9. THEY THAT GO DOWN TO THE SEA IN SHIPS THE BIBLE They that go down to the sea in ships, And His wonders in the deep. For at His word the stormy wind ariseth; Which lifteth up the waves thereof. They are carried up to the heaven and down again to the deep; Their soul melteth away because of the trouble. They reel to and fro, and stagger like a drunken man; And are at their wit's end. When they cry unto the Lord in their trouble, He delivereth them out of their distress. For He maketh the storm to cease, So that the waves thereof are still. Then are they glad because they are at rest; And He bringeth them unto the haven where they would be. Oh that men would therefore praise the Lord for His goodness, And declare the wonders that He doeth for the children of men. CLASS-LIBRARY READINGS CROSSING GREAT WATERS I. "The Pilot," in Careers of Danger and Daring, 150-172. 2. "The Story of the Submarine," in Wonder Book of Knowledge. 9-16. 3. "Robert Fulton," in Makers of Our History, 112-122. 4. Cyrus W. Field,” ibid., 278–290. 5. "The Boat," in Stories of Useful Inventions, 190-210. 6. "Columbus," J. Miller, in Stories of the Day's Work, 105-106. 7. "The Fisherman," J. G. Whittier, ibid., 226–228. 8. "A Fisherman of Costla," J. B. Connolly, in Joy in Work, 3-31. II. "The House Upon the Sea," ibid., 1:73-76. 12. "The Wire that Runs Under the Sea," ibid., 15:4551-4555. 13. "Round the World in Eighty Days," J. Verne, ibid., 16:4865–4875. 14. "Life of a Sailor at Sea," ibid., 20:6233-6244. 15. “The Cables That Bind the World Together," Compton's Pictured Encyclopedia, 2:556–561. 16. "The Conquest of the Sea," ibid., 8:3207-3220. 17. "The Submarine Cable," World Book, 2:1036-1038. GENERAL REVIEW PARTNERSHIPS IN READING (To be read and discussed by teacher and pupils together.) On page 350 we saw that reading is a partnership of two people, the one who writes and the one who reads. When a story is read aloud to a group of listeners, the partnership includes at least three partners, and usually a larger number. Discuss the listener's share of the partnership. Notice the four different ways in which the reader has been asked to do his share of the active partnership: a. The reader is asked to give examples and experiences of his own, p. 350 and p. 383. This is called, on p. 113, "reading between the lines." b. The reader is asked to find some definite information of importance contained in the selection. On p. 369, p. 407, p. 410, and p. 449 are examples of that practice. At other times the reader is asked to find something that is not definitely stated in the selection. For example, on p. 380 you were asked to find places which made large "pictures" and to tell what you would put in those pictures. Once you were asked to find the author's purpose in writing, p. 429. c. The reader is asked to recognize the framework of a selection; that is, to see how the parts fit together to form a whole. This problem is illustrated on p. 375. Look up these problems. Compare them with the discussion on p. 107. d. A good reader needs to have a judgment of his own; he needs to determine values in what he reads; he needs to find mistakes and errors, as well as to find strong and reliable places, in what he reads. On p. 425, No. 6 you were asked to find a possible weak place in the story; on p. 429 you were asked to see whether the writer really accomplished his purpose. We may then say that four duties of the reader as an active partner are: a. To give something out of his own experience. b. To find something of value that the writer has. c. To see the plan and sequence of the writer's thought. d. To judge the worth and value of the writer's ideas. QUESTIONS AND PROBLEMS 1. Read again the titles of the selections in "Communicating and Traveling" on p. 347. As you read, make two lists. In the first list place the titles of selections which tell of the past, with its inconveniences and dangers. In the second list place the titles of selections that tell about the comfort and safety of life to-day. Then choose four statements or ideas which will suitably fill out the main divisions of this outline: FOUR ADVANTAGES OF COMMUNICATION AND TRAVEL Fill in each of the subheads called a with one example of the disadvantages of older days, and each of the subheads b with one contrasting example of an advantage of to-day. For all the a and b points, give exact page references to the selections in this Unit. 2. Round Table book reports. You have each been reading one or more books from the book list (p. 348) or other books of similar nature. Prepare for a class meeting in which each shall give an oral report of one book he has read, covering these points: (a) the title and author; (b) the general nature of the book - story, description, explanation; (c) the author's purpose; its value or lack of value; (d) one contribution the book makes about a safer, happier, or more convenient life. 3. Mental motion-pictures. Plan a series of mental motion-pictures; for example, if you choose the subject "A Storm at Sea" you might think of the following scenes: (1) a crowded ship; (2) the approaching storm; (3) the captain's warning; (4) lowering the life-boats; (5) the rescuing ship. Write a list of the details that you would put in a chain formation in one of the scenes of your mental movie. Use one of these topics, or another, if you prefer: 4. Making other classes help. Tell what you have learned from your other classes that has helped you in reading "Communicating and Traveling." Try to think of at least three contributions, one made by your science work, one by your history or civics work, and one by your arithmetic or mathematics work. Tell the class on the day assigned. If you prefer, you may tell of some help which the study of Literature and Living has given for one of your other courses. 5. Special reports. Let individuals give reports of their investigations and studies begun in accordance with the directions on pp. 395, 439, 456, and 468. 6. Find pictures that you might substitute for those on pp. 344, 350, 380, 410, and 437. Display the pictures to the class; explain what selections they illustrate; and tell if they would be more suitable than the pictures already in the book. Explain. ROUNDING OUT THE MEANING OF "COMMUNICATING AND TRAVELLING" If several of these projects are carried out, the class may prepare an exhibit to be posted on the school bulletin-board or to be displayed in the school library. 1. Make a book of beautiful pictures or descriptions of the sea, or of both. 2. Make a collection of memory gems, called "Lines Our Class Likes Best," from poems about ships and the sea. Each member of the class try to suggest at least one line for the collection. 3. Make a poster of mounted pictures upon one of these topics, or upon another topic suggested by them: a. Foreign travel. b. Travel in ye olden time. c. Queer ways of travelling. d. Queer beasts of burden. e. Travel in Japan. f. Evolution of the railroad engine. 4. Make a scrapbook of pictures and clippings about: a. Aircraft enterprises. b. The radio. 5. Keep a list in your note-book of: a. Poems you read this year. b. Books you read. c. Books you would like to read. A volunteer may bring the individual lists together, arrange them neatly, and show them to the principal under the title: "What Our Class Has Been Reading." TOPICS FOR COMPOSITION 1. Values of good railway service to our city. 2. Why bicycle riding has declined. 3. A radio message I once heard. 4. The inconvenience of a badly addressed letter. 5. Speaking distinctly over the telephone. 6. How the telegraph multiplies man's voice. 7. How some animals communicate. 8. The importance of time in business. 9. An example of reckless driving. 10. An avoidable automobile accident. QUESTIONS FOR DEBATE 1. Resolved, That the advantages of the automobile offset the dangers it causes. 2. Resolved, That a long walk to school is better than a short walk. |