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Principal's Daily Talking Points for The Trumpet of the Swan, by E.B. White (1970)
- These are scripted “talking points” that a school principal might read aloud each morning (or on chosen mornings) to build and expand interest and enjoyment in The Trumpet of the Swan. A principal might choose from amongst these suggestions, whatever talking points seem most germane.
- The use of the talking points need not be restricted to the principal. They can be used by a homeroom teacher, or librarian, or even at home. The talking points can be edited or amended in any way that a school finds useful. They are here for inspiration.
1) Sam’s journal entries
a) Sam beaver keeps a journal, in which he records the things in nature he has seen or that interest him. At the end of each entry, he always asks himself a question to think about when he goes to sleep. Tonight, when you go to sleep, why don’t you think of a question to think about. I will put a sheet on the ReadAloudVirginia bulletin board outside the main office. Write down your ‘Questions to Think About’ there. That way, everybody can read them. And I might share my favorites over the loudspeaker later in the week.
b) After the cygnets are born, Sam Beaver writes in his journal, “I wonder what I’ll be when I grow up?” If you liked Nature so much, what would you suggest?
2) wildlife anecdotes
a) Sam Beaver knows how to get along in the woods. In order not to alarm the animals, he knows how to walk silently, like an Indian. At the pond, he is able to sit quietly, silenty observing, for quite a long time before any of the animals notice him. This week, let’s see if we can all walk silently and stealthily in the halls - like Sam Beaver. And sometime this week, see if you can be a silent observer: in the lunchroom, on the playground, or even in class. Try to see the world through the eyes of Sam Beaver.
b) If you had gone to sit by the lake to watch the cygnets being born, what would you have brought w/ you?
c) Does it take a certain kind of person to be able to sit patiently, quietly in order to see the eggs hatch? Do you have those qualities?
3) ethics questions
a) Sam Beaver likes to keep things to himself. He even likes to keep some things - like the existence and location of the swans’ nest by the pond - from his father. Do you have anything special and private you like to keep just to yourself? If you care to share now - share it w/ your teacher; or write about it and drop in the principal’s mailbox. You can keep it anonymous if you don’t want anybody to know your name.
b) Sam’s father lets him explore in the woods all by himself. Where are you allowed to explore all by yourself? Write about it, and share your thoughts w/ the principal.
c) Sam and his father like to go camping alone together, w/out Sam’s mother. Is there anything you like doing especially w/ your father - and no else? Or w/ your mother - and no one else? Or w/ any adult figure in your life - and no else? Write about it in your journal. Share your entry w/ the principal if you like.
d) Louis’s father is awfully, uh, talkative. What vocabulary words do you know - or can you discover - to describe Sam’s father? Do you know anyone who likes to talk like that, or that much? Is Louis’s father lovable? Annoying? Or just proud?
e) When Louis’s father first learns that his son can’t trumpet, the first word he uses to describe Louis is ‘defective.’ Is that the word you would use?
f) Later, Louis’s father explains that the word ‘dumb’ has two meanings: mute and stupid. Explain the difference btwn using a word to merely indicate a descriptive truth (mute), and using it to imply a condemnatory judgement (stupid). And that sometimes words can hurt unintentionally, so we should be careful how we use them. E.g. playground caution.
- Louis eventually uses this word ‘defective’ to describe himself (p. 62). But he does not denigrate his self-worth. He accepts his limitation, and strives to overcome it.
g) Do you think Louis’s father gives him good advice about how to handle his trumpet-less-ness (end of Ch. 5)?
h) At the end of Chapter 5, Louis’s father remarks that “Fate is cruel.” Is this true? Why? How should you handle unpleasant things that you can’t control?
i) When Sam Beaver tries to convince his teacher to teach Louis how to read and write, he explains that animals, too, need to be able to communicate. Louis, for example, will not be able to woo a mate, if he cannot communicate. Would your teacher buy this argument, and agree to teach a swan?
j) Louis says that writing a long word is just as easy as writing a short word - it’s more letters, but it’s just letters. Those of you who are learning to write - or, perhaps more importantly, learning to spell - is this true?
k) Before Louis’s father steals the trumpet, he is very concerned about his character. Why? Should he be? Discuss pros and cons of the trumpet theft.
l) When Louis finally gets the trumpet, he has difficulty learning how to play it. Learning a musical instrument can be like that. Have you ever tried something that was difficult at first, but that you kept at until you mastered it? Was Louis’s perseverence worth the effort?
m) When Louis gets to Camp KooKooskoos, a boy named Applegate Skinner says he doesn’t like birds. Should the Camp Director have sent Louis home, just because one boy says he doesn’t like birds?
n) When Louis is debating w/ the Zoo-Keeper in Philadelphia, over whether to make Serena stay or let her go, he ponders the difference btwn “freedom” and “security.” You could do a lot w/ that...
5) creative inspirations
a) Please, please, please: Have somebody play Reveille and Mess Call and Taps.
b) E.B. White also provides the musical notation for Louis’s special composition - “Oh, Ever In the Greening Spring.” See if someone is willing to play that, too.
- Extra: See if someone will compose a melody for Charlotte’s lullaby for Wilbur: p. 104 of Charlotte’s Web.
c) When Louis plays Taps at the end of Chapter 11, the first night at Camp KooKoosKoos, that just happens to be my favorite moment in the book. One could re-read that paragraph. Or your own favorite. Or more than one.
d) Keep a vocabulary log based on all the vocabulary words Louis’s father uses. This can be done individually, or as a class. Obviously the definitions have to be recorded, too.
- E.g. ‘Exalted’ - p. 55
e) Have any of you ever been to Boston? What’s it like? Write a journal entry and drop it in the principal’s box. If I like it, I’ll read it over the loudspeaker later in the week.
f) When Louis is playing the trumpet in Philadelphia, a newspaper describes his playing this way: “Some of his notes are like jewels held up to the light. The emotion he transmits is clean and pure and sustained.” Can you think of any song - or performer - that you feel this way about? Share your suggestions w/ the principal. (Can use public sheet on RAV bulletin board again.)
g) You - or somebody you invite - should read Sam Beaver’s poem - pp. 220-221.
h) What does ‘crepuscular’ mean?