,,teachers' ,,outlines ,,for  ,,studies 
,,in ,,english  ,,based ,,on ,,the      
,,requirements ,,for ,,admission ,,to   
,,college  ,,by  ,,gilbert ,,sykes      
,,blakely1 ,a4 ,m4  ,,instructor ,,in   
,,english ,,in ,,the ,,morris ,,high    
,,school ,,new ,,york ,,city            
,illustration  ,,new ,,york ,,cincinnati
 ,,chicago  ,,american ,,book ,,company 
,,copyright1 #aijh1 ,,by ,,gilbert      
,,sykes ,,blakely  ,,entered ,,at       
,,stationers' ,,hall1 ,,london          
,,studies ,,in ,,english ,w4 ,p4 #e     
,,preface   ,the following plans of     
study for the ,english texts commonly   
used in secondary schools are presented 
in the hope that they may be suggestive 
to teachers of ,english who are         
struggling with the various problems    
which confront them4 ,each teacher1 of  
course1 must work out his own plan in   
accordance with the needs of his pupils 
and the conditions under which he works2
 but1 as it is helpful to observe the   
class-room work of other teachers1 so it

 may be helpful to see a fellow         
teacher's plans of work4 ,i wish to     
disclaim any desire to dogmatize about  
the methods or the details of teaching4 
,if ,i have anywhere assumed a tone of  
authority1 it has been merely for the   
sake of brevity in stating my opinions4 
,three books on the teaching of ,english
 have recently appeared3 ,the ,teaching 
of ,english by ,percival ,chubb1 ,the   
,teaching of ,english by ,professors    
,carpenter1 ,baker1 and ,scott1 and     
,talks on ,teaching ,literature by ,arlo
 ,bates4 ,all of these are full of      
inspiration and suggestion for me as    
they doubtless are for hundreds of      
others2 they ought to be within reach of
 every progressive teacher of ,english4 
,the present volume is essentially      
different from these in purpose4 ,it    
aims1 not at a discussion of the        
principles of teaching1 but at the      
application of certain principles to the
 teaching of some of the books required 
for admission to college4  ,references  

by page or line to the book under       
discussion are to the texts of the      
,gateway ,series4  ,for suggestions     
concerning the plan of the book and     
certain of its details1 ,i am under     
obligations to ,dr4 ,henry van ,dyke4 ,i
 desire also to express my thanks for   
helpful criticism to several of my      
fellow teachers in the ,morris ,high    
,school1 especially to ,mr4 ,harold ,e4 
,foster who has kindly read most of the 
manuscript4  ,g4 ,s4 ,,blakely4 ,,the   
,,morris ,,high ,,school4     ,,contents
                                        
,,page  ,,the ,,teaching ,,of ,,the     
,,novel                                 
#g  ,outline for the ,study of ,ivanhoe 
#aj           ,the ,vicar of ,wakefield 
#af           ,cranford                 
#bj           ,silas ,marner            
#bd  ,,the ,,teaching ,,of ,,narrative  
,,poetry                                
#cj  ,outline for the ,study of ,the    
,lady of the ,lake               #cc    
,the ,ancient ,mariner                  

#dj           ,the ,idylls of the ,king 
#dd  ,,the ,,teaching ,,of ,,lyric      
,,poetry                                
#ed  ,outline for the ,study of         
,l',allegro and ,il ,penseroso       #ee
           ,lycidas                     
#eg           ,the ,deserted ,village   
#fj  ,,the ,,teaching ,,of ,,the ,,drama
                                     #fc
  ,outline for the ,study of ,the       
,merchant of ,venice             #fg    
,as ,you ,like ,it                      
#gb           ,julius ,caesar           
#ge           ,macbeth                  
#gi           ,comus                    
#hc  ,,the ,,teaching ,,of ,,the ,,essay
                                     #hf
  ,outline for the ,study of the ,sir   
,roger de ,coverley ,papers   #hh       
,irving's ,sketch-,book                 
#ic          ,franklin's ,autobiography 
#ii  ,outline for the ,study of         
,carlyle's ,essay on ,burns             
#aja           ,macaulay's ,life of     
,johnson                   #ajd         

,burke's ,speech on ,conciliation       
#ajg           ,emerson's ,essays       
#aad           ,webster's ,first ,bunker
 ,hill ,oration          #abc           
,washington's ,farewell ,address        
#abg  ,,appendix  ,college ,entrance    
,examinations in ,english               
#aca     ,,studies ,,in ,,english  ,i4  
,,the ,,teaching ,,of ,,the ,,novel     
,all will agree that the novel is one of
 the most important forms of literature 
for high school study4 ,the fact that   
almost every boy and girl who is at all 
interested in reading likes the novel1  
gives the teacher an excellent          
opportunity to stimulate the pupil's    
love for literature and to help him to  
discriminate between what is true and   
what is false2 between what is cheap and
 what is worth while4 ,moreover1 the    
study of the novel is the study of life 
and character4 ,it is of great human    
interest1 and it may be made an         
important factor in developing the      
pupil's ambition1 judgment1 ideals1 and 

character4 ,good stories grow in meaning
 with the growth of mental power4 ,the  
,iliad and ,the ,odyssey are full of    
delightful stories for boys and girls1  
but these same stories1 securely fixed  
in the youthful mind1 gain a deeper     
meaning from experience as the child    
develops into the man or the woman4     
,furthermore1 interest in a good story  
leads to other interests4 ,it may       
encourage a love of nature1 stimulating 
to closer observation4 ,it may awaken a 
love of history1 or of travel1 or of    
some of the innumerable interests of    
human activity4  ,unfortunately1 young  
people's delight in the reading of the  
novel is a source of danger4 ,the drama 
and the essay appear so full of         
difficulties that the student regards   
their study seriously1 as a task1 and   
finds it necessary to apply himself     
vigorously in order to master them4 ,on 
the other hand1 the novel is so         
delightful1 so easy1 that he looks upon 
it as a pastime4 ,a superficial reading 

often gives him knowledge of many of the
 main facts1 and a mistaken idea that he
 knows the story4 ,it is the task of the
 teacher to get him to read with careful
 attention and with imagination keenly  
alive4 ,when a fair mastery of the facts
 of the story has been gained1 and clear
 mental images of the scenes portrayed  
and suggested have been formed1 studies 
of plot1 character1 interpretation1     
etc41 should follow4 ,these studies1 if 
they appeal to the class as reasonable1 
will stimulate thought and imagination  
and will help to form a basis for sound 
judgment and a habit of just criticism4 
,the practical plan here presented for  
the accomplishment of these ends        
involves three steps3 first1 preparation
 of the class for taking up the work2   
second1 reading and study for the       
purpose of getting the facts2 third1    
comprehensive study of the book as a    
whole1 in addition to a comparison of it
 with other books4 ,the purpose of the  
first step is to arouse an interest in  

approaching the story1 and to prepare   
the pupil for an intelligent reading4   
,in the case of some books it is of     
little importance1 but in the case of   
others it is almost essential for       
success4 ,appreciation of the           
difficulties of the book and of the     
limitations of his pupils will enable   
the teacher to make the wisest choice of
 his material4  ,the second step is     
certainly the most important because it 
is fundamental4 ,students often read a  
book without any adequate conception of 
the facts of which it treats4 ,even     
after honest endeavor they frequently   
have gross misconceptions and fail to   
see much that was intended for their    
observation4 ,to keep the class alert   
and interested1 and at the same time to 
see that the work has been well done1   
requires patience1 tact1 and ingenuity4 
,sometimes difficulties and consequent  
discouragement are avoided by assigning 
with the lesson a few general questions 
to aid the pupil in getting a connected 

idea of essential details4 ,sometimes   
the same result is reached by requiring 
the class to write in their notebooks   
brief summaries of each chapter4 ,the   
recitation period gives the teacher an  
opportunity to arouse in the class a    
thorough interest in the work in hand4  
,this can be done in a variety of ways4 
,different parts of the story may be    
told by the students2 questions may be  
asked to test the understanding of      
certain passages1 to enable the pupil to
 read between the lines1 and to awaken  
curiosity2 supplementary facts may be   
given by the teacher1 or by members of  
the class1 to throw light on certain    
parts of the story4  ,for the third     
step1--the study of the book as a       
whole1--the following topics are        
suggested3  ,setting and situation1     
plot1 characters1 interpretation1 method
 of narration1 style1 life and character
 of the author1 comparison with other   
books4 ,although some of these topics   
may have been taken up in connection    

with previous study1 they will be found 
none the less valuable at this more     
advanced stage of the work4 ,certain    
ones are of course more important than  
others4 ,the method of narration and the
 style1 for example1 should always be   
treated lightly1 if at all1 since their 
consideration is rather for the maturer 
student4 ,to reach the best results     
every topic that is studied should send 
the pupil again and again to the book to
 find definite answers to the questions 
given and to establish the proof of his 
opinions4   ,,outline ,,for ,,the       
,,study ,,of ,,ivanhoe   ,i4            
,preparation  ,the class will probably  
be able to recall from their previous   
study of ,scott some interesting facts  
about the author4 ,they will understand 
the book better1 too1 if they are       
somewhat familiar with the following    
topics3      ,the ,norman ,conquest4    
,ideals of ,chivalry4      ,conditions  
of the ,church4      ,the ,crusades4    
,story of ,king ,richard up to his      

return from the ,crusades4   ,,ii4      
,reading and ,study  ,there are         
advantages in a first rapid reading of  
the book before the more careful reading
 and class study1 but for pupils unused 
to reading long books this is too much  
to ask in the case of ,ivanhoe4 ,the    
essential result to be attained in any  
event is familiarity with the details of
 the story4   ,,iii4 ,study of the ,book
 as a ,whole  ,,setting ,,and           
,,situation4--,when did the events of   
the story take place8  ,locate upon some
 map or1 better1 draw a map to indicate 
the position of ,sheffield1 ,ashby1     
,york1 and the other places connected   
with the story4 ,in the opening chapters
 there are various details of the       
situation that are more important than  
the actual time and place1 for example1 
condition of the country1 and the       
relations of the people4 ,make a list of
 them4  ,compare ,ivanhoe with some     
other novel in regard to the            
definiteness and importance of the      

setting4  ,what do we know from the     
story of the means of traveling8 7pp4   
#ad-af1 #aib-aie1 etc472 of the         
conditions of the clergy8 7pp4 #ag-bj1  
#dfh-dgd1 etc472 of the relations of the
 ,normans and ,saxons8 of the habits of 
the people8 of the feudal system8       
,,plot4--,how long a time is involved   
from the beginning to the end of the    
story8  ,are there frequent surprises1  
or do the events occur as we expect     
them8 ,illustrate4  ,how does ,scott    
arouse our interest in the development  
of an action8 ,take the ,tournament1 for
 example1 and show how he arouses our   
expectation before he relates the event4
  ,when do you first suspect that the   
,palmer is a person disguised8 ,how does
 the author keep us in suspense as to   
his identity8 7pp4 #fj-fb1 #ij1 etc474  
,find other instances of this device for
 maintaining our interest in the story  
7see p4 #acd74  ,point out several      
events that appear1 upon second thought1
 to be improbable4 ,how has ,scott tried

 to make them seem probable1 so that the
 reader's interest will not be lost8    
,give an illustration of the way in     
which ,scott links together the various 
groups of characters4 ,if the author has
 succeeded in so combining the interests
 of each group that the outcome of the  
main action--the success or failure of  
the hero and heroine--means the success 
or failure of the other groups1 then he 
has secured unity of plot4 ,is there    
unity of plot here8  ,after the opening 
scene in the forest1 the next important 
one is in the dining-room at            
,rotherwood4 ,point out in detail the   
incidents that lead to this scene4  ,in 
the dining-room scene what suggestions  
are given for the further development of
 the plot8  ,what is the next scene of  
importance8 ,what incidents lead up to  
it8  ,there are1 in all1 eight or nine  
important scenes4 ,make a list of them1 
note the train of incidents that leads  
up to each1 and also the germs of future
 development that each contains4  ,each 

of these scenes marks a climax of       
interest4 ,is any one so much more      
important than the others1 that you can 
say it is the climax of the book8 ,are  
any of them merely episodes that might  
be omitted without making the action    
incomplete8  ,how far does ,brian de    
,bois-,guilbert influence the course of 
events8 ,how far does ,isaac influence  
them8 ,richard8 ,rebecca8               
,,characters4--,who is the hero8 ,why8  
,who is the heroine8 ,why8  ,arrange the
 important characters 7there are from   
fifteen to twenty7 in three or four     
groups according to the way they seem to
 be associated in the development of the
 story4 ,which characters are           
historical8 ,which1 if any1 are intended
 to represent types or classes of men8  
,are any of them to be contrasted with  
each other8  ,are the characters of     
,king ,richard and ,prince ,john        
represented here as they are shown in   
history8  ,note the chief traits of     
,cedric1 ,athelstane1 and ,gurth4       

,remember that ,scott was trying to     
portray ,saxon character4 ,what are the 
individual traits of each8 ,what have   
they in common8  ,what1 if anything1 in 
,rowena compels your admiration of her8 
,what1 if anything1 is lacking to make  
her truly a heroic figure8  ,how does   
,rebecca compare with ,rowena in the    
latter particular8  ,do the principal   
characters remain the same from         
beginning to end1 or do they show       
development8  ,do we become acquainted  
with these characters by what they say  
and do2 by what the author says of them2
 or by what they say of one another8    
,,interpretation4--,it is fair to       
suppose in every novel that the author  
has had a more or less distinct purpose 
in writing it4 ,it may be to present in 
life-like pictures some dramatic events 
in history2 or to paint vivid scenes    
that illustrate the spirit of an age2 or
 to hold up ideals of bravery1          
patriotism1 patience1 devotion1 or some 
other virtue2 or to show the working out

 of some great truth or principle of    
life4  ,what seems to you the purpose of
 the author in ,ivanhoe8 ,what ideals of
 character does he hold up8 ,what       
service has he done for the reader of   
history8  ,,method ,,of                 
,,narration4--,who tells the story8     
,would it be difficult to rearrange the 
plan so that ,ivanhoe or some other     
character should tell it8 ,why8  ,does  
the narrator speak from the standpoint  
of one who somehow or other knows all   
that the characters do and think and    
feel1 or of one who recounts merely his 
own feelings and what he sees and hears8
  ,compare ,ivanhoe in this respect with
 ,the ,vicar of ,wakefield1 or with some
 other novel4  ,,style4--,does ,scott   
attempt to reproduce the language of a  
time other than his own8 ,does he       
introduce dialect8 ,do the characters   
talk naturally as we should expect      
persons of different birth and education
 to talk1 or do they talk alike8  ,note 
how ,scott describes an outdoor scene   

7p4 #f72 a man 7p4 #g72 a scene of      
action 7pp4 #cjj-cjf74 ,try to imitate  
his methods in descriptions of your own4
  ,note the parts of the story where the
 movement of events is very rapid 7pp4  
#cbb-ccj71 and others where the author  
introduces description or exposition    
7pp4 #adh-aeb7 to retard the movement4  
,do you find the sentences natural and  
easy1 or formal and hard to read8 ,are  
there many unfamiliar words8  ,,the     
,,life ,,and ,,character ,,of ,,the     
,,author4--,what are the main facts of  
,scott's boyhood8 his education8 his    
professional career8 his success as a   
poet8 his change from poetry to prose8  
his success as a novelist8 his financial
 distress8 his struggle to meet the     
demands of the law and of his own honor8
  ,would you judge from ,ivanhoe that   
the author was a man of learning8 a     
lover of nature8 fond of social life8   
fond of animals8 fond of children8      
,write what you think we have reason to 
believe of ,scott's character from      

reading this book4   ,,outline ,,for    
,,the ,,study ,,of ,,the ,,vicar ,,of   
,,wakefield   ,i4 ,preparation  ,it is  
well to suggest to pupils who have read 
,ivanhoe and now turn to the ,vicar of  
,wakefield that the latter is not a     
romance1 but a novel of life and        
manners2 not an exciting story of heroic
 deeds and wonderful escapes1 but a     
story that paints clear pictures of     
simple life1 quiet humor1 and true      
sentiment4 ,a few facts of ,goldsmith's 
boyhood and young manhood should be     
dwelt on in order to show his           
familiarity with the country1 the       
church1 and with other matters treated  
in the story4 ,other topics of interest 
are the circumstances that led to the   
publication of the book2 the comparative
 newness of the novel in literature2    
eighteenth century essays1 like the ,de 
,coverley ,papers2 similarity between   
such essays and this novel4   ,,ii4     
,reading and ,study  ,to become familiar
 with the details of this story is      

simple1 but students are likely to      
overlook little references to the       
customs and manners of the time1 and to 
fail to use their imaginations in       
picturing the beautiful but simple      
scenes of country life4   ,,iii4 ,study 
of the ,book as a ,whole  ,,setting     
,,and ,,situation4--,find five or six   
references in the story that throw light
 on the time when the events are        
supposed to have taken place4 7,see     
customs of travel in ,chapter ,,iii1 of 
dress in ,,iv and ,,xii and of the      
punishment of criminals in ,,xxx and    
,,xxxi47 ,draw as definite a conclusion 
as you can from these references1 and be
 prepared to defend it4  ,where is      
,wakefield8 ,do we know whether the     
places described are ,english or ,french
 or ,irish8 ,give reasons4  ,could the  
scene have been laid in some other      
country or some other century without   
radically changing the story8 ,what     
alterations would be necessary8  ,what  
do we learn from this book about customs

 in dress8 means of travelling8         
education8 other customs8  ,,plot4--,how
 long a time is involved from the       
beginning to the end of the story8  ,at 
what point did you discover the identity
 of ,mr4 ,burchell8 ,could you have     
discovered it earlier if you had read   
more closely8  ,are there frequent      
surprises1 or do events occur as we     
expect them to8  ,are all the events    
probable8 ,has the author succeeded in  
making them seem probable8  ,is the plot
 simple or complex8 ,how many chapters  
are used to introduce the story8 ,what  
is the climax8  ,is there1 as in        
,ivanhoe1 a series of scenes closely    
connected8 ,are there incidents that    
might have been omitted as superfluous8 
,if so1 would the story have been more1 
or less1 interesting without them8  ,how
 far does ,mr4 ,burchell influence      
events8 ,how far does ,mr4 ,jenkinson   
influence them8 ,squire ,thornhill8     
,,characters4--,does the author make us 
acquainted with the various characters  

by what he says of them2 or by what they
 say and do themselves2 or by what they 
say of one another2 or by all of these  
methods8 ,examine ,chapters ,i1 ,,iii1  
,,vii1 and ,,xi4  ,is the ,vicar a man  
of intelligence8 of sincerity8 of good  
judgment8 ,name his chief traits4 ,would
 he command our respect if he were our  
neighbor8 ,account for the fact that    
people have been charmed with his       
character ever since the book was       
written4  ,do the characters seem true  
to life8 ,do they remain the same kind  
of persons from first to last1 or do    
they show development8  ,contrast the   
,vicar and his wife2 ,olivia and        
,sophia2 ,squire ,thornhill and ,sir    
,william4  ,,interpretation4--,the      
writer of a historical novel aims to    
give a vivid picture of certain dramatic
 events in history4 ,the writer of a    
novel of life and manners usually has   
some ideal of life or character1 more or
 less clearly defined1 that he endeavors
 to picture4 ,try to frame a statement  

of some truth the ,vicar's life may     
fairly be said to illustrate which seems
 to you the central idea of the story4  
,,method ,,of ,,narration4--,who tells  
the story8  ,would the effect have been 
essentially different if someone else   
had told it1 perhaps ,mrs4 ,primrose1 or
 the author himself8  ,does the narrator
 speak from the standpoint of one who   
somehow or other knows all that the     
characters do and think and feel1 or of 
one who recounts merely what he himself 
feels and sees and hears8 ,compare with 
,ivanhoe in this respect4  ,to what     
extent does the author use dialogue8    
,,style4--,is there any attempt to use  
dialect8  ,do the characters talk as we 
should expect them to talk1 or do they  
all talk like the author8  ,note a few  
passages that express humor2 some that  
express pathos4 ,find a few descriptions
 that present vividly a scene of beauty4
 ,are the sentences easy and natural1 or
 formal and dignified8  ,,the ,,life    
,,and ,,character ,,of ,,the            

,,author4--,what do we know of          
,goldsmith's childhood8 his family8 his 
education8 his professional training8   
his travels8 his friends in ,london8 his
 literary enterprises8  ,what can you   
find in the experiences and character of
 ,dr4 ,primrose1 of ,mr4 ,burchell1 or  
of ,george ,primrose to suggest         
,goldsmith's own experiences and        
character1 or those of his father8      
,what characteristics of ,goldsmith do  
you think you have a right to infer from
 this story8 ,give reasons4             
,,comparison4--,does the charm of this  
novel lie in the setting8 in the plot8  
in the characters8 in the style8 in the 
lesson it teaches8 or in all of these   
factors together8  ,compare this book1  
topic by topic1 with ,ivanhoe or with   
some other novel recently studied4      
,,outline ,,for ,,the ,,study ,,of      
,,cranford   ,i4 ,preparation  ,it is   
important that a young student before he
 begins to study ,cranford should have  
some idea of the kind of story that it  

is4 ,otherwise he is likely to be       
disappointed and to fail to appreciate  
its charm4 ,several ways are suggested  
for approaching the first reading4 ,let 
the teacher1 or if possible one of the  
class1 give an account of a small       
,english village1 using photographs1 if 
they are available1 to show some        
characteristic features4 ,let the class 
write an account of some country place  
that they know well with definite       
details of the houses1 the people1 and  
the customs4 ,have the best accounts    
read in class4 ,present to the class1 or
 have them study from the introduction1 
the brief facts of the history of this  
story3 who ,mrs4 ,gaskell was2 her      
connection with ,knutsford2 the original
 purpose of the ,cranford sketches4     
,,ii4 ,reading and ,study  ,oral reading
 is more than usually important in a    
book like ,cranford1 for much of the    
enjoyment of the story comes from an    
appreciation of its wit and humor1 and  
these qualities can best be brought out 

by oral reading4 ,some part of each     
day's recitation period might well be   
devoted to the reading of choice        
passages4 ,of special value in securing 
appreciation of the story is the        
preparation of compositions based on the
 students' own knowledge of country     
life4 ,they may be descriptions1 both   
real and imaginative1 of some country   
village2 accounts of small social       
gatherings or card parties2 dialogues to
 show the characteristics of the people1
 etc4  ,in addition to these exercises  
there will1 of course1 be need for      
cross-questioning to make sure that the 
important facts relating to the scene1  
the characters1 and the events are      
clearly understood4 ,some care will be  
necessary to see that students          
understand the virtues as well as the   
foibles of the characters4   ,,iii4     
,study of the ,book as a ,whole         
,,setting ,,and ,,situation4--,does     
,cranford seem like a real place8 ,give 
reasons for your answer4  ,when are the 

events related supposed to have taken   
place8  ,why does ,mrs4 ,gaskell pay so 
little attention to the details of time 
and place8  ,could the scene of this    
story be changed to some other place and
 time without difficulty8 ,give reasons4
 ,compare ,cranford with some place that
 you know in respect to the poverty1    
aristocracy1 social etiquette1          
employments1 and peculiar ways of the   
people4  ,,plot4--,what relation does   
,chapter ,i bear to the rest of the     
book8 ,are there suggestions in it that 
make you expectant of what is to come in
 the ensuing chapters8  ,what connection
 has ,chapter ,,ii with the preceding   
chapter8 with the following8  ,are      
,chapters ,,iii and ,,iv connected8 ,are
 they connected with what follows8      
,group the remaining chapters to show   
which belong together4  ,how many       
separate stories do you find with no    
connection except for the presence of   
the same characters8  ,we are told that 
a good story has a beginning1 a middle1 

and an end4 ,what seems to be lacking in
 ,cranford8  ,if we were to consider as 
complete stories the incident of ,miss  
,matty's love affair or of ,poor ,peter1
 should we find the same lack8          
,,characters4--,what are the chief      
motives that prompted the ,cranford     
ladies to do the things that they did1  
and to do them in the way they did8     
,how did ,captain ,brown differ from    
them in the motives that prompted his   
actions8  ,show how the incident of     
,miss ,jenkins's argument with ,captain 
,brown on the relative merits of ,mr4   
,boz and ,dr4 ,johnson1 illustrates one 
side of ,miss ,jenkins's character4     
,what is her other side8 ,illustrate4   
,compare ,miss ,matty and her sister to 
show the strength and weakness of each4 
,what was there in ,miss ,matty that    
made the other ladies help her so       
generously in her trouble8  ,what sort  
of woman was ,mrs4 ,jamieson8 ,were her 
neighbors blind to her faults8 ,why did 
they treat her as they did8 ,do you     

think they were insincere8  ,what other 
characters in the story have a distinct 
personality8  ,,interpretation4--,what  
purpose do you think the author had in  
writing this book8  ,from this story1   
what would you judge were her ideas on  
sincerity8 on the treatment of one's    
neighbors8 on conformity to custom8 on  
social rank8 and on other matters of    
everyday life8  ,,method ,,of           
,,narration4--,who tells the story8     
,does the narrator tell us only of the  
things that she sees and hears1 or of   
other things as well8 ,how is it in     
,ivanhoe8 ,would the story have to be   
changed essentially if it were told by  
,miss ,matty1 ,miss ,pole1 or some other
 of the characters8 ,give your reasons4 
,has ,mrs4 ,gaskell succeeded in        
avoiding the awkwardness in the use of  
,i so common in stories told in the     
first person8 ,if so1 how8 ,compare it  
in this respect with one of your own    
narratives in the first person4  ,point 
out1 if you can1 some ways in which the 

author has made her dialogues smooth and
 natural4 ,compare with one of your own4
  ,,style4--,note a few of the most     
humorous passages2 of the most pathetic4
 ,in the humorous passages is the author
 laughing at her characters1 or laughing
 with them8 ,compare in this respect her
 treatment of ,mrs4 ,jamieson1 ,miss    
,barker1 and ,miss ,pole with ,scott's  
treatment of ,prior ,aymer1 ,friar      
,tuck1 and ,athelstane4  ,,the ,,life   
,,and ,,character ,,of ,,the            
,,author4--,what facts do we know of    
,mrs4 ,gaskell's girlhood8 her          
education8 her married life8 her great  
sorrow8 her first literary success8 her 
acquaintance with the literary men of   
her day8 the regard of her neighbors for
 her8  ,,comparison4--,does the value of
 this book lie in its setting8 in its   
plot8 in its characters8 in its style8  
in its teaching8 or in all of these     
factors8  ,compare ,cranford in respect 
to each of the above topics with the    
other novels that you have studied4     

,,outline ,,for ,,the ,,study ,,of      
,,silas ,,marner   ,i4 ,preparation  ,a 
few facts about ,george ,eliot's early  
life will help to show how she could    
write as she did about country          
people--their ideas1 habits1 and manner 
of life4   ,,ii4 ,reading and ,study  ,a
 rapid reading1 followed by a second and
 more careful one1 is quite practicable 
with so short and interesting a story as
 ,silas ,marner4 ,it is especially to be
 recommended for this book1 since the   
chapters are so full of suggestions of  
character1 of customs of a by-gone time1
 and of hints for the further           
development of the story1 that it is    
difficult for a young reader1 urged on  
by his interest in the plot1 to stop    
long enough to grasp all the essential  
features4 ,so many important lessons for
 the beginner may be drawn from the     
structure of this book1 from its        
teaching1 and from its representation of
 life1 that it especially repays        
thorough study4   ,,iii4 ,study of the  

,book as a ,whole  ,,setting ,,and      
,,situation4--,what means does the      
author take in ,chapters ,i and ,,iii to
 acquaint us with the time of the story8
 ,how definitely can you fix it8 7,see  
p4 #dg1 l4 #bb47  ,what sort of place   
was ,lantern ,yard8 ,describe the people
 who worshiped there4 ,what was their   
social life8 ,why was their church      
called a chapel8  ,compare this place1  
where ,silas first lived1 with ,raveloe 
in respect to location1 people1         
religious beliefs1 wealth1 social life1 
etc4  ,although ,raveloe is not on the  
map1 in what part of ,england is it     
supposed to be8  ,do the descriptions1  
for example1 of the company at the      
,rainbow or of the party at the ,red    
,house1 seem like caricatures or like   
pictures from real life8 ,give reasons4 
,has the author been true to the life of
 a certain place and time8 7,see        
,introduction1 p4 #cd47 ,is the setting 
closely interwoven with the story1 or   
could the scene have been changed       

without loss of interest to ,new        
,england1 or to some other place1 fifty 
or a hundred years later8 ,give reasons4
  ,,plot4--,make a list of the most     
important scenes 7seven or eight in     
all71 note the train of incidents that  
leads to each1 and the suggestions in   
each that prepare us for the further    
development of the story4 ,show that    
there are two distinct stories          
separately introduced1 but finally woven
 together4  ,note in what places these  
distinct stories touch each other and   
how they are knitted together4 ,in the  
arrangement of the scenes is there any  
attempt at contrast8 7,see              
,introduction1 p4 #dj47 ,are any of them
 merely episodes that might be omitted  
without loss to the story8 ,most of the 
scenes mark a climax4 ,is there any one 
scene so interesting and important by   
reason of the characters brought        
together and the facts unfolded that we 
may call it the climax of the story8    
,is there unity in the plot8  ,what use 

is made of ,marner's cataleptic fits in 
the development of the plot8  ,how are  
we prepared for the explanation of the  
mystery of the lost gold8 7,see p4 #id1 
ll4 #bd-bi2 p4 #ig1 ll4 #ag-bj2 p4 #bda1
 l4 #bi2 p4 #bdb1 l4 #c2 p4 #bfh1 ll4   
#c-ba47  ,why does the author cause     
,marner to go back to ,lantern ,yard and
 fail to learn anything of his former   
friends and the results of their        
injustice8  ,how many of the principal  
characters are brought into the last    
chapter8  ,is what is said of them1 and 
what they say themselves1               
characteristic8  ,has the scene any     
beauty in itself8  ,sum up the features 
that make it a fitting conclusion4      
,,characters4--,from what classes of    
society does the author take her        
characters8 ,is she equally successful  
in dealing with the different classes8  
,contrast ,nancy and ,priscilla4 ,which 
is the more interesting8 ,why8  ,trace  
the changes that take place in the      
characters of ,silas ,marner and        

,godfrey ,cass4  ,do the other          
characters change too1 or are they      
essentially the same throughout the     
story8  ,do you think ,marner's sudden  
loss of faith seems probable in view of 
his religious devotion8  ,what is the   
significance of the ,sally ,oates       
incident 7p4 #fe7 in ,marner's life8    
,what effect did the gold have upon him8
 ,contrast this with the influence of   
,eppie4  ,in the development of         
,marner's character1 what is the        
significance of the scene at the        
,rainbow when ,marner tells his         
neighbors of the loss of his gold8      
,what sort of man was ,godfrey at the   
beginning of the story8 ,was there any  
excuse for him in his lack of manliness8
 ,state the struggle going on within him
 the night before he told his father    
about taking ,fowler's money4 ,what was 
the effect on him of telling only a     
little of his secret8 ,why did he at    
last tell ,nancy all8 ,what was his     
punishment8  ,,interpretation4--,what   

idea does the development of ,silas     
,marner's character illustrate8  ,does  
the author's devotion to this idea mar  
at all your interest in the book as a   
story8  ,what truth does ,godfrey       
,cass's life illustrate8  ,what satire  
do you find on people or customs8       
,,method ,,of ,,narration4--,who tells  
the story8  ,could the author have made 
one of the characters tell the story    
just as well8 ,give reasons4  ,does the 
narrator write as though in some        
mysterious way she knew all about the   
characters1 or does she write only what 
she might have seen and heard8  ,to what
 extent does she use dialogue8  ,how do 
we become acquainted with the           
characters8  ,find several passages     
where the author interrupts the flow of 
her story to make explanations for our  
benefit 7for example1 pp4 #ajj-aja74    
,,style4--,does the author use the      
language of her own time8  ,to what     
extent does she make use of dialect8    
,is the language of the characters      

consistent with the author's description
 of them8 ,note the difference in choice
 of words and grace of expression when  
the author speaks in her own person1 and
 when she speaks through the mouth of   
one of her characters4  ,find passages  
that express humor 7pp4 #bja-bjc71      
pathos 7pp4 #fg-fi71 satire 7pp4        
#ahd-ahe74  ,,the ,,life ,,and          
,,character ,,of ,,the ,,author4--,what 
do we know of ,george ,eliot's early    
home8 education8 religious experiences8 
life while manager of the house at      
,griff8 life at ,coventry8 early        
literary work8 first attempt at novel   
writing8 success as a novelist8  ,would 
you judge from this book that she was   
fond of social life8 simple country     
life8 animals8 children8 books8 ,give   
your reasons4  ,how do you suppose she  
knew how to describe the horse sale8 the
 evening at the ,rainbow8               
,,comparison4--,is our interest in this 
book chiefly in the setting8 in the     
plot8 in the characters8 in the idea8 in

 the style8 or in all of these factors  
equally8  ,compare ,silas ,marner in    
these five particulars with ,ivanhoe and
 with ,the ,vicar of ,wakefield4        
,,ii4 ,,the ,,teaching ,,of ,,narrative 
,,poetry   ,much has been said1 and said
 with force1 about the impossibility of 
teaching literature4 ,but while many    
believe that certain kinds of literature
 can be taught with marked success1 they
 are apt to feel the force of the above 
contention when they attempt to teach   
poetry4  ,it is1 of course1             
comparatively easy to make clear the    
main idea of a poem1 the facts of the   
plot1 the details of the setting1 and   
the characteristics of the actors2 but  
the score of artistic touches that make 
the poem great cannot be taught1 any    
more than can the beauty of a flower4   
,to be sure1 some pupils may appreciate 
these touches1 and appreciate them      
because of the instruction they receive1
 but1 on the other hand1 others never   
will in spite of all aid and            

encouragement4 ,it should not for a     
moment be forgotten1 however1 that the  
matters that can be taught are by no    
means inconsiderable4 ,the language must
 often be explained2 the thought1 buried
 in involved sentences1 must be         
simplified2 and the unfamiliar or       
abstract ideas must be illuminated by   
illustration4 ,there are doubtless some 
ideas in poetry that cannot be explained
 in words1 but most of the obstacles    
that pupils meet with may be smoothed   
away1 if only the difficulty is         
perceived4  ,the task of the teacher is1
 first1 to put himself and his class    
into the atmosphere of the poem4 ,then  
the events of the narrative1 the idea of
 the lyric1 the characteristics of the  
setting1 and the individualities of the 
various actors must be clearly brought  
out4 ,studies must be suggested that    
will make the pupil read over and think 
over1 again and again1 the words of the 
poet4 ,lastly1 by reading aloud and by  
devices which may defy analysis1 but    

which will suggest themselves to        
teachers who1 enthusiastic themselves1  
desire to inspire others1 the class must
 be made to feel the truth and beauty of
 the poem4   ,,narrative ,,poetry  ,a   
narrative in verse is not essentially   
different from a narrative in prose4    
,the content is still the important     
feature1 but form demands far more      
attention than it does in prose4 ,more  
care must be given to the first and     
second readings of a poem than of a     
novel1 since certain difficulties of    
form and language cannot so readily be  
left to the student himself to master4  
,the comprehensive study will follow the
 same lines as in the prose             
narrative2--setting1 plot1 characters1  
central idea1 and form4 ,before         
beginning certain poems1 the teacher    
should bring up briefly some preliminary
 topics for the purpose of interesting  
the class in what they are about to     
study4 ,a half-hour's talk at this point
 may be of the greatest value1 if it is 

strictly a preparation for the work in  
hand4 ,it is a mistaken kindness to tell
 pupils1 in advance1 the story of a     
poem1 but whatever will give them more  
interest in beginning the work1 or a    
better understanding as they proceed1 is
 legitimate and desirable4   ,,outline  
,,for ,,the ,,study ,,of ,,narrative    
,,poetry   ,i4 ,preparation  ,such facts
 must be presented as will make the     
first reading intelligible1 and put the 
class into the atmosphere of the poem4  
,,ii4 ,a ,rapid ,reading  ,this reading 
of the poem must be accompanied by      
general suggestive questions and        
explanations4 ,a part of the first      
reading should probably be assigned for 
home work1 but the more important       
passages1 at least1 should be read in   
class by the teacher1 or by some good   
reader among the pupils4   ,,iii4 ,a    
,careful ,reading  ,the main purpose of 
this reading is to gain an understanding
 of the poem4 ,it will include a        
thorough but not exhaustive study of its

 details2 the best passages may be read 
aloud1 and choice selections committed  
to memory4 ,then should follow a brief  
practical study of meter1 with class    
discussions to interpret the thought of 
the author4   ,,iv4 ,study of the ,poem 
as a ,whole      ,a4  ,content          
#a4 ,setting        #b4 ,plot        #c4
 ,characters        #d4 ,central idea   
#e4 ,method of narration      ,b4  ,form
        #a4 ,structure        #b4 ,meter
        #c4 ,style      ,c4  ,the ,life 
and ,character of the ,author           
,,outline ,,for ,,the ,,study ,,of ,,the
 ,,lady ,,of ,,the ,,lake   ,i4         
,preparation  ,the introductory work    
that the teacher is required to do for  
his class depends upon the conditions3  
the age of the pupils1 their previous   
reading1 etc4 ,the following topics are 
suggested as suitable for the double    
purpose that we have in mind3 arousing  
the interest of the class1 and supplying
 necessary information4  #a4 ,a brief   
account of ,scott's ancestry to show his

 connection with the    ,highland clans4
  #b4 ,some facts of ,scott's boyhood to
 show his enthusiasm for outdoor        
life1 for deeds of daring1 for old      
,scotch legends4  #c4 ,the story that   
,lockhart tells in his life of ,scott#a 
7p4 #bff71 of    how tired soldiers were
 aroused by a recital of ,the ,battle of
 ,beal an    ,duine4  #d4 ,a short      
account of the ,scottish lake region1   
with map4  #e4 ,a very few facts        
concerning ,james ,v and the ,douglas   
family4   ,,ii4 ,a ,rapid ,reading      
,this is for the purpose of getting the 
main facts of the story4 ,it may be done
 partly by the teacher#b and partly by  
the class out of school4 ,a short time  
in every recitation period should be    
taken for a running fire of questions to
 make sure that the class understand the
 plot4 ,the questions ought to be simple
 matters of fact which a first reading  
should reveal4   ,,iii4 ,a ,careful     
,reading  ,the class should now be ready
 to enjoy a second reading with whatever

 study of words1 figures of speech1     
meter1 etc41 is necessary together with 
the memorizing of a considerable amount4
 ,the following questions are intended  
to suggest the kind of work that ought  
to be done with young pupils3      #a4  
,canto ,i1 line  #dg4 ,explain tainted  
gale4      #b4          #ed-fc4 ,to     
which of the senses                     
does ,scott appeal8      #c4            
#ed-fc4 ,point out the words that       
are most effective4      #d4            
#fi4 ,what is the hurricane8      #e4   
#aad-acj4 ,to what sense does ,scott    
appeal8      #f4        #aad-acj4 ,how  
does he appeal here                     
to our sympathy8      #g4               
#aca-aea4 ,how does he make the         
escape of the stag a                    
surprise8  ,it is easy to select many   
good narrative and descriptive topics   
for oral and written composition1 and   
here1 as always1 frequent writing is an 
aid to the understanding of the work of 
literature under discussion1 as well as 

to the enlargement of the power of      
expression4  ,the study of meter ought  
to offer little difficulty if only a    
simple1 practical knowledge is required1
 and yet a large number of pupils find  
it confusing4 ,it may never have        
occurred to some of them that the great 
difference in form between prose and    
poetry is that in the one case the      
arrangement of accented and unaccented  
syllables is irregular1 and in the other
 regular4 ,if they are directed to mark 
a few passages after some definite form1
 as they will easily learn the normal   
line4 ,they will learn1 too1 that there 
are a few common variations4 ,having    
learned these1 and the names of         
different feet and meters1 the whole    
subject will seem1 as it is1 a very     
simple matter4          -      -       -
       -     ,the stag at eve had drunk 
his fill  ,,iv4 ,study of the ,poem as a
 ,whole  ,,setting4--,when and where did
 the events of this story take place8   
,are we interested in the descriptions  

because they are beautiful1 or because  
of historical associations8  ,what      
caused the trouble between the          
,highlanders and the ,lowlanders8  ,what
 do you learn from the poem about       
,highland hospitality8 7,see ,canto ,i1 
lines #egf-fja2 ,,ii1 #ehe-fjd1 etc47   
,customs of dress8 7,i1 #cfb-cgb2 ,,ii1 
#ecd-eci2 ,,iii1 #dgh-dii1 etc47        
,devotion to leaders8 7,,iii1 #daj-dea2 
,,iv1 #cig-djj1 etc47 ,superstition of  
the people8 7,,iii1 #abc-agh2 ,,iv1     
#gi-ii47  ,what foundation in fact was  
there for ,james's treatment of ,douglas
 7,v1 #fji-fca71 and for ,ellen's visit 
to court8 7,,vi47 7,see ,introduction to
 ,the ,lady of the ,lake1 pp4 #bg-ca47  
,,plot4--,how is the story introduced8  
,at the end of ,canto ,i what do we     
think the story is to be8  ,what is     
brought into ,canto ,,ii to complicate  
the plot or to make it less simple8     
,how is the main action of ,canto ,,iii 
foreshadowed in ,canto ,,ii8  ,what is  
the purpose of ,canto ,,iii8 ,would the 

story be complete without it8  ,how does
 the prophecy related in the early part 
of ,canto ,,iv affect our interest in   
what follows8  ,what is the purpose of  
the ,blanche of ,devan incident8  ,what 
is the purpose of ,canto ,,iv in the    
development of the story8  ,what is the 
purpose of the dialogue in the early    
part of ,canto ,v8 of the games in the  
latter part8 ,show how ,canto ,,vi is a 
fitting conclusion4  ,note in how many  
of the cantos the main action is told in
 a single scene vividly described4  ,how
 does the author retard the movement1   
keep the story from going too fast1 in  
the most exciting parts8  ,what is the  
purpose of the ,minstrel in the         
development of the story8  ,in what     
cases does ,scott keep the identity of  
characters unknown to the reader for a  
time8 for what purpose8  ,are we more   
interested in the fortunes of ,roderick 
or in those of ,ellen8                  
,,characters4--,what characters are     
historical8  ,are the others true to    

life8 ,are they too good1 or too bad1   
too brave1 or too foolish8  ,is there a 
hero8 a heroine8  ,compare ,malcolm and 
,roderick4 ,which makes the stronger    
appeal to your interest8 ,why8  ,how did
 the clansmen regard ,roderick8 ,why8   
,name some of his virtues4  ,in the     
struggle between ,james and ,roderick1  
which one do you wish to be successful8 
,why8  ,what qualities do you admire in 
,ellen8  ,,interpretation4--,was        
,scott's purpose merely to tell an      
interesting story1 or to present a      
period of history1 or to teach some     
ethical truth1 or to present high ideals
 of character1 or all of these combined8
 ,give your reasons carefully4  ,,method
 ,,of ,,narration4--,who tells the      
story8  ,suggest some of the changes    
that would have been necessary if the   
author had made ,ellen or ,douglas tell 
it4  ,by what device does ,scott tell us
 the story of the battle8  ,how does he 
acquaint us with the characters3 by what
 he says1 by what they say1 or by what  

others say of them8  ,,form4--,what is a
 canto8 ,is it merely a form division1  
or is it also a thought division8  ,can 
you discover any plan in the division of
 the canto into stanzas8  ,mark the     
scansion of stanza #cd1 ,canto ,,ii4    
,what is the meter of the normal line8  
,what variations are there in the kind  
of feet8  ,mark the scansion of stanzas 
#b and #c of the ballad in ,canto ,,iv4 
,what is the meter of lines #a and #c8  
of lines #b and #d8 what variations are 
there in the kind of feet8  ,find the   
meter of one or two of the songs4  ,does
 the author use language of a time other
 than his own8  ,does he use dialect8   
,compare in this respect with some of   
his ,scotch stories in prose4  ,do the  
characters all talk alike1 or as we     
should expect of persons differing in   
birth and education8  ,does ,scott use  
simple or unfamiliar language8  ,find a 
vivid picture 7for example1 ,canto ,i1  
stanzas #aa1 #ab71 and examine the      
language to see what kind of words are  

most effective3 specific or general1    
concrete or abstract1 figurative or     
literal4  ,do the same with some passage
 that presents an impression of sounds  
7as in ,canto ,i1 stanza #c74  ,can you 
see any difference between this poem and
 a prose story in language1 thought1    
beauty of description1 or any other     
respect except metrical form8  ,,the    
,,life ,,and ,,character ,,of ,,the     
,,author4--,was ,scott a ,highlander or 
a ,lowlander8  ,what do we know of his  
father and mother8 of his earlier       
ancestors8 of his childhood8 of his     
boyhood interests8 of his education and 
training8 ,what profession did he enter8
 ,how successful was he in it8 ,what was
 his reputation8 ,what was his first    
literary venture8 ,name his great poems 
in the order in which they appeared4    
,give some idea of their success4 ,why  
did he stop writing poetry8 ,compare his
 success as a novelist with his success 
as a poet4  ,how did he change his      
manner of living as he became           

increasingly successful8  ,what         
misfortune overtook him8 ,how did he    
meet it8  ,give a picture of his home   
life4  ,what are the chief traits of his
 character8   ,,outline ,,for ,,the     
,,study ,,of ,,the ,,ancient ,,mariner  
,i4 ,preparation  ,this is a wonderful  
poem1 which makes a profound impression 
on an imaginative mind2 but it is most  
difficult to teach4 ,this is because of 
its very simplicity4 ,the teacher must  
try to put himself into the attitude of 
a child and read the poem several times 
until the vividness of the pictures and 
the beauty of the language have         
captivated his imagination4 ,then he    
must attempt to put his pupils into the 
same frame of mind4 ,at this point it is
 helpful to discuss the differences     
between prose and poetry1 the beauty or 
horror of a vivid dream1 and the real   
truth that often underlies a fairy story
 or a dream story4 ,next1 the           
translation of the ,latin quotation that
 is prefixed to the poem may be read and

 discussed simply1 especially the first 
sentence4 ,the teacher must try to      
secure from his class1 if possible1 what
 ,coleridge calls that willing          
suspension of disbelief which           
constitutes poetic faith4   ,,ii4       
,reading and ,study  ,after this very   
important preparation and a rapid       
reading of the poem1 as in the case of  
,the ,lady of the ,lake1 the teacher    
will find it profitable to read the poem
 again rather slowly with the class in  
order to bring out the meaning of words1
 the clearness of the pictures1 the     
simple train of incidents1 the rapidity 
of the narrative1 the remarkable        
development of the ,mariner's character1
 and the simple beauty of his faith and 
love4   ,,iii4 ,study of the ,poem as a 
,whole  ,,setting4--,to whom and under  
what circumstances was the story told8  
,how do music1 and feasting1 and        
ceremony serve to set off the story8    
,trace the course of the ,mariner's     
voyage4  ,can you form any idea of the  

time when he lived1 or of the length of 
time that he was absent on his voyage8  
,why was not ,coleridge more definite in
 regard to time and place8  ,the poem is
 a story told by pictures4 ,name the    
most important ones4 ,note the details  
that make them clear4 ,in what respects 
are they unusual8  ,,plot4--,name the   
incidents that lead to the killing of   
the albatross2 those that lead from the 
killing of the albatross to the blessing
 of the water snakes2 and those that    
lead from this point to the end4  ,show 
how one incident leads to another by the
 law of cause and effect4  ,show how the
 killing of the albatross and the       
blessing of the water snakes are the    
most important events of all4  ,how does
 the author impress us with the         
importance of the ,mariner's crime8     
,which events in the story are caused by
 the ,mariner8 which by the supernatural
 beings8  ,show how the author makes    
improbable events1 like the coming of   
the spectre-bark1 seem probable4        

,,characters4--,show why the ,mariner is
 the only important human character4    
,in what respect are the supernatural   
characters important8  ,how are they    
like mortals8 how unlike8  ,describe the
 ,mariner's appearance4 ,trace carefully
 the changes in the development of his  
character4  ,what do we know of his     
companions8 ,why were they punished8    
,,interpretation4--,what idea or truth  
does the author bring out in the poem8  
,show how the ,mariner in his           
development illustrates it4  ,,method   
,,of ,,narration4--,who begins the      
narrative8 ,who else soon takes it up8  
,what part does each tell8 ,does the    
,mariner tell anything beyond what he   
himself saw or heard8  ,compare this    
narrative with some other with respect  
to the rapidity with which the story    
moves4  ,note some places where the     
movement is most rapid1 and try to      
discover how the poet makes it so4      
,,form4--,why do you suppose this poem  
is divided into seven parts8  ,do the   

stanzas correspond to thought divisions 
as they do in ,the ,lady of the ,lake8  
,what is a ballad8 ,select three stanzas
 in different parts of the poem and mark
 the scansion4 ,compare these to see    
whether they are alike1 and1 if not1    
what variations there are4  ,compare    
this poem with some other ballad1 for   
example1 ,alice ,brand 7,the ,lady of   
the ,lake1 ,canto ,,iv71 to find what is
 the normal ballad stanza4              
,,style4--,did ,coleridge use language  
of a time other than his own8 ,select   
several words that he would not have    
used in writing a letter4 ,do they seem 
appropriate here8 ,why8 ,are the        
sentences simple or involved8  ,are the 
words common or unusual8 ,are the most  
effective words concrete or abstract8   
figurative or literal8 ,find examples of
 alliteration1 of onomatopoeia1 of all  
the figures of speech that you can find 
here4  ,do the figures of speech make   
the idea clearer8 more beautiful8 more  
impressive8 ,make a list of five or six 

of the most effective scenes and decide 
whether they are effective because of   
their beauty1 their pathos1 their       
horror1 or for some other reason4  ,,the
 ,,life ,,and ,,character ,,of ,,the    
,,author4--,what do we know of          
,coleridge's childhood8 his school days8
 his college experiences8 his struggles 
to get on in the world8 his radical     
opinions8 his acquaintance with         
,wordsworth8 with ,southey8 his success 
as a poet8 his other literary work8 his 
domestic life8 his decline8  ,tell how  
this poem came to be written4 ,what was 
,wordsworth's part8 ,in what volume was 
it first published8 ,what epoch in the  
history of poetry does this volume mark8
  ,what were the strong features in     
,coleridge's character8  ,what was      
lacking8 ,what characteristics of the   
man may you infer from this poem8       
,,outline ,,for ,,the ,,study ,,of ,,the
 ,,idylls ,,of ,,the ,,king   ,i4       
,preparation  ,the following topics are 
more or less important for the pupil to 

understand before he begins his study of
 the poems3 the meaning of idyll as     
,tennyson uses it2 the facts about ,king
 ,arthur 7what we actually know and what
 we have reason to believe72 the period 
of history in general covered by his    
reign2 condition of ,britain at this    
time2 her enemies within and without2   
the sources of the large number of      
legends about ,arthur2 beginning of     
,tennyson's work on this subject2 the   
growth of his plan4   ,,ii4 ,a ,rapid   
,reading  ,it is desirable that the     
class be familiar with all of the       
,idylls4 ,such familiarity will give the
 student not only a greater interest in 
the ones especially assigned for study1 
but also a larger grasp of their        
meaning4 ,if the conditions make it     
impracticable for the teacher to assign 
all of the poems to the entire class1   
the best alternative will be to assign  
each of the poems to some members of the
 class for special study4 ,time enough  
should be taken in the recitation       

periods for these students to report    
somewhat fully on the special ,idylls   
they have been studying1 so that the    
essential facts of the entire series may
 be in possession of the class4         
,questions like the following will test 
a general knowledge of these facts3     
,who was ,king ,arthur8  ,what struggles
 did he have to make before he became   
undisputed king8  ,what were his ideals8
 ,who were his chief knights8 ,what were
 their characters8 ,what were their     
tasks8 7,specify several47 ,what great  
danger to the success of the ,round     
,table soon arose8 7,see ,marriage of   
,geraint1 ll4 #bd-bh47 ,what second     
danger arose later8 7,the ,holy ,grail1 
ll4 #bjc-cbg47  ,trace briefly the      
effect of each4 ,did ,guinevere truly   
repent8 ,what were her feelings toward  
,arthur at the last8  ,who were         
opponents in the last great battle8     
,what was the result8   ,,iii4 ,the     
,meaning of the ,idylls  ,what          
explanation does the poet give in the   

,dedication to the ,queen at the end of 
the ,idylls8 7ll4 #cf-dd74  ,in the     
struggle of ,sense at war with ,soul    
what part does ,arthur play8 ,what is   
the position of ,guinevere8 of          
,lancelot8 ,who represent the forces    
altogether evil8  ,what is the result of
 the war in respect to the ,round       
,table8 to ,guinevere and ,lancelot8 to 
the king8 ,was ,arthur victor or        
vanquished8  ,how is each separate      
,idyll related to the general           
development of the story8  ,what is the 
allegorical significance of ,arthur's   
miraculous birth8 of his training by    
,merlin8 of the ,lady of the ,lake8 of  
the three ,queens8 of ,excalibur8  ,what
 tasks of the soul are symbolized in    
,arthur's wars against the ,heathen8    
against the lords and barons of his own 
realm8  ,how does the search for the    
,holy ,grail symbolize a danger to the  
soul8   ,,iv4 ,general ,questions  ,do  
these ,idylls form a grand epic8  ,are  
the places of these poems1 ,camelot1    

,caerleon1 ,glastonbury1 etc41 to be    
identified with known places8  ,are the 
descriptions of scenery such that we    
think of the places as real1 or as      
places in fairyland8 ,do the characters 
seem like real people8  ,is there unity 
in the story as a whole8  ,are the      
episodes closely connected with the main
 action8  ,each of the three ,idylls    
especially chosen for reading should be 
studied as a story complete in itself1  
and as part of the series taken as a    
whole4   ,gareth and ,lynette           
,,setting4--,where is the scene of the  
story8 ,in what season of the year do   
the events take place8 ,how does the    
season fit the story8 ,in what condition
 is the court represented8 7ll4         
#cje-cji74  ,how do the cases brought   
before ,arthur1 and his disposition of  
them1 show the character of his rule8   
,how clear an idea do you get of the    
country between ,camelot and ,castle    
,perilous8 of ,castle ,perilous8 ,of    
what importance are these descriptions8 

,,plot4--,how does ,tennyson introduce  
the story8  ,how is ,gareth prepared for
 his work as a knight8  ,give the chain 
of incidents that lead from ,gareth's   
leaving home to his victory at ,castle  
,perilous4 ,how do the several contests 
compare with one another in difficulty8 
,is there unity in the plot8 ,is it more
 consistent with the story as ,tennyson 
tells it to have ,gareth marry ,lyonors1
 as ,malory says8 ,why8                 
,,characters4--,how is the character of 
,gareth made clear to us at the outset8 
,how1 if at all1 is his character       
developed by his service as a scullion8 
,in what respects does he show himself  
different from the other scullions8     
,would you have respected him any more  
if he had resented the taunts of ,kay   
and the insults of ,lynette8 ,why8      
,what impression of ,lynette do you form
 from her interview with the king8  ,in 
her language is she coarse and rude1 or 
only petulant and thoughtless8  ,after  
she is won by ,gareth does she show any 

fineness of nature8  ,describe the      
characters of ,lot1 ,bellicent1 ,gawain1
 and ,modred4  ,,interpretation4--,what 
period of a man's life may ,gareth be   
intended to typify8  ,what is the       
allegorical meaning of the gateway to   
the city of ,camelot and of ,merlin's   
description of the building of the city8
  ,in ,gareth's contests with the four  
knights for the possession of ,lyonors' 
castle1 what does each in turn typify8  
,what does the poet mean by making the  
first three contests increasingly       
difficult8 by the terror which the      
fourth knight inspires8 by the easy     
victory over him8 ,what does ,lynette   
represent in her impulsive and          
persistent opposition to ,gareth8  ,what
 does ,gareth represent in his constant 
devotion to high ideals8 ,what truth is 
illustrated by ,gareth's overcoming the 
petulant opposition of ,lynette8        
,connect the teaching of this poem with 
the thought of the whole series4        
,,form4--,what is the meter of the poem8

 ,what are the principal variations from
 the normal line in the number of       
syllables and the position of accents or
 stresses8 ,explain and illustrate      
caesura1 end-stopt line1 run-on line4   
,what variations do you find in the     
position of the pauses8 ,what is the    
effect of the variations on the music of
 the verse8  ,base your study of meter  
on several passages 7for example1 ll4   
#ajj-aej1 #ebj-eej1 #acej-acid74        
,compare the language used by ,bellicent
 and ,gareth in their dialogue 7ll4     
#cd-afh71 with descriptive passages     
7like #ahd-aic1 #bji-bbf1 #cgf-dbg1     
#fej-fhe1 and #hhc-ijj74  ,what         
differences do you note in the poet's   
choice of words8  ,find passages that   
present a vivid picture1 a vigorous     
action1 simple narrative1 true          
sentiment4   ,lancelot and ,elaine      
,,setting4--,where did the ,king keep   
court at the time of this story8  ,where
 did ,elaine live8  ,where was the      
tournament held8 ,what do we know of the

 relative positions of these places8    
,at what season of the year do the      
events of the story take place8 ,how    
does the season fit the story8 ,do the  
places seem real8  ,,plot4--,how is the 
story introduced8 ,compare with the     
introduction of the previous ,idyll4    
,what was the occasion for the          
tournament8  ,what led ,lancelot to     
,astolat8 ,what caused ,elaine's passion
 for him8 ,why did he wear her favor8   
,what were the consequences of his      
wearing it8  ,elaine's love for         
,lancelot led her to what different     
acts8 ,what did ,lancelot's devotion to 
,guinevere lead him to do8  ,at what    
dramatic moment did ,elaine's body reach
 ,camelot8 ,how did the event affect the
 ,king8 ,guinevere8 ,lancelot8          
,,characters4--,from what ,arthur says  
and does1 do you find any change in him 
since his appearance in ,gareth and     
,lynette8  ,do ,lancelot and ,guinevere1
 as they talk of him1 reveal any real   
weakness in his character8  ,what       

personal characteristics does ,guinevere
 show in the opening interview8 ,what at
 the conclusion of the story8  ,how is  
,lancelot pictured in the opening       
interview8 in the night that he spends  
at ,astolat8 ,how does he appear when he
 defends himself after ,elaine's letter 
has been read8 ,what1 on the whole1 is  
our feeling for him8 ,show how his life 
was a tragedy4  ,describe ,elaine as we 
first see her4 ,does it seem consistent 
with her retiring1 almost timid1 nature 
to press ,lancelot to wear her favor and
 later to confess her love to him8 ,how 
do you account for her doing it8 ,what  
is the charm of her character8          
,contrast ,elaine and ,guinevere4       
,,interpretation4--,compare the picture 
of the court that we get here with the  
one that is drawn in ,gareth and        
,lynette4  ,what stage in the history of
 the ,round ,table does this story mark8
 ,what is the central idea of the poem8 
,,form4--,compare this ,idyll with      
,gareth and ,lynette with reference to  

meter1 and to choice of language4   ,the
 ,passing of ,arthur  ,,setting4--,where
 is the scene of the story laid8 ,at    
what season of the year8 ,how does the  
season fit the story8 ,do the           
descriptive passages help you to imagine
 the places8 ,illustrate4 ,do they help 
you to feel the situations8 ,illustrate4
 ,of what importance are place and time 
here8  ,,plot4--,make a simple outline  
to show the chain of incidents that form
 the plot4 ,compare this ,idyll1 in     
respect to reality1 with the other two  
you have studied4  ,,characters4--,is   
,arthur's character essentially the same
 as it appears in the other ,idylls we  
have studied8  ,what is his mood at the 
beginning8 ,does he talk like a         
vanquished man8  ,,interpretation4--,do 
we think of ,arthur here as ,king of    
,britain1 or as a figure in an allegory8
 ,why8  ,what is indicated by the fact  
that ,arthur did not die1 but was taken 
away by the three ,queens8  ,what is    
indicated by the uncertainty of         

,bedivere and even of ,arthur himself as
 to where he was going and whether he   
would ever return8  ,show how the war   
between ,sense and ,soul is manifest in 
the war between the ,king and his       
enemies2 in the struggle of ,bedivere   
between obedience and disobedience2 and 
in the conversation of ,arthur and      
,bedivere as the barge is coming4       
,,form4--,compare the meter of the part 
of the poem published in #ahdb 7ll4     
#agj-ddj71 with that of ,gareth and     
,lynette published in #ahgb1 to note the
 difference in the poet's variations    
from the normal line1 and1 in general1  
the difference in effect4  ,compare this
 ,idyll with the other two in respect to
 language1 beauty of description1 etc4  
,study especially such passages as ll4  
#ie-aag1 #abi-ace1 #cdi-cfj4 ,find      
others worthy to be learned for their   
sentiment or beauty of description4     
,,the ,,life ,,and ,,character ,,of     
,,the ,,author4--,what do we know of    
,tennyson's parentage8 his boyhood8 his 

early love of poetry8 his favorite      
poets8 his college life8 his employment 
after leaving college8 his early volumes
 of poems8 the importance of his #ahdb  
volume8 the significance to him of the  
death of ,arthur ,henry ,hallam8 the    
three principal events of his life in   
#ahej8 his great and continued          
popularity8 the honors conferred upon   
him8 his two estates8 his peaceful      
death8  ,did ,tennyson ever pursue any  
profession other than that of a poet8   
,did he write prose literature8 ,did he 
hold public office8 ,compare him with   
other famous poets in each of these     
three particulars4  ,point out1 by      
reference to his best known poems1      
,tennyson's three successive impulses3  
aesthetic1 personal and religious1      
social and patriotic4 7,see             
,introduction to ,idylls of the ,king   
pp4 #aa-ae47 ,show how all these are    
blended together in the ,idylls of the  
,king4 ,was he equally successful in all
 the kinds of poetry that he undertook8 

,discriminate4  ,what were some of his  
favorite pursuits8  ,what three         
successive attempts did ,tennyson make  
with the ,arthurian legends8 in what    
periods of his poetic development8      
,,iii4 ,,the ,,teaching ,,of ,,lyric    
,,poetry   ,the lyric is a poem which   
voices the personal feeling1 sentiment1 
or passion of the poet4 ,the poet's     
feelings are the feelings of human      
nature1 but purified and intensified by 
his genius4 ,so they are as varied as   
human nature1 but nobler and more       
beautiful4 ,lyric poetry1 then1 appeals 
to our various moods and often expresses
 that of which we have been vaguely     
conscious in ourselves4 ,sometimes1 too1
 it inspires us to nobler and purer     
feeling and to higher conceptions of    
life4  ,the wise teacher seeks to awaken
 the interest and arouse the imagination
 of his pupils4 ,he tries to bring them 
into the right mood1 but avoids putting 
himself between them and the poet4 ,he  
must see that they understand the poet's

 thought1 but the appeal to the feelings
 he will best leave to the poet himself4
  ,repeated readings and the memorizing 
of important passages are nowhere so    
important as in the study of lyric      
poetry4 ,to make repeated readings      
useful1 however1 the teacher must       
convince the class by questions1 or the 
introduction of discussion1 that they   
have overlooked some message of the     
poet's4 ,a general plan of study might  
include1 first1 wise preparatory work on
 the part of the teacher to bring the   
class into the atmosphere of the poem2  
second1 a mastery of the details of the 
poem2 third1 a study of the content of  
the poem as a whole and in parts2       
fourth1 a study of form and structure2  
fifth1 a study of the poem as an        
interpretation of the poet4   ,,outline 
,,for ,,the ,,study ,,of ,l',,allegro   
,,and ,,il ,,penseroso   ,i4            
,preparation  ,a brief discussion of the
 meaning of lyric poetry will be        
helpful1 with discriminations between it

 and other forms of verse4  ,the class  
will be put in the right attitude for   
study by an interesting account of      
,milton's life up to #afcb2 his home    
influences2 his education2 his ,puritan 
ideas2 the difference between           
,puritanism in ,milton's youth and      
,puritanism in the days of the          
,commonwealth2 and1 especially1 by a    
vivid picture of the surroundings of the
 poet at ,horton4   ,,ii4 ,reading and  
,study  ,the first reading may be       
utilized to get a general idea of the   
poem1 and to mark the thought divisions4
 ,other readings will make the student  
familiar with the details of            
description1 the allusions1 the         
difficult words and constructions1 the  
varieties of meter and rhyme4 ,a        
comparison1 point by point1 between the 
two poems will be helpful4 ,such a one  
might be written in the notebooks after 
the plan suggested by ,mr4 ,chubb in    
,the ,teaching of ,english1 p4 #bih4    
,lines        ,l',allegro        ,lines 

,il ,penseroso                          
----------------------------------------
-------------------                     
#a-aj;,dismissal--of ,melancholy        
#a-ajof deluding joys                   
#aa-df;,invitation to ,mirth            
#aa-edto ,melancholy #dg-aej,progress of
 day of social #ee-agdof night of       
solitary           delights             
joys     #db  7a7 ,lark's ,reveille     
#ef  7a7 ,evening     #dd  7b7 ,dappled 
,dawn1       #fg  7b7 ,nightingales     
cock1 hounds1 etc4                      
even-song     #fj  7c7 ,sunrise         
#gd  7c7 ,moonrise         7d7 ,sounds  
of labor           7d7 ,curfew    ,,iii4
 ,study of the ,poem as a ,whole  ,a    
comprehensive study will naturally      
follow the detailed study and may1 to a 
certain extent1 be a summary of the work
 already done4  ,,content4--,contrast   
the two speakers in respect to their    
choice of companions2 descriptions of   
morning and evening2 their attitude     
toward country life2 their recreations  

and employments in the daytime and in   
the evening2 and their tastes in music1 
worship1 and the theater4  ,must we     
suppose that these poems express        
conflicting views of different men1 or  
may they represent views of the same man
 in different moods8  ,state in a single
 sentence the main idea of each poem4   
,,form4--,indicate the meter of the     
normal line1 or rather of the two types 
of lines most frequently used4 ,what is 
the difference in effect between these  
two types8  ,what are the principal     
variations in the position of accented  
syllables8 in the number of syllables8  
in the kind of rhyme8  ,do you like     
these poems because of their beauty of  
sentiment8 beauty of figurative         
expression8 beauty of description8 some 
other form of beauty8 or because of all 
of these8 ,quote what seems to you most 
beautiful4  ,is there anything notable  
in the choice of words8 in their        
arrangement8  ,do you find any passages 
where words have been chosen because    

their sound corresponds to the sense8   
,,the ,,life ,,and ,,character ,,of     
,,the ,,author4--7,see outline for the  
study of ,lycidas1 p4 #ei47   ,,outline 
,,for ,,the ,,study ,,of ,,lycidas   ,i4
 ,preparation  ,this poem is made       
somewhat difficult by reason of the     
formal and conventional terms of        
pastoral poetry4 ,therefore1 in the     
preparatory work1 the teacher should    
explain these terms2 and should dwell on
 the circumstances that called forth the
 poem4 ,the history of the times should 
be touched upon sufficiently to make    
clear the meaning of the two digressions
 in the poem4   ,,ii4 ,reading and      
,study  ,the first reading should enable
 the student to trace the line of       
thought2 to mark the digressions2 and to
 understand the general plan of the     
poem4  ,other readings will include a   
careful study of the language1 the      
meaning of the allusions1 and1 in       
detail1 the poet's thought4   ,,iii4    
,study of the ,poem as a ,whole  ,a     

comprehensive study of the poem as a    
whole should be profitable after the    
work indicated in ,,ii4                 
,,content4--,what is the substance of   
the poet's lament for his friend8 ,as we
 read the poem do we think more of him  
or of ,milton8 ,how do you account for  
this8  ,what were ,milton's relations to
 ,king8 ,were they intimate1 personal   
friends8  ,put into a sentence the      
substance of each digression4  ,in what 
part of the poem do we find that the    
allusions to the supernatural are       
classic and pagan8 in what part1        
,christian8 ,what corresponding         
difference is there in the tone of the  
poem8  ,,form4--,what relation do the   
first two paragraphs bear to the rest8  
,where is the pastoral element first    
introduced8  ,at what places does       
,milton drop the pastoral form8  ,what  
is the effect of a change of person in  
the last eight lines8  ,has the poem    
unity8 ,give reasons4 ,how would the    
poet have justified his digressions8    

,how many syllables do you find as a    
rule in each line8 ,how are the lines   
rhymed8 ,find several blank verse lines4
 ,what variations from the normal line  
do you note in the number of syllables  
and in the position of accented         
syllables8  ,does the poet show deeper  
feeling in his lament for ,king or in   
the digressions8  ,in what way does the 
language differ from that of ,l',allegro
 and ,il ,penseroso8 ,account for the   
difference4  ,,the ,,life ,,and         
,,character ,,of ,,the ,,author4--,find 
out what you can of ,milton's childhood 
home2 his tastes and habits when a boy2 
his education2 his perplexity about the 
choice of a career2 his six years at    
,horton2 his travels2 his return home2  
his removal to ,london2 his marriage2   
his prose writings2 his spirit in       
controversy2 his domestic life2 his     
public life2 his situation in #affj2 his
 employment during the years of his     
retirement2 the effect on his character1
 of controversy and the failure of his  

cherished ideals of government4  ,into  
what three periods does his life        
naturally fall8  ,how does the character
 of his writings conform to these three 
periods8  ,what do ,l',allegro and ,il  
,penseroso reflect of his life at       
,horton8 of his tastes8 of his          
accomplishments8 ,do you find anything  
indicative of his ,puritan sympathies8  
anything inconsistent with the          
,puritanism of his time8  ,do you note  
any change of spirit from the earlier   
poems to ,lycidas8  ,what spirit of     
,puritanism is reflected in ,lycidas8   
,,general ,,historical                  
,,questions4--,answers to the following 
are valuable because of their bearing on
 ,milton's life and work4  ,how did     
,james ,i differ from ,elizabeth in     
matters of religious toleration8  ,what 
controversy was carried on during       
,james's reign within the established   
church8  ,distinguish from one another  
the terms ,separatist1 ,puritan1        
,prelatist4  ,how were the ,puritans    

gradually forced to take extreme        
positions in matters of theology as well
 as in matters of government8  ,compare 
the ,puritan of ,milton's boyhood with  
the ,puritan of the ,civil ,war4        
,,outline ,,for ,,the ,,study ,,of ,,the
 ,,deserted ,,village#c   ,i4           
,preparation  ,on account of the        
simplicity of this poem and the         
familiarity that many of the students   
already have with it1 little preparation
 is necessary to introduce the class to 
the first reading4 ,original            
compositions on country scenes and      
country life will help them to get into 
the spirit of the poem1 and a few facts 
about ,goldsmith's early home in the    
country1 and his perplexed life in the  
city1 will show the poet's point of     
view4   ,,ii4 ,reading and ,study  ,a   
first reading should enable the student 
to understand the plan of the poem and  
to enjoy the descriptive passages4 ,a   
simple outline1 if required at this     
point1 will aid him in fixing the main  

divisions in mind and will be useful for
 detailed study when he comes to the    
second reading4 ,this second reading    
should enable the student to understand 
the poet's thought in every particular4 
,he should ponder over the thoughtful   
passages1 memorize the most beautiful   
ones1 and examine the language and      
meter4   ,,iii4 ,study of the ,poem as a
 ,whole  ,,content4--,contrast the      
village of ,auburn when the author saw  
it in youth1 with the ,auburn of his    
later years1 in regard to its appearance
 and the condition of the people4  ,give
 character sketches of ,the ,preacher   
and ,the ,schoolmaster4 ,explain what   
the poet considers has caused the       
changes he laments in the village4      
,contrast the simple natural pleasures  
with those of luxury and wealth4  ,what 
effect on the poor has greed for wealth8
 on the country8 ,what is ,goldsmith's  
idea of the lot of the emigrant8        
,,form4--,what is the prevailing meter8 
,how do the lines rhyme8 ,compare this  

poem with ,the ,idylls of the ,king or  
with ,the ,merchant of ,venice in       
respect to meter and rhyme4  ,examine   
what you think are the most beautiful   
passages in order to find out1 if you   
can1 why they are beautiful4 ,are they  
so because of beauty of sentiment8      
simplicity of language8 choice of words8
 figurative language8 smoothness of     
rhythm8  ,,the ,,life ,,and ,,character 
,,of ,,the ,,author4--,what do we know  
of ,goldsmith's childhood8 his family8  
his education8 his professional         
training8 his travels8 his friends in   
,london8 his loneliness8 his            
disappointments8 his literary successes8
 his eccentricities8 his kindness8  ,how
 can we judge of his character from his 
references to the village of his        
childhood8 from what he says of wealth1 
greed1 etc48     ,,iv4 ,,the ,,teaching 
,,of ,,the ,,drama   ,if a teacher were 
to attempt to investigate the methods   
employed in classes formed to study     
,shakespeare1 he would doubtless be     

impressed first by their variety4 ,one  
teacher lays great stress on reading the
 play with little or no comment2        
another1 with painful slowness1 works   
line by line to bring out the details of
 the thought2 while a third lays the    
greatest stress on the structure of the 
play1 following minutely the steps from 
exposition to climax and from climax to 
conclusion4 ,each plan has its          
advantages1 and in the hands of an      
enthusiastic and sensible teacher ought 
to achieve admirable results4  ,the     
fundamental reason for these wide       
differences in method is the greatness  
of ,shakespeare's genius4 ,we are       
captivated1 perhaps1 by one phase of his
 work and fail to see1 or to see in due 
proportion1 other phases equally1 or    
even more1 important4 ,as a rule1 the   
limitations of time make it impossible  
thoroughly to investigate many lines of 
study1 and the teacher naturally follows
 his own taste in making selections4    
,now the average high school student has

 limitations which we are bound to      
recognize4 ,accustomed as he is to      
reading fiction where description and   
explanation are frequently used to aid  
the imagination and the understanding1  
he fails to appreciate the situations in
 a drama and the motives for the        
actions4 ,again1 there are considerable 
difficulties of language which must be  
overcome by persistent work4 ,the       
over-editing of some of our text-books  
is often a real difficulty4 ,a          
conscientious pupil often feels that his
 lesson is not quite learned unless he  
has carefully read all the notes4 ,in   
one school edition of a play there are  
nearly twice as many pages of           
introduction and unclassified notes as  
of the text4 ,such an edition adds to   
the difficulties of the work by         
confusing essential and unessential     
matters4  ,it is evident that there is  
in the study of the drama unusual       
necessity for a plan1 flexible enough   
for the varying needs of classes1 but   

definite enough to keep classes from    
discouraging confusion of details4 ,just
 what the plan shall be for any         
particular class the teacher must decide
 from the condition and acquirements of 
the class1 the limitations of time1 and 
the object in view4  ,few will deny that
 ,julius ,caesar can be read with profit
 in the first year4 ,it will be read1   
however1 at that time1 chiefly for the  
interest of the plot1 the dramatic      
situations1 and the contrasts of        
character4 ,the study of meter will be  
slight1 and of language and grammar only
 enough for an understanding of the     
thought2 while the study of structure1  
textual changes1 development of         
,shakespeare's art1 date of publication1
 etc41 will be left out entirely4 ,on   
the other hand1 the needs of a fourth   
year class would require a considerably 
different treatment of this same play4  
,it may seem trite to say that the      
wisest plan is that which keeps the     
pupil interested in reading and         

re-reading the text4 ,the more he reads 
the more he understands1 and the more he
 understands the more he delights to    
read4 ,this lies at the bottom of all   
the plans for ,shakespeare reading4     
,almost any student will read through a 
play with interest and enthusiasm1 if he
 understands enough to keep the thread  
of the story4 ,if much textual study is 
required with the first reading1 the    
interest is weakened2 but if the delight
 of a first reading leads to a second1 a
 study of the text brings new delight1  
especially if the study is directed to  
the interpretation of the thought4      
,after the second reading1 the study of 
the play as a whole1 of the development 
of characters1 of the structure and     
style1 and of the various problems of   
human interest1 should send the pupil to
 the play again and again to find       
evidence to support his opinions4 ,this 
study1 together with memory work1 will  
help to give that familiarity with the  
play which is one of the tests of       

satisfactory ,shakespeare study4  ,the  
following is suggested merely as one    
plan suitable for high school classes3  
,i4 ,preparation  ,the presentation of a
 few matters to arouse interest and to  
anticipate some of the difficulties of a
 first reading4   ,,ii4 ,first ,reading 
,the aim of the first reading is to     
familiarize the pupil with the main     
facts of the play4 ,general questions   
may be asked to guide the student1 or   
directions given to note the progress of
 each scene in the development of the   
play4 ,he should not be hindered1       
however1 from as rapid a reading as he  
can make intelligently4   ,,iii4 ,second
 ,reading  ,this careful reading will   
have for its purpose the interpretation 
of the author's thought4 ,other matters1
 however interesting to a ,shakespearean
 scholar1 should1 for the most part1 be 
avoided4 ,in this thorough study many of
 the matters treated under the next     
topic will naturally come up for        
discussion4   ,,iv4 ,study of the ,play 

as a ,whole  ,here it will be possible  
to sum up the work already done and to  
correlate it with new work in some such 
order as the following3      ,a4        
,content                #a4 ,setting    
#b4 ,plot                #c4 ,characters
      ,b4  ,form                #a4     
,meter                #b4 ,style        
,c4  ,the ,life and ,character of the   
,author   ,,outline ,,for ,,the ,,study 
,,of ,,the ,,merchant ,,of ,,venice     
,i4 ,preparation  ,this will probably be
 one of the first plays that the class  
will attempt4 ,hence there will be      
little or nothing to say about the      
drama1 ,shakespeare1 or the development 
of his art4 ,a short account of the     
theater in ,shakespeare's day may be    
made interesting4 ,pictures of ,venice1 
with an account of its wealth and       
magnificence in the sixteenth century2  
some facts about the condition of the   
,jew in ,england in ,shakespeare's time2
 and a statement of the strange ideas   
concerning interest may prevent         

difficulties in the first reading4      
,,ii4 ,first ,reading  ,a good plan is  
to assign an act for a lesson2 to use as
 much of the hour as necessary to test  
the class on what they have read2 to    
have some passages read aloud2 and to   
discuss the purpose of the act and its  
relation to the rest of the play4       
,,iii4 ,second ,reading  ,this should be
 slow enough to give time for study and 
explanation of the difficulties of      
language1 and for the study of important
 passages as they throw light on plot   
and character4   ,,iv4 ,study of the    
,play as a ,whole  ,,setting4--,when and
 where are the events supposed to have  
taken place8  ,what1 in the dress of the
 people and the customs of the time1    
shows that ,shakespeare had ,england in 
mind8  ,how long a time is probably     
covered from the beginning to the end of
 the play8 ,where do the scenes follow  
one another without loss of time and    
where do they not8  ,,plot4--,what are  
the two main stories in this play8 ,what

 three minor stories are also part of   
the play8  ,how has ,shakespeare made it
 seem probable that ,antonio would ask a
 loan of an enemy like ,shylock8 that so
 strange a bond should be offered8 that 
a sensible man like ,antonio should sign
 it8 that all his ships should be       
wrecked within three months8 that the   
court should really consider taking the 
life of a noble citizen on such a       
pretext8 and that a quibble like the    
failure to mention a drop of blood      
should be admitted8  ,are there other   
improbabilities in the plot8 ,if so1 how
 has ,shakespeare treated them8 ,is     
there any hint in the first act that the
 bond will be forfeited8 ,give the      
suggestions that prepare us for         
,antonio's plight in ,act ,,iii4 7,i1   
#c1 #dg-dh1 #aee-afj2 ,,ii1 #h1 #be-cb1 
etc47  ,was it reasoning from the       
inscriptions1 or was it simply chance1  
or was it the characters of the suitors1
 that led them to choose as they did8   
,discuss the questions4  ,draw five     

parallel columns and place at the head  
the names of the five stories and       
episodes that are woven together in this
 play4 ,take each scene in turn and     
write under its proper head the main    
idea to show the progress of each story 
and its interrelation with the others4  
----------------------------------------
------------------------------          
,the                  ,the        ,the  
,the                 ,bond       ,the   
,launcelot-  ,lorenzo-  ,rings          
,story     ,casket     ,gobbo           
,jessica   ,episode                     
,antonio1   ,story     ,episode         
,story    ,portia1                      
,bassanio1  ,portia1    ,launcelot1     
,lorenzo1  ,nerissa1                    
,shylock    ,bassanio   ,shylock1       
,shylock1  ,bassanio1                   
,jessica     ,jessica   ,gratiano       
----------------------------------------
------------------------------ ,act ,i1 
sc4 #a  ,bassanio                       
tells                                   

,antonio of                             
his love                                
for ,portia                             
sc4 #b             ,conditions          
under                                   
which                                   
,portia may                             
wed  are                                
sc4 #c  ,to help    are related         
,bassanio1                              
,antonio                                
binds                                   
himself to                              
,shylock                                
,act ,,ii1 sc4 #a             ,morocco  
chooses                                 
and fails                               
sc4 #b                        ,launcelot
                                        
leaves                                  
,shylock                                
for ,bassanio                           
sc4 #c                                  
,jessica                                
shows her                               

intention                               
to marry                                
,lorenzo                                
----------------------------------------
------------------------------   ,how is
 the plot introduced8 or what is the    
exposition8 7,the ,merchant of ,venice1 
p4 #adh47  ,as there are two main       
stories1 so there are two climaxes4     
,what are they8 ,which of these we      
regard as the climax of the play will   
depend on which story we consider the   
more important in the development of the
 plot4  ,how does the ,launcelot-,gobbo 
episode help to bring out the character 
of ,bassanio8 of ,shylock8 ,do you think
 it serves any other purpose8  ,how does
 the ,lorenzo-,jessica story help to    
weave together the two main stories8 to 
arouse us against ,shylock8 to make us  
sympathize with him8 ,does it serve to  
bring out any other characters8  ,how   
does the rings episode aid in           
interweaving the two main plots8 in     
developing main characters8  ,why did   

not ,shakespeare end the play with ,act 
,,iv8  ,what is the purpose of ,act ,v8 
,,characters4--,in making ,shylock the  
cruel man that the story requires1      
,shakespeare was in danger of making him
 too inhuman to be of interest to an    
audience4 ,show in detail how he avoided
 this danger4  ,what kind of master was 
,shylock8 ,what kind of father8 ,what   
good traits had he8  ,by what traits do 
you distinguish ,salanio1 ,salarino1 and
 ,salerio1 or do you think that they    
lack individuality8 ,do ,gratiano and   
,lorenzo have distinctive traits8  ,what
 evidence have we that ,jessica was an  
attractive girl8 ,what were her         
surroundings1 her companions1 her       
employments1 so far as we can judge8    
,what effect would such conditions      
naturally have upon a girl8  ,compare   
,shylock with ,isaac of ,york2 ,jessica 
with ,rebecca4  ,how was ,antonio       
regarded by ,bassanio and his friends8  
by ,shylock8 by the ,duke8 ,what traits 
of character does he show in what he    

says and does8  ,what anxiety have we   
reason to believe ,antonio had for      
,bassanio8 ,what hints do we get of     
,bassanio's previous actions and        
employments8 ,what idea do we get of    
,bassanio's ideals from his words and   
acts8 ,what impression of his character 
do we get from the devotion of ,portia  
and ,antonio to him8  ,what successive  
impressions do we get of ,portia from   
what ,bassanio says of her in ,i1 #a8   
from her conversation with ,nerissa in  
,i1 #b8 from her manner and language    
toward the unsuccessful suitors8 from   
her bearing toward ,bassanio8 from her  
planning to relieve ,antonio and the    
successful carrying out of her plans8   
and lastly from her part in the ring    
episode8  ,,form4--,what is the meter of
 the play8 ,name several variations from
 the normal line1 in number of          
syllables1 position of the accented     
syllables1 and in the position of the   
pauses4  ,find several passages that are
 worth memorizing because of their      

thought 7for example1 ,,iii1 #b1        
#gc-ajg71 others like ,v1 #a1 #ed-fe1   
because of poetic fancy4  ,distinguish  
between tragedy and comedy and tell how 
this play should be classified4 ,how is 
this play like ,shakespeare's latest    
plays1 the ,romances8 7,see ,merchant of
 ,venice1 p4 #ad47  ,,the ,,life ,,and  
,,character ,,of ,,the ,,author4--,what 
few facts about ,shakespeare's life have
 been established beyond doubt8 ,what   
others have we good reason to infer8    
,give a brief account of the theater as 
,shakespeare knew it4  ,into what four  
periods may we divide ,shakespeare's    
work8 7,see ,dowden's ,a ,primer of     
,shakespeare1 or ,stopford ,brooke's    
,primer of ,english ,literature47       
,under which period does ,the ,merchant 
of ,venice fall8   ,,outline ,,for ,,the
 ,,study ,,of ,,as ,,you ,,like ,,it    
,i4 ,preparation  ,as ,you ,like ,it    
differs greatly from ,the ,merchant of  
,venice and ,macbeth in its appeal to   
the mind4 ,to the lover of literature it

 is one of the most delightful of all   
,shakespeare's plays2 but its interest  
is primarily aesthetic1 not             
intellectual4 ,for this reason it is    
extremely difficult to devise any       
satisfactory plan of study4 ,the        
enthusiastic teacher will find ways of  
imparting enthusiasm to his pupils1 but 
he cannot tell how he does it4  ,if this
 is not the first of ,shakespeare's     
plays for the class to study1 a review  
of what they have previously learned    
about the author and his work will make 
a good beginning2 otherwise the best    
introduction is the reading of the play4
   ,,ii4 ,first ,reading  ,as ,you ,like
 ,it is one of the plays that best      
repays oral reading1 therefore the      
finest passages1 at least1 should be    
read aloud4 ,but the chief purpose of   
the first reading is to get a clear idea
 of the development of the story4 ,to   
this end the student should understand  
the purpose of each act and the relation
 of the scenes to one another4   ,,iii4 

,second ,reading and ,study  ,attention 
should now be given to the explanation  
of unusual words and constructions1 to  
the interpretation of important         
passages1 to the study of plot and      
character1 and to memorizing the best   
passages4   ,,iv4 ,study of the ,play as
 a ,whole  ,,setting ,,and              
,,situation4--,what sort of place is the
 ,forest of ,arden8 ,does it seem       
attractive8 ,why8 ,describe the life    
that the natives lead4  ,contrast the   
life of the ,duke1 ,rosalind1 ,celia1   
and their friends in the forest with the
 life at court4  ,what chances had      
,shakespeare had to observe the         
different kinds of life portrayed here8 
,,plot4--,show the steps of the plot    
from its beginning in ,i1 #b to its     
climax in ,,iii1 #b1 and from the climax
 to the conclusion4  ,compare this play 
with ,the ,merchant of ,venice in       
respect to tragic features and to       
simplicity4  ,why are the minor love    
stories introduced8                     

,,characters4--,contrast ,orlando and   
,oliver as they are first presented4    
,what is there to give us a good        
impression of ,orlando before he does   
anything to earn it8 ,show how our good 
opinion of him is strengthened by his   
actions in ,i1 #b2 ,,ii1 #f2 ,,iv1 #c1  
etc4  ,what first prejudices us in favor
 of ,rosalind8 ,how does the author use 
,celia to make us like ,rosalind the    
more8 ,what characteristics are brought 
out to give us further admiration for   
,rosalind in ,,ii1 #d2 ,,iii1 #b2 ,,iii1
 #d2 ,,iv1 #c2 ,v1 #b1 etc48  ,what is  
the chief characteristic of ,jacques    
that distinguishes him from his         
companions8 ,how is his view of life    
made to add to our appreciation of the  
life in the forest8 ,note how many of   
the fine passages of the play           
,shakespeare has put in the mouth of    
,jacques4 ,why do you suppose he did    
this8  ,contrast the two dukes4 ,are    
they conventional characters1 or do they
 have distinct personalities8 ,compare  

,touchstone with ,wamba in ,ivanhoe4    
,,form4--,what is the normal meter8     
,show how ,shakespeare varies the normal
 line by changing the number of the     
syllables2 the relative position of the 
accented and the unaccented syllables2  
and the position of the pauses4  ,what  
characters always speak in prose8 ,there
 is no accepted theory to account for   
,shakespeare's use of prose1 but can you
 see any difference in the importance of
 the thought or in the depth of feeling 
between scenes altogether in prose and  
those altogether in verse8  ,,the ,,life
 ,,and ,,character ,,of ,,the           
,,author4--,see outline for the study of
 ,the ,merchant of ,venice1 p4 #gb4     
,,outline ,,for ,,the ,,study ,,of      
,,julius ,,caesar   ,i4 ,preparation    
,little is required to arouse the       
interest of any class in the play of    
,julius ,caesar4 ,a brief account of the
 salient facts of ,roman history that   
center about ,caesar's life1 and an     
interesting account of the man himself  

will help the student to an appreciative
 study4   ,,ii4 ,reading and ,study     
,the purpose of the first and second    
readings will be the same as that stated
 in the previous two outlines4   ,,iii4 
,study of the ,play as a ,whole         
,,setting4--,when does the play open8   
,what two events of history has         
,shakespeare combined in ,act ,i8 ,why8 
,how many days are required for the     
action of the play8  ,show where the    
scenes follow one another without loss  
of time1 and where they do not4  ,how   
are the descriptions of nature used to  
make the action more effective8 ,compare
 ,shakespeare's use of storm and prodigy
 in this play with that in ,macbeth4    
,,plot4--,where did ,shakespeare get his
 material for this play8 ,how has he    
modified it8 ,select two or three       
important modifications and show why he 
made them4 ,in this story of the rise   
and fall of the conspiracy show by what 
successive steps it reaches the highest 
point in the first scene of ,act ,,iii4 

,at this point is our feeling one of    
sympathy with the conspirators or of    
opposition to them8 ,why8 ,where does   
the fall begin8  ,trace the successive  
steps of the fall to the end in the last
 scene of ,act ,v4  ,does our feeling   
toward the conspirators change8 ,why8   
,compare the opening scene of this play 
with the corresponding ones in ,the     
,merchant of ,venice1 and ,macbeth4     
,which seems to you the most interesting
 and the best1 regarded as an           
introduction8  ,what gave rise to the   
quarrel in ,act ,,iv8  ,what are the    
steps in the reconciliation8  ,for what 
purpose is ,caesar's ghost introduced in
 ,act ,,iv8 ,what other instances of the
 use of the supernatural are there in   
this play8 ,what purpose do they serve8 
,should this play have been called      
,marcus ,brutus8 ,why8                  
,,characters4--,what gave ,brutus the   
great influence that he enjoyed8 ,could 
he think clearly and reason logically8  
,could he clearly discern facts in the  

life about him8 ,was he a man of        
sympathetic nature1 or was he cold and  
unfeeling8 ,give proof in detail for    
each answer4 ,what was his mistake8 ,is 
there any evidence that he regretted the
 part that he took8 ,do you think it was
 possible for him to be thoroughly      
honorable and yet not regret this part8 
,what is the lesson of his life8  ,what 
acts and words of ,caesar1 with         
statements made about him1 tend to      
belittle him in our eyes8 ,what do      
,brutus and ,antony say of ,caesar when 
they are alone1 speaking freely and     
without disguise8 ,what words or acts of
 ,caesar mentioned in the play are      
expressive of true nobility8  ,why did  
,shakespeare present in one play two    
impressions of ,caesar very different   
from each other8 ,are both correct1 or  
only one1 or neither8 ,give evidence4   
,was ,cassius a patriot or a            
self-seeking politician8 ,give evidence4
 ,how could he justify the means that he
 used to win ,brutus8 ,in what respect  

did he surpass ,brutus8 ,what case did  
he make against ,caesar8 ,how far was he
 right8 ,what weakness and what strength
 does he show in ,act ,,iv8  ,how does  
,antony appear before the death of      
,caesar8 7,note what he does and says   
and what others say of him47 ,what      
change comes over him after ,caesar's   
death8 ,is his agreement with ,brutus in
 regard to ,caesar's funeral an         
honorable one8 ,give reasons4  ,how does
 he dare to speak so frankly and boldly 
in the presence of the conspirators as  
he does in ,,iii1 #a1 #ahd-baj8 ,does he
 conduct himself throughout the rest of 
the play as a true patriot8 ,give       
evidence4 ,what were his virtues8       
,wherein was he weak8  ,what            
characteristics of ,portia do you       
discover in ,,ii1 #a1 #bfa-bgh1         
#bia-cjb2 ,,iv1 #c1 #aeb-aef8 ,compare  
her with ,calpurnia as she appears in   
,,ii1 #b4  ,what are the characteristics
 of the ,commoners8 ,compare them with a
 modern crowd such as might gather to   

see a parade or a celebration4          
,,form4--,what is the meter of this     
play8 ,where do we frequently find an   
additional syllable8 ,illustrate4  ,what
 other variations from the normal line  
help to keep the verse from becoming    
monotonous8  ,explain the metrical      
difficulties of the following lines3    
',speak1 strike1 redress4' ,am ,i       
entreated 7,,ii1 #a1 #ee74  ,friends1   
,romans1 countrymen1 lend me your ears  
7,,iii1 #b1 #gh74  ,as a sick girl4 ,ye 
gods6 it doth amaze me7,i1 #b1 #abh74   
,why do you think we have both prose and
 verse in ,i1 #a8  ,why prose in        
,brutus's speech and verse in ,antony's8
  ,find1 if you can1 passages that      
express true patriotism 7like ,,ii1 #a1 
#eb-eh71 others that express hollow     
rhetoric 7like ,i1 #c1 #ia-ajj71 and    
others that express true and beautiful  
sentiment4  ,,the ,,life ,,and          
,,character ,,of ,,the ,,author4--,see  
outline for the study of ,the ,merchant 
of ,venice1 p4 #gb4   ,,outline ,,for   

,,the ,,study ,,of ,,macbeth   ,i4      
,preparation  ,a review of the facts    
about ,shakespeare's work and the       
development of his art previously       
studied2 a short explanation of the     
meaning and purpose of tragedy2 and an  
account of the general belief in        
witchcraft in the early seventeenth     
century1 will help to give the class the
 right attitude toward the play4   ,,ii4
 ,reading and ,study  ,the purpose of   
the first and second readings is the    
same as that already stated in the      
general plan and in the outline for the 
study of ,the ,merchant of ,venice4 ,the
 large number of puzzling passages in   
,macbeth makes the second reading       
unusually important4   ,,iii4 ,study of 
the ,play as a ,whole                   
,,setting4--,where and between whom were
 the battles fought in the beginning of 
the play8  ,where are ,inverness and    
,scone8  ,about how long a time is      
involved in the entire play8 ,which     
scenes follow one another without loss  

of time1 and which do not8  ,from the   
various hints given1 what impression do 
you get of the conditions of life in    
,scotland at the time of the play8 7,i1 
#b1 #bj-bd2 ,i1 #d1 #cg-ch2 ,,iii1 #b1  
#bb-bf47  ,how is external nature used  
to heighten the effect made by the      
witches8  ,in what other instances is   
nature used to heighten the effect8 7,i1
 #e2 ,,ii1 #a1 etc47  ,,plot4--,what is 
the purpose of the introductory scene8  
,compare it with the opening scene in   
each of the other plays that you have   
studied4  ,at what point is the         
introduction of the plot1 or the        
exposition1 complete8  ,what evidence is
 there that ,macbeth had planned before 
the opening of the play for the murder  
of ,duncan8 7,i1 #c1 #ea-eb2 ,i1 #g1    
#dg-ec47  ,what three incidents help to 
his success8 7,i1 #d1 #db-dc2 ,,ii1 #c1 
#aab-aac2 ,,ii1 #d1 #be-bf47  ,by what  
means does ,shakespeare make the murder 
of ,duncan very effective in moving the 
audience1 even though the actual deed is

 committed off the stage8  ,what facts  
necessary for the reader to know are    
brought out in the last scene of ,act   
,,ii8  ,what leads ,macbeth to the      
murder of ,banquo8 7,,iii1 #a1 #dh-gb47 
,where does ,macduff first come in as a 
force in the action8 7,,iii1 #d1        
#abh-abi47  ,what hints of his part have
 we had before8 7,,ii1 #d1 #cf-ch47     
,what double purpose had the author in  
having ,macduff's family slain8  ,to    
what extent does ,lady ,macbeth         
influence action of the play8 ,the weird
 sisters8 ,macduff8 ,banquo8 ,macbeth8  
,note the steps by which ,macbeth rose  
in fame4  ,what was the source of       
,shakespeare's material8 ,account for   
the most important changes that he made4
  ,,characters4--,what sort of man have 
we reason to believe ,macbeth was at the
 opening of the play from the position  
that he held2 from what his wife said of
 him2 from what others said of him2 and 
from his attitude in the face of his    
first crime8  ,what two contrasts are   

drawn between ,macbeth and ,duncan in   
scenes #b and #d of ,act ,i8 ,is it     
strange that ,macbeth had often wished  
that he might be king in place of       
,duncan8 ,why8 ,show how the prophecies 
of the witches became his temptations4  
,from his soliloquies in ,act ,i1 scenes
 #c and #d1 what do you judge of his    
moral sense8 ,what decision has he      
reached1 if any1 before he returns to   
his wife8 ,in his soliloquy in ,act ,i1 
scene #g1 what two considerations are   
keeping him from the murder8 ,what      
argument of ,lady ,macbeth was effective
 in bringing him to a decision8 ,how do 
you account for the fact that he is     
extremely vacillating in ,act ,i and    
fearful in the first part of ,act ,,ii1 
while in the battle with the rebels he  
was the personification of bravery and  
decision8 ,what is his state of mind as 
soon as the act is committed8 ,what     
change takes place as soon as it is     
discovered8 ,is his fear of ,banquo a   
reasonable one8 ,what effect of his     

crime is apparent in ,act ,,iii1 scene  
#b8 ,what1 if any1 further decline do   
you note in ,act ,,iii1 scene #d8 ,in   
,act ,v how does ,shakespeare contrive  
to represent ,macbeth in a condition of 
brutality and yet to arouse a decided   
human interest in him1 and even some    
sympathy for him8 ,in ,macbeth's several
 soliloquies throughout the play what   
mental characteristic is most prominent8
 ,give examples4 ,to what extent may    
,macbeth be taken as a type of ambition8
 to what extent the type of a noble soul
 led downward to destruction8 ,what     
great truth does his life illustrate1 a 
truth that we may call the central idea 
of the play8  ,what mental qualities    
does ,lady ,macbeth show in ,act ,i1    
scene #e8 ,why does she not discuss with
 herself the pros and cons of the act to
 be committed8 ,what fundamental        
difference does this illustrate between 
herself and her husband8 ,do you think  
,lady ,macbeth's motive for the murder  
of ,duncan was selfish or unselfish8    

,give reasons4 ,what sort of woman do   
you suppose she was before the play     
opens8 ,why8 ,what light does ,act      
,,iii1 scene #b1 throw on her character8
 ,does her calmness and tenderness with 
her husband after the guests have left  
the banquet indicate her wisdom in      
dealing with him1 or the pathetic       
weakening of her strong character1 or a 
natural tenderness8 ,give reasons4 ,what
 makes the sleep-walking scene so       
pathetic8 ,how has the dramatist        
prepared us for her breakdown8 ,what1 if
 anything1 do you find in her to admire8
  ,are we to regard ,banquo as strong   
and noble1 or blamelessly weak1 or      
criminally negligent8 ,why8 ,compare    
,banquo and ,macduff in order to bring  
out the chief characteristics of each4  
,what striking contrast is drawn between
 ,macbeth and ,edward the ,confessor8   
,,form4--,illustrate the normal line and
 the chief variations from it in        
,macbeth4  ,how does the number of      
incomplete lines compare with the number

 in the other plays that you have       
studied8  ,find several highly          
imaginative passages 7like ,,ii1 #a1    
#di-fj72 several that express pathos    
7like ,v1 #a1 #bb-hf72 several that are 
very condensed 7like ,,iii1 #b1 #ac-bb74
 ,which of these passages are most      
characteristic of this play8   ,,outline
 ,,for ,,the ,,study ,,of ,,comus   ,i4 
,preparation  ,a good way to arouse     
interest in this poem is to give an     
account of the popularity of the mask in
 the days of ,elizabeth and ,james ,i2  
the occasions for which masks were      
written2 the people who wrote them2 and 
the preparations that were made for     
presenting them4 ,some pupil who has    
read ,kenilworth will be interested to  
tell of the entertainment of ,queen     
,elizabeth by the ,earl of ,leicester4  
,other matters of interest are the      
character of ,henry ,lawes1 his part in 
,comus1 and the occasion for which this 
mask was prepared4   ,,ii4 ,reading and 
,study  ,the first reading should give  

familiarity with the events related and 
a general idea of the philosophical     
discussions4 ,the second reading will   
include a careful study of details2     
,milton's use of mythology2 the stage   
setting2 the introduction of dances1    
etc4   ,,iii4 ,study of the ,poem as a  
,whole  ,,content4--,when1 where1 for   
what occasion1 and before what audience 
was this mask presented8  ,who were the 
actors8  ,members of the audience often 
took part in dances1 which were a       
feature of the mask4 ,do you find here  
any indication of such a dance8 ,find   
two places in ,comus where dances are   
introduced to serve the purpose of an   
anti-mask1 that is1 a humorous interlude
 to afford contrast and amusement4      
,what supernatural characters are       
introduced8  ,find passages of          
compliment to the ,welsh1 to the ,earl  
of ,bridgewater1 and to the ,earl's     
family in the opening speech of the     
,attendant ,spirit4  ,find one passage  
complimenting the musical ability of    

,mr4 ,henry ,lawes 7#did-dif71 and      
several complimenting the ,lady ,alice  
and her two brothers 7#ade-aej1         
#bdd-bfd1 #big-cjd1 #cff1 etc474  ,what 
idea does ,milton bring out in the long 
dialogue between the two brothers8      
between ,comus and the ,lady8  ,for what
 do the several characters stand1 if we 
take the poem as an allegory8 ,what is  
the significance of the ugly heads of   
the monsters8 of the glass of liquor8 of
 the remarkable courage of the ,lady in 
the face of danger8 ,what is the central
 idea of the poem8                      
,,form4--,distinguish between the mask  
and the regular drama2 between the mask 
and the opera4  ,point out the chief    
lyrical passages4  ,find examples of    
blank verse1 of rhymed pentameter1 and  
of the two kinds of verse so common in  
,l',allegro and ,il ,penseroso4         
,compare the meter of the dialogues with
 that of the lyric passages4  ,find     
passages remarkable for beauty of       
figurative language 7like #ahh-aib and  

#cge-chj71 others for beauty of         
sentiment 7like #baj-bbj and #dec-dfc74 
,,the ,,life ,,and ,,character ,,of     
,,the ,,author4--,see outline for the   
study of ,lycidas1 page #ei4  ,what     
impression of ,milton's character do we 
get from ,comus8 ,what suggestions do we
 get here of the best side of           
,puritanism8     ,v4 ,,the ,,teaching   
,,of ,,the ,,essay   ,like the lyric1   
the essay represents directly the       
author's thought and feeling4 ,it       
appeals to the understanding1 is        
practical in its nature1 and for these  
reasons involves less difficulty in     
teaching2 but it is often less          
attractive than poetry and frequently   
deals with matters that are             
uninteresting to the average boy and    
girl4 ,a good essay is indirectly       
valuable in affording illustration of   
the principles of composition and       
rhetoric1 but it is directly of great   
value in stimulating thought and        
broadening the mind4 ,nowhere1 however1 

is there greater need of a wise plan of 
work1 since the teacher must overcome   
mental inertia on the part of the       
pupils1 and usually they are not spurred
 on1 as in novel reading1 by their      
interest in the subject itself4  ,the   
author's purpose is to impart his       
thought clearly and vigorously4 ,here   
lies the suggestion for any plan of     
study4 ,if the thought is to be         
appreciated the students must understand
 the matters of which the essay treats4 
,furthermore1 they must examine the     
conclusions and note how they are       
reached4 ,in this way they will learn to
 discriminate between opinion and       
established fact2 between logical and   
illogical reasoning4 ,since the author1 
in accomplishing his purpose1 has paid  
special attention to orderly            
arrangement1 to clear and forceful      
statement1 and to a skillful choice of  
words1 so these matters must be the     
subject of careful study on the part of 
the student4 ,conscious imitation has   

its place in developing the power to    
write1 and it is no less valuable in    
gaining an appreciation of an author's  
style4 ,the study of the essay offers   
the best opportunity for imitative work 
of this kind1 since it is the essay that
 the student himself1 in his school     
exercises1 is continually trying to     
write4 ,care should be taken at this    
stage of the work not to ask pupils to  
discuss matters that are beyond their   
knowledge4   ,,general ,,plan ,,for     
,,the ,,study ,,of ,,the ,,essay   ,i4  
,preparation  ,complete understanding of
 the matters that the essayist expects  
his readers to know usually involves    
more study than the class have time to  
give4 ,carlyle in his ,essay on ,burns  
takes for granted the reader's          
familiarity with the poetry of ,burns   
and the facts of his life1 while        
probably only a few of the pupils who   
come to the study of this essay have    
more than a scanty knowledge of either  
of these subjects4 ,it remains for the  

teacher1 then1 to select the most       
important facts and to bring them before
 the class by various means as fully as 
the time will permit1 remembering in the
 choice and presentation of subjects    
that it is of the utmost importance to  
get the student to approach the new book
 with interest and enthusiasm4   ,,ii4  
,reading and ,study  ,a rapid reading by
 the pupil before the work is taken up  
in the class room may or may not be     
practicable4 ,a safer method1 perhaps1  
is to give the class a general outline  
of from five to ten topics1 and ask them
 to read the essay topic by topic4 ,the 
recitation period may be used to follow1
 in a broad way1 the development of the 
thought4  ,after the class have thus    
become familiar with the main ideas of  
the essay they will be ready for a      
second and more careful reading4 ,this  
will give the students opportunity for  
the study of details1 for completing the
 detailed outline1 and for a general    
discussion of conclusions1 all of which 

should have for their purpose the       
appreciation of the author's thought4   
,,iii4 ,study of the ,essay as a ,whole 
,this will include general questions on 
content1 form1 and the life and         
character of the author4   ,,outline    
,,for ,,the ,,study ,,of ,,the ,,sir    
,,roger ,,de ,,coverley ,,papers   ,i4  
,preparation  ,one of the chief causes  
of the great popularity of ,the ,tatler 
and ,the ,spectator at the time when    
they were published was the truthful    
representation of life that they        
contained4 ,the touches of humor and    
satire in the delineation of character  
and the criticism of the follies of the 
day were most fully appreciated by those
 who were best acquainted with ,english 
life4 ,it would seem1 then1 that the    
best way to interest boys and girls in  
these papers would be to introduce them 
briefly but vividly to the life of      
,england in the days of ,queen ,anne1 by
 the treatment of such topics as        
,london1 its size1 population1 and      

external appearance2 public morals2     
frivolities of women2 lawlessness of    
young men2 the coffee-houses2           
newspapers1 etc4 ,ashton's ,social ,life
 in the ,reign of ,queen ,anne and      
,chapter ,,iii of ,macaulay's ,history  
of ,england will give the teacher a mass
 of material upon which he can draw to  
supplement the introduction in the      
text-book4 ,there is danger1 however1   
that the wealth of material will tempt  
him to devote too much time to this     
preparatory work4  ,other topics of     
value to the pupil are3 the founding of 
,the ,tatler1 its purpose1 and its      
success2 how ,addison became associated 
with ,steele2 the founding of ,the      
,spectator2 a few facts about ,steele   
and ,addison4   ,,ii4 ,reading and      
,study  ,if these papers are taken up   
too much in detail the work becomes     
tiresome1 but they contain so many      
references to the customs and manners of
 the time1 the discussion of so many    
practical matters1 and so many incidents

 full of human interest that a careful  
study is necessary for an intelligent   
appreciation of them4 ,each paper should
 be considered by itself2 its main idea 
discovered2 the truth of its statements 
tested2 the sidelights on the character1
 beliefs1 and experiences of the authors
 noted 7for example1 ,steele's          
experiences as a soldier suggested by   
,the ,journey to ,london72 and the skill
 of the writer pointed out in variety of
 incident1 unity of thought1 naturalness
 and picturesqueness of narrative4 ,most
 of the study will naturally be on the  
content1 but a certain amount of        
attention should be given to practice   
writing in imitation of ,addison's easy 
but dignified style4 ,for composition   
work there are suggestions for          
description and narration as well as for
 exposition and argument4 ,imitations of
 certain papers may be extremely        
profitable and usually arouse a healthy 
interest in the content of the essays as
 well as in the style4   ,,iii4 ,study  

of the ,book as a ,whole                
,,content4--,what follies of the time1  
or of human nature of all time1 are     
satirized here8 ,show how they are      
satirized4  ,what views on politics do  
you find expressed directly or          
indirectly8 ,what evidence do you find  
of the ,spectator's ,whig prejudices8   
7,see ,papers ,,xii1 paragraph #c2 ,,xx1
 paragraph #b2 ,,xxi2 ,,xxii47  ,what   
views are given on practical questions  
of life1 for example1 management of a   
house1 attending church1 economy1 etc48 
,do you think a man unfit for studies of
 a higher nature and uncapable of any   
liberal art or profession1 likely to    
succeed in the occupations of trade and 
commerce8 7,see ,paper ,,viii47 ,discuss
 the wisdom of a liberal education for  
boys who expect to be business men4  ,do
 you suppose the observance of the      
,sabbath was more necessary1 as ,addison
 seems to imply1 for country people than
 for people in ,london8 7,paper ,,xi47  
,which do you think ,addison preferred1 

the city or the country8 ,give evidence4
  ,make a list of the eighteenth-century
 customs and manners referred to in     
these papers4  ,write an account of the 
,spectator and ,sir ,roger at ,button's 
or ,will's4  ,recast or modernize ,paper
 ,,xiv on ,labour and ,exercise in such 
a way as to adapt its argument to the   
support of school and college athletics4
  ,what types of character or classes of
 men are represented by persons in these
 papers8 ,which1 if any1 do not seem    
like real persons8 ,do they develop1 or 
do they remain throughout as they are   
first represented8 ,by what means does  
the author make us acquainted with      
them1--by what he says of them1 by what 
they say themselves1 or by what others  
say of them8  ,do the whimsicalities of 
,sir ,roger make him ridiculous or      
lessen our respect for him8  ,what      
qualities would such a man find to      
admire in the perverse widow8  ,write a 
paper entitled ,sir ,roger at the ,play 
modeled upon ,addison's paper1 but      

suppose ,sir ,roger to have seen1       
instead of ,the ,distressed ,mother1    
,shakespeare's ,macbeth4  ,write a reply
 from ,sir ,roger to ,will ,wimble on   
receipt of the jack4  ,write a letter   
from the ,chaplain to the ,spectator    
announcing the death of ,sir ,roger and 
speaking as he naturally would of his   
patron4  ,write an account of the       
trouble between ,will ,wimble and ,tom  
,touchy referred to in ,paper ,,xxvii4  
,compare the papers written by ,addison 
with those written by ,steele to        
determine which author is more          
successful in introducing characters2   
which in portraying the details that    
make these characters live2 which uses  
more care in the choice of words and the
 form of sentences2 which has a more    
refined and courteous manner2 and which 
shows the more feeling4 ,give evidence4 
,,form4--,make a topical outline of     
several papers1 for example1 ,,xix1     
,,xxi1 ,,xxvi1 to show whether or not   
they have unity4  ,do the paragraphs    

have unity8 a clear order of            
development8 ,examine the sentences to  
see whether they are1 in the main1 loose
 or periodic4  ,compare this series of  
papers with some novel1 preferably ,the 
,vicar of ,wakefield1 in respect to     
clearness of setting1 delineation of    
character1 structure of plot1           
definiteness of purpose1 and clearness  
and grace of style4 ,what is lacking to 
make the series a novel8  ,,the ,,life  
,,and ,,character ,,of ,,the            
,,authors4--,what do we know of         
,addison's childhood8 his school and    
college life8 his reputation as a       
student8 his tour of the continent8 his 
entrance into political life8 his       
political successes8 his literary       
ventures and successes8 his marriage8   
his death8 ,what traits of character    
made him loved by his friends8 ,how was 
he regarded by his political enemies8   
,in the paper entitled ,the ,spectator  
what traits are like ,addison's own     
traits8 ,from the ,spectator papers that

 you have read what do you infer of     
,addison's power of observation8 his    
feeling toward the follies of the day8  
his attitude toward religion8  ,contrast
 ,addison's early life with ,steele's4  
,relate the main facts of ,steele's     
school and college life1 his experiences
 in the army1 his first literary        
ventures1 his popularity in society1 his
 political successes and                
disappointments4 ,compare ,steele's     
traits of character with those of       
,addison4   ,,outline ,,for ,,the       
,,study ,,of ,,irving',s ,,sketch-,,book
   ,i4 ,preparation  ,most students have
 probably read ,the ,legend of ,sleepy  
,hollow and ,rip ,van ,winkle before    
entering the high school1 and know      
something about ,washington ,irving4 ,to
 enjoy the other sketches fully one     
should know well the man who wrote them1
 for they are strongly personal4 ,the   
reader is to travel with ,irving1 to see
 things with his eyes1 and to consider  
subjects with his good sense and fine   

taste4 ,one way to approach the task of 
teaching the ,sketch-,book1 then1 is to 
assign for re-reading1 or at least for  
review1 the two stories mentioned above1
 and to awaken a lively interest in the 
genial man who wrote them4 ,this may    
involve reversing the usual method of   
studying the author last4  ,washington  
,irving by ,charles ,dudley ,warner1 in 
the ,american ,men of ,letters ,series1 
and ,the ,life and ,letters of          
,washington ,irving by ,pierre ,irving  
will furnish abundant and interesting   
material for both teacher and student4  
,what do we know of ,irving's parentage8
 his characteristics as a boy8 his      
education8 his first trip to ,england8  
his travels8 his friends8 his habits8   
his return from abroad8 his military    
experience8 his first literary ventures8
 his long stay in ,europe8 his literary 
successes8 his great reception on his   
return to ,new ,york8 his life at       
,sunnyside8 his public services8   ,,ii4
 ,reading and ,study  ,these sketches   

should not be read hurriedly but        
thoughtfully and1 as far as time will   
permit1 aloud in class4 ,they contain   
many fine descriptions which should be  
used1 with the aid of questions and     
composition exercises1 to keep alert the
 imagination of the pupils4 ,the        
following are a few of the topics that  
might be used for oral or written work3 
,the ,author's ,account of ,himself     
,the author's choice of facts4 7,why he 
chose these and did not choose others47 
,the charm of travel in ,america and in 
,europe--a comparison and a contrast4   
,the ,voyage  ,what ,irving has omitted 
in the account of his voyage4  ,an      
imaginative sketch of ,irving as he may 
have appeared to one of his             
fellow-passengers4 7,base the sketch on 
what ,irving says that he did and saw47 
,descriptive features in the last four  
paragraphs4  ,an original account of    
some voyage4   ,the ,christmas ,sketches
  ,irving's purpose in these papers4    
,the ,christmas spirit in ,england4     

,travelling by stage coach4  ,the       
coachman--a character sketch4  ,the     
coachman at the inn-yard--a description4
  ,irving's fellow-travelers4           
,irving--a sketch by one of the         
travelers4  ,arrival at ,bracebridge    
,hall4  ,the squire--a character sketch4
  ,the festivities of ,christmas eve4   
,the family at supper4  ,prayers on     
,christmas morning4  ,the church        
service4  ,the parson4  ,the pleasures  
of the day4  ,the dining room when the  
boar's head was brought in--a           
description4  ,the wassail bowl4        
,after-dinner sports4  ,the mask of     
,christmas4  ,an original account of    
some ,christmas holiday4   ,rural ,life 
in ,england  ,what ,irving actually saw 
that suggested the comments in this     
essay4  ,the conclusions that he drew   
from his observations4  ,rural life in  
,england1 as ,irving saw it1 compared   
with rural life in ,america4  ,going to 
church--an imaginative sketch based on  
,irving4   ,the ,country ,church  ,the  

rich man's arrival at church--a         
description4  ,the audience at          
worship--a description4  ,a country     
audience in ,america--a sketch from real
 life4  ,the nobleman and the newly     
rich--a contrast4  ,a detailed outline  
of ,irving's account of the two         
families4   ,westminster ,abbey  ,time  
and circumstances of the visit and the  
mood of the visitor4  ,what ,irving saw 
in the abbey 7omit the musings74        
,reflections suggested by the visit4    
,history of the building4   ,the        
,mutability of ,literature  ,the setting
 for ,irving's discussion of literature4
  ,a summary of ,irving's thought on the
 changing of4   ,the ,art of            
,book-making  ,adventures in the        
,british ,museum4  ,the meaning of      
,irving's dream4  ,how far is it honest 
for schoolboys and schoolgirls books for
 their essays8   ,stratford on ,avon    
,an evening with ,irving at the ,red    
,horse ,inn4  ,the ,shakespeare ,house4 
,a visit to ,shakespeare's grave4  ,the 

groves and park about ,charlcote4  ,the 
great hall4  ,an original account of a  
visit to the home of an author1 or to a 
place of historic interest1 or of       
natural beauty4   ,the ,angler          
,irving's fishing excursion4  ,a stroll 
along the banks of the ,alun4  ,the     
fisherman philosopher4   ,,iii4 ,study  
of the ,book as a ,whole                
,,content4--,what attractive features of
 country life in ,england does ,irving  
represent8  ,compare them with          
attractive features of country life in  
,america4  ,examine the sketches where  
the scene is laid in the city to see    
whether ,irving wrote with equal        
appreciation of city life4  ,irving's   
interest in antiquities4  ,compare      
,irving's essays with ,addison's in     
respect to descriptions of country life2
 city life2 discussions of practical    
questions2 representation of character2 
philosophy of life2 purpose in writing4 
,,form4--,examine ,irving's method of   
describing a person1 for example1       

,master ,simon in ,christmas ,eve1 and  
compare it with ,scott's procedure in   
,ivanhoe4  ,examine his description of  
the inn kitchen in ,the ,stage-,coach   
and compare with one of your own on a   
similar subject4  ,study the paragraphs 
in ,rural ,life in ,england to discover 
whether or not there is in each one a   
topic sentence and a regular method of  
development4   ,,outline ,,for ,,the    
,,study ,,of ,,franklin',s              
,,autobiography   ,i4 ,preparation  ,the
 interest of such a book as ,franklin's 
,autobiography does not lie in poetic   
language and rhetorical figures1 but in 
the human interest shown in this record 
of a man's life4 ,the teacher's aim1    
then1 will be to fix in the minds of the
 students the essential facts of        
,franklin's life2 their relation to one 
another2 his connection with the        
advancement of society and with the     
achievements of our country2 and the    
traits of his remarkable character4 ,the
 approach to this study will most       

naturally be through what the students  
already know of ,franklin's achievements
 and of his connection with history4    
,these facts gathered from the class can
 be supplemented by others judiciously  
chosen for the purpose of making real   
the time in which ,franklin lived1 and  
of arousing an interest in the man      
himself4   ,,ii4 ,reading and ,study    
,the student will have little or no     
difficulty in following the narrative of
 these pages1 and with the aid of topics
 can be held strictly to account for the
 mastery of essential details4 ,a good  
way1 at first1 is to assign1 with the   
chapter for home reading1 a list of     
topics to be studied1 and later to      
require the pupils themselves to make   
out similar lists4 ,the analysis of     
chapters is in itself valuable exercise 
and the use of topics for oral quiz and 
discussion is probably the best way for 
the daily study of such work4 ,it is not
 desirable1 however1 that the analysis  
be too minute1 or that it be carried so 

far as to kill the interest in the      
reading4   ,,iii4 ,study of the ,book as
 a ,whole  ,the purpose of this         
comprehensive study is two-fold3 first1 
to group together in their proper       
relation the essential facts of the life
 and development of the man2 and1       
second1 to fix important matters and    
characteristic incidents4 ,the following
 are a few topics and questions         
suggested for this study3  ,what were   
,franklin's achievements in business8 in
 science8 in literature8 in military    
service8 in diplomatic service8 in      
public improvements8  ,give the facts of
 his education1 including his training1 
his private reading and study1 and his  
broader education that came from        
association and travel4  ,for the       
advantages of his education how much did
 he owe to his parents and the          
circumstances in which he chanced to    
find himself as a boy8 ,how much to     
fortunate association with wise men8    
,how much to his own wise and           

persevering efforts8  ,tell what you can
 of his ancestors1 and discuss how much 
he owed his success to heredity4  ,how  
did ,franklin manage men1 get them to   
think as he did1 and do what he wished8 
,illustrate by incidents4  ,what traits 
of character were in the main           
responsible for his attainments in each 
of the lines in which he gained a       
distinct success8 ,mention a few of the 
most important principles of his homely 
philosophy4 ,give incidents from his own
 acts to show whether or not he         
practised what he preached4   ,,outline 
,,for ,,the ,,study ,,of ,,carlyle',s   
,,essay ,,on ,,burns   ,i4 ,preparation 
,some of the following topics call      
merely for statements by the teacher2   
some for a special report2 and others   
for class study4 ,the more familiar the 
class are with the poetry and the life  
of ,burns the more profitable will be   
their study of this essay4  ,the        
,scotchman's remarkable love for ,burns4
  ,the popularity of many of ,burns's   

songs and poems4  ,reading and study of 
some of ,burns's poems4  ,a study of the
 important facts of ,burns's life4  ,who
 ,carlyle was4  ,his interest in ,burns4
  ,circumstances of writing this essay4 
,the assumption of the author with      
reference to the knowledge of his       
audience4   ,,ii4 ,first ,reading  ,an  
outline like the following will be      
helpful in getting the thought with the 
first reading3      ,the purpose of     
biography                   pp4  #ee-fj 
,general estimate of ,burns             
pp4  #fj-ff      ,burns as a literary   
man                    pp4  #ff-ih      
,burns as a man                         
pp4  #ii-acd      ,a plea for breadth   
and generosity in our       estimate of 
the man                      pp4        
#acd-acf   ,,iii4 ,second ,reading  ,it 
is so difficult for students to gain a  
mastery of the thought that the second  
reading must be slowly and carefully    
done4   ,,iv4 ,study of the ,book as a  
,whole   ,,content4--,what is the theme 

of the essay8  ,trace the development of
 the theme by means of a full topical   
outline4  ,has the essay unity8  ,upon  
what is based the claim that ,burns was 
a great poet8  ,what are the elements of
 his greatness8  ,from the three        
paragraphs 7pp4 #hj-hd7 the first of    
which begins3 ,in fact1 one of the      
leading features in the mind of ,burns  
is this vigour of his strictly          
intellectual perceptions1 would ,carlyle
 have us believe that ,burns had a      
strong character8 ,to what extent1 if at
 all1 did he have a strong character8   
,is it true that there was but one era  
in the life of ,burns1 and that the     
earliest8 7see p4 #ii74  ,to what extent
 was his life a failure8  ,what were the
 causes of his failure8 ,what share of  
the blame belongs to his friends and    
acquaintances8  ,to what extent was his 
life a success8  ,,form4--,basing your  
answers on a few specific paragraphs1   
tell what you find about the unity of   
the paragraphs1 the clearness of their  

development1 regularity of sentence     
structure4  ,do you find the words      
specific or general8 forceful and full  
of feeling1 or conventional8  ,how much 
use is made of figurative language8     
,does the style seem finished as though 
the work had been revised with care1 or 
rough as though written at white heat   
and not revised8 ,illustrate4  ,,the    
,,life ,,and ,,character ,,of ,,the     
,,author4--,what do we know of          
,carlyle's parents8 his education8 the  
simplicity and severity of his early    
life8 his perplexity in choosing his    
life work8 his friendship with ,edward  
,irving8 his early manhood struggles    
with doubt1 poverty1 and sickness8 his  
courage8 his faith in himself8 the slow 
recognition of his work8 his literary   
successes8 his life in ,london8 his     
friends8 his last years8  ,what         
characteristics made ,carlyle           
disagreeable to live with8  ,what       
characteristics made him                
enthusiastically admired by a multitude 

of men8  ,what did ,carlyle see in the  
life of ,burns to attract him so        
strongly8  ,why does it seem somewhat   
remarkable that he should have written  
sympathetically of ,burns8  ,point out  
passages in this essay that indicate    
that ,carlyle was a man of deep emotion1
 of sympathy1 of sincerity1 of strong   
moral force4   ,,outline ,,for ,,the    
,,study ,,of ,,macaulay',s ,,life ,,of  
,,johnson   ,i4 ,preparation  ,the more 
a student knows of life in ,london      
during ,johnson's time1 and especially  
of the life of literary men1 the more he
 will get from this essay2 nevertheless1
 it is interesting in itself without    
that knowledge4 ,it is probable that any
 boy or girl who takes up the book will 
have read ,the ,vicar of ,wakefield1 or 
at least have studied the life of       
,goldsmith and have learned of the      
,literary ,club4 ,to review some of the 
facts about the members of this club and
 about the life in ,london at that time 
will be comparatively easy1 but to      

attempt more before reading the essay   
does not seem necessary4   ,,ii4        
,reading and ,study  ,the first reading 
should enable the student to make a     
simple outline to be filled in later4   
,the teacher might take part of the     
recitation periods to introduce the     
class to ,boswell's ,life of ,johnson4  
,the second reading should make the     
class thoroughly familiar with the      
matters treated in the essay and with   
the important features of ,macaulay's   
style4   ,,iii4 ,study of the ,book as a
 ,whole  ,the students should be        
required to write in their notebooks    
outlines and short paragraphs on topics 
based on the essay4 ,most of the        
following topics have been used for this
 purpose3  ,,content4--,the story of    
,johnson's life2 boyhood and education1 
his thirty years of struggle1 his mature
 years1 his decline and death4  ,his    
appearance4  ,hindrances to his         
success--in the time in which he lived1 
in his surroundings1 in himself4        

,preparation for his life work3         
inherited tastes and tendencies1 his    
education1 circumstances by which he was
 surrounded4  ,his friends and          
associates3 patrons1 friends in his     
poverty1 friends in his success1 his    
dependents4  ,his writings3 political1  
critical1 poetical1 biographical        
miscellaneous4  7,mention the separate  
writings in each division1 characterize 
his work1 and compare his success in one
 line with that in another47  ,johnson's
 travels4  ,johnson the writer and      
,johnson the talker4  ,the ,literary    
,club4  ,macaulay's treatment of        
,boswell4  ,a detailed outline of the   
essay4  ,a character sketch of ,johnson 
showing the weaknesses as well as the   
strength of his character4  ,,rhetorical
 ,,features4--,examine the opening      
sentence in each of the paragraphs1 pp4 
#eg-fi1 to see how ,macaulay secures    
coherence in his essay4  ,examine the   
paragraphs on pp4 #fd-ff1 to find the   
plan of structure4  ,find passages in   

this essay where ,macaulay aims to      
secure emphasis by the use of the       
following devices3 inverted order in the
 sentences1 the use of particular terms 
where the general would be more         
accurate1 the use of superlatives1      
striking comparisons1 repetition of     
ideas1 contrast1 balanced expressions1  
succession of short sentences1 biblical 
language4  ,define the following words  
and use them in sentences3 railed1      
maundered1 coxcomb1 parasite1 conclave1 
turgid1 folio1 overture4  ,,the ,,life  
,,and ,,character ,,of ,,the            
,,author4--,what do we know of          
,macaulay's childhood8 his              
precociousness8 his education8 his      
tastes and acquirements while at        
college8 his entry into politics8 his   
parliamentary life8 his life in ,india8 
his literary work8 his habits8 his      
principles8  ,as we compare him with    
other literary men what were his special
 talents8 his limitations8  ,compare him
 with ,carlyle with reference to        

character1 if you have studied the      
,essay on ,burns4  ,what characteristics
 of ,macaulay can you trace in this     
essay8   ,,outline ,,for ,,the ,,study  
,,of ,,burke',s ,,speech ,,on           
,,conciliation   ,i4 ,preparation  ,this
 work is usually found to be the most   
difficult book of the course in         
,english2 yet in the opinion of many the
 results of its study are most valuable4
 ,the fact that it is difficult leads   
the teacher to exercise great care in   
planning his work1 especially in the    
matters that he presents to his class in
 preparation for the actual reading4    
,the first difficulty lies in the fact  
that pupils are only vaguely acquainted 
with the conditions to which ,burke     
constantly refers4 ,the long story of   
the quarrel between the ,colonies and   
the ,mother ,country is known to them in
 a superficial way4 ,any exhaustive     
study of the history of the time is out 
of the question2 so1 unless the class   
have been studying history recently     

enough to make a rapid review           
profitable1 the best plan seems to be to
 assign definite topics for individual  
study and class report4  ,the following 
is a suitable list for this purpose3    
,the ,navigation ,acts--what they were1 
their purpose1 and the ways in which    
they were violated4  ,renewed attempt1  
after the ,treaty of ,paris1 to regulate
 colonial commerce4  ,grenville's ,new  
,act of ,trade1 ,stamp ,act1 and        
,quartering ,act4  ,the ,stamp ,act     
,congress in ,new ,york in #agfe4  ,the 
,townshend ,acts4  ,opposition of the   
colonies led by ,massachusetts1 to      
,parliament's right to tax them4  ,the  
,boston ,massacre4  ,the ,hutchinson    
,letters4  ,the ,boston ,tea ,party4    
,the ,boston ,port ,act1 ,the           
,massachusetts ,government ,act1 and    
,the ,administration of ,justice ,act4  
,lord ,north's ,plan for conciliating   
the colonies4  ,the ,new ,england       
,restraining ,bill 7,the ,grand ,penal  
,bill74  ,an interesting introduction to

 the man ,burke is found in ,green's    
,short ,history of the ,english ,people1
 ,chapter ,x4   ,,ii4 ,first ,reading   
,while the class is at work studying the
 historical topics1 a part of the       
recitation period may profitably be     
spent in reading aloud the speech       
itself4 ,some teachers have been most   
successful in having the entire speech  
read aloud during successive recitations
 while the members of the class were    
looking up historical topics or doing   
other preliminary or supplementary work4
 ,at all events1 the oral reading of a  
considerable portion of the speech at   
some time or other is strongly to be    
advised4  ,the purpose of the first     
reading is to make clear ,burke's plan1 
and to arouse the imagination so that   
the student may enter into the spirit of
 the occasion4 ,to that end the main    
divisions of the speech should be noted 
by the pupil and the propositions of the
 principal arguments set down for use   
later in making a detailed brief4       

,introduction3 pp4 #cg-de4     ,main    
,argument3 pp4 #df-if4     ,conclusion3 
pp4 #if-aaj4     ,refutation3 pp4       
#aaj-abc4     ,peroration3 pp4 #abd-abg4
   ,a4 ,england ought to concede2 for   
,i4 ,the population is too large to be  
trifled with4                           
pp4 #df-dg     ,,ii4 ,the industries    
even more than the        population    
make the colonies important4      pp4   
#dg-ee    ,,iii4 ,the use of force is   
unwise 7refutation74     pp4 #ee-eg     
,,iv4 ,the temper and character of the  
colonists make conciliation advisable4  
pp4 #eg-fe      ,v4 ,our policy of      
coercion has endangered        the      
fundamental principles        of our    
government                              
pp4 #fe-fi     ,,vi4 ,concession is a   
necessity                    pp4 #fi-gi 
,b4 ,what the ,concession ought to be4  
,i4 ,it must satisfy the colonists on   
the        subject of taxation          
pp4 #gi-hb     ,,ii4 ,it should admit   
them into an interest        in the     

,english ,constitution                  
pp4 #hb-ie    ,,iii4 ,satisfaction is   
possible without admitting        the   
colonies into ,parliament4              
pp4 #ie-aaj   ,,iii4 ,second ,reading   
,this reading should be accompanied with
 a careful and detailed study1 both of  
thought and form4 ,there seems to be a  
general agreement that a detailed brief 
should be studied2 but some prefer to   
have the brief more or less fully worked
 out by the teacher1 while others       
maintain that much1 if not most1 of the 
value of such practice is lost unless   
the student actually works it out for   
himself4 ,the former hold that students 
make sorry work of it unless they have a
 great deal of help1 and that the       
results are not commensurate with the   
time and effort expended4 ,on the other 
hand1 an honest and earnest effort on   
the part of the students to work out for
 themselves the detail of the argument1 
even though they are not all equally    
successful1 is so valuable that a good  

deal of time and effort may well be     
devoted to it4 ,if the class can work   
out in the first reading1 even with much
 help from the teacher1 the main        
propositions of the brief as they are   
given above1 they can be expected to    
work out most of the details without    
much difficulty4  ,another very         
important and valuable line of study in 
,burke's writings is the significance of
 his language4 ,the meaning of such     
words as fomented1 mace1 bias1 sensible1
 dissidence1 and the significance of    
such phrases as auction of finance1     
ransom by auction1 taxation by grant1   
touched and grieved1 repay careful      
study4 ,the study of from fifty to a    
hundred such words and phrases1         
carefully selected by the teacher1 will 
do much toward familiarizing the        
students with ,burke's thought1 and with
 his habit of mind4 ,in addition to this
 detailed study1 and in connection with 
it1 there should be frequent review of  
the main arguments in their logical     

order4 ,in this way the student1 while  
adding to his knowledge of the argument 
in detail1 will be acquiring a larger   
grasp of the argument as a whole4       
,finally1 there is abundant opportunity 
here for the study of rhetorical        
features3 the orderly arrangement of    
thought in the paragraphs1 the series of
 short sentences1 the long sentences1   
biblical language1 epigram1 paradox1    
rhetorical question1 figurative         
language1 etc4 ,a comparison with       
,macaulay's essays will add interest and
 profit to the study4   ,,iv4 ,study of 
the ,book as a ,whole  ,,content4--,why 
did ,burke apologize for presenting his 
plan8  ,what comparison did he draw     
between his own record and that of      
,parliament on the question of colonial 
policy8  ,why did he make this          
comparison8  ,what is the purpose of    
paragraph beginning on p4 #ea1 l4 #c2 on
 p4 #eb1 l4 #bd8  ,find several         
statements that ,burke has supported    
with indisputable evidence2 for example1

 comparisons of exports 7pp4 #dh-ec74   
,find several statements where he gives 
no direct evidence1 for example1 the    
facts about the population of the       
colonies 7p4 #df71 statements about the 
religion of the colonists 7p4 #fj74     
,why has he not given evidence for all8 
,when may we make statements in argument
 without supporting them with evidence8 
,is the fact that admitting ,ireland1   
,wales1 ,chester1 and ,durham into the  
constitution has proved successful any  
proof that a similar plan will succeed  
in ,america8  ,how does ,burke make his 
argument effective8  ,was ,burke's      
purpose in speaking of the profane herd 
of those vulgar and mechanical          
politicians 7p4 #abf7 to arouse         
righteous anger against a certain class1
 to flatter his audience1 or did he have
 some other purpose8  ,,rhetorical      
,,questions4--,in the first fourteen    
paragraphs 7pp4 #cg-df7 show how ,burke 
states his theme1 seeks to overcome     
opposition1 and tries to gain a         

favorable reception for his plan4       
,discuss the peroration as a fitting    
conclusion in length1 thought1 and      
language4  ,find illustrations of       
argument by example1 argument by        
elimination1 deductive argument4  ,state
 two or three of ,burke's arguments in  
the form of a syllogism4  ,find examples
 of climax2 of contrast2 of parallel    
structure2 of biblical language4  ,what 
evidence do you find here of ,burke's   
wide learning8 philosophical turn of    
mind8 conservatism8 moral earnestness8  
,find passages that indicate the        
oratorical character of this work4      
,find illustrations of epigrams1        
practical maxims for men in public life4
  ,verify the statement that the secret 
of ,burke's richness of thought         
consisted to a large extent in his habit
 of viewing things in their causes and  
tracing them out in their results4      
,find several passages that illustrate  
,burke's power of imagination4  ,find   
illustrations of colloquial expressions 

like such a pass1 have done the         
business1 etc4 ,find also illustrations 
of poetic expressions quite the opposite
 of these4  ,examine carefully the      
structure of several paragraphs1 for    
example1 those beginning with l4 #d1 p4 
#gj2 l4 #ai1 p4 #gj2 l4 #bg1 p4 #gb2 l4 
#bf1 p4 #ij2 l4 #bi1 p4 #ie2 l4 #af1 p4 
#if4 ,find the topic sentence1 if there 
is one2 show how the other sentences are
 related to it and to one another2 show 
how the principles of mass and          
proportion have been followed2 note the 
logical order of thought and the means  
for securing a close coherence4  ,,the  
,,life ,,and ,,character ,,of ,,the     
,,author4--,find out what you can of    
,burke's childhood home2 his education2 
his early tastes and tendencies2 his    
early experiences in ,london2 his       
entrance into politics2 his reputation  
in public affairs2 his home life2 his   
attitude toward the ,french ,revolution2
 his characteristics as an orator2 the  
endurance of his work in government and 

literature4 ,write a character sketch of
 ,burke1 drawing upon this speech for   
illustrations wherever possible4        
,,outline ,,for ,,the ,,study ,,of      
,,emerson',s ,,essays  ,emerson did not 
write for children4 ,his essays are     
intended for those who have at least    
some maturity of mind1 and the will to  
think4 ,it is evident that if the essays
 are to be studied in high school they  
should be undertaken only by advanced   
classes4 ,but there are many in our high
 schools who will be able to understand 
enough of ,emerson's thought to make a  
study of his essays exceedingly         
profitable4 ,it will require good       
judgment on the part of the teacher to  
determine which topics should be        
thoroughly mastered1 and which should be
 lightly touched upon1 for no one will  
doubt that the high school is not the   
place for a thorough study of such      
essays4   ,i4 ,preparation  ,if the     
class has studied ,carlyle or ,ruskin1  
it will be well to begin with a         

comparison of these two men with        
,emerson in order to show the latter's  
place as a self-appointed teacher and   
his motives in presenting to his        
audience such matters as he discusses in
 his essays and addresses4 ,a brief     
study of the life and character of      
,emerson will help us to understand his 
message4 ,before assigning one of the   
essays for study the teacher should     
provide for the class a brief outline or
 analysis1 and explain the general      
thought which it contains4 ,the thought 
is often so difficult to follow that it 
is unwise to require the pupil to make  
his own outlines4   ,,ii4 ,reading and  
,study  ,with the aid of an outline or  
analysis the first reading should enable
 the student to get a fair understanding
 of the essay as a whole4 ,he should    
know the theme and what it means1 the   
author's plan and method of development4
  ,the second reading should be taken up
 with as much attention to detail as the
 maturity of the class makes advisable4 

,care should be observed that in the    
study of details the larger unit be not 
forgotten4 ,to this end the teacher1 by 
frequent review1 should make sure of a  
thorough mastery of the outline1 and by 
questions should bring out the          
connection between details and main     
propositions4 ,parrot work1 to which    
there is a strong temptation whenever   
hard thinking is called for1 can be     
avoided by requiring the pupil to state 
in his own words the main ideas1 which  
,emerson frequently embodies in         
epigrammatic form4   ,,iii4 ,study of   
,each ,essay as a ,whole   ,the         
,american ,scholar  ,what is the theme  
of this essay8  ,what distinction does  
,emerson make between the farmer and    
,man on the farm1 between the scholar   
and ,man ,thinking8  ,emerson speaks of 
the education of the scholar by nature1 
by books1 and by action4 ,develop his   
idea of education by nature4 ,what does 
,lowell say of the influence of nature  
on man in the early part of ,the ,vision

 of ,sir ,launfal8  ,how does ,emerson  
think the scholar should be educated by 
books8 ,explain his meaning in the      
following expressions about reading3    
,yet hence arises a grave mischief 7p4  
#ci72 ,books are for the scholar's idle 
times 7p4 #db72 ,one must be an inventor
 to read well 7p4 #dc74  ,to what extent
 is ,emerson's idea of the use of books 
applicable to the high school student8  
,what is meant by education by action8  
,explain the following3 ,only so much do
 ,i know1 as ,i have lived 7p4 #de71 and
 ,life is our dictionary 7p4 #dg74      
,what are the duties of the scholar and 
how are they comprised in self-trust8   
7p4 #di74  ,in self-trust all the       
virtues are comprehended 7p4 #eb74      
,discuss this statement1 showing what is
 meant by self-trust1 what virtues are  
comprehended in it1 and what virtues1 if
 any1 are not comprehended in it4  ,what
 new spirit in literature is noted on   
pp4 #eh and #ei8  ,where1 besides in    
literature1 does ,emerson find the same 

spirit8  ,did he regard his own age as a
 fortunate or unfortunate one for       
living8 ,why8  ,summarize the concluding
 paragraph4   ,self-reliance  ,what is  
the theme of this essay8  ,what leading 
idea in this essay was also in the last8
  ,what conclusion does ,emerson draw   
from the fact that children and youth   
are independent and unaffected in their 
opinions8  ,why do they change as they  
grow older8  ,explain the meaning of the
 following3 ,society everywhere is in   
conspiracy against the manhood of every 
one of its members 7p4 #fi74 ,whoso     
would be a man1 must be a nonconformist 
7p4 #fi74  ,account for ,emerson's      
scornful reference to popular charities 
7p4 #ga74  ,show how our consistency is 
a terror that scares us from self-trust 
7p4 #ge74  ,what virtue does one need to
 have to be able to scorn consistency8  
7p4 #gg1 l4 #a74  ,what fault does      
,emerson find with hero worship8 7p4    
#hj74  ,what are intuitions8  ,whence do
 they come8  ,show clearly how ,emerson 

bases his belief in self-trust on his   
belief in intuitions4  ,why does he     
scorn the custom of traveling8  ,what do
 you think are the advantages of foreign
 travel8  ,write on ,the right spirit   
and the wrong spirit in foreign travel4 
,what conclusion does ,emerson lead to  
from a consideration of reliance on     
society8 on government8 on property8    
,why do we dislike a conceited man8     
,compare a conceited with a self-reliant
 man4  ,make a collection of the        
epigrammatic sayings in this essay that 
you think are worth remembering4        
,compensation  ,what is the theme of    
this essay8  ,illustrate the meaning of 
the law of compensation by referring to 
its working in nature1 in human life1 in
 government4  ,what did the ,greeks mean
 by their goddess ,nemesis8  ,show the  
folly of trying to escape this law1 by  
pointing out how it invariably works in 
the results of deeds of crime1 of acts  
of honest labor1 of deeds of love4      
,explain the following statements and   

give illustrations3  ,but for every     
benefit which you receive1 a tax is     
levied 7p4 #abd74 ,the history of       
persecution is a history of endeavours  
to cheat nature 7p4 #abi74  ,what is    
,emerson's answer to the thoughtless who
 say3 ,what boots it to do well8444 if  
,i gain any good ,i must pay for it2 if 
,i lose any good ,i gain some other8 7p4
 #acj7  ,explain ,nothing can work me   
damage except myself 7p4 #acb74  ,what  
compensations are there for our         
calamities8  ,show how this law of      
compensation is illustrated in the acts 
of some of the characters that you have 
studied in fiction3 for example1        
,shylock1 ,ivanhoe1 ,isaac1 ,portia1    
,godfrey ,cass1 ,silas ,marner4         
,friendship  ,what is the theme of this 
essay8  ,how is friendship different    
from companionship8  ,how do friends    
enlarge and improve us8  ,why often do  
,our friendships hurry to short and poor
 conclusions8 7p4 #ade74  ,what are the 
two elements that go to the composition 

of friendship8 ,illustrate each4  ,what 
is ,emerson's idea about the possibility
 of helpful conversation where more than
 two take part8  ,discuss1 to show the  
measure of truth that it contains4      
,what1 in the persons themselves1 is    
necessary for the most helpful          
conversation8  ,to what extent is it    
true that friends are self-elected8 7p4 
#aed74  ,what are the requirements for  
perfect friendship8 7pp4 #aed-aeg74     
,why would ,emerson do with his friends 
as with his books8 7p4 #aeh74 7,see ,the
 ,american ,scholar1 pp4 #ch-dd47  ,do  
you think that he would have us become  
recluses8 ,would he have us make no     
friendships except ideal ones8 ,try to  
summarize the truth of this essay in    
your own words for those of your own    
age4   ,prudence  ,explain and          
illustrate the meaning of prudence4     
,what is the theme of this essay8  ,what
 reason does ,emerson give for          
discussing it8  ,explain his            
classification in paragraph beginning   

,there are all degrees of proficiency   
7p4 #afd74  ,how does the cultured man's
 view of prudence differ from that of   
the man who lacks culture8  ,by         
referring to the comedies that you know1
 verify the statement1 ,the spurious    
prudence 444 is the subject of all      
comedy 7p4 #afe74  ,what are the petty  
experiences which usurp the hours and   
years8 7p4 #afg74 ,how are we instructed
 by them8  ,how does nature punish      
neglect of prudence8  ,name some of the 
imprudences of men in general1 of men of
 genius1 of scholars 7pp4 #aga-agc74    
,what is the result of such imprudence8 
,why is prudence called a minor virtue8 
7p4 #age74  ,to what conclusion does the
 discussion lead8   ,shakespeare2 or1   
,the ,poet  ,what is the theme of this  
essay8  ,explain fully the meaning of   
originality4  ,what is more important in
 a man of genius than originality8      
,illustrate4  ,in ,shakespeare's youth  
how were dramatic entertainments        
regarded8  ,what material did           

,shakespeare find at first to work upon8
  ,what were the great sources of his   
material in the plays with which you are
 familiar8  ,have other writers felt    
free to borrow as they pleased8  ,what  
is their justification8  ,explain the   
meaning of3 ,it is easy to see that what
 is best written or done by genius in   
the world1 was no man's work 7p4 #aia74 
,what have scholars and ,shakespeare    
societies found out about ,shakespeare8 
,how did his contemporaries regard him8 
,explain3 ,shakespeare is the only      
biographer of ,shakespeare 7p4 #aih71   
and ,he is the one person1 in all modern
 history1 known to us 7p4 #bjj74  ,what 
do we learn of him through his works8   
,sum up the author's idea of            
,shakespeare's creative power1          
representation of life1 power of        
expression1 cheerfulness1 imperfection4 
,gifts  ,what is the theme of this      
essay8 ,what motives prompt people to   
give gifts8 ,which ones are right8      
,which wrong8 ,what things are suitable 

for gifts8 ,what are most appropriate8  
,what danger is there in giving those   
things that are substantial benefits8   
,are beautiful things better for gifts  
than useful ones8 ,why8 ,he is a good   
man who can receive a gift well 7p4     
#bad74 ,explain4  ,discuss the good and 
the evil of our custom of ,christmas    
giving4  ,discuss ,carlyle's statement3 
,it is a mortifying truth1 that two men1
 in any rank of society1 could hardly be
 found virtuous enough to give money1   
and to take it as a necessary gift1     
without injury to the moral entireness  
of one or both4 ,essay on ,burns 7pp4   
#aba-abb74  ,,the ,,life ,,and          
,,character ,,of ,,the ,,author4--,what 
do we know of ,emerson's ancestry8 his  
childhood8 his education8 his experience
 as a teacher8 his work as a minister8  
his travels in ,europe8 his friendship  
with distinguished men8 his connection  
with ,transcendentalism8 the chief      
difference between him and other        
,transcendentalists8 his success as a   

lecturer8 his connection with ,harvard  
,college8 his home life8 the central    
idea in all his teaching8 his service to
 his generation8   ,,outline ,,for ,,the
 ,,study ,,of ,,webster',s ,,first      
,,bunker ,,hill ,,oration   ,much may be
 expected from the study of this        
oration4 ,it is one of the few books    
required for careful study4 ,it will be 
taken up late in the high school course1
 when pupils are maturing rapidly4 ,it  
is distinctly ,american1 the work of    
probably our greatest orator4 ,but it is
 not difficult2 the meaning is not      
puzzling1 the structure is simple4 ,the 
teacher may reasonably require of his   
pupils great familiarity with the       
divisions of the speech1 with the       
thought of each1 and with the language4 
,i4 ,preparation  ,the preparation      
necessary for the first reading is very 
slight4 ,if the imagination of the      
student can be aroused1 so that the     
occasion on which the ,oration was      
delivered can be made to seem real and  

full of interest1 he will read to better
 advantage4 ,webster's audience must be 
imagined1 the number of people present1 
the different classes3 the veteran1 the 
old resident who saw the battle1 the    
children and grandchildren of those who 
fell1 and the distinguished visitor from
 ,france4 ,a picture of ,webster with   
some hints of his great reputation will 
help to complete the scene4   ,,ii4     
,reading and ,study  ,the first reading 
should1 if possible1 be assigned for one
 lesson so that the class may read the  
oration at a single sitting4  ,the      
second reading should be accompanied by 
memory work1 the preparation of an      
outline1 the writing of compositions    
7some intended for speaking71 and the   
study of introduction1 conclusion1 and  
climaxes4   ,,iii4 ,study of the        
,oration as a ,whole  ,,content4--,a    
description of the scene from the point 
of view of ,webster4  ,the same from the
 point of view of one of the listeners4 
,how did the orator try to arouse the   

interest and emotion of his audience in 
his introductory paragraphs8  ,webster's
 ideal for the monument4  ,the emotions 
that ,webster appeals to in his address 
to the veterans4  ,the character of     
,warren4  ,the example of ,salem when   
the port of ,boston was closed4  ,the   
spirit that bound the colonies together 
in their struggle4  ,lafayette's part in
 the ,revolution4  ,a chief distinction 
of the present day is a community of    
opinions and knowledge amongst men in   
different nations1 existing in a degree 
heretofore unknown4  ,compare our own   
day with ,webster's in this respect4    
,the causes of the ,french ,revolution  
compared with those of the ,american    
,revolution4  ,excesses of the ,french  
,revolution4  ,what reasons can you find
 for the almost entire lack of such     
excesses in our own8  ,the story of the 
,greek ,revolution1 #ahbj-bi4  ,when and
 why had the ,spanish colonies in ,south
 ,america revolted8  ,what conditions   
among these colonies gave ,webster some 

doubt of their great success8  ,to what 
extent has history shown his doubt to be
 well founded8  ,the conclusion of the  
,oration1 its idea and its appeal to the
 feelings4  ,,form4--,the purpose of the
 introductory paragraphs4 ,compare1 if  
possible1 with that of some other       
introduction4  ,discuss ,lodge's        
statement that this ,oration is a       
succession of eloquent fragments4       
,between which of the main divisions1 if
 any1 is there a clear connection in    
thought8  ,between which1 if any1 is    
there a transition paragraph8  ,choose a
 number of paragraphs1 for example1 #h1 
#i1 #ab1 #ba1 #bh1 #bi1 and make an     
analysis to discover the topic sentence1
 if there is one1 and the method of     
development4  ,what figure of speech is 
strikingly illustrated in paragraphs #ac
 and #ad8  ,examine the most emotional  
passages like paragraphs #ab-ag to note 
the sentence structure and choice of    
language4  ,,the ,,life ,,and           
,,character ,,of ,,the ,,author4--,what 

do we know of ,webster's parentage8 his 
boyhood8 his college life8 his          
experience as a schoolmaster8 the       
beginning of his career as a lawyer8 his
 rapid success8 his first term in       
,congress8 his success as an orator8 the
 importance of his work on the          
,dartmouth ,college case8 his position  
on the great questions between ,north   
and ,south8 the effect on his reputation
 of his ,reply to ,hayne8 the effect on 
his reputation of his seventh of ,march 
speech8 the great traits of his         
character8  ,relate some of the         
anecdotes that illustrate his chief     
characteristics4   ,,outline ,,for ,,the
 ,,study ,,of ,,washington',s ,,farewell
 ,,address   ,i4 ,preparation  ,a       
careful study of this address should    
include familiarity with the matters    
discussed and an analysis to show the   
structure of the essay4 ,the most       
natural preparation for the first       
reading will be to recall the time and  
circumstances of the address1 and to    

tell what part ,madison and ,hamilton   
had in preparing it4   ,,ii4 ,reading   
and ,study  ,the first reading should be
 done1 if possible1 at a single sitting1
 and should enable the student to get   
the main points of the address and to   
appreciate the way in which ,washington 
regarded the people4  ,the second       
reading should be made with special     
attention to the preparation of a       
detailed outline2 to an analysis of the 
thought2 and to a study of the paragraph
 structure4   ,,iii4 ,study of the      
,address as a ,whole  ,,content4--,what 
were ,washington's reasons for declining
 a third term8  ,are they such that all 
our presidents should follow his        
example8  ,explain what ,washington     
meant by a unity of government4  ,give  
the various reasons that the people     
ought to have for cherishing this idea  
of unity4  ,what does ,washington say   
about sectionalism8  ,to what extent had
 the country already suffered from it8  
,discuss party-spirit1--its nature1 its 

tendencies1 its good compared with its  
evil4  ,compare ,washington's remarks   
with ,addison's discussion on           
party-spirit in the ,sir ,roger de      
,coverley ,papers4  ,do we now suffer   
from any of the evils that ,washington  
points out as resulting from            
party-spirit8  ,what relation do        
religion and morality bear to each other
 and to government8  ,how would         
,washington have us deal with foreign   
powers8  ,to what extent do we in our   
day follow his ideal8  ,what was his    
advice concerning political connection  
with foreign nations8  ,to what extent  
do we follow it8  ,,form4--,summarize   
the introductory paragraphs1 compare    
them with the introduction in ,webster's
 ,first ,bunker ,hill ,oration1 and note
 the difference in purpose and method4  
,what is the purpose in paragraph #g8   
,find other paragraphs in the address   
that have a similar purpose4  ,examine  
several paragraphs 7for example1 #i1    
#aj1 #af1 #ag71 note the topic sentence1

 if there is one1 and the methods of    
development4  ,compare this address with
 ,webster's ,first ,bunker ,hill        
,oration with respect to the logical    
connection of the main topics1 the      
choice of language1 and the             
effectiveness of the conclusion4   #a   
,the ,life of ,sir ,walter ,scott1 by   
,j4 ,g4 ,lockhart1 ,london1 #ahih4  #b  
,see suggestions for teaching ,the ,lay 
of the ,last ,minstrel1 in ,the         
,teaching of ,english1 by ,percival     
,chubb1 pp4 #afa-aff4  #c ,though there 
may be some doubt as to whether ,the    
,deserted ,village is strictly a lyric1 
the plan of study will naturally follow 
that of lyric poetry4     ,,appendix    
,,college ,,entrance ,,examinations ,,in
 ,,english  ,,college ,,entrance        
,,examination ,,board  7#aije7          
,a--,reading and ,practice#d  ,select   
one subject from each of the following  
groups and write upon each a composition
 at least two pages in length4 ,be      
careful to keep to the subject4 ,pay    

special attention to the structure of   
sentences and paragraphs4      ,,group  
,i      #a ,a scene from ,ivanhoe in    
which one of the following characters is
       a principal figure3 ,robin ,hood1
 ,friar ,tuck1 ,wamba1 ,rowena1 ,isaac  
of       ,york4      #b ,the ,vicar     
finds ,olivia4      #c ,the scene as it 
might have appeared to one standing just
 outside       the castle gate1 as ,sir 
,launfal emerged from his castle in his 
search for the ,holy ,grail4      #d    
,the ship of the ,ancient ,mariner is   
becalmed4      ,,group ,,ii      #a ,why
 does ,ida finally consent to marry the 
,prince8      #b ,was the ,dumfries     
aristocracy justified in cutting ,robert
 ,burns8      #c ,show how the ,sir     
,roger de ,coverley ,papers deal with   
the foibles       of the time of        
,addison4      #d ,what does the        
,spectator mean when he says that ,sir  
,roger is       something of a          
,humourist8 ,define ,sir ,roger's       
peculiar humor1 and       contrast it   

with that of some other character in the
 ,sir ,roger de       ,coverley ,papers4
      ,,group ,,iii      #a ,what       
elements in the character of ,godfrey   
,cass account for his       relief at   
his wife's death and his failure to care
 for his child2       also for his      
confession to ,nancy and resolve to     
adopt ,eppie8      #b ,tell the story of
 the caskets in ,the ,merchant of       
,venice4      #c ,which in your opinion 
is the superior character1 ,cassius or  
,antony8 ,give the reasons for your     
opinion4      #d ,what qualities in the 
character of ,brutus are brought home to
 us       in the last scene of ,julius  
,caesar8 ,trace in the action of the    
play       the influence of any one of  
these qualities4   ,b--,study and       
,practice  ,the candidate is expected to
 answer four of the questions on this   
paper1 selecting them in accordance with
 instructions under the headings4  ,i   
,take one part only1 either a or b4     
a ,sir1 let me add1 too1 that the       

opinion of my having some     abstract  
right in my favor would not put me much 
at my ease in     passing sentence1     
unless ,i could be sure that there were 
no rights     which1 in their exercise  
under certain circumstances1 were not   
the     most odious of all wrongs and   
the most vexatious of all     injustice4
          7#a7 ,name each clause by     
giving the grammatical subject1         
the verb1 and the complement 7if any74  
,state the kind of         clause4 ,give
 the reasons for your statements4       
7#b7 ,parse the italicized words4      b
 7#a7 ,comment upon the unity of the    
following sentence and give         the 
reasons for your opinion4      ,at this 
moment the clang of the portal was      
heard1 a sound at which         the     
stranger started1 stepped hastily to the
 window1 and looked         with an air 
of alarm at ,ravenswood1 when he saw    
that the gate of         the court was  
shut1 and his domestics excluded4       
7#b7 ,in each of the sentences printed  

below tell whether the use of           
the italicized expression is  right or  
wrong1 and give the reason         for  
your decision4              p ,the      
congregation was free to go their way4  
q ,he said that he himself and ,i should
 go to-morrow1 but             that you 
would not go till next week4            
r ,seated on an upright tombstone1 close
 to him1 was a strange                  
unearthly figure1 whom1 ,gabriel felt at
 once1 was no being of             this 
world4              s ,after eating a   
hearty dinner our carriages were brought
             to the door4  ,,ii ,take   
one part only1 either a or b4      a    
,magnanimity in politics is not seldom  
the truest wisdom2 and a     great      
empire and little minds go ill together4
 ,if we are conscious     of our        
station1 and glow with zeal to fill our 
places as becomes our     situation and 
ourselves1 we ought to auspicate all our
 public     proceedings on ,america with
 the old warning of the church1 ,sursum 

corda6 ,we ought to elevate our minds to
 the greatness of that trust     to     
which the order of ,providence has      
called us4          ,write one paragraph
 or two or more connected paragraphs on 
the passage given above4 ,let your      
answer show 7#a7 the         division of
 ,burke's speech in which this passage  
occurs1 7#b7         the relation of the
 idea here expressed to his plan for the
         government of ,america1 7#c7   
the manner in which his motions         
carry out this plan4      b ,it appears 
that ,addison1 on his death bed1 called 
himself to     strict account1 and was  
not at ease until he had asked pardon   
for an     injury which it was not even 
suspected that he had committed1--for   
an injury which would have caused       
disquiet only to a very tender          
conscience4 ,is it not then reasonable  
to infer that1 if he had     really been
 guilty of forming a base conspiracy    
against the fame and     fortunes of a  
rival1 he would have expressed some     

remorse at so     serious a crime8      
,write one paragraph or two or more     
connected paragraphs on         the     
passage given above4 ,show clearly to   
what reference is         made in the   
last sentence4  ,,iii ,take one part    
only1 either a or b4      a ,thou hast  
it now3 king1 ,cawdor1 ,glamis1 all1    
,as the weird women promised1 and ,i    
fear     ,thou play'dst most foully     
for't3 yet it was said     ,it should   
not stand in thy posterity1     ,but    
that myself should be the root and      
father     ,of many kings4 ,if there    
come truth from them--     ,as upon     
thee1 ,macbeth1 their speeches shine--  
,why1 by the verities on thee made good1
     ,may they not be my oracles as well
     ,and set me up in hope8 ,but hush1 
no more4          ,in a paragraph or two
 show who is the speaker and what the   
passage suggests respecting his         
character4          ,give the meaning of
 the italicized words and phrases4      
b ,we wish to add a few words relative  

to another subject on which     the     
enemies of ,milton delight to dwell--his
 conduct during the     administration  
of the ,protector4          ,in a       
paragraph or two summarize ,macaulay's  
views on the subject         indicated  
in the passage given above4  ,,iv ,take 
one part only1 either a or b4      a    
,mortals1 that would follow me1         
,love ,virtue2 she alone is free4       
,she can teach ye how to climb          
,higher than the sphery chime2          
,or1 if ,virtue feeble were1            
,heaven itself would stoop to her4      
,by whom were these words said8 to whom8
 when8 where8 under         what        
circumstances8 ,show the relation of    
these lines to the         opening lines
 of the poem2 to the plot of the poem4  
,answer         in a paragraph or two4  
b ,in ,macaulay's ,essay on ,milton     
occurs the following passage3           
,in none of the works of ,milton is his 
peculiar manner more         happily    
displayed than in the ,allegro and the  

,penseroso4         ,it is impossible to
 conceive that the mechanism of language
         can be brought to a more       
exquisite degree of perfection4         
,these poems differ from others as attar
 of roses differs         from ordinary 
rose-water1 the close-packed essence    
from the         thin1 diluted mixture4 
,they are1 indeed1 not so much poems    
as collections of hints1 from each of   
which the reader is to         make out 
a poem for himself4 ,every epithet is a 
text for a         stanza4              
,quote from ,l',allegro and ,il         
,penseroso several phrases1             
lines1 or passages that exemplify the   
statements in italics4             ,give
 your reasons for the selection of any  
one of these4     7#aijg7   ,a--,reading
 and ,practice  ,select one subject from
 each of the following groups1 and upon 
each subject you select write at least  
two pages4   ,,group ,i  #a ,under what 
circumstances did the vision come to    
,sir ,launfal8    ,what was the vision8 

,what was its effect upon him8  #b ,in  
what respect was ,macbeth1 though the   
bravest of the generals1   infirm of    
purpose8  #c ,show how1 as the villagers
 said1 ,silas ,marner had brought a     
blessing   on himself by acting like a  
father to a lone1 motherless child4  #d 
,compare ,ivanhoe with the most         
interesting story 7by some other        
author7 that you have ever read4        
,,group ,,ii  #a ,give an account of the
 duel between ,fitz-,james and ,roderick
 ,dhu4  #b ,relate how ,sir ,bedivere   
dealt with ,excalibur4  #c ,describe    
,goldsmith as he probably appeared to   
,johnson or ,garrick or   ,boswell or   
,burke4   ,,group ,,iii  #a ,show from  
the ,sir ,roger de ,coverley ,papers    
that the ,spectator spoke   truly when  
he said1 the city is the great field of 
game for sportsmen   of my species4  #b 
,which question or questions on this    
paper has your training in ,english     
best fitted you to answer8 ,give the    
reasons for your answer4  #c ,describe  

the most dramatic moment 7as it seems to
 you7 in ,the   ,merchant of ,venice4   
#d ,what are the chief characteristics  
that you would emphasize in the         
presentation of ,shylock on the stage8  
,give the reasons for your answer4      
,b--,study and ,practice  ,answer four  
of the questions on this paper1         
selecting them in accordance with the   
instructions under the headings4   ,i   
,take one part only1 either a or b4     
a ,mr4 ,dance told me to jump down and  
knock1 and ,dogger gave me a     stirrup
 to descend by4 ,the door was opened    
almost at once by the     maid4         
',is ,dr4 ,livesey in8' ,i asked4       
,no1 she said2 he had come home in the  
afternoon1 but had gone up to     the   
,hall to dine and pass the evening with 
the squire4      ,this time1 as the     
distance was short1 ,i did not mount1   
but ran with     ,dogger's              
stirrup-leather to the lodge gates4     
,here ,mr4 ,dance     dismounted1 and   
taking me along with him1 was admitted  

at a word     into the house4  #a ,state
 as to each of the verbs in the         
sentences in the preceding   passage    
whether it is 7a7 transitive or         
intransitive1 7b7 active   or passive1  
7c7 regular or irregular4  #b ,state    
which of the verbs here used            
transitively may be used                
intransitively1 and which used          
intransitively may be used transitively4
  #c ,give the principal parts of each  
irregular verb4  #d ,name the voice1    
mood1 tense1 person1 and number of two  
of the   principal verbs4  #e ,explain  
the construction of one infinitive and  
one participle4  ,what constitutes a    
sentence8 ,on the basis of your answer  
to this question1 discuss whether the   
following are properly to be considered 
sentences4 ,recast those of the five    
that you deem unsatisfactory3  #a ,they 
were an odd couple and she was at least 
forty years old4  #b ,the enemy's troops
 charged1 broke and fled1 and we pursued
 them to the   edge of their camp4  #c  

,his father's family having all died    
many years before4  #d ,one who stood   
foremost in every good work1 never      
relaxing his efforts   till the cause in
 which they were enlisted had triumphed4
  #e ,many years had rolled by1 many    
changes had taken place1 but the old    
elm still stood4  ,in answering the     
questions selected from ,,ii1 ,,iii1 and
 ,,iv1 regard each answer as an ,english
 composition2 give special attention to 
spelling1 punctuation1 and the          
construction not only of sentences and  
paragraphs but of the whole composition4
   ,,ii ,take one part only1 either a or
 b4  a ,who was on the ,english throne  
when ,burke delivered his ,speech on    
,conciliation8 ,was the speech delivered
 before or after the ,stamp ,act8       
,before or after the ,declaration of    
,independence8 ,who was the ,english    
,prime ,minister at the time8 ,did      
,burke's motions prevail8  ,burke stated
 that the spirit of liberty among the   
,americans was fierce1 and that there   

were but three possible ways of dealing 
with it3 one was1 to remove the causes4 
,what were the other two methods8 ,which
 of them did ,burke advocate1 and why8  
b ,contrast at some length the policy of
 the ,english ministry with that of     
,burke as set forth in this speech4     
,,iii ,take one part only1 either a or  
b4  a ,from the facts in the play       
justify ,cassius's estimate of the      
,romans3      ,and why should ,caesar be
 a tyrant then8     ,poor man6 ,i know  
he would not be a wolf     ,but that he 
sees the ,romans are but sheep3     ,he 
were no lion1 were not ,romans hinds4   
,those that with haste will make a      
mighty fire     ,begin it with weak     
straws3 what trash is ,rome1     ,what  
rubbish1 and what offal1 when it serves 
,for the base matter to illuminate      
,so vile a thing as ,caesar6      --,act
 ,i1 ,sc4 #c1 #ajc-aaa4  b ,discuss the 
speeches of ,brutus and ,antony at the  
funeral of ,caesar1 showing how each is 
characteristic of the speaker and of the

 part each bears in the action of the   
play4   ,,iv ,take one part only1 either
 a or b or c4  a ,quote from ,milton or 
,shakespeare at least ten consecutive   
lines 7other than those printed on this 
paper72 give their setting and tell why 
to you the lines seem worth committing  
to memory4  b ,discuss the position of  
men of letters in the times of ,addison 
and ,johnson respectively4  c ,give the 
history of ,johnson's ,dictionary4  #d  
,in all these papers special attention  
should be given to spelling1 punctuation
 and paragraph structure1 and neatness4 
,,harvard ,,university  7#aijf7  ,the   
examiner expects you to plan each answer
 before writing1 to write neatly and    
legibly1 to spell and punctuate         
correctly1 and to be accurate and       
intelligent in choosing words and in    
framing sentences and paragraphs4   ,i  
,write carefully planned compositions on
 three of the following subjects4  #a   
,the good traits in ,macbeth's          
character4  #b ,antonio and ,bassanio as

 gentlemen4  #c ,the scenes in ,the     
,merchant of ,venice which excite       
sympathy for ,shylock4  #d ,scott's     
poetry4  #e ,my first reading of ,the   
,lady of the ,lake4  #f ,the best scene 
in ,the ,lady of the ,lake and my       
reasons for liking it4  #g   ,i found   
,him in the shining of the stars1     ,i
 mark'd ,him in the flowering of ,his   
fields1     ,but in ,his ways with men  
,i find ,him not4     ,i waged ,his     
wars1 and now ,i pass and die4  #h ,how 
,gareth became a knight4  #i ,godfrey   
,cass4  #aj ,my reading apart from the  
prescribed books4   ,,ii  ,the examiner 
expects answers not merely correct but  
also well composed4 ,answer all the     
questions4  #a ,what is the plot of     
,comus8  #b ,are the characters in      
,comus as much like real persons as the 
characters in ,shakespeare's plays8     
,give reasons for your answer4  #c      
,relate the early life of ,addison up to
 the time when he began to write   for  
the ,spectator4  #d ,tell what you know 

about ,johnson's ,club4     7#aijg7     
,write carefully3 the quality of your   
,english is even more important than    
your knowledge of the books4 ,plan your 
answers before you write them1 and look 
them over carefully after you have      
written them4  ,omit either #c or #d4   
#a 7,forty minutes47 ,tell in the first 
person1 as simply and as vividly as     
you can1 the story of ,the ,ancient     
,mariner4  #b 7,one hour47 ,explain as  
fully as you can the differences between
 the   life of knights and ladies at the
 time of ,king ,arthur or of ,ivanhoe1  
and   the life of people in ,london in  
the eighteenth century1--the time of    
,sir   ,roger de ,coverley1 of          
,goldsmith1 and of ,dr4 ,johnson4  #c   
7,twenty minutes47 ,what does ,macaulay 
mean when he says that ,johnson   came  
up to ,london precisely at the time when
 the condition of a man of   letters was
 most miserable and degraded8  #d       
7,twenty minutes47 ,write a letter1     
addressed to a person with whom you     

are not acquainted1 applying for a      
position and setting forth your         
qualifications for it4     ,,princeton  
,,university  7#aijg7   ,a  ,any        
dishonesty in the examinations1         
including the giving as well as the     
receiving of aid1 will1 if detected1    
permanently debar the candidate from    
entering the ,university4  ,the purpose 
of this examination is to test 7#a7 the 
candidate's ability to write ,english   
correctly1 and 7#b7 his acquaintance    
with certain specified works4 ,the      
candidate is advised to go over his     
paper carefully before the end of the   
hour1 to make sure that it is correctly 
spelled1 punctuated1 and paragraphed4   
,write short compositions on three of   
the following topics3    ,i ,king       
,arthur as portrayed in the ,idylls of  
the ,king4   ,,ii ,the ,english country 
squire as portrayed in the ,sir ,roger  
de ,coverley     ,papers and in ,silas  
,marner4  ,,iii ,the gradual            
deterioration of ,macbeth's character4  

,,iv ,shylock and ,isaac of ,york--a    
comparison4    ,v ,lancelot's sojourn at
 ,astolat4   ,b  ,the purpose of this   
examination is primarily to test the    
candidate's knowledge of certain        
specified works2 but the examiners will 
refuse to accept any paper which shows  
marked deficiency in ,english           
composition4 ,the candidate is therefore
 advised to look over his paper         
carefully before the end of the hour4   
,i 7a7 ,why was ,brutus chosen as the   
leader of the conspiracy8 ,in what      
events of the play does he show his     
fitness as a leader8 ,in what events    
does he show his unfitness8      7b7 ,in
 what ways does ,brutus reveal the      
gentler side of his           character8
   ,,ii 7a7 ,name the supernatural      
characters in ,comus1 and show what     
influence each exerts upon the human    
beings of the play4      7b7 ,to what   
ways of spending his old age does the   
speaker in ,il     ,penseroso look      
forward8  ,,iii ,what does ,burke say on

 each of the following topics1 and how  
does he     relate his discussion of    
each to his argument for conciliation8  
7a7 ,the use of force in bringing a     
colony to terms4      7b7 ,american     
fisheries4 7c7 ,the history of ,ireland4
   ,,iv 7a7 ,addison's travels4      7b7
 ,johnson's intimate friends4     ,,bryn
 ,,mawr ,,college  7,spring1 #aijf7     
,the composition should contain not less
 than sixty lines of the examination    
book1 and should be correct in spelling1
 grammar1 punctuation1 paragraphing1 and
 general arrangement4   7,question #a4  
,for candidates prepared on the reading 
set by ,bryn ,mawr ,college47  #a ,how  
far1 in your opinion1 is ,keat's saying1
 ,i have loved the   principle of beauty
 in all things1 borne out by those of   
his poems that   you have read8 ,in     
answering the question consider1 for    
instance1 the   subjects chosen1 the    
method of treatment1 the style1 and the 
meter4  7,question #b4 ,for candidates  
prepared on the reading set by the      

,conference on ,uniform ,entrance       
,requirements in ,english47  #b ,is     
,scott1 in your opinion1 greater as poet
 or novelist8 ,answer in as   full      
detail as you can1 basing your opinion  
on ,the ,lady of the ,lake   and        
,ivanhoe4  7,questions #c and #d are for
 all candidates47  #c ,describe ,sir    
,roger de ,coverley4  #d ,tell1 briefly1
 ,shylock's story4     7,autumn1 #aijf7 
#a ,the function of tragedy is said to  
be1 to touch the heart with a   sense of
 beauty and pathos1 to open the springs 
of love and tears4   ,compare the       
characters of ,brutus and ,shylock with 
this definition in   mind1 stating which
 makes the stronger appeal to your      
sympathies and   why4  #b ,describe the 
old ,pyncheon house in the ,house of the
 ,seven ,gables4  #c ,tell the story of 
,the ,ancient ,mariner4     7,spring1   
#aijg7   ,composition 7#a7 should       
contain not less than sixty lines of the
 examination book1 composition 7#b7 not 
less than thirty lines1 and both        

compositions should be correct in       
spelling1 punctuation1 grammar1         
paragraphing and general arrangement4   
#a ,write a composition on the ,minor   
,poems of ,milton that you have read1   
discussing their chief characteristics  
and giving reasons for the   pleasure   
you derive from them4 ,in writing the   
composition consider1 for   example1 the
 subjects chosen1 the method of         
treatment1 the style and the   meter4   
#b ,describe in as full detail as you   
can the scene from ,scott's ,ivanhoe    
that you remember most vividly4         
,,the ,,university ,,of ,,chicago       
7,spring1 #aijg7  ,state3      #a ,at   
what school you studied ,english4     #b
 ,under whose instruction4     #c ,for  
how long4     #d ,the text-books used4  
,a--,composition  ,write a short        
composition on two of the following     
topics4 ,use plain1 natural ,english1   
free from errors in spelling1           
punctuation1 and grammar1 and correct in
 idiom4 ,before you begin1 think what   

you are going to say4 ,you will be      
judged by how well you write1 not by how
 much4      #a ,the history of the      
writing of ,the ,ancient ,mariner1 and  
its place       in the development of   
,english ,literature4      #b ,the story
 of ,the ,passing of ,arthur4      #c   
,banquo4      #d ,the siege of          
,front-de-,boeuf's ,castle4      #e ,the
 character of ,oliver ,goldsmith4       
,b--,intensive ,reading  ,explain the   
following passages3      a ,and         
,caesar's spirit1 ranging for revenge1  
,with ,ate by his side come hot from    
hell1     ,shall in these confines with 
a monarch's voice     ,cry ,havoc4      
--,julius ,caesar4  ,who speaks1 and    
when8       b ,you shall digest the     
venom of your spleen1      ,though it do
 split you2444      ,i'll use you for my
 444 laughter1      ,when you are       
waspish4       --,julius ,caesar4      c
 ,philomel will deign a song1     ,in   
her sweetest1 saddest plight1           
,smoothing the rugged brow of ,night    

,while ,cynthia checks her dragon yoke  
,gently o'er the accustomed oak4        
--,il ,penseroso4      d ,alas1 what    
boots it with incessant care     ,to    
tend the homely slighted shepherd's     
trade1     ,and strictly meditate the   
thankless ,muse8      --,lycidas4       
,c--,rhetoric    #a ,explain and        
illustrate the principle of coherence1  
7a7 in the     sentence1 7b7 in the     
paragraph4    #b ,define and illustrate 
simple1 complex1 and compound sentences4
     ,write a brief account of a        
happening of yesterday2 first write it  
in     simple sentences only1 then      
rewrite it in complex and compound      
sentences4    #c ,comment on the use of 
the italicized words in the following   
sentences3        ,the quick fishes     
steered to and fro about the       body4
        ,how terrible1 in ,the ,ancient 
,mariner1 are the dead throats          
singing spectral carols6        ,stars  
are my candles1 and the wind my friend4 
7,autumn1 #aijg7   ,state3      #a ,at  

what school you studied ,english4     #b
 ,under whose instruction4     #c ,for  
how long4     #d ,the text-books used4  
,a--,composition and ,rhetoric    #a    
,write1 first making an outline1 on two 
of the following topics3        a ,was  
,portia a lovable character--a girl who 
would       make a good wife8        b  
,the story of ,lancelot and ,elaine4    
c ,johnson and ,goldsmith4        d     
,macaulay's ideas of the ,puritans and  
of ,king ,charles ,i4        e          
,high-school fraternities4        f ,the
 town ,i like best4    #b ,explain the  
principle of coherence1 and show how1   
from sentence     to sentence1 you have 
made the coherence plain in your two    
foregoing     compositions4    #c       
,define and give synonyms for the       
following words3 passive1     taunt1    
sanguine1 affect1 fix1 stingy4 ,be      
equally careful     about the truth and 
the form of your definitions4    #d     
,give1 in a sentence of #cj words or    
more1 three examples of     parallel    

constructions4   ,b--,literature  #a    
,who wrote3 ,the ,faerie ,queene1       
,rasselas1 ,treasure land1 ,vanity      
,fair1 ,tintern ,abbey1 ,love's ,labor's
 ,lost1 ,robinson ,crusoe1   ,locksley  
,hall8  #b ,what becomes of ,fleance8 of
 ,rebecca1 the ,jewess8 of ,cassius8 of 
,gareth8 of ,godfrey ,cass8 ,what was   
the result of ,burke's speech on        
,conciliation8  #c ,locate and explain  
the following passages3      a ,comes   
the blind ,fury with the abhorred       
shears4      b ,or bid the soul of      
,orpheus sing     ,such notes as warbled
 to the string     ,drew iron tears down
 ,pluto's cheek1     ,and made ,hell    
grant what love did seek4      c ,he    
were no lion1 were not ,romans hinds4   
d ,i am a soldier1 ,i1     ,older in    
practice1 abler than yourself     ,to   
make conditions4      e ,the death of   
each day's life1 sore labor's bath4     
,,brown ,,university  7#aije7  ,i       
,answer all the questions3  #a ,correct 
any errors in the following sentences4  

,give reasons for the   changes you     
make4      a ,the man whom she thought  
was her cousin was not4      b ,after   
digging for some weeks longer1 another  
strata was     discovered4      c       
,seating myself by the fire1 which my   
odious companion had     lighted1 he    
thus began his tale4      d ,to the     
right of this monument stands the ,city 
,hall1 a building     of granite1 and a 
few more structures of less importance4 
e ,the tire was cut all the width and   
was caused by a wood-chopper     who    
placed an axe beneath the tire4  #b     
,insert the proper forms 7shall or will7
 in the following sentences3      a ,i  
be glad to do it4      b ,i    gladly do
 it4      c ,if the school year is      
shortened1 we    find that     less work
 is accomplished4      d    you take my 
book1 or    you be able to do           
without one8  #c ,define the following  
expressions3 predicate1 passive voice1  
intransitive1 possessive1 superlative4  
,,ii  ,answer three questions3      #a  

,describe the quarrel between ,brutus   
and ,cassius in the ,fourth ,act     of 
,julius ,caesar4 ,what characteristics  
of each does the quarrel     reveal8    
#b ,narrate the adventures of ,moses at 
the fair in ,the ,vicar of              
,wakefield4      #c ,where does ,carlyle
 place the responsibility for the       
misfortunes of     ,burns8      #d      
,sketch the life of ,lowell4      #e    
,describe the change which came over the
 title-character in ,the     ,princess4 
,,iii  ,answer all the questions3  #a   
,explain words in italics4      ,the    
,english power is near1 led on by       
,malcolm1     ,his uncle ,siward1 and   
the good ,macduff3     ,revenges burn in
 them2 for their dear causes     ,would 
to the bleeding and the grim alarm      
,excite the mortified man4      ,whether
 beyond the stormy ,hebrides1     ,where
 thou perhaps under the whelming tide   
,visit'st the bottom of the monstrous   
world2     ,or whether thou1 to our     
moist vows denied1     ,sleep'st by the 

fable of ,bellerus old1     ,where the  
great ,vision of the guarded mount      
,looks toward ,namancos and ,bayona's   
hold4  #b ,scan the last two lines in   
the second passage above1 as they would 
be   read naturally4 ,name the feet in  
the first of the two lines1 and give    
the metrical name for the second line as
 a whole4  #c ,what does ,macaulay say  
of ,addison as a satirist8     7#aijg7  
,i  #a ,decline the personal pronouns4  
#b ,give the preterites and past        
participles of the following verbs3 lie1
   lay1 sit1 set1 raise1 rise1 dive4  #c
 ,give the plurals of the following     
nouns3 spoonful1 ,mussulman1            
mother-in-law1 series1 sheep1 alumnus1  
prospectus4  #d ,give the case1 number  
and construction of each noun and       
pronoun1 and   the mood1 tense1 voice   
and construction of each verb in the    
following   sentence3 ,if1 in short1 a  
writer sincerely wishes to communicate  
to   another mind what is in his own    
mind1 he will choose that one of two or 

more words equally in good use which    
expresses his meaning as fully as   it  
is within the power of language to      
express it4   ,,ii  ,write carefully    
prepared themes1 about two pages in     
length1 on two of the following topics3 
#a ,a mediaeval tournament4  #b ,the    
career and character of ,lancelot4  #c  
,the outlaws in ,ivanhoe4  #d           
,goldsmith's early life4  #e ,the death 
of ,banquo4  #f ,literary life in       
,england in the eighteenth century4     
,,iii  ,answer all the questions3  #a   
,explain the italicized words in the    
following passages from ,il             
,penseroso3      7a7 ,the fickle        
pensioners of ,morpheus' train4      7b7
 ',less ,philomel will deign a song4    
7c7 ,or call up him that left half told 
,the story of ,cambuskan bold4      7d7 
,storied windows richly dight4  #b ,give
 some account of ,johnson's works4  #c  
,who were ,garrick1 ,reynolds1 ,burke1  
and ,boswell8  #d ,in what form were    
,macaulay's ,essays first published8  #e

 ,from what source did ,shakespeare take
 most of the material for ,julius       
,caesar8     ,,sheffield ,,scientific   
,,school  7#aije7   ,a  ,the candidate  
is advised to be careful in             
paragraphing1 spelling1 punctuation1 and
 form of expression4  ,select either of 
the two following lists of topics1      
plainly indicating at the head of the   
paper which list is selected4 ,write    
short compositions 7containing about one
 hundred words each7 on five subjects   
chosen from that list4  ,the candidate  
must draw all his subjects from the one 
list selected4   ,,first ,,list  #a ,the
 ,excursion to the ,waterfall in ,the   
,princess4  #b ,the ,elopement of       
,jessica4  #c ,cedric's ,escape from    
,front-de-,boeuf's ,castle4  #d         
,antony's ,speech over ,caesar's ,body4 
#e ,sir ,launfal and the ,leper4  #f    
,sir ,andrew ,freeport4  #g ,carlyle on 
the ,sincerity of the ,poetry of ,burns4
  #h ,the ,influence of ,eppie upon     
,silas ,marner4  #i ,carlyle on ,burns  

as a ,poet of ,scottish ,peasant ,life4 
#aj ,a brief ,sketch of ,goldsmith's    
,life4   ,,second ,,list  #a ,sir       
,lancelot in ,gareth and ,lynette4  #b  
,sir ,lavaine in ,lancelot and ,elaine4 
#c ,arthur's ,sword1 ,excalibur4  #d    
,the ,elopement of ,jessica4  #e ,the   
,witches in ,macbeth4  #f ,sir ,andrew  
,freeport4  #g ,cedric's ,escape from   
,front-de-,boeuf's ,castle4  #h ,the    
,songs in ,the ,lady of the ,lake4  #i  
,the ,influence of ,eppie upon ,silas   
,marner4  #aj ,goldsmith's ,acquaintance
 with ,dr4 ,johnson4   ,b  #a 7a7       
,describe in detail the scene in which  
occurs the knocking at the   gate of    
,macbeth's castle4    7b7 ,how do ,ross1
 ,donalbain1 and ,hecate figure in the  
action in   ,macbeth8    7c7 ,trace     
throughout ,macbeth the part of         
,macduff4   #b 7a7 ,justify fully the   
phrase companion pieces often applied to
   ,l',allegro and ,il ,penseroso4      
7b7 ,thoroughly explain the significance
 of the following portion of   the      

complete title of ,lycidas3 ,the ,author
 444 by occasion foretells   the ruin of
 our corrupted clergy1 then in their    
height4    7c7 ,discuss the songs in    
,comus4   #c 7a7 ,what1 according to    
,macaulay1 were the most important      
public   questions with which ,milton   
concerned himself8    7b7 ,what does    
,macaulay say of ,il ,penseroso1        
,l',allegro1   and ,comus8    7c7 ,show 
clearly ,macaulay's estimate of ,richard
 ,steele4   #d ,what does ,burke say1   
7a7 of ,american commerce2              
7b7 of ,american fisheries2 7c7 of      
precedents for conciliation4   7#aijf7  
,a  ,the candidate is advised to be     
careful in paragraphing1 spelling1      
punctuation1 and form of expression4    
,write short compositions 7containing   
about one hundred words each7 on four   
subjects chosen from this list4 ,one of 
these must be number #a1 the others must
 be chosen from three different works4  
,the ,idylls of the ,king is to be      
regarded as one work4  #a ,my           

,preparation for this ,examination4  #b 
,the ,discovery of the ,murder of       
,duncan4  #c ,the ,elopement of         
,jessica4  #d ,gareth's ,arrival at     
,king ,arthur's ,court4  #e ,sir ,roger 
and ,moll ,white4  #f ,athelstane4  #g  
,nancy ,lammeter4  #h ,gawain's ,search 
for the ,winner of the ,tournament4  #i 
,the ,sleep-,walking ,scene in ,macbeth4
  #aj ,the ,stealing of ,silas ,marner's
 ,gold4   ,b  ,the questions should be  
answered in order3    ,i 7a7 ,how does  
,artemidorus figure in ,julius ,caesar8 
7b7 ,how does ,antony characterize      
,lepidus8      7c7 ,describe in detail  
the scene between ,brutus and ,portia4  
,,ii 7a7 ,the earliest printed editions 
of ,comus entitle the piece     ,a ,mask
 presented at ,ludlow ,castle4 ,explain 
fully the circumstances of     its      
presentation4 ,what passages in the     
,mask itself refer to these             
circumstances8      7b7 ,describe in    
detail the method of your preparation   
for the     examination on ,milton's    

minor poems4   ,,iii 7a7 ,what          
successive steps in ,burke's argument   
lead to the definite     resolutions    
which he introduces8      7b7 ,what are 
the chief arguments by which ,burke     
supports these     resolutions8   ,,iv  
7a7 ,what does ,macaulay say of         
,addison's ,cato8      7b7 ,of          
,addison's poem1 ,the ,campaign8        
7c7 ,what information does ,macaulay    
give concerning ,johnson's ,club8  ,n4  
,b4--,for ,,iv 7a7 and 7b7 may be       
substituted the following3  7#a7 ,what  
does ,macaulay say of ,milton's minor   
poems8  7#b7 ,of ,paradise ,lost and    
,paradise ,regained8     7#aijg7   ,b   
,answer all questions fully and in      
order3    ,i 7a7 ,discuss the relation  
of ,addison's literary fame to his      
political     preferment4      7b7 ,how 
did ,johnson come to write ,the ,lives  
of the ,poets8    ,,ii 7a7 ,what was the
 occasion1 and what the nature of       
,lycidas8      7b7 ,describe the part   
played by the ,attendant ,spirit1 from  

first to     last1 in ,comus4   ,,iii   
,trace the successive steps by which    
,brutus was won to the     conspiracy4  
,,iv ,how did ,burke's plan of          
conciliation with the colonies differ   
from     other plans8     ,,university  
,,of ,,pennsylvania  7,spring1 #aijg7   
,,note4--,no candidate will be accepted 
in ,english whose work is notably       
defective in spelling1 punctuation1     
idiom or division into                  
paragraphs4--,extract from the          
,university ,catalogue4   ,a  #a        
,analyze the following sentence and     
parse the words italicized3        ,i   
grant there is one subject on which it  
is pleasant to talk on a       journey2 
and that is1 what one shall have for    
supper when we get       to our inn at  
night4  #b ,write a paragraph of about  
fifty words on each of the following    
subjects taken from the books of which a
 general knowledge is required3      a  
,goldsmith's ,hardships in ,london4     
b ,king ,arthur's ,last ,battle4      c 

,the ,character of ,macduff4      d ,the
 ,contents of the ,caskets4      e ,sir 
,roger at the ,theater4   ,b  #a ,how   
did ,antony think the motive of ,brutus 
in killing ,caesar differed   from that 
of the other conspirators4  #b ,what    
attitude toward slavery is revealed in  
,burke's speech8  #c ,tell the story of 
,comus4  #d ,tell where the following   
passage is found2 in what measure it is 
written2 scan it2 and explain the       
italicized words3       ,sometimes with 
secure delight1      ,the upland hamlets
 will invite1      ,when the merry bells
 ring round1      ,and the jocund       
rebecks sound      ,to many a youth and 
many a maid      ,dancing in the        
chequered shade2      ,and young and old
 come forth to play      ,on a sunshine 
holiday1      ,till the livelong        
daylight fail3      ,then to the spicy  
nut-brown ale1      ,with stories told  
of many a feat1      ,how faery ,mab the
 junkets eat4     7,autumn1 #aijg7   ,a 
#a ,analyze the following sentence and  

parse the words italicized3      ,the   
river goes on and on1 and down through  
marshes and sands1     until at last it 
falls into the sea1 where the ships are 
that     bring parrots and tobacco from 
the ,indies4   #b ,write a paragraph of 
about fifty words on each of the        
following   subjects taken from the     
books of which a general knowledge is   
required3      a ,the ,death of         
,roderick ,dhu4      b ,lynette's       
,contempt of ,gareth4      c ,the       
,witches' ,part in ,macbeth4      d ,the
 ,characteristics of ,saxon and ,norman 
in ,ivanhoe4      e ,nancy ,lammeter4   
,b  #a ,write a character sketch of ,dr4
 ,johnson as you see him in ,macaulay's 
essay4  #b ,give your impression of     
,addison as a man of letters1 judging by
   ,macaulay's essay4  #c ,what part do 
,portia and ,calpurnia play in ,julius  
,caesar8  #d ,tell where the following  
passage is found3 in what measure it is 
written2 scan it2 and explain the       
italicized words3      ,but let my due  

feet never fail     ,to walk the        
studious cloister's pale1     ,and love 
the high embowered roof1     ,with      
antique pillars massy proof1     ,and   
storied windows richly dight1           
,casting a dim religious light4         
,there let the pealing organ blow1      
,to the full-voiced quire below1     ,in
 service high and anthems clear1     ,as
 may with sweetness1 through mine ear1  
,dissolve me into ecstasies1     ,and   
bring all ,heaven before mine eyes4     
,,yale ,,college  7,spring1 #aije7   ,a 
,the purpose of this examination is to  
test 7#a7 the candidate's knowledge and 
appreciation of certain specified works1
 and 7#b7 his ability to write          
correctly4 ,as bearing on the latter    
point1 he is advised to go over his     
paper carefully before the end of the   
time allowed1 correcting any            
inaccuracies1 not neglecting capitals   
and punctuation4  ,write about two      
hundred words on each of three topics   
selected by yourself from the following 

list 7of a pair of subjects enclosed in 
brackets1 choose but one73   ,jessica's 
,escape from her ,father's ,house4      
,launcelot ,gobbo4  ,sir ,roger at      
,church4  ,the ,encounter of            
,fitz-,james and ,roderick ,dhu4        
,goldsmith's ,life as a ,student4   ,the
 ,circumstances of the ,composition1 the
 ,first  ,performance1 and the          
,publication of ,she ,stoops  to        
,conquer4   ,lynette's ,behavior toward 
,sir ,gareth4   ,the ,history of the    
nine-years-fought-for diamonds4         
,carlyle's ,defense of ,burns's         
,personal ,character4  7,only candidates
 taking final examinations may choose   
the last47   ,b  #a 7a7 ,explain the    
significance of the italicized words and
 phrases3   ,memorize another ,golgotha2
 ,to alter favor ever is   to fear2     
,wicked dreams abuse ,the curtained     
sleep2 ,but in them   nature's copy's   
not eterne2 ,his two chamberlains ,will 
,i   with wine and wassail so convince4 
7b7 ,what important persons of the drama

 are absent from the banquet8   ,where  
is each at that time8 ,how far do these 
circumstances influence any   later     
events in the play8    7c7 ,give the    
substance of ,malcolm's actions and     
utterances as far as   they are         
presented on the stage4  #b 7a7 ,what is
 said respecting the parentage of ,mirth
 and ,melancholy in   ,l',allegro and   
,il ,penseroso8 ,interpret the meaning  
of each of   the various suggestions4   
7b7     ,what was that snaky-headed     
,gorgon shield     ,that wise ,minerva  
wore1 unconquered virgin1     ,wherewith
 she freezed her foes to congealed      
stone1     ,but rigid looks of chaste   
austerity1     ,and noble grace that    
dashed brute violence     ,with sudden  
adoration and blank awe8  ,locate the   
above quotation as exactly as you can1  
and show its relation to the general    
subject of the poem4 ,explain fully the 
allusions in the first three lines4  #c 
7a7 ,first1 then1 ,i cannot admit that  
proposition of a ransom by   auction1   

because it is a mere project4444        
,secondly1 it is an experiment   which  
must be fatal in the end to our         
,constitution4444 ,thirdly1 it does     
not give satisfaction to the complaint  
of the ,colonies4 ,what was that        
proposition8 ,give the substance of     
,burke's objections under the above     
headings4 ,what is the relation of this 
part of the speech to the whole8   ,was 
the proposition accepted8    7b7 ,what  
connection with the main argument has   
,burke's discussion   of slave-holding  
in the ,colonies8  #d 7a7 ,macaulay's   
remarks on ,comus2 7b7 on ,addison as a 
critic4     7#aijf7   ,a  ,write about  
two hundred words on each of three      
topics selected by yourself from the    
following lists 7of a pair of subjects  
enclosed in brackets1 choose but one73  
,the ,banquet ,scene in ,macbeth4  ,the 
,character of ,antonio4  ,the ,jessamy  
,bride4  ,gurth4  ,the ,contrast between
 ,gareth and ,geraint4  ,tennyson's ,use
 of ,natural ,scenery in ,the ,passing  

of ,arthur4  ,a comparison of the ,moral
 of ,the ,ancient ,mariner with that of 
,the ,vision of ,sir ,launfal4  ,the    
finding of ,eppie4   ,b    ,i 7a7       
,narrate the events in ,julius ,caesar  
that occur on the ,ides of     ,march1  
before the murder4      7b7 ,in what    
book did ,shakespeare find the material 
for ,julius     ,caesar8 ,how does his  
conception of the character of ,caesar  
resemble or     differ from that which  
you have formed in your study of        
,caesar's ,gallic     ,wars or of ,roman
 history8   ,,ii 7a7      ,sometime let 
gorgeous ,tragedy     ,in sceptred pall 
come sweeping by1     ,presenting       
,thebes1 or ,pelops' line1     ,or the  
tale of ,troy divine1     ,or what      
7though rare7 of later age      #e      
,ennobled hath the buskined stage4      
7#a7 ,to what is ,milton referring in   
line #c8 7#b7 ,comment on lines #e and  
#f4    7#c7 ,what is meant by sceptred  
pall8 by buskined stage8 7#d7 ,what     
similar pleasures were enjoyed by       

,l',allegro8      7b7 ,milton's remarks 
on the clergy in ,lycidas4  ,,iii 7a7   
,into what great divisions does ,burke's
 ,speech on ,conciliation     with      
,america fall8 ,what digression from the
 main subject is made1 and     for what 
reasons8      7b7 ,what plan had been   
proposed by the ,noble ,lord in the     
,blue     ,ribbon8 ,on what grounds did 
,burke criticize it8   ,,iv ,macaulay's 
remarks on the nature and influence of  
,addison's     ,spectator4     7#aijg7  
,a  ,write about two hundred words on   
each of three topics selected by        
yourself from the following list 7of a  
pair of subjects enclosed in brackets1  
choose but one73  ,the ,conversation    
between ,lorenzo and ,jessica in ,act ,v
 of ,the ,merchant of ,venice4  ,the    
,effect of the ,murder upon the         
,character of ,lady ,macbeth4      ,sir 
,roger and the ,widow4      ,the        
,publication of ,the ,vicar of          
,wakefield4      ,the ,personal         
,appearance of ,silas ,marner4          

,bedivere4      ,gareth's ,combat with  
,the ,noonday ,sun4  ,b    ,i ,describe 
7a7 the interview between ,brutus and   
,portia1 and 7b7     ,brutus's treatment
 of ,lucius in his tent near ,sardis4   
,how does each of     these scenes      
affect our estimate of the character of 
,brutus8 ,what is     the last we hear  
of ,portia8    ,,ii ,what opportunity is
 provided in ,comus for the introduction
 of     instrumental music8 dancing8    
display of scenery8 ,describe the       
concluding scene 7beginning with the    
appearance of ,sabrina7 as you          
imagine it to have been performed at    
,ludlow ,castle in #afcd4   ,,iii 7a7   
,what1 according to ,burke1 are the     
three possible ways of     dealing with 
the ,american spirit of liberty8 ,state 
his reasons for     rejecting the first 
two4      7b7 ,what does ,burke think   
should be the attitude of one nation    
toward     another in such a crisis as  
the one under discussion8      7c7 ,cite
 any reasons that appeal to you as      

helping to explain the     fame of      
,burke's ,speech on ,conciliation with  
,america4    ,,iv 7a7 ,write an account 
of ,johnson's early years in ,london4   
7b7 ,macaulay says of ,johnson3 ,no     
human being who has been more than      
seventy years in the grave is so well   
known to us4 ,discuss the grounds       
for this statement4     ,,wellesley     
,,college  7#aijf7   ,a--,reading and   
,practice  ,answer two of the following 
questions3  #a ,what qualities do ,lady 
,macbeth and ,portia of ,belmont have in
 common1   and at what point do their   
characters diverge8  #b ,which of the   
three required ,idylls of the ,king1    
viz4 ,gareth and   ,lynette1 ,lancelot  
and ,elaine1 ,the ,passing of ,arthur1  
seems to you   more beautiful1 and why8 
#c ,compare the life of ,goldsmith with 
that of ,dr4 ,johnson4 ,which life      
seems to you the more successful8       
,b--,study and ,practice  ,answer two of
 questions #a1 #b1 #c1 question #d1 and 
either question #e or #f3  #a ,what     

makes the play of ,julius ,caesar great8
  #b ,compare the nature pictures in    
,l',allegro with those in ,il           
,penseroso1 using1 if you prefer1       
,milton's own language4  #c ,what were  
,burke's strong points as an orator8  #d
 ,write a well-constructed paragraph of 
about two hundred words on the          
character of ,samuel ,johnson as        
presented by ,macaulay4 ,give your      
reasons   for the arrangement of the    
ideas in your paragraph4 ,show how the  
principles of unity and coherence are   
illustrated by the arrangement of   the 
ideas or material of your paragraph4  #e
 7a7 ,give two examples of each of the  
following kinds of sentences3   simple1 
complex1 compound4    7b7 ,punctuate the
 following passage3      ,and night came
 down over the solemn waste     ,and the
 two gazing hosts and that sole pair    
,and darkened all and a cold fog with   
night     ,crept from the ,oxus soon a  
hum arose     ,as of a great assembly   
loosed and fires     ,began to twinkle  

through the fog for now     ,both armies
 moved to camp and took their meal      
,the ,persians took it on the open sands
     ,southward the ,tartars by the     
river merge     ,and ,rustum and his son
 were left alone4  #f 7a7 ,give explicit
 reasons for the correctness or the     
incorrectness   of the following        
sentences3      7#a7 ,he1 in a moment of
 excitement and affection1 did this act 
of     beneficence and of which he was  
very proud4      7#b7 ,we know that     
,oliver ,goldsmith was himself not      
unlike the ,vicar     of ,wakefield1    
which may partly account for the charm  
of the book4      7#c7 ,i neither       
regarded myself as rich nor poor4       
7#d7 ,the book will not fail of a       
permanent place in literature1          
because it is badly written4     7b7    
,give examples of the correct use of the
 following words3 affect1   complement1 
mad1 nice1 fellow4     ,,wesleyan       
,,university4  7#aijg7   ,allow one hour
 for each division of the examination4  

,consider what you will say1 and in what
 order you will say it1 before you begin
 to write at all4  ,revise your work1   
and1 if time permits1 make a clean copy 
of it after revision4  ,no candidate    
will be accepted in ,english whose work 
is notably defective in spelling1       
punctuation1 idiom1 or division into    
paragraphs4   ,i--,reading and ,practice
  ,one especial purpose of this division
 of the examination is to test the      
ability of the candidate to express his 
thoughts in clear1 connected sentences1 
properly combined in at least three     
paragraphs4 ,single1 detached sentences 
will not meet the requirements4  ,select
 three of the following topics for      
discussion4 ,be accurate and avoid      
generalities4  #a ,give an account of   
,sir ,roger at the play4  #b ,describe  
,arthur's last battle and the last scene
 in ,the ,passing of   ,arthur4  #c 7a7 
,under what circumstances and by whom   
are the following lines   uttered8      
,the man that hath no music in himself1 

,nor is not moved with concord of sweet 
sounds1     ,is fit for treasons1       
stratagems1 and spoils4    7b7 ,outline 
the action from this point to the end of
 the play4  #d ,goldsmith's life on the 
,continent after he left ,dublin4  #e   
,describe the place1 the cause1 and the 
results of the combat in ,the   ,lady of
 the ,lake4  #f ,give an account of the 
part of ,gawain in ,lancelot and        
,elaine4  #g ,describe the attack on the
 castle of ,front-de-,boeuf4  #h 7a7    
,explain the following lines in every   
detail3      ,i hear it by the way2 but 
,i will send3     ,there's not a one of 
them1 but in his house     ,i keep a    
servant fee'd4 ,i will to-morrow        
7,and betimes ,i will7 unto the weird   
sisters4    7b7 ,what results from this 
resolution8   ,,ii--,study and ,practice
  ,discuss fully each topic in order as 
far as you go1 even though you may not  
finish the paper4  #a ,outline the part 
played by ,casca1 and quote any of his  
notable   sayings4  #b ,show in some    

detail what difficulties ,burke finds in
 the attempt to   change the spirit of  
the ,colonists4  #c ,who utters the     
following lines2 to whom1 where1 and    
why8      ,come lady1 while ,heaven     
lends us grace1     ,let us fly this    
cursed place1     ,lest the sorcerer us 
entice1     ,with some other new device4
  #d ,give an account of ,johnson's     
friendship with the ,thrales4  #e       
,macaulay's defence of ,milton's        
political career4     ,,gateway ,,series
 ,,of ,,english ,,texts  ,general       
,editor1 ,,henry ,,van ,,dyke1          
,princeton ,university   ,addison's ,sir
 ,roger de ,coverley ,papers            
7,winchester7      #j4dj ,burke's       
,speech on ,conciliation 7,mac,donald7  
4#ce ,byron1 ,wordsworth1 ,shelley1     
,keats and ,browning--,selections       
7,copeland  ,rideout7                   
4#dj ,carlyle's ,essay on ,burns 7,mims7
                            4#ce        
,coleridge's ,rime of the ,ancient      
,mariner 7,woodberry7        4#cj       

,emerson's ,essays--,selections 7,van   
,dyke7                    4#ce          
,franklin's ,autobiography 7,smyth7     
4#dj ,gaskell's ,cranford 7,rhodes7     
4#dj ,george ,eliot's ,silas ,marner    
7,cross7                        4#dj    
,goldsmith's ,vicar of ,wakefield1 and  
,the ,deserted ,village       7,tufts7  
4#de ,irving's ,sketch                  
,book--,selections 7,sampson7           
4#de ,lamb's ,essays of ,elia 7,genung7 
4#dj ,lincoln1 ,selections from         
7,draper7                          4#ce 
,macaulay's ,essay on ,addison          
7,mc,clumpha7                    4#ce   
,essay on ,milton 7,gulick7             
4#ce    ,life of ,johnson 7,clark7      
4#ce    ,addison and ,johnson4 ,one     
,volume4 7,mc,clumpha-,clark7      4#de 
,milton's ,minor ,poems 7,jordan7       
4#ce ,scott's ,ivanhoe 7,stoddard7      
4#ej   ,lady of the ,lake 7,alden7      
4#dj ,shakespeare's ,as ,you ,like ,it  
7,demmon7                      4#ce     
,julius ,caesar 7,mabie7                

4#ce   ,macbeth 7,parrott7              
4#dj   ,merchant of ,venice 7,schelling7
                           4#ce         
,stevenson's ,inland ,voyage1 and       
,travels with a ,donkey       7,blakely7
                                        
4#dj ,tennyson's ,idylls of the         
,king--,selections 7,van ,dyke7         
4#ce   ,princess 7,bates7               
4#dj ,washington's ,farewell ,address1  
and ,webster's ,first ,bunker   ,hill   
,oration 7,pine7                        
4#cj  ,,american ,,book ,,company 7,s4  
#ii7  ,,composition-,,rhetoric  ,by     
,,stratton ,d4 ,,brooks1 ,superintendent
 of ,schools1 ,boston1 ,mass41 and      
,,marietta ,,hubbard1 formerly ,english 
,department1 ,high ,school1 ,la ,salle1 
,ill4 ,price1 #a4jj         99       99 
99       99       99  ,the fundamental  
aim of this volume is to enable pupils  
to express their thoughts freely1       
clearly1 and forcibly4 ,at the same time
 it is designed to cultivate literary   
appreciation1 and to develop some       

knowledge of rhetorical theory4 ,the    
work follows closely the requirements of
 the ,college ,entrance ,examination    
,board1 and of the ,new ,york ,state    
,education ,department4   ,in ,part ,one
 are given the elements of description1 
narration1 exposition1 and argument2    
also special chapters on letter-writing 
and poetry4 ,a more complete and        
comprehensive treatment of the four     
forms of discourse already discussed is 
furnished in ,part ,two4 ,in each part  
is presented a series of themes covering
 these subjects1 the purpose being to   
give the pupil inspiration1 and that    
confidence in himself which comes from  
the frequent repetition of an act4 ,a   
single new principle is introduced into 
each theme1 and this is developed in the
 text1 and illustrated by carefully     
selected examples4   ,the pupils are    
taught how to correct their own errors1 
and also how to get the main thought in 
preparing their lessons4 ,careful       
coordination with the study of          

literature and with other school studies
 is made throughout the book4   ,the    
modern character of the illustrative    
extracts can not fail to interest every 
boy and girl4 ,concise summaries are    
given following the treatment of the    
various forms of discourse1 and toward  
the end of the book there is a very     
comprehensive and compact summary of    
grammatical principles4 ,more than usual
 attention is devoted to the treatment  
of argument4  ,,american ,,book         
,,company 7,s4 #hh7