Teachers Outlines for Studies in English | Page 9

Careful Reading
The main purpose of this reading is to gain an understanding of the
poem. It will include a thorough but not exhaustive study of its details;
the best passages may be read aloud, and choice selections committed
to memory. Then should follow a brief practical study of meter, with
class discussions to interpret the thought of the author.

IV. Study of the Poem as a Whole
A. Content
1. Setting
2. Plot
3. Characters
4. Central idea
5. Method of narration
B. Form
1. Structure
2. Meter
3. Style
C. The Life and Character of the Author
OUTLINE FOR THE STUDY OF THE LADY OF THE LAKE
I. Preparation
The introductory work that the teacher is required to do for his class
depends upon the conditions: the age of the pupils, their previous
reading, etc. The following topics are suggested as suitable for the
double purpose that we have in mind: arousing the interest of the class,
and supplying necessary information.
1. A brief account of Scott's ancestry to show his connection with the
Highland clans.
2. Some facts of Scott's boyhood to show his enthusiasm for outdoor
life, for deeds of daring, for old Scotch legends.

3. The story that Lockhart tells in his life of Scott[1] (p. 266), of how
tired soldiers were aroused by a recital of The Battle of Beal an Duine.
4. A short account of the Scottish lake region, with map.
5. A very few facts concerning James V and the Douglas family.
II. A Rapid Reading
This is for the purpose of getting the main facts of the story. It may be
done partly by the teacher[2] and partly by the class out of school. A
short time in every recitation period should be taken for a running fire
of questions to make sure that the class understand the plot. The
questions ought to be simple matters of fact which a first reading
should reveal.
III. A Careful Reading
The class should now be ready to enjoy a second reading with whatever
study of words, figures of speech, meter, etc., is necessary together
with the memorizing of a considerable amount. The following
questions are intended to suggest the kind of work that ought to be
done with young pupils:
1. Canto I, line 47. Explain "tainted gale."
2. " " " 54-63. To which of the senses does Scott appeal?
3. " " " 54-63. Point out the words that are most effective.
4. " " " 69. What is the hurricane?
5. " " " 114-130. To what sense does Scott appeal?
6. " " " 114-130. How does he appeal here to our sympathy?
7. " " " 131-151. How does he make the escape of the stag a surprise?
It is easy to select many good narrative and descriptive topics for oral

and written composition, and here, as always, frequent writing is an aid
to the understanding of the work of literature under discussion, as well
as to the enlargement of the power of expression.
The study of meter ought to offer little difficulty if only a simple,
practical knowledge is required, and yet a large number of pupils find it
confusing. 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 irregular, and in
the other regular. If they are directed to mark a few passages after some
definite form, as they will easily learn the normal line. They will learn,
too, that there are a few common variations. Having learned these, and
the names of different feet and meters, the whole subject will seem, as
it is, a very simple matter.
~ - ~ - ~ - ~ - The stag at eve had drunk his fill
IV. Study of the Poem as a Whole
SETTING.--When and where did the events of this story take place?
Are we interested in the descriptions because they are beautiful, or
because of historical associations?
What caused the trouble between the Highlanders and the Lowlanders?
What do you learn from the poem about Highland hospitality? (See
Canto I, lines 576-601; II, 585-604, etc.) Customs of dress? (I, 362-372;
II, 534-539; III, 478-499, etc.) Devotion to leaders? (III, 410-451; IV,
397-400, etc.) Superstition of the people? (III, 123-178; IV, 79-99.)
What foundation in fact was there for James's treatment of Douglas (V,
609-631), and for Ellen's visit to court? (VI.) (See Introduction to The
Lady of the Lake, pp. 27-31.)
PLOT.--How is the story introduced?
At the end of Canto I what do we think the story is to be?

What is brought into Canto II to complicate the plot or to make it less
simple?
How is the main action of