CHAPTER IX

FOUR SHORT PROGRAMS

## PART I

I--A GROUP OF FAMOUS BOOKS

Each of the six masterpieces of fiction suggested for this program must be read by the members of the club in preparation for their presentation at the different meetings. The plots and characters must be familiar, to have intelligent discussion.

When studying each book begin with a sketch of the life and work of the author; follow with an outline of the plot of the book and a description of each of the principal characters. Readings from all the books and criticisms upon them may be found in "Warner's Library of the World's Best literature."

FRENCH, GERMAN, RUSSIAN, AND SPANISH

A French book, "Les Miserables," is one of the best known books of history as well as literature, for it has to do with many vital social questions and reforms. Notice Victor Hugo's descriptive powers and discuss whether the book shows a knowledge of actual life or is largely theoretical. As it is the moral purpose of the book which has given it vitality, study the attitude of society toward the outcast and the criminal as the author gives it. Does the artist in him at times overpower his moral sense? Compare the treatment of the criminal then and at the present time. In spite of the faults of construction, how does the book rank as literature?

Goethe's "Wilhelm Meister" stands in the front rank among German novels. Give an outline of the book. Is there a plot? Is the book an autobiography? If not, how far does Goethe give his own experiences? Is the book a study in realism or does it deal with the unnatural? In what does the power of the book lie? What has the author to say of education, religion and esthetics? Is there a moral purpose, and are any problems settled?

Tolstoy's "Anna Karenina" is of the greatest literary importance, for its author was the founder of the modern realistic school. Have several papers on the leading characters. What is the mainspring of Anna's character? Is the comedy character, Oblensky, satisfactory? Is Tolstoy really capable of humor? Is Levin a mouthpiece for Tolstoy's own views of life? Study the social side of Russian life. Are the problems of Anna the same as those which confront women in other lands to-day? Notice what famous men have said of this book: Matthew Arnold declared it "less a work of art than a piece of life." In a final meeting discuss the subject of realism in fiction compared to idealism, with examples of each class of work. Study and compare the writings of James, Howells, and Arnold Bennett with Tolstoy's.

"Don Quixote" is not only the masterpiece of Spain, but a book with unique qualities. Discuss, Does it give an unbiased picture of the people? Is Don Quixote a madman, or does the author intend to show under his extravagances some philosophy of life? What does the author satirize? Does he successfully combine the real and the grotesque, or lean too far toward the latter? Is the book a parable? If so, what does it teach?

ENGLISH AND AMERICAN

Among the greatest works in English fiction, "Adam Bede" stands out conspicuous by setting forth the eternal question of moral values. In the study of the characters note that Dinah was drawn from life. Notice the development of character in Adam and Hetty.

How does the standard of morals differ in our day from that in the time in which the book is placed? Study the writer's humor and show how it serves to relieve the somberness of the book. Was George Eliot really a humorist? Above all, notice the great moral purpose which inspired the writer. Does her picture differ from that of Dickens in "David Copperfield"?

"The Marble Faun" is worthy of serious study. It is the American masterpiece of fiction. Observe in this book that Hawthorne gave the story such a faithful setting that it may be used as a guidebook to Rome. The style of the book is remarkable; its exquisite simplicity deserves more than a passing notice. Discuss the mingling of the real and the mystical. Note especially the effect of the murder on the different characters.

The remarkable character analysis in this work is one of the author's famous points. The main theme of the book--Is sin really an element in human education?--should be discussed. Does Hawthorne answer the question?

If these books lead to the study of others, the following are among the best to select: Daudet's "The Nabob;" Goethe's "The Sorrows of Werther;" in connection with Don Quixote, Le Sage's "Gil Blas;" Tourguenieff's "Smoke;" Thackeray's "Henry Esmond;" and in our own literature of the present time, Edith Wharton's "House of Mirth," and Margaret Deland's "Iron Woman."

## PART II

A STUDY OF MARRIAGE AND DIVORCE

Among the live questions of the day marriage and divorce are conspicuous. Our ideas, as well as our laws, are undergoing radical changes. Women should certainly be intelligent upon this great subject, and this outline will give them material for at least six meetings upon it.

Begin with an account of marriage in ancient times; follow with the customs of different countries down to the present day. Notice that marriage is distinctly a social institution.

One meeting should raise the question, Upon what should marriage be based? Among other things these three points should be emphasized: it must be based on love; on physical and mental fitness; and upon mutual interests, especially those which center in the children. Negatively, it should not be based upon mere emotion nor upon a desire for wealth or social advantages.

Discuss the relation between grown children and parents in making a marriage-choice; the age for marriage; the so-called international marriages; frivolous marriages, and other points which will readily suggest themselves. Have club members speak of what they consider the conditions for a happy marriage, and the necessity to-day of training all young men and young women for marriage. Notice that as marriage is a social institution, society is bound to safeguard it in every possible way.

Turning to divorce, begin this with a study of its history down to the present time. Follow with a resume of the laws of divorce in the different countries. Note that America leads the world in the number of its divorces, which are two hundred a day. Give the laws in some of the states; point out that South Carolina gives no divorces, that New York gives them for one cause only; that Indiana gives most of all. Mention some of the evils which arise from the difference of state laws.

One meeting should take the subject of the changing sentiment toward divorce. Ellen Key significantly says that one reason for it is our weak moral fiber, which avoids all unpleasantness. Another cause is undoubtedly the tendency toward individualism. Illustrate with readings from Ibsen's "A Doll's House" at this point. A third cause is the increasing desire for ease and luxury and pleasure of all kinds, which makes a man or woman leave one environment for another which promises more. Have papers or talks on these themes:

Shall divorce be free where love has gone? Read from Ellen Key.

Should divorce be given on other than statutory cause? If so, on what?

Does separation take the place of divorce in most cases?

Would the addition of a civil ceremony to the religious make divorces less frequent?

Would the attitude of society toward hasty marriages, should they be discountenanced, be helpful?

What should be the proper attitude of the State toward divorce? Are the Courts of Domestic Relations of value in preventing them?

Would Divorce Courts, dealing with this whole matter intelligently, be helpful?

What should be the attitude of the church toward divorce?

What is the effect of divorce on children in the home? Has the child a right to one father and one mother even though their attitude toward each other is strained? What is the moral effect on a child in the latter case?

Especially make a point of the question: How much should the individual sacrifice for the good of society? Here read "The Iron Woman" (latter part), by Margaret Deland.

Among the many books on these two subjects read these especially: "Love and Marriage," by Ellen Key (Putnam); "Marriage and Divorce," by Rev. J. H. Holmes (B. W. Huebsch); "Woman and the Law," by G. J. Bayles (Century Co.); "Marriage as a Trade," Hamilton (Moffat, Yard & Co.); "Women and To-morrow," George (Appleton).

Have reviews also of "Together," by Herrick (Grosset), and "Marriage," by Wells (Duffield).

## PART III

CHILD LABOR

The subject of Child Labor is one of the vital questions of to-day, and every woman should study and know the conditions, particularly in her own State. Begin with an introductory paper on child labor in the mills of England in the nineteenth century. Read from Mrs. Browning's "Cry of the Children."

Study the present conditions in America; the mining, canning, glass-blowing, and factory work occupations, particularly in the South; the tenement-house trades, such as nut-shelling and the making of artificial flowers. Discuss the many evils to which the children are exposed, the lack of rest and exercise, the unsanitary surroundings. Study the street trades; boot-blacking, newspaper selling, peddling, and the work of the messenger boy; also that of the child on the stage, the conditions under which he must work; the legislation governing these, and the enforcement of the laws.

Take up the causes of child labor, the poverty, and the need to increase the family income; the employer's attitude toward child labor; the indifference to school. Discuss, How can the school obtain and hold the child? and the vital importance of education. Find out whether the compulsory education law is enforced in your own locality. Speak of the teaching of trades in schools; industrial education by the State; the economic value of education. Read and discuss the state laws on child labor. Are they enforced? Should public opinion against child labor be aroused? Read the reports of exhibitions: Could the club have some sort of an exhibit?

I--THE FAR-REACHING EFFECTS

The effects of child labor are of far-reaching importance. Read the statistics of accident and disease, the stunting of growth, the effect on the child's mentality and morals from articles in Survey. What percentage of child criminals come from the laboring classes? The effect of child labor on the home should be discussed, its tendency to disintegrate; note the physical deterioration, and the unfitness for parenthood in the child who has labored, the loss of vital force in the children mentally and physically in the following generations, and the lowering of standards of American citizenship which must follow.

On each point have readings from pamphlets published by the National Child Labor Committee, 105 East Twenty-second Street, New York City, which will be sent to any one who writes and asks for them. The following will be especially helpful: Child Employing Industries, Child Labor, Child Problems, Child Workers of the Nation, Compulsory Education in the South.

The _Survey_ has quantities of articles on all the topics. In addition, read from these books:

"Child Labor in City Streets," E. N. Clopper. (Macmillan.) "The Cry of the Children," Mrs. B. Van Vorst. (Moffat, Yard.) "Solution of the Child Labor Problem," S. Nearing. (Moffat, Yard.) "The Children in the Shadow," E. K. Coulter. (McBride, Nast & Co.) "Through the Mill," F. K. Brown. (Pilgrim Press, Boston.) "Juvenile Offenders," W. D. Morrison. (Appleton.)

## PART IV

AMERICAN NATURE WRITERS

Toward spring clubs which have taken a heavy subject all winter will enjoy a program of ten meetings on our own writers about nature. The life of each should first be fully studied, and there may be many readings from books.

The story of John James Audubon is as interesting as the most romantic novel. Study this in full and describe his great book, "Birds of America"; read from his granddaughter's (Maria B. Audubon) "Life of Audubon" (Scribner).

Henry David Thoreau is a unique figure in our literary history. Read some of his poems; also Stevenson's sketch in "Familiar Studies;" and from "Thoreau," by F. B. Sanborn (Houghton Mifflin Co.).

John Burroughs is the most popular of our nature writers. Read "Wake Robin," "Birds and Poets," and "Indoor Studies" (Houghton Mifflin Co.).

John Muir though not an American by birth, was our chief scientific writer about nature. Read from "The Mountains of California" (Century Co.); "Our National Parks" (Houghton Mifflin Co.).

Stewart Edward White writes of the mountains and forests. Read: "The Forest" (Doubleday, Page), and "The Pass" (Outing Co.).

Select chapters from Ernest Thompson Seton's "The Biography of a Grizzly" (Century Co.), "Lives of the Hunted" (Scribner).

Read from Theodore Roosevelt's "The Hunting Trips of a Ranchman," "Hunting the Grizzly" (Putnam), and "Good Hunting" (Harper).

Read briefly of Henry C. McCook's life, and then from "Nature's Craftsmen" (Harper), and "Tenants of an Old Farm" (Jacobs).

Read selections from the books of Mabel Osgood Wright and Olive Thorne Miller.

Have readings from "The Nature Lovers' Treasury," by Carrie T. Lowell (The Page Company).

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