Modern Prose And Poetry; For Secondary Schools Part 1

Modern Prose And Poetry; For Secondary Schools.

by Various.

PREFACE

It is pleasant to note, among teachers of literature in the high school, a growing (or perhaps one should say an established) conviction that the pupil's enjoyment of what he reads ought to be the chief consideration in the work. From such enjoyment, it is conceded, come the knowledge and the power that are the end of study. All profitable literature work in the secondary grades must be based upon the unforced attention and activity of the student.

An inevitable phase of this liberal att.i.tude is a readiness to promote the study of modern authors. It is now the generally accepted view that many pieces of recent literature are more suitable for young people's reading than the old and conventionally approved cla.s.sics. This is not to say that the really readable cla.s.sics should be discarded, since they have their own place and their own value. Yet it is everywhere admitted that modern literature should be given its opportunity to appeal to high school students, and that at some stage in their course it should receive its due share of recognition. The mere fact that modern writers are, in point of material and style, less remote than the cla.s.sic authors from the immediate interests of the students is sufficient to recommend them. Then, too, since young people are, in the nature of things, constantly brought into contact with some form of modern literature, they need to be provided with a standard of criticism and choice.

The present volume is an attempt to a.s.semble, in a convenient manner, a number of selections from recent literature, such as high school students of average taste and ability may understand and enjoy. These selections are not all equally difficult. Some need to be read rapidly for their intrinsic interest; others deserve more a.n.a.lysis of form and content; still others demand careful intensive study. This diversity of method is almost a necessity in a full year's course in reading, in which rigidity and monotony ought above all things to be avoided.

Although convinced that the larger part of the reading work in the high school years should be devoted to the study of prose, the editor has here included what she believes to be a just proportion of poetry. The poems have been chosen with a view to the fact that they are varied in form and sentiment; and that they exhibit in no small degree the tendencies of modern poetic thought, with its love of nature and its humanitarian impulses.

An attempt has been made to present examples of the most usual and readable forms of prose composition--narration, the account of travel, the personal essay, and serious exposition. The authors of these selections possess without exception that distinction of style which ent.i.tles them to a high rank in literature and makes them inspiring models for the unskilled writer.

A word may be said as to the intention of the study helps and lists of readings. The object of this equipment is to conserve the energies of the teacher and direct the activities of the student. It is by no means expected that any one cla.s.s will be able to make use of all the material provided; yet it is hoped that a considerable amount may prove available to every group that has access to the text.

The study questions serve to concentrate the reading of the students, in order to prevent that aimless wandering of eye and mind, which with many pupils pa.s.ses for study. Doubtless something would in most instances be gained if these questions were supplemented by specific directions from the teacher.

Lists of theme subjects accompany the selections, so that the work in composition may be to a large extent correlated with that in literature.[1] The plan of utilizing the newly stimulated interests of the pupils for training in composition is not a new one; its value has been proved. _Modern Prose and Poetry_ aims to make the most of such correlation, at the same time drawing upon the personal experience of the students, to the elimination of all that is perfunctory and formal.

Typical outlines (suggestions for theme writing) are provided; these, however, cannot serve in all cases, and the teacher must help the pupils in planning their themes, or give them such training as will enable them to make outlines for themselves.

It will be noted that some suggestions are presented for the dramatization of simple pa.s.sages of narration, and for original composition of dramatic fragments. In an age when the trend of popular interest is unquestionably toward the drama, such suggestions need no defense. The study of dramatic composition may be granted as much or as little attention as the teacher thinks wise. In any event, it will afford an opportunity for a discussion of the drama and will serve, in an elementary way, to train the pupil's judgment as to the difference between good and bad plays. Especially can this end be accomplished if some of the plays mentioned in the lists be read by the cla.s.s or by individual students.

A few simple exercises in the writing of poetry have been inserted, in order to give the pupils encouragement and a.s.sistance in trying their skill in verse. It is not intended that this work shall be done for the excellence of its results, but rather for the development of the pupil's ingenuity and the increasing of his respect for the poet and the poetic art.

The collateral readings are appended for the use of those teachers who wish to carry on a course of outside reading in connection with the regular work of the cla.s.s. These lists have been made somewhat extensive and varied, in order that they may fit the tastes and opportunities of many teachers and pupils. In some cases, the collateral work may be presented by the teacher, to elaborate a subject in which the cla.s.s has become interested; or individual pupils may prepare themselves and speak to the cla.s.s about what they have read; or all the pupils may read for pleasure alone, merely reporting the extent of their reading, for the teacher's approval. The outside reading should, it is needless to say, be treated as a privilege and not as a mechanical task. The possibilities of this work will be increased if the teacher familiarizes herself with the material in the collateral lists, so that she can adapt the home readings to the tastes of the cla.s.s and of specific pupils. The miscellaneous lists given at the close of the book are intended to supplement the lists accompanying the selections, and to offer some a.s.sistance in the choice of books for a high school library.

M.A.

NEW YORK, February, 1914.

MODERN PROSE AND POETRY FOR SECONDARY SCHOOLS

A DAY AT LAGUERRE'S

F. HOPKINSON SMITH

It is the most delightful of French inns, in the quaintest of French settlements. As you rush by in one of the innumerable trains that pa.s.s it daily, you may catch glimpses of tall trees trailing their branches in the still stream,--hardly a dozen yards wide,--of flocks of white ducks paddling together, and of queer punts drawn up on the shelving sh.o.r.e or tied to soggy, patched-up landing-stairs.

If the sun shines, you can see, now and then, between the trees, a figure kneeling at the water's edge, bending over a pile of clothes, washing,--her head bound with a red handkerchief.

If you are quick, the miniature river will open just before you round the curve, disclosing in the distance groups of willows, and a rickety foot-bridge perched up on poles to keep it dry. All this you see in a flash.

But you must stop at the old-fashioned station, within ten minutes of the Harlem River, cross the road, skirt an old garden bound with a fence and bursting with flowers, and so pa.s.s on through a bare field to the water's edge, before you catch sight of the cosy little houses lining the banks, with garden fences cutting into the water, the arbors covered with tangled vines, and the boats crossing back and forth.

I have a love for the out-of-the-way places of the earth when they bristle all over with the quaint and the old and the odd, and are mouldy with the picturesque. But here is an in-the-way place, all sunshine and shimmer, with never a fringe of mould upon it, and yet you lose your heart at a glance. It is as charming in its boat life as an old Holland ca.n.a.l; it is as delightful in its sh.o.r.e life as the Seine; and it is as picturesque and entrancing in its sylvan beauty as the most exquisite of English streams.

The thousands of workaday souls who pa.s.s this spot daily in their whirl out and in the great city may catch all these glimpses of shade and sunlight over the edges of their journals, and any one of them living near the city's centre, with a stout pair of legs in his knickerbockers and the breath of the morning in his heart, can reach it afoot any day before breakfast; and yet not one in a hundred knows that this ideal nook exists.

Even this small percentage would be apt to tell of the delights of Devonshire and of the charm of the upper Thames, with its tall rushes and low-thatched houses and quaint bridges, as if the picturesque ended there; forgetting that right here at home there wanders many a stream with its breast all silver that the trees courtesy to as it sings through meadows waist-high in lush gra.s.s,--as exquisite a picture as can be found this beautiful land over.

So, this being an old tramping-ground of mine, I have left the station with its noise and dust behind me this lovely morning in June, have stopped long enough to twist a bunch of sweet peas through the garden fence, and am standing on the bank waiting for some sign of life at Madame Laguerre's. I discover that there is no boat on my side of the stream. But that is of no moment. On the other side, within a biscuit's toss, so narrow is it, there are two boats; and on the landing-wharf, which is only a few planks wide, supporting a tumble-down flight of steps leading to a vine-covered terrace above, rest the oars.

I lay my traps down on the bank and begin at the top of my voice:--

"Madame Laguerre! Madame Laguerre! Send Lucette with the boat."

For a long time there is no response. A young girl drawing water a short distance below, hearing my cries, says she will come; and some children above, who know me, begin paddling over. I decline them all. Experience tells me it is better to wait for madame.

In a few minutes she pushes aside the leaves, peers through, and calls out:--

"Ah! it is that horrible painter. Go away! I have nothing for you. You are hungry again that you come?"

"Very, madame. Where is Lucette?"

"Lucette! Lucette! It is always Lucette. Lu-c-e-t-t-e!" This in a shrill key. "It is the painter. Come quick."

I have known Lucette for years, even when she was a barefooted little tangle-hair, peeping at me with her great brown eyes from beneath her ragged straw hat. She wears high-heeled slippers now, and sometimes on Sundays dainty silk stockings, and her hair is braided down her back, little French Marguerite that she is, and her hat is never ragged any more, nor her hair tangled. Her eyes, though, are still the same velvety, half-drooping eyes, always opening and shutting and never still.

As she springs into the boat and pulls towards me I note how round and trim she is, and before we have landed at Madame Laguerre's feet I have counted up Lucette's birthdays,--those that I know myself,--and find to my surprise that she must be eighteen. We have always been the best of friends, Lucette and I, ever since she looked over my shoulder years ago and watched me dot in the outlines of her boat, with her dog Mustif sitting demurely in the bow.

Madame, her mother, begins again:--

"Do you know that it is Sat.u.r.day that you come again to bother? Now it will be a _filet_, of course, with mushrooms and tomato salad; and there are no mushrooms, and no tomatoes, and nothing. You are horrible. Then, when I get it ready, you say you will come at three. 'Yes, madame; at three,'--mimicking me,--'sure, very sure.' But it is four, five, o'clock--and then everything is burned up waiting. Ah! I know you."

This goes on always, and has for years. Presently she softens, for she is the most tender-hearted of women, and would do anything in the world to please me.

"But, then, you will be tired, and of course you must have something. I remember now there is a chicken. How will the chicken do? Oh, the chicken it is lovely, _charmant_. And some pease--fresh. Monsieur picked them himself this morning. And some Roquefort, with an olive. Ah! You leave it to me; but at three--no later--not one minute. _Sacre! Vous etes le diable!_"

As we walk under the arbor and by the great trees, towards the cottage, Lucette following with the oars, I inquire after monsieur, and find that he is in the city, and very well and very busy, and will return at sundown. He has a shop of his own in the upper part where he makes _pa.s.se-partouts_. Here, at his home, madame maintains a simple restaurant for tramps like me.

These delightful people are old friends of mine, Francois Laguerre and his wife and their only child Lucette. They have lived here for nearly a quarter of a century. He is a straight, silver-haired old Frenchman of sixty, who left Paris, between two suns, nearly forty years ago, with a gendarme close at his heels, a red c.o.c.kade under his coat, and an intense hatred in his heart for that "little n.o.body," Napoleon III.

If you met him on the boulevard you would look for the decoration on his lapel, remarking to yourself, "Some retired officer on half pay." If you met him at the railway station opposite, you would say, "A French professor returning to his school." Both of these surmises are partly wrong, and both partly right. Monsieur Laguerre has had a history. One can see by the deep lines in his forehead and by the firm set of his eyes and mouth that it has been an eventful one.

His wife is a few years his junior, short and stout, and thoroughly French down to the very toes of her felt slippers. She is devoted to Francois and Lucette, the best of cooks, and, in spite of her scoldings, good-nature itself. As soon as she hears me calling, there arise before her the visions of many delightful dinners prepared for me by her own hand and ready to the minute--all spoiled by my belated sketches. So she begins to scold before I am out of the boat or in it, for that matter.

Across the fence next to Laguerre's lives a _confrere_, a brother exile, Monsieur Marmosette, who also has a shop in the city, where he carves fine ivories. Monsieur Marmosette has only one son. He too is named Francois, after his father's old friend. Farther down on both sides of the narrow stream front the cottages of other friends, all Frenchmen; and near the propped-up bridge an Italian who knew Garibaldi burrows in a low, slanting cabin, which is covered with vines. I remember a dish of _spaghetti_ under those vines, and a flask of Chianti from its cellar, all cobwebs and plaited straw, that left a taste of Venice in my mouth for days.

As there is only the great bridge above, which helps the country road across the little stream, and the little foot-bridge below, and as there is no path or road,--all the houses fronting the water,--the Bronx here is really the only highway, and so everybody must needs keep a boat.

This is why the stream is crowded in the warm afternoons with all sorts of water craft loaded with whole families, even to the babies, taking the air, or crossing from bank to bank in their daily pursuits.