Project Gutenberg's Stories Pictures Tell Book 6, by Flora Carpenter This eBook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org. If you are not located in the United States, you'll have to check the laws of the country where you are located before using this ebook. Title: Stories Pictures Tell Book 6 Author: Flora Carpenter Release Date: September 14, 2020 [EBook #63199] Language: English Character set encoding: UTF-8 *** START OF THIS PROJECT GUTENBERG EBOOK STORIES PICTURES TELL BOOK 6 *** Produced by David Garcia, Barry Abrahamsen, and the Online Distributed Proofreading Team at https://www.pgdp.net STORIES PICTURES TELL STORIES PICTURES TELL BOOK SIX By FLORA L. CARPENTER Instructor in drawing at Waite High School, Toledo, Ohio Formerly supervisor of drawing, Bloomington, Illinois Illustrated with Half Tones from Original Photographs RAND McNALLY & COMPANY CHICAGO NEW YORK Copyright, 1918 By Rand McNally & Co. THE CONTENTS September and October PAGE “Sir Galahad” Watts 1 “A Reading from Homer” Alma-Tadema 13 November, December, and January “The Golden Stairs” Burne-Jones 27 “Aurora” Reni 37 February and March “Avenue at Middelharnis” Hobbema 47 “The Angelus” Millet 58 April, May, and June “Sheep in Spring” (and “Sheep in Autumn”) Mauve 68 Review of Pictures and Artists Studied The Suggestions to Teachers 78 THE PREFACE Art supervisors in the public schools assign picture-study work in each grade, recommending the study of certain pictures by well-known masters. As Supervisor of Drawing I found that the children enjoyed this work but that the teachers felt incompetent to conduct the lessons as they lacked time to look up the subject and to gather adequate material. Recourse to a great many books was necessary and often while much information could usually be found about the artist, very little was available about his pictures. Hence I began collecting information about the pictures and preparing the lessons for the teachers just as I would give them myself to pupils of their grade. My plan does not include many pictures during the year, as this is to be only a part of the art work and is not intended to take the place of drawing. The lessons in this grade may be used for the usual drawing period of from twenty to thirty minutes, and have been successfully given in that time. However, the most satisfactory way of using the books is as supplementary readers, thus permitting each child to study the pictures and read the stories himself. Flora L. Carpenter STORIES PICTURES TELL SIR GALAHAD Questions to arouse interest. Who is this man? How is he dressed? What do his armor and title “Sir” tell us he is? How many have read Tennyson’s poems telling the story of the knights of the Round Table? What does Sir Galahad look as if he were about to do? Why do you think he is starting on a journey, rather than returning from one? Why do you think it must be an important journey? How will he go? What was expected of a knight in those days? Tell of some of their good deeds. What would you judge the character of this knight to be? Where is he represented in this picture? Is he walking, or standing still? looking at something in particular, or lost in thought? Does he appear angry, meek, determined, hesitating, thoughtful, or dreamy? What do his clasped hands indicate? What color is the horse? Upon what part of the man and horse does the light fall? What would you consider the main thought expressed in this picture? Original Picture: Collection Alexander Henderson, M.P., London, England. Artist: George Frederick Watts (wŏts). Birthplace: London, England. Dates: Born, 1817; died, 1904. The story of the picture. Many wonderful stories have been told of the famous knights of the Middle Ages, but none perhaps more interesting than the adventures of the knight Sir Galahad when he went in search of the Holy Grail. In those times the greatest praise a boy could hope to receive was “You are brave enough to become a knight some day,” or “You are as courteous as a knight”; and his greatest ambition was to receive this title as he knelt before his sovereign or a superior knight. In those days boys were carefully trained for knighthood, just as for any other profession. They were sent away from home when very young, and spent at least ten years under severe discipline and training. The boy Galahad had passed through these years of preparation. He had been taught to be quick in action,— managing a horse so that he could jump on or off while it was in full gallop,—to throw his spear with sure aim, to run swiftly, to obey all commands promptly; and, more difficult still, he had learned to wait patiently and uncomplainingly when he could not understand why he should wait. Now he was twenty-one years old. Knighthood had been bestowed upon him, according to the custom, by a blow with the flat of the sword on his shoulder as he knelt, and the words, “Arise, Sir Galahad.” And now he was ready to start out on his quest for the Holy Grail. The Holy Grail was the cup from which Christ drank at the Last Supper. It was bought from Pilate by Joseph of Arimathæa, and placed in a castle where it was guarded night and day. It was passed on to Joseph’s children, who received the charge in sacred trust, continuing to guard it faithfully. The cup itself was most mysterious and wonderful. It could be seen only by those who were perfectly pure in word, thought, and deed. If an evil person came near, it would seem to be borne away, completely disappearing from view. The sight of it was as food and new life to the one to whom it was revealed, and hence would enable him to live forever, make him very wise, and of course preserve him from death in battle. But there was one thing it did not do,—it did not take away temptation to sin. No matter how perfect the knight, he could still be tempted. He must continue to resist evil as long as he lived. After a time, the Holy Grail was left in the care of a king named Amfortas, who, weakly yielding to an evil enchantment, was severely punished. Not only was the sight of the Grail denied him, but a spell was cast upon him and all his court, so that they lived in a sort of trance, neither sleeping nor waking. Thus they must remain and suffer until a knight should come, pure in body and soul, who should break the spell and set them free. Many a young man began to plan the quest of the Grail. He must so live that by his good thoughts and deeds he might reach the enchanted castle, see the Holy Grail, and so set free the unhappy knights. He must be perfect, indeed, if he would achieve this, and full of courage, perseverance, and patience. In our picture we see Sir Galahad all ready to mount his snow-white horse and start out on his search for the Holy Grail. He is in full armor. His coat of mail, which all knights wore, was proof against any opponent of the time, except one equally armed and armored. It is said that a party of knights could ride unharmed through a host of common soldiers. The horses, too, were protected. But if the knight were once unhorsed and thrown upon his back, he was so weighed down by the stiff and heavy armor that he could not rise again without help. The knight’s weapons consisted of the lance, the two-handed sword, and a short, sharp dagger. Sir Galahad had secured his sword and shield in a most mysterious way. The sword had been discovered protruding from the side of a wonderful rock of red marble jutting out from the surface of a river. This wonderful sword no one had been able to draw out of the rock. But when Sir Galahad tried, the sword came out without the slightest difficulty, and when he placed it in his empty scabbard, it fitted there exactly. The shield had been found by Sir Galahad in an old church, where it had been left for him by an ancestor, and where it had remained undiscovered for those many years. Then, too, when Sir Galahad came to the Round Table of King Arthur and his knights in Camelot, he found them in the midst of a solemn meeting. Launcelot had just declared that according to prophecy a knight should come that very day who should occupy the Siege Perilous. The Siege Perilous was a chair over which the magician Merlin had cast a spell: only a stainless knight could sit in it without danger of instant death. As Sir Galahad entered the room he was preceded by a strange old man, whom none had ever seen before. Then the doors and windows quietly and mysteriously closed of their own accord, and the room was filled with a strange light. These words, in letters of fire, appeared over the chair: “This is Galahad’s seat.” By all these mysterious happenings the knights knew that Sir Galahad would be successful in finding the Grail, and many accompanied him on his quest. Sir Galahad met with many adventures on his quest for the Grail and, in all of them, came out victorious. At length he reached the Castle of the Grail, and here he met his first defeat. Entering the castle he gazed silently about him, at the feeble old king and at the wretched company whom he had come to free from their living death. Before him passed the vision of the Grail, which he alone of all that company was permitted to see. But it was not enough to see all this; he was expected to ask the meaning of what he saw, and by his question remove the enchantment. But, overconfident in his own knowledge, he tried to solve the mystery without asking, and so was forced to depart without success. Here, at the very moment he was about to succeed, he was found to be possessed of the one fault, overconfidence, lacking in that humbleness which seeks constantly for higher knowledge. Because of his failure to ask the necessary question, the enchanted company had to continue to suffer. His personal purity alone was not enough; wisdom was necessary, attainable not through himself alone, but from the experience and understanding of others. As he left the castle grounds the drawbridge closed with a crash, there was a great sound of groaning and of voices reproaching him for having failed in his quest, and the castle disappeared from his sight. Much discouraged, he sought it again through many years, until at last he found it once more, and this time, a much wiser man, he asked the vital question, broke the wicked spell, and eventually found the Holy Grail. Tennyson has given us the story in verse in his “Holy Grail.” This picture is one we often see in homes, as well as in schoolhouses, and in many public buildings. It stands for the search for higher ideals which we are all making, and so its appeal is universal. The earnest, uplifted face of the knight is full of youth and beauty. The horse, with his great, intelligent eyes, seems to know the importance of his errand. The light comes from before them, brightening the pathway as if it would lead them on and on through the tangle of vines and deep woods which opposes them. If you have been fortunate enough to see a suit of armor in some museum, you know how the heavy steel coat is planned and how the helmet, which Sir Galahad has taken off, will protect his head and face. It is a moment of deep meditation and prayerful thought, for Sir Galahad is about to start out upon an undertaking in which many have failed and in which he cannot be sure of success. There is much of humility in his expression, nothing of the proud, dashing air of the adventurer. This earnest, thoughtful youth, starting out full of courage and determination, will always have time for the little courtesies of life, for they are a part of his creed. A true knight, he has been taught, should defend to the uttermost the oppressed, aid the weak, and be brave, courteous, chaste, temperate, generous, and pious. Questions to help the pupil understand the picture. Who was Sir Galahad? Upon what quest is he about to start? What preparation has he made for it? How old is he now? How did he receive the title “Sir”? What was the Holy Grail? What power had this cup? What could it not do for the person who saw it? Why was the sight of the Grail denied to King Amfortas? What other punishment did he receive? Who could break this spell? how? What did Sir Galahad hope to do? How is he dressed? What protection was this armor? What might happen if he should be unhorsed? What weapons did he carry? How had Sir Galahad secured his sword and shield? Tell about the Round Table of King Arthur and the Siege Perilous. What happened when Sir Galahad entered? Of what did all these mysteries persuade the other knights? What happened when Sir Galahad came to the Castle of the Grail? Why did he fail? What was the result of this defeat? When did he succeed? What was the result? What is the main thought expressed in this picture? The story of the artist. George Frederick Watts was born and raised in London, England. He learned to draw, we are told, much in the same way he learned to talk. His parents encouraged him always, and he seems to have had very few obstacles to overcome. Though Watts entered the Royal Academy school of painting at an early age, he did not study there long. His art education was thus gained largely by his own efforts and observation. He studied ancient Greek sculpture closely and his work was always influenced by the classical standard. Watts lived in an age when the spirit of reform was uppermost, and men were preaching, thinking, and living it. No wonder, then, his work is full of thoughtful purpose, urging us on to the best that is in us. He said, “I want to teach people to live ... to teach something higher than money making or mere pleasure getting ... to suggest great thoughts.” He did not paint, as many others had, for the mere pleasure of it, or even from inspiration, but rather for some definite purpose. In the Tate Gallery at London is a great collection of the paintings which give the artist’s message to the world. In 1843 the Royal Commission appointed for the decoration of the new Houses of Parliament awarded one of the prizes to Watts for his fresco design. This enabled him to study in Italy for three years. There he gained much in the richness of his coloring and ease in brush-work. Of his paintings for the government “The First Naval Victory of the English” and “St. George Overcomes the Dragon” are perhaps the best known. Other famous pictures by Watts are entitled “Ganymede,” “Orpheus and Eurydice,” and “Psyche.” In 1867 Watts became a member of the Royal Academy. He worked very hard, producing a great many paintings. With noble generosity he donated a large number of pictures to his country, particularly portraits of famous men, among them Lord Tennyson, Robert Browning, Swinburne, Dante, Gabriel Rossetti, Burne-Jones, and William Morris. The last few years of his life were devoted principally to portrait painting. When Tennyson was writing “Elaine,” he asked Watts to tell him his idea of a good portrait, and afterwards wrote this description from the answer: “As when a painter, gazing on a face, Divinely thro’ all hindrance finds the man Behind it, and so paints him that his face, The shape and color of a mind and life, Lives for his children ever at his best.” Questions about the artist. Who was the artist, and where was he born? What help did he have in realizing his ambition to become an artist? What was his aim in painting pictures? Give in your own words Mr. Watts’s idea of what a good portrait should be. What helped him to go to Italy? What benefit did he get from his study in Italy? Name some great men whose portraits Watts painted. A READING FROM HOMER Questions to arouse interest. What nationality is represented in this picture? Why do you think so? To what are they listening? What do their expressions indicate their feelings to be? What musical instruments do you see in the picture? From the picture, would you say that the people are outdoors or indoors? why? Artist: Sir Lawrence Alma-Tadema (ăl´mä-tăd´ēmȧ). Birthplace: Dronrijp, the Netherlands. Dates: Born, 1836; died, 1912. The story of the picture. Let us imagine ourselves in that great walled-in city of Athens at the time of its greatest prosperity (fourth century B.C.). At whatever gate we enter—and there are many of them—our attention will be drawn toward the high, steep hill called the Acropolis, around which the city is built. We may reach the top of this hill in a chariot driven over a road of marble, or climb the marble steps, entering the magnificent gateway where we find many beautiful statues, temples, and altars. From this height we obtain a fine view of the city, the sea, other small hills, temples, and flat-roofed houses. As we look about us, we are surprised at the absence of spires or towers. There are no high towers or tall buildings. Most of the houses we see are one-story. The reason for this, it is said, is the frequency of earthquakes. The exterior of the houses is very plain. They are built of common stone, brick, or wood, coated with plaster, and so close to the street that if the door opens outward, the owner is compelled to knock before opening it in order to avoid injuring the passer-by in the street. There are no windows on the lower floor at the front of the house. Beside the door is a statue of Hermes (god of highways, doorways, and boundaries and the bringer of good luck), or an altar to Apollo (god of light and the sun, and the protector from all evil); and over the door we may notice an inscription such as “To the good genius,” followed by the name of the master of the house. We raise the handle of the great knocker, and scarcely has the sound echoed back to us when the door is opened by the porter. We must be careful to step in with our right foot first, as it is considered unlucky to cross the threshold with the left foot. A long corridor or hall leads us to the open court, where all is as beautiful as the exterior is plain. Usually a fountain and flowers brighten the marble court, while on each side of it are the banqueting, music, sitting, and sleeping rooms, picture galleries, and libraries. But the Greeks spent so much time out of doors that a house was to them only a safe place for their families and their property—a shelter from storm. Most of the houses had porticoes or porches, and often the second story consisted of nothing but these porches around the open court. The flat tiled roofs were used as promenades. Probably the Greeks in our picture are seated on one of these porches, or they may be in one of the summer pavilions which so many wealthy Greeks had erected in their yards or grassy plots back of the house. Here they spent their afternoons and were entertained with music or by the tales of wandering minstrels or readers. The scene in the picture is represented as if it were in the open air; the column and stone wall behind the reader suggest a part of a house. In the distance we catch a glimpse of the blue sea. The slightly raised seat of the reader indicates that it is a place built expressly for this purpose. Before the Greeks wrote their stories it was the custom of certain bards or readers to go about from place to place singing or reciting the stories of events which have made their national history. Even when the stories were written, these bards were in great favor, for the Greeks preferred to hear the music of verse recited, and to feel the thrill of enthusiasm which could be aroused by the human voice, and not by a lifeless tablet or book. The swaying form of the reader, his rapt expression, his flashing eye, his musical voice rising and falling like the sea, —these were the result of inspiration and had power to arouse men to noble actions. In our picture we see such a reader giving an interpretation or reading, much as our best elocutionists do now. In his hand he holds a long scroll from which he reads. The Greeks used the Egyptian papyrus, and later the more expensive, but finer, parchment, to write upon. The reed pen was used, and double inkstands for black and red ink, which could be fastened to the belts or girdles of the writers. In libraries, the scrolls were arranged on shelves with the ends outward, or in pigeon holes. The reader unrolled one end of the scroll with one hand, while with the other he rolled up the part he had read. Of all the Greek stories none were more fascinating than those of the immortal Homer. According to tradition, Homer was a schoolmaster who, growing tired of teaching, began to travel. Wandering about from place to place, he finally became blind. After this great affliction came upon him, he returned to his native town, where he dictated his two great poems, the Iliad and the Odyssey. Afterwards he wandered about from town to town, singing them, and adding to them as inspiration came. It is not even known where he was born, but, according to an old Greek epigram, “Seven rival towns contend for Homer dead, Through which the living Homer begged his bread.”