Which, seek through the world, is ne'er met with elsewhere. Home, Home, sweet, sweet Home! There's no place like Home! There's no place like Home! An exile from home, splendor dazzles in vain; There's no place like Home! There's no place like Home! How sweet 'tis to sit 'neath a fond father's smile, There's no place like Home! There's no place like Home! To thee I'll return, overburdened with care; There's no place like Home! There's no place like Home! CLASS-LIBRARY READINGS FAMILY TIES AND HOME INFLUENCES 1. "My Relatives," The Thoughts of Youth, 128-137. 2. Childhood Home," The Story of My Life, chaps. 1-3. 3. "The President and the Boy," A Dutch Boy Fifty Years After, 153-159. 4. "The Gift of the Magi," O. Henry, in Children's Literature, 505508. 5. "Alec Yeaton's Son," Atlantic Prose anu Poetry, 19-20. 6. "The Wild Mother," D. L. Sharp, ibid., 75-80. 7. “An Order for a Picture," Alice Cary, ibid., 81–84. 8. 66 A Little Mother," Florence Gilmore, ibid., 95–101. 9. "Love is Always Here," E. C. Stedman, ioid., 295-297. GENERAL REVIEW OF MAKING HOMES READING DIRECTIONS (To be read aloud by the teacher and talked over with the class.) A good silent reader makes frequent changes in the way he reads. Sometimes he reads rapidly, sometimes slowly; sometimes he takes in whole sentences at a glance; sometimes he studies carefully every word. He adapts his method to the kind of material he is reading and to the purpose for which he is reading. If he reads a text-book in order to master thoroughly the author's ideas, he usually finds it helpful to read according to the plan for "The Roof-Tree" (p. 23). If his main purpose in reading a narrative or a story is to follow the movement or the action, he usually reads rapidly as in reading "The Freshman Full-back” (p. 62). Go through the selections in this unit and find: 1. A text-book selection requiring the mastery of the author's ideas ("The Roof-Tree," p. 23, is one example). 2. A narrative or story requiring a rapid reading for the movement or action ("The Freshman Full-back," p. 62, is one example). When you differ about selections, talk over your disagreement in class; it is necessary to remember, of course, that all good readers do not read just alike, even when they read the same selection for the same purpose. QUESTIONS AND PROBLEMS 1. In how many different houses have you lived since you were born? Tell about the one you liked best. What dwelling described in these selections resembles it most? 2. Tell ways in which the dwellings in your neighborhood can be improved. Can you do anything to help improve them? Explain. 3. What is the best "home" holiday of the year? What selection best describes it? 4. What is the funniest episode in these readings? Tell about the funniest thing that ever happened in your home. Was it funny when it happened? 5. Describe the most interesting animal home you ever saw. 6. Find a description of an ideal home, or a story of a brother and sister, or an example of family ties and home influences, in the book you chose from the book list (p. 4). ROUNDING OUT THE MEANING OF "MAKING HOMES" Divide the class into committees and have each committee work out one of these projects and report to the class. 1. Does each selection in "The Dwelling-place" tell something about a house which none of the other selections tell? Explain. 2. Make a list of the elements necessary for an ideal residence. Have you included any which are not found in these readings? In what readings are the other elements discussed? 3. Make a list of the elements which enter into ideal home life. (How does this project differ from No. 2?) Let each member of the committee make his own list; then compare lists and take the best features from each to form a committee list. Let each member of the committee explain to the class one of these elements and name the reading in which it is best illustrated. 4. What are the chief contributions to the home of mother, of father, and of children? Make a list of the selections which tell what the mother does, and another list showing what the father does. Do any selections describe what the children do? (There is no objection to the same selection appearing in more than one list, but in each instance point out just what the mother, the father, and the children do.) 5. Let each pupil write the title of the poem, the story, and essay he liked best. Which of each gets the most votes? QUESTION FOR DEBATE Resolved, That a house is a more desirable home than an apartment. TOPICS FOR COMPOSITIONS 1. The oddest home I ever saw. 2. The ancestor of whom I'm most proud. 3. The most beautiful home I know. 4. The home I mean to have. 5. What a boy (or girl) can do to make home happy. 6. Why I should like to have a younger (or older) brother (or sister). 7. The home life of birds (or of bears or foxes). 8. Our most highly prized family heirloom. 9. How birds make nests. 10. Home life in France or Italy (or some other country). |