What are we told about these men? They gave

much of their time to study.

What do you suppose was their favourite way of

finding out things? This lesson makes me think

that they liked to find out things by their own

efforts.

Why do you think that? Because it says that

they wanted to "satisfy" their minds by their

own "observations".

In what other ways do boys and girls satisfy

their minds about new things? By asking

questions about them until the answers satisfy

them.

What other way do you use sometimes? We read

books to learn about many new things.

What did the first man learn? He thought he had

learned that the elephant was "like a wall".

Why do you say thought? He hadn't really

learned it. He stopped making observations just

as soon as he had one idea.

Why do you think he did that? I think he was in

a hurry to be the first to state what he knew.

What words in the poem suggest that idea to

you? The words "At once began to bawl".

How did this man come to think the elephant was

"like a wall"? He fell against the animal's

huge side, and it made him think of a wall.

What was the second man's opinion about the

elephant? He thought the animal was "like a

spear".

Account for that idea. He felt one of the

elephant's tusks, and formed his opinion

without going any further.

And what about the third man? The third man put

his hands on the elephant's trunk and felt it

all over, but as he did not go any further, he

declared that the elephant was "like a snake",

because it was the only thing, as far as he

knew, that squirmed about as the trunk did.

What did the fourth man do? The fourth man felt

the big front legs and declared the elephant

was "like a tree".

Tell us about the fifth man. The fifth man

happened to touch the ear. He felt all over it

but nowhere else, so he said the elephant was

"like a fan".

And what had the sixth man to say? The sixth

man had caught hold of the elephant's tail, and

when he had felt all over it, he declared the

elephant was "like a rope".

What conclusion did they come to in the end?

They didn't come to any conclusion. They argued

and argued for a long time, and each man was

stubborn and stuck to "his own opinion".

GENERALIZATION

In what respects were they all alike?

1. Each one felt just one part of the animal

and took the part for the whole.

2. Each was in a hurry to give his opinion and

did not take time to form a good one.

3. Each man was stubborn and probably refused

to feel where the others had felt.

If they could be in your place, how would they

see themselves? They would see how foolish they

had been, and each would see that the others

were as nearly right as he himself was.

What lesson for ourselves can we learn from

this? It teaches us not to be in a hurry in

giving our opinions.

What do we learn from the dispute mentioned in

the last verse? We learn from it that, when our

own opinions about anything are firmly fixed,

it does no good to argue about the matter.

In what way could they have arrived at the same

conclusions? If each had done all that each of

the others did, they would have agreed about

the elephant.

In what way were these men really blind? They

could not, or would not, see the viewpoint of

others. There may be a mental blindness, as

well as a physical blindness.

Here are two lines that you may memorize, as

they fit the lesson very well:

Convince a man against his will,

He's of the same opinion still.

THE LORD IS MY SHEPHERD

(Second Reader, page 203)

AIM

To lead the pupils to appreciate the beauty and power of the language of

this Biblical lesson, and to feel a confidence in God's protection and

support.

PRESENTATION

The teacher should talk with the pupils about the great flocks of sheep

in Eastern lands. They require a shepherd to lead them to pastures where

the grass is long and sweet, and to protect them from the wild animals.

This Psalm is called the "Shepherd Psalm" because it was written by

David, after he became a king. He remembered the time when he was a

shepherd boy and used to spend his days and nights in the fields with

the sheep, and how he once killed a lion and a bear that came to attack

his flock; and he thought to himself that God had cared for him all his

life just as he himself used to care for his little lambs, so at last he

put his thoughts into the words of this Twenty-third Psalm.

There are two metaphors in this Psalm. In the first is developed,

through the figure of a shepherd and his flock, God's care of His

people.

What are the feelings of the sheep toward the

shepherd? They feel confident that he will

supply them with food; he will lead them to the

"green pastures" and to the "still waters" by

the wells and fountains, where they will

neither hunger nor thirst.

What does the expression "lie down" infer? A

sense of rest and security. The sheep can lie

down in the "green pastures" and feel

confident that the shepherd is able and willing

to protect them from danger.

In what way do we resemble the sheep? We are

dependent upon the Lord for our supply of

spiritual and material needs, and for guidance

and protection along the path of everyday life.

What does the Psalmist mean when he says: "He

restoreth my soul"? "Soul" means, in Hebrew,

the "life," or "one's self". The Lord restores

and brings back His people, when wandering into

forbidden places.

Explain the next line. As the shepherd goes

before and leads his sheep by the right paths,

avoiding all dangers, so the Lord leads His

people into "the paths of righteousness".

What does "for His name's sake" mean? He has

undertaken to guide His people safely and will

do it for the honour of His name.

In the next section, whom is the Psalmist

addressing? He is speaking to the Lord.

What words show that he is still using the

figure of the shepherd and the sheep? "Through

the valley"; "Thy rod and thy staff".

What does the first line mean? Some paths that

are right paths for us to walk in still lead

through perilous places; and this is the way

the Psalmist refers to this fact in shepherd

life.

How should we feel? The Lord accompanies us,

and we should "fear no evil". The sheep follow

the shepherd with absolute confidence, and our

attitude toward "the Good Shepherd" should be

the same.

What words show that danger is sometimes close?

Death sometimes comes so close that it almost

seems to cast a shadow.

What does the "rod" represent? The rod is the

sign of authority, and represents the defence

and protection afforded by the shepherd to the

sheep, when in danger from robbers or wild

beasts.

What does the "staff" represent? The staff

denotes support and guidance, and is used for

aiding the sheep in places of need, even along

peaceful ways. The expression "Thy rod and thy

staff" covers the whole round of protecting

care.

Here the figure is changed. In the second metaphor God is represented as

a host with the Psalmist as a guest at a banquet.

"Thou preparest a table before me." The Lord

makes provision for man's needs. He does so

openly, publicly ("in the presence of mine

enemies").

In what other way does the Lord show His care

for His people? The Psalmist says: "Thou hast

anointed my head with oil."

To what does this refer? In the East, it was

the custom to pour an ointment of great

fragrance on the heads of the guests of honour

at a feast.

How does the Psalmist further picture the

goodness of God? He fills our "cup" till it is

overflowing.

What is the thought in the last two lines? The

confidence of the Psalmist in the Lord, that as

He has led and guided him in the past, so His

"goodness and mercy" "shall follow" him "all

the days of his life," and he will live forever

in intimate communion with Him.

What do you like about the selection? The

spirit of gratitude and confidence in those who

enjoy God's benefits. The nature of some of

these benefits is made plain to us by the

pictures of the "green pastures", the "still

waters", "the rod and staff", and the prepared

"table".

CHAPTER VI

FORM III

HIDE AND SEEK

(Third Reader, page 50)

AIM

To lead the pupils to appreciate the exquisite music of the language and

the pathos of the story.

PRESENTATION

What does the poem describe? It describes a

father's love for his son.

There are two distinct parts. What does each

part describe? The first two stanzas describe a

game of "Hide and Seek" between the father and

the boy, and the last two, the father's intense

longing for the boy whom he has lost.

What kind of day is described in the first

stanza? A bright and calm June day.

What things suggest this? Sleeping trees, still

winds, wandering clouds, "noonday silence".

What does the writer represent the trees and

the winds to be? Persons--the trees having the

ability to sleep, and the winds to move or keep

still. This is called personification.

What are "fleecy clouds"? Clouds that are white

and downy.

The poet speaks of them as "flocks". What is

the comparison intended? The comparison of the

clouds to flocks of white sheep that, instead

of wandering across a meadow, are wandering

across the sky.

What does the word "wandered" suggest? That the

clouds are moving along slowly and leisurely

without any purpose in view. They are doing

this because the "winds are still".

What is meant by saying that they "Have

wandered past the hill"? They have gone below

the horizon at the hilltop and cannot be seen.

The sky is thus clear of clouds.

What causes "the noonday silence"? The heat of

the mid-day has silenced even the songs of the

birds. Compare Keats:

When all the birds are faint with the hot sun

And hide in cooling trees.

How is the silence broken? By the voice of the

little boy hunting for his father.

What do the words of the tune he is singing

constitute? The rules of the game. The one

hiding must respond "Coo-ee" each time the one

searching calls.

Where is his father? In a "leafy nook" in the

woods.

What does the question "Shall I let him pass?"

seem to indicate? That his father hesitates for

a moment to reveal himself.

What does he do, however? He gives the boy the

signal--a "low, soft whistle". He cannot "let

him pass".

What is shown in the last long line of the

stanza? That the man enters into the spirit of

the game with the same zest as the boy.

What feeling exists between the two? A feeling

of perfect good-fellowship and affection.

Explain, "you're it". Your turn to hunt, mine

to hide.

What further rules of the game are given here?

(Every boy and girl will know these.)

What change in feeling is there between the

first two stanzas and the last two? A sudden

transition from gaiety and light-heartedness to

sorrow.

What has happened? The boy is dead.

Why is "Long ago" repeated? It emphasizes the

idea and adds to the pathos of the line. The

time has seemed long because of the intensity

of the father's grief. Happiness makes time

pass quickly, not so grief.

How does the poet suggest the idea that the

game is still being continued though it is now

an inexpressibly sad one? He speaks of the boy

as having left his father as if to hide, of

his father as seeking him "high and low", of

his being safely "hidden" "in some pleasant

place", of the father as being unable to hear

his "Coo-ee".

What is really meant by seeking him "high and

low"? The thought of his boy is ever with him.

He unconsciously looks for his face wherever he

goes.

What is the "pleasant place"? Paradise.

How could you describe the short lines, "Far

away", etc., down to the end of the stanza? As

the call of a broken heart to the boy.

Where is the idea contained in "Far away"

expressed before? In "Hidden safe and happy in

some pleasant place".

And where is the thought, "Many a day",

repeated? "Long ago he left me, long and long

ago."

How is the father continually reminded of his

boy? By the "Birds" and "Flowers"--everything

that he loved is charged with memories of him.

What light is thrown upon the little fellow's

interests? He loved the out-of-doors, the

things of nature.

What ray of sunshine breaks through the clouds

of the father's grief? The conviction that his

boy "is waiting" for him till he comes.

What is the meaning of the line, "Love may hide

itself", etc.? The little boy's love may for

the moment be hidden, but it is everlasting.

The father's love is likewise everlasting. This

is sufficient ground for believing that they

will some day be united.

The reading of this poem by the pupils will show whether they feel its

joy, its sadness, and its hope.

AN APPLE ORCHARD IN THE SPRING

(Third Reader, page 60)

AIM

To lead the pupils to appreciate the beauty of an apple orchard in the

spring and the music of the language used in describing it.

PREPARATION

This lesson should be taken when the apple orchards are in bloom. The

teacher should prepare the pupils for it, by asking them to observe the

blossoms, their colours and odours, the songs of the birds, and the

sounds of the streams.

PRESENTATION

Read the poem describing these. What is the

main theme of the lesson? The poet tells us how

much we have missed if we have not "seen an

apple orchard in the spring".

What is his theme in the first three stanzas?

The beauty of an apple orchard.

What, in the last stanza? His memory of it.

In what order does he describe the blossoms? In

the first stanza, the buds are turning white;

in the second, they are unfolding; and in the

third, the petals are dropping.

Where does the author suppose the reader to be

standing, in the first stanza? Outside the

orchard, where it is possible to see "the

spreading trees" and all the orchard at once.

Where, in the next two stanzas, is he supposed

to be? He is plucking the blossoms and walking

under the trees.

What senses are appealed to in the first

stanza? Sight--"seen an apple orchard".

Hearing--"mavis sings its story".

What senses are appealed to in the second

stanza? Touch--"plucked the apple blossoms",

"touch them a delight". Smell--"caught their

subtle odours". Sight--"Pink buds pouting at

the light", "Crumpled petals baby white".

What senses are appealed to in the third?

Sight--"pink cascades". Hearing--"silver

brooklets brawling", "cuckoo bird soft

calling".

Show the appropriateness of "hoary", "wealth of

promised glory", "pouting", "pink cascades",

"silver brooklets brawling", "wonder of the

spring", "precious", "tender".

What Canadian birds could be substituted for

the mavis and the cuckoo? The robins, warblers,

and goldfinches.

Lead the pupils to examine the arrangement of the rhythm and the

refrain, so that they will appreciate the music of the verse. Let each

pupil show his appreciation by reading the stanza he likes best.

LITTLE DAFFYDOWNDILLY

(Third Reader, page 223)

The teacher should require the pupils to read the lesson through and

then to reproduce its main incidents without any regard to their

allegorical significance. Such headings as the following might be

suggested by the pupils, and these would serve to guide in this

reproduction:

1. Daffydowndilly's dislike of the schoolmaster

2. His decision to run away from school

3. His meeting with the stranger who accompanies him on his journey

4. The haymakers

5. The carpenters

6. The soldiers

7. The merry-makers

8. His discovery of his companion's identity

9. The lesson that he learned.

Having thus obtained the literal meaning of the story--a matter of

little difficulty--it remains to get its deeper significance. It is

hardly probable that many pupils will be disposed to regard the story as

literally true, yet few will be likely, upon a first reading, to see the

principle that underlies it. In order to arrive at this, the teacher may

proceed as follows:

Are there any parts of the story that strike

you as improbable? (1) The reference to Mr.

Toil's long residence upon the earth. (2) The

frequent meetings with Mr. Toil's brothers. (3)

Daffydowndilly's slowness in discovering

another brother in the person of his companion.

(4) Their travelling all day in a circle.

If the story is literally untrue or improbable,

what object might Hawthorne have had in view in

writing it? Perhaps he wished to teach some

lesson; perhaps there is a meaning hidden

beneath the story.

Let us discover what that hidden meaning is?

What does the name "Toil" suggest to you? Work.

What, then, may Mr. Toil represent? Work.

And what may his brothers represent? Different

kinds of work.

With this idea in mind, we shall now try to

understand what each adventure really means.

How are we prepared for Daffydowndilly's

troubles with the schoolmaster and for his

later unpleasant experience? The author tells

us that he "took no delight in labour of any

kind".

What flower did he resemble? The daffodil. The

boy's name is another form of the name of the

flower.

In what respect is he said to resemble a

flower? He "loved to do only what was beautiful

and agreeable, and took no delight in labour of

any kind".

Why is Mr. Toil first represented as a

schoolmaster? Because it is at school that a

boy is first introduced to real work. (This

might be given a still more extended meaning.

The school represents the preparation for our

future vocation, whether it be in the

school-room, or in an apprenticeship, or

elsewhere. This involves hard work, and hence

is, to some extent, at least, unpleasant.)

What is meant by saying that Mr. Toil "had done

more good ... than anybody else in the world"?

Work does everybody good: (1) It keeps us out

of mischief. Criminals often become so because

of the lack of profitable employment. (2) It

improves character. The people of the best and

strongest character are those who have had to

work hard. (3) It makes the world happier. The

most miserable people are those who have

nothing to do.

"A very worthy character." Is "character" used

in its usual sense here? It usually means what

a person really _is_.

(Distinguish "character" and "reputation".)

Explain what is meant by saying that "he had

dwelt upon earth ever since Adam was driven

from the garden of Eden". Ever since that time

man has had to work. God said to Adam (Genesis

iii, 19), "In the sweat of thy face shalt thou

eat bread".

Why is Mr. Toil represented as being such a

disagreeable person? Because, to some people,

work has many unpleasant features.

Any activity that has no compulsory elements in

it is no longer work, but play. What is the

real meaning of the paragraph describing the

schoolmaster's method of discipline? The work

of the school-room, being compulsory, and

therefore disagreeable to idle boys, becomes

exceedingly painful when long continued.

Contrast Daffydowndilly's previous life with

his experience at school. Brought up under the

indulgence of his mother, his life had been

very pleasant. Now, introduced to real work, he

finds life very unpleasant.

What gives us a suggestion as to the identity

of the stranger whom Daffydowndilly met on the

road? We are told that he was "trudging" "along

the road", and that his voice "seemed hard and

severe".

Why is "trudging" a better word than "walking"?

It suggests effort, and hence work.

How does the form of the question, "Whence do

you come so early, and whither are you going?"

harmonize with the description of the stranger?

We are told that he had a "grave and sedate

appearance", and the somewhat stilted form of

the question is quite in harmony with this

description.

Why had his voice "a sort of kindness in it"?

Because moderate work, such as this walking

early in the day, is not altogether

unpleasant.

Explain "ingenuous disposition". How does

Daffydowndilly show this?

What made his discovery of Mr. Toil among the

labourers in the hayfield so unexpected? The

circumstances and surroundings--"the sunshine",

"the blue sky", the singing birds, the fragrant

hay--were so pleasant that it was hard to see

how anything so unpleasant as work could

intrude there.

Why is Mr. Toil recognized in the owner of the

field rather than among the labourers? In

directing the activities of the men, as well as

working himself, he is performing the most

arduous labour of all.

Why does the stranger say the farmer is a "more

disagreeable man" than his brother, the

schoolmaster? Because the activities of farm

life are more laborious than those of the

school-room.

What expression that takes the form of a

proverb is used in describing this incident?

"To make hay while the sun shone."

Distinguish its meaning, as the author uses it,

from its meaning as a proverb. The author uses

it in its literal meaning. The farmer must make

the most of fine weather and sunshine in curing

("making") his hay, for, if rain comes after it

is cut, it will be more or less injured. Used

as a proverb, the expression means that one

should seize the opportunities presented and

make the most of them.

What does Hawthorne mean by placing a Mr. Toil

at the head of the company of soldiers?

Military movements, though very attractive to

the eye, really involve work. Soldiers find

their activities very toilsome, especially

after the novelty has worn off.

Why is Mr. Toil placed even among the dancers?

The pursuit of pleasure soon becomes wearisome,

and hence toilsome.

Why is the fiddler represented as a Frenchman?

France, as a whole, is reputed to be the gayest

and sprightliest of nations.

What is meant by saying that "those who have

known him best think him still more

disagreeable than his brothers"? Those who

devote themselves entirely to the pursuit of

pleasure find it more toilsome and disagreeable

than ordinary work. People frequently say,

after a day given up to pleasure, that they are

more tired than if they had worked hard all

day.

In which of the incidents of the story does it

seem least likely that Mr. Toil would be met

with? In the incident of the merry-makers.

In which, most likely? The incident of the

haymakers.

How has Hawthorne apparently arranged

Daffydowndilly's experiences? He has so

arranged them that in each successive incident

we are more surprised at meeting with Mr. Toil.

Each one seems to promise less probability of

his presence than the preceding.

Why had Daffydowndilly not recognized his

companion before? His voice had been kind and

his manner agreeable in the early stages of the

journey.

Interpret this as has been done in the case of

the other incidents. The early part of

Daffydowndilly's journey had been pleasant,

owing to the freedom from school and the

interesting experiences by the way. But, as the

day drew on, he gradually grew tired, and then

it was that he recognized that walking is work.

What lesson did he learn? That he could not get

away from work. It is to be found everywhere,

in the most unexpected places, and one cannot

escape from it by changing his occupation.

What is meant by Daffydowndilly's finding Mr.

Toil's ways more agreeable upon better

acquaintance? When he grew accustomed to his

work, he found that it was not so very

unpleasant after all; "that diligence is not a

whit more toilsome than sport or idleness".

What is Mr. Toil's "smile of approbation"? The

consciousness of work well done.

Tell the pupils that this story is an Allegory. They have probably read

other stories of a similar nature, and may be asked to frame a simple

definition. An Allegory is a story, not literally true, containing

incidents that have a deeper meaning than is apparent on the surface.

Its purpose is to teach some moral truth or universal principle. It

differs from the Parable in being longer and more complex.

When the pupils reproduce the story, it will be well to adhere to the

allegorical form, and not attempt to give its significance.

MOONLIGHT SONATA

(Third Reader, page 285)

AIM

To lead the pupils to appreciate the importance of details in the

construction of a story.

PREPARATION

The teacher will have told the pupils a few facts about Beethoven and,

if possible, will have shown them his picture. He will also have asked

them to read the lesson at home and become familiar with the story.

PRESENTATION

What is the main point in the story? The

circumstances under which the musician wrote

the "Moonlight Sonata".

What is a sonata? It is a musical composition

which consists of movements fast or slow, sad

or playful, according to the varying mood of

the composer.

Where was the scene? In Bonn in Prussia.

When? On a moonlight winter's evening.

Who were the two persons? Beethoven and the

writer.

Notice that these three important facts are all

told briefly at the beginning.

Why had the writer called on the musician? He

wished to take him for a walk and afterwards

take him home with him to supper.

Had he any reason except the desire for

Beethoven's company? Yes, Beethoven's health

was not good, his hearing was becoming

impaired, and the writer evidently thought he

needed rest and recreation. These circumstances

led to an important result.

What happened next? In passing through a narrow

street, Beethoven heard some one playing his

"Sonata in F".

What were his feelings? Surprise to hear it in

such a place and delight at the excellence of

the playing.

How did he show his feelings? By exclamations,

questions, and short sentences.

What is told in the next three paragraphs? They

describe a conversation.

Who are speaking? A brother and sister.

What are they saying? The sister is lamenting

that she cannot "go to the concert at Cologne"

and her brother reminds her of their poverty.

Then she wishes that "for once in her life" she

"could hear some really good music".

What happens next? Beethoven decides to enter

the house.

How does the writer impress this fact on the

reader? By giving the argument between himself

and Beethoven.

What were the latter's reasons? The player had

"feeling, genius, understanding", and these

qualities are so rarely found that Beethoven

could not neglect them.

Explain these terms. The player showed refined

feeling in her interpretation of the music,

genius in her skill on the piano, and thorough

understanding of the composer's purposes in the

composition.

Was it only for his own pleasure that the

composer entered? No, he wished to give

pleasure to one who could so well appreciate

his work.

Describe the scene. A young shoemaker is seated

at his work. He is pale from the effects of

confinement and toil. A young girl with an

abundance of light hair is leaning on an

"old-fashioned piano".

What does this piano show? That their parents

had very probably been lovers of music, and the

piano may have been an heirloom.

What comes next? The musician explains the

reasons for his intrusion.

How did the brother look upon it? The young man

seemed annoyed at first.

How was this annoyance overcome? The manner of

Beethoven was so comical and pleasant that the

young man's annoyance passed away.

How had Beethoven addressed the brother and

sister? His manner was very confused. He wished

to conceal his name, and yet wished to give

pleasure to the young girl.

How does he show his confusion? The sentences

"I, I also ... play for you", are such halting

ones. He does not make his sentences complete.

What was the next part of the conversation? The

young man tells Beethoven that the "piano is so

wretched" and they "have no music".

What is the purpose of this statement in the

story? It shows Beethoven that the young girl

is blind and plays these difficult compositions

by ear.

How had she learned to play this Sonata? She

had heard a lady "practising" it, and "walked

to and fro" in front of the house in order "to

listen to it".

What does this show? What a love of music and

wonderful natural ability the young girl

possessed.

What is the next action in the story? Beethoven

plays.

Why did he play better than he had often done

before large audiences? He realized how greatly

his work was appreciated; and he was deeply

touched by the thought of the young girl's

blindness, her poverty, her skill, and her

passion for good music.

What trifling occurrence now affects the story?

The last candle in the house burned out, so the

writer opened the shutters and admitted "a

flood of brilliant moonlight".

What effect had this upon the composer? It

changed the current of his thoughts and

feelings.

How did he appear? "His head dropped upon his

breast", and "his hands rested upon his knees".

What is the next action? The young shoemaker

asks Beethoven who he is.

What did the composer answer? "He played the

opening bars of the Sonata in F." This revealed

his name. The writer says that the young people

"covered his hands with tears and kisses".

What were their feelings? Their actions were

expressions of their affection and admiration.

What takes place next? The brother and sister

beseech him to play "once more".

What description is given here? Beethoven's

appearance in the moonlight.

Describe him. He was very "massive" in size,

his head was large and his features strong, and

the light from the moon encircled his head.

(Produce a picture, if possible, of Beethoven.)

Did he agree to play again? Yes, he said he

would "improvise a Sonata to the Moonlight".

What does "improvise" mean? He would compose

the music as he played.

Had this any relation to what goes before? Yes,

the writer has told us how thoughtful he had

been when the moonlight first streamed into the

room. Now he is going to express his thoughts

and feelings through the tones of the piano.

We said at the beginning that a Sonata was a

musical composition consisting of various

movements. What are the movements? In this case

there is first, "a sad and infinitely lovely

movement", then, "a wild, elfin passage in

triple time", and lastly, "a breathless,

hurrying, trembling" close.

Let us examine this description of the

"Moonlight Sonata" more closely. What did the

moonlight suggest to Beethoven? "Spirits"

dancing in the moonlight.

What does the first movement suggest? The

"moonlight" flowing "over the dark earth".

What does the second movement suggest? The wild

dance of the "spirits on the lawn".

What does the last suggest? "Flight",

"uncertainty", "impulsive terror".

What was the effect upon the listeners? They

were left in a state of "wonder" and

"emotion".

What musical terms are used to describe this

music? _Interlude_, _triple time_, _agitato

finale_.

Explain them. _Interlude_ is a piece of music

played between the main parts. _Triple time_ is

time, or rhythm, of three beats, or of three

times three beats in a bar.

Give an example of triple time. It denotes

sprightliness, as in the waltz. The _agitato

finale_ means the close of the passage with a

hurrying movement.

What takes place next? Beethoven rose quickly,

promised to come again, and hurried away.

Why did he hurry? He wished to write out the

"Sonata" while it was still fresh in his mind.

What does the last short paragraph state? It

tells that this was the origin of the

"Moonlight Sonata".

Where is the theme of the whole lesson found?

In the last sentence.

What has the writer told us? He has given us

all the circumstances which combined to inspire

Beethoven to compose this great work.

RECAPITULATION

Now let us review the story and collect these

details. What are they? The time, place, the

persons going for a walk, the narrow street,

the wonderful playing, the conversation, the

appearance of the young people, the blindness

of the girl, her eagerness to hear "good

music", the moonlight admitted, the recognition

of Beethoven.

Yes, all these things had a combined effect

upon the musician. If he had gone straight to

supper, there would probably not have been a

"Moonlight Sonata". This lesson illustrates how

time, place, persons, and action are arranged

to produce a well-told story.

LEAD, KINDLY LIGHT

(Third Reader, page 315)

AIM

To aid in the culture of a sensitive response to the spirit and language

of the prayer.

PREPARATION

The teacher should talk with the pupils about a journey through the

darkness, over dangerous bogs, swollen streams, and beside precipices.

PRESENTATION

Read the poem. In what form is this lesson? A

prayer.

What is the prayer? The traveller asks for the

guidance of the Holy Spirit. See notes on this

lesson in the Manual on _The Ontario Readers_,

pp. 166-7.

Describe his journey. "The night is dark", he

is "far from home", he trusts to the light

shining through the darkness to keep his feet

from stumbling; he does not trouble himself

about what lies far before him, he attends only

to his footsteps one by one. He feels he can

pass safely over the "moor", the "fen", the

"crag", and the "torrent", by trusting to the

guidance of the light. With the dawning of the

day will come the reunion with his loved ones

from whom he has been separated.

Explain the symbolism employed here. The poet

speaks of himself as going through life like a

traveller on a long journey, wherein he is

constantly met by trials and temptations and

cannot always know what is the right course to

take. He acknowledges that he needs some

stronger power than his own to direct his life

and asks for the guidance of the Holy Spirit,

content to trust himself to His leading in any

dangers and difficulties that may arise in this

life, and secure in the knowledge that "with

the morn" he shall see once more those whom he

has "loved" and "lost awhile".

What is the main thought of the first stanza?

The traveller prays for guidance.

Of the second stanza? He states that he has not

always been willing to ask for guidance, but

had relied on his own reason.

Of the third stanza? He expresses his belief in

the power and willingness of God to guide him

aright.

What is the relation of the second stanza to

the first one? It contrasts the poet's earlier

attitude of mind toward God with that of later

years, thus emphasizing the change that has

taken place in his life.

Is the poet stronger in the second case than in

the first? No; in the first, his ideal is

higher and his humility greater, as he relies

absolutely on the guidance of the Holy Spirit.

In the second, relying only on his own

reasoning powers to guide him, he made many

humiliating failures.

Image the "moor", the "fen", the "crag", the

"torrent", and "with the morn".

RECAPITULATION

Summarize the main thoughts and lead the pupils to bring out clearly the

comparison between the traveller and the poet.

Give a brief account of the author's life.

LEAD, KINDLY LIGHT

(Third Reader, page 315)

AIM

To aid in the culture of a sensitive response to the spirit and language

of the prayer.

TREATMENT

The teacher should read the poem aloud, to awaken respect for the deep

humility, complete open-mindedness, and growing faith of the poet.

What may this poem be called? A prayer for

guidance.

Stanza I

What are the poet's feelings? He feels very

much depressed in spirit, as a traveller would

who was far from home and alone in the

gathering darkness.

Whom does he address as "Kindly Light"? Why

does he use the term "Light"? He may remember

that our Saviour called Himself "the Light of

the world", and it is as his "Light" or Guide

that the traveller feels his need of Him. He

may be thinking of the Pillar of Fire and the

Pillar of Cloud.

What image is suggested by the words "Lead,

kindly Light"? It suggests something that has

life (moves on before), and sheds a beneficent

light on the travellers' path.

What is meant by the "gloom"? It means the

condition of his mind. He is seeking Truth and

feels that he cannot rely on reason alone to

guide him.

What do the last two lines show about him? They

show that he is humble and is content to be

guided through the darkness "one step" at a

time.

Stanza II

What more do we learn about his life in the

second stanza? In what language is his former

"pride" contrasted with his present humility?

What is the meaning of "garish"? What part of

his life is called "the garish day"? Why is it

so called?

NOTE.--"Garish" means dazzling, and by "garish day" is meant the earlier

care-free years when life seemed all brightness and the author felt

perfectly certain of his ability to take care of himself.

What at times disturbed his life, even in those

"past years"? What made him hide these fears?

What is meant by saying "Pride ruled my will"?

What now is his prayer concerning these years?

Why does he want them put out of remembrance?

What is the relation of the second stanza to

the first one? It contrasts the author's

earlier attitude of mind toward God with what

it is in later years, thus emphasizing the

great change that has taken place in his life.

Compare the dependence depicted in the first

stanza with the strength described in the

second. In which case is the man really the

stronger? Account for the fact that when he was

strong, but not in his own strength, he really

felt his weakness more than when he was weak.

NOTE.--The higher his ideal, the smaller he sees himself; and the lower

his ideal, the larger he sees himself. Observe also how the prayer to be

led "on" reveals the man's progressive spirit. The unprogressive man

would pray simply for safety and protection.

Stanza III

What lesson does the poet learn from the "past

years"? What confidence does this lesson give

him for the future? What phases of experiences

of life are suggested by "moor", "fen", "crag",

and "torrent"?

NOTE.--To answer this, there should be an effort to image a moor, a fen,

a crag, or a torrent clearly. Then when the pupil sees the desolate,

lonesome moor; the miry, almost impassable fen; the sharp, out-jutting

crag which makes the ascent more forbidding and difficult; and the

rushing, unbridged torrent which must be forded or breasted, even though

it threatens destruction; it should be easy to relate these to the

experiences in life which they typify, or represent.

How long does the poet believe this guidance

will last? In what words does he say that it

will last as long as it will be needed? What

does he mean by "the night"? Beyond "the

night", what vision does he see? Whose are

"those angel faces"?

What is the relation of the third stanza to the

second? It shows how the author's confidence in

the Divine guidance to be granted him during

future years is strengthened by the lessons

learned in former years.

The teacher should again read the poem aloud. This will impress upon the

pupils, not only the truth and beauty of the poem, but also furnish an

ideal to stimulate them in their preparation for the reading lesson

which is to follow.

CHAPTER VII

FORM IV

JUDAH'S SUPPLICATION TO JOSEPH

(Fourth Reader, page 51)

INTRODUCTION

Review briefly the Scriptural account of Joseph's life, and particularly

the story of the visits of his brethren to Egypt to buy corn. Note

especially the following points:

1. The famine in the land of Canaan; the first visit of Joseph's

brothers to Egypt; their interview with Joseph; the detention of Simeon;

Joseph's demand that Benjamin be brought down.

2. The return to Canaan; Jacob's refusal to let Benjamin go down into

Egypt; Judah's becoming surety for his safe return.

3. The second visit of Joseph's brethren to Egypt, this time with

Benjamin; their entertainment by Joseph; their homeward journey; the

discovery of the silver cup in Benjamin's sack; their return to Joseph.

GENERAL ANALYSIS

After the selection has been read, the teacher should proceed by some

such method as the following:

With what does the passage deal? Judah's

entreaty to Joseph for Benjamin's safe return

to his father, and the effect it produced.

Into how many parts is the selection naturally

divided? Into three parts, corresponding to the

paragraphs as given in the Reader.

What is the principal idea in each part?

1. Joseph's decision to keep the offender as a

bondman. (Paragraph I)

2. Judah's supplication to Joseph that Benjamin

be permitted to return for his father's sake.

(Paragraph II)

3. Joseph's revelation of his identity, and the

provision he makes for the maintenance of his

kindred. (Paragraph III)

DETAILED ANALYSIS

Paragraph I

Why did Joseph's brethren fall "before him on

the ground"? Prostration is the Eastern mode of

signifying profound respect, complete

submission.

What is the meaning of "divine"? In this sense,

to look into the future; to see what is hidden

from ordinary people.

Does Joseph claim explicitly to have this

ability? No, he merely suggests it, probably to

impress them with the idea of his power.

What does Judah mean by "the iniquity of thy

servants"? Doubtless he has in mind the wrong

that they committed years before, in selling

Joseph to the Ishmaelites and deceiving their

father. Verses 21 and 22 of the 42nd chapter of

Genesis go to show that the consciousness of

this sin was ever before them.

What was Judah's attitude toward the accusation

brought against them? He frankly confesses the

guilt of all--not of Benjamin only.

Why do you think he adopts this attitude, when

he must have been sure that all were guiltless?

He perhaps believes that they are victims of a

conspiracy, the object of which is to place

them in the power of this Egyptian governor,

and he thinks that this submissive attitude is

best calculated to secure mercy at his hands.

How do you account for Joseph's apparent desire

to keep Benjamin in Egypt, with himself?

Probably he thinks this the best means of

inducing his father, Jacob, to come to Egypt.

However, he may not really intend to keep

Benjamin at all. He may be making the threat

only to test Judah. It may be remembered that

it was Judah who had counselled the selling of

Joseph years before. Joseph may now be trying

to see if Judah is the same kind of man he was

when the selling into Egypt took place--whether

he will sacrifice Benjamin in this extremity as

he sacrificed Joseph himself.

If the latter is Joseph's object, how does the

experiment succeed? It proves that Judah is a

different man, that the years that have elapsed

have produced a remarkable change in his

character.

Paragraph II

Of what does Judah's entreaty largely consist?

Of a recital of the governor's orders and of

Jacob's attachment to Benjamin, the son in whom

all the thoughts, hopes, and desires of his old

age are centred.

Upon what does Judah lay the greatest emphasis?

Upon the effect that Benjamin's detention will

have upon his father. Evidently the brothers

are very anxious to spare their father any

unnecessary grief and pain.

For what purpose is the whole speech specially

adapted? To stir the emotions. It is suited to

appeal to the feelings of anybody, but,

particularly, to the feelings of Egypt's

governor, though his identity is still unknown.

Which are the most pathetic sentences? The two

beginning with, "And we said unto my lord, We

have a father, an old man", and "Now,

therefore, when I come to thy servant, my

father, and the lad be not with us".

What features of the speech would make the

strongest appeal to Joseph? The reference to

his father's old age and his attachment to

Benjamin; his belief in Joseph's untimely end;

the blow that separation from Benjamin would

involve; Judah's willingness to sacrifice

himself.

What light does the speech throw upon Judah's

character? It shows a capacity for intense

feeling, a deep devotion to his father, and a

spirit of self-sacrifice. It might indicate

also a shrewd knowledge of human nature, for he

apparently knows how to present the case in the

most effective manner.

What is the meaning of "thou art even as

Pharaoh"? Thou art as mighty as the king of

Egypt.

Explain "thy servant became surety for the lad

unto my father". Judah had given Jacob a

guarantee that Benjamin should return safely.

Select any figurative expression and give its

meaning. "Thy servants shall bring down the

gray hairs of thy servant our father with

sorrow to the grave." The blow which separation

from Benjamin would involve will cause the aged

father to die of a broken heart.

What are the main characteristics of the

supplication? The language is simple and

direct, the feeling is of the loftiest

character, and the whole speech is highly

eloquent. If the test of true eloquence is the

intensity of the appeal it makes to worthy

emotions, this passage may well be regarded as

one of the most eloquent in all literature.

Paragraph III

Did Joseph purposely select this as the most

fitting moment to reveal himself? No. He

revealed himself because he could not help it

and because Judah's appeal had so worked upon

his feelings. The first sentence of the

paragraph indicates this.

Why did he send every man away except his

brothers? He did not wish others to see his own

lack of self-control or his brothers' shame and

embarrassment. Moreover, it was a solemn

situation, too sacred for vulgar eyes to gaze

upon.

We are told that he "wept aloud", that "he fell

upon his brother Benjamin's neck, and wept",

that "he kissed all his brethren", etc. Is he

unduly demonstrative? Eastern people are much

more emotional and demonstrative than Western

people.

Why did he have to repeat his assurance that he

was Joseph? The first announcement was so

amazing that it seemed incredible to them.

Moreover, all his previous communications had

been through an interpreter and, no doubt,

their amazement was increased by hearing him

address them in their own tongue.

Upon what ground did Joseph tell his brothers

that they should not blame themselves for

selling him into Egypt? Upon the ground that

God had brought good out of the evil they had

done.

Is he quite right in telling them that they

should not be grieved for the wrong they did

him? They were free agents; God did not will

that they should sin, though He brought good

out of it. From this point of view Joseph is

wrong. But he doubtless sees that his brothers

have long ago repented their action and does

not wish them to continue to blame themselves.

His assurance is no doubt prompted by a noble

generosity induced, to some extent, by Judah's

appeal.

What seems to be Joseph's dominating motive?

His love for his father. His repeated

references to him show this.

We can understand his desire to provide for his

father and Benjamin, but why for his brothers

who had wronged him? Partly for his father's

sake, perhaps. It was natural, in those

patriarchal days, that Jacob, if he migrated to

Egypt, should wish his family to do the same.

Besides, Joseph sees that his brothers are

changed men.

What inducements does he hold out to them? He

shows them that his own power in Egypt is

sufficient to protect them; he promises them

the fertile land of Goshen, with sufficient

food for themselves and their flocks and herds;

and he points out that five years of famine are

yet to be in the land, and that they must

inevitably suffer if the invitation is

rejected.

Joseph frequently draws attention to his power

in Egypt. Is he at all vain-glorious? No, he

does this to assure his brothers that the wrong

done him years before has had, through the

goodness of God, a beneficent result; to show

them that it has not been all suffering in his

long exile; and to induce his father to come

down to Egypt.

"After that his brethren talked with him."

About what would they probably talk? No doubt

Joseph would ask many things about what had

occurred in Canaan since he left, and would

give his brothers an account of his own

experiences in Egypt.

Does it not seem strange that Joseph, during

all these years, should never have taken

measures to find out how his kindred fared, or

to assure them that he was still alive? He was

probably ever looking forward to such a

situation as this, confident that the dreams of

his boyhood would still be realized. It was,

perhaps, this belief in the ultimate fulfilment

of his dreams that had kept him silent during

these years.

What qualities of character does Joseph show in

his speech? A spirit of noble generosity and

forgiveness, filial devotion, and a desire to

find good in the midst of seeming evil.

Point out passages that indicate these

qualities. What admirable characteristics does

the whole selection exhibit? Simplicity,

directness, and eloquence of language, noble

emotion, loftiness of character, and high

ideals.

As a final synthesis of the lesson, let the pupils tell the story in

their own words, preserving, as far as possible, the same order of ideas

as is followed in the extract. This will reveal to the teacher whether

they have grasped the ideas in their proper relationship.

MERCY

(Fourth Reader, page 89)

THE SETTING OF THE SELECTION

This selection is taken from Shakespeare's play _The Merchant of

Venice_, iv. i. In this play, Shylock, a Jew of Venice, had loaned

Antonio three thousand ducats, repayable on a certain date without

interest, but if not so paid, Antonio was to forfeit a pound of flesh

from such part of his body as pleased the Jew. Antonio, not being able

to pay the money as agreed, Shylock sued for the fulfilment of the bond,

and in court refused to accept even three times the amount borrowed,

insisting on a pound of the merchant's flesh. According to the law,

there appeared to be no help for Antonio, but the judge, Portia, asked

Shylock to show mercy. To this he answered, "On what compulsion must I?

Tell me that." This selection is part of Portia's reply to Shylock's

question. The teacher should relate to the pupils the outline given

above.

ANALYSIS OF THE THOUGHT

1. The qualities of mercy:

(1) It is not forced.

(2) It is gentle.

(3) It carries a twofold blessing.

(4) It is the most powerful attribute in men of might.

(5) It is divine in its nature.

2. Where mercy is found:

(1) It is found "enthroned in the hearts of kings".

(2) It is found as a Divine attribute.

3. The results of showing mercy:

(1) It adds strength to strength.

(2) It makes man God-like.

Question, in order to develop the analysis of

the thought, and write on the board the topics,

as given by the pupils.

THE DIFFICULTIES

Quality of mercy. The nature of mercy is not

strained, is not forced. When the Jew asks

"Upon what compulsion must I?", Portia answers

that compulsion has nothing to do with mercy.

It is not in the nature of mercy to be a result

of compulsion.

Mightiest in the mightiest. This is capable of

a double interpretation--(1) the quality of

mercy in a man of great power must be strong in

proportion as his power is great. (2) Mercy is

at its greatest when exhibited by the greatest.

Portia would wish to convey the first meaning,

as that would have the more weight with

Shylock.

Becomes the throned monarch. The possession of

this quality makes a man more truly kingly than

the mere wearing of a crown.

Sceptre. The symbol of the monarch's authority.

Temporal power. Power which belongs to this

world only.

Mercy--is enthroned in the hearts of kings. The

"hearts of kings" are for mercy what the throne

itself is for a king--the most exalted position

he can occupy.

Mercy seasons justice. Mercy tempers justice,

rendering it less severe and making it more

acceptable and pleasing.

Develop the meaning through Illustration, when

possible. For example, to teach the meaning of

"seasons" in "mercy seasons justice", lead the

pupils to use the word seasons in such

sentences as: We season our food with spices.

Lead, from the meaning in common or familiar

use, to its use in the lesson. Avoid mere

dictionary meanings of words. Teach the use of

the word where it is found, never one of its

meanings apart from its use.

THE ARGUMENT

There is no compulsion in mercy. Its course is

always from the higher to the lower. It is a

blessing to both giver and receiver. The

greater the mercy shown, the greater will be

the giver. To show mercy does more to make a

monarch kingly than does his crown. The one

stands for the exercise of authority and power

commanding obedience and awe; the other comes

from the heart and reveals the character. It is

more than kingly, it is God-like; for in

exercising it, man's power becomes more like

God's than in any other way.

Develop the above argument by questioning. Sum

up the result by requiring the whole argument

to be given by a pupil orally in his own

language. Finally, require the pupils to write,

as forcibly as they can, the whole of Portia's

argument.

The remainder of Portia's speech as given in

the play may also be given to the pupils. In

that case, the remainder of the argument should

be given as follows:

You demand justice, Jew. Even so, require it as

you hope Heaven may require it of you. Consider

that mercy is necessary to salvation, and

remember that, as we all pray for mercy, that

fact itself requires us all to show the deeds

of mercy.

The speech containing this part of the argument

is as follows:

Therefore, Jew,

Though justice be thy plea, consider this,

That, in the course of justice, none of us

Should see salvation: We do pray for mercy;

And that same prayer doth teach us all to render

The deeds of mercy.

"We do pray for mercy", refers to the general

prayer of humanity for mercy. To have limited

its reference to the petition for mercy in the

Lord's Prayer would have weakened its force to

the Jew.

MORNING ON THE LIEVRE

(Fourth Reader, page 228)

ASSIGNMENT

1. The teacher should explain to the pupils that the Lievre River

(pronounced Lee-eh-vr) runs through a deep gorge in the height of land

on the Quebec side of the Ottawa River, into which it flows not far from

the Capital. In some places, the banks of the Lievre rise abruptly to a

great height; at others more gradually, the slope being covered with a

thick forest growth. As the river nears the Ottawa, the banks become

much lower. The scenery, whether viewed from the height above or from

the river below, is very beautiful.

2. The teacher should ask a few questions which can be answered easily

from the pupil's own reading of the poem, for example:

From what position does the author first view the scene? What things in

the scene appeal to each of the pupils as the most beautiful? Describe

the incident mentioned in the last stanza. State in a single sentence

the subject-matter of the whole poem.

TREATMENT

The pupils' answers to the questions given when the lesson was assigned

should be dealt with first.

Stanza I

What first attracts the author's attention as

he looks upward? What makes us feel how high up

the banks the mist extends? What part of the

mist appears most beautiful? Why? To what is it

compared? How does this comparison affect our

impression of (1) the colour of the mist; (2)

the height of the mist? Does the comparison

make the meaning clearer? Is the comparison

apt? Is it beautiful?

NOTE.--When a blacksmith cools the red-hot iron in a tub of water,

vapour rises to the roof of his shop. The blaze from his forge shining

on this mist produces the colours mentioned. The amethyst is a precious

stone, clear and translucent, with a colour inclining to purple. The

presence of coal dust or smoke in the vapour would help to produce the

colour of amethyst. The same effect would result, if some smoke or dust

were mingled with the mist where the sun's rays reach it at the top of

the gorge.

"Screams his matins to the day." What is meant?

What idea does the author wish to convey by

this mention of the bird? Out of hearing "of

the clang of his hammer" gives a strong

impression of the great height of the gorge. Of

what "giant" are we made to think? What is

meant by "skirts of mist"?

The teacher's reading of this stanza, a part at a time, if it is taken

up in that way, or all at once, should aid much in impressing upon the

minds of the pupils the wonderful beauty of the scene described, and

this is the main purpose of the lesson.

Stanza II

The author is paddling down the river. Describe

the movement. What shows that the mist has

risen from the surface of the water? What

indicates the calmness of the river? What

things connected with himself does the author

show to be in harmony with the scene? How does

he indicate the harmony in each of the

following: The motion of his canoe, the surface

of the water, his own activity, the force of

gravity, the character of the morning, and the

forest life? We should expect him to dip his

paddle very quietly, if he felt the calmness of

the morning, but to show that the "silence"

pervades all nature, the very drops of water

from the paddle blades seem to fall gently, in

sympathy with the spirit of silence reigning

all around. What are the "river reaches"? The

reach is the stretch of the river between two

bends. How are they "borne in a mirror"? The

high cliff-like banks are mirrored in the

surface of the water. Explain the colour

"purple gray". It is the colour of the image of

the banks in the water. What is meant by "sheer

away"? It means that the "river reaches" curve

away like a winding road. Try to see the

picture of the winding river, apparently

growing smaller as it passes curve after curve.

As it seems to recede into the distance, the

surface of the river forms a "misty line of

light", just before it melts into the shadows

of the forest. Where do the forest and the

stream seem to meet? What does the word

"plight" suggest about their meeting? What

suggests a meeting-place out of sight? Why is

the meeting represented as taking place in the

shadow? Now what is described in the second

stanza?

"As a cloud", "like a dream". Do these make the

meaning clearer? Explain. Are these comparisons

apt? Show the fitness of "silvery", "crystal

deep", "asleep".

Stanza III

As the author goes farther and farther down the

stream, the river runs more slowly. How is this

shown? What shows that the little creek runs

very slowly into the river? How does the author

say the creek is winding? Why would not the

same word "curling" do to show that the river

was winding through the gorge? What are we told

about the mouth of the creek? See those sunken

wrecks down in the water. What are they like?

What shows you that they are very large tree

trunks? What starts the ducks? See them as they

rise out of the water. Make a drawing to show

their position. The drawing should show them

flying in the shape of a horizontal letter V,

as wild ducks fly. What words show you that

they keep this position unbroken? Hear them as

they fly off at their utmost speed. Why such

haste? What makes the "swivelling whistle"?

This is the noise they make as they fly.

Imagine a whistle to be set whirling around as

it whistles. The change in the sound due to the

whirling motion of the whistle might be called

a swivelling whistle. See them go, led through

the shadow. Hear them, as they disappear behind

a rocky point ahead. What is meant by their

"whirr"? What has made us forget all about the

beauty of the silent morning? What effect did

this silence probably have on the poet's

judgment of the noise made by the ducks? Now

what is described in the third stanza?

Consider the fitness of the words "lazy",

"sucks", "bleeds", "sneak", "swept", "splashy".

SYNTHESIS OF THE WHOLE BY CORRELATING THE LESSON WITH ART

1. Make a sketch of the scene in the first

stanza, showing the rocky, high, forest-covered

banks, with mist rising along the slopes, and

the man in a canoe on a small stream below.

2. Make a sketch of the scene described in the

second stanza, showing the winding river, with

its high banks appearing to meet in the

distance, the man in his canoe in the

foreground, and over all the dim light of early

morning.

3. Make a sketch of the ducks rising from the

water. Show the reeds at the mouth of the creek

and the rocky spur toward which the birds are

heading.

THE LIFE OF THE AUTHOR

As it is not necessary to know anything about

the author to fully understand this poem,

nothing should be said about his life until the

pupils become interested in him through their

interest in what he has written. Then teach the

main points in his life. See sketch of his

life, at the back of the Manual on _The Ontario

Readers_.

DICKENS IN THE CAMP

(Fourth Reader, page 287)

INTRODUCTION

By way of introduction, it might be well to tell the pupils something of

Bret Harte--his residence in California, his experience as a prospector

in the goldfields, his stories of the mining camps, and his admiration

of Dickens. (See Manual on _The Ontario Readers_, p. 315.) These facts

throw considerable light upon the poem, and will be useful in aiding the

pupils to interpret it properly. This poem was written shortly after the

death of Dickens. It might well follow the study of _David Copperfield's

First Journey Alone_ and _The Indignation of Nicholas Nickleby_.

PREPARATION

When the poem has been read, the teacher should, before beginning the

analysis, ask a few general questions, such as:

What has Dickens to do with the story related

in the poem? He was the author of the book read

in the camp, _Old Curiosity Shop_, of which

"Nell" is the heroine. (A brief outline of the

story, with special reference to the feelings

it arouses in the reader, might be given here.)

What kind of camp is referred to in the poem? A

mining camp. The last line of the second stanza

suggests this.

Where is the scene laid? Apparently in

California, among the Sierra Nevada Mountains.

This is indicated in the first stanza.

What is the leading idea of the poem? The

effect which the reading of a story by Dickens

produced in a Western mining camp.

What are the main sub-topics?

1. The scene of the incident. Stanzas I-III.

2. The reading of the story. Stanzas IV-VII.

3. A lament for the death of Dickens. Stanzas VIII-X.

MINUTE ANALYSIS

Stanza I

How does the description of the scene, as given

in stanza I, differ from that given in stanza

II? Stanza I gives the background and the

remote surroundings, while stanza II places us

in the midst of the camp.

What features give the story a romantic

setting? The stately "pines", the singing

"river", the "slowly drifting moon", the

snow-capped mountains.

From the description in the first stanza, give

as clear a picture of the location of the camp

as possible. It was situated on the edge of a

canyon in the Sierras, towering pines rising

round about, the river flowing noisily beneath,

and the mountains uplifting their snow-covered

peaks in the distance.

Explain the comparison suggested in the last

two lines. The mountain summits, with their

everlasting snows, resemble in the distance the

minarets, or lofty tapering towers, attached to

Mohammedan mosques.

Which is preferable, "minarets of snow", or

"snow-covered peaks"? The former, because it is

a more unusual expression and because of what

it suggests.

Stanza II

Why is the camp-fire represented as a rude

humorist? It causes faces and forms that are

haggard and care-worn to appear fresh and

healthy, thus playing a grim jest upon those

gathered round it.

Explain the significance of "fierce" in the

last line. In the mad rush for gold, all the

worst elements of man's nature are brought to

the surface--disregard for the rights of

others, contempt for law and order, and even

carelessness with regard to human life.

Consider the fitness of the words "rude",

"painted", "race", as used here.

Stanza III

What indicates the value that the owner places

upon this book? The words "treasure" and

"hoarded" suggest that it is one of his most

highly prized possessions.

What suggests that this is not the first time

the story has been read in camp? The word

"anew".

How does the poet indicate the absorbing

interest that the story has for these men? He

says the fascination is so great as to draw the

attention of these rough miners even from their

card-playing. Explain "listless leisure".

Stanza IV

Explain "the firelight fell". The fire

gradually died down, because, absorbed in their

interest in the story, the miners forgot to put

on fresh fuel.

Why is Dickens called the "Master"? A master is

one who attains the highest degree of skill in

some art. Dickens was master of the art of

story-telling, a master of vivid narration, a

master of pathos and humour.

Stanzas V and VI

Is there anything in these stanzas which might

throw light upon the identity of the reader? He

is probably the poet himself. His familiarity

with the fancies of the reader seem to indicate

this. Besides, the reader is kept very much in

the background--we are told only that he was

young--and this seems to be in keeping with the

modesty of the poet as shown elsewhere in the

poem. At any rate, we must admit that the

reader was a poet, for he indulges in fancies

of a highly poetical nature.

What are those fancies? Such is the absorbing

interest of the story that even the pines and

cedars seem to stand silent to listen, and the

fir trees gather closer in order that nothing

may escape their hearing.

What is the poetic element in these fancies?

Ascribing to inanimate objects the power of

human interest and sympathy.

What effect does the poet secure by picturing

the trees as listeners? It enhances our idea of

the absorbing interest of the story.

Mention any other illustrations of a poet's use

of this device of attributing human sympathies

to inanimate objects. Many might be given, for

example:

Byron's _Waterloo_:

And Ardennes waves above them her green leaves,

Dewy with Nature's tear-drops, as they pass,

Grieving, if aught inanimate e'er grieves,

Over the unreturning brave.

Longfellow's _Evangeline_ describing the song

of the mocking-bird:

Shook from his little throat such floods of delirious music,

That the whole air and the woods and waves seemed silent to listen.

Mrs. Hemans' _The Landing of the Pilgrim

Fathers_:

Amidst the storm they sang, and the stars heard, and the sea.

What experience of "Nell" is alluded to in the

last two lines of stanza V? She and her

grandfather had been lost on their journey from

London.

Why does the poet say that the whole camp "lost

their way" with "Nell" on English meadows? The

narrative was so vivid that the miners, in

spirit, accompanied her in her wanderings.

Stanza VII

What is meant by "Their cares dropped from

them"? They forgot themselves, their cares and

privations, and realized the hopes and fears,

the joys and sorrows of "Little Nell".

How was this result brought about? It was due

to the fascination of the story.

To what does the poet compare this? To some

"spell divine", some supernatural influence,

which causes their own troubles to disappear

for the time being.

Give, then, the meaning of "o'ertaken as by

some spell divine". They are brought, as it

were, under the influence of some magician,

who, by the exercise of his power, transports

them from their own world to that in which

"Nell" lives and moves.

Show the beauty of the comparison in the last

two lines of this stanza. As the needles of the

pine, through the action of the wind, fall

silently and almost unperceived, so the cares

of the miners were forgotten in the

all-compelling interest of the story.

Compare Longfellow:

The cares that infest the day

Shall fold their tents like the Arabs,

And as silently steal away.

Why is this comparison more appropriate than,

for example, like the leaves from the trees in

autumn, or, like snow-flakes from the clouds in

winter? Because it is drawn from the objects at

hand, not from more remote things--an example

of local colour.

Explain "gusty pine". A pine exposed to the

mountain blasts.

Stanza VIII

Who is referred to by "he" in the second line?

Dickens--not the reader of the story.

What is meant by "wrought that spell"? Produced

that magic influence.

State the question in full. Is "he who wrought

that spell" lost, too?

What tale has the "towering pine" to tell? That

the mining camp has disappeared.

And what the "stately Kentish spire"? That

Dickens has gone. (Dickens' home was at

Gadshill, in Kent.)

What is the one tale that both have to tell? A

tale of disappearance and death.

Is the question asked in the second line

answered? Not directly, though the answer is

implied.

State the substantial meaning of the stanza.

The "towering pine" of the Sierras tells of the

disappearance of the mining camp; the "stately

spire" of Kent tells of the death of Dickens;

both bear witness to the potent influence of

Dickens.

Stanza IX

What is the "fragrant story" of the Western

mining camp? The tribute that the incident

related in the poem pays to the magical power

of Dickens as a story writer.

Why is it called a "fragrant story"? The author

poetically conceives of it as being laden with

the fragrance of the fir, the pine, and the

cedar--a sort of "incense" to the memory of the

"Master".

What is incense? The odours of spices and gums

burned in religious rites.

What poetic idea does the author express in the

last two lines? The hopvines of Kent are

represented as uniting with the pine, fir, and

cedar in sending forth their fragrance as

incense.

What is the meaning, then, of the whole stanza?

Let the fragrance of the pine, the cedar, and

the fir, mingled with the odours of the Kentish

hopvines, be as incense to the memory of the

"Master".

Stanza X

Does the poet mean that the grave of Dickens is

literally adorned with oak, holly, and laurel

wreaths? No; he is speaking figuratively.

What do these typify? The tributes of

admiration, reverence, and love that are paid

to the memory of Dickens in his own country.

Of what is each emblematic? The oak is

emblematic of England, the life of whose people

he so vividly depicted; the holly suggests his

charming Christmas stories; the laurel

signifies his mastery of the art of writing.

What does the poet mean by "This spray of

Western pine"? This poem was written in the

Western World, as a tribute to the memory of

the great novelist.

What personal characteristic does the poet show

in the third line? A sense of humility, which

leads him to suggest that this poem is unworthy

of a place among the tributes paid to the name

and fame of the great artist.

Stripped of its figurative significance, what

is the meaning of the whole stanza? To the many

tokens of love and admiration that are offered

to the memory of Dickens, may I be permitted to

add this poem--a Western tribute to the

worldwide influence of the famous author.

RECONSTRUCTION

Tell the story of the poem in your own words.

In a canyon of the Sierras, a group of rough

miners were gathered about a camp-fire. Around

them stood the stately pines, above which the

moon was slowly rising; below, at the bottom of

the canyon, a river sang, as it threaded its way

among the boulders; and, far in the distance,

the mountains reared their snow-covered summits

to the evening sky. The flickering camp-fire

played strange tricks upon those gathered round

it, for it gave to the care-worn faces and bent

forms of the miners the appearance of freshness

and health.

One of the miners, a mere youth, opened his

pack, drew therefrom a copy of Dickens' _Old

Curiosity Shop_, and began to read aloud. At

once, all other occupations were suspended, and

everybody drew near to listen to the story. The

whole camp yielded itself to the fascination of

the tale, and in its absorbing interest they

forgot themselves and their surroundings, their

ills, their hardships, and their cares. One

might almost fancy that the very pines and

cedars became silent, and that the fir trees

drew closer to hear the story of "Little Nell".

Dickens, the "Master", has gone, but, among the

many tributes that are paid to his power as a

writer, let this little tale of the Western

camp be added, to illustrate the universal

nature of his influence.

DOST THOU LOOK BACK ON WHAT HATH BEEN

(Fourth Reader, page 289)

PREPARATION

This lesson should be preceded by a suitable preparatory lesson on the

life of some man, for example, Peel, Disraeli, or Lincoln, who, in spite

of all obstacles, rose to eminence in the nation and lived "To mould a

mighty state's decrees".

INTRODUCTION

Tennyson and Arthur Hallam, as young men at college, were great friends.

The bond of affection between them was probably as strong as it was

possible for friendship between two men to be. When Hallam died in 1833,

at twenty-two years of age, Tennyson said of him: "He was as near

perfection as a mortal man could be". From time to time during the next

seventeen years, Tennyson wrote short poems on themes which occurred to

him in connection with his thoughts of Hallam. These he finally

collected and published in one volume, called _In Memoriam_.

PURPOSE

The purpose of this lesson should be in harmony with the purpose of _In

Memoriam_. It should, therefore, be a study of life within the

comprehension of the pupils. The lesson should aid in securing the

development of character and an appreciation of worthy ambition and

enduring friendship.

ASSIGNMENT

The lesson should be assigned in such a way as to encourage the pupils'

natural desire to learn something through their own efforts. A few

questions should be given to be answered from their own study, for

example:

1. What does the first line show regarding

Tennyson's present thought of Hallam?

2. What stanzas describe the progress of the

man who reminds him of Hallam?

3. What is described in the remaining stanzas?

4. What lines suggest something about this

man's feelings toward the scenes and friends of

his youth?

5. In what respect, according to the last

stanza, does Tennyson show that one of these

old-time friends is like himself?

CLASS WORK

What does Tennyson describe in the first four

stanzas?

Stanza I

Why does he call the man "divinely gifted"?

Because he has had great natural gifts.

When should we call a man of only ordinary

ability "divinely gifted"? What have you read

that illustrates this? (If the pupils cannot

answer this question, the teacher should tell

briefly the parable of the talents.)

What is meant by "Whose life in low estate

began"? Why are the details about his early

life mentioned? State briefly the thought

contained in this stanza.

Stanza II

What was the effect of his humble birth on his

progress in early life? In what ways did it act

as a bar: (1) upon his own mind; (2) upon the

good-will of others toward himself? Which of

these two do the following lines from

_[OE]none_ indicate that the poet would say

must be overcome first?

Self-reverence, self-knowledge, self-control,

These three alone lead life to sovereign power.

State in your own words, the full meaning of

"breaks his birth's invidious bar".

NOTE.--"Invidious" means likely to incur, or

bring on envy, ill-will, or hatred.

What idea is suggested in the second line as to

the opportunities which come to such a man?

Imagine him grasping these fleeting chances.

What were his probable feelings toward those

things which eluded his grasp? (Be careful in

answering this. Remember that the man has

gained the mastery of himself.)

What is meant by "blows of circumstance"? What

were some of these difficulties?

What does the action-word "breasts" suggest:

(1) about the character of these difficulties,

(2) about the character of the man? Explain

"grapples with his evil star". What is the

allusion? Tell, in the poet's own words, what

this "evil star" was. Imagine this man

grappling with it. What term do boys often use

for a similar action? Which is going to win

this wrestling match? Give reasons, from what

the man has already done, for thinking that he

will win. What does this action show about his

belief in luck?

What do the action-words in this stanza suggest

about the man's character? What sounds in each

of the words help to emphasize this grim

determination?

State briefly the relation of the thought of

this stanza to that of the first.

Stanza III

What effect did the man's early struggles have

on his mental power and character? What does

Tennyson call this increased energy and

strength of character? He calls it "force".

Now, explain "makes by force his merit known".

What position in the gift of the nation do the

next three lines show that he gained at last?

What words indicate the emblem of the Premier's

power?

"Clutch the golden keys." What does this action

suggest as to his character? What word is

generally used to denote such determination to

gain power and influence? What makes such

ambition lawful? What use does Tennyson show

this man made of his ambition? What is meant by

"mould a mighty state's decrees"? As Premier,

to whom would it be his duty to give advice?

The people know that the sovereign must act on

the advice of his ministers, of whom the

Premier is the most influential; but they

believe that the judgment of the sovereign

often modifies and improves this advice. To the

nation, this influence of the sovereign is a

silent force, but, like the silent forces in

nature, they believe it to be powerful.

In what words does Tennyson express this mutual

influence of the King and the Premier? What

features of this influence are expressed

respectively by the words "shape" and

"whisper"? What action-words in this stanza

suggest the relation (1) of effort, (2) of

time, to the magnitude of the work?

State in a single sentence the thought of this

stanza.

Stanza IV

What is the final test of the value of a law?

Its effects on the people. In what words does

Tennyson show the effect on the people of the

laws made through this man's influence?

Explain how this man became "The pillar of a

people's hope". What words show the

far-reaching extent of his influence? Which

shows the more force in the man, his influence

with the King or his later influence in the

whole nation? In what words does Tennyson show

which he thinks the greater? To which do "high"

and "higher" respectively refer? What does

"Fortune's crowning slope" suggest about (1)

the honour which the man has now gained, (2)

the nature of the road he has travelled?

Stanza V

Picture the man as he looks back after having

reached the height of his ambition. Describe

his mood. At what times does he indulge in

these dreamy memories? What does he seem to see

in these quiet hours? What hill and stream does

the poet mean? What feeling does each awaken?

Why is the "sweetness" called "secret"? Why is

the "dearness" called "distant"?

Stanza VI

What part of his life is meant by "his narrower

fate"? With what is he comparing that early

life, when he calls it "his narrower fate"?

Using similar language, what might his present

position of great influence be called?

Some think that the first line of this stanza

refers to the limitations or restrictions of

his early life, while others say the poet was

thinking simply of the stream, as the limit or

boundary of the things that influenced his

childhood. Which view is to be preferred? Which

meaning agrees with the use of the word "its"

in the next line? Would this man now look back

on those difficulties of his early life as

limitations and hindrances, or as things which

helped to make him what he is?

Now explain "The limit of his narrower fate".

Compare the direction in which he looks in his

day dreams now, with the direction in which he

looked in those of his boyhood. What is meant

by "vocal springs"?

In what way were the games of his youth

prophetic of his future work as a man? What do

people mean by saying, "The boy is father of

the man"?

Stanza VII

Describe the present occupation of the friend

of his boyhood. What information about his

friend does the word "native" give us? What

phrases show how he does his work?

Compare the farmer's query in the last line

with that in the first line of the poem.

SYNOPSIS OF DETAILS

Under the following heads, point out the

resemblance of Hallam to the statesman and of

Tennyson to the farmer:

1. Early friendship

2. Their separation

3. Progress since parting

4. Memories of each other.

It is hoped that no teacher will use these

questions as a substitute for his own

questioning. If they are accepted as suggestive

in regard to both interpretation and method,

they may be of real service, otherwise they

will be almost valueless.

WATERLOO

(Fourth Reader, page 311)

AIM

To lead the pupils to appreciate the music and imagery of the poem.

PREPARATION

Where is Waterloo situated? In Belgium. What

two armies were engaged in this battle? The

French and the English; with the latter were

some Prussian allies. Who were the French and

the English commanders? Napoleon and

Wellington. What was the result of the battle?

The overthrow of Napoleon and his banishment to

St. Helena. What would have been the

consequence if Wellington had been defeated?

Napoleon would possibly have had complete

mastery of Europe. Picture this struggle of

great commanders and disciplined armies, while

Europe waited breathlessly for the outcome.

(The pupils should read some good history of

this battle.)

PRESENTATION

Read the poem to the pupils in such a way as to make vivid the scenes

depicted.

DEVELOPMENT

What has the poet described in this poem? Some of the events preceding

the battle.

What are the main pictures found in each stanza? (Write on the

black-board.)

1. The ball

2. The sound of the enemy's cannon

3. The Duke of Brunswick

4. The farewells

5. The muster

6. The gathering of the Highlanders

7. The march to battle

8. Summary of pictures and the result.

Do you see any stanza that interferes with the progress of the action?

The third stanza anticipates the battle and destroys the continuity

between the sounds of the approaching enemy and the hurried farewells.

Why does the poet devote a special stanza to the Highlanders? Were they

more worthy of mention than the English and Irish regiments? The author,

George Gordon, Lord Byron, belonged to a Scotch family. The muster of

the Highlanders at midnight, combined with their stirring music, made a

very picturesque incident.

Consider the elements which contribute to the various scenes:

Stanza I

What is described? The ball given by the

Duchess of Richmond. What is the emotion of

this stanza? Pleasure, gaiety. What is the

picture in the first line? The arrival of the

guests, the welcomes, and the "revelry" of the

assembly. Why does the author say "Belgium's

capital" rather than "Brussels"? It suggests

the capital of a nation with a noble people.

Who were the "Beauty" and the "Chivalry"? The

ladies, the officers of the army, and the

nobility. Describe the picture you see in

"bright the lamps shone o'er fair women and

brave men". The large ball-room, the

brilliantly lighted chandeliers, the beautiful

costumes of the ladies, the uniforms and

decorations of officers and nobles. Describe

the images that are suggested by "and when

music arose with its voluptuous swell". The

bands of the regiments are playing the music of

the dance. Notice how the poet changes the

rhythm to the foot of three syllables, to

indicate the music of the waltz. What contrast

do you find in the last two lines? "Marriage

bell" and "rising knell". What was the purpose

of this? To show the contrast between pleasure

and fear.

Stanza II

What is the theme? The sound of the enemy's

cannon. Why does the author use the dramatic

form? A conversation between two people of

opposite temperaments gives greater reality to

the picture. The first seems to expect danger,

but is, for a moment, silenced by the other's

upbraiding him for attempting to spoil the

pleasure of the evening. A repetition of the

"heavy sound" proves that he is right. The

second is a lover of pleasure, who would not

have the first speaker alarm the guests by his

gloomy anticipations. Show how the second

speaker indicates his impatience. His answers

are short, he speaks in ellipses. "On with the

dance", and "No sleep till morn". Notice the

positive tone of the first speaker in the

repetition, "It is--it is".

Stanza III

What is described here? The fate of Brunswick?

Why does the author single out Brunswick from

all the others who died? One specific case

appeals to the reader more effectually than the

report of the death of unknown thousands.

Brunswick's father had been a noted general in

the war with Napoleon. Explain, "Death's

prophetic ear". This refers to a common

superstition that "the veil of the future is

lifted to those near to death". Show how the

poet has broken the order of succession of the

pictures. Brunswick's death is recorded before

the breaking up of the ball is described.

Stanza IV

What is the theme? The farewells. What is the

emotion? Fear and anguish. What words show

this? "Gathering tears", "tremblings of

distress", "cheeks all pale", "sudden

partings", etc. Give a line in a preceding

stanza that expresses the same thought as

"mutual eyes". "Soft eyes looked love to eyes

which spake again."

Stanza V