Teachers Outlines for Studies in English | Page 5

climax?
Is there, as in Ivanhoe, a series of scenes closely connected? Are there
incidents that might have been omitted as superfluous? If so, would the
story have been more, or less, interesting without them?
How far does Mr. Burchell influence events? How far does Mr.
Jenkinson influence them? Squire Thornhill?
CHARACTERS.--Does the author make us acquainted with the various
characters by what he says of them; or by what they say and do
themselves; or by what they say of one another; or by all of these
methods? Examine Chapters I, III, VII, and XI.
Is the Vicar a man of intelligence? of sincerity? of good judgment?
Name his chief traits. Would he command our respect if he were our
neighbor? Account for the fact that people have been charmed with his
character ever since the book was written.
Do the characters seem true to life? Do they remain the same kind of
persons from first to last, or do they show development?

Contrast the Vicar and his wife; Olivia and Sophia; Squire Thornhill
and Sir William.
INTERPRETATION.--The writer of a historical novel aims to give a
vivid picture of certain dramatic events in history. The writer of a novel
of life and manners usually has some ideal of life or character, more or
less clearly defined, that he endeavors to picture. 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 story.
METHOD OF NARRATION.--Who tells the story?
Would the effect have been essentially different if someone else had
told it, perhaps Mrs. Primrose, or the author himself?
Does the narrator speak from the standpoint of one who somehow or
other knows all that the characters do and think and feel, or of one who
recounts merely what he himself feels and sees and hears? Compare
with Ivanhoe in this respect.
To what extent does the author use dialogue?
STYLE.--Is there any attempt to use dialect?
Do the characters talk as we should expect them to talk, or do they all
talk like the author?
Note a few passages that express humor; some that express pathos.
Find a few descriptions that present vividly a scene of beauty. Are the
sentences easy and natural, or formal and dignified?
THE LIFE AND CHARACTER OF THE AUTHOR.--What do we
know of Goldsmith's childhood? his family? his education? his
professional training? his travels? his friends in London? his literary
enterprises?
What can you find in the experiences and character of Dr. Primrose, of
Mr. Burchell, or of George Primrose to suggest Goldsmith's own

experiences and character, or those of his father?
What characteristics of Goldsmith do you think you have a right to
infer from this story? Give reasons.
COMPARISON.--Does the charm of this novel lie in the setting? in the
plot? in the characters? in the style? in the lesson it teaches? or in all of
these factors together?
Compare this book, topic by topic, with Ivanhoe or with some other
novel recently studied.
OUTLINE FOR THE STUDY OF CRANFORD
I. 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 is. Otherwise he is
likely to be disappointed and to fail to appreciate its charm. Several
ways are suggested for approaching the first reading. Let the teacher, or
if possible one of the class, give an account of a small English village,
using photographs, if they are available, to show some characteristic
features. Let the class write an account of some country place that they
know well with definite details of the houses, the people, and the
customs. Have the best accounts read in class. Present to the class, or
have them study from the introduction, the brief facts of the history of
this story: who Mrs. Gaskell was; her connection with Knutsford; the
original purpose of the Cranford sketches.
II. Reading and Study
Oral reading is more than usually important in a book like Cranford,
for much of the enjoyment of the story comes from an appreciation of
its wit and humor, and these qualities can best be brought out by oral
reading. Some part of each day's recitation period might well be
devoted to the reading of choice passages. Of special value in securing
appreciation of the story is the preparation of compositions based on
the students' own knowledge of country life. They may be descriptions,

both real and imaginative, of some country village; accounts of small
social gatherings or card parties; dialogues to show the characteristics
of the people, etc.
In addition to these exercises there will, of course, be need for
cross-questioning to make sure that the important facts relating to the
scene, the characters, and the events