At the fifty-fifth, a loud cry was heard in the street, followed by applause, hurrahs, and some fierce growls.

The players rose from their seats.

At the fifty-seventh second the door of the clubroom opened; and the pendulum had not beat the sixtieth second when Phileas Fogg appeared, followed by an excited crowd who had forced their way through the club doors, and in his calm voice said, "Here I am, gentlemen!"

Yes; Phileas Fogg in person.

At five minutes past eight in the evening

about three and

twenty hours after the arrival of the travelers in London Passepartout had been sent by his master to engage the services of the Reverend Samuel Wilson in a certain marriage ceremony which was to take place the next day.

Passepartout went on his errand enchanted. He soon reached the clergyman's house, but found him not at home. Passepartout waited a good twenty minutes, and when he left the reverend gentleman, it was thirty-five minutes past eight. But in what a state he was! With his hair in disorder, and without his hat, he ran along the street as never man was seen to run before, overturning passers-by, rushing over the sidewalk like a waterspout. In three minutes he was in Savile Row again and staggered breathlessly into Mr. Fogg's room.

He could not speak.

"Yes, yes, yes, yes!" cried Passepartout. "You have made a mistake of one day! We arrived twenty-four hours ahead of time; but there are only seven minutes left!"

Passepartout had seized his master by the collar, and was dragging him along with irresistible force.

Phileas Fogg, thus kidnapped, without having time to think, left his house, jumped into a cab, promised a hundred pounds to the cabman, and, having run over two dogs and overturned five carriages, reached the Reform Club.

The clock indicated a quarter before nine when he appeared. Phileas Fogg had accomplished the journey round the world in eighty days!

How was it that a man so exact and fastidious could have made this error of a day? How came he to think that he had arrived in London on Saturday, the twenty-first day of December, when it was really Friday, the twentieth, the seventyninth day only from his departure?

The cause of the error is very simple.

Phileas Fogg had, without suspecting it, gained one day on his journey, and this merely because he had traveled constantly eastward; he would, on the contrary, have lost a day, had he gone in the opposite direction; that is, westward.

In journeying eastward he had gone toward the sun, and the days therefore diminished for him as many times four minutes as he crossed degrees in this direction. There are three hundred and sixty degrees on the circumference of the earth; and these three hundred and sixty degrees, multiplied by four minutes, give precisely twenty-four hours- that is, the day unconsciously gained. In other words, while Phileas Fogg, going eastward, saw the sun pass the meridian eighty times his friends in London saw it pass the meridian only seventy-nine times. This is why they awaited him at the Reform Club on Saturday, and not Sunday, as Mr. Fogg thought.

And Passepartout's famous family watch, which had always kept London time, would have betrayed this fact, if it had marked the days as well as the hours and minutes!

Phileas Fogg, then, had won the twenty thousand pounds; but as he had spent nearly nineteen thousand on the way, the pecuniary gain was small. His object was, however, to be victorious, and not to win money.

CLASS ACTIVITIES

1. What, do you imagine, was the appearance of Fogg? How would you draw him, if you could draw? How represent Passepartout? How Captain Speedy? In what way are the names suggestive of the persons?

2. What makes you think that this is a purely imaginative story? Is there any event that could not have happened actually as told? 3. What is the difference, approximately, between $60,000 and 20,000 pounds?

4. Volunteer work:

a. Read Jules Verne's Twenty Thousand Leagues Under the Sea, and tell the class how the author predicted the invention of submarines.

b. Read aloud in dialogue form the conversation of Fogg and Speedy; read also the parts on pp. 474-475.

c. Find how quickly a person can travel around the world to-day. d. Imagine that you are Passepartout. Relate to a crowd of your friends the cause of Fogg's error, and how it helped him win his

wager.

THE DIFFERENCE BETWEEN A REALISTIC AND AN
IMAGINATIVE STORY

The

Compare the story of Phileas Fogg with "Laying the Atlantic Cable," P. 449. The latter is a true story; the former, an imaginative one. chief differences between the two are these:

a. One is true to facts as they actually happened; the other makes up or invents happenings that never really occurred.

b. The story true to facts wants the reader to know just how the laying of the cable was accomplished; its purpose is mainly to give information. The story of imaginary happenings has the main purpose of interpreting, of showing the reader interesting characters in critical situations.

Look back over several of the prose selections in Literature and Living and apply to each the principle just stated.

ADDITIONAL READINGS. 1. "The Dream Ship; Halfway Around the World in a Forty-Seven-Foot Life-Boat," R. Stock, in National Geographic Magazine, 40: 1–52. 2. “The Ship that Found Herself," R. Kipling, The Day's Work, 83-106. 3. "Ships," Compton's Pictured Encyclopedia, 7: 3207-3220. 4. “Old-Fashioned Ship Travel,” B. Franklin, Autobiography, chap. 13. 5. "Mariners of Gloucester," J. B. Connolly, in World's Work, 46:585–599. 6. "Battle-Ships and Sea Fights of the Ancients," J. O. Davidson, in St. Nicholas, 20: 216–221. 7. "The Three Caravels of Columbus," J. M. Ellicot, U. S. N., ibid., 20: 383-385.

The glory of ships is an old, old song, since the days when the

sea-rovers ran,

In their open boats through the roaring surf, and the spread of the world began;

The glory of ships is a light on the sea, and a star in the story of

man.

When Homer sang of the galleys of Greece that conquered the Trojan shore,

And Solomon lauded the barks of Tyre that brought great wealth to his door,

'Twas little they knew, those ancient men, what would come of the sail and the oar.

The Greek ships rescued the West from the East, when they harried the Persians home;

And the Roman ships were the wings of strength that bore up the empire, Rome;

And the ships of Spain found a wide new world, far over the fields of foam.

Then the tribes of courage at last saw clear that the ocean was not a bound,

But a broad highway, and a challenge to seek for treasure as yet unfound;

So the fearless ships fared forth to the search, in joy that the globe was round.

Their hulls were heightened, their sails spread out, they grew with the growth of their quest;

They opened the secret doors of the East, and the golden gates of the West;

And many a city of high renown was proud of a ship on its crest.

The fleets of England and Holland and France were at strife with each other and Spain;

And battle and storm sent a myriad ships to sleep in the depths of the main;

But the seafaring spirit could never be drowned, and it filled up the fleets again.

They greatened and grew, with the aid of steam, to a wonderful, vast array,

That carries the thoughts and the traffic of men into every harbor and bay;

And now in the world-wide work of the ships 'tis England that leads the way.

CLASS ACTIVITIES

1. Notice how much history is packed into this short poem. Explain how many centuries are included.

2. Read this poem aloud; then read "Sea-Fever," on p. 468, aloud. In which poem is the rhythm or music of the lines more suggestive of the sea? If you have different opinions, read aloud to support your belief.

3. Volunteer work: Look up in the encyclopedia one of the following and write a report to read to the class: (a) Norsemen or sea-rovers; (b) the Trojan War, especially to find pictures or references to "galleys"; (c) King Solomon or Tyre; (d) the Persian War, especially the place of ships; (e) galleys and galley-slaves; (f) the voyage of Columbus; (g) Vasco da Gama; (h) the Spanish Armada. 4. Class program of ship, sea, and water poems. Find and read one to the class:

a. "The Revenge," Alfred Tennyson.

b. "Old Ironsides," Oliver Wendell Holmes.

c. "D'Auber," Alfred Noyes.

d. "Hervé Riel," Robert Browning.

e. "The Fisherman," John G. Whittier.

f. "The Coast wise Lights," Rudyard Kipling.

g.

"The Viking Ship," Julian O. Davidson, in St. Nicholas, 20: 745. h. “Where Lies the Land," Arthur H. Clough. i. "The Song of the Brook," Alfred Tennyson. j. "The Stormy Petrel," Bryan W. Proctor. k. "The Cataract of Lodore," Robert Southey. 1. 'Song of the Chattahoochee," Sidney Lanier. m. "Flow Gently, Sweet Afton," Robert Burns.