for the extinction of slavery, much that he wrote is tinged with an intensity that keeps his native warmth of heart concealed. It is in poems like the following that his close sympathy with common folk and love for childhood are shown. In this poem the good poet has become for the time a boy again. He throws himself into the spirit of his theme and gives us a vigorous and lovely word picture of his own boyhood. He splashes in the fish-pond, plunges through the berry thickets, climbs the walnut trees, and feasts on the good things of forest and farm with an alluring gayety that gives place to a somber philosophy in the closing lines. What a simple doctrine of happiness is his! The poem has been deservedly popular on account of its pervading kindliness and sympathy and may be considered a reflection of the gentle life in which it had its origin. I was once a barefoot boy! 10 Prince thou art,— the grown-up man Let the million-dollared ride! Barefoot, trudging at his side, Thou hast more than he can buy 15 In the reach of ear and eye,— Outward sunshine, inward joy: Oh for boyhood's painless play, Sleep that wakes in laughing day, 20 Oh for festal dainties spread, 65 70 75 80 All too soon these feet must hide In the prison cells of pride, Quick and treacherous sands of sin. SUGGESTIVE EXERCISES 1. Why does the poet wish for blessings on the boy? 2. Why does he insert "From my heart"? (L. 9.) 95 100 3. Explain why he calls the boy a prince and the grown man a republican. 4. Explain carefully the meaning of lines 13 to 16. 5. From lines 22 to 39 who is the boy's most successful teacher? 6. Why does the poet think the boy is happy? (Ll. 42-44.) 7. What is "boyhood's time of June"? 8. What is a "brief moon"? 9. How are years crowded in this? 10. Explain line 64. 11. What is the characteristic of a "Chinese" toy. 12. Explain the use of "happy." (Ll. 96-98.) 13. Point out all differences in lot in lines 82 to 90 and 91 to 102. 14. What change in mood in the last twelve lines? 15. What joy does the barefoot boy have which is denied to older persons? REFERENCES VAN DYKE: The Ruby Crowned Knight. HAMLIN GARLAND: A Wish. WALTER SAVAGE LANDOR: To Youth. LOWELL: Aladdin. LONGFELLOW: My Lost Youth. RILEY: A Poor Man's Wealth. STODDARD: It Never Comes Again. BATTLE HYMN OF THE REPUBLIC TH JULIA WARD HOWE HE fascinating historical setting of this poem is given in the Adviser and Review for January, 1893. On the occasion of a great gathering in Boston to hear the thrilling lecture of Chaplain McCabe upon "The Bright Side of Life in Libby Prison," Mrs. Howe, a platform guest of honor, was invited to speak. She told, on that memorable occasion, how she came to write the "Battle Hymn." She was in Washington with her husband, who, too old to fight, kept close watch of every movement made during all those years of war. They had been out that day to see a review which was suddenly postponed by a skirmish that took place not far from the city. As they rode slowly homeward, listening to the bands and the boys rendering "John Brown's Body," James Freeman Clarke, who was of the party (and the pastor of Mrs. Howe, in her Boston home), said to her, "Mrs. Howe, why don't you write a hymn which the Boys in Blue can sing to that tune?" Mrs. Howe replied that she had often wished she could, and the matter was dropped. The next morning she wakened in the gray dawn and began to think again about that hymn she wanted so much to write. As she thought more and more intently, it began to come to her, one line after another, until she had the entire hymn in mind. She arose hastily and in the dim twilight |