The Complete Club Book for Women

In 1910 there was a race to discover the South Pole, between the British, led by Scott, who perished after reaching the goal, and the Danish, led by Amundsen. The latter sailed in the little ship Fram, landed on the Great Ice Barrier, marched rapidly on more than eight hundred miles and, December 16, 1911, reached the South Pole.

Read the discoverer's own account: "The South Pole," published by Keedick. Clubs may make a serious study of polar expeditions, which have been many, and of their stories of bravery and tragedy. Read the books of Sven Hedin.

X – GOETHALS – ENGINEER

The construction of the Panama Canal is one of the striking engineering feats of to-day, and its success is owing mainly to George W. Goethals. He was born in Brooklyn, New York, in 1858, was graduated at West Point, and began his career as a second lieutenant of engineers. He taught at West Point for a time, and was chief of engineers during the Spanish-American War and also a member of the Board of Fortifications. After 1907 he was chief engineer of the Panama Canal, and it is his work here that has made him famous. To secure efficiency great power was placed in his hands. He was chairman of the Isthmian Canal Commission, president of the Panama Railway, and governor of the Canal Zone. He had forty thousand men working under him in different departments.

The completed canal cost $375,000,000 and is one of the most colossal engineering achievements of history.

Read "Panama, Past and Present," by Farnham Bishop (The Century Company), "Panama and the Canal To-day," by Forbes Lindsay (The Page Company), and "Old Panama," by C. L. G. Anderson (The Page Company). Clubs should study also the history of the canal in past years and especially the story of De Lesseps.

CHAPTER XVI

The Literature of the Bible

The study of the Bible, not from a theological or critical point of view but from that which is solely literary, makes a fascinating subject for clubs. Many distinguished writers have treated it in this way, and by using their books in connection with the suggested Bible readings clubs will find a year all too short to do justice to the subject.

I – THE BEGINNINGS

The first meeting will be on the Creation, with three main topics for papers, – the Creation narrative, the idyl of the Garden of Eden and the entrance of sin, – with readings from Genesis to illustrate each point. The emphasis should be laid on the simplicity, dignity, and naïveté of these early chapters, and their high literary value as a poetic attempt to describe the origin of the world. Compare with this Hebrew account that found in the Babylonian myths on the clay tablets discovered in the ruins of Nineveh, and also the Chaldean account of the victory of their chief god Marduk over chaos. These will be found in "The Religion of the Babylonians and Assyrians," by Morris Jastrow, Jr. (Ginn & Co.). Read these, and also Milton's account in "Paradise Lost."

The next meeting should take up the leading men of early times, beginning with Noah.

Notice the recurrence of the story of the Flood in the primitive legends of many lands. Look up the Deucalion story in Greek mythology, and see the Hindu, Australian, and American Indian myths on this point, and read the translation of the Chaldean account of the Deluge. The period closes with the story of the Tower of Babel, which is to be read from the Bible.

A study of the Patriarchs follows next. Abraham's life should be read, wholly or in part, and a picture should be drawn of him as a wealthy Oriental, pastoral chief, and the immense importance of his character in the thought of Jews, Moslems, and Christians. Select and read some of the traditions embedded in the Koran.

To introduce the topic of Isaac read first the charming love story of the wooing of Rebekah. Then read the story of the selling of Esau's birthright, and Jacob's dream. Compare the characters of the brothers.

The most complete story in the Bible from a literary standpoint is that of Joseph. After the description of his childhood give the outline of his earlier dreams and their result, his life in Egypt and his prison dreams, his release, the visit of his family, and his later life. This will all lead up to the topic of the next meeting.

II – THE MAKING OF A NATION

The civilization of early Egypt is of great interest, and material for a study will be found in Breasted's "History of the Ancient Egyptians" (Scribner), and the "Short History of Ancient Egypt," by Newberry and Garstang (Dana Estes). To illustrate, read quotations from "The Book of the Dead," in "Literature of All Nations" (Hawthorne's Library).

Show pictures of the Pyramids, the Sphinx, the Nile, and any others which may be obtained, and have a talk on the relations between masters and slaves at this time.

The story of Moses the Deliverer may be introduced by reading from the Bible the account of the finding of the baby by the princess, and his adoption. Tell of his later history and his resolution to be the leader of his people, and read of the passage of the Red Sea, and Miriam's Song of Triumph. Follow by descriptions of episodes of special interest in the wanderings in the desert, the golden calf, the story of Korah and that of Balaam.

One paper should take Moses as a Lawgiver for its subject, with a brief outline of the remarkable Hebrew legislation; notice that this was what kept the Jews as a separate race. Have an estimate of Moses, comparing him with other great national leaders. Show a picture of Michael Angelo's statue; have recited the farewell of Moses to his people, given in Monitors "Modern Reader's Bible," in poetical form. The old poem "The Burial of Moses," by Cecil F. Alexander, in Warner's "Library of the World's Best Literature," may also be given.

Next will come the study of Joshua the Conqueror. At this meeting have a map of Palestine and use it to show the settling of the Hebrews in the land. Read the story of the expedition of the spies and its result, the siege of Jericho and, last, Joshua's farewell. Compare Moses and Joshua, and show the differences in their character and work.

III – THE HEROES

The hero stories of the nation come in at this point. Deborah and Sisera is a subject often used in poetry and painting, and the song of Deborah, one of the earliest pieces of verse in history, should be given. The story of Gideon, full of picturesque detail, and the pathetic story of Jephthah's daughter may be read, as well as the many references to the latter in literature. The curious story of Samson will follow this, and Milton's Samson Agonistes may be read in part. Close the study of the period with a reading of the entire book of Ruth, one of the most charming of Oriental idyls.

At the meeting following this last one, compare the Bible heroes with those of other nations of the same time, particularly those described by Homer. Bulfinch's "Age of Fable" may be used as a basis for the study.

IV – THE UNDIVIDED KINGDOM

This is one of the historical sections of the Bible, and is mostly in prose. In studying it a good plan is to have some one write a paper briefly outlining the period and giving the main events clearly. Then the different men of importance should have separate studies. One of the first is that of Saul, and at its beginning comes in the lovely little story of Samuel, which may be read, together with the short Song of Hannah.

The account of the anointing of Saul may be given, and in this connection note that the old custom is still in use to-day in the coronation of kings. Have a reading from Browning's "Saul" and discuss the two points of view.

Next will come the story of David and Goliath, the anointing of David, the feud between Saul and David and the idyllic story of the affection of David and Jonathan. Brief readings from all of these should illustrate the papers or talks upon them. Notice the other famous friendships in history, and compare them with that of the two Hebrews.

The subject of witchcraft may be briefly touched upon in connection with the old story of the Witch of Endor, and its singular persistence through the history of all nations down to the present time.

David's lament over Saul and Jonathan should be read and compared with other elegies, and also that over the death of Absalom; notice the difference in spirit between them.

The life of Solomon is full of unusual touches. Read his dream, the story of the judgment about the infant, and then the majestic dedication of the Temple, the last, one of the stately pieces of literature of the Bible. The visit of the Queen of Sheba may be read after this, and the allusions to it in literature noted.

V – THE DIVIDED KINGDOMS AND THE EXILE

The divided kingdoms furnish many episodes of literary value. The stories of Elijah and Elisha have a marked dramatic quality; the incident of Naaman and Gehazi is a bit of romance; the fall of Samaria is a tragedy, as is the fall of Jerusalem, about one hundred and fifty years later. There is a bit of interesting work which some clubs might like to undertake, the comparison of the literary style of Kings and Chronicles, one colored by the prophetic and the other by priestly ideas.

The subject of the Exile may be used in one meeting, as it relates itself to a considerable part of Hebrew literature, especially in poetry. One prose passage may be read, the brief book of Esther, which has always been of great importance to the Jews, and full of interest.

VI – HEBREW POETRY

This has no regular rhyme, nor is it divided into feet like the classical poems of Greece and Rome. Instead it has a certain stately sweep, a rhythm, which is the very essence of poetry. In structure it may be compared to Walt Whitman's rhythmical prose.

As the stage was unknown to the Hebrews, the drama was strange to them also. The book of Job is the principal poetic exception to this, although some authorities place the Song of Solomon as a versified drama also. Observe here the difference between the Hebrews and Greeks, and give reasons for it.

Occasional bits of ancient folk song may be found in the historical parts of the Bible: read the "Song of the Well" (Numbers xxi, 18), the "Song of Lamech" (Genesis IV, 23) and the "Song of the Bow" (II Samuel, I, 18-27). The riddles of Samson also come under the head of folk song.

The poetry of the Bible divides into two classes: lyrical poetry, such as the Song of Solomon, Lamentations, the Psalms, and certain passages in the prophets; and the so-called wisdom poetry – Proverbs, Job, and Ecclesiastes. The latter, however, come more properly under the head of philosophy. Notice one of the peculiarities of Hebrew verse, especially in this last division, the curious parallelism which is constantly found.

The extent of the book of Psalms is so great that selections are difficult to make. But by taking Moulton's "Modern Reader's Bible" (Macmillan & Co.), and Courtney's "The Literary Man's Bible" (Crowell), and Henry Van Dyke's "Story of the Psalms" (Scribner), the best will be found, and these should be read. Notice especially the wonderful imagery, so characteristic of the Oriental mind.

Many great poets have worked on the book of Psalms, trying to make transcriptions and translations, and it will be most interesting to look up some of them. Clement Marot, Martin Luther, Milton, Addison, Sir Philip Sidney, and many others have used them, and any hymn book will show how many familiar hymns are based on them. Programs might be illuminated by choir music, such as "Had I the Wings of a Dove," "How Lovely are Thy Dwellings Fair," "The King of Love My Shepherd Is," and a hundred other lovely songs, the themes all taken from Psalms.

VII – PROPHECY

Prophecy has been called the most typical part of Hebrew literature, and as such it should receive especial study. But prophecy does not mean prediction, but teaching, especially the teaching of morals.

A good way of handling this subject is to divide it into three parts, one on Isaiah, one on Jeremiah, and a third on Ezekiel, briefly describing the historical conditions under which they were written, with readings from each. The minor prophets might also have three papers, with readings showing the quality of each.

The conscientious severity of the prophets as the great moral teachers of their times should be emphasized, and their relation to our modern ethical ideas may be touched upon. Matthew Arnold's "Isaiah of Jerusalem" may be read in this connection. Carlyle is often spoken of as embodying the spirit of the Hebrew prophets. One paper might speak of the connection between the prophets and Puritanism. A meeting might be given to the great oratorios which have been written upon themes drawn from the writings of the prophets, with selections.

VIII – PHILOSOPHY

The philosophy of the Bible is embodied in the books of Proverbs, Ecclesiastes, and Job. These are what are called "late" books, and lack the fiery quality of the more original period of the prophets. The prudential, cautious spirit of Proverbs should be illustrated with quotations.

Ecclesiastes represents the hesitating, somewhat skeptical aspect of human thought, and is in some respects the book of the Bible which comes nearest to the modern temper. Plumtre's handbook on Ecclesiastes (Cambridge University Press) has in its appendix comparisons between this book, Shakespeare, Tennyson, and Omar Khayyám which are interesting to refer to.

Carlyle called the book of Job the greatest literary creation of history, for it first deals with the problem of human suffering. Professor Genung has arranged this book in dramatic form, and clubs should read this aloud, in part at least.

IX – THE NEW TESTAMENT

Coming to the New Testament, it may be divided into three parts: History, correspondence, and allegory. The history comprises the four Gospels and Acts. A preliminary paper might show the varying points of view of the authors and compare their literary styles. Read from Matthew part of the Sermon on the Mount, noting his Jewish outlook always; from Mark, part of chapter III, showing him as the historian of action; from Luke (the writer was a physician), the story of the Good Samaritan; from John the philosophical prologue and the parable of the vine, displaying his mystical mind. Make a special study of the literary quality of the parables.

From Acts may be read passages showing the historian's vivid descriptions; see the riot at Philippi, Paul's address at Athens, and the shipwreck.

Letters form the greater part of the New Testament. Those of Paul should be arranged chronologically, and a brief account given of the circumstances under which each was written.

Some of the striking passages in the Epistles should be read, such as chapter XIII in I Corinthians which has been called a Hymn in Praise of Love. The whole of the little Epistle to Philemon may be read, to show the position of the early church on slavery. Reference should be made to the fact that Matthew Arnold said that Paul stood among the seven greatest literary men of history.

The book of Revelation is of immense interest. Have a preliminary paper on the position of Jews and Christians at this time in relation to the Romans, and show the necessity of concealing the meaning of the book. Follow this with another on the allegory in literature: Spenser's "Faërie Queene" and Bunyan's "Pilgrim's Progress" are two famous examples of its use. After this read some of the famous passages from the Revelation; notice the extraordinary wealth of imagery and the stately beauty of its style.

X – SUBJECTS RELATED TO THE BIBLE

To these meetings on the direct study of the Bible may be added almost as many more on subjects nearly related to it.

One of these is the Bible in art. From the early days of the catacombs to the present time, themes have been drawn from it for paintings and sculpture, mosaics and glass. The old masters' work was almost wholly based on Bible stories or sacred subjects. The study of Italian art shows this in its most marked form, and many pictures should be shown. Notice also such books as "The Bible in Art" by Estelle M. Hurll, and "The Bible Beautiful," by the same author (The Page Company), and "The Gospel Story in Art," by John La Farge (Macmillan), as well as reproductions of the Tissot pictures.

The Bible in music is a theme already suggested, but meetings may be arranged on this by themselves, or each program may have selections appropriate to the day.

As a source of literary inspiration the use of the Bible is world-wide. From Milton and his successors to Browning and Tennyson, all have drawn largely from its wealth. The titles of novels, as well as their plots, have largely been taken from the same source. Roll calls might take up this topic.

What great men have said about the Bible is an interesting subject. "The Women of the Bible" is the title of a book. Shakespeare's use of the Bible has also been noticed, and could be used extensively.

CHAPTER XVII

The Age of Queen Anne

I – IMPORTANCE OF THIS PERIOD

The reign of Queen Anne, the last sovereign of the House of Stuart, is one of the important epochs in English history. McCarthy says it ranks with that of Pericles in Greece, of Augustus in Rome, and of Elizabeth in England. In war, in politics, in the spread of social democracy, and above all in literature, this was truly a remarkable period.

In order to understand the times several meetings should be given to a comprehensive view of Europe. The reign of Louis XIV and a sketch of his court will fill one meeting. One on Spain should follow; a third may take up Germany, Poland, Austria, and the Holy Roman Empire, and what it stood for. After these have a fourth presenting the question of the balance of power in Europe. Discuss the English Pretender in France. Follow with brief papers on Peter the Great and Charles XII of Sweden.

II – THE QUEEN AND HER COURT

Turning now to England, Queen Anne and her court may be taken up in detail. Anne lacked the force of the Tudors and the attractive temperament of the Stuarts. She had neither the brains of her predecessor, William, nor the Teutonic dullness of the Georges who followed her; but she was, above all things, distinctly English. She loved her people; she believed in Protestantism; she was kind, affectionate and good; she possessed all the domestic virtues. Yet she was by no means a strong character. Her reign owes nothing of its brilliance to its queen. In everything she had to be guided, and the power of the individuals who governed her is one of the curious facts of the time. One paper may present her home life, with its simplicity. Contrast the court life of this period with that which had preceded it. Read selections from "Henry Esmond."

III – THE MARLBOROUGHS

The Duke and Duchess of Marlborough should be the theme of two papers. The latter had an extraordinary influence upon Anne and dictated her court policy. Read of the letters they exchanged, signed "Mrs. Morley" and "Mrs. Freeman." The Duke was a man in whom weakness and strength united. Have the paper on his character show his self-interest, his treachery even, and his notorious parsimony; contrast these qualities with those which redeemed the man. Note his wonderful military genius.

IV – THE WARS AND AFTER

After this will come the subject of the Grand Alliance, which will serve as an introduction to the great topic of the European wars which occupied the Continent for years. In studying this use a map at each meeting, and have papers on Marlborough in Flanders; the campaigns of the armies in Germany, Bavaria, and the West Indies; the war in Spain; the persecution of the Huguenots and Camisards and, finally, a summing-up of the struggle.

The next stages of the war may be divided into the Year of Victory and the Year of Defeat. If time allows, follow the war to its close.

The next great subject under Queen Anne's reign is that of the extension of power in England of the two great parties, the Whigs and Tories. Notice how the ministry changed from time to time, and who its leaders were. See how Anne, under the influence of a favorite, Mrs. Masham, gave her support to the Tories, and how this finally led to the Peace of Utrecht, which concluded the war.

Observe here the alienation which rose between the Duchess of Marlborough and the Queen, also the disgrace of Marlborough; read his letter of defense, and have a sketch of his later life. Show pictures of Blenheim Palace.

Following these events comes the Union of Scotland, Ireland and Wales with England, a topic full of interest. Discuss the bargain each country made; what did she lose and what did she gain? What results were brought about later?

The unpopularity of the Union in Scotland had one direct result, that of the rising in favor of the Young Pretender. Have a paper on this romantic episode. Observe how it led to the establishment of the Protestant Succession.

In closing this period study as many of the great leaders of English political life as possible, notably Walpole, Bolingbroke and the Earls of Oxford and Shrewsbury.

V – LITERATURE OF THE TIMES

Turning now from war and politics, there may be a delightful study of the literature of the time, for the period was one of great intellectual originality.

Dean Swift, the greatest English satirist, may be taken up first, his life, his work and his influence. Read from "The Tale of a Tub."

Addison may be studied as a man, a poet, an essayist and a dramatist. It was, however, as one of the two authors of The Spectator that he was most remarkable. Writing in collaboration with his friend Steele he gave his paper a world-wide popularity. Read from "Sir Roger de Coverley" and from comments upon it from some writers. Note also the founding of The Tatler, and point out the differences between that and The Spectator.

Alexander Pope was one of the geniuses of the time. Give a sketch of the man and his eccentricities. Read from the "Rape of the Lock," the "Dunciad," and the "Essay on Man"; also from his other poems, and his translations from Homer.

The life of Lady Mary Wortley Montagu should be discussed, with readings from her still celebrated "Letters." The work of Daniel Defoe must also be noticed.

Addison was famous as a dramatist, and his "Cato" was believed at that time to be the forerunner of a new and brilliant era in the drama; it was received in London with enthusiasm.

VI – THE BEGINNING OF THE ENGLISH NOVEL

But it was perhaps the rise of the English novel which made the time most notable. Samuel Richardson wrote "Pamela," the first novel in which the interest centered exclusively upon the heroine, and followed it with "Clarissa Harlowe," which was immediately popular all over the English-speaking world. Both books were intended as moral tales by their author, whose sympathy with women was genuine and intelligent. The work done in science by Bishop Berkeley, and that of Sir Isaac Newton, with an account of the great controversy, should be studied. Take up also the music of Handel, then living in London, and the art of Wren, who was completing St. Paul's.

A study of the many famous clubs and coffee houses frequented by the writers of the day should be made here. There is much of interest in the life of the times, the duels, the gambling, the coaches and quaint inns and hostelries.

London itself is a most interesting subject; it was just being rebuilt after the great fire, and its churches should be especially noted as they almost wholly conform to the ideas of Wren. Describe the prisons, especially Newgate and the debtors' prisons.

There is an abundance of material on all these subjects, and many pictures. The book on coaching suggested below will give many ideas on vehicles and inns. Chapters in McCarthy's history will be found readable also. Among other reference books are these:

"Social life in the Reign of Queen Anne." J. Ashton. (Scribner.)

"Queen Anne and Her Court." P. F. Ryan. (Dutton.)

"The Reign of Queen Anne." Justin McCarthy. (Harper.)

"John and Sarah, Duke and Duchess of Marlborough." Stuart J. Reid. (Scribner.)

"Coaching Days and Coaching Ways." W. Outram Tristram. (Macmillan.)

"Among English Inns." Josephine Tozier. (The Page Company.)

CHAPTER XVIII

Our Educational System

In order to understand the state of education in our land to-day it is necessary to know something about the beginnings in our early history. So the first meeting should be on the founding of schools in Colonial and Revolutionary days.