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BLENDING
TECHNOLOGIES IN
SECOND LANGUAGE
CLASSROOMS
SECOND EDITION

Don Hinkelman
Blending Technologies in Second Language
Classrooms
 Don Hinkelman

Blending
Technologies in
Second Language
Classrooms
Second Edition
Don Hinkelman
Sapporo Gakuin University
Ebetsu-shi, Japan

ISBN 978-1-137-53685-3    ISBN 978-1-137-53686-0 (eBook)

https://doi.org/10.1057/978-1-137-53686-0

Library of Congress Control Number: 2017960755

© The Editor(s) (if applicable) and The Author(s) 2018

The author(s) has/have asserted their right(s) to be identified as the author(s) of this work in accordance
with the Copyright, Designs and Patents Act 1988.
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and trans-
mission or information storage and retrieval, electronic adaptation, computer software, or by similar or
dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, express or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional
claims in published maps and institutional affiliations.

Cover illustration: José Junior / EyeEm / GettyImages

Printed on acid-free paper

This Palgrave Macmillan imprint is published by Springer Nature

The registered company is Macmillan Publishers Ltd.
The registered company address is: The Campus, 4 Crinan Street, London, N1 9XW, United Kingdom
 Foreword

How do teachers make sense of all the changing technology in their class-
rooms? This is the fundamental question addressed by Don Hinkelman’s
second edition of Blending Technologies in Second Language Classrooms, a
question that is explored from multiple, diverse perspectives. While read-
ing this substantially reworked book I was reminded of Erving Goffman’s
(1974) distinction between two distinct ways in which we can view our
experiences—in terms of a game or the wider spectacle. Games, accord-
ing to this perspective, refer to events that are on display (such as a tennis
match, a sitcom, or a political speech) while the spectacle refers to the
broader context that encases the game and turns it into a social occasion
that is collectively experienced (whether in a gathering at home, a public
arena, or in the unfolding comments on YouTube). Until recently,
accounts of technology-mediated language learning and teaching tended
to focus on the ‘game’ to the neglect of the wider ‘spectacle’, meaning that
we have at best a partial view of the realities of how learners work with
technologies in classrooms and as part of their lifeworlds. Yet Goffman’s
view was that to understand the one, we need to understand the other: in
games participants have defined roles and scripts whereas the larger spec-
tacle is characterized by more diffuse interactions, activities, and episodes,
with both the game and the spectacle influencing each other. A key
strength of the approach taken in Blending Technologies in Second Language
Classrooms is the focus on blended learning as an ecology, meaning that
v
vi Foreword

events and practices are considered and examined as both a game and a
spectacle. In what lies ahead Don Hinkelman gives analytical attention to
what could be called the rules of the game, namely some of the principles
and parameters that define blended learning and teaching while also
focusing on the encasing spectacle and the ways in which it contributes
to the game.
Adopting and maintaining broader, more contextualized perspectives
on blending technologies in classrooms is a recurrent theme here and is
achieved in a variety of ways. For example, ‘tool-centric’ perspectives on
blended learning are avoided and in their place there is focus on sequences
of actions, groupings, timings, texts, and tools with on-going reference to
a rich range of examples and case studies. There is a sustained focus on
the complex processes that underpin blending technologies—as in the
title of the book—rather than viewing blended teaching as a ready-made
package that can be inserted into classroom practice. Tool-centric per-
spectives are also avoided through an all-encompassing view of class-
rooms and in the detailed attention given to formative assessment
processes, to the value of action research and ethnographic research
(including auto-ethnography and institutional ethnography), and to see-
ing blending technologies as part of educational change. Linked to this
latter point is the emphasis placed on change over time in blending tech-
nologies within a single classroom, between evolving instantiations of a
course, and in specific areas such as materials development. For example,
through careful observation and rich commentaries we see how both the
rate and complex paths of change are impacted by curricular schedules,
processes of materials production, and individual agendas together with
curricular and institutional goals.
Blending Technologies in Second Language Classrooms helps us to rei-
magine both the focus and the margins of language classrooms and the
contribution of virtual opportunities to both the game and the spectacle
of language learning. I was very pleased when the first edition of Blending
Technologies in Second Language Classrooms appeared given the questions
and debates about blended learning that (pre)occupy our field and for the
conceptual clarity that the volume brings. Earlier, in my TESOL
Quarterly review of this book (White, 2016), I observed that Gruba and
Hinkelman’s first edition was “the first book-length analysis of theory,
 Foreword
   vii

research, and practice in blended language teaching” (p. 533), featuring

“precise frameworks which are presented for analyzing trajectories of
change within blended learning programs” (p. 534).
This second edition will not disappoint as it illuminates and critically
considers newer fields of practice such as flipped learning, digital gamifi-
cation, and blending technologies in carouselling and bricolage. The on-­
going expansion and diffusion of tools, settings, research, and practices
for blending technologies in language classrooms is well captured in this
book; it makes for compelling reading and will for years to come, both to
establish a theoretical framework and shed light on innovative practices,
within and beyond second language classrooms.

Goffman, E. (1974). Frame analysis: An essay on the organization of experi-

ence. Harvard: Harvard University Press.
White, C. (2016). Review of ‘blending technologies in second language
classrooms’. TESOL Quarterly, 50(2), 533–534.

Massey University Cynthia White

Wellington, New Zealand
 Preface

Blending Technologies in Second Language Classrooms is a story of research-

ers, teachers, administrators, and educators striving to create learning
environments that inspire and engage second language learners. This is a
conceptual journey and a practical guide of principles for academics and
practitioners involved in classroom teaching. These stories are not tall
tales of triumph but rather a trail of disappointing attempts, positive
steps, and promising revelations of learning success. It is a personal and
team journey, which perhaps reflects what thousands of other teachers are
doing to make sense of technology and trying to make a learning envi-
ronment that fills students with energy and love of learning languages
and cultures. In short, here is the main point of blending technologies:

A blended learning environment combines face-to-face and virtual technologies

in a process that engages learners and changes their ways of thinking and their
ability to use a second language. Blend language learning is not device oriented
because it views learning environments as ecologies, not tools. Ecologies are
configurations of pedagogic actions, groupings, timings, texts and tools. Blended
language learning does not separate the classroom world and the online world,
because it embeds all forms of face-to-face technologies and digital technologies
into a process that is communicative and task-based. The teacher’s role is to
design tasks and configure technologies to achieve those tasks. This creates change
that is more internally driven and bottom-up from direct classroom practice

ix
x Preface

and less externally driven by commercial publishing or mandated curriculum.

Innovation also happens when top-down social, economic and pedagogic condi-
tions force change in the learning environments. Teachers respond to these top-­
down actions by re-configuring their environments based on principles of
purposefulness, multi-modality, appropriateness and sustainability.

Since the first edition was published in 2012, the past five years have
seen a lifetime of new online technologies and a resurgence of interactive
face-to-face technologies in foreign language classrooms. Further, lan-
guage learning theory is undergoing a paradigm shift from computational
metaphors (input, output) to ecological metaphors (environments, col-
lective relationships). Teachers have not only incorporated mobile tools
such as tablets and smart phones into learning environments (Stockwell,
2016), but at the same time are attempting to increase the amount of
discussions and interactive dialogue in face-to-face sessions, often using
the flipped classroom model (Johnson & Marsh, 2016).
The shift in educational strategy to ‘flipped classrooms’ (Bergmann &
Sams, 2012) had just appeared just as our first edition came out, and has
since been applied to language learning environments. Emerging from
science, math, and technology teaching fields, research in flipped learn-
ing spread to second language learning immediately (Lockwood, 2014;
Pasisis, 2015), although some claim second language teachers have always
been doing this flipped process, just without online video. Now the
flipped classroom has become a reality (Johnson & Marsh, 2016), but it
is not yet clear why the ‘flip’ is working or what is being changed in the
learning environment. What has changed in the learning landscape due
to the ‘flip’ is actually the theme of this book—how technologies are
blended in classrooms and how learning changes as technologies change.
Gamification is another trend that has proved disruptive in learning
circles since 2010. By adding the principles of gaming to all aspects of the
learning cycle, teachers have intentionally created an atmosphere of
intensity that engages learners enough to generate a ‘flow’ experience
(Csikszentmihalyi, 1990). Learning management systems have jumped
on this bandwagon by creating badges, points, progress bars, and levels,
which parallel the incentives used in the gaming world.
At the same time, task-based learning and teaching (TBLT) has grown
in stature as a leading force in the pedagogical evolution of our field. In
 Preface
   xi

contrast to much in the field of computer-assisted language learning

(CALL), task-based learning approaches have focused on the pedagogy first
instead of the tools first. Instead of asking, ‘how can I use this tool?’, TBLT
asks, ‘what is the task and what tools will help achieve the task?’ In this way,
‘task’ becomes an organizing factor in second language learning. In short,
we can now define ‘technology’ as the process to achieve a task. For this
reason Chaps. 4, 5, and 6 have been expanded and will explore strategic use
of task-based approaches, flipped classrooms, gamified classrooms, and
other blended practices that are occurring in our educational landscape.
In the same way, the process of research in blended learning ecologies
has matured and expanded to include ethnographic approaches to
research. Therefore, the largest chapter in the first edition, on action
research, has been divided into Chap. 7 on principles of research and
Chap. 8 on action research in blended environments. Then a third
chapter, Chap. 9, is added to focus on classroom ethnography, auto-­
ethnography, and institutional ethnography.
Overall, the paradigm shift occurring now is the shift to ecological
thinking. We know that a learning environment or learning ecology
changes when one aspect within it changes. These changes are disrup-
tions. In natural environments, changes happen when a butterfly enters
the ecology, when the butterfly mates (groupings), when the caterpillar
builds a cocoon (tools) and hibernates (timings), when it communicates
with its colorful wings (texts) that it is ready to mate. Disruption in this
ecology may not happen until temperatures change and new inhabitants
enter the world. However, identifying the disruption in classrooms is dif-
ficult and deceptive. The disruption may not be the tool (the tablet com-
puter added) but rather when (timing) and where (spaces) and with
whom (groupings) the tablet is used.
For these reasons, this second edition has not only updated the original
seven chapters, but added five new chapters. The first one added is on
learning metaphors and ecologies (Chap. 3), followed by task-based
learning/flipped/gamification strategies (Chap. 5), ecology-based research
principles (Chap. 7), ethnographic research (Chap. 8), and technologies
in practice (Chap. 10).
In this edition, my co-author from the first edition, Paul Gruba, col-
laborates with me as a critical friend and reader while focusing his time
on groundbreaking research concerning program evaluation of blended
xii Preface

language learning (Gruba et al., 2016). Although, this edition is written

in the first person, much of the original chapters and especially the core
theme of four considerations in blended language learning: purpose,
appropriateness, multimodality, and sustainability reflect our co-­
authorship. In contrast to the wider view that program evaluation takes
by covering institutional designs and systematic results, this edition
focuses more narrowly on the design of technologies in classrooms. Gruba
et al. (2016) take the core considerations of this book (purposefulness,
appropriateness, multimedia, and sustainability) a step further by exam-
ining, evaluating, and assessing the cumulative and composite results of
students learning languages in formal institutional settings.
In comparison, this book is more for the practicing teacher with a
greater focus on classroom and mobile learning environments. It is not a
catalog of teaching practices, although examples of blended practices will
be useful to teachers seeking models to apply and modify in the field.
This book may, however, serve as a primer for new teachers entering the
field of second language education, because it provides a framework and
principles for selecting technologies, strategies, assessments, and tasks
that a teacher will configure on-the-fly in a classroom situation. It is also
intended for administrators and researchers seeking a theoretical basis to
take an ecological approach to technologies and learning design. My
attempt here is to connect mainstream theory with emerging perspectives
that help make sense out of seemingly complex, chaotic change. In that
sense, this book takes to heart an aim to redirect the philosophy of CALL
into a philosophy of blended language learning.
There have been numerous changes and additions in this second edi-
tion. In addition to recent publications, critical reviews of the first edi-
tion in academic journals have profoundly affected the direction of this
book. We would like to thank at least five reviewers that have spent time
evaluating each of the chapters and offer our apologies to others whose
reviews we may have missed. Recently, White (2016) in TESOL Quarterly
wrote that the some of the strengths of the first edition included:

this book … explores pedagogical design at three interrelated levels—micro,

meso, and macro; attention is given to both the social and political dimensions
of pedagogical design in blended contexts, thus bringing to light what may be
 Preface
   xiii

more hidden dimensions of those processes. Here too we see the significance of
the focus on blending technologies not only in the title but throughout the work,
as we get a behind-the-scenes look at the processes that contribute to blended
learning. (p. 533)

The cases are exemplary in their richness; their attention to the particular; and
their search for meaning attached to constellations of actions, groupings, tim-
ings, texts, and tools. (p. 534)

A real strength of this chapter is the social and political dimensions of pedagogi-
cal design in blended contexts, thus bringing to light what may be more hidden
dimensions of those processes. (p. 534)

However, White (2016) also notes a needed focus on new digital devices:

the book does not really explore broader macro-level considerations such as the
ways in which technological changes have put new tools and options for lan-
guage learning in the hands of learners, available to them in their life-worlds.
(p. 534)

That is partially because smartphones and tablets were not as ubiq-

uitous back then, but also because the ‘teacher’ and the ‘classroom’
have been the main focus in our earlier edition and this edition. The
world of the learner, who now is has multiple devices and multiple
venues to explore a new language, is now a topic in the strategies sec-
tion (Chap. 5), which tackles the trends of gamification and the
flipped classroom of language learners. Nonetheless, devices are still
not the focus, because ‘blended learning’ in this book stands from the
viewpoint of pedagogy (Oliver & Trigwell, 2005) and how the teacher
configures the options for a classroom community, rather than from
the viewpoint of devices as learners try various tools to learn with.
Hopefully, with 24-hour websites, individualized activities, and prin-
cipled design, the mobile world will be more tightly integrated with
classroom work in the coming decade.
In addition to these critiques, conferences and subsequent writing for
proceedings have pushed me to rearticulate and expand the principles of
blending technologies. These have included GloCALL, WorldCALL,
xiv Preface

World Congress of Extensive Reading, EuroCALL, Japan Association of

Language Teaching, JALTCALL, MoodleMoot Australia, MoodleMoot
Japan, and Task-Based Learning in Asia. Each of these conferences are
learning communities of practice, where practitioners demonstrate the
blending of technologies for teachers to learn from.
Despite the explosion of new devices, the roots of blending technolo-
gies are not at all new. My interest in exploring learning environments
was motivated at an early age. As a student during my own secondary
school days, I experienced dissatisfaction with the pursuit of grades as the
apparent goal of education, and came upon books such as Summerhill by
E.S. Neill and How Children Learn by John Holt. These books contra-
dicted a fixation on marks and instead focused on an engaging and moti-
vating learning environments to spur learning ‘naturally’ without the
extrinsic, artificial push of grades and report cards. Fifty years later, I
believe that even more, as teachers seek to create intrinsically motivating
worlds where both young and adult students can grow with learning.
The support and encouragement of this research comes from my col-
leagues at Sapporo Gakuin University, a small liberal arts school in the
heart of Hokkaido, deep in the northlands of Japan. I would like to thank
all the faculty who gave their valuable time and consideration, especially
Koichi Okazaki, Shuji Sugawara, Seiichi Miyamachi, Atsushi Nakamura,
Makiko Nishi, Shugo Yamazoe, Keisuke Sanada and Lisa Mizushima.
The vision, innovation, and energy for blending technologies needs the
acknowledgment of pioneers such as Frank Johnson, Phil Murphy,
Hideto Harashima, Tim Grose, Peter Schinckel, Matthew Cotter, Kate
Sato, Michael Fitzgerald, Rob Olson, Junior Koch, Gordon Bateson, and
many teachers that I have interviewed and collaborated with in field
research for this book. One common refrain was that ‘the curriculum’
always drove the design of blended learning rooms and technologies in
the classrooms. Both Paul Gruba and I returned to our roots in teaching
in EFL programs in Japan where teachers collaborated in curriculum
design, research teams, and in-house materials authoring. From these val-
ues, the considerations for blending technologies in second language
classrooms were created, offering a challenge that teachers embark as a
team in collaboration with other teachers and colleagues. I hope this
work gives inspiration to those who are fearful of new technologies as
well as those who embrace those technologies. The surprise of blended
 Preface
   xv

learning is that old technologies that some label as ‘traditional’ can be

reused and are re-empowered in the learning ecology of the any second
language classroom.
From this context, the second edition looks at four aspects of blending
technologies: concepts, approaches, research, and practice.
The ‘Concepts’ section includes:
–– Chapter 1: Evolution of Blended Language Learning
–– Chapter 2: Understanding Learning Technologies
–– Chapter 3: Learning Metaphors and Ecologies
The ‘Approaches’ section refers to:
–– Chapter 4: Designs for Blended Language Learning
–– Chapter 5: Strategies for Blended Language Learning
–– Chapter 6: Assessments for Blended Language Learning
The ‘Research’ section is expanded from one chapter to examine:
–– Chapter 7: Principles of Research in Blended Environments
–– Chapter 8: Action Research in Blended Environments
–– Chapter 9: Ethnographic Research in Blended Environments
The ‘Practice’ section now demonstrates:
–– Chapter 10: Blended Technologies in Practice
–– Chapter 11: Blended Language Lessons in Practice
–– Chapter 12: Blended Language Programs in Practice
Therefore the aim of this book is to provide experienced teachers,
teachers-in-training, program administrators, and classroom researchers
with four frameworks:

1. a theoretical framework to design blended language learning classes

and programs
2. a series of strategic, principled approaches that fit blended language
teaching
3. a focused methodology for researching complex blended learning
ecologies
4. a practical description and analysis of blending technologies in tertiary
education
xvi Preface

Throughout, cases, examples, and analysis of the process of blending

technologies in second language environments are described from a per-
spective of four principled considerations: purpose, appropriateness,
multimodality, and sustainability.

Ebetsu-shi, Japan Don Hinkelman

References
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student
in every class every day. Alexandria: International Society for Technology
in Education.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience.
New York: Harper & Row.
Gruba, P., Cárdenas-Claros, M., Suvorov, R., & Rick, K. (2016). Blended
language program evaluation. Basingstoke/New York: Palgrave
Macmillan.
Johnson, C., & Marsh, R. (2016). The flipped classroom. In M. McCarthy
(Ed.), Blended learning for language teaching. Cambridge: Cambridge
University Press.
Lockwood, R. B. (2014). Flip it: Strategies for the ESL classroom. Ann
Arbor: University of Michigan Press.
Oliver, M., & Trigwell, K. (2005). Can blended learning by redeemed?
E-learning and Digital Media, 2(1), 17–26.
Pasisis, G. (2015). The flipped reading block: Making it work. New York:
Scholastic.
Stockwell, G. (2016). Mobile language learning. In F. Farr & L. Murray
(Eds.), The Routledge handbook of language learning and technology
(pp. 296–307). New York: Routledge.
White, C. (2016). Review of ‘Blending technologies in second language
classrooms’. TESOL Quarterly, 50(2), 532–534. doi:https://doi.
org/10.1002/tesq.300.
 Contents

1 Evolution of Blended Learning   1

Overview of Blended Learning   2
Computers and Language Learning   7
Considerations in Blended Language Learning   10
Consideration 1: Purpose   10
Consideration 2: Appropriateness   11
Consideration 3: Multimodality   12
Consideration 4: Sustainability   14
Summary  16
References  17

2 Understanding Learning Technologies  23

Toward a Wide Definition of Technologies   24
Performance of Technologies  27
Dimensions of Technologies  28
Dimension 1: Actions   29
Narrative Actions  30
Interactive Actions  31
Adaptive Actions  33
Communicative Actions  34
Productive Actions  34

xvii
xviii Contents

Dimension 2: Timings  35
Dimension 3: Groupings   37
Dimension 4: Spaces   38
Dimension 5: Texts  39
Dimension 6: Tools  42
Summary of Technology Dimensions   42
Applying the Dimensions of Technology   44
Redefinition of Technology for Second Language Learning   45
Merging CALL and Task-Based Learning Theory   46
Summary of Blended Technologies  48
References  49

3 Learning Metaphors and Ecologies  55

The Evolution of Second Language Pedagogy   57
Issue of Metaphors  58
Metaphor 1: Learning as Instruction   60
Metaphor 2: Learning as Acquisition   62
Metaphor 3: Learning as Socialization   64
Succession, Dominance, or Balance? Which Metaphor Is
Best?  67
The Role of Environment   70
The Centrality of Environment   72
Can ‘Learning Ecology’ Unite the Language Learning
Metaphors?  73
Moving to Language Learning Ecologies   74
Normalization as Antidote to Computer Fixation?   76
An Ecological Paradigm of Technology   77
Summary of Foundations of Blended Language Learning   78
References  79

4 Designs for Blended Language Learning  85

What Is Design?   86
Bottom-Up or Top-Down Design?   87
An Ecological, Iterative, Multi-stakeholder Model of
Design  88
xxx List of Tables

Table 4.1 Qualities of single-venue learning design and blended

learning ecology design 90
Table 4.2 Education as innovation—disruptive trends, challenges,
developments (based on the Horizon Report: Johnson
et al., 2014) 97
Table 4.3 Creative Classroom Research Model—28 Innovative
Practices (based on the Horizon Report: Johnson et al.,
2014)101
Table 4.4 Micro-level design considerations 103
Table 4.5 Design considerations in blended lesson plan development 107
Table 4.6 Meso-level design considerations of institutional goals 109
Table 4.7 Potential mistakes in selecting technologies 111
Table 4.8 Possible issues, causes, and potential management tactics 112
Table 4.9 Macro-level design considerations 114
Table 4.10 Micro, meso, and macro levels of design 117
Table 5.1 Definitions of task in second language learning theory 131
Table 5.2 Classroom observation data categorized by task elements 139
Table 5.3 Technology analysis of an EFL speech-making task
(Class07)141
Table 5.4 Technology analysis of a TBLT, blended, flipped teaching
approach148
Table 5.5 Gamification features applied to blended learning 153
Table 5.6 Gaming mechanisms for second language learning  154
Table 6.1 Dominant metaphors of language learning and their
relation to assessment 165
Table 6.2 Mapping blended learning considerations to assessment 166
Table 6.3 Purposes of blended language learning assessment 170
Table 6.4 Questions related to assessment design elements 171
Table 6.5 Common question types in assessment authoring systems
for blended language learning 183
Table 6.6 Rubric for assessing participation in a blended approach 186
Table 6.7 Institutional obstacles 196
Table 6.8 Instructor attitudes toward technologies 197
Table 6.9 Perceptions of technologies 199
Table 7.1 Effect of learning metaphors on contextual inquiry 213
Table 7.2 Examples of researcher actions to establish positionality 216
Table 7.3 Validity types and sample questions 219
Table 7.4 Tactics to increase internal validity in contextual inquiry 220
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And islands that were the Hesperides
Of all my boyish dreams.
And the burden of that old song,
It murmurs and whispers still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”

I remember the black wharves and the slips,

And the sea-tides tossing free;
And Spanish sailors with bearded lips,
And the beauty and mystery of the ships,
And the magic of the sea.
And the voice of that wayward song
Is singing and saying still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”

I remember the bulwarks by the shore,

And the fort upon the hill;
The sunrise gun, with its hollow roar,
The drum-beat repeated o’er and o’er,
And the bugle wild and shrill.
And the music of that old song
Throbs in my memory still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”

I remember the sea-fight far away,

How it thundered o’er the tide!
And the dead captains, as they lay
In their graves, o’erlooking the tranquil bay,
Where they in battle died.
And the sound of that mournful song
Goes through me with a thrill:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”

I can see the breezy dome of groves,

 The shadows of Deering’s Woods;
And the friendships old and the early loves
Come back with a sabbath sound, as of doves
In quiet neighborhoods.
And the verse of that sweet old song,
It flutters and murmurs still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”

I remember the gleams and glooms that dart

Across the school-boy’s brain;
The song and the silence in the heart,
That in part are prophecies, and in part
Are longings wild and vain.
And the voice of that fitful song
Sings on, and is never still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”

There are things of which I may not speak;

There are dreams that cannot die;
There are thoughts that make the strong heart weak,
And bring a pallor into the cheek,
And a mist before the eye.
And the words of that fatal song
Come over me like a chill:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”

Strange to me now are the forms I meet

When I visit the dear old town;
But the native air is pure and sweet,
And the trees that o’ershadow each well-known street,
As they balance up and down,
Are singing the beautiful song,
Are sighing and whispering still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”

And Deering’s Woods are fresh and fair,

And with joy that is almost pain
My heart goes back to wander there,
And among the dreams of the days that were
I find my lost youth again.
And the strange and beautiful song,
The groves are repeating it still:
“A boy’s will is the wind’s will,
And the thoughts of youth are long, long thoughts.”
 SUBLIME SELECTIONS IN POETRY

SONG OF THE MYSTIC

By Abram J. Ryan

I walk down the Valley of Silence—

Down the dim, voiceless valley—alone!
And I hear not the fall of a footstep
Around me, save God’s and my own;
And the hush of my heart is as holy
As hovers where angels have flown!

Long ago was I weary of voices

Whose music my heart could not win;
Long ago was I weary of noises
That fretted my soul with their din;
Long ago was I weary of places
Where I met but the human—and sin.

I walked in the world with the worldly;

I craved what the world never gave;
And I said: “In the world each Ideal,
That shines like a star on life’s wave,
Is wrecked on the shores of the Real,
And sleeps like a dream in a grave.”

And still did I pine for the Perfect,

And still found the False with the True;
I sought ’mid the Human for Heaven,
But caught a mere glimpse of its Blue:
And I wept when the clouds of the Mortal
Veiled even that glimpse from my view.

And I toiled on, heart-tired of the Human,

And I moaned ’mid the mazes of men,
Till I knelt, long ago, at an altar
And I heard a voice call me. Since then
I walk down the Valley of Silence
That lies far beyond mortal ken.

Do you ask what I found in the Valley?

’Tis my Trysting-Place with the Divine.
And I fell at the feet of the Holy,
And above me a voice said: “Be mine.”
And there rose from the depths of my spirit
An echo—“My heart shall be thine.”

Do you ask how I live in the Valley?

I weep—and I dream—and I pray.
But my tears are as sweet as the dew-drops
That fall on the roses in May;
And my prayer, like a perfume from Censers,
Ascendeth to God night and day.

In the hush of the Valley of Silence

I dream all the songs that I sing;
And the music floats down the dim Valley,
Till each finds a word for a wing,
That to hearts, like the Dove of the Deluge,
A message of Peace they may bring.

But far on the deep there are billows

That never shall break on the beach;
And I have heard songs in the Silence
That never shall float into speech;
And I have had dreams in the Valley
Too lofty for language to reach.

And I have seen Thoughts in the Valley—

Ah me! how my spirit was stirred!
And they wear holy veils on their faces,
Their footsteps can scarcely be heard;
They pass through the Valley like Virgins,
 Too pure for the touch of a word!

Do you ask me the place of the Valley,

Ye hearts that are harrowed by Care?
It lieth afar between mountains,
And God and His angels are there:
And one is the dark mount of Sorrow,
And one the bright mountain of Prayer.

THE SEA
By Barry Cornwall

The sea! the sea! the open sea!

The blue, the fresh, the ever free!
Without a mark, without a bound,
It runneth the earth’s wide regions round;
It plays with the clouds, it mocks the skies,
Or like a cradled creature lies.

I’m on the sea, I’m on the sea,

I am where I would ever be,
With the blue above and the blue below,
And silence wheresoe’er I go.
If a storm should come and awake the deep,
What matter? I shall ride and sleep.

I love, oh! how I love to ride

On the fierce, foaming, bursting tide,
Where every mad wave drowns the moon,
And whistles aloft its tempest tune,
And tells how goeth the world below,
And why the southwest wind doth blow!

I never was on the dull, tame shore

But I loved the great sea more and more,
And backward flew to her billowy breast,
Like a bird that seeketh her mother’s nest,—
And a mother she was and is to me,
For I was born on the open sea.

The waves were white, and red the morn,

In the noisy hour when I was born;
The whale it whistled, the porpoise rolled,
And the dolphins bared their backs of gold;
And never was heard such an outcry wild,
As welcomed to life the ocean child.

I have lived since then, in calm and strife,

Full fifty summers a rover’s life,
With wealth to spend, and a power to range,
But never have sought or sighed for change,
And death, whenever he comes to me,
Shall come on the wide, unbounded sea!

THE GREAT ADVANCE

By Thomas Walsh

In my heart is the sound of drums

And the sweep of the bugles calling;
The day of the Great Adventure comes,
And the tramp of feet is falling, falling,
Ominous falling, everywhere,
By street and lane, by field and square—
To answer the Voice appealing!

One by one they have put down

The tool, the pen, and the racquet;
One by one they have donned the brown
And the blue, the knapsack and jacket;
With a smile for the friend of a happier day,
With a kiss for the love that would bid them stay—
They are off by the train and packet.

What fate, what star, what sun, what field,

 What sea shall know their daring?
Shall the battle reek or the dead calm yield
Their wreaths that are preparing?
Shall they merely stand and wait the call?
Shall they hear it, rush and slay and fall?—
What matter?—their swords are baring!

We stand in the crowds that see them go—

We who are old and weak, unready;
We see the red blood destined to flow
Flushing their cheeks, as with footstep steady
With a tramp and a tramp, they file along,
Our brave, our true, our young, our strong—
And the fever burns us fierce and heady.

With God, then forth, by sea and land,

To your Adventure beyond story,
No Argonaut, no Crusader band
Ere passed with such exceeding glory!
Though ye seek fields both strange and far,
Ye are at home where heroes are!
Such is the prayer we send your star—
We who are weak and old and hoary.

WHEN THE GRASS SHALL COVER ME

By Ina Coolbrith

When the grass shall cover me,

Head to foot where I am lying,—
When not any wind that blows,
Summer-blooms nor winter-snows,
Shall awake me to your sighing:
Close above me as you pass,
You will say, “How kind she was,”
You will say, “How true she was,”
When the grass grows over me.
 When the grass shall cover me,
Holden close to earth’s warm bosom,—
While I laugh, or weep, or sing,
Nevermore for anything,
You will find in blade and blossom,
Sweet small voices, odorous,
Tender pleaders in my cause,
That shall speak me as I was—
When the grass grows over me.

When the grass shall cover me!

Ah, beloved, in my sorrow
Very patient, I can wait,
Knowing that, or soon or late,
There will dawn a clearer morrow:
When your heart will moan: “Alas!
Now I know how true she was;
Now I know how dear she was”—
When the grass grows over me!

—Copyright by Houghton, Mifflin & Co., Boston, Mass., and used

by kind permission of author and publisher.

RIGHTEOUS WRATH
By Henry Van Dyke

There are many kinds of hate, as many kinds of fire;

And some are fierce and fatal with murderous desire;
And some are mean and craven, revengeful, selfish, slow,
They hurt the man that holds them more than they hurt his foe.

And yet there is a hatred that purifies the heart.

The anger of the better against the baser part,
Against the false and wicked, against the tyrant’s sword,
Against the enemies of love, and all that hate the Lord.

O cleansing indignation, O flame of righteous wrath,

Give me a soul to see thee and follow in thy path!
Save me from selfish virtue, arm me for fearless fight,
And give me strength to carry on, a soldier of the Right!

—Outlook.

APOSTROPHE TO THE OCEAN

By Lord Byron

There is a pleasure in the pathless woods,

There is rapture on the lonely shore,
There is society, where none intrudes,
By the deep sea, and music in its roar:
I love not man the less, but Nature more,
From these our interviews, in which I steal
From all I may be, or have been before,
To mingle with the universe, and feel
What I can ne’er express, yet cannot all conceal.

Roll on, thou deep and dark blue ocean, roll!

Ten thousand fleets sweep over thee in vain;
Man marks the earth with ruin,—his control
Stops with the shore: upon the watery plain,
The wrecks are all thy deed, nor doth remain
A shadow of man’s ravage, save his own,
When for a moment, like a drop of rain,
He sinks into thy depths with bubbling groan,
Without a grave, unknell’d, uncoffin’d, and unknown.

TO THE SIERRAS
By J. J. Owen

Ye snow-capped mountains, basking in the sun,

Like fleecy clouds that deck the summer skies,
On you I gaze, when day’s dull task is done,
 Till night shuts out your glories from my eyes.

For stormy turmoil, and ambition’s strife,

I find in you a solace and a balm,—
Derive a higher purpose, truer life,
From your pale splendor, passionless and calm.

Mellowed by distance, all your rugged cliffs,

And deep ravines, in graceful outlines lie;
Each giant form in silent grandeur lifts
Its hoary summit to the evening sky.

I reck not of the wealth untold, concealed

Beneath your glorious coronal of snows,
Whose budding treasure yet but scarce revealed,
Shall blossom into trade—a golden rose.

A mighty realm is waking at your feet

To life and beauty, from the lap of Time,
With cities vast, where millions yet shall meet,
And Peace shall reign in majesty sublime.

Rock-ribbed Sierras, with your crests of snow,

A type of manhood, ever strong and true,
Whose heart with golden wealth should ever glow,
Whose thoughts in purity should symbol you.

SUNSET
By Ina Coolbrith

Along yon purple rim of hills,

How bright the sunset glory lies!
Its radiance spans the western skies,
And all the slumbrous valley fills:

Broad shafts of lurid crimson, blent

With lustrous pearl in massed white;
And one great spear of amber light
That flames o’er half the firmament!

Vague, murmurous sounds the breezes bear;

A thousand subtle breaths of balm,
From some far isle of tropic calm,
Are borne upon the tranced air.

And, muffling all its giant-roar,

The restless waste of waters, rolled
To one broad sea of liquid gold,
Goes singing up the shining shore!

SOMETHING TO LOVE
By William Bansman

There are beautiful thoughts in the day-dreams of life,

When youth and ambition join hands for the strife;
There are joys for the gay, which come crowding apace,
And hang out the rainbow of hope for the race;
There are prizes to gain, which ascend as we climb,
But the struggle to win them makes effort sublime.
Each cloud that arises has fingers of gold,
Inviting the timid and nerving the bold;
Each sorrow is tempered with something of sweet,
And the crag, while it frowns, shows a niche for the feet.
There are charms in the verdure which nature has spread,
And the sky shows a glory of stars overhead,
And the zephyrs of summer have voices to woo,
As well as to bear the perfumes from the dew;
There are gushes of transport in dreams of the night,
When memory garners its thoughts of delight,
And the soul seeks its kindred, and noiselessly speaks,
In the smiles and the blushes of health-blooming cheeks.
There are rapturous melodies filling the heart,
With emotions which nothing beside could impart;
And yet, though this cumulous picture may show
The brightest of joys which ambition would know—
Though the heaven it opens is one of surprise,
All gorgeous with hope, and prismatic with dyes,
Satiety follows these transports of bliss,
And the heart asks a lodgment more real than this;
Like the dove, it will wander, and still, like the dove,
Come back, till it rests upon something to love.

OUT IN THE FIELDS WITH GOD

By Elizabeth Barrett Browning

The little cares that fretted me,

I lost them yesterday
Among the fields above the sea,
Among the winds at play,
Among the lowing of the herds,
The rustling of the trees,
Among the singing of the birds,
The humming of the bees.
The foolish fears of what may happen,
I cast them all away
Among the clover-scented grass,
Among the new-mown hay,
Among the husking of the corn
Where drowsy poppies nod,
Where ill thoughts die and good are born,
Out in the fields with God.

BROTHERHOOD
By Edwin Markham

The crest and crowning of all good,

Life’s final star, is Brotherhood;
For it will bring again to Earth
Her long-lost Poesy and Mirth;
Will send new light on every face,
A kingly power upon the race.
And till it come, we men are slaves,
And travel downward to the dust of graves.

Come, clear the way, then, clear the way:

Blind creeds and kings have had their day.
Break the dead branches from the path:
Our hope is in the aftermath—
Our hope is in heroic men,
Star-led to build the world again.
To this Event the ages ran:
Make way for Brotherhood—make way for Man.

—Copyright by Doubleday, Page & Co., New York, and used by

kind permission of author and publisher.

MORNING
By Edward Rowland Sill

I entered once, at break of day,

A chapel, lichen-stained and gray,
Where a congregation dozed and heard
An old monk read from a written Word.
No light through the window-panes could pass,
For shutters were closed on the rich stained glass,
And in a gloom like the nether night,
The monk read on by a taper’s light,
Ghostly with shadows that shrunk and grew
As the dim light flared on aisle and pew;
And the congregation that dozed around
Listened without a stir or sound—
Save one, who rose with wistful face,
And shifted a shutter from its place.
Then light flashed in like a flashing gem—
For dawn had come unknown to them—
And a slender beam, like a lance of gold,
Shot to the crimson curtain-fold,
Over the bended head of him
Who pored and pored by the taper dim;
And I wondered that, under the morning ray,
When night and shadow were scattered away,
The monk should bow his locks of white
By a taper’s feebly flickering light—
Should pore and pore, and never seem
To notice the golden morning beam.

THE PETRIFIED FERN

Anonymous

In a valley, centuries ago,

Grew a little fern leaf, green and slender,
Veining delicate and fibers tender;
Waving when the wind crept down so low.
Rushes tall, and moss, and grass grew ’round it,
Playful sunbeams darted in and found it,
Drops of dew stole in by night, and crown’d it;
But no foot of man e’er trod that way;
Earth was young and keeping holiday.

Monster fishes swam the silent main,

Stately forests waved their giant branches,
Mountains hurled their snowy avalanches,
Mammoth creatures stalked across the plain;
Nature reveled in grand mysteries:
But the little fern was not of these,
Did not number with the hills and trees;
Only grew and waved its wild sweet way,
None ever came to note it day by day.

Earth one time put on a frolic mood,

 Heaved the rocks and changed the mighty motion
Of the deep, strong currents of the ocean,
Moved the plain and shook the haughty wood,
Crushed the little fern in soft moist clay,—
Covered it, and hid it safe away.
Oh, the long, long centuries since that day!
Oh, the agony! Oh, life’s bitter cost,
Since that useless little fern was lost!

Useless? Lost? There came a thoughtful man,

Searching Nature’s secrets, far and deep;
From a fissure in a rocky steep
He withdrew a stone, o’er which there ran
Fairy pencilings, a quaint design,
Veinings, leafage, fibers clear and fine!
So, I think God hides some souls away,
Sweetly to surprise us, the last day.

SLEEP
By Elizabeth Barrett Browning

Of all the thoughts of God that are

Borne inward unto souls afar,
Among the Psalmist’s music deep,
Now tell me if that any is
For gift or grace surpassing this,—
“He giveth his beloved sleep”?

What would we give to our beloved?

The hero’s heart, to be unmoved,—
The poet’s star-tuned harp, to sweep,—
The patriot’s voice, to teach and rouse,—
The monarch’s crown, to light the brows?
“He giveth his beloved sleep.”

What do we give to our beloved?

A little faith, all undisproved,—
A little dust to over weep,—
And bitter memories, to make
The whole earth blasted for our sake,
“He giveth his beloved sleep.”

“Sleep soft, beloved!” we sometimes say,

But have no tune to charm away
Sad dreams that through the eyelids creep;
But never doleful dream again
Shall break the happy slumber when
“He giveth his beloved sleep.”

O earth so full of dreary noises!

O men with wailing in your voices!
O delved gold the wailers heap!
O strife, O curse, that o’er it fall!
God strikes a silence through you all,
And “giveth his beloved sleep.”

His dews drop mutely on the hill,

His cloud above it saileth still,
Though on its slope men sow and reap;
More softly than the dew is shed,
Or cloud is floated over head,
“He giveth his beloved sleep.”

For me, my heart, that erst did go

Most like a tired child at a show,
That sees through tears the mummers leap,
Would now its wearied vision close,
Would child-like on His love repose
Who “giveth his beloved sleep.”

LABOR
By Frank Soule
Despise not labor! God did not despise
The handicraft which wrought this gorgeous globe,
That crowned its glories with yon jeweled skies,
And clad the earth in nature’s queenly robe.
He dug the first canal—the river’s bed,
Built the first fountain in the gushing spring,
Wove the first carpet for man’s haughty tread,
The warp and woof of his first covering.
He made the pictures painters imitate,
The statuary’s first grand model made,
Taught human intellect to re-create,
And human ingenuity its trade.
Ere great Daguerre had harnessed up the sun,
Apprenticeship at his new art to serve,
A greater artist greater things had done,
The wondrous pictures of the optic nerve.
There is no deed of honest labor born
That is not Godlike; in the toiling limbs
Howe’er the lazy scoff, the brainless scorn,
God labored first; toil likens us to Him.
Ashamed of work! mechanic, with thy tools,
The tree thy ax cut from its native sod,
And turns to useful things—go tell to fools,
Was fashioned in the factory of God.
Go build your ships, go build your lofty dome,
Your granite temple, that through time endures,
Your humble cot, or that proud pile of Rome,
His arm has toiled there in advance of yours.
He made the flowers your learned florists scan,
And crystallized the atoms of each gem,
Ennobled labor in great nature’s plan,
And made it virtue’s brightest diadem.
Whatever thing is worthy to be had,
Is worthy of the toil by which ’tis won,
Just as the grain by which the field is clad
Pays back the warming labor of the sun.
’Tis not profession that ennobles men,
 ’Tis not the calling that can e’er degrade,
The trowel is as worthy as the pen,
The pen more mighty than the hero’s blade.
The merchant, with his ledger and his wares,
The lawyer with his cases and his books,
The toiling farmer, with his wheat and tares,
The poet by the shaded streams and nooks,
The man, whate’er his work, wherever done,
If intellect and honor guide his hand,
Is peer to him who greatest state has won,
And rich as any Rothschild of the land.
All mere distinctions based upon pretense,
Are merely laughing themes for manly hearts.
The miner’s cradle claims from men of sense
More honor than the youngling Bonaparte’s.
Let fops and fools the sons of toil deride,
On false pretensions brainless dunces live;
Let carpet heroes strut with parlor pride,
Supreme in all that indolence can give,
But be not like them, and pray envy not
These fancy tom-tit burlesques of mankind,
The witless snobs in idleness who rot,
Hermaphrodite ’twixt vanity and mind.
O son of toil, be proud, look up, arise,
And disregard opinion’s hollow test,
A false society’s decrees despise,
He is most worthy who has labored best.
The scepter is less royal than the hoe,
The sword, beneath whose rule whole nations writhe,
And curse the wearer, while they fear the blow,
Is far less noble than the plow and scythe.
There’s more true honor on one tan-browned hand,
Rough with the honest work of busy men,
Than all the soft-skinned punies of the land,
The nice, white-kiddery of upper ten.
Blow bright the forge—the sturdy anvil ring,
It sings the anthem of king Labor’s courts,
And sweeter sounds the clattering hammers bring,
Than half a thousand thumped piano-fortes.
Fair are the ribbons from the rabbet-plane,
As those which grace my lady’s hat or cape,
Nor does the joiner’s honor blush or wane
Beside the lawyer, with his brief and tape.
Pride thee, mechanic, on thine honest trade,
’Tis nobler than the snob’s much vaunted pelf.
Man’s soulless pride his test of worth has made,
But thine is based on that of God himself.

LINCOLN, THE MAN OF THE PEOPLE

By Edwin Markham

When the Norn-Mother saw the Whirlwind Hour,

Greatening and darkening as it hurried on,
She bent the strenuous Heavens and came down
To make a man to meet the mortal need.
She took the tried clay of the common road—
Clay warm yet with the genial heat of Earth,
Dashed through it all a strain of prophecy;
Then mixed a laughter with the serious stuff.
It was a stuff to wear for centuries,
A man that matched the mountains, and compelled
The stars to look our way and honor us.

The color of the ground was in him, the red earth;

The tang and odor of the primal things—
The rectitude and patience of the rocks;
The gladness of the wind that shakes the corn;
The courage of the bird that dares the sea;
The justice of the rain that loves all leaves;
The pity of the snow that hides all scars;
The loving-kindness of the wayside well;
The tolerance and equity of light
That gives as freely to the shrinking weed