Teachers Outlines for Studies in English | Page 9

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 Canto III foreshadowed in Canto II?
What is the purpose of Canto III? Would the story be complete without it?
How does the prophecy related in the early part of Canto IV affect our interest in what follows?
What is the purpose of the Blanche of Devan incident?
What is the purpose of Canto IV in the development of the story?
What is the purpose of the dialogue in the early part of Canto V? of the games in the latter part? Show how Canto VI is a fitting conclusion.
Note in how many of the cantos the main action is told in a single scene vividly described.
How does the author retard the movement, keep the story from going too fast, in the most exciting parts?
What is the purpose of the Minstrel in the development of the story?
In what cases does Scott keep the identity of characters unknown to the reader for a time? for what purpose?
Are we more interested in the fortunes of Roderick or in those of Ellen?
CHARACTERS.--What characters are historical?
Are the others true to life? Are they too good, or too bad, too brave, or too foolish?
Is there a hero? a heroine?
Compare Malcolm and Roderick. Which makes the stronger appeal to your interest? Why?
How did the clansmen regard Roderick? Why? Name some of his virtues.
In the struggle between James and Roderick, which one do you wish to be successful? Why?
What qualities do you admire in Ellen?
INTERPRETATION.--Was Scott's purpose merely to tell an interesting story, or to present a period of history, or to teach some ethical truth, or to present high ideals of character, or all of these combined? Give your reasons carefully.
METHOD OF NARRATION.--Who