson also fall into the category of folk songs.

The poetry of the Bible is divided into two types: lyrical poetry, like the Song of Solomon, Lamentations, the Psalms, and some sections in the prophets; and what's known as wisdom poetry—Proverbs, Job, and Ecclesiastes. However, the latter is better categorized under philosophy. One notable feature of Hebrew verse, particularly in this last category, is the interesting parallelism that frequently appears.

The book of Psalms is so vast that it's hard to pick selections. However, if you look at Moulton's "Modern Reader's Bible" (Macmillan & Co.), Courtney's "The Literary Man's Bible" (Crowell), and Henry Van Dyke's "Story of the Psalms" (Scribner), you'll find the best choices, and these should definitely be read. Pay special attention to the amazing imagery, which is typical of the Eastern mindset.

Many great poets have contributed to the book of Psalms, trying to create transcriptions and[Pg 181] translations, and it will be really interesting to look into some of them. Clement Marot, Martin Luther, Milton, Addison, Sir Philip Sidney, and many others have used them, and any hymn book will show how many familiar hymns are inspired by them. Programs might be enhanced by choir music, such as "Had I the Wings of a Dove," "How Lovely Are Thy Dwellings Fair," "The King of Love My Shepherd Is," and a hundred other beautiful songs, all drawing from the themes in Psalms.

Prophecy is often considered the most characteristic element of Hebrew literature, and because of that, it deserves special attention. However, prophecy isn't just about predicting the future; it's more about conveying important lessons, particularly moral lessons.

A good way to approach this topic is to break it down into three sections: one about Isaiah, one about Jeremiah, and a third about Ezekiel. Each section should briefly outline the historical context in which they were written, accompanied by readings from each. The minor prophets could also be covered in three papers, with readings that highlight the distinct qualities of each.

The serious dedication of the prophets, as[Pg 182] the prominent moral teachers of their times, should be highlighted, and their link to our current ethical concepts can be discussed. Matthew Arnold's "Isaiah of Jerusalem" can be read in this context. Carlyle is often regarded as capturing the essence of the Hebrew prophets. One paper could explore the relationship between the prophets and Puritanism. A session could focus on the major oratorios that have been composed based on themes from the prophets' writings, featuring selections.

The philosophy of the Bible is reflected in the books of Proverbs, Ecclesiastes, and Job. These are known as "late" books and don’t have the intense quality of the earlier period of the prophets. The thoughtful, careful nature of Proverbs should be shown with quotes.

Ecclesiastes reflects the uncertain, somewhat skeptical side of human thought, and in many ways, it's the part of the Bible that aligns most closely with modern thinking. Plumtre's handbook on Ecclesiastes (Cambridge University Press) includes in its appendix comparisons[Pg 183] between this book and the works of Shakespeare, Tennyson, and Omar Khayyám, which are worth checking out.

Carlyle called the book of Job the greatest literary creation in history because it first addresses the issue of human suffering. Professor Genung has organized this book in a dramatic format, and clubs should read it aloud, at least in part.

When it comes to the New Testament, it can be divided into three sections: history, letters, and allegory. The history includes the four Gospels and Acts. A preliminary paper could highlight the different perspectives of the authors and compare their writing styles. Read from Matthew a section of the Sermon on the Mount, always noting his Jewish perspective; from Mark, part of chapter III, showcasing him as the historian of action; from Luke (the author was a doctor), the story of the Good Samaritan; from John, the philosophical prologue and the parable of the vine, revealing his mystical thinking. Pay special attention to the literary quality of the parables.[Pg 184]

From Acts, you can find sections that highlight the historian's vivid descriptions; check out the riot in Philippi, Paul's speech in Athens, and the shipwreck.

Letters make up a significant portion of the New Testament. Paul's letters should be organized in chronological order, and a short overview should be provided about the situations in which each was written.

Some of the impactful sections in the Epistles should be checked out, like chapter XIII in I Corinthians, which is often referred to as a Hymn in Praise of Love. You can read the entire short letter to Philemon to understand the early church's stance on slavery. It's worth noting that Matthew Arnold claimed Paul ranks among the seven greatest literary figures in history.

The book of Revelation is extremely fascinating. Start with a paper on the situation of Jews and Christians at that time in relation to the Romans, and explain why it was necessary to hide the book's meaning. Next, write another paper on the use of allegory in literature: Spenser's "Faërie Queene" and Bunyan's "Pilgrim's Progress" are two well-known examples. After that, read some of the famous[Pg 185] passages from Revelation; pay attention to the incredible richness of imagery and the elegant beauty of its style.

To these meetings focused on directly studying the Bible, we can add just as many more on closely related topics.

One example is the Bible in art. From the early days of the catacombs to now, themes from it have inspired paintings, sculptures, mosaics, and stained glass. The works of the old masters were almost entirely based on Bible stories or religious subjects. A study of Italian art highlights this clearly, and many paintings should be showcased. Also, check out books like "The Bible in Art" by Estelle M. Hurll, "The Bible Beautiful," by the same author (The Page Company), and "The Gospel Story in Art," by John La Farge (Macmillan), along with reproductions of the Tissot paintings.

The Bible in music is a topic that has already been mentioned, but gatherings can be organized specifically for this, or each program can include selections that fit the occasion.[Pg 186]

As a source of literary inspiration, the use of the Bible is universal. From Milton and his successors to Browning and Tennyson, everyone has drawn significantly from its richness. The titles of novels, along with their plots, have often been taken from the same source. Roll calls could delve into this topic.

What great people have said about the Bible is a fascinating topic. "The Women of the Bible" is the title of a book. Shakespeare's references to the Bible have also been acknowledged and could be explored in depth.[Pg 187]

The reign of Queen Anne, the final ruler of the House of Stuart, is one of the key periods in English history. McCarthy states it is on par with the era of Pericles in Greece, Augustus in Rome, and Elizabeth in England. In terms of war, politics, the advancement of social democracy, and especially literature, this was genuinely an extraordinary time.

To grasp the current times, we need to hold several meetings for a thorough overview of Europe. One meeting should cover the reign of Louis XIV and a look at his court. Next, we’ll focus on Spain; the third meeting can cover Germany, Poland, Austria, and the Holy Roman Empire, along with what it represented. After that, we’ll have a fourth meeting discussing the balance of power in Europe. Let’s also talk about the English Pretender in France. We'll wrap up with brief presentations on Peter the Great and Charles XII of Sweden.[Pg 188]

Turning now to England, we can look at Queen Anne and her court in detail. Anne didn't have the strong presence of the Tudors or the appealing personality of the Stuarts. She had neither the intelligence of her predecessor, William, nor the dullness of the Georges who came after her; but she was, above all, distinctly English. She cared for her people; she believed in Protestantism; she was kind, loving, and good; she had all the qualities of a good home life. Yet she wasn't a strong leader. Her reign doesn’t shine because of her; everything had to be managed for her, and the influence of the individuals who governed her is one of the interesting aspects of that time. One document may illustrate her simple home life. Compare the court life of this period with that of the previous one. Read selections from "Henry Esmond."

The Duke and Duchess of Marlborough should be the focus of two papers. The Duchess had a huge influence on Anne and shaped[Pg 189] her court policies. Read the letters they exchanged, signed "Mrs. Morley" and "Mrs. Freeman." The Duke was a person who combined both weakness and strength. In the paper about his character, highlight his self-interest, his betrayal even, and his well-known stinginess; contrast these traits with those that redeemed him. Also note his remarkable military genius.

After this, we’ll discuss the Grand Alliance, which will introduce the major topic of the European wars that plagued the continent for many years. When studying this, use a map at every meeting, and prepare papers on Marlborough in Flanders; the campaigns of the armies in Germany, Bavaria, and the West Indies; the war in Spain; the persecution of the Huguenots and Camisards; and finally, a summary of the struggle.

The next phases of the war can be split into the Year of Victory and the Year of Defeat. If you have the time, follow the war to its end.

The next major topic during Queen Anne's[Pg 190] reign is the rise of power in England for the two main political parties, the Whigs and Tories. Pay attention to how the government switched from time to time and who the leaders were. Notice how Anne, influenced by her favorite, Mrs. Masham, backed the Tories, which eventually resulted in the Peace of Utrecht, bringing the war to an end.

Observe here the divide that developed between the Duchess of Marlborough and the Queen, as well as Marlborough's downfall; read his letter of defense and get an overview of his later life. Show pictures of Blenheim Palace.

Following these events, Scotland, Ireland, and Wales united with England, a topic full of interest. Discuss the agreements each country made; what did they lose and what did they gain? What outcomes occurred later?

The lack of support for the Union in Scotland directly contributed to the rise of the Young Pretender. Write a paper on this romantic episode. Take note of how it resulted in the establishment of the Protestant Succession.

In concluding this period study, examine as many of the[Pg 191] great leaders of English political life as you can, especially Walpole, Bolingbroke, and the Earls of Oxford and Shrewsbury.

Turning now from war and politics, we can explore the fascinating literature of the time, as this was a period marked by significant intellectual creativity.

Dean Swift, the greatest English satirist, can be focused on first, exploring his life, his work, and his impact. Read from "The Tale of a Tub."

Addison can be examined as a person, a poet, an essayist, and a playwright. However, he is most notable as one of the two authors of The Spectator. Collaborating with his friend Steele, he made the publication universally popular. Read from "Sir Roger de Coverley" and from comments about it from various writers. Also, take note of the founding of The Tatler, and highlight the differences between it and The Spectator.

Alexander Pope was one of the great minds of his era. Provide a description of the man and his quirks. Read from the "Rape of the Lock," the "Dunciad," and the "Essay on[Pg 192] Man"; as well as from his other poems and his translations of Homer.

The life of Lady Mary Wortley Montagu should be talked about, along with readings from her still famous "Letters." The work of Daniel Defoe should also be acknowledged.

Addison was well-known as a playwright, and his "Cato" was thought to be the beginning of a new and exciting era in drama; it was greeted with enthusiasm in London.

But it was probably the emergence of the English novel that made this period particularly significant. Samuel Richardson wrote "Pamela," the first novel that focused exclusively on the heroine, and followed it up with "Clarissa Harlowe," which quickly gained popularity across the English-speaking world. Both books were meant as moral stories by their author, whose compassion for women was sincere and insightful. The scientific contributions of Bishop Berkeley and Sir Isaac Newton, along with the major debates surrounding them, should also be examined. Additionally, consider the music of Handel,[Pg 193] who was living in London at the time, as well as the artwork of Wren, who was finishing St. Paul's.

A look into the many popular clubs and coffee houses visited by the writers of the time should be done here. There's a lot of interesting stuff about life back then, including the duels, gambling, coaches, and unique inns and lodges.

London itself is a really interesting topic; it was just being rebuilt after the great fire, and its churches are worth mentioning as they mostly reflect Wren's ideas. Talk about the prisons, especially Newgate and the debtor's prisons.

There is a lot of information on all these topics, along with many pictures. The book on coaching suggested below will provide many ideas about vehicles and inns. Chapters in McCarthy's history are also engaging. Other reference books include these:

"Social life in the Reign of Queen Anne." J. Ashton. (Scribner.)

"Queen Anne and Her Court." P. F. Ryan. (Dutton.)

"The Reign of Queen Anne." Justin McCarthy. (Harper.)[Pg 194]

"John and Sarah, Duke and Duchess of Marlborough." Stuart J. Reid. (Scribner.)

"Coaching Days and Coaching Ways." W. Outram Tristram. (Macmillan.)

"Among English Inns." Josephine Tozier. (The Page Company.)[Pg 195]

To understand the current state of education in our country today, it's important to know a bit about its beginnings in our early history. Therefore, the first meeting should focus on the establishment of schools during Colonial and Revolutionary times.

One document should describe the first funding granted by Parliament in 1619 for a university in Virginia. The Indian wars delayed the implementation of the plan, and in the meantime, the first schoolmaster arrived with the Dutch in New Amsterdam and started a school in Brooklyn. The Boston Latin School was established in 1635, two years later, and schools were also opened in Dorchester and New Haven. Note that many of these early schools included provisions to educate Indian children for free. Rhode Island had the first public school, founded in Newport in 1640. Across the colonies, schools were supported with[Pg 196] land and funds, and later on, taxes were allocated for their support, but tuition was always charged.

The Colonial colleges emerged from the vision of forty men, all educated at Cambridge, England, who resided in the New England colonies. John Harvard, a young minister, donated his library of two hundred sixty books and half of his estate, valued at seventeen hundred pounds, to establish Harvard College.

The University of William and Mary emerged in Virginia during this period, well-funded with money, tobacco revenue, and land; this was the direct result of the school that had been originally planned sixty years earlier.

Yale was founded in 1700, with each trustee donating a few books as a guarantee; however, it was originally planned as early as 1647, when John Davenport set aside a lot for a college in New Haven. Its initial years were filled with challenges; it was located in New Milford for fifteen years and didn’t settle in New Haven until 1718, when it received a bequest of five hundred pounds from Elihu Yale.

All the colonies had grammar schools, and a[Pg 197] few had dame schools. The Massachusetts law of 1647 stated that when a town had one hundred families or households, they had to establish a school or face a fine. One paper should explore the fascinating topic of these early schools, including their discipline, curricula, and teachers. Pay special attention to the well-known teacher Ezra Cheever, who compiled a Latin book and taught in various places for seventy years. His salary, which was quite substantial, was sixty pounds a year.

Another paper might focus on the lack of educational benefits for girls in early times. Some attended dame schools, but many didn't go to school at all. It wasn't until the Revolutionary era that the Moravians started a girls' school in Bethlehem, and girls began to be accepted at the Penn School in Philadelphia and the Female Academy there. In 1785, a girls' school opened in Greenfield, Connecticut, and the Medford School near Boston followed in 1789.

Read from the opening chapter of "Education in the United States," by B. G. Boone (Appleton) and from "Old Town Folks," by Harriet Beecher Stowe.

Close this meeting with a discussion on early education[Pg 198] in general; highlight how inadequate the school system was in the early 1800s; talk about private schools for boys and girls, schoolhouses, and playgrounds and their gradual improvements. Mention the founding of each great college and, when possible, show pictures of them from old books and catalogs. Talk about notable educators and college presidents, as well as influential women like Mary Lyon; read from her recently published biography. Compare the earlier attitudes of men towards women's education with those of today.

Education today typically starts in kindergarten, so the second meeting can kick off with this topic by presenting a paper on Froebel, his ideas and methods, and the widespread adoption of his early education system around the globe. Follow it up with a brief discussion that highlights some possible downsides of this approach. Are children given too much attention? Are they overly entertained? Does starting their education in kindergarten benefit them in their later schooling?

The second paper should immediately focus on the [Pg 199] Montessori method of teaching. It should clarify what it is and highlight how it differs from traditional kindergarten. There’s plenty of information in current magazines to make it very clear. Discuss the quick progress children make in their development under this new system. Then, have a brief discussion: Is the Montessori system suitable for American children? Does it benefit them? Is it wise to accelerate the intellectual development of young children? What impact does this have on their later education? Compare this system to kindergarten. See: "Dr. Montessori's Own Method," by her (Stokes), and "A Guide to the Montessori Method," by Ellen Yale Stevens (Stokes).

Close the meeting with a discussion led by a qualified kindergarten teacher, if possible, who can share the benefits of her work with the club members. If there’s time, read a couple of short stories: “The Madness of Philip” by Josephine Baskam Bacon and one from “Little Citizens” by Myra Kelly (both from Doubleday Page). Some childhood songs would also be nice to include between the papers or talks, and maybe a few young kindergarten kids could come and sing too.[Pg 200]

The next topic, regarding public schools, is so extensive that several meetings should be dedicated to it. While only four papers are mentioned here, there’s enough material for a dozen or more.

The first paper might discuss the early days of public schools and how inadequate they seem today, mentioning their lack of sunlight and fresh air, the poor buildings, and the insufficient exits and safety arrangements in case of fire. Then, it should describe our great schools today, showcasing pictures of them and highlighting their beautiful architecture and excellent facilities. The entire system of discipline and supervision should also be addressed.

The cost of public schools to the State is a fascinating topic. It's worth noting that the United States has the shortest school day, week, and year of any developed country. Let's talk about that.

The second paper should discuss the public school curriculum and provide a clear understanding of what the child learns. Topics to consider: Is it too broad? Is it practical enough? [Pg 201] Does it prepare the child for work and everyday life?

The third paper should discuss the health of the school child as the club members understand it. Is the building where he studies clean, well-ventilated, and hygienic? Does he have too much homework? Is there a doctor available to check the children’s eyes, ears, throats, and overall health? Is there a system in place to prevent contagion? Is a common drinking cup used? Is there a fund for affordable food for the very poor children?

The playgrounds and activities should be the next topic. They should be spacious, designed to meet the needs of boys and girls, and there should be a physical education teacher. Basketball, soccer, baseball, and various games should be promoted, along with creating a sense of competition between schools. Let's discuss: Are sports being neglected or overemphasized? Are our growing girls getting the attention they need in this area? If the school playgrounds are insufficient, can they be improved? Are the playgrounds utilized during the summer?

A brief paper after this may discuss the morals of public schools, the risks and protections, and explore the relationship between[Pg 202] teachers and parents in this context. Is hygiene taught? Is a strong standard of purity consistently upheld?

Follow this with a discussion about the benefits of having a parent and teacher club in a school; one could be started if there isn’t one already. Ideas for improving the school and classrooms include beautifying the school building, creating a library, adding some artwork and sculptures, and making school life more appealing. Additionally, the importance of teaching girls skills like sewing, cooking, and childcare, as well as providing boys with manual training, should be emphasized.

The topic of high schools will naturally follow this, and the first paper might address the question, Why do so few boys and girls attend high school? Is it just because so many enter the workforce? Is the college preparation enough? Is the general curriculum too focused on culture and not practical enough for a boy entering business? Are there enough courses available?

The next paper might discuss vocational training, preparing boys and girls for their future careers, teaching girls to sew, cook, and take care of[Pg 203] children, and teaching boys to farm, understand business principles, and engage in manual training. What has been accomplished in these areas, and what still needs to be done?

The third paper might discuss career counseling or the support provided in helping graduates find jobs that are a good fit for them, along with follow-up assistance. Information for this can be obtained from the Vocational Guidance Association of New York, which is part of the Public Education Association, located at 38 W. Thirty-second Street.

Many other topics will come up in the discussion about school issues. Some of these include: equal pay for male and female teachers; the presence of married teachers in schools; the personal impact of teachers; the effectiveness of the school; and training for citizenship. It's recommended that women in clubs invite members of their Board of Education and school teachers to speak on various school-related subjects, so they can work together more effectively in the school system.

The next club meeting will have a diverse lineup: one presentation will focus on schools for students with disabilities, including the blind, deaf, and those with intellectual challenges. A second topic will explore the use of school facilities for evening classes and lectures aimed at parents of schoolchildren, as well as adults seeking further education and non-native speakers. This might illustrate the significant contributions made in this area in our large cities, providing both instruction and recreation. A third presentation could discuss various resources available to schools, such as libraries, museums, nature programs, and specialized instruction. Lastly, there may be a presentation on Teacher Training Schools, explaining the important work being done there. It would be great if a teacher could share some insights on this topic. There will also be readings from "The Wider Use of the School Plant" by Clarence A. Perry (Sage Foundation).

A really interesting meeting could be set up about private schools. There will be a presentation or discussion on college preparatory schools for boys, highlighting how comprehensive the training is. It will bring up questions like these: Are the character standards higher than those in public schools? Is the athletic training useful? Do boys from these schools enter college better prepared for life there than those from high school? Is there an absence of democracy in these schools? Do they consistently send a certain group to college every year?

The paper next to this will discuss finishing schools for girls and will address the following questions: Are the education standards high enough? Is only a basic level of knowledge being taught? Is there too much focus on social skills? What benefits does a finishing school provide?

The following paper will discuss military schools, starting with the smaller private ones and then moving on to West Point, covering life at each, the training involved, and the pros and cons. Include photos of West Point.

A paper on naval schools would come last, especially about Annapolis, and would follow the same format as the paper on West Point.

The final paper should focus on technical schools, where subjects like mining, electrical work, engineering, architecture, and more are taught. There are excellent institutions in Pittsburgh, Boston, and other places, from which you can get catalogs that detail the work being done there.

Modern schools of home economics and business colleges should be taken into account.[Pg 206]

Colleges and universities are the next topic for the club. We'll discuss well-known colleges and show pictures, and we'll clarify the difference between a college and a university. We should especially highlight denominational colleges and the smaller colleges in the West and South. We'll point out the value of small colleges in connecting students with their teachers. Some of our prominent figures have come from these small colleges, and we can mention them.

The next paper should be about the university. We need to name the top endowed universities, explore their history, and highlight their unique features. We should also mention the notable presidents, professors, and graduates from each one. The curriculum, athletics, and values of each university can be discussed as well. Keep in mind that universities with private endowments often prioritize culture over practical work.

The third paper should focus on the State Universities and highlight the differences between them and the endowed universities. They are clearly[Pg 207] oriented towards practical applications, and this is where most technical training happens, along with specialized subjects like agriculture, forestry, domestic science, and others. Explore the relative merits of the two; is there a growing trend for the State to take full responsibility for education? How do our major endowed universities stack up against those in England and Germany?

One meeting should focus on women's colleges, discussing them in the order they were established and how they've evolved. Provide descriptions of each and highlight their unique goals. Talk about the benefits of a college education for women and its drawbacks. Address coeducational colleges and state universities; do they have advantages over others? Does a college-educated woman lose interest in her home? Does she marry young, or does she pursue a career?

Have a college woman talk to the club about the progress made in women's higher education and its outcomes. Check out "The College Girl of America" by Mary C. Crawford (The Page Company).[Pg 208]

Postgraduate work, the topic for the next meeting, includes that done in medical, law, and theology schools, as well as the work for degrees. We can choose representative schools as the subject for papers, and it would be great to have speakers from these schools come and share information about them with the club, if possible.

The final meeting on education might cover some new ideas related to work, like the launch of the journalism school at Columbia University, along with other appealing fields of study. Summer programs could be discussed, particularly their value for those who haven’t had many chances to study earlier in life. Correspondence schools might also come up, and their effectiveness will be examined. Are they truly as helpful as they first appear? It's worth noting that many of them provide significant assistance in specific areas. Musical festivals, lecture series, illustrated travel talks, and other various opportunities available to the public might also be mentioned.

There’s a wealth of information available on all educational topics in a good encyclopedia.[Pg 209] For specific subjects, there are educational journals, the educational section of the Survey, and magazine articles being published regularly. The Educational Bureau in Washington can provide information and materials upon request. It's worth reading the excellent book "Citizenship and the Schools" by J. W. Jenks (Holt), along with "Education for Efficiency" by E. Davenport (Heath), and learning about the life and work of Horace Mann.[Pg 210]

Often, a club finds it beneficial to shake up its usual routine by hosting a special program. The birthday of a notable writer, artist, or musician provides a great theme for such a meeting, and the following programs are suggested with a brief overview of each person's work.

Some clubs might want to choose two or more names for each month and create a schedule for the whole year. In this case, it's a good idea to alternate between writers, musicians, and artists, dedicating a day to each one.

History, music, and literature can be illustrated through the lives and contributions of Queen Elizabeth, General Lafayette, Dvorak, and our own Eugene Field, all of whom were born in September.[Pg 211]

Break down Elizabeth's reign into several topics: the Court and the Queen's favorites; explorers; wars; Mary, Queen of Scots; and the great writers of the time, like Shakespeare, Ben Jonson, Spenser, and others. Include readings on all of these.

The story of Lafayette starts with the American Revolution, then moves to the Revolution in France and the role he played in it. Follow his career and friendships, as well as the connections between France and America. End with a summary of Lafayette's visit here after the war, and read a description of it. (See the Diary and Letters of Gouverneur Morris.)

A great music program can be set up by starting with a presentation on the composer Dvorak, comparing his work with that of his contemporaries, followed by several pieces performed from his compositions.

Last, you'll find the life and work of Eugene Field to be delightful. Write about his home life, his quirky personality, and his friends; read excerpts from his prose, and have some of his poems sung. Compare his poems with Stevenson’s "Child's Garden of Verse."[Pg 212]

This month, art, drama, and music are showcased through the works of Sir Christopher Wren, Sheridan, and Verdi.

In art, Wren was a key figure in his century. Living during the rebuilding of London after the great fire, he left his mark on at least fifty churches and constructed St. Paul's, his own monumental achievement. He was referred to as a "rare and early prodigy of universal science." His friendships are some of the most intriguing aspects to explore.

Richard Brinsley Sheridan wrote "The Rivals" and "The School for Scandal," two plays that are unmatched for their humor and sharp satire. Look into their performances and Sheridan's role as a theater manager and owner. Then shift your focus to his career as a politician and read his speech during the trial of Warren Hastings, which showcased him as one of our most outstanding speakers. Take note of his death in poverty and his burial in Westminster Abbey. Check out his plays.

Verdi composed "Ernani," "La Traviata," "Rigoletto," and "Aïda." Talk about his long and[Pg 213] fascinating life, along with his impressive work. It's important to note that his influence on others was exceptionally strong. Include a music program featuring his operas.

Martin Luther, Schiller, Oliver Goldsmith, and George Eliot all have birthdays worth remembering around this time.

Luther was the most influential of the Protestant Reformers, and he has made a lasting impact not just on Germany, but on the entire world. Explore his early life as a peasant, his education, and his career as a priest and teacher. Also, consider his journey to Rome and its consequences, and track his battles with the Emperor and the Pope. Analyze his work comprehensively. Read his Letters.

Schiller, the famous German playwright and poet, is respected and cherished both in his home country and beyond. Share the tale of his battles with poverty while in exile, his romantic relationships, his role as a professor, his marriage, and his health challenges. Pay special attention to his friendship with Goethe. Read from his ballads, but particularly from his plays, "The Maid of Orléans" and "William Tell."

Oliver Goldsmith, the quirky genius, poet,[Pg 214] essayist, playwright, and novelist, deserves special attention because he is a one-of-a-kind figure. Talk about his school days, his wandering journey across Europe, his time as a struggling freelance writer; his incredible friendships; and read excerpts from "The Deserted Village," "The Vicar of Wakefield," and "She Stoops to Conquer."

The life and work of George Eliot are well-known among most club women, yet they remain a fascinating subject to explore. Discussions might cover her home life and upbringing as a free-thinker; her translations, her marriage and its social impact, and her career as a writer. Read excerpts from "Scenes from Clerical Life" and "Adam Bede." Talk about her philosophy, moral aims, humor, and realism; include several readings from both her prose and poetry.

The special meeting should focus on the topic of the Christmas Birthday. Discuss Christmas traditions from medieval times, and talk about the Yule log, the waits, the boar's head, and other customs, while showing pictures of grand halls. Include presentations on Christmas in different countries; one presentation could be about the Christmas[Pg 215] Spirit. Read Christmas stories, and have carols sung.

There are four famous birthdays in January: Joan of Arc, Mozart, Molière, and Tennyson, representing history, music, drama, and poetry.

Lately, so much has been written about Joan of Arc that there's a wealth of information available on her. Provide a brief overview of her character and highlight her accomplishments. Also, include reflections from various authors. Display images of some of her statues and, if possible, one of the painting by Bastien Lepage titled "Joan of Arc Listening to the Voices," located in the Metropolitan Museum in New York.

Mozart was a musical genius at the age of six and continued to showcase his talent throughout his life. Like many musicians, he struggled with poverty, yet he had plenty of friends, composed amazing music, performed at different courts, and had a career that was engaging, though not always successful. He passed away in poverty, and no one knows where he was laid to rest. Show a copy of the famous picture of him performing at court.[Pg 216]

Molière, the renowned French playwright, offers a subject that could easily take more than one meeting. Discuss his early days as a traveling performer, his struggles as a tragedy writer, and his achievements in comedy. Outline the theater of his time. Read scenes from (translations of) "Tartuffe," "Le Misanthrope," and other plays. Compare him to other playwrights. (Refer to his biography by Chatfield-Taylor.)

Tennyson, the iconic poet of the Victorian era, presents an opportunity for a delightful encounter. Outline his peaceful, enjoyable life; highlight his fascination with science and contemporary concepts. Explore his ballads; his other short poems; his longer works, particularly "In Memoriam," the "Idylls of the King," and the "Dream of Fair Women," and compare them. If you can, sing some of his verses, many of which have been set to music.

Among the many birthdays of famous people, four stand out: Madame de Sévigné, Charles Lamb, Dickens, and Mendelssohn.

Madame de Sévigné lived during a period when there[Pg 217] were many prominent figures at the court of Louis XIV, and she was friends with them all; Turenne and Condé, in particular, stand out. Her reputation is based on her Letters, which she wrote to her daughter without thinking anyone else would ever read them. They don’t aim for high literary quality, yet they are considered classics of French literature. Have several selections from them read, showcasing the era and court life.

Charles Lamb and his friends will be the topic of more than one meeting. Discuss his life as a Blue Coat Boy and his early friendship with Coleridge at school. Talk about him as a clerk at the East India House, spending his evenings at the Cat and Salutation. Mention his family troubles and his sister Mary; then his literary career, his life in the Temple, and his friendships with the Lake Poets and others. Highlight the unique gentle charm that surrounds him. Read from his essays; present "Dream Children" in its entirety.

Charles Dickens is a name that stands out. Explore his early life; read excerpts from his many books, highlighting his humor, pathos, tragedy, comedy, and realism; showcase his love of caricature[Pg 218] and its role in his techniques. Today, he's known as The Prince of Storytellers by respected critics. Have each club member bring in and read their favorite passage from his works.

Mendelssohn is unique among musicians; he was born into a comfortable situation, succeeded in everything he pursued, found happiness at home, and gained fame overseas. His relationship with his sister, his role at the German courts, his trips to England, and his achievements there will provide plenty of topics for discussion. Even though he rarely explored the deeper aspects of life, what he produced was always quality work. Support this program with various selections from both his instrumental and vocal music.

Michelangelo, along with Mrs. Browning and our own William Dean Howells, were all born in March.

Michelangelo was the most renowned sculptor of the modern era and the brightest representative of the Italian Renaissance. Discuss the support Lorenzo the Magnificent provided for art during this period. Take note of Michelangelo's[Pg 219] earlier works; talk about the interesting way he, a sculptor, was forced to paint the frescoes in the Sistine Chapel; then how he became an architect, a builder of fortifications, a sculptor once more, and ultimately the architect of St. Peter's. Show images of his most famous statues, as well as the frescoes.

Mrs. Browning is our best-known and beloved English woman poet. Her life is closely tied to that of her poet husband, yet it has a strong individuality. There are essays on her early life, her marriage, her time in Florence, and her work. Read excerpts from "Sonnets from the Portuguese," written to her husband, from "Aurora Leigh," and from her shorter poems.

Howells is recognized as one of the most prominent modern American prose writers, leading the realistic movement that has significantly shaped contemporary literature. He has produced a lot beyond his novels, but those are likely what he’s most famous for. Check out his talent for character portrayal; the effortless flow and authenticity of his writing, along with his humor and accuracy in character depiction. Read selections from "The Rise of Silas Lapham" and "A Modern Instance." Also, check out his travel sketches.[Pg 220]

Study Hans Christian Andersen, Murillo, Wordsworth, and Charlotte Brontë, whose birthdays fall this month.

Andersen's life is filled with genuine curiosity, and a glimpse into it can be enriched by reading many of his books, especially "A Picture-Book Without Pictures," "Tales for Children," and "The Ice Maiden." It's worth noting that much of his work was inspired by events from his own life, which adds a sense of authenticity.

Murillo, the Spanish painter and friend of Velasquez, worked in three different styles, but he focused on just two types of subjects. Research could explore this idea and illustrate it with his famous paintings. Display copies of the "Assumption of the Virgin," his most recognized religious piece, as well as others in the same style. Pay attention to the beauty and charm of his depictions of children.

Wordsworth definitely deserves more than one meeting. Write about his peaceful country life, his wife, and his sister Dorothy; discuss his many friends; showcase his various styles of [Pg 221] verse and read poems from each; also read some of his most famous sonnets.

Charlotte Brontë is one of the unique English women writers. She wrote about her home life on the moors with her gifted family, her work, especially "Jane Eyre," which is full of powerful romance, and her early death. Read several scenes from "Jane Eyre."

Dante, Audubon, Browning, and Brahms are part of May.

Dante's story, his life in Florence, his love for Beatrice, his military service, his exile, and his death all require a lot of time to explore. His reputation as a poet is unmatched in its strength and beauty of language. Look into sketches of his life, his era, and his work, and check out what critics have said about it. Also, read translations of the "Vita Nuova" and the "Divina Commedia." (See Longfellow's.)

The work of our own Audubon is better known today than when he was alive. His life story is incredibly fascinating; read this and see what he achieved. I’ve shown some[Pg 222] copies of his famous bird paintings. Compare him with other naturalists.

Robert Browning did what no other poet has done; at twenty years old, he discovered the theme for his life's work: the development of the human soul. This is the key to his poetry.

Read about his life in England and Italy; talk about his friendships; explore his philosophy; examine his poetry style; showcase his various writing styles; conduct many illustrative readings. Compare him with other poets. Have some of his songs performed that are set to music; also read "Pippa Passes."

Now we celebrate the birthdays of musicians Gounod and Schumann, along with patriot Nathan Hale, teacher Thomas Arnold, and novelist Thomas Hardy.

Hale is one of those men from whom we continually learn more. There are documents about his early life, his time at Yale, the events that led to his capture and execution; include a picture of the statue in New York's City Hall Park. Compare him to André. Provide excerpts from various writers that reflect their views on him.[Pg 223]

Thomas Arnold is the ideal for all teachers and a great topic for a meeting. Discuss his home, the Rugby he encountered, his vision for the school and the individual students, mention some of the notable men he mentored, read excerpts from "Tom Brown at Rugby," and show pictures of the school.

Hardy is one of the great Victorian novelists, known for his somber, realistic, and pessimistic stories filled with powerful emotion. Check out Wessex and its moors and windswept hills in "Return of the Native." Pay attention to the down-to-earth humor present in all his books. Read from his most artistic work, "Far from the Madding Crowd," and from "Tess of the D'Urbervilles," which is his most dramatic. Compare him with other writers of his time. Discuss his philosophy.[Pg 224]

A Virginia club has looked into this group of painters:

Italian Artists: Raphael, Titian, Correggio.

Flemish Artists: Van Eyck, Rubens, Van Dyck.

Dutch Artists: Frans Hals, Rembrandt, Ruysdael.

Spanish Artists: Velázquez, Murillo, Fortuny.

German Artists: Dürer, Holbein, Hoffmann.

French Artists: Rosa Bonheur, Corot, Millet.

English and American Artists: Sir Joshua Reynolds, Millais, Sargent.

The Girls' Club of Upper Montclair, New Jersey, was established a few years ago as part of the Woman's Club. Its membership consists of[Pg 225] girls in the grade just below high school, as well as girls who have dropped out and haven’t gone on to college or started working. The attendance has increased so much that one winter there was only one meeting where the number didn’t reach a hundred.

The meetings happen every Monday afternoon at 3:30, featuring a guest speaker who gives a brief talk. Occasionally, there's a musical performance. After the lecture, there's half an hour of dancing, and the girls serve light snacks.

The club has two distinctive features: first, it has no officers and is managed by a committee of five women, all mothers of high school students. The girls are always ready to help, but anyone who knows girls understands that most clubs are overwhelmed with officers. Another unique aspect is that there are no membership fees. There are some minor expenses, like printing and travel costs for guests, and for the first three years, the Woman's Club covered these, but eventually, the Girls' Club became self-sufficient. One afternoon, an event was held for the children and one evening event for the adults, generating enough funds to cover all yearly expenses[Pg 226] and give the Woman's Club twenty-five dollars as a contribution to their building fund.

The club has now launched a competition for prizes in bread, cake, and dressmaking, with a first prize of five dollars and a second prize of two dollars and fifty cents.

A club that is actively engaged in practical work is following this diverse program:

Roll call: Kitchen gadgets and conveniences.

Paper: Are home budgets necessary?

Paper: Organization in household tasks and time management.

Demo: Sandwiches and appetizers.

Roll call: Useful tips for household chores.

Paper: Slow cookers and how useful they are.

Demo: The fireless cooker.

Roll call: Waste; what does it mean?

Paper: The home trash.

Paper: Energy and fuel efficiency.

Demo: Paper-bag cooking.

Attendance check: Emergency lunch menus.[Pg 227]

Paper: Today's issues at home. The staffing problem.

Paper: The tailor issue.

Paper: The nurse or the hospital?

Document: The guest.

Demonstration: How to form croquettes and seal the molds.

Attendance: Dinner ideas.

Paper: A balanced diet.

Paper: Good food pairings.

Paper: Nutritional values.

Demo: Dinner dishes.

Roll call: Ways to serve fruit.

Paper: Soups and how to make them.

Paper: Organizing the menu for a formal lunch.

Demo: Setting the lunch table.

Attendance check: A buffet menu.

Paper: Organizing meals to cut down on expenses.

Paper: The chafing dish; is it useful?

Demonstration: A buffet lunch.

Roll call: Where should we promote?

Paper: Marketing and the less expensive cuts of meat.

Paper: The old market and the new.[Pg 228]

Discussion: Is it cheaper to buy bread or make it for a small family?

Demonstration: A lunch that costs twenty cents per person.

Attendance: Breakfast items.

Paper: Balancing household responsibilities with social demands.

Discussion: Fats; lard, butter, margarine, etc.

Demonstration: Cakes made with various types of shortening.

Roll call: How do we stock the pantry for winter?

Paper: Cleaning made easy.

Paper: Time-saving devices.

Demo: New labor-saving tech.

A teachers' club in the West has a fantastic travel and study program focused on books that are currently relevant.

Roll call: Current Events. Paper: "Through the Heart of Patagonia."

Roll call: Unique Customs of Countries. Paper: "Changing China."

Roll call: Quotes from Doctor Grenfell. Paper: "The Possibilities of Labrador."[Pg 229]

Roll call: Persian Epigrams. Paper: "Contemporary Persia."

Roll call: Stories About Famous People. Paper: "The Passing of Korea."

Roll call: Riddles. Paper: "Tripoli the Enigmatic."

Roll Call: Selections from Spring Poems. Paper: "Turkey and the Turks."

Roll call: Clever sayings. Paper: "The Balkan Countries."

One of the most interesting clubs in New England has members who are farmers' wives and daughters, spread out over a ten-mile area. It features incredibly clever programs that are prepared with minimal help from the library. Each program is neatly written on a small folder, featuring a Perry image related to the topic of the day. One program was:

Our Friend the Horse. Music; Current Events; article, "Horses, Past and Present"; reading, "The Council of Horses," by Gay; reading, "The Blood Horse," by Barry Cornwall; reading, "The Leap of Roushan Beg," by Longfellow; article, "Some of the Horses in Bookland"; reading, "How They Brought the Good News from Ghent to Aix," by Browning.[Pg 230]

Another gathering, a social one, was focused on:

Tea. Document, "Tea Culture"; "Tea in Literature"; reading, "The Boston Tea Party," by Holmes; reading from "Cranford," The Tea Party; toasts, shared by members, enjoyed in tea.

A year-long program on Home Science kicks off each month with a roll call, responded to with Helpful Hints. Here’s one meeting:

Roll call: Helpful Tips on Vegetables and Soups.

Paper: Setting Up a Dining Room.

Paper: Decorating a Bedroom.

Discussion of specific recipes (read aloud).

Hands-on demonstration.

Another meeting was even more interesting:

Roll call: Tips for the Kitchen.

Paper: The Evolution of the Modern House.

Paper: The Woman Who Cleaned Atlanta.

Notes on Meats and Deep-Fat Frying, by members.

Discussion: Revamped Dishes.[Pg 231]

Hands-on demonstration.

Discussion: Use of margarine alternatives.

A delightful yearbook has arrived from Flatbush, Long Island:

The Ocean. Importance of the Ocean; Life in the Deep; Sea Animals; Whales and Whaling; Turtles and Tortoise Shells; Sharks, Swordfish, Sea Serpents; Fishing Techniques in Different Countries; The Sponge; Pearls and Pearl Diving; Underwater Gardens, Seaweeds, and Mosses; Shells; Superstitions and Folklore; Coral; Seabirds; Ocean Phenomena; Influence of the Sea on Poetry and Music; Marine Art; Deep Sea Discoveries; Evolution of Boats; Famous Navigators; Pirates; History of the Battleship; Naval Heroes; Arctic Expeditions; The Life Saving Service; Lighthouses and Beacons; Roll Call, answered by Fish Stories.

A new concept from Tacoma, Washington, is a Query Club. The members write their questions on slips of paper, and the president hands the slips to a committee of three who prepare the answers for the club's next meeting.[Pg 232]

A club in the West doing practical work reports:

It looks like a city market full of potential.

It has examined the pure-food laws of the state.

It has personally visited dairies and ice cream factories, studied state laws on weights and measures, and attended lectures about them.

It has hosted a weights and measures exhibition at the state fair and is developing a new weights and measures law.

It has reached out to the Secretary of Agriculture for helpful bulletins on household economics to share with the women of the state.

A club in Illinois that has received input from "ministers, doctors, and school superintendents," along with papers from its members, has examined these topics:

Pure Food; Juvenile Courts; Industrial Homes; The School as a Home; The Home as a School-Maker; Books by Age and Temperament; The Psychology of Success and Failure; Environments: natural, civic, aesthetic, and ethical; The Psychology of Occupation and Dress;[Pg 233] Playgrounds, Games, and Systematic Recreations; Women's Role in Civic Improvement; The Conservation of Health; and, What the Community Can Expect from the High School. Other clubs may find these topics can easily expand into many interesting sub-topics, and many of them can serve as ideas for practical work in the local town or city of the club.

A Kentucky women's club, meeting every two weeks throughout the year, is currently focusing on Rome and Italy. The meetings start with a roll call, followed by two to four presentations, which may include readings, music, and discussions. For the roll call responses, themes suggested include: Something about Italy; An ancient Roman and something about him; Quotations from Shakespeare's "Coriolanus"; Something about sculpture you've seen; Quotations from Marcus Aurelius; Quotations from or about Petrarch; Quotations from "Romola."

The topics for papers are: Italy in Roman Times; Legends; The Eternal City; The Romans; The Republic; Early Literature; [Pg 234] Early Art; Michelangelo; Italian Opera; Statesmen; Master Minds; Philosophy; Naples; Growth of Ecclesiastical Power; Dante; Humanism; Italian Art; Italian Musicians; The Renaissance; 1492 and Its Triumph; A Battlefield for Aliens (modern Italy, 1530-1796); Patriots; Sicily; Modern Romans. One meeting is dedicated to an annual reception.

A club of three hundred members in the East is divided into standing committees, with each member able to join as many as she wants. They include: Literature, Music and Drama, Art, Science, Sociology, Home and Social Relations, Education, and Hospitality.

One year, this program was presented:

Education. Address: The role of storytelling in today's education, featuring example stories.

Music and Drama. Speech by an actor-manager: Behind the scenes; Music.

Art. Address: Japanese floral arrangement; Music.

Home and Social Relations. Society; Early colonial life; Southern society; Intellectual society; Today's society (four papers).[Pg 235]

Sociology. Two locations: The Probation Court and the Children's Court, both overseen by officials.

Literature. Address: Lincoln and the people; Music.

Science. Presentation with slides: The wild birds and how to attract them.

A club in Pennsylvania starts its yearbook with these ten commandments:

1. You shall have no other clubs before this one.

2. You must not worship any false idols.

3. Remember your club involvement.

4. Honor your club sisters.

5. You shall not ruin the King's English.

6. You shall not desire a position of power.

7. You must be ready for roll call.

8. You should not wait until the last minute to start looking for materials for your paper.

9. You should not speak in the meeting when your sister has the floor.

10. You shall carefully follow these rules so that your time in the club is extended, and your reputation spreads to the farthest corners of club life.[Pg 236]

From numerous club yearbooks that have been reviewed, the following programs are chosen:

Here is the program of a Louisiana club that has studied the history of its own state—a really worthwhile effort: The Early Settlers in Louisiana; Founding of New Orleans; Spanish Domination; Jackson Square and the Cabildo; Louisiana's Role in the Revolution; The Great Purchase; The Battle of New Orleans; The Carnival and Mardi Gras; The French Quarter; Louisiana Folk Tales; The Evangeline Country; The State's Resources; Forestry; Mines and Minerals; Products; The History of the Levees; Bird Life in Louisiana; Louisiana Law; The Code; Laws of the Home; Legal Status of Women, and Their Influence in Municipalities. It is hoped that this program[Pg 237] was illustrated with the many delightful stories of life in New Orleans that have been written.

A club in Idaho has an interesting relationship with the Commercial Club in the city, which is made up of businesspeople. They collaborate by holding occasional meetings together. Some of the topics studied this year are these:

Aids to the Public School System; Social Centers and Open Air Schools; Parent and Teacher Associations; Supporting Home Industry; The Idaho Health Bill; What the Government Is Doing for Women and Children; City Sanitation; Market Inspection; Uniform Marriage and Divorce Laws; The Proposed Compensation Act for Criminals; Interstate Commerce; Property Rights of Women; Juvenile Courts; Conservation of Natural Resources; Civic Improvements; Pure Food.

A Vermont club that has been around for many years features in its yearbook a list of all the subjects studied over the past ten years. Some of these include: Colonial America, Later American History, Short Studies on Great Subjects, Russia and Japan.[Pg 238]

In addition to these studies, the club has hosted lectures on American Indians, The Moving Picture Show, Forestry, Humane Education, Travels in the Penal Settlements of Siberia, and The Land of Evangeline; most of these have included illustrations. This club has a hundred members.

A Western club has embraced Shakespeare in a very comprehensive manner. They have covered five plays throughout the year, reading one act from each play at every meeting, followed by a paper related to it and a discussion. One aspect of their work is this: Antony and Cleopatra—Act I, The History of the Play and Its Setting; Act II, Paper on Egyptology; Act III, Paper on Cleopatra and Her Influence. Other plays are studied similarly.

A club in Georgia dedicated the first half of the year to studying Shakespeare's female characters and the second half to a program on American Painters: The Early Painters, up to 1865; Whistler and LaFarge; Landscape and Marine Scenes; Figures; Miniature Painters; American Illustrators; Stained Glass Designers. A notable[Pg 239] feature of the yearbook is the inclusion at the back of a wonderful bibliography that lists all the books required for the work.

From Ohio comes a program on Welfare Study and Vocations for Trained Women; The Boy Problem; The Girl Problem; Local Civics; Foods; Women in Business (three meetings); Women in Arts and Professions (three meetings), and Handicraft (three meetings).

An Alabama club has a yearbook about Spain that stands out for its appeal. Each topic is exceptionally well explored: The Land of Spain; The Dawn of History in Spain; The Moors; The Age of Adventure; Kings; Spain in Its Glory; The Church; Cities; Social Life; Industries and Occupations; Spanish Women; Art and Literature; Spain Today.

A New York club has this study in Conservation: Water Power, the History of Its Development; State Laws; Reclamation of Arid Lands; Government Dams; The Laws of Water Rights; Our Fisheries; Our Forests; Forestry Service; Our Mineral Wealth; Conditions in Mining Districts; Laws of Mining; Conservation[Pg 240] of Human Energy; Labor Laws; Protection of Workers; Compensation; Abandoned Farms; Scientific Farming; Life Saving Service; Government Lands; Homestead Claims.

A wonderful yearbook is titled "Studies in English History," featuring this program: Life Among the Early Saxons; Alfred the Great; The Norman Conquest and Its Influences; Edward the Third and Chivalry; Chaucer and His Tales; The Wars of the Roses; Henry the Eighth and the Reformation; The Glory of Elizabeth's Reign; Puritans and Cavaliers; Oliver Cromwell and His Times; The Romance of the Stuarts; William of Orange, Queen Anne, and the Literature of the Times; Art of Reynolds and Gainsborough; The Romantic Movement in Literature; The Reform Bill of 1832 and the Rise of Democracy; The Age of Victoria; Life and Society; English Essayists and Novelists.

The appeal of this study was not just in the topics assigned, but also in the readings that highlighted each monthly program, selected from the finest literature related to the overall theme.[Pg 241]

A teachers' club has a program without a specific title, but it has geographical and historical significance, while also focusing on subjects that the members are professionally interested in. Each meeting starts with a roll call, which is sometimes answered with descriptions of unique customs from various countries, sometimes with stories about famous individuals, and often with quotes or selections from seasonal poems. Some of the topics being studied include: Changing China; The Possibilities of Labrador; Persia; The Passing of Korea; Mysterious Tripoli; Modern Abyssinia; and The Balkan States. The areas of particular interest for teachers include: The Montessori Method; Binet Tests for the Intellectually Disabled; The Status of Teachers; Systematic Study in Elementary Schools; and Teaching Arithmetic.

One great program submitted by a club in Ohio follows a unique plan. There are seventeen members, and each was assigned a current topic to report on every month. Topics included Municipal Affairs, Magazines, Our State, Literature, Health, Suffrage, Art, Home Science, Politics, International News, Science, Agriculture,[Pg 242] Education, Religion, Philanthropy, Theatre, and Notable Figures. The year's program focused entirely on social and economic issues: The Rise of Economic Awareness; Economics and Citizenship; Innovative Approaches in Public Schools; Organized Charities; Cost of Living and Crime; Prison Reform; The Homeless Issue; U.S. Courts; The History of Money; Economic Panics; and Municipal Ownership. Several papers were presented on each topic, making it all seem very practical and engaging.

In contrast to this well-structured program is one from an Illinois club that shows a bit of confusion. There are committees on Parliamentary Law, Domestic Science, Dramatic Art, Travel, Music, and Physical Culture. Meetings are held weekly, and topics that have been covered include: Our Local Pioneers; Mexico; Home Environment; Mother and Child; The American Colonies; Domestic Science with Demonstration; American Art; and Travel in Japan. This program is way too diverse, and if only one main topic had been chosen, like The American Colonies, club members would have found by the end of the year that they learned much more than they could from such a casual approach to so many different subjects.

A New York State club offers this unique Musical Program. (The study meetings are accompanied by musical performances, and in between those meetings, there are discussions on the latest happenings in the music world. The club also supports a large chorus that performs concerts periodically.)

American Music. Our Favorites; Folk Songs and Native American Music; Women Musicians; Nevins and MacDowell; Operas; Ballads.

Foreign Music. German and Austrian Music; Music from Great Britain; Russian Music; Polish and Hungarian Music; Italian Music; French Music; A Comparison of Foreign and American Music.

An Ohio club has a surprisingly good selection of Current Topics for study related to a year's program on Nature:

Women's Clubs; Inventions; Education;[Pg 244] War; Music and Musicians; Famous Personalities; Our Cabinet; France; Commerce; Agriculture; The Religious World; Our Foreign Affairs; Germany; Mexico; South America; China; Canada; Immigration; Philanthropy; Municipal Affairs; Art and Artists; Panama Exposition; Aviation; Panama Canal; Russia; Turkey and Italy; Scientific News; British Affairs; Current Literature.

One of these topics is addressed at the end of the study program during each meeting.

A club in Pennsylvania has this pretty unique program:

The U.S. Government.

Colonial Era. Reading, Colonial Heroes.

Territory Gained by the Revolution. Reading, "Paul Revere's Ride."

The Constitution. Reading, The Amendments.

The Louisiana Purchase and the Acquisition of Florida. Reading, The Department of Agriculture.

The Monroe Doctrine. Reading, The Pan-American Union.[Pg 245]

The Annexation of Texas; the Mexican Cession. Reading, The Weather Bureau.

Settlement of the Oregon Boundary; The Gadsden Purchase. Reading, The Post Office Department.

The Alaska Purchase: Alaska Today. Reading, from Beach's Silver Horde.

Hawaii. Reading, the Smithsonian.

Puerto Rico. Reading, The Patent Office.

Cuba. Reading, The Interstate Commerce Commission.

The Philippines. Reading, Our Island Territories.

The Panama Canal. Reading, Public Health.

Expansion. Reading, The White Man's Burden.

The Executive Department. Reading, The State Department.

The Judicial Department. Reading, The Civil Service Department.

The Legislative Department. Reading, Library of Congress.

The United States Army. Reading, The Treasury Department.[Pg 246]

The United States Navy. Reading, The National Capital.

Discussion: Women's Suffrage.

[Pg 247]

Their Beginning and Growth; The Story of Toynbee Hall.

The Work for Women: Cooking and Sewing Classes.

The Work for Girls: Dance Classes.

The Work for Men; Coffee and Reading Rooms; Men's Clubs for Discussion.

The Work for Kids; Free Preschools; Outdoor Activities.

The Work for Babies; The Nursery; Healthy Milk; Ice.

Urban Playgrounds.

Jane Addams and Hull House.

These topics will spark discussion, and personal experiences might come up that will be really interesting. There will be plenty of useful material for papers in magazine articles.[Pg 248]

I. The Problem Presented: Papers or talks on

II. The Issue at Hand:

The beautiful country; the Lakes of Killarney; the northern coast; pictures. A brief overview of Ireland's history; St. Columba; St.[Pg 249] Patrick. Historic sites; cathedrals and churches; the Round Towers. The Irish poet, Moore. Music: "The Harp That Once Through Tara's Halls;" "Those Evening Bells;" "The Last Rose of Summer;" "Oft in the Stilly Night." Short profiles of some of Ireland's great figures—Burke, Sheridan, O'Connell, Swift, Goldsmith, etc. Music: Moore's "Canadian Boat Song."

Description and pictures of the village of Ayr; the house where Burns was born; the Bridge of Doon.

Overview of Burns's life.

Songs: "The Banks and Braes of Bonny Doon;" "My Heart's in the Highlands;" "Whistle and I'll Come to You, My Lad."

Reading "Tam o' Shanter."

Reading of four short poems: "Highland Mary"; "Mountain Daisy"; "Mary Morison," etc.

Reading from "The Cotter's Saturday Night."

Songs: "Coming Through the Rye;" "John Anderson, My Dear John;" "Auld Lang Syne."[Pg 250]

Papers and talks on: Our Grandmothers' Ideas About Women's Roles and Our Own; Women as Wage Earners; Mothers as Businesswomen; Music; The Woman Consumer's Conscience; Would Women's Social Contribution Be Increased by Voting? Music.

Paper or presentation on the earliest painters; basic depictions on walls and canvas. Botticelli and his artworks; illustrate with photographs. Raphael; outline of his life; his artworks; illustrate with famous examples, like the "Sistine Madonna" and the "Madonna of the Chair." The Madonnas of Murillo; "The Immaculate Conception." The modern Madonnas; paintings by Gabriel Max and others. The Madonnas of Burne-Jones and his circle. Mix in appropriate Christmas music.

Papers: Its Early History. Remnants of the Oldest Buildings: Sections of the Roman Wall, St. Bartholomew's Church, St. Stephen's Hall,[Pg 251] The Jerusalem Chamber, The Tower, with William the Conqueror's Church. Literary London: The City in Shakespeare; Johnston and the Clubs; Milton and Addison; Dickens's London. Notable Landmarks: Parliament Buildings, Westminster Abbey, The Churches, St. Paul's, The Tower, Grey Friars, The Royal Palaces, The Museums, The Art Galleries, The Parks.

Song: "Listen, Listen, the Lark!"

Reading: From "Our Neighbors, the Birds," by Mabel Osgood Wright.

Reading or recitation: Shelley's "To a Skylark."

Paper: "The Birds and the Hat Maker."

Reading: From "The Tragedies of the Nests," by John Burroughs.

Song: "Spring Has Woken the Songbird," by Mendelssohn.

Reading: From "Bird Courtship," by John Burroughs.

Recitation: "The Robin Singing in the Rain," by Kate Upson Clark.

Song: "Swing, Robin, Swing."[Pg 252]

For some of these readings, you can substitute others if you'd like. Here are a few suggestions that can easily be expanded upon: "Baby Days" and "The Tricks and Manners of a Cat-Bird" by Olive Thorne Miller; "Bird Life and Its Romance" by John Lea, along with various magazine articles available in an "Index to Periodical Literature," which can be found in all public libraries.

Among the many poems fitting for the occasion are: "O, Swallow, Swallow, Flying, Flying South," from Tennyson's "Princess," and Wordsworth's "To a Sky-Lark."

Some great songs are: "From Twig to Twig," by Rubinstein; "The Passage Birds' Farewell," by Mendelssohn; and "The Nightingale," by Schumann. Liza Lehman has also written some interesting bird songs, including "The Wood Pigeon," "The Yellowhammer," and "The Owl."

A really valuable paper on "Bird Music" could be written; you'll find plenty of material on this topic in any good reference library, as it has fascinated several musicians. A delightful discussion could easily be organized by the day's chairman on "Personal Experiences[Pg 253] with Birds," featuring brief talks from members about their actual observations regarding nest building or feeding young birds, or how they've tamed a bird.

Paper on Our Grandmothers' Ways (disregard of what is now considered essential).

The Sanitary Nursery; carpets or rugs; cribs; ventilation; preparing food for kids; taking care of milk; the baby's bottle; cleaning and disinfecting.

The Clean Kitchen; sinks and floor corners; mops and dishcloths; refrigerators.

The Butcher and Grocer; fresh food.

The Family Table; discussion on new ideas; vegetarianism; the use and abuse of grains; how to deal with the high cost of living wisely.

Paper: A Child's Right to an Ideal Body.

Paper: The Child's Sleep. Setup for Ideal Sleep; Sleep Hours.

Discussion: Should the Baby Sleep Outside?[Pg 254]

Paper: The Child's Dress; Healthiness; Simplicity; the Burden of Clothes.

Paper: The Child's Nutrition. Educating Mothers on This Topic; the Milk Supply in Urban and Rural Areas.

Discussion: A Child's Health as Impacted by Its Environment.

Paper or Talk: The City Kid and the Country Kid.

Should music be included in these meetings, there are arrangements of Stevenson's, Eugene Field's, and Riley's children's verses that would be particularly fitting.

Paper on Longfellow's Early Home and Life.

Talk: His Married Life; His Kids.

Reading: The Children's Hour.

Paper on Longfellow as a Harvard Professor.

Readings from His American Poems: "Hiawatha," "Evangeline," "The Courtship of Miles Standish."

Document: International Awards; Westminster Abbey.

His Translations: Norwegian, "The Saga of King Olaf"; Swedish, "King Christian"; German,[Pg 255] "The Happiest Land"; French, "A Quiet Life"; Spanish, "Coplas de Marigue."

Chat: At Mount Auburn.

Paper or talk on Froebel and the Kindergarten. The Kindergarten in the Public School. The Sanitation of Our Public Schools. Discipline in the School. The Relationships Between Teachers and Parents. Beautifying the School Building and Grounds.

The discussion might also cover topics like Social Life versus School Life, the Health of High School Girls, Athletics and Studies, etc.

The topic in the program "Froebel and His Work" could be addressed by a trained kindergarten teacher. Maybe the head of a high school could come in and talk about the health of high school girls, and a teacher interested in art might share ideas on how to enhance the school building with pictures, plaster casts, and live plants, as well as improve the outdoor areas with trees and vines. By separating the subject into Primary Schools and High Schools and organizing the topics under each, we could easily create two distinct programs from this one.[Pg 256] Alternatively, we could hold a follow-up meeting on different aspects of college life, including college for girls, athletics, preparation for life in college and beyond, and the relationship between college students and their families.

Give six members the names of four or five good magazines, and ask one to discuss some of the essays in them; another to cover the travel articles; a third one for poetry; a fourth for popular science, and a fifth for short stories. Have each provide a brief summary of the one they think is the best, and have a sixth read some of the lighter and more humorous pieces of prose and poetry from the different magazines.

The chairperson for the day could also organize a brief discussion with four members, each speaking for two minutes at the end of the program on topics like "Are We Reading Too Many Magazines?" "Do They Impact Our More Serious Reading?" "The Rise of the Short Story," and "Which Magazine Is Overall the Best Choice for a Family, and Why?"

Someone could also discuss the topic of[Pg 257] "What Each Magazine Represents"; one might have the highest literary value, another might feature engaging fiction, and so on. An insightful discussion could also be offered, comparing today’s magazines with those published thirty years ago and beyond, touching on the writers of that era and the overall nature of the articles.

Business; reports from the secretary and treasurer.

Paper or talk on The First Thanksgiving Day.

Reading from "Old Town Folks," by Harriet Beecher Stowe; Getting Ready for Thanksgiving.

Reading or reciting from "Miles Standish."

Paper or talk on The New England Meeting-House.

Personal memories of childhood Thanksgiving Days.

Reading from Whittier's "Thanksgiving Day."

If you can, put up a large picture of the "Return of the Mayflower," or another suitable picture in the room.[Pg 258]

Thomas Nelson Page: Readings from "The Old South," Chapter I; "An Old Virginia Sunday;" "The Old Gentleman of the Black Stock," Chapter V.

James Lane Allen: Excerpts from "A Home of the Silent Brotherhood," "Two Gentlemen of Kentucky."

Richard Malcolm Johnston: Readings from "Dukesborough Tales."

The Poet of the South, Sidney Lanier: Selections from his biography, by his wife. Short poems: "Life and Song," "The Stirrup Cup," "A Song of the Future," "A Ballad of the Trees and the Master."

George W. Cable: Reading from "'Sieur George."

Ruth McEnery Stuart: Readings from "Sonny," "The Second Wooing of Salina Sue," "Thanksgiving on Crawfish Bayou."

The program may include plantation songs: "Old Black Joe," "The Suwanee River," "My Old Kentucky Home," "Camptown Races," and others.[Pg 259]

I. Music: Ballad.

II. Talk or paper: The child's right to a warm welcome.

III. Discussion by three members:

IV. Music: Kids' songs.

V. Paper: Family nights: Parents and kids.

VI. Discussion:

VII. Paper: Parents as pals.

VIII. Chat, followed by general experiences.

Graduation and After.

The Relationship Between Parents and Their Adult Daughter.

Housekeeping Training.

Friends and Socializing.

Preparations for a Life-Work Away from Home.[Pg 260]

The Married Daughter.

The Single Middle-Aged Daughter.

General discussion.

Song: "Christmas," by Gounod.

Reading from Dickens: the story of Scrooge's Christmas.

Paper or talk on Interesting Christmas Traditions (in England, Germany, Sweden, etc.).

Song: "When the Wise Men Came from the East," by Bullard.

Reading from "Sonny," by Ruth McEnery Stuart.

Reading from Howells's "Christmas Every Day."

Song: "The Virgin's Lullaby," by Dudley Buck.

Reading: "George Washington Jones, A Christmas Gift That Went a-Begging," by Ruth McEnery Stuart.

Song: "Over the Hills of Bethlehem," by Neidlinger.

Interest will be added to this meeting, of course, by decorating the club rooms with Christmas greenery and lighting them with candles.[Pg 261]

Home Life in Virginia (paper or talk). Reading from "The Virginians," by Thackeray.

Washington's Love Story.

Mt. Vernon; Martha Washington's Housekeeping. (Illustrated with photos of Mt. Vernon.)

The First Inaugural Gala.

Lafayette's Comeback to America.

Brief items of interest shared by members about family traditions related to these and other events.

Close with two patriotic songs: "The Star-Spangled Banner," "Columbia, the Gem of the Ocean," or "America."

Paper or presentation on The Origin of the Arthurian Legend.

Brief outline of the story of the Round Table.

Reading from Lowell's "Vision of Sir Launfal."

Reading from Sir Thomas Malory's "Morte d'Arthur."

The story of Glastonbury and Avalon; description of the abbey.[Pg 262]

The legend of the Holy Thorn.

Readings from Howard Pyle's "Story of King Arthur and His Knights."

Reading from the "Idylls of the King;" "The Passing of Arthur."

The chairperson leading the meeting can get affordable prints of the Abbey paintings of the Holy Grail from her art dealer or the closest big city. These prints can be mounted on large sheets of white paper and displayed around the room.[Pg 263]

Many clubs struggle to create yearbooks that are clear and comprehensive while also briefly covering the entire area they've chosen. This is a straightforward plan:

After the club has settled on a topic, the committee assigned to create the yearbook should meet, bringing along all available resources, including books, maps, magazine articles, and newspaper clippings.

With this in mind, the committee needs to outline the main topics for the club to explore, breaking it down into as many parts as there will be meetings throughout the year. (In some cases, such as when a historical topic is selected, the Table of Contents in a reference book can be useful.)

Under each of the main sections of the entire work, there should be four or five subdivisions created, matching the number of papers needed for a particular day.[Pg 264]

Last of all, either at the end of the planned activities for each meeting or at the conclusion of the book, there should be a list of reference books provided.

As an example of a yearbook, there is one provided here on the history of England, which will be detailed in Chapter XII of this book.

Documents,—

1. Geology and Prehistoric Britain; Items from the Stone Age.
2. Physical Characteristics of the Country, Landscape, Climate, Resources.
3. The Druids and Their Legacy; Stonehenge, etc.
4. The Celts: Subgroups of the Ethnicity, Folklore, etc.
5. The Legends of King Arthur.

Recommended Reads,—

Tennyson's "Idylls of the King."
Sir Thomas Malory.
[Pg 265]

Documents,—

Julius Caesar.

Invasion of England.
Roman ruins in England.
Roman Roads as they exist today.
Boudicca.

2. Early Saxon Monarchs.

Augustine's Conversion of Kent.
Columba on Iona.
Aidan on Holy Island.
Cædmon in Whitby.
Saint Bede.

3. Alfred and the Vikings.

Legends.
Dunstan.
The Danelaw.
Alfred's reforms.

4. The Final Saxon Kings.

Edward the Confessor.
Harold.
Founding of Westminster Abbey.
If you want, you can write a paper about the Abbey.
[Pg 266]

Suggested Readings,

Death of Columba from Bede's Ecclesiastical History. (Bohn Library.)
Tacitus' "Agricola."
Bulwer's "Harold."

Documents,—

1. The Normans and the Conquest.

Normans in Europe.
Domesday Book.
Bayeux Tapestry.

The Feudal System.

(See "Ivanhoe," opening chapter.)
Castles, Knights, Cathedrals, Brutality.

3. The Struggle with the Papacy.

Anselm.
Thomas Becket.

4. England and the Crusades.

The Magna Carta.

Suggested Readings,—

Chas. Kingsley's "Hereward the Wake."
Scott's "Talisman."
Maurice Hewlett's "Richard Yea and Nay."
[Pg 267]

Documents,—

1. The Universities and the Friars.

Roger Bacon.

2. The Guilds and Markets.

Jews in England.

Arrival, Special Laws, Notable Jews in English history.

The British Parliament.

Locations where it has been.
Let's compare it to our system of government.
Provide details of current buildings.

5. Wallace and Bruce.

Suggested readings,—

Marlowe's "Edward II."
Jusserand's "Traveling Life in the Middle Ages."
Jessopp's "The Arrival of the Friars."
Jane Porter's "Scottish Leaders."
[Pg 268]

Documents,—

Edward and Scotland.

Death of Bruce, Balliol.

Edward and France.

Creçy, Calais, Poitiers.

The Black Prince.

The Black Death.

4. Wycliffe.

The Story of the English Bible: Lollardy.

Risk-taker.

Medieval Romances.
The Troubadours.

Recommended Readings,—

Froissart's Chronicle.
Chaucer's "Canterbury Tales."

Papers,

The Peasants' Revolt.

Langland's "Piers Plowman."

2. Henry IV and Henry V.

Their characters, their queens.
Agincourt.
[Pg 269]

Henry VI

The Wars of the Roses.

4. Joan of Arc.

5. Edward IV and Richard III.

"Warwick, the Kingmaker."
The Princes in the Tower.
Caxton.

Recommended Reads,—

Shakespeare's "Henry IV," "Henry V," "Henry VI," and "Richard III."
Stevenson's "The Black Arrow."
Rossetti's "The King's Tragedy."
De Quincey's "Joan of Arc."

Documents,—

Henry VII

Perkin Warbeck.
Sebastian Cabot.
Dean Colet.
Erasmus.

Henry VIII.

His Wives, Field of Cloth of Gold.
Conflict with the Pope, More's "Utopia."
Tyndale's New Testament.
[Pg 270]

3. Edward VI.

Book of Common Prayer.
Boys' Schools in England.

4. Mary.

Philip of Spain.
Archbishop Cranmer.

Suggested Reads,—

More's "Utopia."
Shakespeare's "Henry VIII"
Scott's "Marmion."
Tennyson's "Queen Mary."

Documents,—

1. Lady Jane Grey and Mary, Queen of Scots.

International Relations.

The Armada, Netherlands.

The Stage.

Shakespeare, Marlowe, Ben Jonson.

4. Literature.

Lyly, Spenser, Bacon.

The Adventurers.

Raleigh, Drake, Frobisher, Sir Philip Sidney.
[Pg 271]

Suggested Reads,—

Chas. Kingsley's "Westward Ho!"
Scott's "Kenilworth."
Sidney's "Defense of Poetry."
Spenser's "The Faerie Queene."
Bacon's Essays.

Documents,—

James I, The Guy.

Birth, personality, pretentiousness. The King James Bible.

The Gunpowder Plot.

3. England and the New World.

Arrival of the Pilgrims.
Raleigh's Travels, etc.

4. King Charles I.

Divine Right of Kings and Parliament.
Lane, Hampden, Pym.

Milton.

Suggested Readings:

Scott's "The Fortunes of Nigel."
Milton's "L'Allegro."
Hobbes' "Leviathan"
Longfellow's "The Courtship of Miles Standish."
[Pg 272]

Documents,—

Oliver Cromwell and Puritans.

Ireland and Its Issues.

Local self-governance.

3. Blake and the English Navy.

4. The Women of the Civil War.

(See Traill's "Social England," Vol. IV, p. 315.)

Suggested Reads,—

Carlyle's "Cromwell."
Evelyn's Journal.
Shorthouse's "John Inglesant."
Browning's "Strafford."

Documents,—

Charles II

Character, Continental Experiences.
General Monk, The Triple Alliance.
The Plague and the Fire.

2. Science.

Newton.
The Royal Society.
[Pg 273]

3. Literature and Theater.

Milton's Epic.
Dryden.
Bunyan.
The Playwrights.

4. James II

The Bloody Circuit.
Siege of Derry.
Arrival of William III.
The Battle of the Boyne.

Suggested Readings:

Bunyan's "Pilgrim's Progress"
Pepys' Journal.
Evelyn's Journal.
Dryden's "Annus Mirabilis."
Defoe's "History of the Great Plague."
Scott's "Peveril of the Peak."
Blackmore's "Lorna Doone."
Conan Doyle's "Micah Clarke."

Documents,—

William & Mary.

Bill of Rights.
Bank of England.
[Pg 274]

Anne.

Marlborough.
Politics in the UK.
Union of Scotland, Ireland, and Wales with England.
The young Pretender.
The Pamphleteers.