Does our feeling toward the conspirators change? Why? Compare the
opening scene of this play with the corresponding ones in _The Merchant
of Venice_, and _Macbeth_. Which seems to you the most interesting and
the best, regarded as an introduction?
What gave rise to the quarrel in Act IV?
What are the steps in the reconciliation?
For what purpose is Caesar's ghost introduced in Act IV? What other
instances of the use of the supernatural are there in this play? What
purpose do they serve?
Should this play have been called _Marcus Brutus_? Why?
CHARACTERS.--What gave Brutus the great influence that he enjoyed? Could
he think clearly and reason logically? Could he clearly discern facts
in the life about him? Was he a man of sympathetic nature, or was he
cold and unfeeling? Give proof in detail for each answer. What was his
mistake? Is there any evidence that he regretted the part that he took?
Do you think it was possible for him to be thoroughly honorable and yet
not regret this part? What is the lesson of his life?
What acts and words of Caesar, with statements made about him, tend to
belittle him in our eyes? What do Brutus and Antony say of Caesar when
they are alone, speaking freely and without disguise? What words or acts
of Caesar mentioned in the play are expressive of true nobility?
Why did Shakespeare present in one play two impressions of Caesar very
different from each other? Are both correct, or only one, or neither?
Give evidence.
Was Cassius a patriot or a self-seeking politician? Give evidence. How
could he justify the means that he used to win Brutus? In what respect
did he surpass Brutus? What case did he make against Caesar? How far was
he right? What weakness and what strength does he show in Act IV?
How does Antony appear before the death of Caesar? (Note what he does and
says and what others say of him.) What change comes over him after
Caesar's death? Is his agreement with Brutus in regard to Caesar's funeral
an honorable one? Give reasons.
How does he dare to speak so frankly and boldly in the presence of the
conspirators as he does in III, 1, 184-210? Does he conduct himself
throughout the rest of the play as a true patriot? Give evidence. What
were his virtues? Wherein was he weak?
What characteristics of Portia do you discover in II, 1, 261-278,
291-302; IV, 3, 152-156? Compare her with Calpurnia as she appears in
II, 2.
What are the characteristics of the Commoners? Compare them with a
modern crowd such as might gather to see a parade or a celebration.
FORM.--What is the meter of this play? Where do we frequently find an
additional syllable? Illustrate.
What other variations from the normal line help to keep the verse from
becoming monotonous?
Explain the metrical difficulties of the following lines:
"'Speak, strike, redress.' Am I entreated" (II, 1, 55).
"Friends, Romans, countrymen, lend me your ears" (III, 2, 78).
"As a sick girl. Ye gods! it doth amaze me"(I, 2, 128).
Why do you think we have both prose and verse in I, 1?
Why prose in Brutus's speech and verse in Antony's?
Find, if you can, passages that express true patriotism (like II, 1,
52-58), others that express hollow rhetoric (like I, 3, 91-100), and
others that express true and beautiful sentiment.
THE LIFE AND CHARACTER OF THE AUTHOR.--See outline for the study of _The
Merchant of Venice_, p. 72.
OUTLINE FOR THE STUDY OF MACBETH
I. Preparation
A review of the facts about Shakespeare's work and the development of
his art previously studied; a short explanation of the meaning and
purpose of tragedy; and an account of the general belief in witchcraft
in the early seventeenth century, will help to give the class the right
attitude toward the play.
II. Reading and Study
The purpose of the first and second readings is the same as that already
stated in the general plan and in the outline for the study of _The
Merchant of Venice_. The large number of puzzling passages in _Macbeth_
makes the second reading unusually important.
III. Study of the Play as a Whole
SETTING.--Where and between whom were the battles fought in the
beginning of the play?
Where are Inverness and Scone?
About how long a time is involved in the entire play? Which scenes
follow one another without loss of time, and which do not?
From the various hints given, what impression do you get of the
conditions of life in Scotland at the time of the play? (I, 2, 20-24; I,
4, 37-38; III, 2, 22-26.)
How is external nature used to heighten the effect made by the witches?
In what other instances is nature used to heighten the effect? (I, 5;
II, 1, etc.)
PLOT.--What is the purpose of the introductory scene? Compare it with
the opening scene in each of the other plays that you have studied.
At what point is the introduction of the plot, or the "exposition,"
complete?
What evidence is there that Macbeth had planned before the opening of
the play for the murder of Duncan? (I, 3, 51-52; I, 7, 47-53.)
What three incidents help to his success? (I, 4, 42-43; II, 3, 112-113;
II, 4, 25-26.)
By what means does Shakespeare make the murder of Duncan very effective
in moving the audience, even though the actual deed is committed off the
stage?
What facts necessary for the reader to know are brought out in the last
scene of Act II?
What leads Macbeth to the murder of Banquo? (III, 1, 48-72.)
Where does Macduff first come in as a force in the action? (III, 4,
128-129.)
What hints of his part have we had before? (II, 4, 36-38.)
What double purpose had the author in having Macduff's family slain?
To what extent does Lady Macbeth influence action of the play? The weird
sisters? Macduff? Banquo? Macbeth?
Note the steps by which Macbeth rose in fame.
What was the source of Shakespeare's material? Account for the most
important changes that he made.
CHARACTERS.--What sort of man have we reason to believe Macbeth was at
the opening of the play from the position that he held; from what his
wife said of him; from what others said of him; and from his attitude in
the face of his first crime?
What two contrasts are drawn between Macbeth and Duncan in scenes 2 and
4 of Act I? Is it strange that Macbeth had often wished that he might be
king in place of Duncan? Why? Show how the prophecies of the witches
became his temptations. From his soliloquies in Act I, scenes 3 and 4,
what do you judge of his moral sense? What decision has he reached, if
any, before he returns to his wife? In his soliloquy in Act I, scene 7,
what two considerations are keeping him from the murder? What argument
of Lady Macbeth was effective in bringing him to a decision? How do you
account for the fact that he is extremely vacillating in Act I and
fearful in the first part of Act II, while in the battle with the rebels
he was the personification of bravery and decision? What is his state of
mind as soon as the act is committed? What change takes place as soon as
it is discovered? Is his fear of Banquo a reasonable one? What effect of
his crime is apparent in Act III, scene 2? What, if any, further decline
do you note in Act III, scene 4? In Act V how does Shakespeare contrive
to represent Macbeth in a condition of brutality and yet to arouse a
decided human interest in him, and even some sympathy for him? In
Macbeth's several soliloquies throughout the play what mental
characteristic is most prominent? Give examples. To what extent may
Macbeth be taken as a type of ambition? to what extent the type of a
noble soul led downward to destruction? What great truth does his life
illustrate, a truth that we may call the central idea of the play?
What mental qualities does Lady Macbeth show in Act I, scene 5? Why does
she not discuss with herself the pros and cons of the act to be
committed? What fundamental difference does this illustrate between
herself and her husband? Do you think Lady Macbeth's motive for the
murder of Duncan was selfish or unselfish? Give reasons. What sort of
woman do you suppose she was before the play opens? Why? What light does
Act III, scene 2, throw on her character? Does her calmness and
tenderness with her husband after the guests have left the banquet
indicate her wisdom in dealing with him, or the pathetic weakening of
her strong character, or a natural tenderness? Give reasons. What makes
the sleep-walking scene so pathetic? How has the dramatist prepared us
for her breakdown? What, if anything, do you find in her to admire?
Are we to regard Banquo as strong and noble, or blamelessly weak, or
criminally negligent? Why? Compare Banquo and Macduff in order to bring
out the chief characteristics of each.
What striking contrast is drawn between Macbeth and Edward the
Confessor?
FORM.--Illustrate the normal line and the chief variations from it in
_Macbeth_.
How does the number of incomplete lines compare with the number in the
other plays that you have studied?
Find several highly imaginative passages (like II, 1, 49-60); several
that express pathos (like V, 1, 22-86); several that are very condensed
(like III, 2, 13-22). Which of these passages are most characteristic of
this play?
OUTLINE FOR THE STUDY OF COMUS
I. Preparation
A good way to arouse interest in this poem is to give an account of the
popularity of the mask in the days of Elizabeth and James I; the
occasions for which masks were written; the people who wrote them; and
the preparations that were made for presenting them. Some pupil who has
read _Kenilworth_ will be interested to tell of the entertainment of
Queen Elizabeth by the Earl of Leicester. Other matters of interest are
the character of Henry Lawes, his part in _Comus_, and the occasion for
which this mask was prepared.
II. Reading and Study
The first reading should give familiarity with the events related and a
general idea of the philosophical discussions. The second reading will
include a careful study of details; Milton's use of mythology; the stage
setting; the introduction of dances, etc.
III. Study of the Poem as a Whole
CONTENT.--When, where, for what occasion, and before what audience was
this mask presented?
Who were the actors?
Members of the audience often took part in dances, which were a feature
of the mask. Do you find here any indication of such a dance? Find two
places in _Comus_ where dances are introduced to serve the purpose of an
anti-mask, that is, a humorous interlude to afford contrast and
amusement.
What supernatural characters are introduced?
Find passages of compliment to the Welsh, to the Earl of Bridgewater,
and to the Earl's family in the opening speech of the Attendant Spirit.
Find one passage complimenting the musical ability of Mr. Henry Lawes
(494-496), and several complimenting the Lady Alice and her two brothers
(145-150, 244-264, 297-304, 366, etc.).
What idea does Milton bring out in the long dialogue between the two
brothers? between Comus and the Lady?
For what do the several characters stand, if we take the poem as an
allegory? What is the significance of the ugly heads of the monsters? of
the glass of liquor? of the remarkable courage of the Lady in the face
of danger? What is the central idea of the poem?
FORM.--Distinguish between the mask and the regular drama; between the
mask and the opera.
Point out the chief lyrical passages.
Find examples of blank verse, of rhymed pentameter, and of the two kinds
of verse so common in _L'Allegro_ and _Il Penseroso_.
Compare the meter of the dialogues with that of the lyric passages.
Find passages remarkable for beauty of figurative language (like 188-192
and 375-380), others for beauty of sentiment (like 210-220 and 453-463).
THE LIFE AND CHARACTER OF THE AUTHOR.--See outline for the study of
_Lycidas_, page 59.
What impression of Milton's character do we get from _Comus_? What
suggestions do we get here of the best side of Puritanism?
V. THE TEACHING OF THE ESSAY
Like the lyric, the essay represents directly the author's thought and
feeling. It appeals to the understanding, is practical in its nature,
and for these reasons involves less difficulty in teaching; but it is
often less attractive than poetry and frequently deals with matters that
are uninteresting to the average boy and girl. A good essay is
indirectly valuable in affording illustration of the principles of
composition and rhetoric, but it is directly of great value in
stimulating thought and broadening the mind. Nowhere, however, is there
greater need of a wise plan of work, since the teacher must overcome
mental inertia on the part of the pupils, and usually they are not
spurred on, as in novel reading, by their interest in the subject
itself.
The author's purpose is to impart his thought clearly and vigorously.
Here lies the suggestion for any plan of study. If the thought is to be
appreciated the students must understand the matters of which the essay
treats. Furthermore, they must examine the conclusions and note how they
are reached. In this way they will learn to discriminate between opinion
and established fact; between logical and illogical reasoning. Since the
author, in accomplishing his purpose, has paid special attention to
orderly arrangement, to clear and forceful statement, and to a skillful
choice of words, so these matters must be the subject of careful study
on the part of the student. Conscious imitation has its place in
developing the power to write, and it is no less valuable in gaining an
appreciation of an author's style. The study of the essay offers the
best opportunity for imitative work of this kind, since it is the essay
that the student himself, in his school exercises, is continually trying
to write. Care should be taken at this stage of the work not to ask
pupils to discuss matters that are beyond their knowledge.
GENERAL PLAN FOR THE STUDY OF THE ESSAY
I. Preparation
Complete understanding of the matters that the essayist expects his
readers to know usually involves more study than the class have time to
give. Carlyle in his _Essay on Burns_ takes for granted the reader's
familiarity with the poetry of Burns and the facts of his life, while
probably only a few of the pupils who come to the study of this essay
have more than a scanty knowledge of either of these subjects. It
remains for the teacher, then, to select the most important facts and to
bring them before the class by various means as fully as the time will
permit, remembering in the choice and presentation of subjects that it
is of the utmost importance to get the student to approach the new book
with interest and enthusiasm.
II. Reading and Study
A rapid reading by the pupil before the work is taken up in the class
room may or may not be practicable. A safer method, perhaps, is to give
the class a general outline of from five to ten topics, and ask them to
read the essay topic by topic. The recitation period may be used to
follow, in a broad way, the development of the thought.
After the class have thus become familiar with the main ideas of the
essay they will be ready for a second and more careful reading. This
will give the students opportunity for the study of details, for
completing the detailed outline, and for a general discussion of
conclusions, all of which should have for their purpose the appreciation
of the author's thought.
III. Study of the Essay as a Whole
This will include general questions on content, form, and the life and
character of the author.
OUTLINE FOR THE STUDY OF THE SIR ROGER DE COVERLEY PAPERS
I. Preparation
One of the chief causes of the great popularity of _The Tatler_ and _The
Spectator_ at the time when they were published was the truthful
representation of life that they contained. The touches of humor and
satire in the delineation of character and the criticism of the follies
of the day were most fully appreciated by those who were best acquainted
with English life. It would seem, then, that the best way to interest
boys and girls in these papers would be to introduce them briefly but
vividly to the life of England in the days of Queen Anne, by the
treatment of such topics as London, its size, population, and external
appearance; public morals; frivolities of women; lawlessness of young
men; the coffee-houses; newspapers, etc. Ashton's _Social Life in the
Reign of Queen Anne_ and Chapter III of Macaulay's _History of England_
will give the teacher a mass of material upon which he can draw to
supplement the introduction in the text-book. There is danger, however,
that the wealth of material will tempt him to devote too much time to
this preparatory work.
Other topics of value to the pupil are: the founding of _The Tatler_,
its purpose, and its success; how Addison became associated with Steele;
the founding of _The Spectator_; a few facts about Steele and Addison.
II. Reading and Study
If these papers are taken up too much in detail the work becomes
tiresome, but they contain so many references to the customs and manners
of the time, the discussion of so many practical matters, and so many
incidents full of human interest that a careful study is necessary for
an intelligent appreciation of them. Each paper should be considered by
itself; its main idea discovered; the truth of its statements tested;
the sidelights on the character, beliefs, and experiences of the authors
noted (for example, Steele's experiences as a soldier suggested by _The
Journey to London_); and the skill of the writer pointed out in variety
of incident, unity of thought, naturalness and picturesqueness of
narrative. Most of the study will naturally be on the content, but a
certain amount of attention should be given to practice writing in
imitation of Addison's easy but dignified style. For composition work
there are suggestions for description and narration as well as for
exposition and argument. Imitations of certain papers may be extremely
profitable and usually arouse a healthy interest in the content of the
essays as well as in the style.
III. Study of the Book as a Whole
CONTENT.--What follies of the time, or of human nature of all time, are
satirized here? Show how they are satirized.
What views on politics do you find expressed directly or indirectly?
What evidence do you find of the Spectator's Whig prejudices? (See
Papers XII, paragraph 3; XX, paragraph 2; XXI; XXII.)
What views are given on practical questions of life, for example,
management of a house, attending church, economy, etc.?
Do you think a man unfit "for studies of a higher nature" and "uncapable
of any liberal art or profession," likely to succeed "in the occupations
of trade and commerce"? (See Paper VIII.) Discuss the wisdom of a
liberal education for boys who expect to be business men.
Do you suppose the observance of the Sabbath was more necessary, as
Addison seems to imply, for country people than for people in London?
(Paper XI.)
Which do you think Addison preferred, the city or the country? Give
evidence.
Make a list of the eighteenth-century customs and manners referred to in
these papers.
Write an account of the Spectator and Sir Roger at Button's or Will's.
Recast or modernize Paper XIV on _Labour and Exercise_ in such a way as
to adapt its argument to the support of school and college athletics.
What types of character or classes of men are represented by persons in
these papers? Which, if any, do not seem like real persons? Do they
develop, or do they remain throughout as they are first represented? By
what means does the author make us acquainted with them,--by what he
says of them, by what they say themselves, or by what others say of
them?
Do the whimsicalities of Sir Roger make him ridiculous or lessen our
respect for him?
What qualities would such a man find to admire in the "perverse widow"?
Write a paper entitled "Sir Roger at the Play" modeled upon Addison's
paper, but suppose Sir Roger to have seen, instead of _The Distressed
Mother_, Shakespeare's _Macbeth_.
Write a reply from Sir Roger to Will Wimble on receipt of the jack.
Write a letter from the Chaplain to the Spectator announcing the death
of Sir Roger and speaking as he naturally would of his patron.
Write an account of the trouble between Will Wimble and Tom Touchy
referred to in Paper XXVII.
Compare the papers written by Addison with those written by Steele to
determine which author is more successful in introducing characters;
which in portraying the details that make these characters live; which
uses more care in the choice of words and the form of sentences; which
has a more refined and courteous manner; and which shows the more
feeling. Give evidence.
FORM.--Make a topical outline of several papers, for example, XIX, XXI,
XXVI, to show whether or not they have unity.
Do the paragraphs have unity? a clear order of development? Examine the
sentences to see whether they are, in the main, loose or periodic.
Compare this series of papers with some novel, preferably _The Vicar of
Wakefield_, in respect to clearness of setting, delineation of
character, structure of plot, definiteness of purpose, and clearness and
grace of style. What is lacking to make the series a novel?
THE LIFE AND CHARACTER OF THE AUTHORS.--What do we know of Addison's
childhood? his school and college life? his reputation as a student? his
tour of the continent? his entrance into political life? his political
successes? his literary ventures and successes? his marriage? his death?
What traits of character made him loved by his friends? How was he
regarded by his political enemies? In the paper entitled _The Spectator_
what traits are like Addison's own traits? From the Spectator papers
that you have read what do you infer of Addison's power of observation?
his feeling toward the follies of the day? his attitude toward religion?
Contrast Addison's early life with Steele's. Relate the main facts of
Steele's school and college life, his experiences in the army, his first
literary ventures, his popularity in society, his political successes
and disappointments. Compare Steele's traits of character with those of
Addison.
OUTLINE FOR THE STUDY OF IRVING'S SKETCH-BOOK
I. Preparation
Most students have probably read _The Legend of Sleepy Hollow_ and _Rip
Van Winkle_ before entering the high school, and know something about
Washington Irving. To enjoy the other sketches fully one should know
well the man who wrote them, for they are strongly personal. The reader
is to travel with Irving, to see things with his eyes, and to consider
subjects with his good sense and fine taste. One way to approach the
task of teaching the _Sketch-Book_, then, is to assign for re-reading,
or at least for review, the two stories mentioned above, and to awaken a
lively interest in the genial man who wrote them. This may involve
reversing the usual method of studying the author last.
_Washington Irving_ by Charles Dudley Warner, in the American Men of
Letters Series, and _The Life and Letters of Washington Irving_ by
Pierre Irving will furnish abundant and interesting material for both
teacher and student.
What do we know of Irving's parentage? his characteristics as a boy? his
education? his first trip to England? his travels? his friends? his
habits? his return from abroad? his military experience? his first
literary ventures? his long stay in Europe? his literary successes? his
great reception on his return to New York? his life at Sunnyside? his
public services?
II. Reading and Study
These sketches should not be read hurriedly but thoughtfully and, as far
as time will permit, aloud in class. They contain many fine descriptions
which should be used, with the aid of questions and composition
exercises, to keep alert the imagination of the pupils. The following
are a few of the topics that might be used for oral or written work:
_The Author's Account of Himself_
The author's choice of facts. (Why he chose these and did not choose
others.)
The charm of travel in America and in Europe--a comparison and a
contrast.
_The Voyage_
What Irving has omitted in the account of his voyage.
An imaginative sketch of Irving as he may have appeared to one of his
fellow-passengers. (Base the sketch on what Irving says that he did and
saw.)
Descriptive features in the last four paragraphs.
An original account of some voyage.
_The Christmas Sketches_
Irving's purpose in these papers.
The Christmas spirit in England.
Travelling by stage coach.
The coachman--a character sketch.
The coachman at the inn-yard--a description.
Irving's fellow-travelers.
Irving--a sketch by one of the travelers.
Arrival at Bracebridge Hall.
The squire--a character sketch.
The festivities of Christmas eve.
The family at supper.
Prayers on Christmas morning.
The church service.
The parson.
The pleasures of the day.
The dining room when the boar's head was brought in--a description.
The wassail bowl.
After-dinner sports.
The mask of Christmas.
An original account of some Christmas holiday.
_Rural Life in England_
What Irving actually saw that suggested the comments in this essay.
The conclusions that he drew from his observations.
Rural life in England, as Irving saw it, compared with rural life in
America.
Going to church--an imaginative sketch based on Irving.
_The Country Church_
The rich man's arrival at church--a description.
The audience at worship--a description.
A country audience in America--a sketch from real life.
The nobleman and the newly rich--a contrast.
A detailed outline of Irving's account of the two families.
_Westminster Abbey_
Time and circumstances of the visit and the mood of the visitor.
What Irving saw in the abbey (omit the musings).
Reflections suggested by the visit.
History of the building.
_The Mutability of Literature_
The setting for Irving's discussion of literature.
A summary of Irving's thought on the changing of.
_The Art of Book-making_
Adventures in the British Museum.
The meaning of Irving's dream.
How far is it honest for schoolboys and schoolgirls books for their
essays?
_Stratford on Avon_
An evening with Irving at the Red Horse Inn.
The Shakespeare House.
A visit to Shakespeare's grave.
The groves and park about Charlcote.
The "great hall."
An original account of a visit to the home of an author, or to a place
of historic interest, or of natural beauty.
_The Angler_
Irving's fishing excursion.
A stroll along the banks of the Alun.
The fisherman philosopher.
III. Study of the Book as a Whole
CONTENT.--What attractive features of country life in England does
Irving represent?
Compare them with attractive features of country life in America.
Examine the sketches where the scene is laid in the city to see whether
Irving wrote with equal appreciation of city life.
Irving's interest in antiquities.
Compare Irving's essays with Addison's in respect to descriptions of
country life; city life; discussions of practical questions;
representation of character; philosophy of life; purpose in writing.
FORM.--Examine Irving's method of describing a person, for example,
Master Simon in _Christmas Eve_, and compare it with Scott's procedure
in _Ivanhoe_.
Examine his description of the inn kitchen in _The Stage-Coach_ and
compare with one of your own on a similar subject.
Study the paragraphs in _Rural Life in England_ to discover whether or
not there is in each one a topic sentence and a regular method of
development.
OUTLINE FOR THE STUDY OF FRANKLIN'S AUTOBIOGRAPHY
I. Preparation
The interest of such a book as Franklin's _Autobiography_ does not lie
in poetic language and rhetorical figures, but in the human interest
shown in this record of a man's life. The teacher's aim, then, will be
to fix in the minds of the students the essential facts of Franklin's
life; their relation to one another; his connection with the advancement
of society and with the achievements of our country; and the traits of
his remarkable character. The approach to this study will most naturally
be through what the students already know of Franklin's achievements and
of his connection with history. These facts gathered from the class can
be supplemented by others judiciously chosen for the purpose of making
real the time in which Franklin lived, and of arousing an interest in
the man himself.
II. Reading and Study
The student will have little or no difficulty in following the narrative
of these pages, and with the aid of topics can be held strictly to
account for the mastery of essential details. A good way, at first, is
to assign, with the chapter for home reading, a list of topics to be
studied, and later to require the pupils themselves to make out similar
lists. The analysis of chapters is in itself valuable exercise and the
use of topics for oral quiz and discussion is probably the best way for
the daily study of such work. It is not desirable, however, that the
analysis be too minute, or that it be carried so far as to kill the
interest in the reading.
III. Study of the Book as a Whole
The purpose of this comprehensive study is two-fold: first, to group
together in their proper relation the essential facts of the life and
development of the man; and, second, to fix important matters and
characteristic incidents. The following are a few topics and questions
suggested for this study:
What were Franklin's achievements in business? in science? in
literature? in military service? in diplomatic service? in public
improvements?
Give the facts of his education, including his training, his private
reading and study, and his broader education that came from association
and travel.
For the advantages of his education how much did he owe to his parents
and the circumstances in which he chanced to find himself as a boy? How
much to fortunate association with wise men? How much to his own wise
and persevering efforts?
Tell what you can of his ancestors, and discuss how much he owed his
success to heredity.
How did Franklin manage men, get them to think as he did, and do what he
wished? Illustrate by incidents.
What traits of character were in the main responsible for his
attainments in each of the lines in which he gained a distinct success?
Mention a few of the most important principles of his homely philosophy.
Give incidents from his own acts to show whether or not he practised
what he preached.
OUTLINE FOR THE STUDY OF CARLYLE'S ESSAY ON BURNS
I. Preparation
Some of the following topics call merely for statements by the teacher;
some for a special report; and others for class study. The more familiar
the class are with the poetry and the life of Burns the more profitable
will be their study of this essay.
The Scotchman's remarkable love for Burns.
The popularity of many of Burns's songs and poems.
Reading and study of some of Burns's poems.
A study of the important facts of Burns's life.
Who Carlyle was.
His interest in Burns.
Circumstances of writing this essay.
The assumption of the author with reference to the knowledge of his
audience.
II. First Reading
An outline like the following will be helpful in getting the thought
with the first reading:
The purpose of biography pp. 55-60
General estimate of Burns pp. 60-66
Burns as a literary man pp. 66-98
Burns as a man pp. 99-134
A plea for breadth and generosity in our
estimate of the man pp. 134-136
III. Second Reading
It is so difficult for students to gain a mastery of the thought that
the second reading must be slowly and carefully done.
IV. Study of the Book as a Whole
CONTENT.--What is the theme of the essay?
Trace the development of the theme by means of a full topical outline.
Has the essay unity?
Upon what is based the claim that Burns was a great poet?
What are the elements of his greatness?
From the three paragraphs (pp. 80-84) the first of which begins: "In
fact, one of the leading features in the mind of Burns is this vigour of
his strictly intellectual perceptions," would Carlyle have us believe
that Burns had a strong character? To what extent, if at all, did he
have a strong character?
Is it true that there was "but one era in the life of Burns, and that
the earliest"? (see p. 99).
To what extent was his life a failure?
What were the causes of his failure? What share of the blame belongs to
his friends and acquaintances?
To what extent was his life a success?
FORM.--Basing your answers on a few specific paragraphs, tell what you
find about the unity of the paragraphs, the clearness of their
development, regularity of sentence structure.
Do you find the words specific or general? forceful and full of feeling,
or conventional?
How much use is made of figurative language?
Does the style seem finished as though the work had been revised with
care, or rough as though written at white heat and not revised?
Illustrate.
THE LIFE AND CHARACTER OF THE AUTHOR.--What do we know of Carlyle's
parents? his education? the simplicity and severity of his early life?
his perplexity in choosing his life work? his friendship with Edward
Irving? his early manhood struggles with doubt, poverty, and sickness?
his courage? his faith in himself? the slow recognition of his work?
his literary successes? his life in London? his friends? his last years?
What characteristics made Carlyle disagreeable to live with?
What characteristics made him enthusiastically admired by a multitude of
men?
What did Carlyle see in the life of Burns to attract him so strongly?
Why does it seem somewhat remarkable that he should have written
sympathetically of Burns?
Point out passages in this essay that indicate that Carlyle was a man of
deep emotion, of sympathy, of sincerity, of strong moral force.
OUTLINE FOR THE STUDY OF MACAULAY'S LIFE OF JOHNSON
I. Preparation
The more a student knows of life in London during Johnson's time, and
especially of the life of literary men, the more he will get from this
essay; nevertheless, it is interesting in itself without that knowledge.
It is probable that any boy or girl who takes up the book will have read
_The Vicar of Wakefield_, or at least have studied the life of Goldsmith
and have learned of the "Literary Club." To review some of the facts
about the members of this club and about the life in London at that time
will be comparatively easy, but to attempt more before reading the
essay does not seem necessary.
II. Reading and Study
The first reading should enable the student to make a simple outline to
be filled in later. The teacher might take part of the recitation
periods to introduce the class to Boswell's _Life of Johnson_.
The second reading should make the class thoroughly familiar with the
matters treated in the essay and with the important features of
Macaulay's style.
III. Study of the Book as a Whole
The students should be required to write in their notebooks outlines and
short paragraphs on topics based on the essay. Most of the following
topics have been used for this purpose:
CONTENT.--The story of Johnson's life; boyhood and education, his thirty
years of struggle, his mature years, his decline and death.
His appearance.
Hindrances to his success--in the time in which he lived, in his
surroundings, in himself.
Preparation for his life work: inherited tastes and tendencies, his
education, circumstances by which he was surrounded.
His friends and associates: patrons, friends in his poverty, friends in
his success, his dependents.
His writings: political, critical, poetical, biographical miscellaneous.
(Mention the separate writings in each division, characterize his work,
and compare his success in one line with that in another.)
Johnson's travels.
Johnson the writer and Johnson the talker.
The Literary Club.
Macaulay's treatment of Boswell.
A detailed outline of the essay.
A character sketch of Johnson showing the weaknesses as well as the
strength of his character.
RHETORICAL FEATURES.--Examine the opening sentence in each of the
paragraphs, pp. 57-69, to see how Macaulay secures coherence in his
essay.
Examine the paragraphs on pp. 64-66, to find the plan of structure.
Find passages in this essay where Macaulay aims to secure emphasis by
the use of the following devices: inverted order in the sentences, the
use of particular terms where the general would be more accurate, the
use of superlatives, striking comparisons, repetition of ideas,
contrast, balanced expressions, succession of short sentences, biblical
language.
Define the following words and use them in sentences: railed, maundered,
coxcomb, parasite, conclave, turgid, folio, overture.
THE LIFE AND CHARACTER OF THE AUTHOR.--What do we know of Macaulay's
childhood? his precociousness? his education? his tastes and
acquirements while at college? his entry into politics? his
parliamentary life? his life in India? his literary work? his habits?
his principles?
As we compare him with other literary men what were his special talents?
his limitations?
Compare him with Carlyle with reference to character, if you have
studied the _Essay on Burns_.
What characteristics of Macaulay can you trace in this essay?
OUTLINE FOR THE STUDY OF BURKE'S SPEECH ON CONCILIATION
I. Preparation
This work is usually found to be the most difficult book of the course
in English; yet in the opinion of many the results of its study are most
valuable. The fact that it is difficult leads the teacher to exercise
great care in planning his work, especially in the matters that he
presents to his class in preparation for the actual reading. The first
difficulty lies in the fact that pupils are only vaguely acquainted with
the conditions to which Burke constantly refers. The long story of the
quarrel between the Colonies and the Mother Country is known to them in
a superficial way. Any exhaustive study of the history of the time is
out of the question; so, unless the class have been studying history
recently enough to make a rapid review profitable, the best plan seems
to be to assign definite topics for individual study and class report.
The following is a suitable list for this purpose:
The Navigation Acts--what they were, their purpose, and the ways in
which they were violated.
Renewed attempt, after the Treaty of Paris, to regulate colonial
commerce.
Grenville's New Act of Trade, Stamp Act, and Quartering Act.
The Stamp Act Congress in New York in 1765.
The Townshend Acts.
Opposition of the colonies led by Massachusetts, to Parliament's right
to tax them.
The Boston Massacre.
The Hutchinson Letters.
The Boston Tea Party.
The Boston Port Act, The Massachusetts Government Act, and The
Administration of Justice Act.
Lord North's Plan for conciliating the colonies.
The New England Restraining Bill ("The Grand Penal Bill").
An interesting introduction to the man Burke is found in Green's _Short
History of the English People_, Chapter X.
II. First Reading
While the class is at work studying the historical topics, a part of
the recitation period may profitably be spent in reading aloud the
speech itself. Some teachers have been most successful in having the
entire speech read aloud during successive recitations while the members
of the class were looking up historical topics or doing other
preliminary or supplementary work. At all events, the oral reading of a
considerable portion of the speech at some time or other is strongly to
be advised.
The purpose of the first reading is to make clear Burke's plan, and to
arouse the imagination so that the student may enter into the spirit of
the occasion. To that end the main divisions of the speech should be
noted by the pupil and the propositions of the principal arguments set
down for use later in making a detailed brief.
Introduction: pp. 37-45.
Main Argument: pp. 46-96.
Conclusion: pp. 96-110.
Refutation: pp. 110-123.
Peroration: pp. 124-127.
A. England ought to concede; for
I. The population is too large to be
trifled with. pp. 46-47
II. The industries even more than the
population make the colonies important. pp. 47-55
III. The use of force is unwise (refutation). pp. 55-57
IV. The temper and character of the
colonists make conciliation advisable. pp. 57-65
V. Our policy of coercion has endangered
the fundamental principles
of our government pp. 65-69
VI. Concession is a necessity pp. 69-79
B. What the Concession ought to be.
I. It must satisfy the colonists on the
subject of taxation pp. 79-82
II. It should admit them into an interest
in the English Constitution pp. 82-95
III. Satisfaction is possible without admitting
the colonies into Parliament. pp. 95-110
III. Second Reading
This reading should be accompanied with a careful and detailed study,
both of thought and form. There seems to be a general agreement that a
detailed brief should be studied; but some prefer to have the brief more
or less fully worked out by the teacher, while others maintain that
much, if not most, of the value of such practice is lost unless the
student actually works it out for himself. The former hold that students
make sorry work of it unless they have a great deal of help, and that
the results are not commensurate with the time and effort expended. On
the other hand, an honest and earnest effort on the part of the
students to work out for themselves the detail of the argument, even
though they are not all equally successful, is so valuable that a good
deal of time and effort may well be devoted to it. If the class can work
out in the first reading, even with much help from the teacher, the main
propositions of the brief as they are given above, they can be expected
to work out most of the details without much difficulty.
Another very important and valuable line of study in Burke's writings is
the significance of his language. The meaning of such words as
_fomented_, _mace_, _bias_, _sensible_, _dissidence_, and the
significance of such phrases as _auction of finance_, _ransom by
auction_, _taxation by grant_, _touched and grieved_, repay careful
study. The study of from fifty to a hundred such words and phrases,
carefully selected by the teacher, will do much toward familiarizing the
students with Burke's thought, and with his habit of mind. In addition
to this detailed study, and in connection with it, there should be
frequent review of the main arguments in their logical order. In this
way the student, while adding to his knowledge of the argument in
detail, will be acquiring a larger grasp of the argument as a whole.
Finally, there is abundant opportunity here for the study of rhetorical
features: the orderly arrangement of thought in the paragraphs, the
series of short sentences, the long sentences, biblical language,
epigram, paradox, rhetorical question, figurative language, etc. A
comparison with Macaulay's essays will add interest and profit to the
study.
IV. Study of the Book as a Whole
CONTENT.--Why did Burke apologize for presenting his plan?
What comparison did he draw between his own record and that of
Parliament on the question of colonial policy?
Why did he make this comparison?
What is the purpose of paragraph beginning on p. 51, l. 3; on p. 52, l.
24?
Find several statements that Burke has supported with indisputable
evidence; for example, comparisons of exports (pp. 48-53).
Find several statements where he gives no direct evidence, for example,
the facts about the population of the colonies (p. 46), statements about
the religion of the colonists (p. 60).
Why has he not given evidence for all? When may we make statements in
argument without supporting them with evidence?
Is the fact that admitting Ireland, Wales, Chester, and Durham into the
constitution has proved successful any proof that a similar plan will
succeed in America?
How does Burke make his argument effective?
Was Burke's purpose in speaking of the "profane herd of those vulgar and
mechanical politicians" (p. 126) to arouse righteous anger against a
certain class, to flatter his audience, or did he have some other
purpose?
RHETORICAL QUESTIONS.--In the first fourteen paragraphs (pp. 37-46) show
how Burke states his theme, seeks to overcome opposition, and tries to
gain a favorable reception for his plan.
Discuss the peroration as a fitting conclusion in length, thought, and
language.
Find illustrations of argument by example, argument by elimination,
deductive argument.
State two or three of Burke's arguments in the form of a syllogism.
Find examples of climax; of contrast; of parallel structure; of biblical
language.
What evidence do you find here of Burke's wide learning? philosophical
turn of mind? conservatism? moral earnestness?
Find passages that indicate the oratorical character of this work.
Find illustrations of epigrams, practical maxims for men in public life.
Verify the statement that the secret of Burke's richness of thought
"consisted to a large extent in his habit of viewing things in their
_causes_ and tracing them out in their _results_."
Find several passages that illustrate Burke's power of imagination.
Find illustrations of colloquial expressions like "such a pass," "have
done the business," etc. Find also illustrations of poetic expressions
quite the opposite of these.
Examine carefully the structure of several paragraphs, for example,
those beginning with l. 4, p. 70; l. 19, p. 70; l. 27, p. 72; l. 26, p.
90; l. 29, p. 95; l. 16, p. 96. Find the topic sentence, if there is
one; show how the other sentences are related to it and to one another;
show how the principles of mass and proportion have been followed; note
the logical order of thought and the means for securing a close
coherence.
THE LIFE AND CHARACTER OF THE AUTHOR.--Find out what you can of Burke's
childhood home; his education; his early tastes and tendencies; his
early experiences in London; his entrance into politics; his reputation
in public affairs; his home life; his attitude toward the French
Revolution; his characteristics as an orator; the endurance of his work
in government and literature. Write a character sketch of Burke, drawing
upon this speech for illustrations wherever possible.
OUTLINE FOR THE STUDY OF EMERSON'S ESSAYS
Emerson did not write for children. His essays are intended for those
who have at least some maturity of mind, and the will to think. It is
evident that if the essays are to be studied in high school they should
be undertaken only by advanced classes. But there are many in our high
schools who will be able to understand enough of Emerson's thought to
make a study of his essays exceedingly profitable. It will require good
judgment on the part of the teacher to determine which topics should be
thoroughly mastered, and which should be lightly touched upon, for no
one will doubt that the high school is not the place for a thorough
study of such essays.
I. Preparation
If the class has studied Carlyle or Ruskin, it will be well to begin
with a comparison of these two men with Emerson in order to show the
latter's place as a self-appointed teacher and his motives in presenting
to his audience such matters as he discusses in his essays and
addresses. A brief study of the life and character of Emerson will help
us to understand his message. Before assigning one of the essays for
study the teacher should provide for the class a brief outline or
analysis, and explain the general thought which it contains. The thought
is often so difficult to follow that it is unwise to require the pupil
to make his own outlines.
II. Reading and Study
With the aid of an outline or analysis the first reading should enable
the student to get a fair understanding of the essay as a whole. He
should know the theme and what it means, the author's plan and method of
development.
The second reading should be taken up with as much attention to detail
as the maturity of the class makes advisable. Care should be observed
that in the study of details the larger unit be not forgotten. To this
end the teacher, by frequent review, should make sure of a thorough
mastery of the outline, and by questions should bring out the connection
between details and main propositions. Parrot work, to which there is a
strong temptation whenever hard thinking is called for, can be avoided
by requiring the pupil to state in his own words the main ideas, which
Emerson frequently embodies in epigrammatic form.
III. Study of Each Essay as a Whole
_The American Scholar_
What is the theme of this essay?
What distinction does Emerson make between "the farmer" and "Man on the
farm," between "the scholar" and "Man Thinking"?
Emerson speaks of the education of the scholar by nature, by books, and
by action. Develop his idea of education by nature. What does Lowell say
of the influence of nature on man in the early part of _The Vision of
Sir Launfal_?
How does Emerson think the scholar should be educated by books? Explain
his meaning in the following expressions about reading: "Yet hence
arises a grave mischief" (p. 39); "Books are for the scholar's idle
times" (p. 42); "One must be an inventor to read well" (p. 43).
To what extent is Emerson's idea of the use of books applicable to the
high school student?
What is meant by "education by action"? Explain the following: "Only so
much do I know, as I have lived" (p. 45), and "Life is our dictionary"
(p. 47).
What are the duties of the scholar and how are they comprised in
self-trust? (p. 49).
"In self-trust all the virtues are comprehended" (p. 52). Discuss this
statement, showing what is meant by self-trust, what virtues are
comprehended in it, and what virtues, if any, are not comprehended in
it.
What new spirit in literature is noted on pp. 58 and 59?
Where, besides in literature, does Emerson find the same spirit?
Did he regard his own age as a fortunate or unfortunate one for living?
Why?
Summarize the concluding paragraph.
_Self-reliance_
What is the theme of this essay?
What leading idea in this essay was also in the last?
What conclusion does Emerson draw from the fact that children and youth
are independent and unaffected in their opinions?
Why do they change as they grow older?
Explain the meaning of the following: "Society everywhere is in
conspiracy against the manhood of every one of its members" (p. 69).
"Whoso would be a man, must be a nonconformist" (p. 69).
Account for Emerson's scornful reference to "popular charities" (p. 71).
Show how our consistency is "a terror that scares us from self-trust"
(p. 75).
What virtue does one need to have to be able to scorn consistency? (p.
77, l. 1).
What fault does Emerson find with hero worship? (p. 80).
What are intuitions?
Whence do they come?
Show clearly how Emerson bases his belief in self-trust on his belief in
intuitions.
Why does he scorn the custom of traveling?
What do you think are the advantages of foreign travel?
Write on "The right spirit and the wrong spirit in foreign travel."
What conclusion does Emerson lead to from a consideration of reliance on
society? on government? on property?
Why do we dislike a conceited man? Compare a conceited with a
self-reliant man.
Make a collection of the epigrammatic sayings in this essay that you
think are worth remembering.
_Compensation_
What is the theme of this essay?
Illustrate the meaning of the law of compensation by referring to its
working in nature, in human life, in government.
What did the Greeks mean by their goddess Nemesis?
Show the folly of trying to escape this law, by pointing out how it
invariably works in the results of deeds of crime, of acts of honest
labor, of deeds of love.
Explain the following statements and give illustrations:
"But for every benefit which you receive, a tax is levied" (p. 124).
"The history of persecution is a history of endeavours to cheat nature"
(p. 129).
What is Emerson's answer to the thoughtless who say: "What boots it to
do well?... if I gain any good I must pay for it; if I lose any good I
gain some other"? (p. 130)
Explain "Nothing can work me damage except myself" (p. 132).
What compensations are there for our calamities?
Show how this law of compensation is illustrated in the acts of some of
the characters that you have studied in fiction: for example, Shylock,
Ivanhoe, Isaac, Portia, Godfrey Cass, Silas Marner.
_Friendship_
What is the theme of this essay?
How is friendship different from companionship?
How do friends enlarge and improve us?
Why often do "Our friendships hurry to short and poor conclusions"? (p.
145).
What are the two elements that go to the composition of friendship?
Illustrate each.
What is Emerson's idea about the possibility of helpful conversation
where more than two take part?
Discuss, to show the measure of truth that it contains.
What, in the persons themselves, is necessary for the most helpful
conversation?
To what extent is it true that "friends are self-elected"? (p. 154).
What are the requirements for perfect friendship? (pp. 154-157).
Why would Emerson do with his friends as with his books? (p. 158). (See
_The American Scholar_, pp. 38-44.)
Do you think that he would have us become recluses? Would he have us
make no friendships except ideal ones? Try to summarize the truth of
this essay in your own words for those of your own age.
_Prudence_
Explain and illustrate the meaning of prudence.
What is the theme of this essay?
What reason does Emerson give for discussing it?
Explain his classification in paragraph beginning "There are all degrees
of proficiency" (p. 164).
How does the cultured man's view of prudence differ from that of the man
who lacks culture?
By referring to the comedies that you know, verify the statement, "The
spurious prudence ... is the subject of all comedy" (p. 165).
What are the "petty experiences which usurp the hours and years"? (p.
167). How are we instructed by them?
How does nature punish neglect of prudence?
Name some of the imprudences of men in general, of men of genius, of
scholars (pp. 171-173).
What is the result of such imprudence?
Why is prudence called a _minor_ virtue? (p. 175).
To what conclusion does the discussion lead?
_Shakespeare; or, The Poet_
What is the theme of this essay?
Explain fully the meaning of originality.
What is more important in a man of genius than originality? Illustrate.
In Shakespeare's youth how were dramatic entertainments regarded?
What material did Shakespeare find at first to work upon?
What were the great sources of his material in the plays with which you
are familiar?
Have other writers felt free to borrow as they pleased?
What is their justification?
Explain the meaning of: "It is easy to see that what is best written or
done by genius in the world, was no man's work" (p. 191).
What have scholars and Shakespeare societies found out about
Shakespeare? How did his contemporaries regard him? Explain:
"Shakespeare is the only biographer of Shakespeare" (p. 198), and "He is
the one person, in all modern history, known to us" (p. 200).
What do we learn of him through his works?
Sum up the author's idea of Shakespeare's creative power, representation
of life, power of expression, cheerfulness, imperfection.
_Gifts_
What is the theme of this essay? What motives prompt people to give
gifts? Which ones are right? Which wrong? What things are suitable for
gifts? What are _most_ appropriate? What danger is there in giving those
things that are substantial benefits? Are beautiful things better for
gifts than useful ones? Why? "He is a good man who can receive a gift
well" (p. 214). Explain.
Discuss the good and the evil of our custom of Christmas giving.
Discuss Carlyle's statement: "It is a mortifying truth, that two men, in
any rank of society, could hardly be found virtuous enough to give
money, and to take it as a necessary gift, without injury to the moral
entireness of one or both." _Essay on Burns_ (pp. 121-122).
THE LIFE AND CHARACTER OF THE AUTHOR.--What do we know of Emerson's
ancestry? his childhood? his education? his experience as a teacher? his
work as a minister? his travels in Europe? his friendship with
distinguished men? his connection with Transcendentalism? the chief
difference between him and other Transcendentalists? his success as a
lecturer? his connection with Harvard College? his home life? the
central idea in all his teaching? his service to his generation?
OUTLINE FOR THE STUDY OF WEBSTER'S FIRST BUNKER HILL ORATION
Much may be expected from the study of this oration. It is one of the
few books required for careful study. It will be taken up late in the
high school course, when pupils are maturing rapidly. It is distinctly
American, the work of probably our greatest orator. But it is not
difficult; the meaning is not puzzling, the structure is simple. The
teacher may reasonably require of his pupils great familiarity with the
divisions of the speech, with the thought of each, and with the
language.
I. Preparation
The preparation necessary for the first reading is very slight. If the
imagination of the student can be aroused, so that the occasion on
which the Oration was delivered can be made to seem real and full of
interest, he will read to better advantage. Webster's audience must be
imagined, the number of people present, the different classes: the
veteran, the old resident who saw the battle, the children and
grandchildren of those who fell, and the distinguished visitor from
France. A picture of Webster with some hints of his great reputation
will help to complete the scene.
II. Reading and Study
The first reading should, if possible, be assigned for one lesson so
that the class may read the oration at a single sitting.
The second reading should be accompanied by memory work, the preparation
of an outline, the writing of compositions (some intended for speaking),
and the study of introduction, conclusion, and climaxes.
III. Study of the Oration as a Whole
CONTENT.--A description of the scene from the point of view of Webster.
The same from the point of view of one of the listeners.
How did the orator try to arouse the interest and emotion of his
audience in his introductory paragraphs?
Webster's ideal for the monument.
The emotions that Webster appeals to in his address to the veterans.
The character of Warren.
The example of Salem when the port of Boston was closed.
The spirit that bound the colonies together in their struggle.
Lafayette's part in the Revolution.
"A chief distinction of the present day is a community of opinions and
knowledge amongst men in different nations, existing in a degree
heretofore unknown."
Compare our own day with Webster's in this respect.
The causes of the French Revolution compared with those of the American
Revolution.
Excesses of the French Revolution.
What reasons can you find for the almost entire lack of such excesses in
our own?
The story of the Greek Revolution, 1820-29.
When and why had the Spanish colonies in South America revolted?
What conditions among these colonies gave Webster some doubt of their
great success?
To what extent has history shown his doubt to be well founded?
The conclusion of the Oration, its idea and its appeal to the feelings.
FORM.--The purpose of the introductory paragraphs. Compare, if possible,
with that of some other introduction.
Discuss Lodge's statement that this Oration is "a succession of eloquent
fragments."
Between which of the main divisions, if any, is there a clear connection
in thought?
Between which, if any, is there a transition paragraph?
Choose a number of paragraphs, for example, 8, 9, 12, 21, 28, 29, and
make an analysis to discover the topic sentence, if there is one, and
the method of development.
What figure of speech is strikingly illustrated in paragraphs 13 and 14?
Examine the most emotional passages like paragraphs 12-17 to note the
sentence structure and choice of language.
THE LIFE AND CHARACTER OF THE AUTHOR.--What do we know of Webster's
parentage? his boyhood? his college life? his experience as a
schoolmaster? the beginning of his career as a lawyer? his rapid
success? his first term in Congress? his success as an orator? the
importance of his work on the Dartmouth College case? his position on
the great questions between North and South? the effect on his
reputation of his Reply to Hayne? the effect on his reputation of his
seventh of March speech? the great traits of his character?
Relate some of the anecdotes that illustrate his chief characteristics.
OUTLINE FOR THE STUDY OF WASHINGTON'S FAREWELL ADDRESS
I. Preparation
A careful study of this address should include familiarity with the
matters discussed and an analysis to show the structure of the essay.
The most natural preparation for the first reading will be to recall the
time and circumstances of the address, and to tell what part Madison and
Hamilton had in preparing it.
II. Reading and Study
The first reading should be done, if possible, at a single sitting, and
should enable the student to get the main points of the address and to
appreciate the way in which Washington regarded the people.
The second reading should be made with special attention to the
preparation of a detailed outline; to an analysis of the thought; and to
a study of the paragraph structure.
III. Study of the Address as a Whole
CONTENT.--What were Washington's reasons for declining a third term?
Are they such that all our presidents should follow his example?
Explain what Washington meant by a "unity of government."
Give the various reasons that the people ought to have for cherishing
this idea of unity.
What does Washington say about sectionalism?
To what extent had the country already suffered from it?
Discuss party-spirit,--its nature, its tendencies, its good compared
with its evil.
Compare Washington's remarks with Addison's discussion on party-spirit
in the _Sir Roger de Coverley Papers_.
Do we now suffer from any of the evils that Washington points out as
resulting from party-spirit?
What relation do religion and morality bear to each other and to
government?
How would Washington have us deal with foreign powers?
To what extent do we in our day follow his ideal?
What was his advice concerning political connection with foreign
nations?
To what extent do we follow it?
FORM.--Summarize the introductory paragraphs, compare them with the
introduction in Webster's _First Bunker Hill Oration_, and note the
difference in purpose and method.
What is the purpose in paragraph 7?
Find other paragraphs in the address that have a similar purpose.
Examine several paragraphs (for example, 9, 10, 16, 17), note the topic
sentence, if there is one, and the methods of development.
Compare this address with Webster's _First Bunker Hill Oration_ with
respect to the logical connection of the main topics, the choice of
language, and the effectiveness of the conclusion.
[1] _The Life of Sir Walter Scott_, by J. G. Lockhart, London, 1898.
[2] See suggestions for teaching "The Lay of the Last Minstrel," in _The
Teaching of English_, by Percival Chubb, pp. 161-166.
[3] Though there may be some doubt as to whether _The Deserted Village_
is strictly a lyric, the plan of study will naturally follow that of
lyric poetry.
APPENDIX
COLLEGE ENTRANCE EXAMINATIONS IN ENGLISH
COLLEGE ENTRANCE EXAMINATION BOARD
(1905)
A--Reading and Practice[4]
_Select one subject from each of the following groups and write upon
each a composition at least two pages in length. Be careful to keep to
the subject. Pay special attention to the structure of sentences and
paragraphs._
GROUP I
1 A scene from _Ivanhoe_ in which one of the following characters is
a principal figure: Robin Hood, Friar Tuck, Wamba, Rowena, Isaac of
York.
2 The Vicar finds Olivia.
3 The scene as it might have appeared to one standing just outside
the castle gate, as Sir Launfal emerged from his castle in his
search for the Holy Grail.
4 The ship of the Ancient Mariner is becalmed.
GROUP II
1 Why does Ida finally consent to marry the Prince?
2 Was the Dumfries aristocracy justified in "cutting" Robert Burns?
3 Show how the _Sir Roger de Coverley Papers_ deal with the foibles
of the time of Addison.
4 What does the Spectator mean when he says that Sir Roger is
"something of a Humourist"? Define Sir Roger's peculiar humor, and
contrast it with that of some other character in the _Sir Roger de
Coverley Papers_.
GROUP III
1 What elements in the character of Godfrey Cass account for his
relief at his wife's death and his failure to care for his child;
also for his confession to Nancy and resolve to adopt Eppie?
2 Tell the story of the caskets in _The Merchant of Venice_.
3 Which in your opinion is the superior character, Cassius or
Antony? Give the reasons for your opinion.
4 What qualities in the character of Brutus are brought home to us
in the last scene of _Julius Caesar?_ Trace in the action of the play
the influence of any one of these qualities.
B--Study and Practice
_The candidate is expected to answer four of the questions on this
paper, selecting them in accordance with instructions under the
headings._
_I Take one part only, either a or b._
_a_ "Sir, let me add, too, that the opinion of my having some
abstract right in my favor would not put me _much_ at my ease in
_passing sentence, unless_ I could be sure that there were no rights
which, in their exercise under certain circumstances, were not the
most _odious_ of all wrongs and the most vexatious of all
injustice."
(1) Name each clause by giving the grammatical subject,
the verb, and the complement (if any). State the kind of
clause. Give the reasons for your statements.
(2) Parse the italicized words.
_b_ (1) Comment upon the unity of the following sentence and give
the reasons for your opinion.
"_At this moment the clang of the portal was heard, a sound at which
the stranger started, stepped hastily to the window, and looked
with an air of alarm at Ravenswood, when he saw that the gate of
the court was shut, and his domestics excluded._"
(2) In each of the sentences printed below tell whether the use of
the italicized expression is right or wrong, and give the reason
for your decision.
_p_ The congregation _was_ free to go their way.
_q_ He said that he himself and I _should_ go to-morrow, but
that you _would_ not go till next week.
_r_ Seated on an upright tombstone, close to him, was a strange
unearthly figure, _whom_, Gabriel felt at once, was no being of
this world.
_s_ _After eating a hearty dinner our carriages_ were brought
to the door.
_II Take one part only, either a or b._
_a_ "Magnanimity in politics is not seldom the truest wisdom; and a
great empire and little minds go ill together. If we are conscious
of our station, and glow with zeal to fill our places as becomes our
situation and ourselves, we ought to auspicate all our public
proceedings on America with the old warning of the church, _Sursum
corda_! We ought to elevate our minds to the greatness of that trust
to which the order of Providence has called us."
Write one paragraph or two or more connected paragraphs on
the passage given above. Let your answer show (1) the
division of Burke's speech in which this passage occurs, (2)
the relation of the idea here expressed to his plan for the
government of America, (3) the manner in which his motions
carry out this plan.
_b_ "It appears that Addison, on his death bed, called himself to
strict account, and was not at ease until he had asked pardon for an
injury which it was not even suspected that he had committed,--for
an injury which would have caused disquiet only to a very tender
conscience. Is it not then reasonable to infer that, if he had
really been guilty of forming a base conspiracy against the fame and
fortunes of a rival, he would have expressed some remorse at so
serious a crime?"
Write one paragraph or two or more connected paragraphs on
the passage given above. Show clearly to what reference is
made in the last sentence.
_III Take one part only, either a or b._
_a_ "Thou hast it now: king, _Cawdor_, _Glamis_, all,
As the weird women promised, and I fear
Thou _play'dst most foully for't_: yet it was said
It should not _stand in thy posterity_,
But that myself should be the root and father
Of many kings. If there come truth from them--
As upon thee, Macbeth, their speeches shine--
Why, by the _verities_ on thee made good,
May they not be my _oracles_ as well
And _set me up in hope_? But hush, no more."
In a paragraph or two show who is the speaker and what the
passage suggests respecting his character.
Give the meaning of the italicized words and phrases.
_b_ "We wish to add a few words relative to another subject on which
the enemies of Milton delight to dwell--his conduct during the
administration of the Protector."
In a paragraph or two summarize Macaulay's views on the subject
indicated in the passage given above.
_IV Take one part only, either a or b._
_a_ "Mortals, that would follow me,
Love Virtue; she alone is free.
She can teach ye how to climb
Higher than the sphery chime;
Or, if Virtue feeble were,
Heaven itself would stoop to her."
By whom were these words said? to whom? when? where? under
what circumstances? Show the relation of these lines to the
opening lines of the poem; to the plot of the poem. Answer
in a paragraph or two.
_b_ In Macaulay's _Essay on Milton_ occurs the following passage:
"In none of the works of Milton is his peculiar manner more
happily displayed than in the _Allegro_ and the _Penseroso_.
It is impossible to conceive that the mechanism of language
can be brought to a more exquisite degree of perfection.
These poems differ from others as attar of roses differs
from ordinary rose-water, the close-packed essence from the
thin, diluted mixture. _They are, indeed, not so much poems
as collections of hints, from each of which the reader is to
make out a poem for himself. Every epithet is a text for a
stanza._"
Quote from _L'Allegro_ and _Il Penseroso_ several phrases,
lines, or passages that exemplify the statements in italics.
Give your reasons for the selection of any one of these.
(1907)
A--Reading and Practice
_Select one subject from each of the following groups, and upon each
subject you select write at least two pages._
GROUP I
1 Under what circumstances did "the vision" come to Sir Launfal?
What was "the vision"? What was its effect upon him?
2 In what respect was Macbeth, though the bravest of the generals,
"infirm of purpose"?
3 Show how, as the villagers said, "Silas Marner had brought a blessing
on himself by acting like a father to a lone, motherless child."
4 Compare _Ivanhoe_ with the most interesting story (by some other
author) that you have ever read.
GROUP II
1 Give an account of the duel between Fitz-James and Roderick Dhu.
2 Relate how Sir Bedivere dealt with Excalibur.
3 Describe Goldsmith as he probably appeared to Johnson or Garrick or
Boswell or Burke.
GROUP III
1 Show from the _Sir Roger de Coverley Papers_ that the Spectator spoke
truly when he said, "the city is the great field of game for sportsmen
of my species."
2 Which question or questions on this paper has your training in English
best fitted you to answer? Give the reasons for your answer.
3 Describe the most dramatic moment (as it seems to you) in _The
Merchant of Venice_.
4 What are the chief characteristics that you would emphasize in the
presentation of Shylock on the stage? Give the reasons for your answer.
B--Study and Practice
_Answer four of the questions on this paper, selecting them in
accordance with the instructions under the headings._
_I Take one part only, either a or b._
_a_ "Mr. Dance told me to jump down and knock, and Dogger gave me a
stirrup to descend by. The door was opened almost at once by the
maid.
"'Is Dr. Livesey in?' I asked.
"No, she said; he had come home in the afternoon, but had gone up to
the Hall to dine and pass the evening with the squire.
"This time, as the distance was short, I did not mount, but ran with
Dogger's stirrup-leather to the lodge gates. Here Mr. Dance
dismounted, and taking me along with him, was admitted at a word
into the house."
1 State as to each of the verbs in the sentences in the preceding
passage whether it is (_a_) transitive or intransitive, (_b_) active
or passive, (_c_) regular or irregular.
2 State which of the verbs here used transitively may be used
intransitively, and which used intransitively may be used transitively.
3 Give the principal parts of each irregular verb.
4 Name the voice, mood, tense, person, and number of two of the
principal verbs.
5 Explain the construction of one infinitive and one participle.
What constitutes a sentence? On the basis of your answer to this
question, discuss whether the following are properly to be considered
sentences. Recast those of the five that you deem unsatisfactory:
1 They were an odd couple and she was at least forty years old.
2 The enemy's troops charged, broke and fled, and we pursued them to the
edge of their camp.
3 His father's family having all died many years before.
4 One who stood foremost in every good work, never relaxing his efforts
till the cause in which they were enlisted had triumphed.
5 Many years had rolled by, many changes had taken place, but the old
elm still stood.
_In answering the questions selected from II, III, and IV, regard each
answer as an English composition; give special attention to spelling,
punctuation, and the construction not only of sentences and paragraphs
but of the whole composition._
_II Take one part only, either a or b._
_a_ Who was on the English throne when Burke delivered his Speech on
Conciliation? Was the speech delivered before or after the Stamp Act?
Before or after the Declaration of Independence? Who was the English
Prime Minister at the time? Did Burke's motions prevail?
Burke stated that the spirit of liberty among the Americans was
"fierce", and that there were but three possible ways of dealing with
it: one was, _to remove the causes_. What were the other two methods?
Which of them did Burke advocate, and why?
_b_ Contrast at some length the policy of the English ministry with that
of Burke as set forth in this speech.
_III Take one part only, either a or b._
_a_ From the facts in the play justify Cassius's estimate of the Romans:
"And why should Caesar be a tyrant then?
Poor man! I know he would not be a wolf
But that he sees the Romans are but sheep:
He were no lion, were not Romans hinds.
Those that with haste will make a mighty fire
Begin it with weak straws: what trash is Rome,
What rubbish, and what offal, when it serves
For the base matter to illuminate
So vile a thing as Caesar!"
--_Act I, Sc. 3, 103-111._
_b_ Discuss the speeches of Brutus and Antony at the funeral of Caesar,
showing how each is characteristic of the speaker and of the part each
bears in the action of the play.
_IV Take one part only, either a or b or c._
_a_ Quote from Milton or Shakespeare at least ten consecutive lines
(other than those printed on this paper); give their setting and tell
why to you the lines seem worth committing to memory.
_b_ Discuss the position of men of letters in the times of Addison and
Johnson respectively.
_c_ Give the history of Johnson's _Dictionary_.
[4] In all these papers special attention should be given to spelling,
punctuation and paragraph structure, and neatness.
HARVARD UNIVERSITY
(1906)
_The examiner expects you to plan each answer before writing, to write
neatly and legibly, to spell and punctuate correctly, and to be accurate
and intelligent in choosing words and in framing sentences and
paragraphs._
I
_Write carefully planned compositions on three of the following
subjects._
1 The good traits in Macbeth's character.
2 Antonio and Bassanio as gentlemen.
3 The scenes in _The Merchant of Venice_ which excite sympathy for
Shylock.
4 Scott's poetry.
5 My first reading of _The Lady of the Lake_.
6 The best scene in _The Lady of the Lake_ and my reasons for liking it.
7 "I found Him in the shining of the stars,
I mark'd Him in the flowering of His fields,
But in His ways with men I find Him not.
I waged His wars, and now I pass and die."
8 How Gareth became a knight.
9 Godfrey Cass.
10 My reading apart from the prescribed books.
II
_The examiner expects answers not merely correct but also well composed.
Answer all the questions._
1 What is the plot of _Comus_?
2 Are the characters in _Comus_ as much like real persons as the
characters in Shakespeare's plays? Give reasons for your answer.
3 Relate the early life of Addison up to the time when he began to write
for the _Spectator_.
4 Tell what you know about Johnson's Club.
(1907)
_Write carefully: the quality of your English is even more important
than your knowledge of the books. Plan your answers before you write
them, and look them over carefully after you have written them._
_Omit either 3 or 4._
1 (Forty minutes.) Tell in the first person, as simply and as vividly as
you can, the story of _The Ancient Mariner_.
2 (One hour.) Explain as fully as you can the differences between the
life of knights and ladies at the time of King Arthur or of Ivanhoe, and
the life of people in London in the eighteenth century,--the time of Sir
Roger de Coverley, of Goldsmith, and of Dr. Johnson.
3 (Twenty minutes.) What does Macaulay mean when he says that Johnson
"came up to London precisely at the time when the condition of a man of
letters was most miserable and degraded"?
4 (Twenty minutes.) Write a letter, addressed to a person with whom you
are not acquainted, applying for a position and setting forth your
qualifications for it.
PRINCETON UNIVERSITY
(1907)
A
Any dishonesty in the examinations, including the giving as well as the
receiving of aid, will, if detected, permanently debar the candidate
from entering the University.
The purpose of this examination is to test (1) the candidate's ability
to write English correctly, and (2) his acquaintance with certain
specified works. The candidate is advised to go over his paper carefully
before the end of the hour, to make sure that it is correctly spelled,
punctuated, and paragraphed.
_Write short compositions on three of the following topics:_
I King Arthur as portrayed in the _Idylls of the King_.
II The English country squire as portrayed in the _Sir Roger de Coverley
Papers_ and in _Silas Marner_.
III The gradual deterioration of Macbeth's character.
IV Shylock and Isaac of York--a comparison.
V Lancelot's sojourn at Astolat.
B
The purpose of this examination is primarily to test the candidate's
knowledge of certain specified works; but the examiners will refuse to
accept any paper which shows marked deficiency in English composition.
The candidate is therefore advised to look over his paper carefully
before the end of the hour.
I (_a_) Why was Brutus chosen as the leader of the conspiracy? In what
events of the play does he show his fitness as a leader? In what events
does he show his unfitness?
(_b_) In what ways does Brutus reveal the gentler side of his
character?
II (_a_) Name the supernatural characters in _Comus_, and show what
influence each exerts upon the human beings of the play.
(_b_) To what ways of spending his old age does the speaker in _Il
Penseroso_ look forward?
III What does Burke say on each of the following topics, and how does he
relate his discussion of each to his argument for conciliation?
(_a_) The use of force in bringing a colony to terms.
(_b_) American fisheries. (_c_) The history of Ireland.
IV (_a_) Addison's travels.
(_b_) Johnson's intimate friends.
BRYN MAWR COLLEGE
(Spring, 1906)
_The composition should contain not less than sixty lines of the
examination book, and should be correct in spelling, grammar,
punctuation, paragraphing, and general arrangement._
(_Question 1. For candidates prepared on the reading set by Bryn Mawr
College._)
1 How far, in your opinion, is Keat's saying, "I have loved the
principle of beauty in all things," borne out by those of his poems that
you have read? In answering the question consider, for instance, the
subjects chosen, the method of treatment, the style, and the meter.
(_Question 2. For candidates prepared on the reading set by the
Conference on Uniform Entrance Requirements in English._)
2 Is Scott, in your opinion, greater as poet or novelist? Answer in as
full detail as you can, basing your opinion on _The Lady of the Lake_
and _Ivanhoe_.
(_Questions 3 and 4 are for all candidates._)
3 Describe Sir Roger de Coverley.
4 Tell, briefly, Shylock's story.
(Autumn, 1906)
1 The function of tragedy is said to be, "to touch the heart with a
sense of beauty and pathos, to open the springs of love and tears."
Compare the characters of Brutus and Shylock with this definition in
mind, stating which makes the stronger appeal to your sympathies and
why.
2 Describe the old Pyncheon house in the _House of the Seven Gables_.
3 Tell the story of _The Ancient Mariner_.
(Spring, 1907)
_Composition_ (1) _should contain not less than sixty lines of the
examination book, composition_ (2) _not less than thirty lines, and both
compositions should be correct in spelling, punctuation, grammar,
paragraphing and general arrangement._
1 Write a composition on the Minor Poems of Milton that you have read,
discussing their chief characteristics and giving reasons for the
pleasure you derive from them. In writing the composition consider, for
example, the subjects chosen, the method of treatment, the style and the
meter.
2 Describe in as full detail as you can the scene from Scott's _Ivanhoe_
that you remember most vividly.
THE UNIVERSITY OF CHICAGO
(Spring, 1907)
_State:_
1 At what school you studied English.
2 Under whose instruction.
3 For how long.
4 The text-books used.
A--Composition
_Write a short composition on two of the following topics. Use plain,
natural English, free from errors in spelling, punctuation, and grammar,
and correct in idiom. Before you begin, think what you are going to say.
You will be judged by how well you write, not by how much._
1 The history of the writing of _The Ancient Mariner_, and its place
in the development of English Literature.
2 The story of _The Passing of Arthur_.
3 Banquo.
4 The siege of Front-de-Boeuf's Castle.
5 The character of Oliver Goldsmith.
B--Intensive Reading
_Explain the following passages:_
_a_ And Caesar's spirit, ranging for revenge,
With Ate by his side come hot from hell,
Shall in these confines with a monarch's voice
Cry "Havoc."
--_Julius Caesar_.
Who speaks, and when?
_b_ You shall digest the venom of your spleen,
Though it do split you;...
I'll use you for my ... laughter,
When you are waspish.
--_Julius Caesar_.
_c_ Philomel will deign a song,
In her sweetest, saddest plight,
Smoothing the rugged brow of Night
While Cynthia checks her dragon yoke
Gently o'er the accustomed oak.
--_Il Penseroso_.
_d_ Alas, what boots it with incessant care
To tend the homely slighted shepherd's trade,
And strictly meditate the thankless Muse?
--_Lycidas_.
C--Rhetoric
1 Explain and illustrate the principle of _coherence_, (_a_) in the
sentence, (_b_) in the paragraph.
2 Define and illustrate simple, complex, and compound sentences.
Write a brief account of a happening of yesterday; first write it in
simple sentences only, then rewrite it in complex and compound
sentences.
3 Comment on the use of the _italicized words_ in the following
sentences:
The _quick_ fishes _steered_ to and fro about the
body.
How terrible, in "The Ancient Mariner," are the dead _throats_
singing _spectral_ carols!
Stars are my _candles_, and the wind my _friend_.
(Autumn, 1907)
_State:_
1 At what school you studied English.
2 Under whose instruction.
3 For how long.
4 The text-books used.
A--Composition and Rhetoric
1 Write, first making an outline, on _two_ of the following topics:
_a_ Was Portia a lovable character--a girl who would
make a good wife?
_b_ The story of Lancelot and Elaine.
_c_ Johnson and Goldsmith.
_d_ Macaulay's ideas of the Puritans and of King Charles I.
_e_ High-school fraternities.
_f_ The town I like best.
2 Explain the principle of _coherence_, and show how, from sentence
to sentence, you have made the coherence plain in your two foregoing
compositions.
3 Define and give synonyms for the following words: _passive_,
_taunt_, _sanguine_, _affect_, _fix_, _stingy_. Be equally careful
about the truth and the form of your definitions.
4 Give, in a sentence of 30 words or more, three examples of
parallel constructions.
B--Literature
1 Who wrote: _The Faerie Queene_, _Rasselas_, _Treasure land_, _Vanity
Fair_, _Tintern Abbey_, _Love's Labor's Lost_, _Robinson Crusoe_,
_Locksley Hall_?
2 What becomes of _Fleance_? of _Rebecca, the Jewess_? of _Cassius_? of
_Gareth_? of _Godfrey Cass_? What was the result of Burke's speech on
Conciliation?
3 Locate and explain the following passages:
_a_ Comes the blind Fury with the abhorred shears.
_b_ Or bid the soul of Orpheus sing
Such notes as warbled to the string
Drew iron tears down Pluto's cheek,
And made Hell grant what love did seek.
_c_ He were no lion, were not Romans hinds.
_d_ I am a soldier, I,
Older in practice, abler than yourself
To make conditions.
_e_ The death of each day's life, sore labor's bath.
BROWN UNIVERSITY
(1905)
I
_Answer all the questions:_
1 Correct any errors in the following sentences. Give reasons for the
changes you make.
_a_ The man whom she thought was her cousin was not.
_b_ After digging for some weeks longer, another strata was
discovered.
_c_ Seating myself by the fire, which my odious companion had
lighted, he thus began his tale.
_d_ To the right of this monument stands the City Hall, a building
of granite, and a few more structures of less importance.
_e_ The tire was cut all the width and was caused by a wood-chopper
who placed an axe beneath the tire.
2 Insert the proper forms (shall or will) in the following sentences:
_a_ I be glad to do it.
_b_ I gladly do it.
_c_ If the school year is shortened, we find that
less work is accomplished.
_d_ you take my book, or you be able to do
without one?
3 Define the following expressions: predicate, passive voice,
intransitive, possessive, superlative.
II
_Answer three questions:_
1 Describe the quarrel between Brutus and Cassius in the Fourth Act
of _Julius Caesar_. What characteristics of each does the quarrel
reveal?
2 Narrate the adventures of Moses at the fair in _The Vicar of
Wakefield_.
3 Where does Carlyle place the responsibility for the misfortunes of
Burns?
4 Sketch the life of Lowell.
5 Describe the change which came over the title-character in _The
Princess_.
III
_Answer all the questions:_
1 Explain words in italics.
The English power is near, led on by Malcolm,
His uncle Siward, and the good Macduff:
Revenges burn in them; for their _dear_ causes
Would to the bleeding and the grim _alarm_
Excite the _mortified_ man.
Whether beyond the stormy Hebrides,
Where thou perhaps under the whelming tide
Visit'st the bottom of the _monstrous_ world;
Or whether thou, _to our moist vows denied_,
Sleep'st by the fable of Bellerus old,
Where _the great Vision of the guarded mount_
Looks toward _Namancos_ and _Bayona's hold_.
2 Scan the last two lines in the second passage above, as they would be
read naturally. Name the feet in the first of the two lines, and give
the metrical name for the second line as a whole.
3 What does Macaulay say of Addison as a satirist?
(1907)
I
1 Decline the personal pronouns.
2 Give the preterites and past participles of the following verbs: lie,
lay, sit, set, raise, rise, dive.
3 Give the plurals of the following nouns: spoonful, Mussulman,
mother-in-law, series, sheep, alumnus, prospectus.
4 Give the case, number and construction of each noun and pronoun, and
the mood, tense, voice and construction of each verb in the following
sentence: If, in short, a writer sincerely wishes to communicate to
another mind what is in his own mind, he will choose that one of two or
more words equally in good use which expresses his meaning as fully as
it is within the power of language to express it.
II
_Write carefully prepared themes, about two pages in length, on two of
the following topics:_
1 A mediaeval tournament.
2 The career and character of Lancelot.
3 The outlaws in _Ivanhoe_.
4 Goldsmith's early life.
5 The death of Banquo.
6 Literary life in England in the eighteenth century.
III
_Answer all the questions:_
1 Explain the italicized words in the following passages from _Il
Penseroso:_
(_a_) The fickle _pensioners_ of _Morpheus'_ train.
(_b_) 'Less _Philomel_ will deign a song.
(_c_) Or call up _him that left half told_
The story of _Cambuskan_ bold.
(_d_) _Storied_ windows richly _dight_.
2 Give some account of Johnson's works.
3 Who were Garrick, Reynolds, Burke, and Boswell?
4 In what form were Macaulay's _Essays_ first published?
5 From what source did Shakespeare take most of the material for _Julius
Caesar_?
SHEFFIELD SCIENTIFIC SCHOOL
(1905)
A
The candidate is advised to be careful in paragraphing, spelling,
punctuation, and form of expression.
_Select either of the two following lists of topics, plainly indicating
at the head of the paper which list is selected. Write short
compositions (containing about one hundred words each) on five subjects
chosen from that list._
_The candidate must draw all his subjects from the one list selected_.
FIRST LIST
1 The Excursion to the Waterfall in _The Princess_.
2 The Elopement of Jessica.
3 Cedric's Escape from Front-de-Boeuf's Castle.
4 Antony's Speech over Caesar's Body.
5 Sir Launfal and the Leper.
6 Sir Andrew Freeport.
7 Carlyle on the Sincerity of the Poetry of Burns.
8 The Influence of Eppie upon Silas Marner.
9 Carlyle on Burns as a Poet of Scottish Peasant Life.
10 A brief Sketch of Goldsmith's Life.
SECOND LIST
1 Sir Lancelot in _Gareth and Lynette_.
2 Sir Lavaine in _Lancelot and Elaine_.
3 Arthur's Sword, Excalibur.
4 The Elopement of Jessica.
5 The Witches in _Macbeth_.
6 Sir Andrew Freeport.
7 Cedric's Escape from Front-de-Boeuf's Castle.
8 The Songs in _The Lady of the Lake_.
9 The Influence of Eppie upon Silas Marner.
10 Goldsmith's Acquaintance with Dr. Johnson.
B
1 (_a_) Describe in detail the scene in which occurs the knocking at the
gate of Macbeth's castle.
(_b_) How do Ross, Donalbain, and Hecate figure in the action in
_Macbeth_?
(_c_) Trace throughout _Macbeth_ the part of Macduff.
2 (_a_) Justify fully the phrase "companion pieces" often applied to
_L'Allegro_ and _Il Penseroso_.
(_b_) Thoroughly explain the significance of the following portion of
the complete title of _Lycidas_: "The Author ... by occasion foretells
the ruin of our corrupted clergy, then in their height."
(_c_) Discuss the songs in _Comus_.
3 (_a_) What, according to Macaulay, were the most important public
questions with which Milton concerned himself?
(_b_) What does Macaulay say of _Il Penseroso_, _L'Allegro_,
and _Comus_?
(_c_) Show clearly Macaulay's estimate of Richard Steele.
4 What does Burke say, (_a_) of American commerce;
(_b_) of American fisheries; (_c_) of
precedents for conciliation.
(1906)
A
The candidate is advised to be careful in paragraphing, spelling,
punctuation, and form of expression.
_Write short compositions (containing about one hundred words each) on
four subjects chosen from this list. One of these must be number 1, the
others must be chosen from three different works. The Idylls of the King
is to be regarded as one work._
1 My Preparation for this Examination.
2 The Discovery of the Murder of Duncan.
3 The Elopement of Jessica.
4 Gareth's Arrival at King Arthur's Court.
5 Sir Roger and Moll White.
6 Athelstane.
7 Nancy Lammeter.
8 Gawain's Search for the Winner of the Tournament.
9 The Sleep-Walking Scene in _Macbeth_.
10 The Stealing of Silas Marner's Gold.
B
_The questions should be answered in order:_
I (_a_) How does Artemidorus figure in _Julius Caesar_?
(_b_) How does Antony characterize Lepidus?
(_c_) Describe in detail the scene between Brutus and Portia.
II (_a_) The earliest printed editions of _Comus_ entitle the piece
"A Mask presented at Ludlow Castle." Explain fully the circumstances of
its presentation. What passages in the Mask itself refer to these
circumstances?
(_b_) Describe in detail the method of your preparation for the
examination on Milton's minor poems.
III (_a_) What successive steps in Burke's argument lead to the definite
resolutions which he introduces?
(_b_) What are the chief arguments by which Burke supports these
resolutions?
IV (_a_) What does Macaulay say of Addison's _Cato_?
(_b_) Of Addison's poem, _The Campaign_?
(_c_) What information does Macaulay give concerning "Johnson's Club"?
N. B.--For IV (_a_) and (_b_) may be substituted the following:
(1) What does Macaulay say of Milton's minor poems?
(2) Of _Paradise Lost_ and _Paradise Regained_?
(1907)
B
_Answer all questions fully and in order:_
I (_a_) Discuss the relation of Addison's literary fame to his political
preferment.
(_b_) How did Johnson come to write _The Lives of the Poets_?
II (_a_) What was the occasion, and what the nature of _Lycidas_?
(_b_) Describe the part played by the Attendant Spirit, from first to
last, in _Comus_.
III Trace the successive steps by which Brutus was won to the
conspiracy.
IV How did Burke's plan of conciliation with the colonies differ from
other plans?
UNIVERSITY OF PENNSYLVANIA
(Spring, 1907)
NOTE.--"No candidate will be accepted in English whose work is notably
defective in spelling, punctuation, idiom or division into
paragraphs."--_Extract from the University Catalogue._
A
1 Analyze the following sentence and parse the words italicized:
I grant there is one subject on which it is pleasant to talk on a
journey; and _that_ is, what one shall have for supper when we _get_
to our inn at _night_.
2 Write a paragraph of about fifty words on each of the following
subjects taken from the books of which a general knowledge is required:
_a_ Goldsmith's Hardships in London.
_b_ King Arthur's Last Battle.
_c_ The Character of Macduff.
_d_ The Contents of the Caskets.
_e_ Sir Roger at the Theater.
B
1 How did Antony think the motive of Brutus in killing Caesar differed
from that of the other conspirators.
2 What attitude toward slavery is revealed in Burke's speech?
3 Tell the story of _Comus_.
4 Tell where the following passage is found; in what measure it is
written; scan it; and explain the italicized words:
Sometimes with secure delight,
The _upland_ hamlets will invite,
When the merry bells ring round,
And the jocund _rebecks_ sound
To many a youth and many a maid
Dancing in the _chequered_ shade;
And young and old come forth to play
On a _sunshine_ holiday,
Till the livelong daylight fail:
Then to the spicy nut-brown ale,
With stories told of many a feat,
How faery _Mab_ the junkets eat.
(Autumn, 1907)
A
1 Analyze the following sentence and parse the words italicized:
The river goes on and on, and down through _marshes_ and sands,
_until_ at last it falls into the sea, where the ships are that
_bring_ parrots and tobacco from the Indies.
2 Write a paragraph of about fifty words on each of the following
subjects taken from the books of which a general knowledge is required:
_a_ The Death of Roderick Dhu.
_b_ Lynette's Contempt of Gareth.
_c_ The Witches' Part in _Macbeth_.
_d_ The Characteristics of Saxon and Norman in Ivanhoe.
_e_ Nancy Lammeter.
B
1 Write a character sketch of Dr. Johnson as you see him in Macaulay's
essay.
2 Give your impression of Addison as a man of letters, judging by
Macaulay's essay.
3 What part do Portia and Calpurnia play in _Julius Caesar_?
4 Tell where the following passage is found: in what measure it is
written; scan it; and explain the italicized words:
But let my due feet never fail
To walk the studious _cloister's_ pale,
And love the high _embowered_ roof,
With antique pillars massy proof,
And _storied_ windows richly dight,
Casting a dim religious light.
There let the pealing organ blow,
To the full-voiced _quire_ below,
In service high and anthems clear,
As may with sweetness, through mine ear,
Dissolve me into _ecstasies_,
And bring all Heaven before mine eyes.
YALE COLLEGE
(Spring, 1905)
A
The purpose of this examination is to test (1) the candidate's knowledge
and appreciation of certain specified works, and (2) his ability to
write correctly. As bearing on the latter point, he is advised to go
over his paper carefully before the end of the time allowed, correcting
any inaccuracies, not neglecting capitals and punctuation.
_Write about two hundred words on each of three topics selected by
yourself from the following list (of a pair of subjects enclosed in
brackets, choose but one):_
{ Jessica's Escape from her Father's House.
{
{ Launcelot Gobbo.
Sir Roger at Church.
The Encounter of Fitz-James and Roderick Dhu.
{ Goldsmith's Life as a Student.
{
{ The Circumstances of the Composition, the First
{ Performance, and the Publication of _She Stoops
{ to Conquer_.
{ Lynette's Behavior toward Sir Gareth.
{
{ The History of "the nine-years-fought-for diamonds."
Carlyle's Defense of Burns's Personal Character.
(Only candidates taking _final_ examinations may choose the last.)
B
1 (_a_) Explain the significance of the italicized words and phrases:
"_Memorize_ another _Golgotha_"; "To _alter favor_ ever is
to fear"; "Wicked dreams _abuse_ The curtained sleep"; "But in them
_nature's copy's_ not _eterne_"; "His two chamberlains Will I
with wine and _wassail_ so _convince_."
(_b_) What important persons of the drama are absent from the banquet?
Where is each at that time? How far do these circumstances influence any
later events in the play?
(_c_) Give the substance of Malcolm's actions and utterances as far as
they are presented on the stage.
2 (_a_) What is said respecting the parentage of Mirth and Melancholy in
_L'Allegro_ and _Il Penseroso_? Interpret the meaning of each of
the various suggestions.
(_b_)
What was that snaky-headed Gorgon shield
That wise Minerva wore, unconquered virgin,
Wherewith she freezed her foes to congealed stone,
But rigid looks of chaste austerity,
And noble grace that dashed brute violence
With sudden adoration and blank awe?
_Locate the above quotation as exactly as you can, and show its relation
to the general subject of the poem. Explain fully the allusions in the
first three lines._
3 (_a_) "First, then, I cannot admit that proposition of a ransom by
auction, because it is a mere project.... Secondly, it is an experiment
which must be fatal in the end to our Constitution.... Thirdly, it does
not give satisfaction to the complaint of the Colonies." What was "that
proposition"? Give the substance of Burke's objections under the above
headings. What is the relation of this part of the speech to the whole?
Was the "proposition" accepted?
(_b_) What connection with the main argument has Burke's discussion
of slave-holding in the Colonies?
4 (_a_) Macaulay's remarks on _Comus_; (_b_) on Addison as a critic.
(1906)
A
_Write about two hundred words on each of three topics selected by
yourself from the following lists (of a pair of subjects enclosed in
brackets, choose but one):_
{The Banquet Scene in _Macbeth_.
{
{The Character of Antonio.
_The Jessamy Bride._
Gurth.
{The Contrast between Gareth and Geraint.
{
{Tennyson's Use of Natural Scenery in _The Passing of Arthur_.
A comparison of the Moral of _The Ancient Mariner_ with that of _The
Vision of Sir Launfal_.
The finding of Eppie.
B
I (_a_) Narrate the events in _Julius Caesar_ that occur on the Ides of
March, _before_ the murder.
(_b_) In what book did Shakespeare find the material for _Julius
Caesar_? How does his conception of the character of Caesar resemble or
differ from that which you have formed in your study of Caesar's _Gallic
Wars_ or of Roman history?
II (_a_)
Sometime let gorgeous Tragedy
In sceptred pall come sweeping by,
Presenting Thebes, or Pelops' line,
Or the tale of Troy divine,
Or what (though rare) of later age 5
Ennobled hath the buskined stage.
(1) To what is Milton referring in line 3? (2) Comment on lines 5 and 6.
(3) What is meant by "sceptred pall"? by "buskined stage"? (4) What
similar pleasures were enjoyed by _L'Allegro_?
(_b_) Milton's remarks on the clergy in _Lycidas_.
III (_a_) Into what great divisions does Burke's _Speech on Conciliation
with America_ fall? What digression from the main subject is made, and
for what reasons?
(_b_) What plan had been proposed by the "Noble Lord in the Blue
Ribbon"? On what grounds did Burke criticize it?
IV Macaulay's remarks on the nature and influence of Addison's
_Spectator_.
(1907)
A
_Write about two hundred words on each of three topics selected by
yourself from the following list (of a pair of subjects enclosed in
brackets, choose but one):_
The Conversation between Lorenzo and Jessica in Act V of _The Merchant
of Venice_.
The Effect of the Murder upon the Character of Lady Macbeth.
Sir Roger and the Widow.
The Publication of _The Vicar of Wakefield_.
The Personal Appearance of Silas Marner.
{ Bedivere.
{ Gareth's Combat with "The Noonday Sun."
B
I Describe (_a_) the interview between Brutus and Portia, and (_b_)
Brutus's treatment of Lucius in his tent near Sardis. How does each of
these scenes affect our estimate of the character of Brutus? What is
the last we hear of Portia?
II What opportunity is provided in _Comus_ for the introduction of
instrumental music? dancing? display of scenery? Describe the
concluding scene (beginning with the appearance of Sabrina) as you
imagine it to have been performed at Ludlow Castle in 1634.
III (_a_) What, according to Burke, are the three possible ways of
dealing with the American spirit of liberty? State his reasons for
rejecting the first two.
(_b_) What does Burke think should be the attitude of one nation toward
another in such a crisis as the one under discussion?
(_c_) Cite any reasons that appeal to you as helping to explain the
fame of Burke's _Speech on Conciliation with America_.
IV (_a_) Write an account of Johnson's early years in London.
(_b_) Macaulay says of Johnson: "No human being who has been more than
seventy years in the grave is so well known to us." Discuss the grounds
for this statement.
WELLESLEY COLLEGE
(1906)
A--Reading and Practice
_Answer two of the following questions:_
1 What qualities do Lady Macbeth and Portia of Belmont have in common,
and at what point do their characters diverge?
2 Which of the three required _Idylls of the King_, viz. _Gareth and
Lynette_, _Lancelot and Elaine_, _The Passing of Arthur_, seems to you
more beautiful, and why?
3 Compare the life of Goldsmith with that of Dr. Johnson. Which life
seems to you the more successful?
B--Study and Practice
_Answer two of questions_ 1, 2, 3, _question_ 4, _and either question_ 5
_or_ 6:
1 What makes the play of _Julius Caesar_ great?
2 Compare the nature pictures in _L'Allegro_ with those in _Il
Penseroso_, using, if you prefer, Milton's own language.
3 What were Burke's strong points as an orator?
4 Write a well-constructed paragraph of about two hundred words on the
character of Samuel Johnson as presented by Macaulay. Give your reasons
for the arrangement of the ideas in your paragraph. Show how the
principles of unity and coherence are illustrated by the arrangement of
the ideas or material of your paragraph.
5 (_a_) Give two examples of each of the following kinds of sentences:
simple, complex, compound.
(_b_) Punctuate the following passage:
"And night came down over the solemn waste
And the two gazing hosts and that sole pair
And darkened all and a cold fog with night
Crept from the Oxus soon a hum arose
As of a great assembly loosed and fires
Began to twinkle through the fog for now
Both armies moved to camp and took their meal
The Persians took it on the open sands
Southward the Tartars by the river merge
And Rustum and his son were left alone."
6 (_a_) Give explicit reasons for the correctness or the incorrectness
of the following sentences:
(1) He, in a moment of excitement and affection, did this act of
beneficence and of which he was very proud.
(2) We know that Oliver Goldsmith was himself not unlike the Vicar
of Wakefield, which may partly account for the charm of the book.
(3) I neither regarded myself as rich nor poor.
(4) The book will not fail of a permanent place in literature,
because it is badly written.
(_b_) Give examples of the correct use of the following words: affect,
complement, mad, nice, fellow.
WESLEYAN UNIVERSITY.
(1907)
_Allow one hour for each division of the examination._
_Consider what you will say, and in what order you will say it, before
you begin to write at all._
_Revise your work, and, if time permits, make a clean copy of it after
revision._
_No candidate will be accepted in English whose work is notably
defective in spelling, punctuation, idiom, or division into paragraphs._
I--Reading and Practice
One especial purpose of this division of the examination is to test the
ability of the candidate to express his thoughts in clear, _connected_
sentences, properly combined in at least three _paragraphs_. Single,
detached sentences will not meet the requirements.
_Select three of the following topics for discussion._ Be _accurate and
avoid generalities_.
1 Give an account of Sir Roger at the play.
2 Describe Arthur's last battle and the last scene in _The Passing of
Arthur_.
3 (_a_) Under what circumstances and by whom are the following lines
uttered?
The man that hath no music in himself,
Nor is not moved with concord of sweet sounds,
Is fit for treasons, stratagems, and spoils.
(_b_) Outline the action from this point to the end of the play.
4 Goldsmith's life on the Continent after he left Dublin.
5 Describe the place, the cause, and the results of the combat in _The
Lady of the Lake_.
6 Give an account of the part of Gawain in _Lancelot and Elaine_.
7 Describe the attack on the castle of Front-de-Boeuf.
8 (_a_) Explain the following lines in every detail:
I hear _it_ by the way; but _I will send_:
There's _not a one of them_, but in his house
_I keep a servant fee'd_. I will _to-morrow_
(And _betimes_ I will) unto the _weird sisters_.
(_b_) What results from this resolution?
II--Study and Practice
_Discuss fully each topic in order as far as you go, even though you may
not finish the paper._
1 Outline the part played by Casca, and quote any of his notable
sayings.
2 Show in some detail what difficulties Burke finds in the attempt to
change the spirit of the Colonists.
3 Who utters the following lines; to whom, where, and why?
Come lady, while Heaven lends us grace,
Let us fly this cursed place,
Lest the sorcerer us entice,
With some other new device.
4 Give an account of Johnson's friendship with the Thrales.
5 Macaulay's defence of Milton's political career.
GATEWAY
SERIES OF ENGLISH TEXTS
General Editor, HENRY VAN DYKE, Princeton University
Addison's Sir Roger de Coverley Papers (Winchester) $0.40
Burke's Speech on Conciliation (MacDonald) .35
Byron, Wordsworth, Shelley, Keats and Browning--Selections
(Copeland & Rideout) .40
Carlyle's Essay on Burns (Mims) .35
Coleridge's Rime of the Ancient Mariner (Woodberry) .30
Emerson's Essays--Selections (Van Dyke) .35
Franklin's Autobiography (Smyth) .40
Gaskell's Cranford (Rhodes) .40
George Eliot's Silas Marner (Cross) .40
Goldsmith's Vicar of Wakefield, and The Deserted Village
(Tufts) .45
Irving's Sketch Book--Selections (Sampson) .45
Lamb's Essays of Elia (Genung) .40
Lincoln, Selections from (Draper) .35
Macaulay's Essay on Addison (McClumpha) .35
Essay on Milton (Gulick) .35
Life of Johnson (Clark) .35
Addison and Johnson. One Volume. (McClumpha-Clark) .45
Milton's Minor Poems (Jordan) .35
Scott's Ivanhoe (Stoddard) .50
Lady of the Lake (Alden) .40
Shakespeare's As You Like It (Demmon) .35
Julius Caesar (Mabie) .35
Macbeth (Parrott) .40
Merchant of Venice (Schelling) .35
Stevenson's Inland Voyage, and Travels with a Donkey
(Blakely) .40
Tennyson's Idylls of the King--Selections (Van Dyke) .35
Princess (Bates) .40
Washington's Farewell Address, and Webster's First Bunker
Hill Oration (Pine) .30
AMERICAN BOOK COMPANY
(S. 99)
COMPOSITION-RHETORIC
By STRATTON D. BROOKS, Superintendent of
Schools, Boston, Mass., and MARIETTA HUBBARD,
formerly English Department, High School,
La Salle, Ill. Price, $1.00
* * * * *
The fundamental aim of this volume is to enable pupils to express their
thoughts freely, clearly, and forcibly. At the same time it is designed
to cultivate literary appreciation, and to develop some knowledge of
rhetorical theory. The work follows closely the requirements of the
College Entrance Examination Board, and of the New York State Education
Department.
¶ In Part One are given the elements of description, narration,
exposition, and argument; also special chapters on letter-writing and
poetry. A more complete and comprehensive treatment of the four forms of
discourse already discussed is furnished in Part Two. In each part is
presented a series of themes covering these subjects, the purpose being
to give the pupil inspiration, and that confidence in himself which
comes from the frequent repetition of an act. A single new principle is
introduced into each theme, and this is developed in the text, and
illustrated by carefully selected examples.
¶ The pupils are taught how to correct their own errors, and also how to
get the main thought in preparing their lessons. Careful coordination
with the study of literature and with other school studies is made
throughout the book.
¶ The modern character of the illustrative extracts can not fail to
interest every boy and girl. Concise summaries are given following the
treatment of the various forms of discourse, and toward the end of the
book there is a very comprehensive and compact summary of grammatical
principles. More than usual attention is devoted to the treatment of
argument.
AMERICAN BOOK COMPANY
(S. 88)