"You need be under no uneasiness," said I, "about selling the rims, for they are not worth sixpence, for I perceive they are only copper varnished over." "What!" cried my wife, "not silver! the rims not silver!" "No," said I; "no more silver than your saucepan." "And so," returned she, "we have parted with the colt, and have got only a gross of green spectacles with copper rims and shagreen cases! The blockhead has been imposed upon, and should have known his company better." "There, my dear," said I, "you are wrong; he should not have known them at all.” "To bring me such stuff!" returned she; "if I had them, I would throw them into the fire." "There again you are wrong, my dear," said I; "for though 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 reverend-looking 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 p. 211, 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. 186) like Moses's experience at the fair? 5. 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. 6. What was Goldsmith's purpose in this story? Why is the story placed in this section? 7. Suggest three pictures which might be drawn to illustrate the story; perhaps you can sketch one of the three. 8. Project for a volunteer committee. Dramatize the story and act it out before the class. 5. BARTER SARA TEASDALE How does this poem remind you of Franklin's "The Whistle"? All beautiful and splendid things, 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, Spend all you have for loveliness, Buy it and never count the cost; Count many a year of strife well lost, Give all you have been, or could be. I. CLASS ACTIVITIES "Life has loveliness to sell." What examples does the poet give? Mention some lovely things that you like. 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 the foreword on p. 2 help you to answer these questions? Are you helped by "Who Owns the Mountains," Book One, p. 192? 3. Is this poem an example of the loveliness life offers us? What must we pay to enjoy the poem? 4. Point out two pictures, or figures of speech, which you like in the 5. poem. Does 'Barter" remind you of "The Whistle," p. 208? Explain. 6. Ask your teacher to read the poem aloud. CLASS-LIBRARY READINGS THE WORTH OF ONE'S MONEY 1. "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., 320–330. 5. "Advertising as a Profession for Women," E. C. Moore, in Opportunities of To-day for Boys and Girls, 219–222. 6. "Uncle Sam The World's Greatest 'Money Maker,' Compton's Pictured Encyclopedia, 5: 2258-2259. 7. "Money: What It Does and How It Is Made," ibid., 6: 2281–2284; World Book, 5:3885-3888; Book of Knowledge, 12:3617-3622. 8. "Advertising," World Book, 1:66-70. 9. "Gold," ibid., 4: 2522-2526. 10. "Horse Magic," R. Stock, in The Promise of Country Life, 117– I22. In ancient days people believed that in a trade one person always lost. They could not see how both parties could gain. Merchants and traders were looked upon as little better than thieves and pirates, and their dishonesty and greed often justified the suspicion in which they were held. 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, No longer do my mighty host Of ministers and servants boast Of giving least and getting most. But now, with eyes greed cannot blind, 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 shows the spirit of commerce 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. 210, will help you answer this question. 3. Name ministers and servants of commerce in your community. 4. How may greed blind one's eyes? 5. Explain this line: I live in service to mankind. 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? 2. RUSHING FREIGHT TO NEW YORK SYLVESTER BAXTER Without the railroads the commerce of to-day would be impossible. Like a great net of steel they bind the country together and enable us to enjoy products which come from every section of the land. It is difficult to find an article of furniture or a piece of equipment in the home, the school, or the factory in the transportation of which the railroads have not contributed. This selection describes the part they play in collecting and distributing products in a great city. Notice how the author, by using an example, adds interest to his subject. THE METROPOLIS AS A FOCUS "All roads lead to Rome," they used to say. Here in America all roads now lead to New York. At least all railroads do. And on the sides where there are no railroads, the water-lines lead in from the seven seas. To feed a great city, to meet its many physical needs, to supply the huge market that it makes for the nation and the world, and again to distribute to the nation and the world what is collected or produced at that market - this seems an has gradually infinitely complicated problem. The task shaped itself from day to day, from year to year. Otherwise |