Copyright, 1913

By Dana Estes & Company

Caroline French Benton.

[Pg 11]

The time has long gone when we need to advocate for the existence of women's clubs, as real-life examples have shown their value to both individuals and society. Countless women on farms, remote ranches, in small towns, and large cities have been inspired to lead broader and more impactful lives. They have educated those with limited schooling; they have opened up new perspectives for those constrained by their circumstances; they have encouraged the shy to speak up, and in recent years, they have paved the way for women of privilege and influence to engage in what is known as "the larger housekeeping," which focuses on improving social and civic conditions.

But many women today still feel a bit shy[Pg 12] about taking the plunge to start a club and struggle to outline a consistent study plan. They have a lingering belief that it’s all challenging and that only experts should tackle these matters. So for these women, here are the straightforward, essential aspects of club work that anyone can follow.

If you want to start a club, begin by making a list of ten or twelve neighbors and friends who share similar interests, and let them know you think it would be nice to create a small group for reading, studying, or socializing. They will likely have feedback on this, and different ideas will come up regarding what kind of club would be best. After discussing it, you, as the person who proposed the meeting, will call everyone to order and ask someone to nominate and second a temporary chairperson, and once she’s elected, a temporary secretary.

When these two have taken their seats and the secretary is ready to start taking notes, the chairman will assign several committees, likely with two members on each.

The first will be the Nominating committee, to[Pg 13] present to the club the names of candidates for the positions of president, vice-president, secretary, and treasurer.

The second will be about a Constitution, which will lay out very straightforward rules to guide the club, outlining its goals, the number of officers and how they’re elected, the membership fees, the meeting times and location, and anything else deemed necessary.

The third committee will focus on Name; it will create a list of titles to choose from.

The fourth committee will focus on the Program. This will provide potential areas of work.

These committees will be enough to start with. The chairman can then announce when and where the next meeting will take place and close this one.

At the second meeting, the same chairperson as before will take her seat and request the reading of the minutes from the last meeting. Once those are read and approved, she will ask for the report from the Nominating committee, and when it's presented, the officers will be voted on, either verbally or by ballot, depending on what the club prefers.

The new president and secretary will then take their seats, and the meeting will continue with the reports from the other committees. Once a[Pg 14] name for the club has been selected, the constitution will be read and voted on article by article, and the program will be planned. The president will then appoint different chairpersons to oversee several upcoming meetings; at that point, this first regular meeting can adjourn, confident that the club is off to a successful start.

From this point, the work should progress smoothly. The president will find her role much easier if she gets a little book called the Woman's Manual of Parliamentary Law, which she can refer to whenever an unfamiliar point of order arises.

Once a club is formed, the big question is, what will we study? The options are really only limited by the interests, education of the members, and the number of books the club can access. If there’s a good public library, they can choose almost any literary topic. If there isn’t one, the next step is to see if they can get a traveling library from the state librarian and whether enough books can be borrowed to cover the entire topic in depth. If members don’t have either of these resources, then they need to discuss the contents of their personal libraries and pick a subject that requires[Pg 15] few books to study. It’s important to note that a solid general reference book will be extremely helpful, even if a practical topic is eventually chosen.

One of the biggest challenges a new club faces is the tendency to dive into a complicated subject instead of starting with something simple. Topics like Indian Literature or Greek Philosophy may sound appealing, but even with all the reference books available, these subjects are a poor choice for beginners. It's better to choose something that everyone finds interesting, that's not too distant from their everyday reading, and not completely unfamiliar. A country club might enjoy a season focused on Bird Study. A village club could find plenty of ideas in Town Improvement. A city club can explore some American Authors or look into the Public Schools.

If all these things still seem too hard to start with, then at least an Embroidery Club could be set up as the easiest foundation possible, with members coming each week with their projects and listening to one member read something entertaining aloud. This could work for the first season, and in the second season, a study topic could be introduced.[Pg 16]

Sometimes when there's no library around, a Magazine Club is a great first step towards something bigger. Members let a chairperson know which magazines they subscribe to and agree to have them at the chairperson's house one day each week or every two weeks. She will review them and sort the contents into different categories: travel, biography, essays, stories, poetry, and so on. Then she will distribute parts of the programs among the members; one meeting might focus solely on travel, another on essays, and a third on poetry, with three or four members reading selections from articles on these topics. Alternatively, the programs can be mixed up by combining two or more subjects. This also provides excellent preparation for serious study in the second year, especially if discussing the topics becomes a regular part of each meeting.

Clubs that have moved past these two initial stages of development, or that have never been required to go through them, can start by exploring a literary topic. "A Year of Biography," which looks at the lives of influential men and women from America or England, is a solid first topic with plenty of material available. The writings of Emerson, Hawthorne, Poe, and others from the same era are another option. Additionally, the novels of one or two great writers, like George Eliot, Thackeray, and Dickens, are always enjoyable, especially with readings from their works.

Often, clubs will find it helpful to alternate one study subject one month with a different topic the next for variety. Current topics are also worth regular study, and these can serve as a sort of introduction to any standard program.

Musical clubs are typically small, except in cities, but that isn’t a requirement, as many women enjoy listening to good music even if they can’t play or sing. They can still help out by writing or talking about the lives of the composers.

Clubs focused on real-world issues can address civic matters, city reforms, children's courts, town cleanup efforts, factory studies, or labor laws. There's a great magazine called The Survey that covers all these topics and offers many more suggestions along the same lines.

Chairpersons sometimes struggle to create club programs, unsure of how to break down a subject into its main points and further divide each of these topics into subtopics for individual presentations.[Pg 18]

One of the best plans is to start by checking any topic in the encyclopedia. It's surprising how much information you can find there, covering history, art, literature, politics, and much more. Next, visit the public library, browse the card catalog, and pull out books to flip through for ideas. Magazines eventually have articles on just about everything, and the library will provide reference books for them too. If the topic is historical, a solid high school history book can be helpful, as the table of contents outlines the main sections clearly. A leader can jot down the key points from these various sources, then choose the main areas of study to expand on.

Sometimes when there's no library nearby, a school teacher can offer suggestions, or maybe a minister might have books on the chosen topic. Alternatively, by writing directly to the state librarian, it’s possible to borrow books from him. Clubs that charge a small yearly fee often purchase a book or two each year and use them as the foundation of a library.

As for writing club papers, personality[Pg 19] plays a role, along with education and training, which contribute to a unique way of addressing a topic. However, even in this case, members can adhere to specific guidelines.

Suppose someone wants to write a paper on Ruskin but isn’t sure where to start; here's a general plan:

First, of course, she should read something about his life—like a book, a magazine article, or anything else she can find; the more she reads, the better her paper will be. Next, she should break her topic down into sections; in this case, there could be three: Ruskin's life, his work, and his influence.

The first topic would cover his home, his early education, the influence of his mother, and his gradual growth into his role in the world.

The second would cover what he did; his travels, his interest in painting, architecture, economics, and sociology; his friends, his dispute with Whistler and its outcome, his connection with Oxford, and the books he wrote.

The third would be a summary of what Ruskin actually achieved; the significance of his work to society, and his impact on social issues; and[Pg 20] the question would be asked, Are his views considered valid today?

A paper like this, supported by short readings, would be quite valuable because it would be clear, concise, and packed with information that would likely be new to many members of the club. Any topic can be approached in this way; you just need to pick one with plenty of available material, read everything you can find about it, create an outline of three or four main topics that cover the whole subject, and then tackle them one by one, using stories, quotes, and opinions from others to illustrate your points. This method will definitely make the paper engaging. What you should never do is write a paper without an outline; doing so leads to ambiguity and repetition.

The value of a discussion after a paper can't be overstated. People join a club not just to gather information, since that can be done by reading books at home, but to learn how to express themselves clearly and intelligently. This is why when planning a club, it's important to highlight two main points: first, that members should discuss the topics at the end of each meeting, keeping it brief and focused; and second, that papers should not be too long or dense,[Pg 21] but rather informative, engaging, and, above all, thought-provoking.

Debates are always beneficial to club women because, as we know too well, they aren't naturally logical. Debating quickly reveals how easy it is to think in a vague, unclear manner, and how hard it is to express ideas clearly and concisely.

It will be important, of course, to learn the standard ways of debating and know how to present the points of the argument in a clear order and with a climax, as well as to predict the points that the opponent is likely to make. Each side must also have a time limit.

When it comes to choosing a topic for a debate, it’s best to go for something specific rather than abstract, a broad topic instead of a narrow one, and one that interests a lot of people. There should also be clear opposing viewpoints instead of a topic that everyone agrees on. Topics like a writer's perspective on socialism, the lasting impact of a famous novelist or poet's work, or political issues that aren’t tied to a particular party are always good choices.

To make club work successful year after year, it's important to remember that a club is not a university; it shouldn't be overly academic, but rather full of human interests. Members have different tastes, so the topics chosen should be appealing, fresh, and engaging. In a large club, there can be committees focusing on various subjects like art, civics, child studies, and so on, each acting as a mini club that meets weekly. The entire club can gather once a month for the committees to present programs on their specific topics, ensuring every member is satisfied. Over the years, members will find they develop an interest in topics outside what they initially started with, leading to a broader engagement with different subjects.

Lastly, to have a successful club, it’s important that there aren’t any members who are just listeners. Every woman has something to offer, even if it’s in a subtle way, and a good program chair can discover what that is; the small talent might show up in a paper, a talk, a role in a discussion, some music, or even just a quote or a reading. But a club is only as valuable to a member as the effort she puts into it, and not more. Any woman who isn’t willing to contribute in a meaningful way should step aside and let someone else take her place who will engage. [Pg 23]

Two methods are used in the programs provided for clubs in this book. First, the year’s work is divided into ten meetings, with four or five suggested papers for each meeting, along with readings and a bibliography. Second, the year’s work is again split into ten meetings, but clubs can decide from the material provided how many papers to write and what their titles should be. The material offered in either case is enough for twenty meetings or more; in fact, in some cases, one theme could be expanded for several years of work.[Pg 24]

1. First Paper (Introductory): Beginning of English Drama—Origin in the miracle plays. Impact of the Renaissance. Transformation of the drama due to foreign influences.

2. Ben Jonson—Overview of his life; analysis of his plays; his commitment to classical literature.

3. Beaumont and Fletcher, Massinger, Ford, and Webster.

4. Shakespeare—The story of his life; how he wrote his plays; his creativity, humor, and sensitivity; his greatness.

5. The Theater in the Time of Elizabeth—Set designs, seating layouts, outfits, lack of female performers; iconic theaters.

Readings from—Jonson's Every Man in His Humour. Beaumont and Fletcher's Knight of the Burning Pestle. Shakespeare—History: Henry V. Comedy: As You Like It. Tragedy:[Pg 25] Macbeth. Fancy: A Midsummer Night's Dream. Sentiment: Romeo and Juliet.

Books to Reference—Taine: History of English Literature: Book II., Chapter II. Hamilton Mabie: Shakespeare. The Mermaid Series of Dramatists.

In addition to these papers, include brief readings from Kenilworth and Miss Strickland's Queens of England to provide a clear understanding of Elizabeth. Also, read selections from Jonson's Sad Shepherd, the Masque of Oberon, and the Masque of Queens. Give an overview of the modern revival of an old miracle play called Everyman, including excerpts. End with Shakespeare's view of Jonson and Jonson's view of Shakespeare, and show photos of Shakespeare, his birthplace, Anne Hathaway's cottage, the Avon, and the parish church.

1. Beaumarchais—A story of his life. Key features. Excerpts from The Barber of Seville and The Marriage of Figaro. The contemporary operas inspired by these.

2. Molière—His modest beginnings, ascent, and connection to the court. His struggles in marriage[Pg 26] and views on women. Readings from Les Précieuses Ridicules, Tartuffe, and Sganarelle. Quotes from contemporary opinions about Molière.

3. English Comedy under the Restoration—Impact on the drama from the return of the Stuarts. Assessments of the following writers and quotes from the mentioned plays: Sir George Etheredge: She Wou'd if She Cou'd. William Congreve: The Double Dealer. William Wycherley: The Plain Dealer. Sir John Vanbrugh: The Relapse, which is said to have established the fop as a character type. George Farquhar: The Beaux' Stratagem.

4. Comedy under the Georges—Goldsmith and Sheridan. Both were born in Ireland, and this had a significant impact on their lives and work as playwrights. Modern relevance. Readings from The Good-Natured Man and She Stoops to Conquer. Readings from The Rivals and The School for Scandal. Readings from Irving's Life of Goldsmith. Description of his grave by Temple Church, London.

Books to Check Out—Van Laun's History of French Literature. Translations by Van Laun and Curtis Hidden Page. The Lives of Molière by Chatfield-Taylor and Brander Matthews. The Mermaid Library (for the Restoration Dramatists).[Pg 27]

Between the September and October programs, there might be an informal morning meeting where we could read parts or all of Fame's Pathway by Chatfield-Taylor, which features Molière as the main character. It provides a vivid description of the stage during that time. While reading The School for Scandal, The Rivals, and She Stoops to Conquer, let's have different club members take on the roles and schedule a rehearsal to ensure a smooth performance of these entertaining plays. An extra paper for this program could discuss Jeremy Collier's famous critique of the theater and its cleansing impact.

1. Early Nineteenth-Century Dramatic Criticism—Charles Lamb's picks from the early English playwrights. His deep passion for the theater, along with his essays discussing the plays and actors of his era. Essays by Hazlitt and Leigh Hunt about the theater.

2. Sheridan Knowles—Readings from Virginius. Bulwer-Lytton—Readings from The Lady of Lyons and Richelieu.

3. Tom Taylor—Readings from Our American[Pg 28] Cousin and The Ticket of Leave Man. Robertson—Readings from Society and Caste. Boucicault—Readings from London Assurance; Louis XI.; and The Colleen Bawn.

4. Irving and Terry—As supporters of Shakespeare. Their characters. Irving as a director. His amazing stage designs.

Books to Read—Brander Matthews: Development of the Drama. C. M. Gayley: Representative English Comedies. H. A. Clapp: Reminiscences of a Dramatic Critic.

The significant advancements in stagecraft during this time is a great topic for a paper. Notable actors can also be examined: John Kemble, Edmund Kean, Macready, and Helen Martin (Lady Faucit) from the earlier years; and the Bancrofts, the Kendals, and Beerbohm Tree from later on. Sothern’s impressive success as Lord Dundreary, Macready’s trip to the U.S. during the Civil War, and the popularity of Irving and Terry are all worth discussing. Special attention can be given to non-Shakespearean plays featuring Irving and Terry: The Bells, The Lyons Mail, Faust, and Tennyson's Becket. Check out Terry’s recently published biography. The history of the Drury[Pg 29] Lane and Covent Garden theaters deserves its own paper.

1. Lessing—The boredom of German theater up until the mid-eighteenth century. The stifling of talent due to the Thirty Years' War. Lessing's critique of drama. Readings from Minna von Barnhelm and Nathan the Wise. Translations in Bohn's Library.

2. Goethe—His life story, his writings, his influence. The German appreciation for Shakespeare is mostly because of Goethe. Overview of life in Weimar. Goethe's first play: Goetz von Berlichingen. Readings from Egmont, Iphigenia, and Tasso. Bohn's Library.

3. Schiller—Relationship to Goethe. Comparison of their styles. Readings from The Robbers, Wallenstein, Wilhelm Tell, Maria Stuart, The Maid of Orleans. Bohn's Library.

4. Later German Drama—Grillparzer. Paul Heise. Hauptmann: reading from The Sunken Bell. Sudermann: readings from Dame Care and The Joy of Living. What impact did Ibsen have on German drama?

Books to Read—Witkowski: German[Pg 30] Drama of the Nineteenth Century. Huneker: Iconoclasts. Kuno Francke: German Ideals of Today. Whitman: Teuton Studies.

Goethe has often been regarded as the idol of the German people, and a significant part of this program can definitely focus on him. Carlyle's essay on Goethe is a well-known piece of writing, and Lewes's biography is as engaging as a novel (see the Everyman's Library). Follow the third paper with a reading from J. G. Robertson's Schiller after a Century. A concluding discussion could highlight the sentimental nature of early German dramas compared to the realism of today's works. There should also be a mention of the symbolic plays.

1. The Romantic Drama—Victor Hugo. The romantic revival across European literature. The impact of Scott's novels. A glimpse into Hugo's life. His early challenges. His first play; involvement in politics and subsequent exile. Features of his writing style. Readings from Le Roi s'amuse, Hernani, and Ruy Blas.

2. Experiments in the Drama—Augier: An effort to bring back classic drama: the tale of Charlotte Corday, along with excerpts from the play.[Pg 31] Scribe: Enhanced structure of the play; reading from Valérie.

3. The Drama at Its Height—Dumas fils. A comparison between the father and the son in literature. The son's desire to change society through theater. The emergence of the first problem plays. An overview of La Dame aux Camélias. Sardou: Variety of topics. Skillful plot construction. A tendency towards the sensational and the gruesome. Reading from Patric.

4. The Drama Today—Becque: Theory of evolution applied to society; Les Corbeaux. Brieux: Satire, realism; Blanchette, Les Trois Filles de M. Dupont. Rostand: Romantic and literary; readings from Cyrano de Bergerac, L'Aiglon, and Chantecler. Bernstein: Relationship of the modern Jew to the stage; politics and the drama in Paris; Le Voleur, Samson.

Books to Reference—A. Filon: The Modern French Drama. Brander Matthews: French Dramatists of the Nineteenth Century. Matthew Arnold: Essay on the French Play in London.

If possible, include an extra paper on some of the notable French actors: Coquelin, Mounet-Sully, Rejane, and Bernhardt. A shorter paper can cover French dramatic[Pg 32] criticism, which is arguably the most outstanding in today's literary world. Sarcey, Claretie, Doumic, and Legouvé are some of the prominent figures. Have someone discuss the Comédie Française and its impact on French drama.

1. Pinero—His early style is evident in The Profligate, The Amazons, and Trelawny of the Wells. The significant shift in his techniques is shown in The Second Mrs. Tanqueray and His House in Order. The issue play in English.

2. Henry Arthur Jones—Analysis of The Silver King, Saints and Sinners, The Middleman, The Liars, and The Masquerader. Comparison of Pinero and Jones.

3. Grundy, Wilde, and Carton—Sidney Grundy: A Fool's Paradise, A White Lie, The Greatest of These. Discuss the question of using the stage as a platform for social commentary. Oscar Wilde: Read selections from Lady Windermere's Fan and The Importance of Being Earnest. Explore the role of satire in human life. R.C. Carton: Lord and Lady Algy. Discuss whether comedy, at its best, might be the ideal form of theater.[Pg 33]

4. Current Playwrights—Stephen Phillips: the literary playwright; contrasting prose and poetic drama; the author's dignity and grace; reading from Paolo and Francesca. Barrie: the modern Scottish school of writers; Barrie's humor; readings from Peter Pan, Alice Sit-by-the-Fire, and What Every Woman Knows. W. S. Maugham: plays designed for success; lightness and wit; high volume of work; readings from Jack Straw and Lady Frederick. John Galsworthy: the stage as a moral watchdog; spread of socialist ideas; quotes from Strife and Justice; impact of the latter on court processes in England.

Books to Check Out—E. E. Hale, Jr.: Dramatists of Today. W. Archer: English Dramatists of Today. W. Nicholson: The Fight for a Free Stage in London.

Mention the many plays written more for literary reasons than to be performed. Take note of those by Tennyson, Browning, Swinburne, and Stephen Phillips in particular. An important aspect of the English stage is the censor, who has to approve all plays before they can be performed. Observe how this affects the exclusion of many French plays from England. Consider the relationship between[Pg 34] the modern English novel and drama, as seen in The Prisoner of Zenda, The Little Minister, The Seats of the Mighty, Vanity Fair (known as Becky Sharp in play form), The Eternal City, The Garden of Allah, and so on.

1. His Life—Challenging youth. Involvement with the theater. Fight to get recognized. Release of Brand. His pension and financial freedom. Life in Rome. Life in Germany. Shift from poetry to prose. His friendships. His death and public funeral.

2. His Temperament and Its Influence on His Writings—Realism, originality, rebellion against conventions, individualism, pessimism, irony. Perspectives on women. Is Ibsen a critic or a prophet?

3. Influence of Ibsen on Modern Drama—His technical skill, boldness, and problem plays. Are Ibsen's themes appropriate for the stage and the average audience? Should theater aim to teach, entertain, or do both?

4. Study of Three Plays—Peer Gynt, The Pillars of Society, A Doll's House. Analyzing the plot, describing the main characters, and readings.

5. Study of Three Plays—Ghosts, The Wild[Pg 35] Duck, Hedda Gabler. Analysis of the plot, character descriptions, and readings.

Books to Read—Brandes: Henrik Ibsen. Gosse: Ibsen. Bernard Shaw: Quintessence of Ibsenism. Moses: Ibsen, the Man and His Plays.

Ibsen holds a significant position today among philosophers as well as dramatists. In fact, the most intriguing aspect of his work is how it connects to social thought and the challenge against traditional norms. It would be fascinating to compare perspectives on the points raised. How do Ibsen's plays impact the club members in different ways?

1. Life of Bernard Shaw—Dublin. London. Start of writing serialized novels. Fabian Society. Support from William Archer. First play: Widowers' Houses. The Philanderers. Mrs. Warren's Profession (rejected by the censor).

2. Shaw's Successful Plays—Arms and the Man. (Mansfield's version. Musical adaptation: The Chocolate Soldier.) Candida. You Never Can Tell. The Devil's Disciple. Captain Brassbound's Conversion. Man and Superman. Showing up of Blanco Posnet. Fanny's First Play.[Pg 36]

3. Bernard Shaw's Qualities—His quirks and style. His perspective on social norms. His socialist views. His stance on religion.

4. William Butler Yeats—Dublin. Support from Oscar Wilde. Stories and poems. Plays: Land of Heart's Desire; Diarmuid and Grania; Cathleen ni Houlihan. Influence of Blake, Shelley, and Maeterlinck.

5. Synge—Riders to the Sea. Well of the Saints. Playboy of the Western World.

Books to Reference—E. E. Hale, Jr.: Dramatists of Today. G. K. Chesterton: Bernard Shaw. H. S. Krans; Wm. Butler Yeats and the Irish School. J. M. Synge: Works (4 vols. Dublin, 1910).

A supplementary paper could explore the question: Does Shaw have a meaningful positive message, or is he just a negative critic? Additionally, there could be selections from his plays that highlight his wit and sharp satire. The entertaining comedy, You Never Can Tell, can be read with club members taking the roles. Also, take note of the arrival of the Irish Players in America, managed by Lady Gregory.[Pg 37]

1. Life—Growing up in Ghent. Paris, 1887. Impact of Villiers de l'Isle Adam. Initial publication and recognition thanks to Mirbeau's piece in Figaro. Translation of Ruysbroeck and his effect on Maeterlinck. His marriage.

2. Essays—The Treasure of the Humble. The Life of the Bee. The Buried Temple. The Double Garden. Death.

3. Plays—The Blind. Pelléas and Mélisande. Aglavaine and Sélysette. Monna Vanna. Joyzelle. The Blue Bird. Analysis of these plays and readings from them.

4. His Place in Literature—What do his mysticism and symbolism really mean? What’s his stance on religion? Is his optimism justifiable from a philosophical standpoint? Compare Maeterlinck and Bernard Shaw in terms of their differences in spirit and approach.

Books to Reference—Edward Thomas: Maeterlinck. Arthur Symons: The Symbolist Movement. E. E. Hale, Jr.: Modern Dramatists.

Maeterlinck's château is particularly fascinating: a medieval building with a large courtyard. It was here that one of his major plays was performed for the first time, in front of a big group of his friends, with Madame Maeterlinck playing the lead role. No scenery was used; instead, the action unfolded in different rooms and in the courtyard. You can find references to this in some magazines from that era.[Pg 38]

1. William Dunlap (1798-1815), "Father of American Drama"—His many plays. Influence of Kotzebue. Studied with Benjamin West.

2. Campbell, Howard, and DeMille—Bartley Campbell (1843-1888): Marriage, Siberia. Bronson Howard ("Dean of the American Drama"): Young Mrs. Winthrop, The Henrietta, Shenandoah. H. C. DeMille (1850-1893): Lord Chumley, The Charity Ball.

3. Gillette, Belasco, and Klein—William Gillette: The Private Secretary, Secret Service, Too Much Johnson, Sherlock Holmes. David Belasco: His stage training. Early melodrama. Stage sets and effects. Miss Helyett, The Heart of Maryland, Du Barry, The Girl of the Golden West. Charles Klein: The Music Master, The Lion and the Mouse, The Third Degree.

4. Fitch, Thomas, and Moody—Clyde Fitch:[Pg 39] Brief Biography. Beau Brummel, The Liar, Nathan Hale, Captain Jinks, The Blue Mouse, The City. Look at Fitch's talent and ethical standards alongside those of Thomas. Augustus Thomas: Alabama, Arizona, The Harvest Moon, As a Man Thinks. William Vaughan Moody: The college professor who became a playwright. The Great Divide, The Faith Healer.

Books to Reference—W. J. Moses: The American Dramatist. Norman Hapgood: The Stage in America. Walter P. Eaton: The American Stage of Today. W. D. Adams: Dictionary of the Drama. 2 vols. (English and American).

After this program, discuss the question: Are women shaping the character of modern drama? Also consider women's theater clubs that are meant to evaluate new plays. Does the significance of their opinions affect management decisions? Overall, are the morals in drama getting better?[Pg 40]

In studying American history, it's better to ignore the natural splits of decades and centuries and focus on periods instead; discussions on these can cover as many meetings as needed. The recommended books can be read at home or aloud during some of the meetings. One useful reference book that all members can use is John Fiske's History of the United States for Schools. It includes maps, questions, and other resources. The first period is that of

Begin with the tales of the Norsemen's sea voyages. Are these seen as historically accurate today? Next, discuss the three journeys of Columbus, what he achieved and where he fell short. Then cover Americus Vespucius and the Cabots, along with the Spanish explorations in the South, especially in Florida.

Ponce de León, Coronado, and De Soto are[Pg 41] all interesting subjects for short discussions. The Huguenots established a unique settlement in Florida, which is mentioned in a novel titled Flamingo Feather, by Munroe.

The period concludes with the French discovering Canada and setting up fisheries in Newfoundland.

Read Francis Parkman on Champlain and the amazing stories of the Jesuit missionaries on the St. Lawrence River and the lakes.

1. The London Company is in charge of settling both the South and the North. Start by studying Virginia's history, including the stories of Sir Walter Raleigh and John Smith. Then spend ample time on these key topics: the founding of Jamestown, the various governors and their policies, the relationships between the Indians and the colonists, the start of slavery, the cultivation of tobacco, and the arrival of indentured servants from England. Check out Mary Johnston's To Have and To Hold, which provides a great depiction of the era.

Note the changes in the colony when Charles I came to power and the Cavaliers arrived,[Pg 42] bringing with them a sense of luxury. In closing the period, mention Bacon's rebellion. Read from John Esten Cooke's *Virginia: a History of the People*, and also *White Aprons*, by Maud Wilder Goodwin.

2. The northern branch of the major English trading company was called the Plymouth Company. Among the many sea captains who came over to explore and sometimes to settle, Bartholomew Gosnold achieved the most; he discovered Cape Cod and Martha's Vineyard, and established a short-lived colony. John Smith also came and named the region New England.

At this point, discuss the Puritans in England and what led them to America. Read about the Speedwell and the Mayflower, the journey of the latter, and the arrival of the Pilgrim Fathers. Prepare a paper on the first winter and its challenges, as well as other papers on the key figures of the colony: Governor Carver, Governor Bradford, John Winthrop, William Brewster, and Miles Standish. Explore the founding of churches and schools, the relationships with the Native Americans, and the establishment of new settlements throughout Massachusetts and beyond. Read[Pg 43] S. G. Fisher's *Men, Women, and Manners in Colonial Times*, Mrs. Austen's *Standish of Standish*, and Longfellow's *Miles Standish*.

The religious challenges of the time deserve special attention because of their outcomes; check out the stories of Roger Williams, Anne Hutchinson, and Thomas Hooker. We should also remember John Eliot's work for the Native Americans, as well as the rise and spread of witchcraft; for more on this last topic, read Ye Little Salem Maid by Hopkins. End this period with King Philip's War and take note of how many colonies existed at that time.

3. The Dutch in the early seventeenth century were among the most renowned navigators in the world, and the East India Company they established sent ships all over the seas. One of these, the small Half Moon, led by an Englishman working for them, Henry Hudson, sailed along the northern coast and up the Hudson River as far as Albany. Others followed him; the New Netherlands Company was formed to trade in furs, and they established small settlements. In 1626, Peter Minuit, the Governor, purchased Manhattan Island from the Native Americans for less than twenty-five dollars in beads and ribbons and founded New Amsterdam.[Pg 44]

From the start, this colony thrived. Peter Stuyvesant was its most well-known figure, but the entire history of the patroons is definitely worth reading. The colony became English territory and was renamed New York, but the residents stayed Dutch for many years. Irving's History of New York and Amelia Barr's Bow of Orange Ribbon provide a great sense of that era.

4. The establishment of New Jersey and Maryland follows, along with the conflicts among Catholics, Puritans, Episcopalians, and Quakers for dominance, featuring the efforts of Lord Baltimore and Calvert, as well as the intervention of Oliver Cromwell.

The story of how William Penn founded Pennsylvania peacefully in 1681, along with the settlement of the Carolinas and Georgia, can be addressed fairly briefly. It's important to note the arrival of Germans, Scots Highlanders, and Scots-Irish to these southern colonies. The war between England and Spain impacted the relationships between the Spanish settlers in Florida and the English in Georgia, causing some conflict. Under Governor Oglethorpe, Spain's influence in America was defeated.[Pg 45]

The topic of the Mississippi Valley's expansion should be examined on its own. The story of La Salle is as compelling as any novel; check out Parkman's La Salle and the Discovery of the Great West.

This started in Canada with the well-known Governor Frontenac, who aimed to conquer New York, and it spread across the North, the middle colonies, and the Mississippi Valley. There could easily be at least three meetings on this topic. The massacres of the Native Americans, particularly the one at Deerfield; the siege of Quebec; the capture of Louisburg; the taking of Fort Duquesne by George Washington's men; Braddock's arrival and his campaign; the relocation of the Acadians from Nova Scotia to the South; the history of Sir William Johnson and the Native Americans; the fortifications at Fort William Henry and Ticonderoga; the battle between Wolfe and Montcalm in Quebec; and the eventual defeat of French power in our country should all be explored, as the significance of this time in our history cannot be overstated. Read Parkman's histories: Frontenac and New France Under[Pg 46] Louis XIV.; a Half Century of Conflict; Montcalm and Wolfe; and the Conspiracy of Pontiac. Some of Cooper's novels are also worthwhile, especially the Leather Stocking Tales; and you might want to read parts of Thackeray's Virginians.

The whole history of the war needs to be reviewed, but how in-depth that review is will depend on each club. At a minimum, the reasons that sparked it, the key figures who led the nation during that time, and the outcomes should be well understood.

Read first of England at the time of George III and his ministers; their attitude toward the colonies; the restrictions on manufacturing and trade; the revenue laws and taxation without representation. Note the influence of figures like Burke, Pitt, and others.

Take a look at the patriots in America: Benjamin Franklin, Patrick Henry, Lee from Virginia, John Hancock, John Adams, Samuel Adams, and others. Show images of the Old South Meeting House and Faneuil Hall in Boston; read Paul Revere's Ride, and describe the battles of Lexington, Concord, and Bunker Hill. Mention the establishment of a Continental Congress and[Pg 47] army, and discuss George Washington's suitability as the leader of the American forces.

Read the Declaration of Independence; then look into the fight for control of the Hudson, which took up most of the first year of the war and beyond, including the battles around New York, along with their retreats and victories; after that, examine the invasion of Canada, the attempt in the South, the British strategy involving three Northern armies at the same time; the use of Native American allies; the surrender of Burgoyne; the movements of the fleets; Arnold's betrayal; and the surrender of Cornwallis.

Other topics for papers or talks might include: Valley Forge; André and Hale; the recent revelation about Charles Lee's betrayal; the story of Paul Jones; the support of the French under Lafayette; the personalities of the great generals on both sides; how the news of America's ultimate victory was received in England. Check out The American Revolution by Lecky and H. C. Lodge's Story of the Revolution; also, The Tory Lover by Jewett (about Paul Jones) and Ford's Janice Meredith.

of our history naturally follows the Revolution, when our Government was being formed. Read[Pg 48] about the leaders of that time: Washington, Jefferson, Marshall, Madison, Jay, and Alexander Hamilton. Go through parts of the Constitution and explore the various aspects of our Government: how we elect our President; the houses of Congress and the Senate; our judicial system. Read about Washington's inauguration.

Additional topics are: Shay's Rebellion; paper money; the Northwest Territory; and the home life of the era. Discuss the early presidents in order, along with the events of each term. The tariff, the conflict with the Barbary pirates, the rise of newspapers, the Louisiana Territory, and the decrees from France and England regarding neutral ships are all significant.

Read about the Embargo Act and England's refusal to repeal its decree; also about Napoleon's actions at that time. The battles that followed were mostly at sea and are full of exciting moments, from the victory of the Constitution after just half an hour of fighting, to the very end; one of the most famous is the Battle of Lake Erie when Perry sent the iconic message, "I have met the enemy, and they are ours."[Pg 49] Read about the invasion of Canada and the Battle of New Orleans, and finish your study with the Treaty of 1814. A story titled Midshipman Paulding by Molly Elliot Seawell provides a good overview of the time, and Roosevelt's Naval War of 1812 is great for reference.

From this point on for several decades, the country slowly expanded its territory, manufacturing, school system, and trade both at home and abroad. Steam power was introduced on boats and railways, leading to increased wealth and comfort. Florida was purchased for five million dollars, the Monroe Doctrine was promoted, and several states were added to the Union. Slavery gradually increased in the South, and the cotton gin was introduced in the North to process the raw product there. The Missouri Compromise was one of the major national issues of the day, with leaders like Henry Clay, Daniel Webster, and John C. Calhoun in politics. A significant commercial panic occurred, resulting in the establishment of our banking laws; the first telegraphic message was sent; Mormonism emerged and gained importance.

The war with Mexico, which started in 1848,[Pg 50] gave us a huge amount of new land. Sentiment against slavery increased. This period ended with the discovery of gold in California. Check out Bret Harte's books, Theodore Winthrop's John Brent for a look at Mormonism, and Parkman's Oregon Trail.

The different challenges that caused the major conflict should be examined thoroughly in a solid history of the period. These included: The Fugitive Slave Law, the Underground Railroad, Mrs. Stowe's Uncle Tom's Cabin, the debates between Lincoln and Douglas, the Dred Scott decision, and the account of John Brown's raid.

It’s important to have a solid reference book with maps of the campaigns. One of the best is *Battles and Leaders of the Civil War*, written by the great generals and published by The Century Company. Break down the war into the four years it lasted, following this condensed outline:

1861—Attack on Fort Sumter; Lincoln calls for troops; Battle of Bull Run; The Trent Affair.

1862—The Merrimac and Monitor; Battle[Pg 51] of Shiloh; Farragut and the Battle of New Orleans; Seven Days' Battles before Richmond; Second Battle of Bull Run; Antietam; Fredericksburg.

1863—January 1st, the Emancipation Proclamation; Chancellorsville; Gettysburg; surrender of Vicksburg; Chickamauga; Chattanooga.

1864—Grant's push against Lee; Battle of the Wilderness; Sherman's campaign in Atlanta; siege of Petersburg; the Alabama sank by the Kearsarge; Battle of Mobile Bay; fall of Atlanta; Sheridan in the Shenandoah; Sherman's March to the Sea; Battle of Nashville.

1865—Battle of Five Forks; Richmond evacuated; Lee surrenders; Lincoln assassinated; Johnston surrenders; Jefferson Davis captured; review of the Northern army in Washington.

Take a look at the situation in the South right after the war. Discuss the documents related to the purchase of Alaska, our growing population, the transcontinental railway, and the conflict with the Native Americans where Custer lost his life. Reference the administrations as before, and finish this period with the war with Spain, detailing our new territories.[Pg 52]

The different subjects we need to explore in this area are quite clear: our material wealth; our cities; our manufacturing; our coal fields, forests, rivers, and other resources; our public schools and universities; our vocational schools and schools for those with disabilities; the education of Black people, Indigenous people, and rural white communities; our railway systems; telegraph, telephone, and wireless communication; our scientific breakthroughs; conservation; our art galleries, museums, theaters, and orchestras. We should end with conversations about our main national issues: immigration, labor, and women's voting rights.

This period should include a program focused on the physical features of our country, highlighting its stunning natural wonders like Yosemite, the Sierras, Yellowstone, and the Grand Canyon in the West; the mountains in the East and South; Niagara Falls, the Hudson River, the Mississippi, and our coastlines.

Our literature sometimes feels insignificant compared to that of older countries,[Pg 53] but as a nation, we've been focused on establishing ourselves in our territory and haven't had much time to pay attention to what could be considered the finer aspects of life.

In our Colonial Period, we had a few remarkable historical books like Bradford's History of the Plymouth Plantation, Judge Samuel Sewall's Diary, and Cotton Mather's Magnalia. We also had Jonathan Edwards' significant philosophical work on The Freedom of the Will.

In Revolutionary times, Benjamin Franklin wrote his autobiography, Thomas Paine penned his essays, John Woolman kept his Journal, and the first American novelist emerged: Charles Brockden Brown.

Our literature really started with the New Yorkers, Irving, Cooper, and Bryant. Then came the New England group: Emerson, Thoreau, Hawthorne, Longfellow, Whittier, Lowell, Holmes, and the historians, Prescott, Motley, and Parkman, to which we should add Harriet Beecher Stowe. In the South, we had Edgar Allan Poe, Simms, Lanier, and later Cable and Page. The West brought us Bret Harte, Mark Twain, and Riley. Realism has its representatives in fiction with Howells, James, and[Pg 54] Mary Wilkins Freeman, and in poetry with Walt Whitman.

Today, we have nature writers like John Burroughs and Stewart Edward White. We have essayists such as William Winter, Henry Van Dyke, Agnes Repplier, and Samuel Crothers. We have poets including John Vance Cheney, James Whitcomb Riley, Madison Cawein, Anna Branch, and Josephine Preston Peabody. We have historical writers like McMaster, James Schouler, James Ford Rhodes, Woodrow Wilson, Theodore Roosevelt, and Henry Cabot Lodge. Among the novelists, we can mention Winston Churchill, Margaret Deland, Robert Grant, S. Weir Mitchell, Edith Wharton, Kate Douglas Wiggin, Ellen Glasgow, F. Hopkinson Smith, Hamlin Garland, Robert Herrick, Jack London, and Booth Tarkington.

In the early days, our artists included Gilbert Stuart, Copley, and Benjamin West; later on, we had Inness, Whistler, La Farge, Abbey, and Sargent. Our sculptors have been Powers, Crawford, Saint-Gaudens, French, Borglum, MacMonnies, and Potter.

In music, we've had MacDowell, Chadwick, Nevin, and Parker; in architecture, Upjohn,[Pg 55] Richardson, Stanford White, the Hunts, and Carrère.

For an overall view of our country, check out Bryce's American Commonwealth.[Pg 56]

1. The House Desirable—Where to live; city or countryside; the most affordable type of house; essentials and extras.

2. The House Comfortable—Heating, water, airflow, sunlight.

3. The House Beautiful—The outside design, style of the house, how it fits in with its surroundings, color; lawns, gardens, trees, and shrubs; the vegetable garden and drying area; additional buildings.

4. General Discussion—Given where we live, how can we enhance our homes and their environment?

Books to Read—Isabel Bevier: The House: Its Layout, Design, and Maintenance. W. M. Johnson: Inside of One Hundred Homes. S. Parsons, Jr.: How to Plan Your Home Landscaping. L. C. Corbett: Enhancing Your Home Outdoors. (U.S. Dept. of Agriculture, Farmers' Bulletin 105. 1904.)[Pg 57]

Discuss the transformation of old houses; the updating of the farmhouse, with added porches, an opened parlor, attractive bedrooms, and provided heating and water supply. The village home; its limitations and possibilities; the benefits of simple lines instead of cheap and ugly scrollwork and ornate verandas. The city home; the basement dining room and kitchen. The modern apartment; its pros and cons. Modern building materials, concrete, shingles, cobblestones; the use of stains. In preparation for this meeting, ask each member to bring a sketch of the floor plan of what represents to them an ideal home.

1. Intelligent Furnishing—Consistent style throughout. The value of different styles. How to blend the old with the new. Expensive unattractiveness.

2. The Study of Special Needs—Spaces for the entire family: the dining room, the library, living rooms. The guest room. The boys' bedrooms and den. The room for the adult daughter. Nursery and playroom.

3. Household Conveniences—The kitchen as a[Pg 58] workshop. (The equipment for cooking: gas, oil, coal, electricity.) New types of utensils (bread and cake mixers, fireless cookers, etc.). The stylish kitchen.

4. Art in the Home—Wall decoration (exploring color choices). Floor coverings (carpets, rugs, and hardwood options). Curtains, artwork (selecting subjects, artistic arrangement and hanging of art). Decorative items (selection and aesthetic organization). Appreciating the beauty of simplicity in your home.

Books to Check Out—Lillie Hamilton French: Homes and Their Decoration. Same author: The Home Dignified. Mitchell: The Fireless Cookery Book. Reading list on home decoration and furnishing: N. Y. State Library Bulletin. Bibliog. Vol. I, No. 20. Albany 1899.

Discuss the appeal of colonial-style furniture; illustrate with images from the catalogs of major furniture makers and sellers of four-poster beds, Chippendale chairs and tables, Sheraton desks, etc. Talk about the value of cretonnes in bedrooms and living rooms. Have a practical discussion on updating old items, dyeing carpets, simplifying the shapes of inexpensive furniture, and staining it. End with a casual conversation about The Kitchen Comfortable.[Pg 59]

1. The Housekeeper—Her training for her profession. Schools of domestic skills. Lectures. Books and magazines. Hands-on experience. The education of our daughters.

2. The Table—The family income and food expenses. Budgeting and waste. Hosting. An appealing table for those with limited resources.

3. Individual Needs—Food for the growing child; for the sick person; for the person with indigestion. The diet of the working man and the professional. School lunches.

4. The Weekly Program—The traditional housekeeping and the modern approach. The issue of laundry. Household repairs. Sweeping and dusting. Baking and cleaning. The supervisor's personal oversight.

Books to Read—Ravenhill and Schiff: Household Administration. Herrick: Housekeeping Made Easy. Campbell: Household Economics. Benton: Living on a Little.

The wealth of resources for this meeting will make it easy to discuss. Let’s also cover these additional topics: How can we create a bountiful table given our current situation? Is vegetarianism a smart choice? [Pg 60] Can we entertain on a budget? Is it worth spending time on the artistic aspects of cooking and serving? Do weekly menus help? Wrap up with a presentation or discussion on the Importance of Simplicity in All Areas of Housekeeping.

1. The Problem as a Whole—Reasons for the change in the current situation compared to the past: work in shops and factories, education, social progress.

2. The Problem as Seen by the Mistress—The increase in wages. Growing demand for shorter working hours. Ongoing wish of workers to switch jobs. Spirit of independence.

3. The Problem as seen by the Maid—Her comfort; the sleeping and sitting rooms. Her free time; afternoons and evenings out. Her social life; visitors. Her pay. Increasing trend towards specialization in work. Uniforms and caps.

4. Possible Solutions—The American girl, the foreigner, the Black person, and the Japanese as staff. The working housekeeper. The visiting helper. The eight-hour workday. Cooperative housekeeping. The servant-free apartment.

Books to Read—Salmon: Domestic Service.[Pg 61] Terrill: Household Management. Addams: Democracy and Social Ethics. Herrick: The Expert Maid Servant.

For this meeting, the chairperson can organize in advance for a short presentation of personal experiences, each lasting up to three minutes.

Other interesting and valuable topics might include: The Relationship between Employers and Employees; Employment Agencies and Their Regulations; The Ethics of Providing References; Advertising and Responding to Job Ads for Domestic Workers; How Should We Care for Sick and Elderly Domestic Workers?

1. The Income—The husband's portion. The wife's portion. The children's portion. Special expenses: doctor and dentist visits, church, charitable donations, etc. Discussion on the right way to divide the income.

2. Family Expenses—Renting or owning a home. The cost of living: food, fuel, services, etc. Clothes for the family. Education: private or public schools.

3. Necessities and Luxuries—A cozy home. A spot for fun. Books, music, and traveling. A college degree. The[Pg 62] good and bad sides of luxury; cars, movies, and fashion.

4. Savings—The ratio of savings to spending. Methods for saving. Savings accounts, life insurance, investments.

Books to Reference—Haskins: How to Keep Household Accounts. Curtis: The Making of the Housewife. Babcock: Household Hints. Hewitt: How to Live on a Small Income.

A discussion can be scheduled for this meeting about comparing men and women as economists. A short talk might be given on "The Change in the Cost of Living Today," and another on "Is a Return to Simplicity Possible?" The education of children in managing money should also be addressed, and the meeting can wrap up with a discussion on the question, "Is a College Education a Necessity or a Luxury?"

1. The Home Circle—Planning home life. Enjoyable meal times. Evening activities: music, games, reading aloud. The joyful Sunday.

2. Neighbors—Who is my neighbor? The essence of being a good neighbor. The ethics of borrowing. Being helpful in the community.[Pg 63]

3. Hospitality—The mutual exchange. Socializing for everyone. The welcoming home and the modest budget. Easy entertaining.

4. Social Organizations—The grange, the lodge, the club. Church societies: men's leagues, women's aid groups, boys' brigades, guilds for girls. The women's club: intense and broad work.

Books to Reference—Gilman: The Home, Its Work and Influence. Modern Home Life: edited by Edward Everett Hale. Hall: Handbook of Hospitality. Abbott: The Home Builder. Holt: The Successful Hostess.

Emphasize in these papers the beauty and charm of simple, genuine hospitality compared to formal and expensive entertaining. Consider welcoming a child's friends after school, opening your doors to local young people, organizing afternoon gatherings for older women, bringing together like-minded groups, inviting strangers in, and fostering a spirit of warmth in church life.

1. For the Children—Easy fun: making candy, playing hide-and-seek, and other classic[Pg 64] games. The worth of an attic. Camping in the backyard. Gardening. Kids' parties.

2. For the Young People—Small group games: checkers, card games, chess, etc. Games that require mental skill: twenty questions, guessing games, writing topical poems and jingles. The billiard room in the house. Social benefits of the chafing dish. Dances for young people.

3. For Adults—Reading aloud. Home woodworking. Entertaining: cards, music, dinners, etc.

4. For Everybody—Charades. Tableaux. Plays. The home orchestra. College songs. Discussion: What are the best books for family read-aloud time?

Books to Read—Mrs. Hamilton Mott: Home Games and Parties. Bancroft: Games for the Playground, Home, School, and Gym. Benson: Book of Indoor Games for Young People of All Ages. Hoyle's Games (many editions).

The main point to highlight in this meeting is that parents should intentionally create space in home life for fun activities, starting from childhood. Discuss: In how many ways can parents and children enjoy their pleasures together, and[Pg 65] how can the spirit of shared enjoyment be encouraged?

1. Travel—Should we explore our own country before traveling abroad? Getting ready for a trip. Benefits of researching destinations ahead of time. Tips for traveling with kids. Travel as a form of education.

2. In the Country—On the farm. In the camp. In the mountains. By the sea. Comparing experiences among club members.

3. Vacation and Study—Is it a good idea to mix the two? Summer schools. Chautauquas as they’re called. Conventions (religious, social, scientific, musical, educational, etc.).

4. Vacations at Home—The chance for a wonderful summer. The options in the yard: tents, outdoor meals, the gazebo, the garden, etc. City rooftop gardens for families. Trolley rides. Trips and picnics.

Books to Reference—M. L. Pool: Vacation in a Buggy. F. H. Winterburn: Vacation Hints. Talfourd: Vacation Rambles and Thoughts (1845).

Discuss these questions: What percentage of a person’s income is appropriate to spend on a vacation?[Pg 66] How does living in a summer hotel affect parents and children? Is the break from household chores and the change of scenery worth the downsides? Is helping expand the social circle for adult children a responsibility? Saving money versus traveling.

1. The Children's Rooms—The nursery and its furniture. Rooms for the older kids: privacy, comfort, uniqueness. The playroom and the workshop.

2. Children and Parents—The ideal relationship: parents as friends. When should discipline stop and personal freedom start? Kids at the dinner table. The bedtime routine and how to make the most of it. The joy of having grandparents in the home.

3. Brothers and Sisters—Shared interests: working and playing together. Nurturing and upholding the ideal of friendship between brothers and sisters. The spirit of chivalry and the spirit of service.

4. Children and Servants—Too much familiarity versus dignity in the relationship. Respect for a servant's rights and belongings.[Pg 67]

5. The Children's Playtime—Teamwork at home. The family unit: shared interests of parents and kids. Hosting and entertaining for children.

Books to Reference—Ellen Key: The Century of the Child. E. S. Martin: The Luxury of Children. Gertrude Jekyll: Children and Gardens. S. D. and M. K. Gordon: Quiet Talks on Home Ideals.

One of the most enjoyable ways to make home interesting is to encourage the kids to put on little plays, share illustrated poems, and create shadow pictures. Miss Alcott in Little Women provides the outline for one play that can be easily prepared, and there are other options available as well.

1. Training in Work—The spirit of hard work. Commitment to responsibilities. Making household tasks engaging. Learning about home management for girls.

2. Training in Culture—Books, music, and images. Learning about taste. Conversations about meaningful topics. Perspective on life in the world.

3. Training in Character—The core virtues: truth, honesty, courage, selflessness. Learning through reading, advice, and role models.[Pg 68]

4. Training in Citizenship and Social Usefulness—Talking about politics. The dad's political views and the son's. Engaging in charity work. Family meetings about community issues and how they influence the kids.

5. Training in Idealism—The steady ideal. Heroes and hero-worship. Stories of bravery and selflessness in the daily news. What kind of politician should we encourage boys to admire? Lives dedicated to science, medicine, social service, and humanitarian work. Let's discuss the question: Are our children genuinely being prepared for a well-rounded and meaningful career?

Books to Reference—Lyman Abbott: The Home Builder. Newell Dwight Hillis: The Home School. Theodore T. Munger: On the Threshold. Kate Upson Clark: Raising Boys.

A discussion might take place after the fifth paper of this meeting, focusing on the topic: How to make the most of the home as a training ground while keeping it enjoyable.[Pg 69]

The first meeting should be dedicated to a comprehensive overview of the entire topic of folklore, myths, legends, fairy tales, festivals, and superstitions. One presentation should discuss the universality of myths and the interesting similarities found among them across different cultures and eras. A second presentation could explain how these stories have been passed down to us. The Egyptians as early as 2800 b. c used these stories in monuments and manuscripts. Herodotus and Livy mention folk tales; Aesop's Fables include many of them. In the Middle Ages, stories and songs helped preserve them, and later they were compiled. Walter Scott particularly valued their significance; he referred to them as "antiquities" and made efforts to engage people with them in several of his books.

A third paper should explore the significant[Pg 70] theories proposed by scholars regarding the origin of myths. The Grimm brothers in Germany, and later Max Müller, believed that the similarities in myths showed a shared heritage and language among all races; as groups diversified, these myths were passed from one country and race to another. However, Andrew Lang has more recently put forward a second theory, which is now accepted by most scientists: that since all primitive people observe the same natural phenomena, they create similar myths to explain them, as they all go through similar stages of culture.

Another paper might notice the growing interest in the study of myths and legends. Since Thorns coined the term "folk-lore" in 1846, societies have been formed in every developed country to preserve old stories, songs, and traditions, and to study them scientifically. Today, tremendous value is placed on their significance for shedding light on history, literature, religion, and language. One writer argues that a complete understanding of the folk-lore of every nation would equate to the history of human thought. For more on the subject, check out G. L. Gomme's Folk-Lore as an Historical Science, Andrew Lang's Modern Mythology, and the valuable articles in[Pg 71] encyclopedias. For readings from stories of all nations, see a series of small handbooks published by Lippincott called Folk-Lore and Legend.

In the earliest Western race, the Aryans, we find the simplest myths of creation and nature’s changes. They were the first to create the Sun God, who rides in his fiery chariot with his glowing hair spreading across the sky. The demons of darkness rebel against him and must be defeated. The Rain God darkens the sky, while the Dawn Maiden brings in the light. From these basic ideas emerged a rich mythology, filled with beauty and the local flavor we see in all national myths; these are warm and vibrant. Check out translations of some of the stories and hymns. Look at Mrs. Poor's Sanskrit and Kindred Literatures, or Warner's Library of Universal Literature.

The mythology of the Greeks is the most beautiful, artistic, and fully developed of any that we have, and it rewards careful study. The early myths are quite similar to the Aryan ones; in fact, some of the stories are practically[Pg 72] identical. The sun and moon, darkness, storms, spring and summer, the ocean and the sky were all personified. Phoebus Apollo in his chariot represents the sun; Eros and Psyche symbolize the coming and going of light and darkness; Demeter, the goddess of harvest, has a daughter named Persephone who descends to the underworld as a seed, dies, and is brought back to life as spring returns. Notice how from these basic, simple ideas a complex religious system evolved, and how the original gods and goddesses became so numerous that earth, air, water, sky, and all of nature were filled with them. Also, observe the gradual decline of the system, especially after the Romans adopted it. Compare the myths of light and darkness with those from other cultures. Read Stories of Old Greece by Emma R. Frith and H. M. Chadwick's The Heroic Age.

In this cold northern land, the same original myths developed as in other places but were changed by the environment. Here, the legends can often be terrifying instead of beautiful. There are battles with hail and snow, massive ice mountains to conquer, and dark castles to take. The spirits of storms, thunder, and cold all play a role. Animals, too, are prominent in the stories, especially bears, wolves, and eagles. The gods were harsh and fearsome rather than lovable. But despite this, there were still some, like the goddess of spring, who had charm, and some stories that show a sense of humor. Read *In the Days of the Giants*, a Book of Norse Tales, by Abbie Farwell Brown. Here are stories from the Sagas and the Edda, the earliest literature of the North. See *How Thor Went a-Fishing*, *The Lost Bell*, *The Three Dogs*, and *The Meal of Frothi*.

The Persian and Arabian folklore is actually one and stands out on its own. It's exceptionally rich in well-developed stories, many of which are worth studying. The original myths of light and darkness were represented by the names Ormuzd and Ahriman. The Zend-Avesta contained their religion and literature and is full of beauty. However, over time, the early and simple mythology became something complicated and almost childish. The legends preserved for us in The Thousand and One Nights are filled with Oriental splendor. Often, the setting of a story features a palace with amazing gardens and fountains. We read about[Pg 74] great merchants, luxurious silks, jewels, and ornaments; about money, horses, and camels; about sheiks, caliphs, viziers, magicians, and genies. In every way, these stories differ from those of other cultures. Check out Aladdin and His Wonderful Lamp and Ali Baba and the Forty Thieves from Andrew Lang's Blue Fairy Book.

The people of Brittany, Wales, Scotland, and Ireland have folk tales rich in mysticism. They don’t have many nature myths like those from earlier cultures, but they’ve created their own imaginative stories filled with beauty and charm, which are distinctly poetic in both content and style. Their legends mostly focus on fairies, wishing stones, haunted glens, and changelings. There are water fairies, some with human souls, and dwarfs who live in caves and behave like humans. Their folk tales are packed with these little beings, whether friendly or malevolent, who are closely connected to the real lives around them.

The superstitions of these countries regarding the return of the dead as ghosts or spirits in various forms also play a significant role[Pg 75] in the literature of the Celtic peoples. This topic, which is quite extensive, can be addressed here or later on its own.

There’s a wonderful book titled Fairy and Folk-Lore of the Irish Peasantry, by W. B. Yeats, and another one about the Fairy Legends of Ireland, by T. C. Crocker. Duncan Anderson has a book on Scottish Folk-Lore as well. Check out any of these, and also a story in Little Classics called The Fairy Finder, by Samuel Lover.

There's a lot to find interesting about the folklore of Russians and their related cultures. They have the ancient nature myths, along with stories of heroes. The setting is similar to Scandinavian mythology, filled with cold and storms. There are epic tales in three cycles that include stories almost identical to those of the Greeks. However, there are two notable differences between their legends and those of other countries: one is the prevalence of sorcery, witchcraft, spells, exorcisms, and incantations; the other is that almost all stories are accompanied by folk music. Fairy tales are plentiful and delightful, resembling those from Norway and Sweden.[Pg 76] Read from Myths and Fairy Tales of Russia, by Jeremiah Curtin, and Russian Folk Tales by R. Nisbet Bain.

In many ways, the folk tales of Germany are more engaging than those from any other country. They don't focus on the grand, simple myths, except where they've been adapted into certain fairy tales, but instead center on more recent narratives. There are stories from the Middle Ages about knights, besieged castles, huntsmen, and hermits; there are Rhine legends featuring princesses and giants; there are mining tales about dwarfs and goblins, as well as stories of water fairies and forest elves. Notice how some of Grimm's fairy tales resemble stories from other cultures. For instance, Peter Klaus has a lot in common with our own tale of Rip Van Winkle. Check out Stories of the Rhine Gold by Anna A. Chapin and the best-known tales from Grimm, especially Rumpelstiltskin, Hansel and Gretel, and Snow White and Rose Red.

All parts of England are full of folk tales, festival customs, and legends, and different counties[Pg 77] have documented their unique ones in books. In rhymes, jingles, nicknames, proverbs, riddles, and nursery stories, we can see traces of very early traditions. Frazer's Golden Bough discusses May Day customs, Maypole dances, and the observance of St. John's Eve and Midsummer Day as remnants of significant religious festivals. The hero stories, especially those of King Arthur and his knights, are particularly well-developed and beautiful. English fairies are very human-like and captivating. Shakespeare frequently refers to them; for more on this, check out Shakespeare's Puck and His Folk Lore by William Bell, along with parts of Midsummer Night's Dream.

In Andrew Lang's Blue Fairy Book, all the charming old fairy tales are kept alive; check out Beauty and the Beast, Little Red Riding Hood, Cinderella, and Jack the Giant Killer. It's interesting to see how some students view several of these stories as nature myths.

Read Kipling's Puck o' Pook's Hill, the contemporary fairy tale, and compare it with those from earlier times.

The Black people of the South have a rich collection of their own stories, some reflecting their savage ancestors—evident in their beliefs in fetishism, voodoo, magic, and ghosts—while others are filled with a unique sense of humor. Most of these humorous tales are in the form of animal stories and have been compiled by Joel Chandler Harris. Read from Nights with Uncle Remus, and notice how each animal has its own distinct trait, and how the rabbit, often representing the Black man, cleverly outsmarts the white man with his wits. Clubs should focus on sharing some of the traditional Black folk songs.

The Indigenous people have many myths and legends that differ among tribes and regions. The people of Alaska have stories that are very different from those of the Mission Indians in California or the Zuñi tribes in New Mexico. In the north, themes of cold, demons, battles, and struggles with animals are common; in the south, there's a stronger focus on harvest, celebration, and positivity.

The stories of the legends mostly take place in wigwams and focus on feasts, romance, and fights with enemies. There are also numerous legends about trees, bees, birds, and fish. The original myths about light and darkness, floods, and other phenomena are often repeated. Check out Indian Story and[Pg 79] Song, by Alice C. Fletcher, and F. H. Cushing's Zuñi Folk Tales.

In addition to the suggested topics, clubs should also take a brief look at the stories from other countries. Japan has a charming collection of tales that mainly focus on animals, flowers, and spirits. Check out *Ancient Tales and Folk-Lore of Japan* by R. G. Smith. Then explore the legends of China and Korea, which are full of originality and interesting characters, along with nature myths. Hawaii also has a lot of local flavor in its folk tales, often featuring volcanic fire. See *Hawaiian Folk-Lore* by T. G. Thrum.

The myths of Egypt have recently been compiled and are quite different from those of other places. They're split into three categories: the first covers the earliest times when basic nature myths are found; the second focuses on Egypt's development, featuring tales of towns and countryside; and the third involves stories about outsiders, ships, and sailors. Crocodiles are a significant theme, and the feeling of heat is always present.

In modern Europe, we should explore the stories of Spain, Italy, and Romania. The latter[Pg 80] is found in the collections made by Carmen Sylva, the queen. Additionally, let's include gipsy lore from the book Gipsy Folk-Tales by F. H. Groome.

The topic of superstitions can cover suggested themes, and ghosts, apparitions of all kinds, and haunted houses will provide plenty of material.

Hero stories from all around the world are also a fascinating aspect of the broader topic. The legends of Havelock the Dane, Siegfried, Roland, and Arthur categorize them as the "Fatal Children," or those whose inherent greatness can overcome any earthly challenge.

See Heroes of Myth, by Lillian L. Price and Chas. B. Gilbert.

One more important and interesting topic is that of Werewolves and Swan Maidens, as it’s called, or the idea of human souls inhabiting animal bodies, which is a legend that appears frequently in many cultures. The act of freeing the trapped spirit has inspired countless stories.

The myths about souls rising to Heaven are really interesting, and the stories of the Milky Way and the Rainbow Bridge are beautiful and poetic. The tale of Jack and the[Pg 81] Bean Stalk is seen as part of this broader collection.

If there's time, hold a meeting focused solely on dwarfs. Discuss the differences between black, brown, and white dwarfs, as well as trolls, elves, pixies, kobolds, brownies, and goblins. Explore how closely all of these creatures are connected to human life. Compare their cleverness to the constant foolishness of giants.

In addition to these topics, clubs will find the folklore of Australians, islanders everywhere, and of primitive cultures to be very interesting. A newly published book titled The Fetich Folk of West Africa by R. H. Milligan is relevant to this last point.

The topic of myths and legends will be much more engaging if each subject is accompanied by images. There are numerous fairy tale books for children that feature beautiful illustrations, some especially stunning in color. When exploring the Hero stories, find reproductions of famous artworks related to the Rhine legends, and check out Abbey's illustrations of Arthur and his knights.

Clubs made up of moms and teachers might discuss which fairy tales to share with kids, which ones to skip,[Pg 82] and the best way to tell them. Adventure stories are always engaging for young boys, and teachers can recommend the best ones to pick. Instead of just reading stories and legends at every club meeting, it’s better to have them told by someone skilled in the art of storytelling.

Clubs that want to seriously explore the topic of folklore will find comparative religions to be very interesting and valuable; scholars everywhere are diving into it, and there are plenty of books on the subject, especially Frazer's Golden Bough, which was mentioned earlier.

The folklore of the ancient Hebrews can be viewed either independently or as part of this topic; the old hero myths of the Bible, particularly those about Samson, are truly enjoyable.[Pg 83]

1. Leaving New York—The docks, the harbor, a description of the steamer; life at sea.

2. The Landing: Liverpool—The new docks; the art gallery.

3. On the Way to London—The Northwestern Railway; English train cars; English travel buddies; the countryside.

4. The First Stop: Rugby—English Inns; Thomas Arnold and Rugby School. Brief reading from Tom Brown's School Days.

5. Arriving in London—The London taxi; the bus; the London guesthouse; British and American comfort.

Books to Reference—John C. Van Dyke: The Opal Sea. Hare: Walks in London. E. V. Lucas: The Friendly Town. Hawthorne: English Note-Books. William Winter: Grey Days and Gold.

By staying in Liverpool for a few days, there[Pg 84] are several enjoyable side trips you can take: one to Chester to visit the cathedral, the Roman ruins, the famous walls, and the Rows; another to Hawarden, the home of Gladstone; and a third to Eaton Hall, the residence of the Duke of Westminster.

By traveling to London via the Midland route, you’ll go through the Peak District; admire the stunning Haddon Hall and Chatsworth; and explore the story of Dorothy Vernon and Scott's Peveril of the Peak. If you take the Great Northern line, you can see the famous Five Dukeries and pass through Sherwood Forest; check out the latter in Ivanhoe.

1. The Largest City in the World—Examination of its map. Data. Current developments. Charities. Government (the county council; the Lord Mayor and council members).

2. The History of London—The ancient Britons and their homes on stilts. Arrival of the Romans. The era of Alfred. Norman London. During the Tudor period. The Great Fire and the changes it brought.

3. Survivals of Old London—Pieces of the Roman wall. The Hall of William Rufus.[Pg 85] The Tower and its church. The Abbey. Excerpts from The Spectator and Washington Irving's Sketch-Book, discussing the Abbey. Coronations, with a short overview of George V's.

4. Modern London—Buckingham Palace and its history. The Houses of Parliament and their decor. Art galleries and museums and their most notable collections. St. Paul's. Westminster Cathedral. The residences of the nobility.

5. Literary Landmarks of London—Grub Street. The Cheshire Cheese and the Kit-Kat Club. Dickens's London. Homes of literary figures.

Books to Check Out—Hare: Walks in London. Besant: London (also his books about the different areas). Hutton: Literary Landmarks of London. Singleton: London as Seen and Described by Famous Writers. E. V. Lucas: The Friendly Town.

An engaging conversation could explore topics like London's current housing issues and the city's transportation (trams, subways, buses). Compare the hotels and restaurants to those in New York. Shopping. Social settlements, especially Toynbee Hall. The trendy residential areas. London[Pg 86] Bridge during the day and at night. The London pageant of 1911.

1. Canterbury—Overview of the town. St. Martin's, the main church of England. The monastery of St. Augustine. The architecture of the cathedral and the different styles represented. Significant events linked to its history. The tale of Thomas à Becket.

2. Winchester, Salisbury, and Wells—The historic town of Winchester and its significance in English history. Coffers of the Danish kings. The stained glass. The graves of Jane Austen and Izaak Walton. Salisbury: the most symmetrical of the cathedrals. The cloister. Wells: the moated palace of the bishops; the vicar’s close; the chapter-house staircase.

3. Ely and Peterborough—Ely: the marshlands. The tale of King Canute. The military architecture. Peterborough: the west front screen; the painted wooden ceiling; the grave of Queen Catherine of Aragon, and the previous grave of Mary Queen of Scots.

4. Lincoln and Lichfield—Lincoln: the bishop's perspective, and the dean's perspective; home to the shrine of[Pg 87] Little Hugh of Lincoln; historic homes surrounding the close. Lichfield: symmetry; monuments of Lady Mary Wortley Montagu, Samuel Johnson, and Garrick. Johnson's ties to Lichfield. The Grammar School.

5. York and Durham—York: the historic city and its walls; the Five Sisters window; the military monuments; the famous chapter house; the crypt; the horn of Ulphus. Durham: the tale of the monks from Lindisfarne and St. Cuthbert; the dun cow; the prince bishops; the Norman pillars; the Galilee; the grave of The Venerable Bede; the knocker.

Books to Read—Van Rensselaer: English Cathedrals. Pratt: Cathedral Churches of England. Singleton: Famous Cathedrals as Seen and Described by Great Writers.

If time allows, this program should take up at least two meetings. In addition to the major cathedrals, we can include the smaller ones like Chichester, Gloucester, Worcester, Chester, Exeter, Ripon, and Carlisle. On the trip to Wells, we can add a stop at Glastonbury, the home of the Arthurian legends. While in Winchester, visit the Hospital of St. Cross and the famous school. In Canterbury, read from David Copperfield.[Pg 88]

1. Oxford: the City—The Cherwell and the Isis. The castle. Carfax. The martyrs and their monument. The cathedral. Visits to Iffley, Blenheim, Woodstock, and Gaunt House.

2. Oxford: the Colleges—The history and structure of the university. New College: William of Wykeham's Tower and Sir Joshua Reynolds's window; Christ Church: Cardinal Wolsey, the big bell, the hall and staircase; Magdalen College: the Founder's Tower, the deer park, Addison's Walk, the outdoor pulpit; Balliol College: John Balliol, King of Scotland, Wiclif, Jowett.

3. Oxford: in English History and Literature—The monks; Empress Matilda; Charles I; the Oxford Movement. Notable authors who studied at Oxford: Ben Jonson, Sidney, Locke, Jeremy Taylor, Ruskin, Matthew Arnold, Swinburne, Pater. Books that depict college life at Oxford: Verdant Green, Hard Cash, Tom Brown at Oxford. Writings about Oxford by Matthew Arnold, Andrew Lang, and Bagehot.

4. Cambridge: the City and the Colleges—The round Norman church; the Cam and the Backs.[Pg 89] Pembroke College: Edmund Spenser's mulberry tree; Queen's: the bridge; King's: Henry VII's chapel; Trinity: Wren's library, Milton manuscript; St. John's: the garden; Magdalen: the Pepys library; Emmanuel: the Puritan college, John Harvard.

5. Cambridge and the Intellectual Life of England—Government and Science: Bacon, Newton, Harvey, Darwin, Thurlow, Palmerston. Letters: Ascham, Marlowe, Crashaw, Dryden, Gray, Coleridge, Wordsworth, Byron, Thackeray, Tennyson.

Books to Check Out—Andrew Lang: Oxford. Edwards: Oxford Painted by John Fulleylove. Atkinson: Cambridge Described and Illustrated. Stubbs: The History of Cambridge.

Read especially the famous passage from the preface to Matthew Arnold's Essays in Criticism about Oxford. Show a picture of the beautiful memorial for Shelley and one of Holman Hunt's painting called "The Light of the World." Discuss the Bodleian Library and the Sheldonian Theater. Read O. W. Holmes's account of how degrees were granted. Under Cambridge, highlight King's College Chapel and compare its ceiling with that of Henry VII's chapel in Westminster Abbey, which was built around the same time. Provide a short paper on Girton and Newnham Colleges for women.

1. Introductory Paper—Overview of Westmoreland and Cumberland Counties. The sixteen lakes, including Windermere, Ullswater, Coniston, and Derwentwater. History of the area.

2. Windermere and Its Neighborhood—Bowness and its church. The boat trip. Elleray and Christopher North. Hawkshead and the Wordsworth Grammar School. Coniston. Brantwood and Ruskin. The Duddon Valley.

3. Ambleside, Grasmere, and Keswick—Coaching. Dove's Nest. Fox How, the home of Thomas Arnold. Rydal Mount. Nab Cottage and Hartley Coleridge. Grasmere Church and Wordsworth's grave and monument. Keswick and the home of Southey, Greta Hall. Crosthwaite Church and Southey's tomb. Derwentwater and Friar's Crag. The Falls of Lodore.

4. The Lake School of Poets—Wordsworth, Southey, and Coleridge. Readings from Wordsworth's Excursion and his sonnets. Reading from Southey's Lodore.[Pg 91]

Books to Check Out—Eric Robertson: Wordsworthshire. Rawnsley: Life and Nature at the English Lakes (as well as several other books by the same author). Knight: The English Lake District as Interpreted in the Poems of Wordsworth. A. G. Bradley (and Pennell): Highways and Byways in the Lake District. Palmer: The English Lakes.

If you can, discuss Dorothy Wordsworth and the home life of the siblings. Mention some of their visitors, including Charles Lamb, a friend of the three Lake Poets. Read Wordsworth's poem about his wife: "She was a Phantom of Delight." The connection of the Arnolds, Thomas and Matthew, with the Lake District is really interesting, as well as that of Harriet Martineau. Also, mention Arthur Hugh Clough, who lived here for a while. The schools founded by Ruskin are worth exploring, where the farm boys learned to make beautiful pottery, and the farmers' daughters learned embroidery.

1. Stratford on Avon—Shakespeare's birthplace; the signatures of famous people on the walls; the museum, the garden. The Grammar School.[Pg 92] New Place and the Mulberry Tree. The church and Shakespeare's tomb, with its inscription. The river Avon.

2. Around Stratford—Shottery and Ann Hathaway's cottage. Charlcote and the deer park. The Elizabethan mansion and the church in Hampton Lucy.

3. Kenilworth—The famous festivities organized for Queen Elizabeth by the Earl of Leicester in 1574. Shakespeare's connection to the Queen and the court. Were any plays written at her request? The current ruins of Kenilworth and Amy Robsart's tower.

4. Warwick—The castle along with its treasures and history. Leycester Hospital. The Church of Saint Mary featuring the tomb of the famous Earl of Leicester. Guy's Cliff.

Books to Read—William Winter: Shakespeare's England. Goadby: The England of Shakespeare. Leyland: The Shakespeare Country Illustrated. Turner: Shakespeare's Land.

The area around Stratford is frequently mentioned in Shakespeare's plays. In Henry IV., The Taming of the Shrew, and The Merry Wives of Windsor, there are many references to it. The Forest of Arden is worth a detour, and along the way, travelers look out for wild thyme, primroses, violets, and other flowers that Shakespeare wrote about. There’s also a chance to visit Coventry, the charming old town linked to the story of Lady Godiva. There are plenty of beautiful photographs available to illustrate the Shakespearean landscape, and they’re easy to find.

1. Edinburgh—Overall look of the city. The old town and the new one. The castle. St. Giles' Church. The Knox house. Holyrood. The Tolbooth. The alleyways. The Canongate. Greyfriars. The Scott monument. The university.

2. Through the Lakes and the Trossachs to Glasgow—Train, boat, and bus. Stirling: the castle, the battlefield of Bannockburn, the Wallace monument. The Trossachs. Loch Katrine and Ellen's Isle (see The Lady of the Lake). Loch Lomond and Ben Lomond. Glasgow: the cathedral, the university. The Clyde. Reading from The Lady of the Lake.

3. The Land of Burns—Ayr: the Old Bridge and the New Bridge, Burns's cottage, the Bridge of Doon, Old Alloway Church. The Burns monument.[Pg 94] Dumfries: Burns's house (where he died), his grave and monument. Reading of Tam o' Shanter.

4. Scott's Country—Abbotsford. Melrose. Dryburgh. Reading from Washington Irving's description of his trip to Abbotsford, and the details of Scott's funeral in Lockhart's Life of Scott.

Books to Reference—William Winter: Over the Border. Hunnewell: Lands of Scott. Crockett: In the Border Country. Crockett: The Scott Country. Sir H. E. Maxwell: The Story of the Tweed.

A day's coach trip from Edinburgh takes you to the beautiful little chapel of Rosslyn with its "Prentice Pillar," and to Hawthornden, the glen where Drummond, the Elizabethan poet, lived. A second outing can be made to the old university town of St. Andrews, with its castle (a ruin) and the bottle dungeon, as well as the famous golf links. A trip can also be taken to the seaside town of Newhaven to see the fishwives in their unique costumes.

1. Perth and Aberdeen—Perth: St. John's Church. The site of the convent and the story of[Pg 95] The King's Tragedy (see Rossetti). Reading from Scott's Fair Maid of Perth. Balmoral: Reading from Queen Victoria's Journal in the Highlands. Aberdeen: History. The granite factories. The Cathedral of St. Machar. The university (King's College). Bridge of Don (1320).

2. Oban—"The Charing Cross of the Highlands." The Island of Mull. Staffa ("Island of Pillars") and Fingal's Cave. Iona. St. Columba's church. Story of his life. Reading from Bede's Ecclesiastical History. The Celtic crosses.

3. The Caledonian Canal—Begin in Oban. Glencoe and the tale of its massacre. Ossian's cave. Ben Nevis (the tallest mountain in Great Britain). Invergarry Castle. Fall of Foyers.

4. Skye and the Islands—Reading from William Black's A Princess of Thule; also, from Scott's Pirate. The Orkney Islands. Seabirds. Fishing. The Shetland Islands. Story of Harold Haarfagr.

Recommended Reading—James Boswell: Journal of a Tour to the Hebrides. R. B. Moncrieff: Highlands and Islands of Scotland. Archibald MacMillan: Iona. George Birkbeck Hill: Footsteps of Dr. Johnson.

Introduce in this program the ballads of the[Pg 96] Scottish Highlands, either read or sung. The origins of the tartans used by the different clans are interesting, especially if illustrated with colored reproductions. The unique Highland outfit for men can be described or shown. The bagpipes should be highlighted; their distinct music and their historical use.

1. History—The Romans and their remnants. Offa's Dyke. The Normans and their structures. Griffith ap Rhyl. Llewlyn the Great. Owen Glendower's rebellion. The roots of the Tudor kings in Wales. The tale of the Princes of Wales.

2. The Country and the People—Wild and magnificent. Llandudno, Llangollen, Bettws-y-Coed, Snowdon. Display pictures of the most popular locations. The Celts and their languages. Welsh national customs: the eisteddfod.

3. Churches and Castles—Wrexham Church and the tomb of Elihu Yale. Valle Crucis Abbey. Truro. St. Asaph's Cathedral, the smallest in the country, and the grave of Mrs. Hemans. Llandaff Cathedral. Cardiff Castle. Beaumaris. Hawarden Church, on Gladstone's estate. Pembroke, the birthplace of Henry VII.[Pg 97] Bangor. Denbigh. Conway. Carnarvon, the birthplace of the first Prince of Wales. Harlech. Powys.

4. Literature—Giraldus Cambrensis. The Arthurian Legends. The Mabinogion. Celtic Folk-tales.

Books to Reference—E. Thomas and R. Fowler: Beautiful Wales. A. G. Bradley: Highways and Byways in Wales. W. J. Griffith: Short Analysis of Welsh History (Temple Primers). George Borrow: Wild Wales. J. B. John: The Mabinogion.

Welsh music deserves a spot in the program. Large choirs of singers have performed in America and some of the club members may have heard them. The most famous song is the powerful March of the Men of Harlech. An engaging presentation could be created on the connection between Tennyson's Idyls of the King and the Welsh legends.

1. The History—The Celts: their traits, traditions, and folklore. The Irish kings. St. Columba and St. Patrick. The conquest. The issue of home rule.[Pg 98]

2. Belfast, the City of the North—Differences between the people of the north and those of the south. Protestants and Catholics. Shipbuilding and the linen industry. Sizes of some of the recently built ships. The Giant's Causeway.

3. Dublin—The government buildings. Phoenix Park and its history. The cathedral and Dean Swift. Trips in the area.

4. Cork and the South—The city and its features. The Gap of Dunloe. The Lakes of Killarney. Blarney Castle. Show pictures.

5. Irish Literature—Ancient. Readings from the works of the Irish Text Society. Speeches. Sheridan, Burke, Grattan, O'Connell. Folk tales and folk songs. See volume x of Morris's Irish Literature. Novels: Lover, Edgeworth, Lever, William Carleton. Readings. The New Irish Theater: Yeats, Synge, Lady Gregory.

Books to Read—Mrs. Alice S. A. Green: Irish Nationality. J. P. Joyce: The Wonders of Ireland. W. C. O'Donnell: Around the Emerald Isles. F. Weitenkampf: The Irish Literary Revival.

To change up this program, include scenes[Pg 99] from Sheridan's School for Scandal and The Rivals, performed in costume. Have Moore's ballads sung: Oft in the Stilly Night, Those Evening Bells, The Last Rose of Summer, and The Harp that Once Through Tara's Halls. Read excerpts from Lever's Charles O'Malley and from Burke's speech on the impeachment of Warren Hastings. Share some clever Irish stories and well-known anecdotes to wrap up the hour.[Pg 100]

It’s part of a well-rounded education to know about the lives of our great composers and the operas they created. This topic is just as interesting and relevant for women who are far from musical hubs as it is for those who live near them. There are two essential books that any club can have: one is called The Opera by R. A. Streatfield, which offers a brief overview of each composer and an analysis of their work; the other is Two Hundred Opera Plots by Gladys Davidson, which tells the stories of each opera. Besides these, and of course anything you can find in a good encyclopedia, the score for any opera can be purchased at a music store. A pianist can provide musical examples during discussions, or if possible, one of the modern music machines can play recordings of famous singers performing their iconic roles.[Pg 101]

The year's work should kick off with one or more meetings about the Rise of Opera in Italy during the late sixteenth century. Three short operas were created, trying to present the old Greek dramas in a musical format. However, the first public performance of opera as we know it today was done by Peri in Florence with his Euridice, to celebrate the marriage of Maria de' Medici and Henry IV of France; this was a kind of recitative set to the music of a violin, guitar, and harpsichord.

Peri was followed by Monteverde, but Monteverde's production of Orfeo far exceeded Peri's work on the same theme. His orchestra had thirty-nine instruments, creating a completely new realm of music. Suddenly, writing operas became all the rage, and within fifty years, all major Italian cities had their own opera schools, with France adopting the same concepts. The themes were all classical, allegorical, and pastoral, and songs and arias were added to the recitative, along with the development of the overture. Some clubs might spend a year focusing on the subject of Italy during this period,[Pg 102] incorporating studies of art and literature alongside music. A good book to reference is Morton Latham's Renaissance of Music.

At this point, the history of opera branches out, and three major composers should be highlighted. Clubs should prepare a report on each, using information from the encyclopedia.

1. Lulli, although he was born in Italy, lived in Paris; he composed twenty operas, all of which were beautifully staged. He primarily used the style of recitative, but innovated the overture by breaking it into a prelude, a fugue, and a dance.

2. Humphreys, an English composer, was sent by Charles II to France to study; upon his return, he became the teacher of Henry Purcell, who is still regarded as the greatest musical genius England has ever produced. His Dido and Æneas is the first English opera.

3. The third great figure of the time was Handel, who created the opera Almira in Hamburg, blending German and Italian elements, but enriched by the delightful dance music woven throughout. Later, he composed Rinaldo, which premiered to tremendous success.

Clubs should dedicate an entire meeting to Handel.[Pg 103] Many of his famous oratorios have pieces that are more recognizable than any sections from his operas, especially the Messiah and Elijah.

After Lulli's death, the French school followed his lead with little innovation until the eighteenth century, when Rameau introduced more rhythm and melody to opera and enhanced the orchestration. Then Gluck came onto the scene, first studying in Italy, where opera had declined; he wrote Piramo e Tisbe, which was unsuccessful; later he released Orfeo ed Euridice, which quickly made him famous. The music fits the high and sorrowful classical theme but is complemented by beautiful representations of bird and water sounds. The whole piece is one of the great operas. The standout song is Che farò senza Euridice.

Mozart, although born in Germany, was shaped by Italian influences. He wrote his first opera at the age of twelve, which was performed in his hometown. His most significant work is Don Giovanni, but his last opera, The Magic Flute, is the most recognized. However, his impact on other musicians, similar to that of Rameau, was even[Pg 104] more crucial than his own compositions. Mozart is an incredibly engaging subject for club discussions. His charming personality, friendships, and life story are fascinating.

Cherubini's work, initially stiff and formal, evolved into something dignified and even grand. His best opera is Médée, although his only light opera, The Water Carriers, is also quite famous.

Beethoven offered one renowned opera to Germany during this period, his Fidelio. The music clearly reflects the influence of Mozart, but it is unique in structure and beautifully crafted. The Fateful Moment is a great choice to highlight.

Weber, a German, was the first to move away from traditional opera-writing to embrace the romantic style. He built on a strong foundation and infused it with a beautiful, imaginative essence. After years of hard work, he found success with Der Freischütz. His final piece, Oberon, which was filled with enchanting and fairy-tale-like music, did not do well. In fact, Weber's greatest achievement was the influence he had on others, like Mozart and Rameau. The overtures to both operas should be performed.

Flotow, originally from Germany, created clearly Italian music. His most famous opera, Martha, still enjoys some popularity, but it's mainly remembered for its catchy tunes rather than any significant artistic value. The Spinning-Wheel Song and the Last Rose of Summer are well-known.

Nicolai started out by copying Italian music, but he eventually developed his own unique style and created a truly outstanding comic opera, the Merry Wives of Windsor, which is considered one of the best.

Schubert wrote a number of light operas that aren't very musically significant, while Schumann composed one that holds a bit more value, called Genoveva.

Opera writing has become so popular everywhere that it’s important to explore it in its various locations and to separate the work into what was done in the earlier and later years. The first is:

Rossini, who was born at the end of the 18th century, wasn't very familiar with technical methods, so he relied on his natural talent. His first major opera was Tancredi, which was followed by more lighthearted pieces, especially the Barber of Seville, which is lively and entertaining, and later William Tell, his greatest work, which is both noble and beautiful. The overture to the latter is one of his well-known melodies.[Pg 106]

Donizetti, born in the same decade as Rossini, wrote sixty-five operas; one of the most famous is Lucia di Lammermoor, known for its iconic sextet. Lucrezia Borgia, likely his best work, is rarely performed today, but La Fille du Régiment, a fun and delightful little opera, is frequently staged.

Bellini, who came a few years after the last two composers, wrote operas that were famous in their time. I Puritani, La Sonnambula, and Norma are all well-known. The solo, Hear Me, Norma, is particularly familiar.

Meyerbeer, born in 1791, though originally from Germany, spent most of his life in Paris. He composed many outstanding operas, despite some being affected by sensationalism. Robert le Diable, L'Africaine, Les Huguenots, and Le Prophète have all been frequently performed by great singers. Les Huguenots is seen as Meyerbeer's best work, and the duet in the fourth act has tremendous dramatic impact.

In contrast to this composer is Berlioz, who was born in 1803. His work is serious, with romantic and delicate elements. He wrote The Damnation of Faust and Benvenuto Cellini, but his major opera is Les Troyens, even though it's not very well known to the public.

Halévy is on par with Meyerbeer, as one influenced the other. La Juive came out before Les Huguenots, and the music in both is quite similar.

Just then, light opera, or opéra comique, found its greatest composer in Auber. He started composing later in life, and his last opera, The Dream of Love, premiered when he was eighty-eight. His music was lively and cheerful. Fra Diavolo and Masaniello are well-known, and the role of Fenella in the latter has been performed by many famous dancers. Auber has many followers today, especially Offenbach, whose Tales of Hoffman is quite popular.

Richard Wagner, born in 1813, is easily the most impressive and fascinating opera composer. His life and work deserve more than just a brief overview, and clubs are encouraged to dedicate an entire year to studying them. At the age of twenty, he wrote his first opera, Die Feen, which was quite simple and clearly influenced by the Italian style. He then experimented with the French approach and wrote Rienzi,[Pg 108], featuring a strong libretto but flashy music. Later, while living in poverty in Paris, he composed The Flying Dutchman, a dramatic piece with gorgeous choral parts. This was followed by the first of his great operas, Tannhauser, which tells the story of the battle between good and evil for the soul. It includes two famous sections: the Pilgrims' Chorus and the beautiful song to the Evening Star. In this opera, Wagner first introduced his unique technique, the use of the Leit-motif, or guiding theme, which links a specific melody or set of instruments to a particular character. Although Gluck had used this concept to some extent, Wagner expanded on it significantly.

Five years later came Lohengrin, which isn’t as strong a piece as its predecessor, though the prelude is recognized as one of his most poetic ideas. None of Wagner's works were successful, though, and after this, he gave up on the hope of popularity and decided to write only what he believed was great music. In this elevated spirit, he planned Der Ring des Nibelungen. His subject was taken from old Norse mythology, with the myths changed to fit his vision. The entire work is divided into five parts: the Ring, the Rheingold, the Walküre, Siegfried, and[Pg 109] the Twilight of the Gods. The plots of these should be read, and any available music should be listened to.

Then came Tristan and Isolde, known as the Romeo and Juliet of music, and surprisingly, following that was a light opera, Die Meistersinger, which was an instant success; and lastly, what is considered his greatest work, Parsifal, which he referred to as a Sacred Festival Drama rather than an opera. In this piece, he goes back to the theme he explored in Lohengrin—the Holy Grail. The beautiful and moving mystical music has to be experienced to be appreciated. For years, it has been performed at Bayreuth, and musicians from all over the globe have come together to hear it. It's only recently that it has been staged elsewhere.

Wagner's life's work was to change the entire direction of modern opera and give it new respect and strength.

Gounod, born in 1818, is the most renowned composer of French opera in modern times. His masterpiece is Faust, featuring the well-known Jewel Song; his second-best work is Romeo and Juliet.

Thomas, the composer of Mignon, full of melody,[Pg 110] and Hamlet, featuring its striking and powerful music, is clearly influenced by Gounod.

Bizet shows in his Carmen the influence of Wagner; the Toreador theme is its main focus. His work aimed to elevate light opera to nearly the level of grand opera.

Saint-Saëns has one famous piece, Samson and Delilah, which is somewhat reminiscent of an oratorio.

Massenet, who recently passed away, was incredibly original. His operas, The Cid, Le Jongleur de Notre-Dame, Manon, and Thais, are all being performed on today’s stage.

Charpentier in Louise has also created something original, and his orchestration is seen as distinctive.

Debussy has written Pélleas and Mélisande, a new opera that's really fascinating.

Delibes has a delightful opera, Lakmé, based on the love story of a Hindu girl and an English officer.

Verdi, born in 1839 and passing away not long ago, is the master of modern Italian composers. Ernani is characteristic of his early style and was extremely popular. Later, he wrote La Traviata, Rigoletto, Il Trovatore, and Aida. When Verdi[Pg 111] was an old man, he wrote Otello, which is regarded as his greatest work. This was followed by Falstaff, which is full of lively fun.

Verdi's genius inspired many other musicians. Among them, Ponchielli was the most influenced; his best opera is La Gioconda.

Puccini, a contemporary composer, also owes a lot to Verdi; his Manon Lescaut, La Bohème, Madame Butterfly, and The Girl of the Golden West showcase his tremendous talent.

Mascagni is known for just one opera, Cavalleria Rusticana, especially its intermezzo that made it famous. His later works are clearly of lower quality.

Leoncavallo has somewhat followed Mascagni. His I Pagliacci is his most famous opera.

Almost all Germans are into Wagner today, but Goldmark in his Queen of Sheba demonstrates independence, especially in his orchestration. Humperdinck's beautiful Hansel and Gretel has earned him a significant spot.

The Bohemian composer, Smetana, who created The Bartered Bride, cleverly incorporated his national melodies, and[Pg 112] both this and his other operas are characteristic of his country.

Glinka, born in 1808, established the Russian school; his notable opera A Life for the Czar is widely recognized.

Richard Strauss, a fan of Wagner, is the composer of Salome and Elektra; the music is lush and intricate, and his talent is undeniable.

In England, Balfe, who was born in 1808, wrote several operas, with the most famous being The Bohemian Girl, featuring its well-known tunes. Since his time, there hasn't been much serious work produced, but light opera, especially Sullivan's Pinafore, The Mikado, and other works, has achieved significant success.

In America, we have Horatio Parker with his recent opera, Mona, which is full of originality, even if it’s not very popular yet; Reginald De Koven, who created the excellent Robin Hood; and Victor Herbert, known for his lighter works.

In addition to using this résumé of opera, clubs should create programs on popular topics; or there may be one topic used to wrap up each program.

Subsidizing the opera: should this be handled by the[Pg 113] state, like in Germany; or by private individuals, like in New York?

Cheap opera: is it possible for us today? How is it done in Germany and Italy? What is the cost of opera in New York, in terms of high salaries, scenery, costumes, etc.?

Give an overview of some famous opera houses in Paris, St. Petersburg, Berlin, Milan, Buenos Aires, and other locations, using photographs for illustration. Talk about great opera singers and their careers; include Patti, Christine Nilsson, Calvé, the De Reszkes, Caruso, and others; if possible, provide recordings of their voices. Discuss today's opera music: Is it generally melodious, or is there a trend toward the old-style recitative? Are the melodies as distinct as they were a decade ago? [Pg 114]

1. Italy: the Birthplace of Modern Painting—The impact of Byzantium; the rise of intellectual thought in Europe; the growth of trade.

2. The Early Painters—Cimabue, Giotto, Fra Angelico, Botticelli.

3. Art Patrons of the Renaissance—Lorenzo de' Medici; Leo X.

Leonardo da Vinci: The Father of Modern Painting—A story about his life; his wide-ranging talents; the Last Supper; the Mona Lisa.

Reading from Walter Pater's Essay on the Renaissance.

Books to Reference—Luebke: History of Art. J. A. Symonds: The Renaissance in Italy. Vasari: Lives of the Painters.

A short introductory paper could explore how Roman classical literature and history impacted Italian art, as well as the influence of Greek culture[Pg 115] after the Crusades. The childlike themes and techniques of early painters are also quite fascinating, along with what they borrowed from Byzantine art and how their studies in anatomy shaped their work. The opulence of the era and its demand for paintings and sculptures, the lavishness of court life, and the role of the Popes as art patrons can all be examined. One entire paper could focus on St. Peter's in Rome, while another could delve into Da Vinci's masterpiece "Mona Lisa" and the opinions art critics have expressed about it. Also, consider Ruskin's assessments of the Primitives.

1. Life of Raphael—His family and his father's impact; how his style evolved through his teachers. His sponsors, and what he accomplished for them. His personality and how it influenced his style.

2. Raphael as a Painter—Share the thoughts of well-known travelers, writers, and art critics. Where to find his paintings, how many there are, and what topics they cover. The Madonna, his favorite theme. The different ways he approached it.

3. Michelangelo—The story of his life and training as a painter. His versatility as an architect, painter, sculptor, and poet. A brief description of[Pg 116] his works and where to find them. Readings from his sonnets.

4. A Comparison of Raphael and Michelangelo—Their relationships in life, their different temperaments, and the contrast in the essence of their work.

5. Titian—A look into his personal journey. An overview of his most renowned paintings. His impact on the evolution of painting, particularly as a colorist.

Books to Read—Muentz: Raphael. C. C. Black: Michelangelo Buonarotti. Crowe and Cavalcaselle: Titian. C. C. Perkins: Raphael and Michelangelo.

This program should be filled with photos; if we can't get any others, the Perry pictures will work great. Those who have traveled can share their thoughts on different artists, especially the various Madonnas painted by Raphael. We should include pictures of the outside and inside of the Sistine Chapel and Saint Peter's, along with colored photos of the frescoes on the walls and ceiling of the Sistine Chapel.

1. Early Spanish Painters—Murillo: the church's artist; his Madonnas. Ribera.[Pg 117]

2. Velazquez—The king's artist; influenced by Herrera and Pacheco; distinctly Spanish style; his patron was Philip IV.; he painted forty portraits of this king; the painter's trip to Italy; mythological and religious artworks; his Christ on the Cross.

3. Recent Spanish Painters—Goya: his portraits; the story of his dispute with the Duke of Wellington. Fortuny: influenced by Meissonier; small and diverse figures. Zuloaga: stylistic similarity to Goya. Sorolla y Bastida: captures sunlight on figures; works in the Luxembourg and the Metropolitan Museum.

4. The Madrid Gallery—The largest art gallery in the world; created for Charles III. It features collections from Charles V, Philip II, and Philip IV, totaling 2,000 paintings. Its artworks include pieces by Titian, Raphael, Tintoretto, Velazquez, Van Dyck, Rubens, and Teniers. There are also large modern historical works similar to those at Versailles.

Books to Reference—Curtis: Velazquez and Murillo. Armstrong: Life of Velazquez. Stirling-Maxwell: Annals of the Artists of Spain. Temple: Modern Spanish Painting.

There were several great patrons of art in Spain, like Charles V and Philip II. Read of[Pg 118] their relations to the painters and their work. Discuss how Spanish painters contributed to realism. How does Velazquez compare to Raphael? Analyze the unique contribution of Sorolla to modern painting.

1. Painters of Interiors—Metsu, Van Ostade, Jan Steen, Wouvermans. Notice the humor and satire in the genre painters, along with their meticulous technique.

2. Landscapes and Marines—Cuyp, Ruysdael, Van der Velde. Describe the features of the Dutch landscape. Show images of cattle alongside the landscape.

3. Figures—Hals, Van der Heist, Van Dyck, Rubens. Share the story of Van Dyck and the English court, and describe his paintings of King Charles I. Point out the large canvases of Rubens, his bright colors, and his robust figures. Talk about the meeting of Rubens and Velazquez and how it likely influenced Rubens. Take note of the number of works credited to Rubens (1,300 titles in Smith's catalog), and discuss the chances of him creating all these without assistance.

4. Rembrandt—His background, style (light and[Pg 119] shadow), and impact on painting. Discuss the many portraits of himself and his wife. Mention his work as an etcher. Description of the Night Watch.

Books to Check Out—Crowe and Cavalcaselle: Early Flemish Paintings. Max Rooses: Dutch Painters of the Nineteenth Century. Malcolm Bell: Rembrandt van Rijn and His Work. E. Dillon: Rubens.

The Dutch school was the pioneer of modern landscape painting; showcase its influence on Constable and other English artists. The Dutch faithfully illustrated peasant and urban life, and it's fascinating to study the costumes, furniture, and jewelry they portrayed. Check out the galleries in Amsterdam, The Hague, and Antwerp, and include photos of Van Dyck's Crucifixion and Rembrandt's Night Watch. In Haarlem, there's a small gallery famous for its paintings by Frans Hals, especially The Syndics. There's also a small group of modern Dutch painters worth mentioning: Mauve, the two Marises, Mesdag, and Israels.

1. Poussin and Claude—Domenichino's impact on Poussin. Connection to Cardinal Barberini.[Pg 120] Richelieu and Louis XIII. Poussin's influence on landscape painting. Claude's studies in Italy. Later success. Mythological and biblical themes. The Liber Veritatis. Ruskin's evaluation. Comparison with Turner at the National Gallery, London. Claude as an etcher. Hamerton's view of him.

2. Court Painters and Others—LeBrun. Support from Seguier. Work under Louis XIV and Colbert at Fontainebleau, Versailles, and Sceaux. Watteau, painter of the Gallant Festivals. Artificial pastoral scenes. Reading from Pater's A Court Painter. Chardin. The only painter of everyday life of his time. Neglected then; appreciated now. Why the change in opinion? Fragonard. Connection to Chardin. Greuze. Names of some of his court beauties. Are they realistic?

3. David and Ingres—The influence of the ancient on David. Historical themes. Paintings of Napoleon. Compare Ingres to David.

4. Delaroche, Géricault, Delacroix—Delaroche's commitment to classical painting traditions. Artworks at Versailles. Géricault: His depictions of nature and particularly animals. Delacroix: The link between the romantic movement in painting[Pg 121] and literature. The impact of Delacroix's influence on modern painting.

Books to Reference—Sir Edmund Head: Handbook of the History of the Spanish and French Schools of Painting. Lady Dilke: French Painters of the Eighteenth Century. Staley: Watteau and His School. Turner and Baker: Stories of the French Artists.

Have a paper on The Influence of the French Revolution on French Art. Before that, an artificial and frivolous spirit defined the work of the painters, just as it did the life of the court, for which they primarily created their art. Consider the numerous paintings depicting Napoleon’s life, his battles, and his victories; Versailles is filled with them. The enthusiasm for patriotism and the emerging national identity are evident in this response.

1. The Romanticists—Followers of Delacroix. Their principles. Dupré, Isabey, Jacque, Corot, Daubigny. The story of Corot's life. Color and style. Compare with Constable.

2. The Barbizon School—A look into life in the Forest of Fontainebleau. Millet. Rural living. Struggles with poverty. Later views. The Angelus.[Pg 122] Artwork in the United States. Rousseau. Diaz. Cazin.

3. The Impressionists—Manet, Monet, Degas, Raffaëlli.

4. Pictures of Genre—Explain what this means. Talk about the pros and cons of images that tell a story versus those that just provide a feeling. Meissonier, Cabanel, Baudry, Rosa Bonheur, Ziem, Bouguereau, Constant, Fromentin, Jules Breton. Artwork by these artists in the United States.

5. Painters of the Open Air—The appreciation of atmosphere in French painting. Lepage, Roll, Dagnan-Bouveret.

Books to Read—Hourticq: Art in France. Theodore Child: Some Modern French Painters. J. C. VanDyke: Modern French Masters. D. Cady Eaton: Handbook of Modern French Painting. C. Sprague Smith: Barbizon Days.

The story of the artist colony and their friends at Barbizon would make a great article. You can find some interesting material in A Chronicle of Friendships by Will H. Low. Check out R. L. Stevenson as well. Among the leading decorative artists of our time is Puvis de Chavannes. He has one famous painting in[Pg 123] the Boston Public Library. Boutet de Monvel, who paints children, Bonnat, the portrait artist, and among the younger artists, Sisley should also be mentioned. Include photographs of a Corot landscape, Millet's Angelus, Meissonier's 1805, Rosa Bonheur's Horse Fair, Jules Breton's Brittany Pardon, Lepage's Joan of Arc, and Dagnan-Bouveret's Madonna.

1. German School of the Reformation Period—Albrecht Dürer: Nuremberg. Court painter to Charles V. Lucas Cranach: Court painter to three Electors. Hans Holbein: Augsburg. Court painter to Henry VIII. Drawings at Windsor.

2. Munich School—Cornelius, the founder. Studied in Rome. Brought to Munich by King Ludwig. Kaulbach (his cartoons), Piloty, Defregger, Lenbach, Carl Stuck, Plockhorst, and Gabriel Max, along with the religious painters.

3. The Düsseldorf School—Schadow, the main director. In Rome with Cornelius. Hübner, the two Achenbachs, Carl Müller, Meyer von Bremen. Strong sentimentalism.

4. The Berlin School—Ludwig Knaus, head[Pg 124] of the Academy; his Holy Family in the Metropolitan Museum. Menzel, Werner, Carl Becker.

5. Painters of Today—Arnold von Böcklin. (Photos.) Fritz von Uhde. (Photos.) Realism and Impressionism in Germany. The impact of French art on modern Germany.

Books to Read—Atkinson: Schools of Modern Art in Germany. Radcliffe: Schools and Masters of Painting. K. Berlin: Contemporary German Art. Buxton and Poynter: German, Flemish, and Dutch Painting.

If there can be one more paper in this program, it should be about the critic Winckelmann and his influence on classical art. This was especially evident in Raphael Mengs, the court painter to the King of Poland in the eighteenth century, and his student, Angelica Kauffmann. German art has been heavily influenced by those who wrote about his philosophy, like Lessing, Goethe, the Schlegels, and others. We should also mention Kugler, Waagen, and Dr. Bode today.

1. Lely and Kneller—Their life stories. Their status as artists. Lely's connection to the court[Pg 125] of Charles II. Kneller's relationship with the court of William and Mary. The similarities in the work of both painters. The portraits of the Hampton Court beauties from that period.

2. Hogarth—Choice of subjects and style of treatment. Influence of the Dutch school. Reasons for the huge popularity of his work among the English. Historical significance. Interest over beauty. Engravings. Paintings in the British Museum.

3. Reynolds, Gainsborough, and Romney—The portrait painters of the eighteenth century. Famous portraits of women and children: the Duchess of Devonshire, Cherry Ripe, The Strawberry Girl, etc. Reynolds' art school. Readings from his Discourses.

4. Raeburn and Wilkie—Subjects from everyday life. The sentimental story as a theme. Scottish emotionalism in art and literature; Wilkie's Blind Man's Buff and The Blind Fiddler.

5. Constable—A master of English landscape painting. He had a deep connection with his subjects and recognized the artistic importance of mists, clouds, and rain. His work has influenced modern French landscape artists. Today, Constable's[Pg 126] paintings hold significant commercial value. His artworks can be found in the National Gallery, South Kensington, and the Metropolitan Museum.

6. Turner—The greatest English landscape painter. He had a strange life story filled with eccentricities. His painting style is unique. There's a comparison to be made with Claude and Poussin. Unfortunately, his choice of pigments led to the fading of his artworks. Check out readings from Ruskin's Modern Painters.

Books to Reference—Gleeson White: Master Painters of Britain. Spielmann: British Portrait Painting to the End of the 19th Century. Allan Cunningham: Lives of the Most Notable British Painters and Sculptors. Horace Walpole: Anecdotes of Painting in England.

This program is so packed that it could easily be split between two meetings. Notice alongside the artists mentioned those who are less well-known: Sir Thomas Lawrence, the portrait painter from the Reynolds school; Blake, the mystical and symbolic artist who influenced the later pre-Raphaelites; and Landseer, the animal painter (who can be compared to Rosa Bonheur). Illustrate the paper with photographs as much as possible.[Pg 127]

1. The Pre-Raphaelites—Their origin and principles: sincerity and truth to nature. Holman Hunt: Light of the World; The Triumph of the Innocents. Dante Gabriel Rossetti: Ecce Ancilla Domini; Beata Beatrix. Photos of these artworks can be shown, and those who have seen them can share their thoughts on them.

2. The Academicians—Sir Frederick Leighton, Sir J. E. Millais and his departure from the Pre-Raphaelites, G. F. Watts, Sir Alma Tadema, Frank Dicksee, Sir E. J. Poynter, Sir Luke Fildes, Sir Hubert von Herkomer, Sir W. Q. Orchardson. In this context, there might be a reading from Herkomer's memoir.

3. The Independents—Sir E. Burne-Jones. Solomon J. Solomon. Maurice Grieffenhagen. Mortimer Menpes. J. Byam Shaw. It's fascinating to see how French painting has impacted England.

Books to Reference—Ruskin: Modern Painters. Holman Hunt: History of Pre-Raphaelitism. Gleeson White: Master Painters of Britain.[Pg 128] Cosmo Monkhouse: British Contemporary Artists.

Ford Madox-Brown, who hasn’t been mentioned in the program, should get a shout-out if there’s time. The articles by Ford Madox-Brown Hueffer in various current magazines about the Pre-Raphaelite artists are full of interesting stories and humor. The poems by Dante Gabriel Rossetti and his sister, Christina, should be highlighted, and several of them should be read. Rossetti's wife was the model for many Pre-Raphaelite paintings. Her story could be told, including the details of her death and how her husband buried his poems with her, which were later dug up and published.

1. Early Painters—Copley, Gilbert Stuart, West, and Trumbull.

2. The Hudson River School—Kensett, Cropsey, Church, Bierstadt. Impact of Düsseldorf and Munich on these artists.

3. Whistler and La Farge—French influence on American painters. Whistler's portrait of his mother. The controversy with Ruskin. The story of the libel lawsuit. Why isn't Whistler's appeal more[Pg 129] popular? La Farge's depiction of the Ascension of Christ. Japanese and oceanic sketches. Mural paintings in public buildings. La Farge as a color artist and decorator.

4. Sargent and Abbey—Sargent's style. Iconic portraits. Decorative works for the Boston Library. Abbey's illustrations of Shakespeare. The story of the Holy Grail. Coronation image of Edward VIII.

5. Characteristic Groups—Landscape: Inness, Troyon, Wyant. Marines: W. T. Richards, de Haas, Rehn. Figures (genre): Winslow Homer, Abbott H. Thayer, Geo. de Forest Brush. Portraits: Eastman Johnson, W. M. Chase, John Alexander, Cecilia Beaux.

Books to Read—C. H. Caffin: American Masters of Painting. Samuel Isham: History of American Painting. J. W. McSpadden: Famous Painters in America. H. T. Tuckerman: Artist Life (1847).

Consider the top art galleries in America: the Metropolitan Museum in New York, the Museum of Fine Arts in Boston, the Corcoran Gallery in Washington, and the Art Institute in Chicago; along with the new galleries in Detroit, Buffalo, Dayton, and other cities. Take note of the famous mural paintings in state capitols, city halls, and high schools of New York, as well as those in the Congressional Library in Washington.[Pg 130][Pg 131]

This popular program is designed for clubs looking for something light and engaging for their year’s activities. The subject is approached by topic, featuring only the most prominent writers; you can add as many additional names as you like. To broaden the scope, include women poets, essayists, and various writers, and choose "Women in American Literature" as the theme. Check out R. P. Halleck's recent book on American Literature for more information. Alternatively, you can focus solely on "Our Short-Story Writers," which can cover as many meetings as you need.

Jane G. Austin effectively captured the theme of colonial times. She was deeply immersed in the spirit of that era, and anyone who reads Standish of Standish or Betty Alden can't help but empathize with the Puritans, their love stories, and struggles. Check out either of these, or David Alden's Daughter.

Maud Wilder Goodwin writes in a refreshingly casual style about life among the Colonial Cavaliers, and her books White Aprons and The Head of a Hundred are captivating; they fit well with the books recommended for the first meeting. You can read from either of the two mentioned.

Amelia E. Barr, although she was born in England, is considered one of the American writers. She has authored at least sixty novels. Her main theme focuses on the early days of New York, with standout works like The Belle of Bowling Green, The Maid of Maiden Lane, and The Bow of Orange Ribbon. Other notable books include Jan Vedder's Wife and The Black Shilling. Read from The Bow of Orange Ribbon.

Mary Johnston has explored a significant part of history. Starting with the early days of Virginia, she addressed the settlement of Jamestown in *Prisoners of Hope* and *To Have and To Hold*; both are incredibly engaging and provide vivid depictions of the Native Americans from that period. Next is *Lewis Rand*, which focuses on the settling of the Northwest, followed by *The Long Roll*, which deals with our Civil War.[Pg 133] All her work is completed with great attention to detail and is distinctly dramatic. Read from *To Have and To Hold*.

Add to these the books by Mary Catherwood about Canada, and those by Beulah Marie Dix, who has often focused on the wars of Cromwell as her theme; both authors are among our finest.

Bertha Runkle's The Helmet of Navarre might just be at the top of our romantic novels for its incredibly vivid depiction of life and adventure in Paris with its famous hero. It's even more impressive because it was the author's first book and she wrote it when she was just a girl. Check out the closing chapter.

Amélie Rives, now Princess Troubetzkoy, has written several romantic novels, especially The Quick or the Dead and A Brother to Dragons, both crafted in a vivid, dramatic style; her Virginia of Virginia, although different, is equally captivating. Her books are set in the South. Read from the last.

Molly Elliot Seawell has written many books, all well-crafted and covering a wide range of topics. Her lively novel, The Sprightly Romance of Marsac,[Pg 134] which won a three-thousand-dollar prize and is as cheerful as its title suggests, contrasts with the more serious works The House of Egremont and Midshipman Paulding. Start with the first.

Anna Katherine Green has written many books about crime detection, featuring complicated plots. Her best book is The Leavenworth Case; others include The Mill Mystery, Behind Closed Doors, and The Filigree Ball. Read from The Leavenworth Case.

The greatest novel ever written by a woman is Uncle Tom's Cabin by Harriet Beecher Stowe. Clubs should dedicate at least one meeting to this book, examining the historical context, the author's background and training, and the reasons that inspired its writing; they should also discuss the book's impact on the nation. It has been translated into many languages and is known worldwide.

Mrs. Stowe also wrote another book with an important theme, The Minister's Wooing, set in early Colonial days and exploring the influence of Calvinism on people's lives. Read both of these books.[Pg 135]

Elizabeth Stuart Phelps (Mrs. Ward) started her career at nineteen with The Gates Ajar, inspired by the sadness of the Civil War; it was a massive success. Since then, she wrote consistently, and each novel tackled a specific issue presented with intense emotion. A Singular Life is among her best works, and The Story of Avis, Doctor Zay, and The Confessions of a Wife are all incredibly engaging. Read the first two.

Margaret Deland has tackled life's challenges in her books with empathy, humor, and a thoughtful, caring philosophy. Her stories about Old Chester, its lovable residents with their distinct traits, and the rector, Dr. Lavendar, who is one of the most charming characters ever created, are well-known among women readers today. Her best novels align with her other stories, but there's a depth in The Awakening of Helena Richie and in The Iron Woman that isn't present in the short stories. Read from Old Chester Tales.

Edith Wharton explored the challenges of urban society in her novel The House of Mirth,[Pg 136] painting an honest but often uncomfortable picture. The Fruit of the Tree and The Valley of Decision showcase different aspects of social life. Her books are skillfully crafted and elegantly written, with a distinctly nuanced style. Read from The House of Mirth.

Gertrude Atherton also addresses societal issues, but in a different way. The Aristocrats and Ancestors have a clearly satirical tone. Along with these, she has other works like The Doomswoman and The Conqueror that take on a completely different style.

John Oliver Hobbes (Mrs. Craigie) has some beautiful little books, which are probably read by few because of their unique style. She wrote The School for Saints, The Herb Moon, and The Flute of Pan. Her topics are quite complex and a bit stretched out, but overall they're beautifully crafted. Read from The Herb Moon.

Ruth McEnery Stuart spent her early life in Louisiana, where she got to know the plantation workers personally. No one has matched her ability to portray their character, with its dependence and childlike charm. Her appreciation of their humor is just as clear as her recognition of their unintentional sadness. Check out A Golden Wedding, Moriah's Mourning, and The River's Children. In Sonny, one of her most beautiful books, she features a poor white person as her main character.[Pg 137]

Alice Hegan Rice carved out a significant space for herself when she wrote Mrs. Wiggs of the Cabbage Patch. She discovered a unique setting for a story and created an original heroine in Mrs. Wiggs. Check out this book and its sequel, Lovey Mary.

Kate Douglas Wiggin (Mrs. Riggs) has several cheerful stories, a short series about Penelope in England and Scotland, and A Cathedral Courtship, which is just as entertaining. Her Rebecca of Sunnybrook Farm is also filled with witty remarks. In The Birds' Christmas Carol, she blends humor and emotion. Read from Penelope's Progress.

Myra Kelly discovered the perfect inspiration for her best book, Little Citizens, in a public school on New York's East Side, among struggling immigrants. It's written with a deep appreciation for their funny quirks and expressions, along with genuine sympathy for their experiences. Any random chapter is sure to be an enjoyable read.

Carolyn Wells is famous for writing the[Pg 138]

In addition to these, clubs may read Anne Warner's The Rejuvenation of Aunt Mary, Margaret Cameron's The Involuntary Chaperon, and others; see also the humorist from several decades ago, Marietta Holley, and her books about Samantha Allen.

Mary Stewart Cutting has been a very successful writer of short stories about everyday home life. She is incredibly accurate with the details, but presents them in a fresh and humorous way. Her *Little Stories of Courtship* and *Little Stories of Married Life* showcase people we all recognize. Her longer stories, *The Unforeseen* and *The Wayfarers*, have the same common sense and the same upbeat approach to tackling challenges. Choose selections from her first two books.

Ellen Olney Kirk writes in a subtle style about charming people who live simple lives. Her books may not be new today, but they are always[Pg 139] interesting. Check out The Story of Margaret Kent or Marcia.

Alice Brown portrays family life in New England, but she always adds a twist, either in the story or the characters. There’s a particular power in everything she creates. Check out Meadow-Grass or The Country Road.

Kathleen Norris has written a profoundly touching story called Mother; it portrays a family of everyday parents and children with remarkable accuracy in depicting the ordinary aspects of their lives, but it is also a portrayal of love and an understanding of what a true mother is and does.

Margaret E. Sangster's Eastover Parish is a delightful exploration of real life.

Louisa M. Alcott's Little Women is a classic. No one has ever managed to write anything so fresh, so genuine, and so uplifting. Her later works, especially Little Men and Old-Fashioned Girl, are somewhat similar but don't quite reach the brilliance of Little Women. Check out any favorite chapter.

Mary Mapes Dodge's biggest literary hit was a book for boys, Hans Brinker, or the Silver[Pg 140] Skates, an interesting story set in Holland. It has been translated into five languages. Check out the "race" section from it.

Frances H. Burnett had written great books for adults, like That Lass o' Lowries, and others, before her Little Lord Fauntleroy came out and became hugely popular. Her other children's books were mostly fairy tales and simple stories. Read from Fauntleroy.

Laura E. Richards has a lot of books for girls that are written with humor and plenty of good advice, though the advice is cleverly disguised. The Three Margarets, Margaret Montfort, and the Hildegarde stories are all appealing, but Captain January is the most unique; check this one out.

Josephine Daskam Bacon writes humorously about both kids and parents. Her Memoirs of a Baby and When Caroline Was Growing are both worth checking out.

Elizabeth Jordan has introduced a fresh vibe in her stories about life in a convent. May Iverson, Her Book and its sequel are packed with the quirks of adolescent girls. Check out any of the funny chapters.

Clubs should take a closer look at some of the classic authors for girls, especially Sophie May,[Pg 141] Mrs. A. D. T. Whitney, and Susan Coolidge. Also, pay attention to the great work of Annie Fellows Johnston, Kate Bosher, and Inez Haynes Gilmore, and read their books.

Some of our women writers have focused on the people from one specific area, or at least mostly; this group can be divided into two categories.

Helen Hunt Jackson, best known as a poet or for her short essays, has one significant book, Ramona. It's recognized not only for its call for justice for Native Americans but also for its portrayal of life in Southern California on isolated ranches.

Constance Fenimore Woolson often wrote about Florida, its wetlands, its orange groves, and its pine forests. Read from East Angels.

Mary Hallock Foote focused on the early mining camps as her theme, creating vivid depictions of life and romance in that setting. Read from The Led Horse Claim or The Chosen Valley.

Charles Egbert Craddock (Mary Murfree) has set her stories in the Tennessee mountains. Her protagonists are tough, rough-edged, and colorful mountaineers,[Pg 142] and her books are famous for their vivid scenery descriptions. Read from The Prophet of the Great Smoky Mountain or In the Clouds.

Grace E. King writes about the lives of the Creoles in New Orleans. In her Balcony Stories and Monsieur Motte, we experience the scent and the slow pace of the South. Read a Balcony story.

Sarah Orne Jewett was one of the first to choose New England as her area of focus. Her style is uniquely delicate and refined. She wrote about the people with honesty and empathy, without any hint of satire. A White Heron and The Country of the Pointed Firs are among her beautiful stories; read from the latter.

Ellen Glasgow sets her stories in the South, mainly in Virginia. Her themes are unique and developed in a spacious, relaxed manner. The Voice of the People, The Deliverance, The Battle-Ground, and Ancient Law are all worth checking out. Pick from The Deliverance.

Helen Martin in "Tillie, A Mennonite Maid" and Elsie Singmaster in several stories have both portrayed the unique Pennsylvania Dutch culture, highlighting their isolated way of life. [Pg 143]

Of late years, short stories, mostly written by women, have filled our magazines. It’s impossible to select more than a few for a program, but club members can add all of their favorites to those suggested and bring in short stories to read at one meeting. Along with the older writers like Rebecca Harding Davis, Harriet Prescott Spofford, and others, consider the following:

Mary E. Wilkins Freeman, while she has written several novels, is likely our best short-story writer. Her characters, especially those from rural New England, are portrayed with incredible accuracy. She gets their quirks and peculiarities, and writes about them with both honesty and humor. A New England Nun is considered her best book; just read any story from it.

Mary Raymond Shipman Andrews, the author of The Perfect Tribute and many lighter stories, writes beautifully.

Margarita Spalding Gerry in The Toy Shop has something truly unique, both in theme and approach.

Octave Thanet (Alice French) vividly portrays ordinary people; her Missionary Sheriff and[Pg 144] Stories of a Western Town are well-known; read from either.

Add to these names the ones already mentioned under other sections of this outline: Sarah Orne Jewett, Alice Brown, and Mrs. Cutting.

As previously mentioned, the work from this year could be developed into a complete study of American women writers. If this is pursued, start with the early figures: Lydia Maria Child and Margaret Fuller; then include our essayists, Helen Hunt Jackson, Agnes Repplier, Vida Scudder; our poets, the Cary sisters, Julia Ward Howe, Lucy Larcom, Emily Dickinson, Edith Thomas, Celia Thaxter, May Riley Smith, Ella Wheeler Wilcox, Emma Lazarus, Helen Hunt Jackson, Josephine Preston Peabody, and Anna Branch, along with our miscellaneous writers who have penned biographies, essays, stories, and practical books: Alice Morse Earle, Marion Harland, Kate Upson Clark, Mary Heaton Vorse, and Margaret E. Sangster. Women journalists could also be an additional focus, as well as women editors, to encompass the entire spectrum of women in literature.[Pg 145]

1. The Value of Public Sentiment and Cooperation—Increase in values as a town develops; what a passionate person can achieve.

2. Our Water-Supply—Detailed description: water system, wells, cisterns, etc.; quality of the supply; limitations, dangers, and potential for improvement.

3. Our Sanitation—Detailed description: sewage pits; waste; disposal of wastewater.

4. Our Yards, Our Streets, Our Parks, Our Public Buildings—Planting trees; building fences; city fountains.

Books to Reference—Patrick Geddes: City Development. C. M. Robinson: The Improvement of Towns and Cities. W. P. Mason: Water Supply (from the Sanitary Perspective). Shade Trees: Their Care and Preservation (N.Y. State Cornell Agricultural Experiment Station Bulletin 256).[Pg 146]

The town's water supply is really important; let's look at how it relates to sewage disposal, ice supply, the use of filters, bottled water, and more. Cleaning up and improving the backyards of the town, planting vines, tearing down ugly buildings, creating gardens, and having window boxes could all be expanded into more than one article. We can also talk about the village common, drinking fountains, the bandstand, and the use of trash bins in public spaces.

1. Existing Conditions—The different topics of air, light, water supply, sanitation, and proper fire escapes should be carefully considered.

2. The Model Tenement—Plans, profit for the owner of tenement property, management, rules for tenants (cleanliness, timely payment), beautification of tenements (window boxes, roof gardens), playgrounds.

3. Model Cottage Homes—Opportunity to gain ownership (building-and-loan associations, thrift clubs). Upgrading working-class homes in small towns. Play areas for kids.

4. The Garden Cities of England—Compare the[Pg 147] Sage Foundation proposals in America. Model towns (like Pullman here, Essen in Germany, etc.).

Books to Read—Gould: Housing of the Working People (U. S. Labor Dept.). Manning: Villages for Working Men and Working Men's Homes. R. W. DeForest and others: The Tenement House Problem. F. C. Moore: How to Build a Home.

Discuss the topic of model towns. How satisfied are the tenants with the leasing and regulations? Show images of the Garden Cities in England and the model apartments in Berlin. Review the advantages of building-and-loan associations and purchasing homes through an installment plan. Should we hire an architect for a small home, or are published plans sufficient?

1. The Industrial Age—The introduction of machines that save labor in England during the eighteenth century. Huge advancements in today's world. Overall impact on the working class.

2. The Factory System and Human Life—Overcrowding,[Pg 148] and lack of air and light. Unprotected machinery. Risk of fire. Insufficient fire escapes and exits. Poor sanitation. The sweatshop. Repetitive tasks and excessively long work hours. The work of women. Child labor.

3. Model Conditions in Factory Life—The building: air, light, hygiene, space, safety. The eight-hour workday: a fair wage. Insurance for accidents, retirement, and life. The cafeteria. The factory doctor.

4. Local Ideals—Meetings with employees. Fostering a positive social atmosphere among employers. Improving the factory grounds. Employee associations: recreation, social activities, mutual support. Holidays and weekends. The kids in factory homes.

Books to Check—Clarke: Effects of the Factory System. Spahr: America's Working People. Wright: The Factory System as a Part of Social Life.

At this meeting, there should be a presentation showcasing the great conditions at certain major factories and publishing houses where employers and employees are working towards the same goals. Photos can be displayed of gardens,[Pg 149] recreation areas, lunchrooms, and similar spaces; there's plenty of material available in various magazine articles. The topic of retirement pensions should be brought up for discussion. A possible outcome of this meeting could be the establishment of a permanent committee to improve local conditions.

1. The Place of the Public School in American Life—The start of public schooling in colonial times. The connection between school and citizenship. National pride. The flag and the school. Public schools and immigrant children.

2. The Modern Curriculum—An increase in subjects (like manual training, cooking, sewing, music, etc.). A debate on the advantages of the system: depth versus diversity.

3. The Ideal Public School—The ideal principal. Women on school boards. The perfect school building; bright, airy, clean, and spacious. Enhancing the school inside and out; artwork, sculptures, plants, etc. The school nurse; monitoring contagious diseases, and checking eyesight, hearing, throat, and dental health. School's social services: evening classes, lectures, and recreational activities.

4. Parent and Teacher—Mutual understanding.[Pg 150] Meetings. Book clubs. Is the public showcase necessary?

5. School Sentiment—Sports and debates between schools. The alumni association. The graduation ceremonies and yearly banquet. The visit of notable alumni.

Books to Reference—Dewey: The School and Society. Butler: The Meaning of Education. The International Educational Series. Reports of the United States Commissioner of Education.

A discussion can be set up on homework: How much should parents expect and organize? When is the best time to do it? Highlight the importance of parents staying closely involved with their child's work, being aware of their reports, and regularly communicating with the teacher. Note the significance of the truant officer's role. If the school doesn’t have a gym, can parents collaborate to create one? In a big city, could there be a rooftop garden for recreation?

1. The Importance of Recreation—A shift in our perspective: comparing old ideas with the[Pg 151] new. Refer to the chapter on Recreation in Adeney's A Century's Progress in Religious Life and Thought. Recreation and ethics. Alternatives for the social opportunities once found at the corner store and the bar.

2. Planning Recreations—Setting up a local committee. The grange, the lyceum, the town band or orchestra, movies.

Discuss the downsides of unregulated entertainment and how they can be improved with smart management.

3. The Regular Program—Illustrated lectures, concerts, community improvement meetings, athletic events for men, the women's club.

4. Occasional Amusements—Temporary exhibits of artwork, antiques, etc., organ concerts, flower festivals, community theater, outings, neighborhood dances.

5. Ideals in Recreation—The ideal of democratic social interaction. The ideal of culture. The ideal of healthy engagement for young people. The ideal of wholesome entertainment.

Books to Reference—Luther H. Gulick: Popular Recreation and Public Morality (Sage Foundation). Hartt: The People at Play. W. S. Jevons: Amusements of the People.[Pg 152]

This is one of the key programs of the year and deserves special preparation and attention.

The current trend is to organize clean, wholesome activities for people of all ages, and women's clubs can work together with the mayor, school trustees, and knowledgeable individuals to implement these plans.

Discuss especially what has been done to provide an alternative to the attractions of the bar; the risks and the benefits of movie theaters, and to what extent public opinion may be formed for the regulation of these and other forms of entertainment.

1. Town versus Country for Children—A discussion about the pros and cons of both. Tips on maximizing the benefits of city life for kids.

2. Outdoor Occupations—Gardens for kids. Games. Sports. Riding and walking groups, picnics, etc. Bird watching. Nature classes (butterflies, etc.).

3. Indoor Occupations—Classes in carpentry, weaving, and sewing. Music classes, the children's[Pg 153] choir, the children's orchestra. Pantomimes, plays, and dances.

4. Public Provision for Children—Children's museums. Public playgrounds. The children's section in the public library. Art exhibitions for kids. Illustrated lectures in public schools.

Books to Read—G. Stanley Hall: Educational Problems. L. H. Gulick: Children of the Century. Mangold: Child Problems. Jekyll: Children and Gardens.

Women's clubs should definitely take an interest in the children of the city or countryside and provide what the public doesn't offer. The importance of playgrounds and gardens in cities, as well as children's classes in crafts or hands-on training in rural areas, cannot be overstated. Musical training is also important, not just for its artistic benefits; children's choirs, with performances of cantatas and oratorios, can be very engaging. Motion dances and cultural dances are easy to teach, especially in towns and cities that have diverse populations.

1. Civic—The courthouse: the right architecture—simple and dignified. Upgrading an[Pg 154] old building. The grounds. Decorations. The jail: what are the current local conditions? Is improvement feasible? Modern perspectives on imprisonment and housing for inmates.

2. Useful—The station: cooperation between the railway company and the community. Cleanliness, paint, sanitation, lawns, and flower gardens. The water system: decorative options at the facility. Fountains and flower beds.

3. Literary—The public library: the importance of a lecture hall. The local community center. Borrowing exhibitions. Reading rooms: their significance when there's no library. Making the space inviting.

4. Monumental—Better public taste. Need for a committee to evaluate proposed memorials. Excessive monuments. Statues and plaques. The soldier's monument. The local historical society. The cemetery: the perfect location, ownership, and management. Trust funds for ongoing maintenance. Beauty and ugliness in stones. Trees, lakes, flowers.

Recommended Books—Mawson: Civic Art. Bentley and Taylor: Practical Guide in the Preparation of Town Planning Schemes. Ravenscroft: Town Gardening. Penstone: Town Study.

Much can be done by a club to improve[Pg 155] the state of the local cemetery; maybe even relocating it from a spot too close to the center of town to a more appealing and suitable site, planting trees and flowering shrubs, organizing care for the grass and flowers, fixing up old monuments, and so on. A paper could explore the question: How can women implement their ideas without upsetting the town council?

1. The Church Structure—A stunning exterior: simple, tasteful materials, design, and color. A lovely interior: understated decor; glass windows, both nice and not so nice; soft-toned carpet and cushions.

2. Sunday Services—Dignity and respect in their actions. The significance of music. How can we ensure quality music in a small community? The choir. Evening services.

3. The Sunday-School—Contemporary approaches. The structured school system. Awards and showcases. Youth involvement; connecting this to the overall church activities.

4. Week-Day Appointments—Men's meetings: how to encourage attendance. The important role of men's church clubs in the community. Women's meetings: the church[Pg 156] aid society, the missionary society. Young women's guilds. Clubs for girls and boys. The Boy Scouts, etc.

5. The Minister's Home—Should the church's social life revolve around the minister's home? The connection between the minister's wife and her husband's work. The church's ownership of the minister's house; its maintenance and upgrades.

Books to Reference—C. A. Wight: Some Old Time Meeting Houses of the Connecticut Valley. K. L. Butterfield: The Country Church and the Rural Problem. W. M. Ede: Attitude of the Church to Some of the Social Problems of Town Life. Ramsay and Beel: Thousand and One Churches. E. C. Foster: The Boy and the Church.

The issue of using the stereopticon and moving pictures in the church should be discussed. Should the Sunday evening services sometimes include a talk about the Holy Land, famous paintings of Christ, the Pilgrim's Progress, or the Passion Play at Oberammergau? Organizing the distribution of church flowers after services could be a result of this meeting, and a committee might be formed to ensure they’re delivered to the sick.[Pg 157]

1. Existing Local Charities—Their history, character, and condition. The poorhouse, free hospital beds, distribution agencies. Discussion: How can we enhance local conditions?

2. Best Methods of Helping the Needy—Risks of giving without thought. Dignity among the less fortunate. Role of the supportive visitor.

3. New Work—the daycare center, the vegetable garden, the flower and fruit committee, the senior living home, free job placement service, workspaces: the laundry and the wood yard.

4. Organized Charity—Talk about the issue of wasted efforts due to duplication. Collecting and sharing information. Working together with churches and other organizations.

Books to Read—E. T. Devine: The Practice of Charity. E. T. Devine: Misery and Its Causes. W. H. Allen: Efficient Democracy.

In cities, one of the most valuable aspects of charitable organizations is the regular informal meetings of the workers, where broader topics are discussed and different parts of the work are aligned. It's important to stress the need for everyone to work together harmoniously[Pg 158] in a short talk after this program.

1. The Town Beautiful—Overview of current city improvements and related suggestions from: Washington, Chicago, Cleveland, Minneapolis. L'Enfant's plans for Washington and their background. What Baron Haussmann accomplished for Paris.

2. The Plan of the Town—Is this the best location? Can we improve the situation in any way? Design an ideal town for this area. Consider the importance of having a vision for the future.

3. Landmarks—Provide a short history of the town, highlighting the main events and the names of the key individuals involved. Include ideas for public memorials, plaques, and monuments.

4. Specific Improvements—Removal of unattractive objects and buildings. Regulation of bars. Improvement of unhealthy houses. Drainage of swamps and standing water in the area. The surroundings of the train station.

5. Organization—What committees are needed to help improve the town? How can these committees work together with similar men's committees[Pg 159] and with local authorities? How can we raise public awareness? Importance of showcasing plans for ideal towns.

Books to Reference—M. M. Penstone: Town Study. A. D. Webster: Town Planting. H. I. Triggs: Town Planting. Raymond Unwin: Town Planting in Practice.

This program should be practically useful for the local town, summarizing the previous meetings and presenting specific proposals for community improvements. It would be a good idea to invite some town officials to attend and share their suggestions. A committee should be formed at the end to focus on the specific plans that are accepted.[Pg 160]

No historical study could be more interesting to clubs than that of Holland. The story of how the Dutch Republic rose is more exciting than any novel. Their army was small but unbeatable; their navy successfully battled the navies of much larger nations. Their commerce was unmatched; their colonies were established in unfamiliar lands; their artists were among the best in the world at that time. But most importantly, Holland is remarkable for its significant fight for freedom when freedom was unheard of, and the impact of their victory was global. The English and American revolutions were based on theirs.

Clubs can refer to The Story of Holland, by James E. T. Rogers; Brave Little Holland, by W. E. Griffis; and Motley's inspiring book, Rise of the Dutch Republic.[Pg 161]

The history of this part of the north began when Julius Caesar arrived in Gaul. At the furthest point was a vast swamp covered in forests called Batavia, and one group living there, the Frisians, was known for their independent, wild nature. Their law stated that "the people should be free as long as the wind blows from the clouds," and this ancient saying has always been the rallying cry of Dutch patriotism.

At first under German control, the country later became part of the Holy Roman Empire and was ruled by a prince bishop. Later, the Counts of Holland took over, and after the Crusades, when the feudal system was fully established, the major towns became mostly independent. We have records of magistrates, mayors, and aldermen. The population changed quickly, trade thrived, education expanded, and Holland became known as the world's great cloth market.

Close this period by noting two important points: First, after all the land had been cleared and drained, the people built dikes to hold back the sea, which allowed them to gain a lot of arable land; second, the great guilds of the time played a significant role in the future history of the country. They existed among artisans and manufacturers, and additionally, the interesting guilds of rhetoric put on theatrical shows and had processions, the latter known as Land Jewels, due to their grandeur. Motley emphasizes the importance of the guilds in maintaining the spirit of freedom.

In the 15th century, Philip the Good of Burgundy became the leader of the Low Countries through buying, taking, and marriage settlements. The real power in the country lay with the stadtholders, and the major cities functioned independently rather than as a united front. Check out the story of the war against England during Philip's reign; pay attention to the rise of the fishing industry and its significant commercial value, along with the beginnings of the Dutch navy within the fishing fleet. Also, read about the intriguing political factions known as the "Cods" and the "Hooks" in Brave Little Holland. Notice the early signs of the Reformation in other countries under Luther and Calvin, and write a paper on Erasmus of Holland; compare his ideas with those of the other reformers. Read Henry Kingsley's novel, Old Margaret, as well as Scott's[Pg 163] Quentin Durward, and Mary of Burgundy by G. P. R. James.

Passing quickly through a few reigns, we arrive at that of Philip the Fair, whose significant marriage to the daughter of Ferdinand and Isabella of Spain brought the Netherlands into conflict with the greatest power in the world. Their son Charles, born in 1500 and known as Count of Flanders, became King of Spain and later Emperor of Germany. He was harsh, narrow-minded, selfish, and a religious bigot.

As soon as he saw the strides Protestantism was making in Europe, he decided to stop it. He banned the reading of the Bible, just printed in Amsterdam, and set up the Inquisition, which alone in Holland executed over fifty thousand people. After fifty years of disastrous leadership, he stepped down in favor of his son Philip.

At the big ceremony that marked this event, three notable people took part: Charles himself; the Stadtholder of Holland, William, Prince of Orange, whose arm Charles leaned on; and[Pg 164] Philip, the new sovereign, who inherited all his father's intolerance and added a cruelty that surpassed it.

It wasn't long before William found out that Philip had planned a massacre of all the Protestants in Holland. Even though he was a Catholic, he quickly went home and warned everyone about the danger. That's when he earned the nickname William the Silent. The Dutch had welcomed Philip into their country, but now, while claiming loyalty to him, they requested the removal of Spanish troops. This infuriated the King, and he left the country, swearing revenge. Check out Motley's account of the memorable scene between Philip and William as well as his thoughts on Philip.

Philip left his half-sister, Margaret of Parma, as regent. Holland urged her to put a stop to the Inquisition. Have a paper on the banquet where the petition was presented and the founding of the famous order of "The Beggars of Holland," who accomplished remarkable feats both on land and at sea. Conclude the program with [Pg 165] a sketch of William, who is now recognized as one of the most significant figures in history from any era.

Philip was determined to eliminate Protestantism in Holland at any cost. He sent the ruthless Duke of Alva there with over ten thousand elite soldiers; he set up in Antwerp, created the infamous "Blood Council," sentenced the people of the Netherlands to death, and ordered William to appear before him. Margaret left the country; William fled to Germany and was declared an outlaw; ten thousand Dutch people escaped to England. From Germany, William directed the war, putting his brother Louis in charge of the troops; a significant battle, Heiliger Lee, ensued, where the Spanish were completely defeated through a clever strategy. Declaring himself a Protestant, William returned and took to the battlefield.

Read the story of Egmont and Hoorn and their destiny in Motley and in Goethe's play. Check out excerpts from these novels related to the period: Lysbeth, by H. Rider Haggard, and Jan van Elselo, by G. and M. Coleridge.

Alva fought and defeated William at Geta[Pg 166] and scattered his army. Convinced he was victorious, he had a huge statue of himself built in Antwerp; but twenty-four ships from the new navy crewed by the "Water Beggars" changed the course of the battle, and this is when the real struggle started.

Only a few key events can be covered here, but clubs should delve into the entire fascinating story of the conflict, which is in many ways the most interesting war in history.

The seven-month siege of Haarlem, with its heroic defense and eventual destruction, was followed by the siege of Alkmaar, where women and boys joined in the fight in the trenches; the dikes were breached, and the Spaniards were pushed out by the sea.

The two sieges of Leyden came next, bringing with them starvation and disease; finally, when only a few people remained, the distant dikes were breached and water gradually flooded the fields. Then, a fierce storm hit, and the sea surged in, allowing the Dutch navy to move across the land to save the city. Alva returned to Spain, and the new regent and leader, Requesens, took over. Not long after, the Dutch declared their independence on July 26, 1581, and eventually established the United States of the Dutch Republic.[Pg 167]

Two other governors arrived in Holland, Don John of Austria and Alexander of Parma, but neither managed to force the Dutch into submission. The siege of Antwerp occurred next, and shortly after, William was assassinated by a Spaniard. In desperation, Holland offered to give control of the country first to France and then to England; both turned it down, but Queen Elizabeth sent troops and funding. Sir Walter Raleigh, the Earl of Leicester, Miles Standish, Captain John Smith, and Sir Philip Sidney came, and the latter lost his life in battle.

Maurice, the son of William, took command and was known as "the top soldier in Europe." It wasn't long before Spain, tired of forty years of fighting against an unbeatable people, signed a peace treaty and essentially recognized Holland's independence.

Clubs should explore the entire history of the relationships between Holland and England and note how, three years later, when the Armada arrived, Holland supported England in facing it. Examine the implications of this significant fight for freedom on other nations: what was genuinely achieved?

Read about the different sieges in Motley’s work; also pay attention to what he says about the Inquisition[Pg 168] and how it impacted the people's resistance. Check out George Ebers’ The Burgomaster’s Wife and Dumas’ The Black Tulip. There are also two books for boys by G. A. Henty that are worth exploring: one is By Pike and Dike, which covers the siege of Haarlem, and the other is By England's Aid. Ruth Putnam’s biography of William the Silent should also be read.

Holland, despite suffering terrible losses from death in battle, starvation, and torture, along with massive property destruction and the costs of war, still found herself in a strong position. She became enriched by the arrival of thousands of skilled merchants and artisans from the south, fleeing persecution, and her trade and colonies remained intact. The great Bank of Amsterdam thrived and had an intriguing history. A notable event of the time was the "tulip mania," a frenzied speculation that ended up being disastrous for the nation.

All over Europe, religion and politics mixed, and this was true in Holland. The country[Pg 169] largely followed the Calvinist faith, which led to internal issues. It became a debate over whether Church and State should be combined or separate. Maurice, Barneveldt, and Grotius were the main figures in this discussion. Barneveldt, a remarkably skilled politician, was executed; Grotius, the renowned scholar, managed to escape imprisonment and flee to Paris. Conflicts arose from the arrival of persecuted groups, including the Albigenses from France, the Waldenses from Italy, and the Anabaptists. Ultimately, democracy prevailed, religious freedom was secured, and Church and State were separated. At this point, tell the story of the Pilgrim Fathers in Holland and illustrate how progressive Holland was in its religious views.

Both Holland and England had colonies in India and other places, and now their trade was clashing. The hostility that developed was intensified by the fact that the Dutch had provided refuge to the Stuarts. The English forced Holland into a two-year war that took place entirely at sea, led by four great admirals: Blake and Monk for the English, and[Pg 170] Tromp and De Ruyter for the Dutch. The story is quite intriguing; the outcome was advantageous for the Dutch.

The prominent political leader, John De Witt, rose to prominence during this time; he was known as "The Wisdom of Holland." He arranged for the descendant of William the Silent to receive an education and later proposed that he marry Mary, the daughter of the Duke of York, who would become James the Second of England, in hopes of uniting the two countries. De Witt's murder by a mob in 1672 is a stain on the country's honor.

The government was under the control of Stadtholder William, another Prince of Orange; however, despite all efforts, war over the colonies broke out. A major naval battle occurred, resulting in the destruction of the English fleet. Later, France, supported by England, invaded Holland, but once again the dikes were breached and the invaders were driven out. Years of conflict followed, with various countries getting involved, and surprisingly, Spain siding with Holland. In a battle in the Mediterranean, De Ruyter, a beloved figure to his people, was killed.[Pg 171]

There was a lot of discussion at the time about making William the king of the Netherlands, but at that moment, England adopted the idea of him marrying Mary, as De Witt had intended, and he went through with it. He invaded England, was welcomed by the people, and was crowned co-sovereign with Mary in London. King James fled, and the new dynasty was peacefully established.

In 1747, after years of chaos across Europe, the seven provinces of the Netherlands, which had been loosely connected, united, and the stadtholder became the true leader of his people. However, conflicts emerged, his powers were limited, and eventually, civil war erupted. The King of Prussia got involved, leading to the siege and surrender of Amsterdam. Later, Napoleon arrived, and Holland quickly became just one of his smaller kingdoms. The Prince of Orange fought alongside the allies against him at Waterloo. After their victory, the prince made a triumphant entrance into The Hague and adopted the title of Sovereign Prince. The republic, which had only existed in name for years, officially ended there when he was crowned King William I.[Pg 172]

Belgium joined with Holland in a union that couldn't endure, leading to a nine-year war, highlighted by the notable event when Lieutenant Van Speyk blew up his own ship with everyone on board instead of surrendering. Belgium and Holland eventually separated. William I was succeeded by William II and William III, and now the young Queen Wilhelmina, the daughter of the last king, along with her husband, are the current rulers.

There is only one major university in the Netherlands, which is Leyden, established to commemorate the great siege by William the Silent. Scholars from all across Europe once gathered there, and its student population reached two thousand. Today, there are only a few hundred, similar to the other two smaller universities. However, Leyden is still renowned for its museums, which are among the richest in Europe.

Holland had some notable early printers, including the Elzevirs, who are among the best. She produced two world-class philosophers, Spinoza and Descartes, the latter also from France. Erasmus was the most distinguished of modern classical scholars, and Grotius established the field of International Law. Jakob Cats is Holland's most famous poet, and Maarten Maartens is the great novelist.

The Dutch have been leaders in science, particularly in medicine. They created the first high-quality optical instruments and have been innovators in navigation and flower cultivation.

In painting, Holland holds a prominent position. Among the names of the great painters are Rembrandt, Frans Hals, Gerard Douw, Teniers, Ruysdael, Jan Steen, Hobbema, and Cuyp; and in our time, Ary Scheffer, Alma-Tadema, Israels, Mesdag, and Mauve.

Clubs would benefit from spending a year studying just the last general topic. The history of scientists and philosophers, along with an analysis of artists' work, could easily fill many programs. On top of that, consider the study of Holland as a country: its charming buildings in the cities, its canals, bridges, and boats, its windmills, its fishing towns with their docks and fishing vessels, the vast art galleries and museums, the marketplaces, the peasants in the villages and their unique costumes, life at the court, and the interesting, remote places[Pg 174] on the islands and in what are known as the "forgotten cities."

Illustrate programs on these topics with pictures of all kinds, like those in De Amicis’ book mentioned earlier. Also, check out G. H. Boughton’s Sketching Rambles and Stevenson’s An Inland Voyage. A clever short story about a trip through the canals of Holland is The Chaperon, by C. N. and A. M. Williamson.[Pg 175]

This practical topic for club study is organized into ten sections, but they can be split into even more. The first, seventh, and tenth can each be used on their own, allowing for a full year’s work based on each.

Good books for general reference include: The Family House by C. F. Osborne; The House, Its Plan, Decoration, and Care by Isabel Bevier; and The House Beautiful by W. C. Gannett. The American School of Economics in Chicago has some really helpful books on its list about building and furnishing homes, and there are hundreds of magazine articles on these and related topics.

Begin in the earliest times with the homes of the cave and lake dwellers, the reed and wattle huts of primitive people, and the tents of the nomads.[Pg 176] Notice how, as wandering groups settled down, civilization advanced and homes made of wood and stone were built.

Follow with a look at the lasting and beautiful homes of the Egyptians, Greeks, and Romans, and showcase designs of their simple and harmonious interiors. Then compare these with the homes of the Norsemen, the Goths, and other more primitive societies, and observe how, after they conquered Rome, they brought back some ideas of comfort and beauty. A good encyclopedia will provide references on these topics.

Study the architecture of the Middle Ages—focused on the great castles of Italy, Spain, Germany, France, and England—using images from history books and encyclopedias. Mention the stone and wood carvings and decorations found in these castles. Unless this topic expands into a full study of architecture, it's better to focus on English houses for now. Note the time when half-timbering was popular, still visible in many homes in Warwickshire and other areas. Discuss the Tudor period, characterized by red brick as a primary material and leaded casement windows. Carved furniture, paneled halls, and intricate furnishings were also common. The Georgian[Pg 177] and Victorian periods come next, which hold some interest, and then we move on to our own country.

Houses built during Colonial and Revolutionary times were inspired by English styles, and many were replicas of existing buildings. They were mostly made of wood, featuring simple yet artistic lines. The Old Manse in Concord, the Longfellow house in Cambridge, and famous Southern mansions reflect this general style. The Dutch houses of the time were often made of stone, characterized by their low profiles, deep roofs, porches, and large fireplaces.

Soon after 1800, the era of experimental architecture began, and it has continued until recently when we're slowly reverting to reproducing old styles again. Generic houses, built to satisfy fleeting trends, have become the norm; mixed styles, unartistic shapes, and ornate scrollwork have marred them.

Show from magazines the new ideas; reproductions of old English homes, French chateaux, Tudor mansions; the combinations of brick, stone, and wood; the use of cement, stucco, and[Pg 178] stone. We have adopted foreign ideas and are making them our own and valuable.

Have each club member bring in pictures and plans of modern houses of all types, whether in the city, the village, or on a farm, ranging from the cheapest to the most expensive, and highlight the new ideas and the traditional ones. A great idea is to hold a drawing contest for simple house plans to provide some practical knowledge about desirable features.

How do you choose a location for a new house? Capture these thoughts in a paper: Make sure the neighborhood is appealing; that the nearby properties are increasing in value instead of decreasing. Consider the availability of public transport like trolleys or railroads. Are they easy to reach but not too close for comfort? Is the street the house will face attractive, well-maintained, and shaded?

Is the lot in good shape?—not overly full of rocks, not too low that it needs filling, nor too high that it requires grading? Is it well-drained? Are city water and gas available? Is there shade? Is the view nice? If it's in a rural area, how close are the schools, the church, and the markets?[Pg 179] What are the roads like in winter?

Study of materials: Will stone, brick, wood, or cement be the best choice for this particular house, and will it be better to use one material alone or combine two? Using local stone is often the best option and results in a beautiful, durable house. Cement needs to be reinforced or have air spaces. Combining cement or stucco with timber always looks great.

When it comes to the house layout, it’s important to study it carefully. Check out the designs in magazines and books, and take notes on what fits your family’s needs best. Discuss whether hiring an architect is necessary or if a builder can follow a printed plan. Consider where to place the house; if it’s not aligned perfectly, but instead positioned with corners facing northeast, northwest, southeast, and southwest, sunlight will reach every room at some point during the day. Hold a discussion about sanitation in rural and village homes, emphasizing the importance of managing plumbing properly. Also, think about heating and the overall amenities of the house. Highlight that each home should not only be visually appealing and practical, but also tailored to the specific needs of the family; in this regard, it’s the housekeeper and mother who should take charge, not just the architect.

What can be done to renovate an unattractive city house? A paper could easily be written on this current topic, demonstrating how a narrow brownstone house with high front steps, a basement dining room, and small rooms can be transformed. The exterior can be covered in brick or stucco, and perhaps shutters can be added. The steps can be taken out, and an English entrance can be built directly from the street. The stairs can be reconfigured to make the hall much larger; the dining room can be moved upstairs, with a dumbwaiter installed. The cramped, possibly dark rooms can be combined into one large living room, and the windows can be enlarged. Hardwood floors can be installed, dark wallpaper can be replaced with lighter options, and the entire space will have a modern feel. Architects are focusing on this area.

What can be done to update a village house? All the ugly scrollwork can be taken off the porch and windows, and any little spires or maybe a cupola can be removed from the roof. A wide, simple porch can replace the narrow one; the house can then be covered in shingles and stained or painted in a subtle color. The small rooms can be combined into larger ones, and small doorways can be widened. The floors can be done in hardwood or Southern pine, or maybe painted or stained, with rugs replacing carpets. The curtains can be dyed if they are too fancy; the old wallpaper can be swapped out for something simple and understated; the pictures can be rearranged. A bathroom can be added if there isn’t one. The kitchen can be made more functional. The yard can be enhanced with trees and shrubs. Unsightly outbuildings can be removed, and the fence can be updated. The porch can have vines and window boxes and can be furnished as a living area, complete with awnings, chairs, and a table.

What can be done to update a farmhouse? First, the barns and outbuildings need to be taken down or concealed behind screens of trees or evergreens, or at least painted or stained. The yard should be tidied up, with shrubs and flowers planted. The front door of the house should be opened up, and an attractive porch or entrance created, perhaps with vines. Inside, the front room should be set up for daily use, with the doorway likely widened and the windows opened and screened. The floor can be stained, and a nice rag rug placed down; unattractive furniture can be swapped out for simple, old-fashioned pieces that fit the house's style. A fireplace might be opened up, and the pictures can be hung on freshly papered walls. The kitchen and dining room can include more modern amenities, with water piped in from the windmill or spring. The bedrooms can be made airier, and maybe a bathroom can be added.

Show pictures of renovated houses of these and other types, and emphasize how much can be done with a low budget. Discuss the new ideas in home furnishing and the shift back to what is suitable instead of just what is expensive or trendy. Make the papers practical, and have club members share what they have seen achieved.

This is one of the most interesting topics of the year. Start by considering the types of houses required for the mountains, the beach, the flatlands or valleys, and the campsite, along with their[Pg 183] wonderful variety. The bungalow is the contemporary option for any simple summer home, and it can be endlessly adapted to fit its surroundings.

The forest camp is typically designed to include multiple simple bungalows instead of just one, creating a cluster: one for sleeping, one for dining, and one for cooking. It's important to have fireplaces, screened windows and doors, and a way to store food. Demonstrate how bunks can replace beds, and highlight the appeal of an outdoor dining area.

Seashore cottages should be built to prevent dampness; for this reason, stone or cement isn’t a good choice, but wood with thin walls that dry quickly is. Fireplaces are essential, and there should be deep porches on the sheltered side of the house. A bungalow like this may have two stories instead of one, and the interior can be paneled with wood and stained rather than plastered.

Inland cabins can be built from cobblestones, local stone, wood, cement, or a mix of these materials. They should have large, deep porches that can serve as living rooms and, if possible, outdoor sleeping porches. The house should be positioned to take in the best view, especially[Pg 184] of the sunsets. Beautiful gardens should surround the house.

Show images of all these types of cottages, as well as the popular California bungalows, which come in every possible style and price range.

Close this topic with a short discussion or write-up on Furnishing the Summer Home, highlighting that it should be done tastefully, not with leftover city furniture, but with simpler pieces that fit the house. Talk about simple and appealing curtains and drapes, the use of chintzes and cretonnes, white-painted beds and chairs, and porch furniture. Also, mention the time-saving gadgets for summer kitchens. Invite members to share their experiences and what they've seen and done during the summer; conclude with a discussion on the names of summer houses.

The impressive increase in apartments over the past few years is significant. Have their pros and cons been discussed, and let's ask: What are the key features of a good, livable apartment?

Suggest that the street should be accessible and as quiet as possible; the rooms should not be too small[Pg 185] or too crowded; there should be light and air in the bedrooms; a few good closets, a clean bathroom, and a convenient kitchen are all necessary, and a private hallway is desirable.

Discuss the question: How does decorating an apartment differ from that of a house? Suggest that since the rooms tend to be small, there shouldn't be too much furniture, and any furniture that is included should be straightforward and simply upholstered. The wallpaper should be light in color and either plain or subtly patterned; using just one type makes the apartment look larger than if multiple types are used. There should be few decorations and light curtains. Also consider these questions: How can space be saved in bedrooms and other areas? What about heating and ventilation? Is living in an apartment hygienic? Does it promote or discourage neighborliness? Do people get used to moving, and does the feeling of having a permanent family home get lost? Have a discussion planned in advance on these and similar topics.

This practical topic can be expanded into several meetings since it's clearly educational.[Pg 186]

Floors—Carpets versus bare floors and rugs. What is the price of hardwood, Southern pine, or painted or stained floors? In the long run, are these floors and the needed rugs more or less expensive than carpets? What types of rugs are desirable besides Oriental ones? What options are artistic, durable, and harmonious in color and pattern? What can be done with old carpets?

Walls—It's important to use the right proportions; they shouldn’t be too high or too low for the room's size. If they’re off, what can you do? Demonstrate how wallpaper can address the issue; low ceilings require a narrow striped wallpaper without a frieze, while high ceilings need the calcimined ceiling brought down by a foot or more on the wall, with a narrow molding where it meets the wallpaper.

Study the topic of wall coverings and include examples. Dark wallpaper absorbs light. The wallpaper with gold medallions lacks artistic appeal; harsh, bright colors can be exhausting to live with. Chintz wallpaper works well in bedrooms. Pay attention to the benefits of self-toned wallpapers and shades of tans and light browns.

Hangings—Have a paper or discussion here. Describe the unattractiveness of brightly colored, fringed, two-tone,[Pg 187] draped curtains, and of fake lace curtains, like Nottingham, and compare that with the beauty of simple, plain hangings and curtains made of net or muslin in good designs. Show images from catalogs of both good and bad hangings. Don’t forget that if windows are oversized or undersized, too high or too low, their shape can be adjusted by how they're treated. Highlight the possibilities of stenciling.

Furniture—This topic allows for an entire meeting. Obtain catalogues from retailers and showcase articles on various furniture styles, including English from different eras, French, German, Colonial, and modern styles that don't fit any specific period. Read from Furniture of Olden Times, by Alice C. Morse. Demonstrate how the simple lines of classic mahogany remain timelessly beautiful. Compare such furniture with the flashy, ornate, overly complicated designs that we frequently encounter today.

Make sure to have only a few simple chairs and tables in small rooms; it's better to have low bookcases instead of high ones; shaded lights are nicer than harsh white ones; and using side lights and lamps is preferable to a central chandelier or hanging lamp.

Pictures should feature good subjects; photographs of great masters and beautiful scenery or cathedrals are available. They should be simply framed, hung flat on the wall, and positioned at eye level. Decorative items should have a subtle color and design, rather than being complex and showy; appreciate the value of pottery, and, if possible, learn a bit about what's happening in arts and crafts across various fields.

A practical discussion may follow on, What should we do with our unattractive belongings? Let someone demonstrate how carpets can be dyed or turned into rugs, furniture simplified by taking off the cheap decorations and staining the entire piece, bookcases shortened, and curtains redone.

Have provided illustrated articles or presentations on these topics:

The Living-Room—How can we make it beautiful and cozy? What colors work best? What furniture should we choose? What art and decorations should we add? Where should the desk, the big table, and the piano be placed? What about the floor, curtains, and cushions? What is necessary, and what can we skip?

The Dining Room—Which side of the house is the best choice? What colors work well for the[Pg 189] walls? What type of wood should we use for the furniture? What should we do about a sideboard, glass cabinet, or pantry? How can we update what we already have?

The Bedrooms—Should we use wood or metal beds? What about the floor? Are wallpapers a good idea? What about using chintz and white paint? What curtains and fabrics work best? What furniture can we make ourselves for the bedroom?

The Boy's Room—How can it be both practical and appealing? What kind of furniture will he prefer, and what colors? Should there be space for "collections"?

The Girl's Room—How can this be both stylish and functional? What colors work best? If the room is small, how can we maximize the space? Does a nice bedroom encourage a girl to be more organized?

From this point, there will be short descriptions of other rooms: the mother's room; the guest room; the nursery; the playroom; the grandmother's room; the outdoor sleeping room; the hospital room; the sewing room; the linen closet; the attic; the cellar.

Close with a practical paper about that essential space in the home, the kitchen. Emphasize that it is a[Pg 190] workspace and should be designed and utilized accordingly. Discuss the flooring, the walls, and their finishes; the tables and chairs; the pantries; the sink; the stove; suggest time-saving tools and gadgets, and include illustrations; highlight the importance of the kitchen being both appealing and functional. Encourage members to share their thoughts on all these topics.

Prepare in advance a discussion on these topics: How much effort should we put into our homes? Should women dedicate all their time to keeping them clean and organized? What can they do to save time and energy? How much can the children pitch in? Should boys learn housework? What can be cut from the daily routine?

If people are interested, there could be a practical discussion on the importance of keeping paint in good condition to protect the wood underneath; caring for glass, silver, marble, brass, and hardwood; preventing moths and mice; and how often carpets need to be taken up. However, it’s better to focus on the bigger picture, using suggestions for talks or papers like these: Has housekeeping become easier today? What about modern appliances that reduce the need for sweeping and similar tasks? Has house cleaning lost its fears? Can the average woman think of housekeeping as a career? If so, how and where can she receive the best training? Compare today’s housekeeper with one from fifty years ago. Show how a trained housekeeper is a practical domestic economist. Discuss Business-like Housekeeping; how can we best prepare our daughters for it? If there’s time, address the question of domestic help. Are our views changing on this topic? Present the new plans for specialists with set hours and similar arrangements.

This is one of those topics that can be endlessly explored; in fact, you could easily spend an entire year studying it.

Begin by exploring historic gardens from ancient times, and read Bacon's famous essay. Next, shift your focus to modern gardens, starting with what can be accomplished in an apartment using only window-boxes. Then look at the small spaces behind city houses, and demonstrate what can be achieved there with vines over fences, climbing roses on a small arbor, [Pg 192] and narrow beds along the grass. If possible, include pictures of what has been created.

The lawn and small yard of a suburban house can now be explored, and with a bit of creativity, a lot can be achieved. Talk about using bulbs, small cold frames, growing grapes in a small setup under glass, as well as annuals, shrubs, vines, and roses.

The large gardens of our modern country houses deserve special mention. Get as many pictures as you can of these. Take note of the formal gardens, the Italian gardens, the sunken gardens, the rose gardens, the clusters of shrubs, and the brick and stone walls covered with vines. The features of the gardens are often stunning as well, like the pergolas, the marble and terracotta vases and seating, the sundials, the fountains, the lily ponds, and the pathways carved through the trees.

Traditional and herb gardens, kitchen and market gardens, growing violets and roses for sale, and cultivating rare seeds and plants are all subjects of interest, both theoretical and practical.[Pg 193]

1. Trees That Are Familiar to Us—Our local varieties: nut trees, shade trees, evergreens, etc.; fruit trees and how to care for them.

2. Trees That Are Strange to Us—Mahogany and other trees from Central and South America; teak wood; cedars from Lebanon; redwoods from California.

3. The Art of Forestry—The importance of forestry; the history of the movement; the United States Department.

4. The Tree in Sentiment and Literature—Famous trees (the Charter Oak, King Arthur's Oak, the Washington Elm, etc.); poetry about trees; Tennyson's trees; Shakespeare's trees.

Readings—W. C. Bryant: A Forest Hymn (in part). Longfellow: Evangeline (opening lines). Whittier: The Palm Tree.

Books to Reference—Julia E. Rogers: The Tree Book. What is Forestry? (U.S. Div. Forestry[Pg 194] Bulletin 5). G. Pinchot: A Primer of Forestry (U.S. Dept. Agri. Farmers' Bulletin 173, 358).

There are magazines that can easily be checked out for topics on landscape gardening, the arrangement of shrubs and trees, and similar subjects. There might be a useful article on Insects That Damage Our Trees and How to Handle Them; the Agricultural Department in Washington will happily send pamphlets that will be very helpful. There could also be discussions on The Lumber Industry and the Government, The Paper Industry and the Government, and a third one on Forestry as a Career for Young Men.

1. Geologic Ages Represented in the United States—Estimate of geologic time. Characteristics of the specific ages in this area. Volcanic activity and its impacts, along with local examples. Effects of water.

2. A Geological History of the Local Region as Far as It Can Be Constructed.

3. Fossil Remains of Plants and Animals in the Neighborhood—Overview of local collections and museums described.[Pg 195]

4. Value of Local Rocks and Soils—Using rocks for construction, roads, and chemical applications. Analyzing soils and describing their optimal uses in farming. Identifying problems with local soils from an agricultural perspective and how to fix them.

Books to Reference—Dana: Manual of Geology. Shaler: Outline of the Earth's History. U.S. Geological Survey. (Check local reports.)

Discuss the importance of engaging school kids in the local geology. What field trips can they take nearby for this purpose? The benefits of creating collections for school or community use is also a relevant topic. Are there accessible books on geology in the public library, and are they being read? In preparation for this meeting, the chairperson may gather literature from the Secretary of Agriculture in Washington on soils and ways to improve them.

1. The Distribution of Water on the Globe—Water in prehistoric times. Geological processes. The Ice Age. The constant movement of water: clouds, rain, streams, etc. The colors of water (blue lakes, green seas, brown streams, etc.).

2. The Ocean—The open sea. Movement of[Pg 196] tides. Notable tides. The beach: sand, pebbles, shells, seaweed, etc. The surf. Ocean traffic. Lighthouses and lightships.

3. Lakes—The major lakes in the United States. How they differ from each other. Their commercial activities. Smaller lakes. Great Salt Lake. Lakes found in Maine, Wisconsin, Canada, the Adirondacks, etc. Ponds. Notable ponds (Walden, etc.).

4. Rivers—The Mississippi. The Hudson. Life on canal boats. Smaller rivers and their beauty. The river as a transport route. River vessels (canoes, etc.).

6. Relation of Water and Human Life—Water in hygiene. Well-known springs. Irrigation and forestry. The comeback of canals as a means of trade. Water in literature and art.

Books to Reference—Wright: The Ice Age in America. Reclus: The Ocean. Russell: The Rivers of North America. Fuertes: Water and Public Health.

A practical paper can be prepared on Local Water Supply and the Health Risks of Well Water and Contaminated Ice. Include a brief paper on the Suez and Panama Canals, with illustrations of the latter. Describe the lock systems in Sault Ste. Marie. Consider the topic of houseboats on rivers. Include readings[Pg 197] from Byron about the ocean; from Clough's Bothie (the idyllic swimming); from Van Dyke's Little Rivers, and from Thoreau's Walden.

1. Beetles (Coleoptera)—Large tropical beetles. Common local types: ladybugs, the potato bug. Wood-boring beetles and the damage they cause.

2. Ants, Bees, and Wasps—Their life history, habits, and products. Relation to humans. Readings from Lubbock, McCook, and Maeterlinck.

3. Butterflies—Life cycle and changes. Beautiful types from equatorial areas. Local types described.

4. A Practical Knowledge of Insect-Life—For farmers: protecting crops, animals, and trees. For city dwellers: caring for trees and plants. For homeowners: dealing with household pests like moths, cockroaches, and others.

Books to Reference—Comstock: Manual for the Study of Insects. Buckley: Insect Life. Holland: The Butterfly Book. Osborn: Insects Affecting Domestic Animals.

This meeting can be really useful. Start with the life story of bees to help mothers and teachers explain the meaning of sex to children[Pg 198]. Read from The Bee People by Morley to make the point clear. Have a presentation on The Danger of Contagion from the Housefly and the Mosquito; share prevention tips for these pests, as well as for red ants, moths, and bedbugs.

1. Introductory Paper—The role of fish in the hierarchy of life. Their anatomy and behaviors. Fossilized fish. Unique fish: from the tropics, the deep sea, and caves. Flying fish.

2. Local Fishes—Description of species and their behaviors. Stocking local waters by the U.S. Fish Commission. Fish farming.

3. Commercial Fisheries—The allure of whaling. Cod, mackerel, and herring. Reading from Kipling's Captains Courageous. Salmon fishing on the Pacific coast. The canneries. International fishing laws.

4. Fishing—The ethics of the sport. Equipment methods: fly-fishing, trolling, chumming, etc. The literature of fishing. Read from Walton's Angler and Henry Van Dyke's Fisherman's Luck.

Books to Check Out—Guenther: Introduction[Pg 199] to the Study of Fishes. Goode: American Fishes. Louis Rhead: Book of Fish and Fishing. Bullen: Denizens of the Deep.

A discussion on Fish as Food could be added to this program, or a reading from Atwater's book titled, The Chemical Composition and Nutritive Value of American Food and Fishes Invertebrates. In a farming community, the benefits of fish as fertilizer could definitely be explored. Fishing birds like kingfishers, gulls, pelicans, and cormorants, especially the trained cormorants from China, are noteworthy. The program could wrap up with some stories, perhaps about the old whaling days in Nantucket, or some from the book, Fish Stories, by Holder and Jordan.

1. Local Wild Animals—Squirrels, rabbits, moles, hedgehogs, woodchucks, gophers, etc. Their behavior. What they mean to the farmer.

2. Large Game in the United States—Deer, moose, elk, bison, mountain goats, wildcats, bears. The protection of wildlife. Yellowstone National Park. Private reserves in New England, etc.

3. Beasts of Prey—Lions, tigers, leopards,[Pg 200] jaguars, wolves, etc. Footage of animals in their natural habitat. Fur and its worth.

4. Monkeys—Different types and descriptions. Ability to train them. Talk about Garner's idea of a monkey language. What about Darwin's theory?

5. Zoological Gardens and Menageries—The Garden of Plants. Amsterdam. Berlin (largest in the world). London (second largest). The Bronx Zoo in New York. Its architecture.

Books to Reference—Flome and Lydekker: The Study of Mammals. Elliot: Synopsis of the Mammals of North America. Romanes: Animal Intelligence. Roosevelt: The Wilderness Hunter, and African Game Trails.

If there's time, prepare an introductory paper on fossil wild animals, especially those from the Carboniferous Age, including pictures or replicas of skeletons like those in the American Museum of Natural History in New York. Also, summarize Huxley's essay on the horse. End with a discussion on animal psychology. Do they think and reason? Reference Darwin's *Origin of Species* and *Descent of Man*. Read from Maeterlinck's essay on dogs.[Pg 201]

1. Horses—The origin of the horse. Different breeds around the world: the Arabian horse, Norman draft horses, the American trotting horse, the bronco. Readings from Huxley's essay on The Horse and Black Beauty.

2. Cattle—Global use and value. Sacred bulls of Egypt and cows of India. Notable breeds: Jerseys, Alderneys, Holsteins. Pure milk and how to obtain it. Butter and cheese production. The global beef supply. Meat as part of a diet.

3. Swine—A comparison of existing wild and domesticated species. A history of using pork as food. Commercial applications of various parts of the pig (skin, bristles, bones, etc.).

4. Sheep and Goats—Traits and types. Running a sheep or goat business: the ideal areas and the best breeds for commercial use. Keys to success.

5. Dogs and Cats—The history of their domestication. Different breeds and their characteristics. Dogs as pack animals, hunters, in law enforcement, and as pets. Readings from Agnes Repplier, The Household Sphinx, and Maeterlinck on the Dog.

Books to Check Out—Olive Thorne Miller:[Pg 202] Our Home Pets. N. S. Shaler: Domesticated Animals. C. A. Shamel: Profitable Stock Raising. Théophile Gauthier: My Household of Pets.

One paper could focus on the horse in mythology and literature (like Pegasus, Bucephalus, etc.); another could cover famous racetracks and racers. In farming communities, you could address horse breeding, clean barns, and so on. A third paper might tackle American packing houses; a fourth could explore shepherds, both ancient and modern, along with stories about shepherd dogs; and a fifth could spotlight famous dogs. You could illustrate the last with a reading from Rab and His Friends.

1. Birds of the Water and the Shore—The seagull, loon, wild geese, and ducks. Herons, pelicans, curlew.

2. Birds of Prey—Eagles, vultures, and hawks.

3. Birds as Game—Pheasants, pigeons, quail, grouse, wild turkeys.

4. Birds of the Night—Owls, nightjars.

5. Birds and Insects—Woodpeckers, bee-eaters, swifts.

6. Birds of Song—The nightingale, the mockingbird, thrushes, warblers.[Pg 203]

Recommended Reads—Robert Ridgway: Manual of North American Birds. H. K. Job: How to Study Birds. Chapman: Bird Life. Beetham: Photography for Bird Lovers. Weed and Dearborn: Birds in Their Relation to Man.

If there's time, also include these papers: Birds' nests in different climates; the colors of birds' eggs; bird feathers and their use in hats; bird songs; studying birds with binoculars and a camera. Read several passages from Burroughs' Wake Robin and Mrs. Olive Thorne Miller's Little Brothers of the Air.

1. The Study of Botany as a Recreation—The nature of the local area. The simple plants and flowers: grasses, mosses, ferns, and aquatic plants. The herbarium.

2. Wildflowers of the Forest, Swamp, Mountain, and Prairie.

3. Cultivated Flowers—Houseplants. The hobbyist greenhouse. Window planters. Unique flowers and orchids.

4. Gardens and Gardening—Literature (Evelyn, etc.). Growing annuals. Planting[Pg 204] spring flowers. Flowers for sale. Italian gardens.

Books to Reference—Gray: Botanical Textbook. Mrs. W. S. Dana: How to Identify Wildflowers. Caroline A. Creevey: Flowers of Fields, Hills, and Swamps. H. L. Keller: Our Garden Flowers. Kerner: Flowers and Their Uninvited Guests.

The topic of gardens can be expanded into a whole program. There’s a vast amount of literature on this subject, and many interesting and beautiful readings can be found in books like Ruskin's Proserpina, Elizabeth and Her German Garden, and Mabel Osgood Wright's Garden of a Commuter's Wife. One entire paper could focus on the intriguing subject of sundials. Another could explore the literature surrounding roses, the relationship between plants and insects, or the colors of flowers (see Grant Allen).

1. Shrubs—Flowering shrubs that thrive in our climate. Which shrubs are best for hedges in this area? Are hedges worth it? The arrangement of shrubs on lawns and the principles behind it. Landscape gardening[Pg 205] and its history and local relevance.

2. Vines—Ornamental and fruit-bearing types. Japan ivy, English ivy, woodbine. How to care for vines and protect them in winter. The threats to vines. Pasteur and his contributions to France. The English sparrow. Arbors and their design and style. The benefits of fast-growing vines like honeysuckle, moon-vine, etc.

3. Ferns—Local types. Overview of tropical ferns. Indoor ferns and how to take care of them. The Boston fern, sword fern, and asparagus fern. Creating and maintaining ferneries. Fern balls.

4. Mosses and Lichens—Overview of different types. Notable mosses from the Arctic and tropical regions. Edible mosses. The reindeer and its current breeding practices.

Books to Reference—W. C. McCollum: Vines and How to Grow Them. N. L. Marshall: Mosses and Lichens. W. I. Beecroft: Who's Who Among the Ferns. D. C. Eaton: Ferns of North America.

This meeting could be useful by discussing ways to improve the look of unattractive houses and yards using vines and shrubs. Unappealing verandas can be covered with Japanese ivy, unattractive fences can be removed and replaced with hedges, and backyards can be hidden behind screens of large shrubs. Photos of renovated houses and yards might be shared.[Pg 207]

1. Story of His Life: in the Country—Passion for the Scottish countryside; immersed in old legends as a kid; fascination with quirky characters.

2. Story of His Life: in the City—Homes in Edinburgh; his connection to the law; his close friends; his ties with the Ballantynes and the publishing industry; his marriage and family; the construction of Abbotsford; his final years.

3. As a Poet—Impact of ballads; straightforwardness of structure.

4. Readings from His Poetry—Lay of the Last Minstrel; Lady of the Lake.

5. As a Novelist—The unnamed Waverley; speed of writing; the historical range of the novels.

6. Readings from His Novels—Guy Mannering (Meg Merrilies); Ivanhoe (the tournament); Heart of Midlothian (Effie Deans).[Pg 208]

Discussion—A comparison of Scott with more recent writers of historical novels.

Recommended Reads—Lockhart: Life of Scott. R. H. Hutton: Scott (English Men of Letters Series). Washington Irving's account of his visit to Abbotsford.

Have a conversation about Scott's romantic love story and his later relationship and marriage. Share details about his friendships, especially with Marjorie Fleming, and read from Dr. Brown's book about her life. Talk about the dogs Scott loved. Describe Abbotsford and Melrose; share about his death and the burial at Dryburgh; use as many photographs as possible.

1. The Story of Jane Austen's Life—The local social scene; the inspiration for her novels; her writing process.

2. Emma and Mansfield Park—Analysis of the plots and the characters. Jane Austen's men and women.

3. Jane Austen's Masterpiece: Pride and Prejudice—The story. The author's humor. Readings: The ball; Mr. Collins' letter, etc.

4. The Place of Jane Austen in Modern English[Pg 209] Literature—The groundbreaking novelist of modern society. Her realistic approach. Evaluations by Howells and others.

Recommended Reads—Life of Jane Austen, by her nephew, J. E. Austen Leigh. Letters, edited by Lord Brabourne. Life, by Oscar Fay Adams. Life, by Walter Pollock.

Miss Austen is a fascinating figure, with many intriguing aspects. One is her family life at Steventon; another is her letter-writing; and a third is her meeting with Thackeray. Read from her letters, her short unfinished comedy, and her poem. Describe her burial place in Winchester Cathedral.

1. The Story of her Life—The house on the moors at Haworth, her father and brother, the three talented sisters; life at boarding school; Brussels; her writing career, marriage, death.

2. The Professor and Jane Eyre—The Professor: rejected by the publishers. Current perception of it. Jane Eyre: realistic and dramatic elements. Disapproval from England.

3. Shirley and Villette—Shirley: The first novel by a woman addressing the issues of industrialization. Its realism. The character of Shirley is contrasted[Pg 210] with Jane Eyre. Villette: Focus on local color. The character of Madame Beck.

4. Her Personal Experience as Reflected in Her Novels—The moors, experiences at boarding school, life in Brussels, and the industrial region of England.

Books to Check Out—Mrs. Gaskell: Life of Charlotte Brontë. T. W. Reid: Life of Charlotte Brontë. Clement Shorter: Charlotte Brontë and Her Circle.

The lives of the three remarkable sisters, known then as Currer, Acton, and Ellis Bell, are incredibly fascinating. Enhance the program with readings from Charlotte's Jane Eyre, Emily's Wuthering Heights, and Anne's Tenant of Wildfell Hall. Include a few of their poems as well. Compare Charlotte with Jane Austen. Wrap up with several short excerpts from Mrs. Gaskell's Life of Charlotte.

1. The Story of His Life—School days at Charterhouse. Cambridge. Studying art overseas. The Constitutional. Work in journalism. His marriage and daughters. His first novel. His lectures. The English Humorist, and later, The[Pg 211] Four Georges. Trips to America. A shot at a political career. Editor of Cornhill Magazine. Read Thackeray's Death, in Spare Hours, by Dr. John Brown.

2. Vanity Fair—The novel without a hero. Becky Sharp: smart minus empathy; Amelia Sedley: empathy minus smarts. Engaging historical backdrop. Read from the Duchess of Richmond's ball.

3. Henry Esmond, and The Virginians—Henry Esmond: its status as one of the few great novels. The historical backdrop. Beatrix’s character. Is the assessment of the Duke of Marlborough accurate? The Virginians: link to Henry Esmond. Is the American perspective accurate? Reading: the scene between Beatrix and the Pretender.

4. Pendennis, and The Newcomes—Pendennis: life in a London newspaper. Compare the characters of Laura and Helen. The Newcomes: the most popular of the novels. Theme: unhappy marriage. The character of Colonel Newcome. Reading: the Charterhouse and the death of Colonel Newcome.

5. Thackeray's Place in the Literary World—His immediate success as a novelist. His friendships with fellow writers. His genuine warmth. [Pg 212] Discussion of his satire. His role as a social commentator. Is Taine's assessment of him accurate?

Books to Check Out—Biographical and Harry Furniss's editions of the novels (introductions). Melvill: Life of Thackeray. Merivale and Marzials: Life of Thackeray. Chesterton: Thackeray. Riding: Thackeray's London.

1. The Man and the Author—His early life was filled with challenges and the experiences shaped him. Memories in David Copperfield. Life in journalism and Sketches by Boz. How that name came about. The start of Pickwick. Increasing fame. Marriage. Visits to America. Dickens as a performer and reader. Residence at Gad's Hill. Burial in Westminster Abbey.

2. The Humor and Pathos of Dickens—Pickwick as a symbol of pure humor. The absurd, shown through Quilp, Squeers, and Uriah Heep. The ridiculous, represented by Micawber, Pecksniff, and Sarah Gamp. Emotion in Tiny Tim, Paul Dombey, and Little Nell. Reading from Bardell vs. Pickwick, and the death of Little Nell (Old Curiosity Shop).

3. Dickens as a Humanitarian—Little Dorrit[Pg 213] and prison reform. Bleak House and the slow legal process. Nicholas Nickleby and inadequate schools. Oliver Twist and juvenile delinquents.

4. His Greatest Novel: David Copperfield—Talk about the plot and the main characters. Pay attention to the unique qualities of the women: Mrs. Copperfield, Miss Murdstone, Betsy Trotwood, Peggotty, Little Emily, Dora, and Agnes.

Books to Refer To—Forster: Life of Dickens. Letters of Charles Dickens. G. K. Chesterton: Charles Dickens. Gissing: Charles Dickens.

A paper comparing Dickens and Thackeray could be included in this program, since Dombey and Son, Dickens's sixth successful novel, was published in the same year as Vanity Fair, Thackeray's first. There could also be a paper on The Names of Dickens's Characters and Where He Got Them.

1. His Life—Son of the novelist Frances M. Trollope. Had an unhappy time at Winchester and Harrow. Worked in the postal service. (See The Three Clerks for the examination of Charley Tudor—Trollope's own experience.) Conducted post-office surveys in Ireland. Traveled for post-office business. Gathered material from these experiences. Authored forty novels. His first good novel, The Warden, was inspired while walking around Salisbury Cathedral. Gained popularity and made a lot of money.

2. The Barsetshire Novels—Focus on the upper middle class, particularly clergymen and their families. They depict peaceful country life with a sense of realism. The tone is consistently even. A common scenario features a man who has put himself in a compromising position and is at risk of falling from grace. Description of the main characters in these novels.

3. Four Novels—Provide a brief overview of the plots and a description of the main characters in Orley Farm, Phineas Finn, The Vicar of Bullhampton, and Can You Forgive Her? Read excerpts from these books.

4. A Comparison of Trollope with Dickens and Thackeray—Their materials, plots, methods of treatment, and different styles. Their relative popularity and status today. Thackeray's influence on Trollope.

Recommended Books—Anthony Trollope: Autobiography. Cross: The Development of the English Novel. Saintsbury: English Literature of the Nineteenth Century.

One of the notable women in the books of this decade is Mrs. Proudie, the wife of the Bishop of[Pg 215] Barchester. Check out a description of her, her management style, and the consequences she faced. The Rev. Mr. Slope is also a well-known character associated with the Proudies.

1. Life—Birth and childhood. Love for medieval romances (like Sir Walter Scott). Cambridge and the Chancellor's gold medal. Romantic adventures in the North. Unhappy marriage. Need as the reason to work. Twelve novels in ten years. His plays. Parliament. Colonial secretaryship. The peerage. Westminster Abbey.

2. Novels—The social novel: Pelham. The adventure novel: Paul Clifford. The crime novel: Eugene Aram. The domestic life novel: My Novel. The historical novel: Last Days of Pompeii.

3. Plays—Lady of Lyons, Richelieu, Money. Analysis of storylines, description of main characters, and readings.

4. Critical Estimate of His Work and Place in Literature.

Books to Check Out—Life of Bulwer Lytton, by his Son. Bulwer Lytton's Letters. T. H. S.[Pg 216] Escott: Edward Bulwer. Lewis Melville: Victorian Novelists. J. F. Molloy: Famous Plays.

Bulwer Lytton was a notable figure in society during his time. Compare his life to that of his contemporaries, Thackeray and Disraeli. Look at Vanity Fair and Coningsby alongside Pelham. Differentiate between Bulwer Lytton and his son, who served as viceroy of India and wrote the once-popular Lucile. Discuss why Bulwer Lytton's plays have more energy than his novels.

1. The Story of Her Life—Sources for her novels from her early years. Evangelical upbringing and the shift in her beliefs later on. Life with Lewes and how he supported her writing. Literary friendships. Marriage to Cross.

2. Scenes from Clerical Life, and Silas Marner—Story about how the Scenes came to be and her pen name. Reading from Silas Marner.

3. Adam Bede—A Study of Revenge. Felix Holt—A Study of Work. Readings.

4. Mill on the Floss—Exploration of family life. Middlemarch—Examination of selfishness. Readings.

5. Romola—Exploration of historic Florence. Daniel Deronda—Exploration of Jewish identity. Readings.[Pg 217]

6. Comparison of George Eliot with Thackeray, Dickens, and Trollope—Her ethical quality as a writer.

Books to Reference—J. W. Cross: Life of George Eliot. Oscar Browning: Life of George Eliot. Mathilde Blind: George Eliot. C. S. Olcott: George Eliot: Scenes and People in Her Novels, illustrated with photographs. Also essays by Sir Leslie Stephen, E. H. A. Scherer, E. Dowden, R. H. Hutton, and Henry James.

No program on George Eliot would be complete without a quick look at her poetry. A scene from The Spanish Gipsy, a selection from How Lisa Loved the King, and the entire lovely short poem, Oh May I Join the Choir Invisible, could be included. It would be fitting to end with a description of her grave in Highgate Cemetery in London and its inscription.

1. Story of His Life—Growing up and attending Edinburgh University. Travels around Europe. Trip to America. Initial writing for publication. Journey of his books. Samoa. Reading excerpts from his letters.

2. Short Stories—His amazing imagination.[Pg 218] Style and how he developed it. Readings from the New Arabian Nights. Analysis of Dr. Jekyll and Mr. Hyde.

3. Essays and Sketches—A mix of topics and adaptable approaches. Readings from Crabbed Age and Youth, John Knox and Women, and In the South Seas.

4. Scotch Adventures—Analysis and description of The Master of Ballantrae, Kidnapped, David Balfour, Weir of Hermiston. Reading from Kidnapped.

5. Varied Romances—Treasure Island, Prince Otto, The Black Arrow, The Wrecker, The Ebb Tide. Notice the wide range of content. Reading from Treasure Island.

Books to Read—Graham Balfour: Life of Robert Louis Stevenson. A. H. Japp: Robert Louis Stevenson. John Kelman: The Faith of Robert Louis Stevenson. Isobel Osbourne Strong: Robert Louis Stevenson.

A program about Stevenson should definitely include his poems. Check out his A Child's Garden of Verse. Also, take note of his prayers, which are widely circulated and used in the religious community. There could be a discussion about the different ways Stevenson is appreciated by his biographers, especially [Pg 219] Henley. Show images of Stevenson, particularly the bas-relief created by Saint-Gaudens for St. Giles's Cathedral in Edinburgh.

1. The Man—Story of his life and remarkable friendships. Quirks. His style and humor. Compare his writing with Browning's poetry. Were they intentionally hard to understand? Why isn’t Meredith more well-known? His later years. Compare him with Dickens and Thackeray.

2. Richard Feverel, and Beauchamp's Career—Analysis of the plots and description of the main characters. Do these books have a moral? Discuss the novel as a guide to morals. Readings.

3. The Egoist—Analysis of the plot and description of the main character, Sir Willoughby Patterne. Is his sophisticated and unintentional selfishness something that happens often? Discuss the appropriate boundaries of egotism. Quotation of witty remarks.

4. Diana of the Crossways, One of Our Conquerors, The Shaving of Shagpat—A detailed description of these books and what they aim to achieve. If you can, mention any characters believed to be based on real people.

Books to Read—E. J. Bailey: The Novels[Pg 220] of George Meredith. Mrs. M. D. Henderson: George Meredith, Novelist, Poet, Reformer. R. Le Gallienne: George Meredith, Some Characteristics. J. W. Beach: The Comic Spirit on George Meredith.

Have a short paper on George Meredith as a poet and the different opinions of his poetry by literary critics; read from some of his most famous poems. Discuss Meredith's connection to the Feminist Movement. Research in magazines published around the time of his death for information about his manuscripts and what he did with them.[Pg 221]

There’s currently a particularly interesting group of writers in England. Their personalities are charming, and their perspectives are very modern, capturing the spirit of the times. The study material can mostly be found in magazine articles, and by checking the archives of publications like the Review of Reviews, the Literary Digest, the Outlook, and the Bookman, you can find sketches of the lives and works of all those mentioned here. Additionally, the New International Encyclopædia includes biographical sketches, and Poole's Index along with other reference books at a public library will lead you to more resources.

All programs about these authors should be organized into four parts: first, the author's life, as detailed as possible, including insights into their experiences, family life, friends, and working methods; second, a critique of their writing, examining their style, quirks, the overall direction of their ideas, and a brief mention of their status among writers; third, readings from several of their books; and fourth, a discussion of their characters by the club members.

In place of one of these topics, some clubs might prefer a paper that shows how the author's methods and style have changed, based on a comparison of their earlier and later writings.

Thomas Hardy was born in Dorset in 1840 and trained to be an architect. It was as a restorer of old churches that he became interested in history and then a student of rural life, since his job took him to the countryside. His own county is portrayed in his books as Wessex, and the characters he creates are drawn from real life. He has a compassionate approach to their challenges and quirks, stemming from personal experiences and genuine affection.

His first novel, Under the Greenwood Tree, was followed by a second that gained him popularity, Far from the Madding Crowd. This was released anonymously as a serial and was initially credited to George Eliot, as she was believed to be the only living author capable of writing it. The Return of the Native is perhaps[Pg 223] his most typical book, but in Jude the Obscure he delivers a ruthless character analysis. However, in Tess of the D'Urbervilles, he reaches the peak of his abilities. It tells a tragic story that illustrates the lesson that people must face the consequences of their actions. Read several chapters from Tess and discuss the story.

Hardy's short stories are also well-known, and a collection called Wessex Tales is great for club reading selections. The Three Strangers is usually regarded as his best story. Pay attention to the descriptions of the scenery, the traits of the local people, and their personalities. Does Hardy lack humor? Is he a fatalist?

Maurice Hewlett was born in London in 1866, educated there, and became a barrister. It was amidst the hustle of city life that he wrote his first novel, The Forest Lovers, which he has never surpassed in beauty and charm. It presents an exquisite, straightforward depiction of life in the Middle Ages, accompanied by a beautiful romance. Critics say that among all his contemporaries, he has best captured medieval thought and sentiment.[Pg 224]

Later, he wrote other novels from that time, especially Richard Yea-and-Nay, which is often referred to as an epic tale packed with passion, war, and poetry. This book marked the arrival of fame for Hewlett.

In The Queen's Quair, we explore the life of Mary, Queen of Scots, her court, and the tragedy she faced. The Stooping Lady is set in the Eighteenth Century, but the author brings the same uniqueness, vividly bringing any time to life while maintaining the atmosphere. This novel is full of imagination, yet concise and clear. Hewlett has also written some charming short stories—Little Novels of Italy and The Madonna of the Peach Tree—that are quite different from his longer works.

It’s interesting to see how the theme of the soul’s progress, either up or down, is skillfully woven into all his writings, making it almost unnoticeable. This idea helps clarify many confusing sections, particularly in Richard Yea-and-Nay. Readers can explore this notion while going through his books.

Read from the novels mentioned; note the strength of Jehan and the subtlety of Mary. Read also from his three delightful outdoor stories of today, Half-Way House, Open Country,[Pg 225] and Rest Harrow. Compare the descriptions of scenery in England, Scotland, France, and Italy.

Mrs. Humphry Ward, born to English parents in Tasmania in 1851, lived in Oxford and was educated in the Lake District. As the granddaughter of Thomas Arnold of Rugby and the niece of Matthew Arnold, she inherited a strong moral compass, which was further shaped by her home environment. She grew up believing that life was full of ethical dilemmas. She married an Oxford tutor, moved to London, wrote reviews, translated Amiel's Journal into English, and then in 1888 published her first novel, Robert Elsmere, a powerful exploration of the religious struggles of a young clergyman that leads to his rejection of orthodox beliefs. It gained so much attention that Gladstone felt it was important enough to review and challenge its ideas.

She later wrote The History of David Grieve, which contrasts the spiritual growth of a brother and sister. This is considered her most important book. Marcella, her strongest work, addresses the issue of socialism in England. Then came Sir George Tressady, Eleanor, Lady Rose's Daughter,[Pg 226] Fenwick's Career, and others. Her later books, while more polished, don't have the intensity of her earlier works.

Mrs. Ward has often been compared to George Eliot; clubs will find it interesting to point out similarities and differences and compare the heroines and plots. Which of the two better hid the moral purpose that both used as the theme of their books? Read from several of Mrs. Ward's earlier works and also some excerpts from George Eliot's Adam Bede and Romola. Discuss the sense of humor displayed by both authors.

Hall Caine, though of Manx descent, was born in Cheshire in 1853, but he has always seemed less like an Englishman and more like a Manxman. His stories are filled with the vibe of the small Isle of Man, and his plots are set there. Still, he lived in London as an architect, journalist, novelist, and playwright. There's a lot that's fascinating about his life, especially the year he spent with Rossetti.

His best books are The Shadow of a Crime, The Deemster, The Bondman, The Scapegoat, and The Christian. In all of them, there's a clear somberness and a significant element of tragedy,[Pg 227] only slightly lightened by the brighter parts of life. His novels tackle deep issues.

Clubs should pay attention to the relationships between fathers and sons in the books mentioned. Talk about the issues raised; read the descriptions of Manx life among the community; compare the heroes. Read some of the dramatic chapters from The Scapegoat and The Deemster. Does the play The Christian have more impact than the novel of the same name?

In sharp contrast to this last novelist is Stanley J. Weyman, the author of captivating historical novels that are considered some of the best in their genre. Born in Shropshire in 1855 and educated at Oxford, he initially pursued a career as a lawyer before becoming a novelist. His book, Gentleman of France, quickly gained him recognition.

The settings of most of his books take place in France, either during the time of the Great Cardinal or later during the Revolution. They are packed with adventure, the plots are highly engaging, and his characters are vibrant and unique. The times he depicts are portrayed with remarkable accuracy, and his portrayals[Pg 228] of the court, military campaigns, travel, and village life are both romantic and historically accurate. Under the Red Robe, The Red Cockade, The Castle Inn, and The Abbess of Vlaye are all captivating. Read any one of these, and then look at a good history book covering the same period, and you'll notice the detailed attention Weyman paid to his settings.

A paper could be written about Sir Walter Scott, Dumas, Hewlett, and Weyman as historical novelists. The differences could be highlighted by comparing the character of Richard Cœur de Lion in The Talisman and Richard Yea-and-Nay, as well as Richelieu in The Three Musketeers and Under the Red Robe.

James M. Barrie is a Scottish guy, born in 1860 and educated at Edinburgh University. He really understands his own people. He doesn’t write with a specific moral agenda, nor does he have any major events to document; instead, he possesses an exceptional ability to captivate. His empathetic insight, wonderfully witty humor, imaginative flair, and gentle touch of poignancy are all distinctive.

A Window in Thrums, which depicts the lives of[Pg 229] the weavers, is so disconnected from the world yet incredibly interesting. Auld Licht Idylls, with its humorous challenges related to the old churches, and Margaret Ogilvy, a beautiful portrait of the author’s mother, are unmatched in their delicate beauty. In Sentimental Tommy, Tommy and Grizel, and The Little Minister, there’s more plot and a certain light-heartedness. The Little White Bird showcases a creativity that shines even brighter in the amazing Peter Pan.

Read as many of Barrie's books as you can, and then talk about his work as a playwright. Do his books work well as stage plays? Let those who have seen The Little Minister, The Admirable Crichton, Peter Pan, and Little Mary share their thoughts.

Horatio Gilbert Parker, now Sir Gilbert, is both English and Canadian. His career has included a wide range of experiences, as his books reflect. Born in Ontario in 1802, he started as a teacher, then became a curate, and later worked as an instructor in a school for the deaf and dumb. He went to Australia for his health, where he got into journalism and playwriting, then returned to Canada to become a novelist.[Pg 230] Eventually, he decided to settle in England and entered Parliament. Many of his earlier novels depict Canadian life. Titles like When Valmond Came to Pontiac, The Seats of the Mighty, and The Right of Way stand out among his early works. Later, he wrote The Weavers, a unique mix of Eastern and Western themes centered around a Quaker in modern Egypt. His best recent novel is The Judgment House, which explores English society during the Boer War. His ability to shift from one setting to another, and from one type of character to another, is impressive. Canada, Egypt, London, and Africa are all places he knows well, and he vividly portrays trappers, Indigenous people, 17th-century French settlers, and contemporary men and women in urban settings. His early writing style may have been somewhat rambling, but his later stories are shorter and more straightforward. Read excerpts from The Seats of the Mighty and The Judgment House. Observe the various character types he presents and discuss them. Also, explore the scenes set in different countries to appreciate the local flavor.

Herbert G. Wells was born in Kent in 1866. He had a background in science, and his first book was[Pg 231] a textbook on biology. Later, he joined the staff of The Saturday Review and then blended science and literature in a series of romantic novels: His Time Machine, The Wheels of Chance, and The War of the Worlds are all stories where his scientific knowledge played a key role. In 1906, he traveled to America to examine social conditions, and since then, he has written two books in a different style—Tono Bungay, a story about finance, and Marriage, a study of modern love and social conditions.

His earlier work is characterized by wild imagination; his later work by quick analysis and genuine warmth. Compare the realistic portrayal of village life in Part I of Tono Bungay with that of the Five Towns in Arnold Bennett's Old Wives' Tale, discussed later. Pay attention to Wells's socialistic views.

Read from The War of the Worlds and Marriage. Compare the two styles; discuss the character of Marjorie in the latter; is she a realistic woman?

William J. Locke, born to English parents in Barbados in 1803, was educated at Cambridge, where he earned the highest honors in mathematics.[Pg 232] He became a teacher, and it wasn't until years of tedious work that he landed a secretary position, giving him the time to write. For a long time, his novels were relatively unknown, although At the Gate of Samaria, The Derelicts, Idols, and The White Dove were all engaging and had a lot of potential. Then came The Morals of Marcus Ordeyne, which is considered his greatest book, and The Beloved Vagabond, his most popular work, and he suddenly gained fame. Septimus, Simon the Jester, and The Glory of Clementina quickly followed, and Septimus has been adapted for the stage.

Locke's style is so smooth that it masks its craftsmanship. His plots are loosely structured, and many of his novels feature surprising endings. His characters are quite similar, but they're so charming that no one would want them changed. Each one has a sense of chivalry, the capacity to withstand challenges, a lack of practical judgment, but an undeniable kindness that draws people in. Their humor is appealing, and their gentle philosophy is persuasive. Locke believes that life should be embraced with a positive attitude; this is the main idea he explores.

Clubs should check out the funny rant against teaching, especially teaching math, in Marcus. Also, read the first and last[Pg 233] chapters of the Vagabond and Clementina. Compare his female and male characters.

Arnold Bennett, in many ways the most discussed English author alive, was born in Staffordshire in 1867 in an area known as "The Potteries," or "The Five Towns." This place has factories, coal mines, manufacturing plants, and a community whose interests are limited and local due to the confined nature of their lives.

Bennett moved to London and became a journalist, essayist, editor, novelist, and playwright. He lived in Paris for a while and traveled a lot, incorporating his diverse experiences into his writing.

He has some impressive books, lengthy and thorough, full of psychological issues. His Old Wives' Tale, Anna of the Five Towns, and Clay-hanger all focus on the place and the people he knew first, and they provide vivid portraits of various types. In Hilda Lessways, he presents a study that's quite different from those in his earlier works, and in Denry the Audacious and Buried Alive, he adopts a different style with sharper humor.

He is extremely straightforward and meticulous in his[Pg 234] work, a true master of realism. According to one critic, no one can match his observational skills. Recently, he traveled to America and conducted a thorough and impressively compassionate study of our country, our cities, and our customs.

Take a look at Bennett as a playwright and recognize the good work he's done in this area; compare his plays to his earlier books. Read from Hilda Lessways and from the vivid description of the siege of Paris in the Old Wives' Tale, as well as a descriptive chapter from the Five Towns. Compare his realistic work with that of Henry James and note the differences. Quote from his short essay, How to Live on Twenty-four Hours a Day.

Clubs that want programs for more than ten meetings can also consider these additional authors along with those already suggested:

De Morgan: read Joseph Vance, Alice for Short, and An Affair of Dishonor. Conan Doyle: Adventures of Sherlock Holmes, The White Company. Eden Phillpotts: Knock at a Venture, The Port-reeve, The Secret Woman. A. E. W. Mason: Four Feathers, The Truants, Courtship of Morrice. Robert Hichens: The Garden of Allah, The Dweller on the Threshold. Anthony Hope: The[Pg 235] Prisoner of Zenda, The Dolly Dialogues, Quisanté. Agnes and Egerton Castle: The Pride of Jennico, If Youth But Knew, The Secret Garden. E. F. Benson: The Challoners, An Act in a Backwater, The Luck of the Vails. May Sinclair: The Divine Fire, The Judgment of Eve. Mrs. Henry Dudeney: The Battle of the Weak, The Story of Susan.

Detailed criticisms and complete bibliographies of many novelists mentioned here can be found in Some English Story Tellers by F. T. Cooper (1912).[Pg 236]

His Life Story.

2. The Splendor of the Court—Mandatory stay of the nobles at Versailles; Louis's aversion to and anxiety about Paris; political impact of the court's separation.

3. The Great Ministers—Mazarin, Colbert, Louvois; the king's relationship with them.

4. The Women of the Court—Louise de la Vallière, Madame de Montespan, Madame de Maintenon.

Books to Read—Guizot: History of France. De Nolhac: Versailles. Heroes of the Nations Series: Louis XIV. A. Hassall: Louis XIV. and Madame de Maintenon. Lady Blennerhasset.

Study everything about Versailles, where Louis brought the court; display pictures of the famous gardens, the dancing fountains, the palace. Read a description of a celebration: describe[Pg 237] the Grand Trianon and its social scene. Show pictures of Louis.

1. Manners of the Time—Court etiquette. The king's intense obsession with it and his strict enforcement of it. Quotations from various memoirs of the era, details of the palace ceremonies (Madame de Sévigné, Saint Simon, etc.).

2. Amusements of the Court—Events and gatherings. Celebrations. Hunting. Performances. Card games and betting.

3. Women of the Court—The Queen, La Grande Mademoiselle, Madame de la Vallière, Madame de Montespan, Madame de Maintenon, Madame de Sévigné and her group. Fashion of the time.

4. Social Morals—The difference between the morals upheld by the elite and those of everyday people. Increasing public discontent and its eventual tragic outcomes.

Recommended Books—Hassall: Louis XIV and the Peak of the French Monarchy. Voltaire: The Era of Louis XIV. Guizot: History of France (Vol. IV, especially the final chapter).[Pg 238]

A fascinating short paper could be written about the quirky people of the era: Scarron; The Man in the Iron Mask; renowned fortune-tellers. Include images of some of the court's beautiful women to highlight the fashion of the time, as well as a depiction of Louis in his wig and high-heeled shoes, sourced from any history of France.

1. The City—Area and population compared to today. Show maps from both time periods. Colbert: a narrative of his life and his transformation of Paris. The tearing down of the old walls and the start of the boulevards. Lenôtre and his landscape design (the Tuileries garden). Planning the Places Vendôme, des Victoires, and du Carrousel.

2. Public Buildings—The architects Perrault and Mansart and their work. A description of the buildings constructed during Louis's reign: the Invalides, Bibliothèques du Roi and Mazarin, Académie, Gobelins, Comédie Française, etc. Gates: St. Denis, St. Martin, etc. Quai d'Orsay.

3. Churches of the Day—Val-de-Grâce and the birth of Louis. St. Roch: its construction and[Pg 239] later significance in French history. Nôtre Dame and its ceremonies. St. Denis and the royal tombs.

4. Great Events in Paris under Louis—Royal events, executions, crowds.

Books to Read—Larousse (under the word Paris, for those who read French). Hamerton: Paris in Old and Present Times. Hare: Walks in Paris. De Amicis: Studies in Paris.

The topic of the homes of everyday people during this time is worth exploring: their simplicity, lack of sanitation, water supply, and absence of modern conveniences and utensils. Additionally, consider the people’s jobs, food, clothing, entertainment, healthcare, and the role of the priest in family events like baptisms, weddings, and funerals. You can find information in histories, encyclopedias (especially Larousse), memoirs, and the novels of Dumas, as well as Dumas's Paris, etc.

1. The Foreign Relations of the Reign—Mazarin and the Peace of Westphalia. Death of Philip IV of Spain and Louis’s claim to the Netherlands. Alliance with Charles II of England. Discuss the[Pg 240] question of whether Charles was working with Louis. Opposition from William III of England.

2. Enlargement of Army and Navy—Harbors and ships in Brest, Toulon, etc. The constructive work of Louvois and Vauban. Their theories of war. Do people still believe in them?

3. The Foreign Wars of Louis—Against Holland: Peace of Nymwegen. In the Palatinate: Peace of Ryswick. War of the Spanish Succession: Peace of Utrecht. Territories gained and lost by Louis in these wars.

4. The Two Wars of the Fronde.

5. The Great Generals of Louis XIV.—Turenne, Condé, Luxembourg, Vendôme.

Books to Read—Martin: History of France. Hassall: Louis XIV and the Peak of the French Monarchy. Mahon: A History of the War of the Succession in Spain. Fitzpatrick: The Great Condé and the Era of the Fronde.

An interesting additional paper could be included in this program on The Art of Warfare in the Seventeenth Century; it should cover the formation of army lines for battle, the soldiers' equipment, their discipline, the tents, the supply services, the cannons, swords, and other weapons; the[Pg 241] soldiers' pay; their behavior and ethics; and the relationship between the officers and the troops. A specific battle could be described in detail to illustrate the tactics used on the battlefield.

1. The Academy—Unofficially founded by Conrart in 1629. Gained official status six years later. Richelieu's connection to it. Its dictionary. The overall impact of this distinguished society on French literature.

2. Romances of Chivalry—Provide an overview of Madame de Scudéry and a description of Clélie and the Grand Cyrus. Also, discuss Honoré d'Urfé and the Astrée. Note the likely influence of the English writer, Lyly.

3. Moralists—La Fontaine. Saint Evremond. La Rochefoucauld. La Bruyère.

4. Philosophers—Descartes. Pascal. Malebranche. Bayle. Readings from Pascal's Pensées. (Many translations.)

5. Great Preachers—Bossuet. Fenelon. Massillon. Bourdaloue. Readings from translations, especially the well-known introduction to Massillon's funeral speech for Louis XIV.

Books to Read—Brunctière: Manual of[Pg 242] French Literature. Dowden: History of French Literature. Van Laun: History of French Literature.

The content for this meeting is really impressive, especially the biographical aspects. Engaging short papers could be written on any of the names mentioned. Sainte-Beuve, regarded by many as the greatest critic, has essays on all of the listed writers, and readings from his Causeries de Lundi (now translated) would be wonderful.

1. Corneille—A biography. Excerpts from Cid, Horace, and Polyeucte. (Translated by Nokes.)

2. Racine—Connection to Port-Royal. Poem about the king's wedding. Classical themes. Esther and Athalie, his greatest work, created at the request of Madame de Maintenon for her students at St. Cyr. Readings from Andromaque, Phèdre, and Athalie. (Bohn's translation.)

3. Molière—His early years as a traveling performer. He saved his company from going under with his own scripts. Found success in Paris and gained the favor of the Duc d'Orleans.[Pg 243] He failed at tragedy but excelled in comedy. Gained the king's support. Royal celebrations. Limitations of this work. His first notable play: L'Ecole des Femmes. Molière is recognized as the greatest comedy writer. Readings from Tartuffe, Le Misanthrope, Le Médecin Malgré Lui. Les Femmes Savantes. (There are many translations. Curtis Hidden Page's is good.)

Books to Reference—Guizot: Corneille and His Times. Trollope: Corneille and Racine. Hatton: Life of Molière. Brander Matthews: Great Plays (French and German), with notes. (Includes Le Cid, Horace, Polyeucte, and Tartuffe.)

As Molière is definitely the leading playwright of the time, spend most of the day focused on him. Read from Chatfield-Taylor's Pathway to Fame, which tells the story of the playwright’s life as a traveling performer. Describe one of the festivals for which he created his comedic plays and ballets. Have a short discussion on the improvements in stage design during this period, thanks to the lavish amounts Louis spent on his festivals and the hiring of top artists for the scenery. Compare this to the stage setup in Shakespeare's theater.[Pg 244]

1. Architecture—Mansart, Perrault, Lemercier. Some of the impressive public buildings constructed during this period. Show photographs.

2. Painting—Lebrun (foundation of the Louvre collection). Lesueur, Mignard, Philippe de Champaigne, Largillière, Watteau. Portraits of the King.

3. Sculpture—Puget, Sarazin, Coysevox. Photos of existing examples.

4. Music—Establishment of modern musical drama by Mazarin (Strozzi's opera-bouffe at the Louvre in 1645). Cambert, L'Abbé Perrin, Lully.

Books to Read—Louis Hourticq: Art in France. R. G. Kingsley: History of French Art. Bourgeois: France under Louis XIV. W. H. Ward: Architecture of the Renaissance in France. Esther Singleton: French and English Furniture.

Louis was a fantastic art supporter and spent huge amounts on art pieces. He brought back three amazing engravers from Antwerp. He set up the Beauvais and Gobelins tapestry factories. Porcelain was produced at Saint Cloud. Furniture was designed by Ballin[Pg 245] and Boule. Lenôtre was the leader in landscape gardening.

1. The King's Personal Religion—More about church and politics than about morals. His beliefs and values. The impact of Madame de Maintenon’s influence in later years.

2. Two Great Prelates and Their Feud—Bossuet; his talent, temperament, and strong influence. Fenelon: the story of his life; impact on the Duke of Burgundy; reading from Télémaque. The key difference in how the two men understood religion.

3. New Movements—Protestantism: suppression by the government. Repeal of the Edict of Nantes. Jansenism: Jansen and his book; its significance. Destruction of the Abbey of Port-Royal. Quietism: The story of Madame Guyon and reading from her life (Upham's edition).

4. The King and the Jesuits—The founding of the order and its goals. Laws supporting and opposing the Jesuits, along with the reasons behind them. The influence and achievements of Pere LeTellier. A reading from Pascal's Provincial Letters.

Books to Reference—The Cambridge Modern[Pg 246] History: vol. v., chap. iv. Guizot: History of France: vol. iv., chap. xlvii. Jervis: History of the Church in France. Sainte-Beuve: Causeries du Lundi (many are translated).

As Louis rarely visited Paris, the chapel in the palace at Versailles became the site of the most significant religious events, making it especially noteworthy. A description of its interior should be provided, and photos of it should be displayed. An additional paper should discuss Madame de Maintenon and her connection to the king and the Church. Lady Blennerhasset's book will be useful in this regard.

1. The Convent—Its location, origin, and early history. Trendy support and relaxed rules. Angélique Arnauld. The Paris House, now the Musée de Cluny.

2. Educational System—The lay brothers in the original house. Antoine Arnauld, the De Sacys, Nicole. Their textbooks: grammar, geometry, logic. Their role in the history of education.

3. The Jansenist Movement—The story of Jansen and his well-known book. Notable individuals who were[Pg 247] influenced by it. How it caused issues for Port-Royal. The conflict with the Jesuits, reasons behind it, and the evolution of the feud.

4. Suppression of the Institution—Reasons for the hostility of Louis XIV. The story of the dispersal of the nuns is detailed extensively by Schimmelpenninck. Destruction of the beautiful buildings.

Books to Reference—Charles Beard: Port-Royal. Ethel Duncan Romanes: The Story of Port-Royal. Felix Cadet: Port-Royal Education. Sainte-Beuve: Port-Royal. (In French, not translated.)

Prepare a supplementary paper on the Puritan Spirit in Human Nature. This theme keeps surfacing throughout history (see the Stoics) and is represented in this period in France by the Jansenist movement. An intriguing paper could be written about Jacqueline Pascal, the sister of the great philosopher, and the famous incident of her healing, which had significant consequences.

1. Cardinal de Retz—A story about his adventurous life: a description of his looks and personal traits. His connection to the Fronde. Richelieu's view of him and their relationship.[Pg 248]

2. The Duc de Saint-Simon—Personal history. Relationship with the King and the court. Reason for writing: the submissive tone of the memoirs of the Marquis de Dangeau. Saint-Simon's independence and straightforward criticism. "The Tacitus of French History." Compare with Pepys. Read descriptions of court life and personal anecdotes.

3. Madame de Sévigné—The story of her life and her daughter's. Her education and connection to high society. Writing style. Excerpts from her letters.

4. The Fashion of Memoir-Writing—People who wrote memoirs: Mademoiselle de Montpensier. Marquis de Dangeau. De la Porte (the King's valet de chambre). Duclos (Secret Memoirs). De la Rochefoucauld. Brief biographies of these people.

Books to Reference—Duc de Saint-Simon: Memoirs. 3 vols. (Translated.) Letters of Madame de Sévigné. (Translated.) Emil Bourgeois: France under Louis XIV. G. F. Bradley: Great Days at Versailles. Imbert de Saint-Amand: The Court of Louis XIV.

Notice the significant shift at this point from the previously dull and tedious historical writing to the engaging and captivating personal stories of[Pg 249] individuals and events. Check out the descriptions of the King and the court by Saint-Simon and Saint-Amand. The engravers that Louis brought from the Low Countries created portraits of many prominent figures of the time; they show reproductions and describe the fashion of the period.[Pg 250]

The study of this topic is new for women's clubs, but it's very interesting. Women who want an informed perspective on their own country should definitely explore it and learn about what's happening today and what's planned for the future. Recommended books include: A First Book of Forestry by F. Roth; A Primer of Forestry by Gifford Pinchot; and The Forest and Practical Forestry from the Department of Agriculture.

All uncivilized nations carelessly destroy their forests for fuel and timber, unaware and unconcerned about the consequences of this destruction. Without trees, the water supply diminishes, the soil becomes infertile, and the population faces the threat of famine. China is nearly stripped of trees after countless centuries of waste. India has countless hillsides and plains that were once forested but are now bare and dry; this is true for many other Eastern countries as well.[Pg 251]

Early in the sixteenth century, people began to realize the risks of neglecting trees. Sully, the prominent minister of France, proposed that there should be some limits on logging and that the government should study forestry. Germany also took similar steps, and England, which was feeling the timber shortage acutely, started to practice more careful logging and established some plantations. Wealthy landowners everywhere took care of their timber in their private parks, only cutting down trees when it was necessary. At the start of the eighteenth century, planting began in Scotland and later in Ireland, and it's interesting to note that today, the areas that were planted surpass the natural growth in these two countries. During this time, foreign trees were also introduced, and in many cases, they thrived even better than the native species.

Almost every developed country now practices forestry to some extent. Germany has nine schools where it’s taught, and there are four and a half billion acres under government[Pg 252] management. France is also diligent, with every forest being protected, although it has fewer schools. England has a forest policy aiming to plant nine million acres, with ten thousand each year. Russia has such vast forests that managing her trees doesn't seem critically important yet, but she is also starting to conserve her resources. Italy has nearly lost all her forests due to neglect, but she is finally recognizing the danger and is beginning to nurture what remains. In India, the British are doing interesting work by establishing schools for the locals to teach forestry; this will eventually make the country much more fertile. New Zealand, always forward-thinking, has a well-organized system; Argentina, Hawaii, and Tierra del Fuego are also practicing the science.

Forestry started at home with one man, Jared Eliot of Salisbury, Connecticut, who in 1730 began to cut his trees in an organized way for charcoal furnaces. Unfortunately, no one continued his work because our forests were so abundant that it didn’t seem necessary; thirty-six percent of our total area is covered in trees. This fact has[Pg 253] made us careless; entire hillsides have been repeatedly stripped by farmers for wood or to create farmland. Large trees have been cut down when smaller ones would have sufficed. Even worse, lumbermen in the Midwest and South have cleared vast areas of land, cutting down both large and small pines, leaving only stumps behind.

Even more damaging have been the forest fires that started due to negligence or drought, and were allowed to burn freely until they went out on their own. As recently as 1910, twenty-five million dollars' worth of natural timber was lost, partly in the West and partly in the East. Recently, certain pests have caused significant destruction to large areas, leaving hills stripped bare and brown where they have been.

In 1882, the Forestry Association was established to address existing issues, manage standing timber, and replant where needed. Today, there are over six thousand members of the association, and an engaging publication called American Forestry offers practical advice. This association has achieved[Pg 254] remarkable things in its short history. By 1899, there were thirty-six forest reserves in the West. Additionally, several states have their own reserves.

In addition to taking care of existing trees, new ones are being planted. Some states offer rewards for this purpose; others run nurseries where saplings are grown and planted; seeds are sown; non-native trees are introduced; in our public schools, children are taught about the growth and care of trees, and many schools celebrate Arbor Day, when trees are planted and activities are held to emphasize the significance of the day.

There is a clear plan to teach forestry in every state, and short courses have been added to the programs at state universities. Yale and Cornell have dedicated forestry schools, while Harvard offers a forestry course. In Biltmore, North Carolina, there is an excellent school that boasts outstanding forest resources. Clubs can request catalogs from these schools.[Pg 255]

Forestry isn't focused on quick profits; in fact, the returns take time to come in. However, in the long run, they are much greater than if the principles of forestry are ignored. Trees should be treated like a crop, harvested in small sections rather than all at once. Once this system is fully implemented, the returns become consistent and reliable. Timber is harvested at the optimal time rather than randomly, ensuring it's the appropriate size and age. Firewood is collected from trees specifically designated for that purpose, while timber for construction comes from trees set aside for that use only.

In addition to the business outcomes, there are other benefits as well. Parks are reserved for enjoyment and aesthetics, and wildlife is conserved instead of being wiped out. Hillsides are restored; winds are blocked; our water sources are safeguarded, and rivers and streams are maintained, keeping the land rich and productive.

Add two more meetings to this study program. One should focus on Famous Trees and Forests, mentioning, among others: The Cedars of Lebanon, the historic King's Oak that sheltered Charles I.,[Pg 256] the Charter Oak, and others; also note the famous redwoods of California; the Burnham Beeches; the historic Sherwood Forest; the New Forest and Dean Forest of England; the Black Forest of Baden and the forests of the Vosges Mountains in France.

The last program of the year might focus on the theme of trees and forests in literature. Read or share from poems like: A Forest Hymn and The Planting of the Apple Tree, by William Cullen Bryant; Christmas in the Woods, by Harrison Weir; Forest Pictures, by Paul Hamilton Hayne; The Summer Woods, by William Henry Burleigh; The Primeval Forest, from Evangeline, by Longfellow; The Holly Tree, by Robert Southey; and The Trees and the Master, by Sidney Lanier. Also, read from The Quest of John Chapman, by Newell Dwight Hillis, and from The Forest, by Stewart Edward White.[Pg 257]

1. Family background, early years, adolescence, and schooling. Overview of Stratford (with photos).

2. Shakespeare as an actor, manager, and playwright. His friends; his theater; his company.

His marriage.

4. His later years. Evidence from legal documents, etc.

5. Appreciation of Shakespeare by people of his time and later generations.

Discuss Browning's House as a measure of Shakespeare's connection to his own plays.

Books to Reference—William Winter: Shakespeare's England. Hamilton Mabie: Shakespeare. Sidney Lee: Life of Shakespeare.

Read about the school in Stratford that Shakespeare went to and show a photograph. Include a selection from Irving's Sketch Book about Stratford on Avon. Discuss Shakespeare's[Pg 258] marriage, and have a reading or recitation of Anne Hathaway. Show pictures of the town, the museum, the Shakespeare Theater, and so on.

1. Richard II. and King John—Analysis of storylines, main characters, and their characteristics. Readings from Richard II.: Act v., Scene 1. King John: Act iv., Scene 1 (starting with Hubert's speech, "Heat these irons up").

2. Henry IV., Henry V., and Richard III.—Analysis of plots, characters, and traits, as mentioned above. Readings from Henry IV.: Part II., Act 4, Scene 5 (in part). Henry V.: Act 5, Scene 2 (dialogue between Henry and Katharine). Richard III.: first speech of Gloucester.

3. Henry VI., and Henry VIII.—Analysis of plots, characters, and traits, as mentioned above. Readings from Henry VI.: Part I., Act iii., Scene 2 (conversation between Joan of Arc); also, Part III., Act ii., Scene 2. Henry VIII.: Act iii., Scene 2 (final part, Cromwell and Wolsey); also, Act v., Scene 5.

4. How Shakespeare Made His Historical Plays—Discuss how he used Holinshed and earlier writers; the alterations in plot and character[Pg 259] made by Shakespeare; the fictional characters he created. Readings from Holinshed.

Books to Read—Hamilton Mabie: William Shakespeare, Poet, Dramatist, and Man. W. Aldis Wright: The Cambridge Shakespeare (introductions and notes). Gollancz: The Temple Shakespeare (introductions and notes).

It will be interesting to explore how historically accurate these plays are and their value to the general public as a way of teaching them about their country’s history in a lively manner. To what extent were they designed to encourage patriotism by glorifying England? Discuss modern performances of these plays by Booth, Irving, Mansfield, Sothern, and others. Share the story of the first production of Henry VIII, which led to the burning of the Globe Theater. (See Mabie's Shakespeare, page 383.)

1. Hamlet—The tragedy of an unstable mind. Source: Saxo-Grammaticus. Summary of the plot and analysis of the main characters. Discussion of Hamlet's madness. Read Act 1, Scenes 4 and 5; Act 3, Scene 1, in part; Act 5, Scene 2, latter part.[Pg 260]

2. King Lear—The tragedy of ungrateful children. Source: Holinshed. Summary of the plot and analysis of the main characters. The three daughters as archetypes. Read Act ii., Scene 4, enter Cornwall, Regan, Gloster, etc.; Act iii., first four scenes; Act iv., Scene 7.

3. Macbeth—The tragedy of guilt. Source: Holinshed's Chronicles of Scotland. Summary of the plot and analysis of the main characters. Reading the story of Macbeth from Holinshed. Shakespeare's use of the supernatural, highlighted by the witches. The contrast between feminine strength and masculine weakness depicted in Lady Macbeth and her husband. Read Act i., Scene 3; Act v., Scene 1.

4. Othello—The tragedy of jealousy. Source: Cinthio's Hecatomithi. Synopsis of the plot and analysis of the main characters. Shakespeare and Italy; local flavor. Uniqueness of the Moor as the hero. Read Act iii., Scene 3, in part; Act v., Scene 2.

5. Julius Caesar—The tragedy of ambition. Source: North's Translation of Plutarch. Reading from this. Summary of the plot and analysis of the main characters. Shakespeare's admiration for Caesar and frequent references to him. Read all of Act III, also Act IV, Scene 1.[Pg 261]

Books to Check Out—Wood: Hamlet from a Psychological Perspective. Brereton: Some Notable Hamlets. Hall Caine: Richard III and Macbeth. W. W. Skeat: Shakespeare's Plutarch.

Although every great actor has tackled the famous roles in Shakespeare's tragedies, some have stood out for their unique interpretations. Study Kemble, Kean, Macready, Booth, Barrett, Irving, and Mansfield; also, Mrs. Siddons, Helen Faucit, Charlotte Cushman, and Ellen Terry. If possible, include portraits in character, like Booth as Hamlet, Mansfield as Caesar, and Terry as Ophelia.

1. The Taming of the Shrew—An Italian play. Based on an earlier English play. Summary of the plot and analysis of the main characters. Comparison between Katharine and Bianca. Read Act ii., Scene 1 (the conversation between Katharine and Petruchio) and Act v., Scene 2.

2. Twelfth Night—Source: Bandello. Summary of the plot and analysis of the main characters. Creative setting of the play in Illyria. Shakespeare's playful spirit. The crude humor of the era. Read Act ii., Scene 3, latter part.[Pg 262]

3. The Merry Wives of Windsor—No specific source. Draws from life in Stratford. Summary of the plot and analysis of the main characters. A completely English play. Comparing the historical Falstaff with Shakespeare's depiction of him. Falstaff here and in other works by Shakespeare. Note the potential inspiration for this play coming from a request by Queen Elizabeth. Read Act iii., Scene 3.

4. The Comedy of Errors—Source: the Menæchmi of Plautus. Summary of the plot and analysis of the main characters. Read Act v., Scene 1 (from "enter a servant" on).

Books to Read—Hudson: The Harvard Shakespeare (introductions and notes). Lang: Shakespeare's Comedy of Errors. List of Songs by Shakespeare set to Music: the New Shakespeare Society.

1. Romeo and Juliet—Source: William Painter's Palace of Pleasure. Synopsis of the plot and analysis of the main characters. The play has a distinctly lyrical quality. Compare Ophelia and Juliet. Read Act ii., Scene 2. Reading from A Study of Romeo in J. J. Chapman's Emerson and Other Essays.[Pg 263]

2. As You Like It—Source: Lodge's Rosalynde. Summary of the plot and analysis of the main characters. Pay attention to Adam's role, which Shakespeare performed himself. Compare Juliet and Rosalind. Read Act ii., Scene 4, and Act iii., Scene 2. Readings from Hamilton Mabie's In the Forest of Arden and William Winter's Old Shrines and Ivy.

3. The Merchant of Venice—Source: the Italian tale, Il Pecorone. Summary of the plot and analysis of the main characters. Discuss the question, Who is the hero of the story? Read from Act iii., Scene 2, and Act iv., Scene 1 (Portia's plea). Reading from Philipson's The Jew in English Fiction.

Books to Read—Hiram Corson: Introduction to Shakespeare. Fleming: How to Study Shakespeare. Dowden: Transcripts and Studies (for Romeo and Juliet). Stopford Brooke: On Ten Plays of Shakespeare (for As You Like It). Introductions to the different plays by Brandes, R. G. White, and Rolfe (popular).

The heroines of these plays are some of the most beautiful in Shakespeare. A dedicated paper could be written about them, showcasing their famous speeches.[Pg 264]

1. Midsummer Night's Dream—Source: old stories (Petrarch, Ovid, Chaucer, etc.). Summary of the plot and analysis of the main characters. An early play, full of lively cheer. Wonderful mastery of meter. Impact on later literature and music (Faust, Oberon). Read Act III, Scene 1. Also the Pyramus and Thisbe section.

2. Cymbeline—Source: Boccaccio and Holinshed. Overview of the plot and analysis of the main characters. Calm demeanor with a tragic twist. Imaginative geography. Read Act IV, Scene 2, along with the song "Fear No More."

3. Winter's Tale—Source: Greene's Pandosto and Boccaccio's Decameron. Analysis of the plot and description of the main characters. List of Warwickshire flowers mentioned (Act iv., Scene 3). Discuss why this play was popular in Shakespeare's time and why it is overlooked now. Read part of Act iv., Scene 3.

4. The Tempest—Source: almost entirely from Shakespeare himself; minimal reliance on other materials. Analysis of the plot and a description of the main characters. Probably Shakespeare's[Pg 265] final play. The wreck of the Sea-Venture and a description of Bermuda (see Mabie's Shakespeare). Note Shakespeare's shift from reality to imagination at the end of his career. Read Act v., Scene 1.

Books to Read—Hudson: The Life, Art, and Character of Shakespeare. Dowden: Shakespeare, His Mind and Art. The Arden Shakespeare: introductions by Chambers, Wyatt, Boas, etc. Editions of the plays by Rolfe, Brandes, and Hudson. Winter: Old Shrines and Ivy. Sherman: What is Shakespeare? (chapters on Cymbeline and Winter's Tale). W. B. Carpenter: Religious Spirit in the Poets (chapter on The Tempest).

As this is the final program where we explore Shakespeare's plays in detail, we should discuss the important topic of how his works relate to his own life and mental growth. (See Dowden's book.) Special attention should be given to the beautiful songs, which are especially abundant in the last three plays. "Hark, Hark, the Lark!" and "Fear No More" from Cymbeline, "Jog On" and "When Daffodils Begin" from The Winter's Tale, and "Where the Bee Sucks" from The Tempest should be sung or read.[Pg 266]

1. Venus and Adonis—An early experiment in narrative poetry. The story is based on Ovid, with medieval changes to the legend. The theme resonates with the Renaissance spirit, but is not relevant today. Accuracy of the text.

2. The Rape of Lucrece—Story of Lucius Tarquinius Superbus. The legend remains unchanged by the poet. Lucrece, the epitome of marital loyalty in the Middle Ages. Who was the Earl of Southampton, to whom the poem was dedicated? What did the other poets of Shakespeare's era think about these early works?

3. Shorter Poems—A Lover's Complaint, The Passionate Pilgrim, and The Phœnix and the Turtle. Shakespeare's involvement in the second and his frustration at having his name used for the whole collection. The "unsolved mystery" of the last.

4. The Sonnets—The origin of the sonnet form in Italy. The plan of the series. Comparing this collection with Wordsworth's sonnet sequences, Mrs. Browning's Sonnets, and Tennyson's In Memoriam. The mystery of W. H. Read the Sonnets, 18, 22, 33, 116.

Books to Reference—W. J. Rolfe: Venus and[Pg 267] Adonis, and Other Poems. Sidney Lee: introductions to the various poems. Israel Gollanez: Shakespeare's Sonnets. Edward Dowden: Shakespeare's Sonnets. Parke Godwin: New Study of the Sonnets of Shakespeare.

The most interesting question about the sonnets is whether they reflect Shakespeare's personal experiences and perspectives on life, or if they are purely imaginative. For insights on this topic, check out Wordsworth's "Scorn Not the Sonnet" and Browning's "House," where the two poets present opposing views. For a detailed and engaging discussion, see Dowden's essay.

1. Introductory—A range of characters and distinct individuality. Various types are represented. Not unique to his time, but timeless.

2. The Women of Intellect—Portia: the woman of wisdom and knowledge. Is she Shakespeare's ultimate female character? Beatrice: the sophisticated woman, full of cleverness and energy. Readings—Portia: the casket scene and the courtroom scene from The Merchant of Venice. Beatrice: the opening and closing scenes from Much Ado.

3. The Women of Sentiment—Juliet: a woman[Pg 268] from the South; romantic and passionate. Desdemona: a woman from the North; humble, gentle, and self-controlled. Readings—Juliet: Act iii., Scenes 2 and 5, of Romeo and Juliet. Desdemona: Act iv., Scene 2, of Othello.

4. The Women of Imagination—Perdita: simple, dignified, and sweet. Miranda: otherworldly, naïve, and perfect. Readings—Perdita: Act iv., Scene 4 (the shepherd's cottage), of the Winter's Tale. Miranda: Act i., Scene 2 (the island), of the Tempest.

5. The Women of History—Lady Macbeth: the power of intelligence, determination, and dedication to her husband’s career. Princess Katharine: charming and flirtatious. Readings—Lady Macbeth: Act 1, Scene 8, from Macbeth. Katharine: Act 5, Scene 2 (starting with "Fair Katharine"), from Henry V.

6. Women of Various Types—Examples from As You Like It (Rosalind), Hamlet (Ophelia), King Lear (Cordelia), Taming of the Shrew (Katharine).

Books to Reference—E. Dowden: Transcripts and Studies. L. Lewes: Women of Shakespeare. Mrs. A. B. Jameson: Characteristics of Women. Wingate: Shakespeare's Heroines on the Stage.[Pg 269]

The club members could make this meeting more engaging by reminiscing about the famous actresses they've seen and comparing their portrayals of Shakespeare's female characters. For example, Mary Anderson as Juliet, Ada Rehan as Katharine, Ellen Terry as Portia, Modjeska as Rosalind, and Julia Marlowe as Ophelia.

1. His Personality—How much education did Shakespeare have? Did he show himself in his plays? What were his personal traits?

2. Characteristics of His Work—Did he copy someone else's work? If he did, was it justified? Did he always understand his own meaning? Check out Richard Grant White on this. Is his broad humor justifiable? Consider Taine's criticism regarding this.

3. Estimate of Shakespeare in His Own and Later Times—What did his peers think of him? Why was he overlooked in the late seventeenth century? Include quotes from notable writers about Shakespeare: Coleridge, Goethe, Swinburne, etc.

4. The Bacon-Shakespeare Controversy—Origin: the story of Delia Bacon's life. Is there a code in Shakespeare? Quotes of scholarly opinions on both sides.[Pg 270]

Books to Read—Emerson: Essays. E. Dowden: Essays, Modern and Elizabethan. Arthur Gilman: Shakespeare's Morals. Ignatius Donnelly: The Great Cryptogram. Charlotte Carmichael Stopes: Bacon-Shakespeare Question Answered.

Have a discussion about Shakespeare as a historian. Can we trust him? Does he provide an accurate depiction of events, or is he just painting a broad picture? Talk about the character of Hamlet. Was he actually insane? Did Shakespeare mean to portray him that way, or did he want to keep it ambiguous? For those who find this interesting, the topic of the early editions of Shakespeare and how they relate to each other is quite captivating. A description of the extremely valuable collection recently donated to the Elizabethan Club at Yale could be included.

1. English—Garrick, Charles Kean, Siddons, Charles Kemble, Lady Faucit, Irving, Terry, Tree, Benson. Descriptions and stories from Boswell's Johnson, Charles Lamb's Essays, Fanny Burney's Diary, and Ellen Terry's life.[Pg 271]

2. American—Forrest, the older and younger Booth, Barrett, Ada Rehan, Mansfield, Sothern, and Marlowe.

3. The Theater at Stratford-on-Avon—Description of it with views. Story of several famous performances held there. Differences between these and those from Shakespeare's own time.

4. Discussion of the Question of Stage Settings—Was the stage setting in Shakespeare's time better, relying on the meaning of the lines without scenery, or is today's approach, which includes elaborate, expensive, and impressive scenery and stage effects, more appealing? Discuss how the invention of electric light has changed stage design.

5. Description of Plays Seen—Short comments from the club members about the Shakespearean performances they've attended, along with their thoughts on the plays and the actors.

Books to Read—Sidney Lee: Shakespeare and the Modern Stage. Percy Fitzgerald: Shakespearean Representation: Its Laws and Limits. Percy Fitzgerald: Romance of the English Stage. C. E. L. Wingate: Shakespeare's Heroes on the Stage. Also, Heroines.

Prepare a screen in advance for this meeting with old playbills and photos of famous actors like Forrest, Kean, Booth, and others. Look through newspaper archives for reviews of the plays that were performed. Talk about some of the famous theaters in America, both past and present. Finish with a discussion on how club members feel about Shakespeare's plays compared to modern ones. Is there a Shakespearean pretension?

In organizing a year's program based on this outline, hold a few meetings focused on the historical roles of women before shifting the discussion to modern times, when jobs become more diverse. The first five topics can be particularly engaging if there are readings from histories of the Middle Ages that highlight women's contributions during that period. Whenever possible, clubs should plan visits to museums or libraries to explore the work showcased there.

Making clay pots for home use is one of the first things women did. They took regular earth, shaped it roughly, and baked it in their household fires until it could hold water and food. Such pots are found everywhere there are ancient remains, among the lake dwellers in Switzerland, among Egyptians and Greeks, and[Pg 274] in the ruins in Mexico. Later, men largely took over this work and kept it until today, when women have started to create beautiful pottery, glazed and decorated. Show pictures from catalogs of potteries like Rookwood and others, and also mention the great work done privately and fired in small kilns.

Start exploring this fascinating topic from the earliest times and demonstrate how it progressed step by step. Ancient people created wool and linen fabrics and dyed them with natural colors for clothing and decorations. Take note of the later tapestries, especially the early ones woven in Flanders and Arras, which were so precious they were used only by royalty or in churches. Prepare a paper on tapestry made at home, in castles, and even in royal residences, crafted by groups of women. Mention the work done in Colonial times by our grandmothers, who spun and wove linen sheets and blankets, along with the lovely blue-and-white coverlets of that era. If possible, display some of these coverlets. Read from the book titled Tapestry and Embroidery by Cole.[Pg 275]

Almost as soon as animal skins were turned into clothing, the art of decoration was discovered. Feathers and shells were sewn onto garments in patterns, and stitches were made with colored fibers, grasses, and bits of wool. The primitive tribes of Native Americans, especially in South America, still use these same methods today. Embroidery was always seen as distinctly women's work, with men not participating in it like they did in pottery making. In Egypt, Assyria, and among the Jews, it became much more intricate and artistic. Tyre and Sidon were famous for their beautiful creations. Homer describes embroidered clothing among the Greeks; Roman women wore brightly colored borders on their skirts and scarves.

In the early Middle Ages, church embroidery, mostly made with gold and silver threads, was popular in Europe, with a lot of beautiful work produced in convents. Matilda, the wife of William the Conqueror, and her female companions created the famous Bayeux tapestry, which was actually embroidery.

The embroidery from the East, particularly China and India, is renowned, although it's[Pg 276] not created solely by women. Highlight the uniqueness of the patterns, the vibrancy of the silk, and the lasting quality of the colors. Also, mention the beautiful white embroidery made by the French and other countries.

This art developed from embroidery, as the delicate parts of the latter were removed, creating the look of rich, colorful lace. In 1527, a book titled The New and Subtile Book Concerning the Art and Science of Embroidery, Fringes, and Tapestries, as Well as Other Crafts Done with the Needle was published, which included patterns for lace. The Venetians were the first to excel in creating white lace with a needle, producing bold and striking designs. During the reign of Louis XIV, intricate lace was made in France, particularly the kind known as Valençon. Pillow lace, created with bobbins, was invented by a woman in Saxony around the mid-sixteenth century.

Have documents about the laces unique to different countries, and display examples or images of them. English thread in white and black; Spanish silk, hand-sewn; Irish crochet; Valenciennes, and more.[Pg 277] Check out Palliser's History of Lace for descriptions and illustrations. If possible, visit a museum that has a lace collection; there’s an excellent one at the Metropolitan in New York. Also, research the conditions under which the laces are made, the lives of lace-makers, and the prices they get for their work.

Like pottery, basket weaving dates back to ancient times. Women quickly figured out how to twist together branches or twigs to create containers for home use. As time passed, baskets became more beautiful and artistic, with all countries, especially those in the East, crafting them from delicate materials and featuring lovely designs. There are often indigenous groups known for their exceptional basketry skills. Take note of the baskets made by North American Indian women, and check out the book on Basketry by G. W. James, which is filled with illustrations.

Have club members create as many programs on the following subjects as they want, and[Pg 278] illustrate them with as many examples of the work as possible. Also, discuss the schools that teach design and explain what they offer. Note the increase in all design-related activities for women: bookbinding, jewelry-making, stenciling, furniture-making, beadwork, knitting, crocheting, sewing, quilting, patchwork, rug-making, and work with leather and wood; china painting; and plaster work.

Clubs should create reports on each of the following notable women, highlighting their achievements. Additionally, there could be a study of contemporary women who are making significant contributions in similar areas. In astronomy, Caroline Herschel; in music, Fanny Mendelssohn; in philanthropy, Elizabeth Fry or Florence Nightingale; in painting, Rosa Bonheur or Elizabeth Thompson Butler; in sculpture, Harriet Hosmer; in education, Mary Lyon; in public speaking, Mary A. Livermore; on the stage, Charlotte Cushman or Rachel; as a poet, Mrs. Browning; as a novelist, George Eliot.

Add to this list some names of women who are doctors, lawyers, ministers, editors, teachers, and[Pg 279] nurses. Check out Lives of Girls Who Became Famous Women, by Sarah K. Bolton.

Have one or more practical papers showing what women have done and can do in everyday work. The Trained Mother might come first, followed by Women as Housekeepers. Then look at her roles as a teacher, governess, stenographer, saleswoman, dressmaker, milliner, caterer, landscape gardener, architect, dairywoman, real estate dealer, house decorator, and buyer. Conclude with a paper or talk demonstrating what can be done in unconventional ways to earn a living; running a tea room, shopping, caring for children, mending, packing, preserving, and embroidering.

Close the year with a broad look at the whole topic. What about women's work in general? Is it done well and paid fairly? What about factory jobs, domestic work, and retail positions? Under what conditions is this work carried out? What about the issue of equal pay? What about the "living wage"? What is being done to support working girls? Do community centers, vacation homes, and similar programs address their needs? Read Olive Schreiner's Woman and Labor.[Pg 281]

Sufficient material is provided under each of the following ten categories for clubs to split into two or more meetings.

The first Peace Society was founded in New York in 1815. A second was organized six months later in Boston, and the next year a third was established in London. The first International Peace Congress took place in 1843 in London. Since then, many congresses have been held around the world, and Peace Societies can be found everywhere, with forty in America alone.

The goal of all societies is to create an organized system where war is not an option. The consular and diplomatic services support this by promoting treaties between countries. Another objective of this movement is the gradual reduction of permanent armies and navies.[Pg 282]

The Hague Tribunal was established in 1899 to resolve disputes between nations that cannot settle them on their own. Between that year and 1912, one hundred and sixty-seven such resolutions were reached.

The $10,000,000 donation from Andrew Carnegie and the awarding of the Nobel Prize have put the Peace Movement on such a solid financial foundation that its future is guaranteed.

Read the reports from the great Peace Conference in New York in 1907, and choose readings from its speeches. Also, check out Chittenden's book, Peace or War.

Clubs will find it worthwhile to start this study with a meeting about war. Talk about the cost of standing armies and navies, the loss of life in major battles, military schools, and mandatory military service. Discuss: Is war ever necessary?

1. The movement in the past. Briefly outline the history of women from early times, through the Middle Ages, and up to the present. It's important to note that the modern movement can be said to have started in 1647 when Mary Brent, representing Lord Baltimore, requested a seat in the representative[Pg 283] body of Maryland. In the mid-19th century, women like Margaret Fuller, Lydia Maria Child, Lucretia B. Mott, Susan B. Anthony, Emma Willard, Mary Putman Jacobi, and Elizabeth Cady Stanton emerged as leaders of the Woman's Rights movement, and the first convention took place in New York State in 1846. Provide brief profiles of these women, discuss the demands they made, and the outcomes of the convention. What principles did the suffrage party rely on to support their claims?

2. The movement today. Have a paper or discussion on the conditions in Australia, New Zealand, Iceland, Sweden, Norway, Finland, Scotland, Ireland, and Wales, and finally, on England, referred to as "The storm center."

What about our country? Which states have equal voting rights, and how does it work? What specific questions are critically important to women, and how will having the vote help them?

What about a woman's physical and mental ability to deal with political issues? What about jobs like being a soldier, sailor, or working on roads, in sewers, or on the police and fire departments?

What will happen to her relationship with her home if she gets equal voting rights?[Pg 284]

Name some of the women in England and America who are prominent leaders in the movement, and describe their roles and contributions.

See books and magazine articles by Jane Addams, Ida Tarbell, and Mrs. Ida Husted Harper. See also: The Modern Woman's Rights Movement, by Schirmacher.

Prohibition is an effort to eliminate the production and sale of alcoholic beverages, except for industrial, scientific, artistic, and medical purposes. It states that the money currently invested in the liquor business could, if redirected to legitimate enterprises, provide jobs for hundreds of thousands of people. It would boost commerce, safeguard workers, improve health, and support the interests of families and the community. It would help reduce cruelty, poverty, illness, and crime.

The prohibition movement was mostly a local issue until 1851, when the Neal Dow law made Maine a prohibition state. During this time, the nation and state also worked together to stop the sale of alcohol to Native Americans. After the Civil War, new circumstances emerged; German beer started being imported, and large breweries and distilleries were established domestically. Many states then addressed the issue of prohibition, with several passing laws against the manufacturing and sale of all intoxicants, though most were later repealed or ruled unconstitutional.

In Ohio, there was a significant movement called the Women's Crusade that is worth exploring. Highlight some of the leaders and also look into the careers of John B. Gough and Frances Willard.

South Dakota was admitted to the Union as a prohibition state. Kansas, Georgia, Oklahoma, and Alaska have prohibition as well, and some states allow local options by counties or towns. Many cities across the country have it by precincts.

The history of the political Prohibition Party is a topic that deserves its own discussion. Talk about its key leaders, their approaches, and the outcomes of their campaigns.

Discuss: Would enforced prohibition be good for the state? Is the local option working? Is there widespread violation of the law in prohibition states? What about the legislative efforts of the Anti-Saloon League?[Pg 286]

The new era in medicine and surgery started in 1846 with the discovery of ether, followed a year later by chloroform, which Warren popularized at the Massachusetts General Hospital. However, all surgeries still came with risks due to infection, until Pasteur identified harmful bacteria and Lister created sterilization techniques. That’s when modern methods truly began.

The possibilities for surgical operations expanded significantly; surgeons started to have improved operating rooms, more scientific preparation for patients before surgery, and better dressings and care afterward. Not only antiseptic but also aseptic treatments became recognized. New anesthetics, including local ones, have been developed; the use of oxygen and electricity has proven advantageous; and the X-ray has been discovered and applied in practice.

Large amounts of money have been allocated for research, and new serums have been discovered that greatly benefit the public. Scientists are searching for the germs of various diseases and their antidotes.

Wonderful new procedures are really fascinating; pay special attention to the blood transfusion and the[Pg 287] preservation of tissue and transplantation of living organs.

Have other papers on: the specialist as the replacement for the general practitioner; the new relationship between medicine and hygiene; the connection of the old family doctor to his patients; the work of the Red Cross Society, and the widespread awareness of first aid for the injured. What are the possibilities for the near future in medicine and surgery? What about research work?

Boards of Health in the state and community exist to manage and suppress agencies that could harm the health of the people. Their work is extensive, but it can be categorized under the following headings:

1. Managing the water supply is one of the most important jobs; it has to keep it safe from its source to the homes of the users, overseeing all sewers, cesspools, and drainage. It must also ensure that the ice supply is clean. It takes care of all roads and sidewalks, including proper lighting. It's in charge of building construction, focusing on safety, ventilation, plumbing, and drainage.[Pg 288]

2. It also emphasizes notifying about all diseases and takes care of quarantining and disinfecting; it administers vaccines; it combats tuberculosis; it transfers the sick to the appropriate facilities; it ensures that the deceased are handled correctly; it maintains a record of vital statistics.

3. It oversees food supplies; it ensures that the milk is pure and properly handled; it prevents the adulteration of food and drugs; it stops the sale of stale or unhealthy foods; it demands clean slaughterhouses; it makes sure all dangerous animals are contained or euthanized, and that dead ones are removed from the streets; it prohibits unpleasant odors and smoke; it works to eliminate all public nuisances; it aims to eradicate mosquitoes.

These topics can be addressed as time permits. In closing, discuss questions like: What does our local Board of Health do for us? Where does it fall short? What can women’s clubs do to improve its effectiveness?

One of the most significant recent events is the government's establishment of a Federal[Pg 289] Children's Bureau, dedicated to the expert study of childhood conditions and recommendations for improvement. This also included, among other things, a focus on their education.

The new school buildings in both urban and rural areas are better than ever before, and our understanding of education is expanding every day. Clubs should focus on some of the following topics:

The health of school kids; what’s being done to improve it? Look at the new sanitation and ventilation in school buildings; the elimination of the common drinking cup; the doctor’s attention to eyes, teeth, throats, spines, and ears; providing breakfasts to those who are underfed; outdoor schools for students with tuberculosis; and the education on cleanliness.

The vocational schools in thirty states offer manual training, domestic arts, industrial work, and agriculture. They also provide vocational guidance for choosing a career and finding jobs, among other things. There are also schools for exceptional children, immigrants, those who are behind in their studies, the disabled, the blind, those with epilepsy, and individuals with moral challenges.

The Montessori system: is it effective? Compare it to kindergarten.[Pg 290]

The training in patriotism; saluting the flag; celebrating the birthdays of influential figures, etc.

The modern country school today; compare it to "the little red schoolhouse." School playgrounds in both cities and rural areas. Gyms. Sports fields. End with a discussion: What is the status of your local school? Are teachers and parents collaborating? Is the school board doing its best?

Municipal art is art designed for cities. Its goal is to develop the entire city with a focus on symmetry, beauty, and practicality.

An Art Commission is established when a city decides to enhance its beauty, which results in a comprehensive plan. All new buildings must adhere to this plan, and nothing can be done randomly. Slums need to be replaced with model apartments; streets should be cut through crowded areas to alleviate congestion; business buildings should not be excessively tall; unattractive public buildings and monuments must be replaced; parks should be created, trees planted along the streets, and boulevards designed. Look at what Chicago and[Pg 291] Minneapolis have achieved in transforming themselves.

Discuss foreign cities that are symmetrical, particularly Paris and Berlin; talk about our own capital, Washington, D.C.; show images of well-lit streets, a nice skyline, and excellent paving. Also show images of unattractive street advertising, electric signs, a mix of tall and short buildings, fancy courthouses, and ugly statues.

From various magazines, gather illustrations of the "Garden Cities of England" and other lovely towns. Observe what can be achieved with different building materials, and with vines and flower boxes on a city residential street.

Discuss the skyscraper; is it necessary? What about apartment buildings? What about elevated trains? What about ugly gas plants, smokestacks, factories? What can women's clubs do to help make the city more beautiful?

See C. M. Robinson's The Improvement of Towns and Cities.

More money is donated today than ever before in history. It’s referred to as[Pg 292] "the era of magnificent giving." Two hundred million dollars is spent on charity each year in the United States alone, and it's estimated that in ten to fifteen years, between two to four billion will be given yearly. Old methods are fading away, and new ones are emerging. The topic of modern giving is incredibly important.

Clubs should start the discussion by summarizing past donations; contributions to hospitals, shelters, colleges, libraries, art galleries, museums, missions, and other organizations. Then, they should focus on more recent donations for initiatives like model apartments, homes for people with tuberculosis, community settlements, institutional churches, homes for working women, the Mills hotels, trade and technical schools, homes for recovering patients, seaside retreats for children, pensions for teachers, and modern schools for the blind, disabled, and orphans that promote self-sufficiency. It's important to note that today's giving trend emphasizes preventing suffering as much as providing solutions.

Great gifts today are mostly focused on science. Look at the major medical research labs in New York and what they’ve already achieved; also consider the funding for individuals excelling in specific areas. Examine[Pg 293] what legislatures are doing with laws regarding bequests, their management, and time limits, along with the new idea that no gift should be given without the possibility of change, as conditions can shift in twenty years. What about creating and updating wills? What about funds left for institutions that may not always be necessary? What protections does society have through state boards, etc.?

Read the article on Giving in The Survey, December 28, 1912, which discusses the different aspects of modern philanthropy.

Clubs can break this topic into two parts and have multiple programs for each one.

1. The farmer. After years of being overlooked, the life of the farmer has suddenly become incredibly important to society. Today, the Bureau of Agriculture and other organizations are quickly transforming its future. State fairs, community gatherings, educational programs for men and women in schools, and "farmer's bulletins" provide guidance; research stations address challenges like weeds, soils, drainage, and pests, and offer scientific insights into cattle, poultry, beekeeping, crops, and dairy farming. Public and high schools, colleges, and[Pg 294] universities now offer courses in agriculture, covering not just typical farm work, but also forestry, building good roads, and exploring unique farming opportunities.

The telephone, the car, and the parcel delivery all bring farmers closer to town. Let’s also talk about the Commission on Country Life and its efforts; about deserted farms; about the farmer's wife and her challenges; about the farmer's kids and their future. How can we make life easier and more appealing on a farm?

2. Country Homes. Notice the remarkable rise of country homes that are used year-round instead of just for summer. What challenges do they face, and what benefits do they offer? Explore large estates, particularly those in the Adirondacks, around Boston, New York, in the South, and the West; supplement with images from magazines. Write a paper on gardens and describe a few; reference the many books available on this topic. Delve into landscape gardening and discuss its potential. What about country sports like golf, tennis, hunting, motoring, etc.? Consider bungalows, camps, beach cottages, etc.? Discuss country roads, game reserves, forest parks, and similar places. Mention the vast literature on country life.[Pg 295]

Social service has grown significantly in modern times. It involves a smart understanding of today’s needs and the best ways to address them. Clubs should explore it under some or all of these categories:

Read about the Schools of Philanthropy, where current methods of aid are taught, and the workers are trained for service in various fields; and the American Institute of Social Service, which aims to collect and share information on all social issues and services. The latter publishes a monthly pamphlet on contemporary problems that is great for reference.

Discuss welfare work, the care of employers for employees; what has been done? the ventilation of workspaces; safe machinery; pensions, insurance, hospitals, savings accounts, care for the sick at home, food, etc.

Settlements: their origins and history; how can community support help the less fortunate? Learn about the efforts of Toynbee Hall and Hull House.

The Juvenile Courts; their origin and work. The Big Brother and Big Sister movement.[Pg 296]

Work for the disabled; for the poor; the mentally ill; those with tuberculosis; and the unemployed.

Prisons and contemporary prison reform.

For kids; daycare centers; free preschools; beach resorts; mobile hospitals; fresh milk and ice.

Relief of traffic jams in cities; parks and playgrounds; recreational piers.

Legal Aid organizations and support for immigrants; laws regarding women's and children's work.

The Charity Organization societies; caring for the poor; providing assistance to those in need.

Education, movies, music, outdoor Christmas trees, free beaches, etc.

For references, see The Gospel of the Kingdom, published by the American Institute of Social Service, and The Survey.[Pg 297]

1. The Baby's Welcome to the Home—The mother's excitement; the brothers' and sisters' excitement; the thoughtful mother: exploration of contemporary methods.

2. The Baby's Environment—The closet; the clean nursery; the vibe of happiness.

3. The Baby's Physical Development—The child with disabilities (nerves, temperament, issues); nutrition; rest; the outdoor sleeping area; the child and the physician.

4. Reading from The Luxury of Children, by Martin.

Books to Consult—Oppenheim: The Development of the Child. S. H. Rowe: The Physical Nature of the Child and How to Study It.

Begin the discussion of the day with a paper on the Modern Science of Eugenics: How Practical is It? Have a talk about the Spoiled Baby, who is over-fed, over-amused, and over-indulged; contrast that with one on The Normal Baby. Close with readings or recitations on Babyhood, including poems from Eugene Field, Stevenson, and others.

1. The Kindergarten—Its importance for social skills. Is it a good foundation for future work?

2. The Public School—Teaching kids consistent study habits. Addressing personal challenges. Classmates. The impact of one child on another's behavior.

3. Parent and Teacher—Relationships based on interest and friendship. Shared suggestions. The struggling child.

4. The School and Health—School sanitation. Risks of infection (individual drinking cups, etc.). Monitoring vision and hearing. Outdoor schooling.

Books to Read—Herbert Spencer: Education. Luther Burbank: Training of the Human Plant. J. Mark Baldwin: Mental Development in the Child and the Race. G. Stanley Hall: Aspects of Child Life and Education. Irving King: Psychology of Child Development.[Pg 299]

The school life of a child should be looked at from both the parent's and teacher's perspective. Monitoring the child's moral development is a key issue. How much homework a child should do and at what times is worth discussing. The school outfits for little girls, the cleanliness of both boys and girls, school lunches, and playtime during lunch are all relevant topics. Enhancing the classroom with pictures, sculptures, and flowers is also something to think about.

1. The Place of Play in Child Life—The growth of the body and mind during infancy, childhood, and adolescence. Thoughtful guidance of play by parents and teachers. Encouragement of creativity.

2. Outdoor Play—The building instinct: the sandbox, small houses, real playhouses, camps. Imaginative play: Native Americans, pirates, explorers. Sports games.

3. Indoor Play—Competitions of intelligence and skill. Group games: anagrams, twenty questions, and more. Hands-on and educational activities.

4. Playmates—The parents' influence. The ethics of play: honesty, bravery, integrity, etc. Moral and social lessons learned through play.[Pg 300]

Books to Reference—Karl Groos: Play in Man. Newell: Games of American Children. Gomme: Children's Singing Games. Leland: Playground Technique and Playcraft.

Discuss the importance of allowing boys and girls to grow up as playmates. Athletic activities for girls are also a great topic to explore. We can talk about playrooms for kids, including ideas for wall decor, flooring options, and furniture. Sunday plays for young children will be found to be very engaging. The development of play opportunities for city kids has been covered in many recent magazines, featuring images of playgrounds, garden areas, roof gardens, and similar spaces.

1. The Trained Parent—Getting ready for parenthood. Attitude and understanding. Talk about useful books.

2. The Normal Child—The typical issues we might see: forgetfulness, poor hygiene, lateness, temper, etc. How should we address these common faults?

3. Special Faults—Disobedience, stubbornness, lack of self-control, dishonesty, lying. Discrimination[Pg 301] regarding seriousness. To what extent is imagination accountable for falsehood?

4. Punishments—Discuss the question: Is physical punishment ever acceptable? Consider Abbott's idea of gentle approaches. Matching the punishment to the offense. The child's sense of fairness. When do we outgrow punishments?

Books to Reference—Jacob Abbott: Gentle Measures in the Management and Training of Young People. E. H. Abbott: On Parenting Techniques. G. Stanley Hall: Youth: Its Education, Diet, and Health.

1. The Ideal of the Parent for the Child—The need for a clear plan in the parent's mind. A discussion of books that have been helpful.

2. Methods of Training—Telling stories and reading out loud. Books for kids. The importance of looking up to heroes.

3. The Contagion of Character—Childhood's sharp insight. The impact of example versus criticism. The child as a contributor to household responsibilities.

4. Special Training—Truthfulness. Being honorable and having a sense of honor. Cleanliness. How should we explain the complexities of sex to a child? Selflessness.[Pg 302]

Books to Read—Felix Adler: Moral Instruction of Children. C. C. Everett: Ethics for Young People. W. T. Harris: Moral Education in Public Schools. Horace Bushnell: Perspectives on Christian Nurture.

The area of child study that's most talked about today is sex education, and women in clubs should definitely get involved. Think about how essential it is, the right age to start teaching it, and who should be responsible for delivering the instruction—whether that's a trained teacher or parents at home.

1. Manners at Home—Table manners. When should they be taught, and how? Self-discipline. Humility. Respect for service workers and tradespeople. Politeness towards elders.

2. Manners to Playmates—Teasing and bullying. Do our boys have to fight? Should we promote gossiping? The values of honor and kindness. Respect among children.

3. Society Manners—Specific training in social norms. The role of dance classes. The importance of kids' parties.

4. The Relation of Manners and Morals—Are American manners getting worse? Teaching[Pg 303] manners through historical stories. Empathy, the basis of politeness. Self-control, the core of manners and morals.

Books to Read—Gow: Good Morals and Gentle Manners. Wiggin: Lessons on Manners. Dewey: How to Teach Manners in the Classroom.

A discussion might follow the first paper, highlighting that kind treatment of animals, especially pets, helps teach children gentleness, empathy, and thoughtfulness. A short paper could address the topic of today's standards of manners.