In that delightful land which is washed by the Delaware's waters,
Guarding in sylvan shades the name of Penn the apostle,
Stands on the banks of its beautiful stream the city he founded.
There all the air is balm, and the peach is the emblem of beauty. 1255
And the streets still re-echo the names of the trees of the forest,
As if they fain would appease the Dryads whose haunts they molested.
There from the troubled sea had Evangeline landed, an exile,
Finding among the children of Penn a home and a country.
There old Rene Leblanc had died; and when he departed, 1260
Saw at his side only one of all his hundred descendants.
Something at least there was in the friendly streets of the city,
Something that spake to her heart, and made her no longer a stranger;
And her ear was pleased with the Thee and Thou of the Quakers,
For it recalled the past, the old Acadian country, 1265
Where all men were equal, and all were brothers and sisters.
So, when the fruitless search, the disappointed endeavor,
Ended, to recommence no more upon earth, uncomplainingly,
Thither, as leaves to the light, were turned her thoughts and her footsteps.
As from a mountain's top the rainy mists of the morning 1270
Roll away, and afar we behold the landscape below us,
Sun-illumined, with shining rivers and cities and hamlets,
So fell the mists from her mind, and she saw the world far below her,
Dark no longer, but all illumined with love; and the pathway
Which she had climbed so far, lying smooth and fair in the distance. 1275
Gabriel was not forgotten. Within her heart was his image,
Clothed in the beauty of love and youth, as last she beheld him,
Only more beautiful made by his deathlike silence and absence.
Into her thoughts of him time entered not, for it was not.
Over him years had no power; he was not changed, but transfigured; 1280
He had become to her heart as one who is dead, and not absent;
Patience and abnegation of self, and devotion to others,
This was the lesson a life of trial and sorrow had taught her.
So was her love diffused, but, like to some odorous spices,
Suffered no waste nor loss, though filling the air with aroma. 1285
Other hope had she none, nor wish in life, but to follow,
Meekly with reverent steps, the sacred feet of her Saviour.
Thus many years she lived as a Sister of Mercy; frequenting
Lonely and wretched roofs in the crowded lanes of the city,
Where distress and want concealed themselves from the sunlight, 1290
Where disease and sorrow in garrets languished neglected.
Night after night when the world was asleep, as the watchman repeated
Loud, through the gusty streets, that all was well in the city,
High at some lonely window he saw the light of her taper.
Day after day, in the gray of the dawn, as slow through the suburbs 1295
Plodded the German farmer, with flowers and fruits for the market,
Met he that meek, pale face, returning home from its watchings.
Then it came to pass that a pestilence fell on the city,
Presaged by wondrous signs, and mostly by flocks of wild pigeons,
Darkening the sun in their flight, with naught in their craws but an acorn. 1300
And, as the tides of the sea arise in the month of September,
Flooding some silver stream, till it spreads to a lake in the meadow,
So death flooded life, and, o'erflowing its natural margin,
Spread to a brackish lake the silver stream of existence.
Wealth had no power to bribe, nor beauty to charm, the oppressor; 1305
But all perished alike beneath the scourge of his anger;--
Only, alas! the poor, who had neither friends nor attendants,
Crept away to die in the almshouse, home of the homeless.
Then in the suburbs it stood, in the midst of meadows and woodlands;--
Now the city surrounds it; but still, with its gateway and wicket 1310
Meek, in the midst of splendor, its humble walls seem to echo
Softly the words of the Lord:--"The poor ye always have with you."
Thither, by night and by day, came the Sister of Mercy. The dying
Looked up into her face, and thought, indeed, to behold there
Gleams of celestial light encircle her forehead with splendor, 1315
Such as the artist paints o'er the brows of saints and apostles,
Or such as hangs by night o'er a city seen at a distance.
Unto their eyes it seemed the lamps of the city celestial,
Into whose shining gates erelong their spirits would enter.
Thus, on a Sabbath morn, through the streets, deserted and silent, 1320
Wending her quiet way, she entered the door of the almshouse.
Sweet on the summer air was the odor of flowers in the garden,
And she paused on her way to gather the fairest among them,
That the dying once more might rejoice in their fragrance and beauty.
Then, as she mounted the stairs to the corridors, cooled by the east wind, 1325
Distant and soft on her ear fell the chimes from the belfry of Christ Church,
While, intermingled with these, across the meadows were wafted
Sounds of psalms, that were sung by the Swedes in their church at Wicaco.
Soft as descending wings fell the calm of the hour on her spirit;
Something within her said, "At length thy trials are ended;" 1330
And, with light in her looks, she entered the chambers of sickness.
Noiselessly moved about the assiduous, careful attendants,
Moistening the feverish lip, and the aching brow, and in silence
Closing the sightless eyes of the dead, and concealing their faces,
Where on their pallets they lay, like drifts of snow by the roadside. 1335
Many a languid head, upraised as Evangeline entered,
Turned on its pillow of pain to gaze while she passed, for her presence
Fell on their hearts like a ray of the sun on the walls of a prison.
And, as she looked around, she saw how Death the consoler,
Laying his hand upon many a heart, had healed it forever. 1340
Many familiar forms had disappeared in the night time;
Vacant their places were, or filled already by strangers.
Suddenly, as if arrested, by fear or a feeling of wonder,
Still she stood, with her colorless lips apart, while a shudder
Ran through her frame, and, forgotten, the flowerets dropped from her fingers, 1345
And from her eyes and cheeks the light and bloom of the morning.
Then there escaped from her lips a cry of such terrible anguish,
That the dying heard it, and started up from their pillows.
On the pallet before her was stretched the form of an old man.
Long, and thin, and gray were the locks that shaded his temples; 1350
But, as he lay in the morning light, his face for a moment
Seemed to assume once more the forms of its earlier manhood;
So are wont to be changed the faces of those who are dying.
Hot and red on his lips still burned the flush of the fever,
As if life, like the Hebrew, with blood had besprinkled its portals, 1355
That the Angel of Death might see the sign, and pass over.
Motionless, senseless, dying, he lay, and his spirit exhausted
Seemed to be sinking down through infinite depths in the darkness,
Darkness of slumber and death, forever sinking and sinking.
Then through those realms of shade, in multiplied reverberations, 1360
Heard he that cry of pain, and through the hush that succeeded
Whispered a gentle voice, in accents tender and saint-like,
"Gabriel! O my beloved!" and died away into silence.
Then he beheld, in a dream, once more the home of his childhood;
Green Acadian meadows, with sylvan rivers among them, 1365
Village, and mountain, and woodlands; and, walking under their shadow,
As in the days of her youth, Evangeline rose in his vision.
Tears came into his eyes; and as slowly he lifted his eyelids,
Vanished the vision away, but Evangeline knelt by his bedside.
Vainly he strove to whisper her name, for the accents unuttered 1370
Died on his lips, and their motion revealed what his tongue would have spoken.
Vainly he strove to rise; and Evangeline, kneeling beside him,
Kissed his dying lips, and laid his head on her bosom.
Sweet was the light of his eyes; but it suddenly sank into darkness,
As when a lamp is blown out by a gust of wind at a casement. 1375
All was ended now, the hope, and the fear, and the sorrow,
All the aching of heart, the restless, unsatisfied longing,
All the dull, deep pain, and constant anguish of patience!
And, as she pressed once more the lifeless head to her bosom,
Meekly she bowed her own, and murmured, "Father, I thank thee!" 1380
Still stands the forest primeval; but far away from its shadow,
Side by side, in their nameless graves, the lovers are sleeping.
Under the humble walls of the little Catholic churchyard,
In the heart of the city, they lie, unknown and unnoticed.
Daily the tides of life go ebbing and flowing beside them, 1385
Thousands of throbbing hearts, where theirs are at rest and forever,
Thousands of aching brains, where theirs no longer are busy,
Thousands of toiling hands, where theirs have ceased from their labors,
Thousands of weary feet, where theirs have completed their journey!
Still stands the forest primeval; but under the shade of its branches 1390
Dwells another race, with other customs and language.
Only along the shore of the mournful and misty Atlantic
Linger a few Acadian peasants, whose fathers from exile
Wandered back to their native land to die in its bosom.
In the fisherman's cot the wheel and the loom are still busy; 1395
Maidens still wear their Norman caps and their kirtles of homespun,
And by the evening fire repeat Evangeline's story,
While from its rocky caverns the deep-voiced, neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.
PICTURES
Perry Pictures helpful in the Study of Evangeline:
Christ Church, Boston, 1357; The Sheepfold, 3049; The Blacksmith, 887;
Evangeline, 23; The Wave, 3197; Spring, 484; Pasturage in the Forest, 506;
Sheep-Spring, 757; Milking Time, 601; Angelus, 509; Haymaker's Rest, 605;
Landscape, 490; Priscilla Spinning, 3298; Shoeing the Horse, 908; Henry
Wadsworth Longfellow, 15; Priscilla, 1338; Autumn, 615; September, 1071;
Deer by Moonlight, 1005; Winter Scene, 27-B.
* * * * *
We supply the above at one cent each, if twenty or more are ordered. They
may be assorted, as desired.
NOTES.
PART ONE.
I
1. A PRIMEVAL FOREST is one which has not been disturbed by the axe.
3. DRUIDS were Celtic priests. Their religious ceremonies were carried on in
oak groves, the trees being regarded as sacred.
10. GRAND PRE (grän-pr[=a]) means large meadow.
20. BASIN OF MINAS, an arm of the Bay of Fundy.
25. THE TIDES in the Bay of Fundy rise to the height of 60 feet. What is the
ordinary rise of the tide?
29. BLOMIDON is a promontory about four hundred feet high at the entrance of
the Bay of Minas.
33. THE HENRIES were rulers of France in the sixteenth and seventeenth
centuries.
34. NORMANDY, a district in northern France bordering on the English
channel.
39. KIRTLE, a petticoat.
49. THE ANGELUS was a bell which called people to prayer. What do you know
of the painting called "The Angelus?"
57. Real misery was wholly unknown, and benevolence anticipated the demands
of poverty. Every misfortune was relieved, as it were, before it could be
felt, without ostentation on the one hand and without meanness on the other.
It was in short, a society of brethren. ABBE REYNAL.
72. HYSSOP, a plant. A branch of it could be used like a sponge. It was a
symbol of purification from sin.
74. CHAPLET OF BEADS, a string of beads used in praying. MISSAL, a prayer
book.
96. See Luke XXII, 60, 61.
111. A PATRON SAINT was a Saint who was supposed to exercise a special care
over the people of a town or district.
115. Lajeunesse (lä-zhê-n[)e]s´).
144. There was a saying among the people that "If the sun shines on St.
Eulalie's day there will be a good crop of apples." It was February 12th.
II.
149. THE SCORPION is one of the twelve signs of the zodiac. The sun enters
this sign in late October.
153. For the reference to Jacob, see Gen. XXXII, 24-30.
159. THE SUMMER OF ALL-SAINTS corresponds to our Indian Summer. All-Saints
day is Nov. 1st.
170. PLANE TREE, a species of sycamore. Xerxes, a Persian, admired one of
them so much he put a mantle upon it and adorned it with jewels.
209. BURGUNDY is a section of eastern France famous for its fine wines.
238. THE GASPEREAU is a river that flows into the Basin of Minas, east of
Grand Pre.
242. GLEBE, soil.
249. LOUISBURG, BEAUSEJOUR (b[=o] s[=e]´ zh[=o][=o]r,) and PORT ROYAL were
towns which had been taken from the French by the British.
259. THE CONTRACT was considered almost as binding as a marriage. Remember
this.
260-2. As soon as a young man arrived at the proper age, the community
built him a house, broke the land about it, and supplied him with all the
necessaries of life for twelve months. Then he received the partner whom he
had chosen, and who brought him her portion in flocks. ABBE REYNAL.
III.
280. LOUP GAROU ( l[=o][=o]-ga-r[=o][=o] ) means man-wolf. There was a
tradition that a man had the power to change himself into a wolf to devour
children.
282. LETICHE (l[=a]-t[=e]sh´).
293. IN SOOTH, in truth.
307. A figure with scales in the left hand and a sword in the right is
sometimes used to represent Justice.
354. THE CURFEW was a bell tolled in the evening as a signal to put out the
fires and go to bed.
381. See Gen. XXI, 14.
IV.
413. The names of two French songs.
442. The summer solstice is on the 21st of June. The sun is then farthest
north, being over the Tropic of Cancer. It seems to stand still for a short
time.
466. The author contrasts the clamor of the throng and the quiet words of
Father Felician by referring to rapid strokes of the alarm and the quiet,
measured strokes of the hour.
476. See Luke XXIII, 34.
484. AVE MARIA (äh-v[=a]-mah-r[=e]´-a), a prayer to the Virgin Mary.
486. See 2 Kings II, 11.
507. See Exodus XXIV, 29-35.
V.
572-3. Parents were separated from children and husbands from wives, some of
whom have not to this day met again; and we were so crowded in the transport
vessels that we had not even room to lay down, and consequently were
prevented from carrying with us proper necessaries, especially for the
support and comfort of the aged and weak, many of whom quickly ended their
lives. PETITION OF THE ACADIANS TO THE KING.
579. LEAGUER, an army camp.
589. See lines 49, 50.
597. See Acts XXVII-XXVIII.
604. BENEDICITE, bless you.
631. NEBRASKA, now known as the Platte River.
667. BELL OR BOOK, funeral bell, or book of funeral service.
PART TWO.
I.
674. SAVANNAHS, grassy plains.
678-9. We have already seen, in this province of Pennsylvania, two hundred
and fifty of our people, which is more than half the number that were landed
here, perish through misery and various diseases. PETITION OF THE ACADIANS
TO THE KING.
705. COUREURS-DES-BOIS (k[=o][=o]-rur-d[=a]-bwä'), guides.
707. VOYAGEUR (vwä-yä-zh[=u]r,) river boatmen.
713. To braid St. Catherine's tresses means to remain unmarried.
733. MUSE, here the Goddess of Song. There were nine Muses in all.
II.
741. THE BEAUTIFUL RIVER, the Ohio.
749. ACADIAN COAST, districts near the mouth of the Mississippi river where
many Acadians had settled.
OPELOUSAS, a district in Louisana.
764. GOLDEN COAST, banks of the Mississippi above New Orleans.
766. PLAQUEMINE (pl[)a]k-m[=e]n.)
782. Mimosa, a plant which closes its leaves when agitated.
807. ATCHAFALAYA ([)a]ch-[.a]-f[=a]-l[=i]'-á,) a river in Louisiana.
815. WACHITA (w[)o]sh-[=e]-täw,) a river in Louisiana.
821. See Genesis XXVIII, 10-15.
856. TECHE (t[=a]sh,) a bayou.
ST. MAUR (s[)a]n-m[=o]r´.)
879. BACCHANTES, followers of Bacchus, God of wine.
III.
889. MISTLETOE, a parasite plant which grows on many trees.
890. YULE-TIDE, Christmas time.
952. ADAYES (a-d[=a]´-yes) town in Texas.
956. THE FATES, three Goddesses who were supposed to control human
destinies.
961. OLYMPUS, a mountain of Greece supposed by the ancient Greeks to be the
home of the Gods.
970. CI-DEVANT, (s[=e]`-dè-van) former.
984. NATCHITOCHES (n[)a]ck´-é-t[)o]sh,) a district of Louisiana.
1033. CARTHUSIAN, a Monk of an order where only occasional speech is
permitted.
1044. UPHARSIN, divided. See Daniel V, 5-29.
1054. This was considered a bad omen.
1063. See Luke XV, 11-32.
1064. See Matthew XXV, 1-13.
IV.
1082. OREGON, the Columbia River.
WALLEWAY, a branch of the Snake river.
OWYHEE (Owy´-hee) river in same region.
1083. WIND RIVER MOUNTAINS, a chain of the Rocky Mountains, in Wyoming.
1084. SWEET WATER VALLEY, in Wyoming. NEBRASKA, the Platte river.
1085. FONTAINE-QUI-BOUT (f[)o]n´-t[=a]n-k[=e]-b[=o][=o]) a creek in
Colorado.
SPANISH SIERRAS, Mountain range in New Mexico.
1091. AMORPHAS, a shrub having clusters of blue flowers.
1095. ISHMAEL'S CHILDREN. The Arabs are considered descendents of Ishmael.
Because of their warlike spirit the American Indians have been thought to be
descents of Ishmael. See Genesis XXI, 14-21.
1114. FATA MORGANA (Fä-tä-Môr-gä´-nä,) mirage.
1139. MOWIS (m[=o]´-w[=e]s.)
1167. BLACK ROBE CHIEF, Jesuit priest at the head of the mission, so called
because of his black robe.
1182. SUSURRUS, whisperings.
1219. HUMBLE PLANT, a plant that grows on the prairies whose leaves point
north and south, thus serving as a guide.
1241. MORAVIAN MISSIONS. The Moravians are a Christian sect noted for their
missionary zeal.
V.
1256. A number of streets in Philadelphia have the name of trees, as Walnut,
Chestnut, etc.
1257. DRYADS, Goddesses of the woods.
1288. SISTER OF MERCY, a member of an order in the Roman Catholic church.
The members devote their lives to works of charity.
1355. See Exodus XII, 22-23.
ARGUMENT.
"Evangeline" is usually studied in the seventh school year--a time when a
somewhat intensive study of a piece of literature may be undertaken with
profit. This poem offers a most delightful introduction into the wider
realms of literature--an introduction fraught with much consequence since
the manner of it is likely to have a considerable bearing on the pupil's
future in this subject. It is certainly important that the most be made of
the opportunity.
We believe that the common lack of interest and effort in school work
is often due to an absence of definite and visible ends, and of proper
directions for the reaching of those ends. Pupils do not object to work, and
hard work, with something tangible. What they do object to is groping in
the dark for something that may turn up--which is too frequently the case
in their study of a piece of literature. Such a course may be commendable
later, but at this period, suggestion and direction are necessary. These are
furnished by our "Suggestive Questions," which indicate lines of study and
research.
In the ordinary reading class the work is largely done by a few of the
brighter pupils. It is quite difficult to secure a careful preparation by
the whole class. It is also difficult to ascertain how well the pupils are
prepared. The "Suggestive Questions" will be found very helpful here.
Care has been exercised in the division of the subject matter that each
lesson may, in a sense, be complete in itself. The lessons are supposed to
occupy twenty-five or thirty minutes; this, with the nature of the subject
matter and the number of unfamiliar words, determining the length of the
lessons.
The poem is to be studied twice:--
First, a general survey to get the story and the characters clearly in mind.
Second, a careful study of the text that the beauty and richness, the
artistic and ethical values of the poem may be realized.
It is obvious that no scheme, however carefully wrought out, can in any
sense be a substitute for earnestness, enthusiasm and sympathy; and careful
preparation is an absolute essential of all successful teaching. With these,
it is believed, excellent results may be secured by use of this plan.
W.F. CONOVER.
_"B" St. School,
San Diego, Cal._
PART I.
A GENERAL SURVEY.
_Lesson I._ The Author and the Poem.
_Lesson II._ Acadia and the Acadians.
_Lesson III._ Discuss the structure of the poem and how it should be read.
Read.
_Lessons IV-XIII._ Read a section each day to get the outlines of the story.
Notice carefully the Topics given on the following pages, and be able to
tell with what lines each Topic begins and ends. In the other Sections
make lists of Topics, filling out the outlines. Be careful to choose the
principal Topics and not subordinate ones.
EVANGELINE--PART I.
SEC. I.
_Acadia._
1. Grand Pre.
2. Benedict Bellefontaine.
3. Bvangeline.
4. The Home.
5. Gabriel, Basil, Father Felician.
6. Childhood of Evangeline and Gabriel.
7. Manhood and Womanhood.
SEC. II.
_The Home._
1.
2.
3.
4.
5.
6.
SEC. III.
_The Interview._
1. The Notary.
2. The Argument and Story.
3. The Betrothal.
4. The Game.
5. Departure of Guests.
6. Evangeline.
SEC. IV.
_The Summons._
1.
2.
3.
4.
5.
6.
7.
SEC. V.
_The Embarking._
1. Gathering of Goods.
2. Evangeline's Message.
3. Separated.
4. The Camp.
5. Fire.
6. Death of Benedict.
7. Exiled.
EVANGELINE--PART II.
SEC. I.
_The Search Begun._
1.
2.
3.
4.
5.
SEC. II.
_On the Mississippi._
1. The Boatmen.
2. The Journey.
3. Forebodings of Ill.
4. The Sleep.
5. The Bugle.
6. The Passing.
7. Evangeline's Dream.
8. Journey Continued.
9. Arrival.
SEC. III.
_Re-union. Search Again._
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
SEC. IV.
_Search Continued._
1. The Great West.
2. Old Camp Fires.
3. The Shawnee--Confidences.
4. March Resumed.
5. The Mission.
6. Patience.
7. Rumors. On to Michigan.
8. Years of Search.
SEC. V.
_Search Ended._
1.
2.
3.
4.
5.
6.
PART II.
STUDY OF THE TEXT.
(1.) Lessons I-XXVII.
(2.) Composition Subjects.
The questions on the following pages are intended to be suggestive of lines
of study. Others of like or different import will occur to the teacher.
Don't be confined to the written questions. Many others will be needed to
bring out the artistic and spiritual values of the poem and to keep the
thread of the story in mind.
Pupils are expected to know the meaning of words and the particular one the
author employs. The understanding of a passage often depends on the meaning
of a single word. (See Part III.)
SUGGESTIVE QUESTIONS.
EVANGELINE--PART I.
SEC. I.
_Introduction. Grand Pre._
Lesson I, Lines 1-57.
The author gives us a hint of the nature of his narrative. In what lines
does he directly refer to it? This is a story of what? What three qualities
had this thing? What two pictures does the author contrast, lines 6-15? Why
murmuring pines? What two parts of one picture, lines 1-5? Why compare to
the roe? In what ways did their lives resemble a river? Why October leaves?
Remember--this is a story of what? Its three qualities are what? What is
the first picture in Section I? What quality of the people is referred to
in line 24? The Acadians were engaged in what industry? Would their lives
be more peaceful in this than in other lines of labor? Why use reposed, line
32? Who was intimately associated with all the life of the village? Explain
lines 52-56 and 57.
_Evangeline._
Lesson II, Lines 58-81.
What is the topic of this lesson? Who is also introduced to us? Describe.
What does the comparison with an oak suggest? What was Evangeline's age?
Describe her appearance. What qualities does this description show of her?
What was Benedict's most marked characteristic? Evangeline's?
_Home and Childhood of Evangeline and Gabriel._
Lesson III, Lines 82-147.
Why does the author describe the home so carefully? What do we learn of
Evangeline, lines 104-114? What two characters are here introduced? Tell
about their childhood days. Note the early attraction of these two for each
other. What about the wondrous stone? Have stones such powers? Evangeline's
name (line 144) indicates what?
SEC. II.
_Autumn. Evening Out-of-doors. In-doors._
Lesson IV, Lines 148-198.
What is the season? What is the sign of the scorpion? What season follows?
Signs point to what? Why should the author refer to signs of a hard winter?
What idea does the author reiterate, lines 160-175? Note--the author brings
up one picture after another to impress us in this way. Why? Does he picture
the home clearly? Describe. What things of old time life does he mention?
Give topic, lines 199-217. Where were the Norman orchards? What does the
loom suggest?
_Visitors. The News. Argument._
Lesson V, Lines 247-267.
What relations existed between Basil and Benedict? How do you know? Note
carefully how the talk shows character. How did each view the news? Does the
author make many simple statements of facts, or does he use much imagery? Is
this so common in prose?
Which was the better way of viewing the news? Why refer to Louisburg, Beau
Sejour and Port Royal? Had Basil good reasons for his suspicions? Why were
the Acadians safer than their fathers? Why did Benedict wish to have no
fear? What was the purpose of the call? What preparations had been made for
the marriage?
SEC. III.
_The Notary and His Story._
Lesson VI, Lines 268-329.
A new character in the story. What others have we met thus far? In what
regard was the Notary held? Describe him. Why did the children like him?
What was the lore of the village? Contrast the blacksmith's and the Notary's
manner. Explain line 299. Does the Notary's story prove his point--that
Justice finally triumphs? Why? What effect upon Basil has the story? Explain
lines 328-329.
_Signing the Contract. The Last Good-Night._
Lesson VII, Lines 330-381.
What do you learn from line 333? What characteristic does Benedict show,
line 339? Learn 351-352.
Were these marriage papers that were signed? What? What three facts of
old time life, lines 353-368? What are compared, lines 368-371? Why should
Evangleline feel sad at this time? Was it natural? How could the star follow
her footsteps? Look up reference line 381.
SEC. IV.
_The Betrothal Feast. The Mandate._
Lesson VIII, Lines 382-459.
Was the betrothal feast an important event in Grand Pre? So much thought of
now? Explain 385-386. For what purpose were the people gathering? How did
Acadian life differ from that of today? Why was hospitality greater under
Benedict's roof? Who were some of the principal persons at the feast? Who is
now introduced? Was there a peculiar sadness in the occurances of the day?
Why?
We have three pictures strongly contrasted in this, the preceding and the
succeeding lessons. Try to get a clear idea of each of these three scenes.
Contrast the feast and the reception of the Mandate. Why refer to the
solstice? What was the immediate effect of the news? Then what? Was it a
time when character would show? Explain. Who shows clearly his temperament?
_Father Felician's Rebuke._
Lesson IX, Lines 460-486.
(To me, this selection is one of the finest in the poem. It is a fine
tribute to _character_. We have in this and the preceding lesson two
pictures in marked contrast. Recall the effects the Mandate must have had
on the pioneers; how we of the class would feel if we now received such an
order. Think of the homes made by long years of patient toil, the familiar
and much loved scenes--all that made life dear--must be left behind and life
begun anew amid strange scenes and among strange people. What utter despair
must have possessed them.)
What scene of wild passion Father Felician met when he opened the church
door! Could force have quieted this mob? Could they have been _made_ quiet?
Then Father Felician enters, raises his hand and stillness reigns. What
causes this great change? What wisdom does the priest show? Does he say
much? To what does he turn their thoughts? Why? Who is the "Prince of
Peace"? What great character in history had a like power over a multitude?
Was it a great thing that the people could say from their hearts "O Father,
Forgive Them"? Who said it before this? The evening service is held
and quiet after the storm. How were their souls translated? What is the
reference to Elijah?
_Evangeline's Service. Shadows._
Lesson X, Lines 487-523.
What change here introduced? Why should it come in here? Any reason except
a continuation of the story? (A well written play or story has a careful
mixture of pathos and humor. Explain and apply.) Note lines 499-501. What
was the source of Evangeline's great strength of character? Who was the
prophet? Has the reference to the Angelus any suggestive sadness? Why graves
of the living? Why did the thunder speak to her? What did it suggest?
SEC. V.
_Gathering on the Beach._
Lesson XI, lines 524-590.
How long were they in the church? What was the attitude of the Acadians?
What happens similarly in nature? What characteristic of woman is shown in
lines 553-567? Compare Evangeline, Gabriel and Benedict at this point. Did
Evangeline meet her father and Gabriel in different ways? Why? Did she
show wisdom in so doing? What turning point now comes? Imagine a different
circumstance--how would it affect the remainder of the story? Picture the
village. Why refer to the waifs of the tide?
_The Camp. Burning Village._
Lesson XII, Lines 591-635.
Picture the camp. Why refer to Paul? What was the condition of Benedict?
What disposition did he show in this trouble? Do you suppose Basil was
affected in the same way? How do an oak and a willow take a storm? Which
is the better way? Who was the oak and who the willow? What does Father
Felician do? Does he show discernment? Explain 612-615. How many and what
distinct pictures do you find in the lesson? Write lines 613-620 in your own
words and compare.
_Death. Separation._
Lesson XIII, Lines 636-665.
What was the effect of the fire on Benedict? The effect of her father's
death on Evangeline? What does "without bell or book" mean? What of
nature seemed in harmony with the occasion? What two great sorrows came to
Evangeline so closely? Review closing incidents and Part One.
EVANGELINE--PART II.
SEC. I.
_Landing. Search Begun._
Lesson XIV, Lines 666-705.
How long time has elapsed since the embarking? What were the Acadian's
Household Gods? Why was the exile without an end? Why should the author use
this comparison about their scattering? Explain fully about the seizing of
the hills. What was the attitude of many Acadians? Of Evangeline? What is
the desert of life? Why so called? What makes life a desert? Explain fully
lines 683-687. What was there singular about Evangeline's life? What effect
had this on her life? What was the inarticulate whisper that came to her?
_Pressing On._
Lesson XV, Lines 706-740.
What is a voyageur? What was Evangeline advised to do by her friends?
Should she have followed their advice? Give reason. What was it to braid St.
Catherine's tresses? What do you think of Evangeline's reply? Learn lines
720-727. Explain. What was the funeral dirge which she heard What was the
voice that replied? What is the Muse? Who appeals to it? How is it to be
followed?
SEC. II.
_On the River. Forebodings._
Lesson XVI, Lines 741-789.
Has the author followed the wanderer's footsteps in Sec. I, Part II? Locate
scene pictured in lines 741-745. How were these people bound together? How
strongly? Picture the scene in lines 757-765 clearly. Why Golden Coast?
What is a maze? What did the moss look like? What is demoniac laughter? What
purpose does the author serve in bringing in this incident? Describe scene
in lines 763-767. How did the exiles feel this night? What about the mimosa?
What are the hoof-beats of fate? What effect have the hoof-beats? Was
Evangeline in the same mood as the others? Read to line 863, and then
consider carefully the scene and events to line 790. Study with care.
_Night on the River. The Passing._
Lesson XVII, Lines 790-841.
Explain lines 790-794 and lines 798-799. Why do you suppose the bugle was
not heard? What if it was? Why did they row at midnight? Why does the author
bring in something weird again as in line 805? Note change from night with
its weird uncertainty to day with its quiet peace and beauty. Why refer to
Jacob's ladder? How can you account for conditions given in lines 824-5?
Note that here a calm precedes the storm. Who were in the boat speeding
north? What was the last we heard of Gabriel? What changes had occurred in
his appearance? How did he take his lot and disappointment? How different
from Evangeline? Does the account of the passing seem reasonable? Are such
occurrences common in general life?
_Evangeline's Dream. Arrival._
Lesson XVIII, Lines 842-887.
Does it seem reasonable that Evangeline felt Gabriel was near? Explain and
learn lines 852-4. Explain 858. Why Eden of Louisiana? Has Father Felician
given up to despair on any occasion? What kept him from despairing? Had he
despaired how would it have affected Evangeline and the story? Note scene in
lines 864-868. Does the author here give a picture of nature in harmony with
a condition of mind? Where? Find like treatment in this section. The mocking
bird here reminds one of what bird in another scene? Does each seem an
appropriate part of the picture? What was the prelude? Why were their hearts
moved with emotion?
SEC. III.
_Meeting Basil. Disappointment._
Lesson XIX, Lines 888-958.
Find subject and predicate of first sentence. Describe house and
surroundings. Would flowers grow thus in Acadia? What was love's symbol? Why
sea of flowers? Explain 904-910. Why surf? Contrast Basil's home in Grand
Pre and the one here. Explain lines 933. Was Basil's way of breaking the
news about Gabriel a good one? Why should she be deeply disappointed? Did
Gabriel bear his disappointment as did Evangeline? What was the result of
Evangeline's longing? Of Gabriel's? Why a fugitive lover? Why fates and
streams against him? What did Basil mean line 958?
_Re-union and Feast._
Lesson XX, Lines 959-1020.
Note here change of scene. Is it from pathos to humor or from humor to
pathos? What do you gather from lines 959-960 and 964-965? From 961-2? Why
should they marvel? Compare conditions of life in Acadia and in Louisiana.
What familiar fact does Basil show, line 982? Why refer to King George? Note
the very attractive picture Basil draws--almost a picture of Eden. Was
there an _if_ about it, a final word that quite changed the shading of the
picture? Is it usually thus? Were the Acadians naturally light-hearted?
_Despair. Hope. On Again._
Lesson XXI, Lines 1021-1077.
What effect had this scene on Evangeline? Why should she hear the sounds
of the sea? Why desire to leave the merriment? Explain 1028-1038. Stars
are here spoken of as God's thoughts--what else has the author called them?
Explain 1041-1044. Was the evening in harmony with Evangeline's mood? Why
was it the oaks whispered "Patience" and not the beeches or other trees?
Explain 1059-1061. Who were going in quest of Gabriel? Explain references of
"Prodigal Son" and "Foolish Virgin" and apply. How was Gabriel blown by
fate like the dead leaf? How long before they found traces of Gabriel? What
traces? What news finally? Where were they now?
SEC. IV.
_The Great West. The Shawnee. Confidences._
Lesson XXII, lines 1078-1164.
What are amorphas? Why describe thus this territory? Who were Ishmael's
children? Why bring out clearly the many dangers to be encountered here?
What is Fata Morgana? Who was the anchorite monk? Why taciturn? How could
they follow his footsteps? Who were _they_? How were traces of sorrow and
patience visible? Were they unusually touched by the Shawnee's story? Why?
Was it natural for Evangeline and the Shawnee to be drawn together? What
common bond had they? What was the effect of Evangeline's story? Were the
Shawnee's stories appropriate? Were they comforting or disheartening? What
was the snake that crept into Evangeline's thoughts? Was it lasting?
What would naturally dispell it? Are people more brave at night or in the
morning? More cheerful when? Why?
_At the Mission. Waiting._
Lesson XXIII, Lines 1165-1205.
Why Black Robe Chief? Why expect good tidings at the Mission? What is a
rural chapel? What were vespers and sussuras? What was the cause of the
priest's pleasure? Look up Jesuit work in North America. Why were the
priest's words like snow flakes to Evangeline? How did Evangeline receive
the news? Why should she desire to remain at the Mission rather than return
to Basil's home? Was there an unselfish purpose in her remaining?
_A Long Search. Age._
Lesson XXIV, Lines 1206-1291.
How long did Evangeline remain at the Mission? What old custom referred
to in lines 1212-1214? What do you know of old husking bees? Who urged
patience? The compass flower illustrates what truth? Why is life in a
true sense pathless and limitless? What quality is suggested by the gay,
luxuriant flower? By the humble plant? Evangeline leaves the Mission to
seek Gabriel where? Result? How did she spend the following years? Would you
think from the text here her life was wholly given to the thought of Gabriel
and to search for him? Why? What was the dawn of another life?
SEC. V.
_Devotion._
Lesson XXV, Lines 1252-1297.
Why was Penn an apostle? What city did he found? How do the streets echo the
names of the forest? Who are the Dryads? Why did she feel at home here? Does
she finally give up hope? Explain lines 1270-1275. What made the world look
bright to her? Does one's state of mind determine to a large extent how the
world looks? Does the world look the same at night and in the morning? When
are we most likely to see it as it is? Was Gabriel forgotten? What were the
lessons her life had taught her? What became of her love? How did she act
practically upon her feeling? What was the word or the thing that drew her?
She shows what quality 1291-1293? What is a Sister of Mercy? Why had she
not joined the Order before? Had she in a true sense been a sister of mercy
before joining the Order? Do you think she regretted the long struggle that
fitted her so well for this work?
_The Pestilence._
Lesson XXVI, Lines 1298-1342.
How did death flood life? What made the lake brackish? Why silver stream?
What is the usual cause of a pestilence? Why call it a scourge of his anger?
Where was the almshouse? Where is the spot now? This was an opportunity for
whom? What was the appearance of the sister? What occasioned it? Is what
we _are_ written in our faces? What morning did she visit the almshouse?
In what season? Had she a premonition that her quest was ended? Are
premonitions common? What was the effect of this feeling upon her? Why was
death a consoler?
_The Meeting._
Lesson XXVII, Lines 1343-1400.
White expecting something, was Evangeline prepared for the meeting? How
did it affect her? How did Gabriel appear? What was the cause? What is the
reference about sprinkling the portals? What was Gabriel's condition? What
effect had the cry of Evangeline? Did he recognize Evangeline and
realize she was with him? What came to his mind? Did he finally recognize
Evangeline? Was this recognition a blessing for her? What effect had this
meeting upon her? How did she express it? Where are the lovers supposed to
be now? Do you think Evangeline's life ended here?
Scene shifts to where? What has occurred? Does the author state that those
old scenes of Acadian life can now be seen? Where? In lines 1399-1400 is
there any suggestion as to this story?
Note.--It would be well at the conclusion of this study to spend one or two
periods in going over the story as a whole that the poem, in its general
outline, may be better retained in the pupil's mind.
COMPOSITION SUBJECTS.
1. Acadian Life. (Contrast with present.)
2. The Notary.
3. Character of Gabriel.
4. Character of Evangeline.
5. The Betrothal Feast.
6. The Scene on the Shore.
7. On the River. (Compare mode of traveling with present ones by
land and water.)
8. Home of Basil. (Contrast with the home in Acadia.)
9. The Mission.
10. The Search and its Reward.
Select the lines that appeal to you most.
Select the lines that show the most beautiful sentiment.
Select the lines that contain the best pictures.
PART III.
SPELLING AND DEFINING.
The work of spelling and defining may be carried on with the study of the
text of the poem, or at the conclusion of this study. In the former case
allow a week or more to pass after using a selection as a Reading lesson
before studying it as a Spelling lesson, that the reading may not degenerate
into a word-study.
The words selected are those which should form a part of the pupil's
vocabulary. The fact that the context largely determines the meaning of
a word should be made clear in this study, and the particular meaning the
author employs in the poem should be required. The pupil's discrimination
will at first be poor, but he soon develops considerable skill and judgment.
I
1. primeval
2. Druids
3. eld
4. prophetic
5. hoar
6. caverns
7. disconsolate
8. roe
9. glided
10. reflecting
11. adopt
12. tradition
13. affliction
14. endures
15. patient
II
1. incessant
2. floodgates
3. reposed
4. peasants
5. thatched
6. tranquil
7. vanes
8. distaffs
9. gossiping
10. reverend
11. hailing
12. serenely
13. belfry
14. incense
15. contentment
III
1. stalworth
2. stately
3. gleamed
4. tresses
5. sooth
6. turret
7. hyssop
8. chaplet
9. missal
10. generations
11. ethereal
12. confession
13. benediction
14. exquisite
15. envy
IV
1. antique
2. penitent
3. odorous
4. meek
5. innocent
6. variant
7. devotion
8. craft
9. repute
10. pedagogue
11. autumnal
12. expired
13. populous
14. wondrous
15. valiant
V
1. desolate
2. tropical
3. inclement
4. mantles
5. hoarded
6. advent
7. pious
8. magical
9. landscape
10. consoled
11. blended
12. subdued
13. arrayed
14. adorned
15. surmises
VI
1. instinct
2. superbly
3. ponderous
4. gestures
5. fantastic
6. fragments
7. carols
8. treadles
9. diligent
10. monotonous
11. jovial
12. content
13. accustomed
14. forebodings
15. mandate
VII
1. untimely
2. blighted
3. bursting
4. lurk
5. outskirts
6. anxious
7. dubious
8. scythe
9. besieged
10. contract (_n._)
11. glebe
12. inkhorn
13. rejoice
14. worthy
15. notary
VIII
1. floss
2. wisdom
3. supernal
4. languished
5. warier
6. ripe
7. unchristened
8. doomed
9. haunt
10. marvellous
11. lore
12. demeanor
13. molest
14. irascible
15. triumphs
IX
1. brazen
2. emblem
3. presided
4. corrupted
5. oppressed
6. condemned
7. convinced
8. congealed
9. tankard
10. dower
11. contention
12. manoeuvre
13. pallid
14. infinite
15. breach
X
1. anon
2. curfew
3. straightway
4. lingered
5. reigned
6. resounded
7. luminous
8. ample
9. spacious
10. dower
11. mellow
12. tremulous
13. serenely
14. flitted
15. Abraham
XI
1. clamorous
2. hamlets
3. holiday
4. blithe
5. jocund
6. greensward
7. thronged
8. hospitality
9. betrothal
10. waistcoats
11. alternately
12. embers
13. vibrant
14. mingled
15. noblest
XII
1. sonorous
2. garlands
3. sacred
4. dissonant
5. clangor
6. convened
7. clement
8. grievous
9. forfeited
10. transported
11. wail
12. imprecations
13. distorted
14. allegiance
15. merciless
XIII
1. chancel
2. mien
3. awed
4. clamorous
5. solemn
6. accents
7. vigils
8. profane
9. compassion
10. assail
11. rebuke
12. contrition
13. fervent
14. translated
15. ardor
XIV
1. mysterious
2. splendor
3. emblazoned
4. ambrosial
5. celestial
6. charity
7. emotion
8. meekness
9. gloomier
10. tenantless
11. haunted
12. phantoms
13. echoed
14. disconsolate
15. keenly
XV
1. confusion
2. thither
3. thronged
4. imprisoned
5. wayworn
6. foremost
7. inexhaustible
8. sacred
9. strength
10. submission
11. affliction
12. procession
13. approached
14. wayside
15. mischances
XVI
1. consoling
2. haggard
3. caresses
4. unperturbed
5. mortals
6. Titan-like
7. quivering
8. martyr
9. dismay
10. anguish
11. dawned
12. skirt (_v._)
13. aspect
14. affrighted
15. nethermost
XVII
1. overwhelmed
2. terror
3. wailed
4. sultry
5. bleak
6. despairing
7. extended
8. desert
9. extinguished
10. consumed
11. incomplete
12. lingered
13. rumor
14. hearsay
15. inarticulate
XVIII
1. freighted
2. exile
3. asunder
4. swoon
5. oblivious
6. trance
7. multitude
8. pallid
9. compassion
10. landscape
11. senses
12. sacred
13. glare
14. dirges
15. embarking
XIX
1. voyageur
2. loyal
3. tedious
4. tresses
5. serenely
6. illumines
7. confession
8. enrich
9. refreshments
10. endurance
11. perfected
12. rendered
13. labored
14. despair
15. essay (_v._)
XX
1. cumbrous
2. kith
3. kin
4. few-acred
5. sombre
6. turbulent
7. chutes
8. emerged
9. lagoons
10. wimpling
11. luxuriant
12. perpetual
13. citron
14. bayou
15. sluggish
XXI
1. corridors
2. multitudinous
3. reverberant
4. mysterious
5. grim
6. myriads
7. resplendent
8. sylvan
9. suspended
10. moored
11. travelers
12. extended
13. pendulous
14. flitted
15. regions
XXII
1. countenance
2. legibly
3. oblivion
4. screen
5. trance
6. vague
7. superstition
8. revealed
9. credulous
10. reverend
11. idle
12. buoy
13. betrays
14. illusions
15. Eden
XXIII
1. magician
2. wand
3. landscape
4. mingled
5. inexpressible
6. delirious
7. plaintive
8. roaring
9. revel
10. frenzied
11. Bacchantes
12. lamentation
13. derision
14. prelude
15. amber
XXIV
1. garlands
2. mystic
3. flaunted
4. Yule-tide
5. girded
6. luxuriant
7. spacious
8. symbol
9. limitless
10. cordage
11. arrayed
12. adverse
13. vent
14. misgivings
15. embarrassed
XXV
1. mortals
2. renowned
3. triumphal
4. enraptured
5. hilarious
6. marvelled
7. ci-devant
8. domains
9. patriarchal
10. dispensed
11. profusion
12. congeals
13. ploughshare
14. accordant
15. melodious
XXVI
1. entranced
2. irrepressible
3. devious
4. manifold
5. Carthusian
6. inundate
7. indefinable
8. measureless
9. marvel
10. comet
11. oracular
12. annointed
13. delicious
14. fasting
15. famine
XXVII
1. perpetual
2. jagged
3. gorge
4. emigrant
5. precipitate
6. ceaseless
7. vibrations
8. amorphas
9. blast
10. blight
11. pinions
12. implacable
13. scaling
14. taciturn
15. anchorite
XXIII
1. venison
2. companions
3. swarthy
4. reverses
5. compassion
6. mute
7. dissolving
8. weird
9. incantation
10. phantom
11. enchanted
12. enchantress
13. sombre
14. audible
15. indefinite
XXIX
1. towering
2. crucifix
3. rural
4. chapel
5. intricate
6. aerial
7. vespers
8. swarded
9. benignant
10. wigwam
11. mother-tongue
12. chase (_n._)
13. submissive
14. afflicted
15. betimes
XXX
1. interlacing
2. mendicant
3. granaries
4. pillage
5. vigorous
6. magnet
7. suspended
8. fragile
9. limitless
10. luxuriant
11. fragrance
12. hue
13. perilous
14. divers
15. dawn
XXXI
1. sylvan
2. apostle
3. balm
4. emblem
5. fain
6. appease
7. haunts
8. molested
9. descendants
10. hamlets
11. illumined
12. transfigured
13. abnegation
14. diffused
15. aroma
XXXIII
1. pestilence
2. presaged
3. naught
4. brackish
5. margin
6. oppressor
7. scourge
8. splendor
9. wending
10. corridors
11. intermingled
12. assiduous
13. pallets
14. languid
15. consolor
XXXIV
1. flowerets
2. terrible
3. anguish
4. assume
5. portals
6. exhausted
7. infinite
8. reverberations
9. sylvan
10. vanished
11. vainly
12. humble
13. ebbing
14. throbbing
15. customs
Transcriber's notes:
1. The poem has been compared with another version already on Gutenberg--
(vngln10). Where the two disagreed, this text was carefully re-checked to
ensure the text and punctuation matched those on the scanned image.
2. The following apparent errors in the source text were corrected:
Poem Line 73 'bessings' changed to blessings. 346 'manoeuvre': the oe
ligature was split. 668 'goods' changed to Gods. 692 full stop added to line
end. 718 'father-confessor': hyphen added. 840 'their' changed to there. 850
'reverened' changed to reverend. 909 'spar' changed to spars. 909 'tropcis'
changed to tropics. 1083 'rivre' changed to river. 1256 'reecho' changed to
re-echo.
2. Line 713 has been copied and inserted from vgln10. This was missing in
the book, but was referenced in the notes; the line numbering also showed a
missing line between 710 and 715.
3. No other (deliberate) changes have made to the poem. There remain a
number of minor word and punctuation differences between this and vngln10.
4. Special characters.
A number of characters used in the notes to describe pronunciation do not
exist in ASCII. The following conventions have been used to represent them:
[=a] 'a' + Macron; ('a' with a horizontal line above).
[=o] 'o' + Macron; ('o' with a horizontal line above).
[=e] 'e' + Macron; ('e' with a horizontal line above).
[)a] 'a' with a curved line above - like horns.
[)e] 'e' with a curved line above - like horns.
[.a] 'a' with a single dot above
End of Project Gutenberg's Evangeline, by Henry Wadsworth Longfellow