(2) Met General Stark with a force outnumbering him two or three to one. (3) Rain delayed battle, and British entrenched. (4) Baum surrounded; his force captured or killed, including a relief party under Riedesel. e. St. Leger's Campaign. (1) Unsuccessful battle at Oriskany. 5. Burgoyne's Surrender. 6. a. He attempted to cut his way through the lines of the American troops which surrounded him. b. Crossed the Hudson and met the Americans at Bemis Heights; defeated. c. Defeated at Freeman's Farm. d. a. Surrendered October 17, 1777. Effects of the Surrender. Gave the Americans many arms and munitions of war. b. Gave the Americans greater confidence in themselves and their cause. c. Caused great discouragement to the British, both at home and in the colonies. d. Established the prestige of the American cause in Europe. e. Secured the assistance of France. f. Probably was the most influential single campaign in the war and largely instrumental in enabling the colonists to win. The preceding outline is the framework for the study of one military campaign. In a school it would be the basis for topical recitations, but in itself it has neither interest nor vitality. The main points should be memorized so that facts learned subsequently may be logically arranged. When the general outline is mastered, teachers and pupils begin to fill in details from all available sources and create in the minds of the pupils vivid pictures of the scenes, a thorough understanding of the course of events, and a lively realization of the effect of this remarkable episode of a great war. At home it may be used in a similar manner. To further assist in this instance and to furnish a type or model for succeeding studies, we will traverse the outline again, showing what may be done with it and how literature may lend its aid to the study of history. In Journeys Through Bookland we have a long extract from The Battle of Saratoga by Creasy (Volume IX, page 176). This will be the source of much of our information, and there are explanatory footnotes of considerable value. We reproduce here only the indices of the original outline: 1. a, b and c. A good outline map of the colonies is necessary. It must show the location of bodies of water, natural thoroughfares, cities and forts. The map should be made for the purpose and contain no details beyond those necessary for an understanding of this campaign. A second map showing a strip of country from the Saint Lawrence to New York and wide enough to include all the operations of the armies should contain more detail and be used frequently as the study proceeds. It may be well for each child to draw this region in outline and fill in the details as his study proceeds. Read page 177, Volume IX. 2. a, b, c and d. Read pages 180-182, Volume IX. 3. a and b. 4. a and b. Pages 181-182, Volume IX. The quotation from Burke, Volume IX, pages 183 and 184, and the following paragraph are interesting accounts of the feeling in England and America over the apparent successes of Burgoyne. Pages 182-183, Volume IX. C. The causes of the increased efficiency of the Americans and the bitterness with which the British were regarded by the colonists is explained on pages 184 and 185 of Volume IX. Something of the nature of the Indian allies may be gained from the story, An Exciting Canoe Race (Volume VII, page 79). A stirring poem, to be read in this connection, is The Old Continentals (Volume VII, page 175). 5. a, b, c and d. The final days of the campaign and the surrender are described on pages 193-200, Volume IX. In using this, bring out the following points not made in the original outline: The near approach of Clinton and the message from him. What must Burgoyne have felt when he received the message! Put human interest into the tale. The character of Burgoyne, Gates and Arnold, as shown by their acts. The Germans (Hessians) in the campaign. The condition of the British troops when they surrendered. The terms of surrender. Gates's message to Congress. 6. a, b, c, d and e. See, in this connection, pages 198 and 199 of Volume IX. The Soldier's Dream (Volume VII, page 170) is a good poem to read for the purpose of exciting sympathy for the soldiers. The Picket Guard (Volume VII, page 177) is useful in a similar way, though written in connection with another war. The American Flag (Volume V, page 396) may be used here. Did the American soldiers carry the flag of the United States at the time of the battle of Saratoga? If not, what flag was borne? Did the "United Colonies" have a flag? By consulting the tabulated list of selections useful in history classes you may find other things of interest. Care should be taken, however, not to cloud the main purpose of the lessons by the introduction of too much literary matter. Before leaving the subject of history and geography we urge upon those who wish to work with children, a careful perusal of the sections entitled Close Reading in this volume. CHAPTER XVII JOURNEYS THROUGH BOOKLAND IN ITS RELATION A TO THE HIGH SCHOOL Introduction LL high school students are expected to be well grounded in good literature. It is part of every well planned course of study and the basis of much of the work in every year. Yet very few high schools are able to furnish the material for every student to read, and often the methods of instruction are inadequate to the large classes or fail in character and execution. There is contained in Journeys practically all the real literature that is necessary for the foundation of a broad culture, and though much of it is simple and elementary, it is no less interesting and valuable. As a matter of fact, few high school students have ever read the simpler classics in a manner that brought to them the full message of the selections. Accordingly the most elementary things are often the newest and the most valuable. The simplest of the nursery rhymes, as may be seen by the comments and explanations given in another part of this volume, are full of interest to high school boys and girls, and in not a few schools form the basis of many serious lessons. The fables, the myths and the literature of the legendary heroes are not only interesting, but are of sufficient breadth |