4. There are golden veins of poetry running throughout everything he has written, gleaming here and there in genuine colors, then again obscured, as he meant they should be, in the russet of common, every-day expression.

5. In his poetry we behold an image of what, to his eye, appears to be human life. It embraces his experience of human life and his meditations on the moral government of the world. The human heart, the human mind, the human soul are the themes of his song.

6. The glory of Wordsworth is to have brought the mind into a deeper, livelier, and more intelligent sympathy with the inanimate world.

D. SUPPLEMENTARY WORK.

TEST QUESTIONS: THEME SUBJECTS.

I. TEST QUESTIONS.

1. "Wordsworth exhibits two styles of poetry, the Simple Style and the Grand Style." Classify under these heads the poems studied.

2. Wordsworth was the Poet Laureate of England. What does that title imply?

3. What characteristics gave to the Lake School Poets the distinction of being in a class by themselves? Who were the poets of this school? Why were they called Lake School Poets?

4. A friend once said to Mr. Wordsworth: "One may mix as much poetry with prose as one likes, it will exhilarate the whole; but the moment one mixes a drop of prose with poetry, it precipitates the whole." How far is this criticism applicable to Wordsworth's work?

5. What effect upon Wordsworth's work was produced by the poet's sympathy with the French Revolution?

6. The influence of Nature upon man was Wordsworth's favorite subject. Name the poems studied which have this theme.

7. "Wordsworth's desire for naturalness and unaffected simplicity in manner, diction and thought often overdid itself." Show that this criticism is just.

8. "A poet's life is written in his works." Write a sketch of Wordsworth, drawing your material wholly from his poems. 9. Mention some of the wonders of creation which Wordsworth celebrates in unforgettable verse.

10. How does the poet characterize Duty in his Ode to Duty. What attributes and functions does he assign to her? Quote a line from the poem.

11. Which one of Wordsworth's sonnets has "Liberty" for a theme? Quote the opening lines.

12. Describe the condition of affairs in England in 1820 which inspired Wordsworth's three sonnets on London, MDCCCII? Quote those lines which voice the sentiments of the poet.

13. Why, in the second of these sonnets, does the poet bewail the fact that Milton is not living in the time of England's need? Justify, from what you have learned of Milton, the line, Thy soul was like a Star, etc.

14. Write out the rhyming scheme of the last six lines of each of Wordsworth's sonnets.

15. Give the theme of each of the following poems: The World is Too Much With Us; The Reaper; England and Switzerland; Ruth; A Lesson; Neidpath Castle; Upon Westminster Bridge.

16. What thoughts does the contemplation of a daisy arouse in the poet's mind? And many a fond and idle name I give to thee. Make a list of those names and comment upon each.

17. State Wordsworth's theory regarding (1) the subjects suitable for poetical composition; (2) the language to be used in poetry. Bring out, by quotation, the difference in these respects between Wordsworth's poetry and that of some poet who lived before or contemporaneously with Wordsworth.

18. In which of the poems studied are found the oftenquoted lines:

(1) To me the meanest flower that blows can give
Thoughts that do often lie too deep for tears.

(2) And 'tis my faith that every flower
Enjoys the air it breathes.

19. "A native of scenes celebrated for their loveliness, he seems to have been endowed from the first with a capacity to feel and appreciate their benignant influence." Describe the natural scenery of the poet's country.

20. Interpret the sonnet, The World is Too Much With Us.

21. Quote twenty lines from Intimations of Immortality. What is the motif of the poem? What is the exact meaning of the word immortality in the title?

22. Define sonnet, ode, lyric. Classify the poems studied.

23.

Make a list of those poems which you really enjoyed and liked, and give reasons why they appealed to you?

24. "Wordsworth has been subjected to more extravagant criticism than any other English writer." Show that this statement is true and give reasons why such criticism was inevitable.

25. Name some of Wordsworth's excellences and some of his negative characteristics.

II. THEME SUBJECTS.

1. Diverse Opinions regarding Wordsworth the Poet.

2.

The Lake School Poets.

3. The Conception of "Lyrical Ballads."

4. Biographical Sketch of Wordsworth.

5.

Influence of Nature on the Life of Man.

6. Plain Living and High Thinking are No More.

American Notes-Editorial

We are in entire sympathy with the advocates of the "Smith-Towner Bill," which proposes to appropriate large sums of money for the Federal support of education in the various states and to make the Commissioner of Education a member of the President's Cabinet. But let us all guard against the impression that money and Federal backing are the essential things in education. We may grant that they are of great value, just as we may grant that both of these are important to the individual man, whatever his station and calling; but many a man has but little of either, and still may attain happiness and success. The old saying that the essentials of a college are typified by a log with Mark Hopkins on one end and a student on the other, applies likewise to the entire educational situation. There are and will be good schools and colleges wherever there are students who long to know and teachers who love to teach. The essentials are in this mutual relation of teacher and pupil, and no legislation can create or eliminate this relation, and no amount of money can do for humanity what it alone can do. Where it exists there will always be education, if not formal schools and colleges. This spirit and impulse to impart and inspire on the one hand, and to receive and assimilate and imitate, on the other, is the one thing that must be, in order that there shall be a national school system to be aided by the Smith-Towner or any other legislative “Bill.”

It is, however, manifestly true that a teacher or a school or a college or a university can greatly increase its efficiency by means of an increase in its equipment, in the enlargement of its plant, in the better material recompense of its teachers or professors, and in the stabilizing of its work and service. The Smith-Towner Bill will aid the smaller and weaker communities in securing good schools and good teachers. It will help relieve the teacher shortage. It will put the teacher upon a par with the legislator and statesman. It will give him, or her, good tools to work with and a decent place in which to live, and a standing in society. It will elevate the profession in the estimation of the public, and attract instead of repelling those who are casting about as to what calling to choose for their life work. Its influence will be felt in the preparation and making of text-books and in the perfecting of apparatus. It spells development and progress all along the line. It will give the whole cause of education an uplift onto the plane which rightfully belongs to it, since education

is as vital to the very existence of the country as is the Army, the Navy, or the Government itself. Education is more than an industry. It is the foundation on which the State rests, and it is the pledge of the progress and the perpetuity of the Anglo-Saxon race. Hence, if any interest deserves a place in the President's Cabinet, that interest is Education.

Only one thing is to be feared, viz., that the way shall ever be opened thus for politics to dominate the schools. That danger must be zealously guarded against. The Commissioner must be chosen with as much care as the President. The people must keep up their zealous interest in the cause and the office, and place at the head the man who shall combine all the highest elements of personality, training and statesmanship. Then we may congratulate each other and the world at large on the passage of the Smith-Towner Bill.

PLATFORM OF THE NATIONAL EDUCATION ASSOCIATION.

1. A competent, well trained teacher in hearty accord with American ideals, in every public school position in the United States.

2. Increased facilities for the training of teachers,and such inducements to enter the teaching profession as will attract men and women of the highest character and ability to this important field of public

service.

3. Such an awakening of the people to a realization of the importance and value of education as will elevate the profession of teaching to a higher plane in public esteem and insure just compensation, social recognition, and permanent tenure on the basis of efficient

service.

4. Continued and thorough investigation of educational problems as the basis for revised educational standards and methods, to the end that the schools may attain greater efficiency and make the largest possible contribution to public welfare.

5. The establishment of a Department of Education with a Secretary in the President's Cabinet, and federal aid to encourage and assist the States in the promotion of education, with the expressed provision that the management of the public schools shall remain exclusively under State control.

6. The unification and federation of the educational forces of the country in one great professional organization devoted to the advancement of the teaching profession, and, through education, the promotion of the highest welfare of the Nation. To accomplish this purpose every teacher should be a member of a local teachers' organiza