BROWN A NATURE-STUDY PROJECT 389 



from which we can more easily push our boat away from our own 

 shores. Also, as have most of the authors taken up here, there is 

 the hint of the cosmic, the note of the universal which I think 

 needs to be stressed more in literature at this time than ever be- 

 fore. 



From Hearn, then, I should select some of the following: 

 "Insects and Greek Poetry"— Atlantic 111:618. 

 "Exotics and Retrospectives" — Chapters on "A Serenade", 

 and "Azure Psychology." 



"Japanese Miscellany" — Chapters on "Dragon-flies" and 

 "Buddhist Names of Plants and Animals." 



Illustrate some of his Japanese fairy-tales with such suggestive 

 music as Kreisler's * * Tambourin Chinois. ' ' It is typically Oriental. 

 Use Heam's, "Diary of an Impressionist," for marvelous descrip- 

 tive illustration. 



Introduce the English study with such things as Mitchell's, 

 "Wet Days at Edgewood." His literary appreciations of Burke, 

 Piers the Plowman, and Goldsmith, will be of help to the instructor. 



Use some of the best of the imagery and life in the "Idylls of the 

 King." Don't labor over it. Hurry through the thing, empha- 

 sizing only occasional passages for their poetry, but most of it for 

 its legendary value. Take up Jefferies' "Life of the Fields." 

 and "Story of My Heart." 



In the French, read some from Fabre, especially the autobio- 

 graphical portions in the "Life of a Fly." Compare his ideals of 

 life with Burroughs in such a thing as his "Gospel of Nature" — 

 Cent. 84:195, or with Thoreau or Crevecoeur, or Muir. 



Take up the Bible as a literary value. Forget the Theology. 

 Use Mrs. Porter's, "Birds of the Bible" in stud3dng some of the 

 psalm verses. Use Michael Angelo's "Moses" and later, in con- 

 nection with the brotherhood ideal, in the story of David and 

 Jonathan, use Michael Angelo's, "David." The union of 

 Michael Angelo and the story of David is a colossal undertaking 

 at any time, for any person, but I believe that it will be infinitely 

 worth while to get literature into terms of sculpture and painting 

 whenever possible. 



Try to develop criticism and a sense of values here. Tliat is. 

 read from such books as Howells's, "Literary Passions," and get 

 the students to tell why they like things. They must express their 



