Teachers Outlines for Studies in English | Page 5

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 are clearly understood. Some care will be necessary to see that students understand the virtues as well as the foibles of the characters.
III. Study of the Book as a Whole
SETTING AND SITUATION.--Does Cranford seem like a real place? Give reasons for your answer.
When are the events related supposed to have taken place?
Why does Mrs. Gaskell pay so little attention to the details of time and place?
Could the scene of this story be changed to some other place and time without difficulty? Give reasons. Compare Cranford with some place that you know in respect to the poverty, aristocracy, social etiquette, employments, and peculiar ways of the people.
PLOT.--What relation does Chapter I bear to the rest of the book? Are there suggestions in it that make you expectant of what is to come in the ensuing chapters?
What connection has Chapter II with the preceding chapter? with the following?
Are Chapters III and