they are copper, we will keep them by us, as copper spectacles, you know, are better than nothing."

By this time the unfortunate Moses was undeceived. He now saw that he had been imposed upon by a prowling sharper, who, observing his figure, had marked him for an easy prey. I therefore asked the circumstances of his deception. He sold the horse, it seems, and walked the fair in search of another. A reverendlooking man brought him to a tent. under the pretence of having one to sell.

"Here," continued Moses, "we met another man, very well dressed, who desired to borrow twenty pounds upon the spectacles, saying that he wanted money, and would dispose of them for a third of the value. The first gentleman, who pretended to be my friend, whispered me to buy them, and cautioned me not to let so good an offer pass. I sent for Mr. Flamborough, and they talked him up as finely as they did me; and so at last we were persuaded to buy the two gross between us."

CLASS ACTIVITIES

1. Tell the story of Moses's experience at the fair.

2. Which of the motives mentioned by Lyon, on page 294, caused the family to want to buy a horse?

3. Did the mother and the father hold the same opinion of the ability of their son? Read passages which support your answer.

4. In what way was Mark Twain's experience at the auction sale (in "The Genuine Mexican Plug," p. 289) like Moses's experience at the fair?

5. Which of the maxims on page 243 should Moses have followed at the fair?

6. Write three adjectives which best describe Moses; three which best describe his father; and three which best describe his mother. Find passages which justify your choice of adjectives.

7. What was Goldsmith's purpose in this story? Why is the story placed in this section?

8. Suggest three pictures which might be drawn to illustrate the story; perhaps you can sketch one of the three.

9. Project for a volunteer committee: Dramatize the story and act it out before the class. Secure a copy of The Vicar of Wakefield, from which this selection is taken, as you may wish to use some additional material in your play.

8. BARTER

SARA TEASDALE

How does this poem remind you of Franklin's "The Whistle"?

Life has loveliness to sell:

All beautiful and splendid things,
Blue waves whitened on a cliff,
Soaring fire that sways and sings,
And children's faces looking up
Holding wonder like a cup.

Life has loveliness to sell:

Music like a curve of gold,

Scent of pine trees in the rain,

Eyes that love you, arms that hold,

And for your spirit's still delight,
Holy thoughts that star the night.

Spend all you have for loveliness,

Buy it and never count the cost;
For one white singing hour of peace
Count many a year of strife well lost,
And for a breath of ecstasy

Give all you have been, or could be.

CLASS ACTIVITIES

1. "Life has loveliness to sell." What examples does the poet give? Mention lovely things that you like. Is this poem an example of the loveliness life offers? What must we pay to enjoy the poem? 2. What must we pay for the loveliness life has to sell? Can we buy it with money? Or must we pay for it by searching and seeking? Does "Business" on page 244 help you to answer these questions? Are you helped in your answer by "Who Owns the Mountains?" or "Great Possessions," in Book One, pp. 275, 282?

3. Name two pictures, or figures of speech, that you like in the poem. 4. Does "Barter” remind you of "The Horse Trade” (p. 248)? of “The Whistle" (p. 287)? Explain.

I.

CLASS-LIBRARY READINGS

THE WORTH OF ONE'S MONEY

"The Battle of the Rubber Bands," Vocational Reader, 92-94.

2. "Where Mark Twain Got His Stories," ibid., 228-236.

3. "Benjamin Franklin, the Many-Sided," in Makers of Our History, 3-18.

4. "Samuel Langhorne Clemens (Mark Twain)," ibid., 328-330.

5. "Advertising as a Profession for Women," E. C. Moore, in Opportunities of To-day for Boys and Girls, 219-222.

6. "Department-Store Education," R. H. Fox, ibid., 216-218.

7. "Uncle Sam The World's Greatest 'Money Maker,'" Compton's Pictured Encyclopedia, 5:2258-2259.

8. "The Metal That Measures the World's Wealth," ibid., 4:1479-1480. 9. "How Long? How Much? What Does It Weigh?" ibid., 9:3713–

3715.

10. "Money: What It Does and How It Is Made," ibid., 6:2281-2284; World Book, 5:3885-3888; Book of Knowledge, 12:3617-3622.

II. "Advertising," World Book, 1:66-70.

12. "Gold," ibid., 4:2522-2526.

13. "Horse Magic," R. Stock, in The Promise of Country Life, 117-122.

People used to believe that one person always lost in a trade; they could not see how both parties could gain. They looked upon merchants and traders as little better than thieves and pirates, and were often justified in their suspicions by the greed and dishonesty which frequently marked business transactions. But to-day this situation has to a large extent disappeared. The true merchant now takes pride in the service he can render, not merely in the profits he can reap. This new ideal of commerce appears in this poem.

I come no more in grey disguise

With grasping hands and greedy eyes,
Living on larceny and lies.

No longer do my mighty host

Of ministers and servants boast
Of giving least and getting most.

But now, with eyes greed cannot blind,
With open hands and willing mind,
I live in service to mankind.

And hold him first among the rest
Who bears this motto on his breast:
He profits most who serveth best!

CLASS ACTIVITIES

1. What line best shows the ideal of modern commerce? Read the line which best illustrates the spirit of merchants and traders in the old days.

2. Explain how both buyer and seller can gain in a sale. Perhaps "Wants as a Factor in Determining Values" (p. 292) will help you answer this question.

3. Name "ministers and servants" of commerce in your community; give examples in other countries.

4. How may greed blind one's eyes? May generosity also blind one? Explain with illustrations.

5. Explain these lines:

a. “I come no more in grey disguise.”

b. "I live in service to mankind."

c. "And hold him first among the rest."

6. In former times what sort of trader was considered the best trader? What sort is held in highest esteem nowadays? Read the lines which cause your opinion. How does this question differ from No. I?

HOW TO STUDY

(Read aloud and discuss in class)

In order to study most effectively it is necessary to know how to do three things: first, to know the speed with which to read; second, to understand how to master the author's thought; and, third, to know how to prepare a recitation.

In reading a study selection it is usually best first to go through the entire assignment rather slowly for the purpose of understanding the author's thought as a whole, and then to re-read a second and a third time more rapidly in order to master the details and to fix in mind the plan or organization of the material. Usually the best way to master the author's thought is by trying to express his ideas in one's own words and by trying to find original illustrations of his thought. In preparing to recite it is important to fix in memory the plan of the author, illustrations or examples of his main ideas, ways of beginning and ending each division of his thought, and a brief summary of his entire discussion.

Before reading Sylvester Baxter's "Rushing Freight to New York," page 309, name the three main steps to follow in study as explained in the two preceding paragraphs. Then follow these steps as you study the selection. After you have finished it, see if you can give to yourself a clear, connected account of “Rushing Freight to New York."